Administrative Procedure 6810 Hazardous Materials

Reference: Title 8, Section 340 et seq.

The District is committed to providing a safe working environment for its employees and believes that employees and students have a right to know about health hazards associated with their work.

The District has the responsibility to adopt programs and procedures that minimize exposure of employees and students to hazardous chemicals present in laboratories. It has the further responsibility to provide information and appropriate training to make employees and students aware of potential hazards and safe working practices.

The District’s Chemical Hygiene Plan which follows this procedure is the document that specifies how these responsibilities will be carried out.

Employees have a duty to participate actively in training programs, to know and follow the programs and procedures contained in the Chemical Hygiene Plan, and to conduct their work activities in a manner that minimizes their risk of exposure, as well as that of their co-workers. Because the people who work in a laboratory are best able to detect potential hazards either in the facility or in work procedures, when safety concerns arise employees are encouraged to discuss their concerns with their supervisor and open community channels with the proper administrative authority.

Board approval date: 7/25/06

Page 1 of 1

westhillscollege.com

CHEMICAL HYGIENE PLAN

DRAFT March, 2006

i Acknowledgement

The West Hills Community College District Board of Trustees, the Chancellor and the Presidents are committed to employee health and safety. The West Hills Community College District (District) wishes to express it’s appreciation to the Valley Insurance Program, JPA for providing the Sample Chemical Hygiene Plan template used in preparation of this plan. The District also thanks the Risk Management Committee members, especially Chemistry Instructors Mr. Bob Holmes and Mr. Brian Abela who provided us with this updated plan to replace the District’s 1991 Chemical Hygiene Plan. Continued implementation of the District’s Chemical Hygiene Plan allows high-quality laboratory instruction to take place in an environment that minimizes risk for instructors, lab technicians, and students alike.

Forward

The purpose of a Chemical Hygiene Plan (CHP) is to protect laboratory instructors, students and staff from harm due to chemicals while working in a laboratory. In addition to employees who ordinarily spend their time working within a laboratory space, for the purposes of the plan “laboratory employee” also includes office, custodial, maintenance and repair personnel, and others who as part of their duties regularly spend a significant amount of their working time within a laboratory environment.

The West Hills Community College Districts CHP complies with CCR, Cal/OSHA Title 8, Section 5191, Occupational Exposure to Hazardous Chemicals in Laboratories regulation, commonly referred to as the “laboratory standard”. The primary requirements are that the District’s CHP provides a safe working environment for employees working in covered laboratories. Appendix A contains the text of the Cal/OSHA regulation, so that the required elements of the plan can be identified and maintained.

ii

Chemical Hygiene Plan of the WEST HILLS COMMUNITY COLLEGE DISTRICT

Table of Contents

Page Acknowledgement ...... ii Forward...... ii Table of Contents...... iii

1.0 Scope 1.1 District Procedure on Chemical Hygiene in Laboratories ...... 1.1 1.2 Scope and Application of the Chemical Hygiene Plan...... 1.1 1.3 Relation to the Hazard Communication Program and Other Cal/OSHA Standards....1.2 1.4 Availability...... 1.3 1.5 Annual Review...... 1.3

2.0 Responsibilities for Chemical Hygiene 2.1 Chemical Hygiene Administrative Organization Chart...... 2.1 2.2 Board of Trustees and Chancellor/Presidents...... 2.1 2.3 District Chemical Hygiene Officer ...... 2.1 2.4 Science Curriculum...... 2.2 2.5 Risk Management Committee...... 2.3 2.6 Campus Administrative Officer...... 2.4 2.7 Science & Biology Departments...... 2.4 2.8 District Employees...... 2.4 2.9 Students...... 2.5 2.10 Farm of the Future ...... 2.5 2.11 Farm Chemical Hygiene Procedures ...... 2.5

iii

3.0 Access to Hazard Information 3.1 Employee Training...... 3.1 3.2 Material Safety Data Sheets...... 3.3 3.3 Laboratory Signs...... 3.4 3.4 Labels...... 3.4 3.5 Other Sources of Hazard Information...... 3.5

4.0 Standard Operating Procedures 4.1 General Principles Guiding Handling and Use of Chemicals...... 4.1 4.2 General Laboratory Procedures ...... 4.1 4.3 Storage/Handling/Use of Certain Chemicals is Specifically Forbidden...... 4.4 4.4 Procedures for Specific Chemical Hazards...... 4.5 4.5 Procedures for Specific Physical Hazards ...... 4.7

5.0 Chemical Procurement and Storage 5.1 Ordering and Receiving Chemicals ...... 5.1 5.2 Standard District Chemical Inventory List ...... 5.1 5.3 Requests to Use Chemicals not on District Standard Inventory...... 5.2 5.4 Chemical Storage Facilities ...... 5.3 5.5 Chemical Storage Procedures (General)...... 5.4 5.6 Guidelines for Storing Chemicals from Specific Hazard Classes ...... 5.5

6.0 Laboratory Facilities 6.1 Laboratory Design ...... 6.1 6.2 Laboratory Ventilation...... 6.1 6.3 Fume Hoods...... 6.1 6.4 Designated Areas ...... 6.3

iv 7.0 Protective Equipment 7.1 Protective Equipment in Laboratories ...... 7.1 7.2 Personal Protective Equipment and Apparel ...... 7.2

8.0 Inspections And Maintenance 8.1 Responsibility for Inspections and Reporting...... 8.1 8.2 College-Level Inspection Responsibilities and Standards...... 8.1 8.3 District-Level Inspection Responsibilities and Standards ...... 8.2 8.4 Maintenance and Repair of Protective Equipment ...... 8.2

9.0 Recordkeeping 9.1 Chemical Inventory...... 9.1 9.2 Maintenance and Inspection Records ...... 9.1 9.3 Training Records...... 9.1 9.4 Incident/Accident Reports ...... 9.2 9.5 Medical and Exposure Records ...... 9.2 9.6 Requests to Use Chemicals not on the Standard District Inventory ...... 9.2

10.0 Responding To Incidents And Exposures 10.1 General Accident Procedures...... 10.1 10.2 Chemical Accidents Involving Persons ...... 10.2 10.3 Dealing with Chemical Spills ...... 10.2 10.4 Fire Accidents Involving Persons ...... 10.3 10.5 Dealing with Fires...... 10.3 10.6 Power Outages ...... 10.4 10.7 Personal Injury and First Aid...... 10.5 10.8 Incident/Accident Reporting...... 10.5 10.9 Exposure Assessment...... 10.5 10.10 Monitoring...... 10.6 10.11 Medical Consultations ...... 10.6

v 11.0 Used and Waste Chemicals 11.1 Used Chemicals ...... 11.1 11.2 Waste Chemicals...... 11.2 11.3 Hazardous Waste Streams from Laboratories...... 11.3 11.4 Other Issues...... 11.3

Appendices A. Cal/OSHA, CCR, Title 8, Section 5191, Occupational Exposure to Hazardous Chemicals in Laboratories ...... A.1

B. Glossary of Terms ...... B.1 C. Incompatibility of Common Laboratory Chemicals ...... C.1 D. Example Forms to Implement the Chemical Hygiene Plan Inspection Form - Laboratory ...... D.2 Inspection Form - Chemical Storeroom...... D.4 College Employee Chemical Hygiene Training Record...... D.5 Request to Procure and Use A Hazardous Chemical...... D.6 Laboratory Accident/Incident Report Form...... D.7 Laboratory Accident/Incident: Staff Witness Report ...... D.9 Laboratory Accident/Incident: Student Witness Report...... D.10 Used Chemical Inventory Form ...... D.11 Request to Remove Used/Waste Chemicals...... D.12 E. Training Documentation Log…………………………………………………………….E.1 F. Fire Protection for Laboratories Using Chemicals……………………………………….F.1 G. Science Safety Handbook for California Public Schools………………………………...G.1 H. Chemical Hygiene Officer Certification …………………………………………………H.1 I. 2001 California Building Code, Table 3-D.1 – Exempt amounts of Hazardous . Materials, Liquids and Chemicals………………………………………………………...I.1

vi 1.0 SCOPE

1.1 District Procedure on Chemical Hygiene in Laboratories

The District is committed to providing a safe working environment for its employees and believes that employees and students have a right to know about health hazards associated with their work.

The District has the responsibility to adopt programs and procedures that minimize exposure of employees and students to hazardous chemicals present in laboratories. It has the further responsibility to provide information and appropriate training to make employees and students aware of potential hazards and safe working practices. The Chemical Hygiene Plan (CHP) is the document that specifies how these responsibilities will be carried out.

Employees have a duty to participate actively in training programs, to know and follow the programs and procedures contained in the CHP, and to conduct their work activities in a manner that minimizes their and co-worker’s risk of exposure. Because the people who work in a laboratory are best able to detect potential hazards either in the facility or in work procedures, when safety concerns arise, employees are encouraged to discuss their concerns with their supervisor and open communication channels with the proper administrative authority.

This procedure statement and the CHP were adopted by the West Hills Community College District Board of Trustees on ______, and are effective as of this date.

1.2 Scope and Application of the Chemical Hygiene Plan

On January 31, 1990, the Occupational Safety and Health Administration (OSHA) promulgated the final rule for occupational exposures to hazardous chemicals in laboratories. California adopted the Federal Standard as CCR, Title 8, Section 5191, Occupational Exposure to Hazardous Chemicals in Laboratories, with some minor changes, primarily for clarification. However, the California regulation specifically requires that those who are responsible for supervising, directing or evaluating the monitoring of employee exposures be competent in industrial hygiene practice. Affected California employers were required to develop a written CHP by October 31, 1991. The basis for this standard is the determination that laboratories typically differ from industrial operations in their use and handling of hazardous chemicals and that a different approach than that found in Federal and State OSHA’s substance specific health standards is warranted to protect workers.

The final regulation, commonly called the “laboratory standard” (see Appendix A), applies to all laboratories that use hazardous chemicals in accordance with the definitions of “laboratory use” and “laboratory scale” provided in the standard (see Appendix B). Laboratories covered by this standard have the obligation to maintain employee exposures at or below permissible exposure limits (PELs) specified by Cal/OSHA. However, each

- 1.1 - employer, through the formulation and implementation of a CHP, will determine the manner in which this obligation is achieved.

Because community colleges contain facilities and programs that meet the “laboratory use” and “laboratory scale” criteria in the final standard, they must be covered under an appropriate CHP. Moreover, community college employees whose assignments include working in a laboratory area must receive appropriate training and information about the CHP and the practices it prescribes.

This document serves as the written guide for District’s compliance with the Occupational Exposure to Hazardous Chemicals in Laboratories regulation, including the CHP requirements contained therein.

The CHP for the District affirms the District’s commitment to a safe working environment for all employees working in laboratories. The plan details the District’s standards of acceptable operation regarding laboratory procedures; chemical procurement, labeling and storage; availability, inspection, and maintenance of laboratory facilities and protective equipment; and employee information and training programs. The plan also describes roles and responsibilities for implementing the standards. All units of the District engaged in the laboratory use (as defined by this document) of hazardous chemicals are required to comply with this document.

1.3 Relation to the Hazard Communication Plan and Other OSHA Standards

The Cal/OSHA Occupational Exposure to Hazardous Chemicals in Laboratories regulation relates directly to the Cal/ OSHA Hazard Communication Program regulation (Section 5194) since both address limiting employees’ exposure to hazardous chemicals in the workplace. Therefore, the CHP must be consistent with the District’s Hazard Communication Program, particularly as regards the availability of Material Safety Data Sheets during each work shift when employees are in their work areas; procedures for chemical storage and labeling, and the provision of employee training. The CHP will supersede the Hazard Communication Plan where specific differences are necessary to address unique conditions of laboratories.

The following Cal/OSHA standards are particularly pertinent to laboratories, in addition to the “laboratory standard”. Their provisions apply, except where the CHP specifies a higher standard of operation:

CCR, Title 8, Section 3380 - General requirements - Personal protective devices and safeguards. CCR, Title 8, Section 3382 - Eye and face protection. CCR, Title 8, Section 3314 - Cleaning, repairing, servicing, adjusting prime movers, machinery and equipment (lockout/tagout). CCR Title 8, Section 3400 - Medical services and first aid. CCR, Title 8, Section 6151 - Portable fire extinguishers. CCR, Title 8, Section 3204 - Access to employee exposure and medical records.

- 1.2 - CCR, Title 8, Section 5193 - Bloodborne pathogens.

1.4 Availability

The CHP must be readily available to employees and employee representatives. The following personnel will keep a copy of the CHP: District Chemical Hygiene Officer (DCHO), the Chancellor, the President’s and Academic Deans of each campus containing a covered laboratory and the Maintenance & Operations Director of each campus. In addition, each laboratory will place and keep a copy in an area readily accessible by all employees during normal working hours.

1.5 Annual Review

The DCHO and the District Risk Management Committee will review the CHP annually from its effective date, with suggested revisions shall be submitted to the Chancellor and Presidents for consideration by the Board of Trustees.

- 1.3 - 2.0 RESPONSIBILITIES FOR CHEMICAL HYGIENE

2.1 Chemical Hygiene Administrative Organization Chart

CHANCELLOR

VC Business Services

Chemical Hygiene District Risk Officer Management Committee

President, Lemoore President, Coalinga

Vice President, Director Dean of Director Education Services M & O Student Learning M & O

Science Non-Science Science Instructors Non-science Instructors Employees Employees

2.2 Board of Trustees and Chancellor/Presidents

The Board of Trustees, as the legal employer, the Chancellor and Presidents, as the Districts and Colleges Chief Executive Officers, have the ultimate responsibility for providing safe working conditions within the District, including implementation of the District CHP.

2.3 District Chemical Hygiene Officer

The District Chemical Hygiene Officer (DCHO) is a position appointed by the Chancellor, and is responsible for overseeing implementation of the CHP. The person designated as the DCHO will have the following minimum qualifications:

a. Substantive academic background in chemistry, preferably a BS degree or higher, and at least 24 semester hours (36 quarter hours) in chemistry;

b. Familiarity with state and federal occupational safety and health standards and regulations;

- 2.1 -

c. At least three years experience planning and implementing laboratory safety and/or chemical hygiene programs; and

d. Familiarity with District laboratories and the safety issues underlying District science programs;

e. Preferably the DCHO should be certified by the National Registry of Certified Chemists as a Chemical Hygiene Officer. (See Appendix H)

The responsibilities of the DCHO are to:

a. Work with administrators and instructors to develop and implement appropriate chemical hygiene programs and practices, including membership on the District Risk Management Committee;

b. Work with the academic deans of each College and Directors of Maintenance & Operations to coordinate and monitor implementation of the CHP;

c. See that required inspections are performed and appropriate records are maintained;

d. Provide technical assistance to instructors and other employees on the CHP;

e. Know the most current legal requirements concerning regulated substances and justify that the CHP is in accord with those requirements;

f. Make recommendations to the District Risk Management Committee regarding requests to use chemicals not on the standard district inventory because the chemical is explosive, carcinogenic, mutagenic, highly toxic, or otherwise unsuitable for general district laboratories has identified them;

g. Determine need for personal protective equipment beyond that specified for general laboratory use;

h. Implement appropriate chemical hygiene training for all district employees whose normal work locations include laboratory areas; and

i. Conduct an annual review of the CHP and recommend revisions when appropriate.

2.4 Science Curriculum

The academic dean for each college shall oversee the curriculum and instructional aspects of the College’s science program. As such they are responsible for insuring that implementation of the science program does not conflict with the standards set forth in the CHP. In particular, they have the responsibility to:

- 2.2 - a. Advise the DCHO when changes in the adopted science curriculum materials or expected instructional practices have implications for maintaining district compliance with the CHP;

b. Be a member or designate a member for the District Risk Management Committee to review requests to use hazardous chemicals in the science instructional program; and

c. Work with President, science instructors and staff to identify laboratory safety issues to bring to the attention of the DCHO.

2.5 Risk Management Committee

The Risk Management Committee represents the various stakeholder groups impacted by the CHP and advises the DCHO on issues relative to the plan. The Committee has the following composition:

a. Vice Chancellor Business Services, Program Administrator;

b. Budget Services Supervisor, Chairperson

c. District Chemical Hygiene Officer;

d. Director Human Resources;

e. Academic Dean or designee of each College;

f. District Director of Child Development Centers;

g. Director of Maintenance & Operations of each College;

h. One science/biology instructor from each College.

The Committee must meet at a minimum annually. Additional meetings may be called the DCHO or Chairperson to review chemical requests or to address other issues of chemical hygiene or laboratory safety. The responsibilities of the Committee, as they relate to the CHP are to:

a. Review and rule on requests to purchase and use chemicals not on the District’s standard inventory lists;

b. Perform an annual review of the CHP and propose needed updates and revisions; and

c. Advise the DCHO on issues of chemical hygiene and laboratory safety at the District and college levels.

- 2.3 -

2.6 College Administrative Officer

The College President or designee is responsible for chemical hygiene on the college campus, and his/her designee monitors employees’ compliance with the CHP. The President or designee maintains required records of incidents, employee exposures, and chemical hygiene training of employees outside the science department.

2.7 Science and Biology Departments

The College academic dean with responsibility for the Science and Biology Departments is the contact person for the CHP, and is responsible for:

a. Ensuring that all sciences’ employees have received appropriate training and have access to the CHP, material safety data sheets (MSDS), and other reference materials;

b. Coordinating a regular process for conducting chemical hygiene and housekeeping inspections, including routine inspections of emergency equipment;

c. Coordinating requests along with the DCHO to the District Risk Management Committee for acquisition and use of chemicals not on the standard district inventory list, due to explosive, carcinogenic, mutagenic, highly toxic, or other characteristics that make them unsuitable for general school laboratories;

d. Overseeing purchase, storage, and disposal of chemicals in accordance with the CHP; and

e. Maintaining required records of science instructor training, current inventory, and inspections and maintenance of facilities and equipment.

2.8 District Employees

Individual employees are responsible for their own safety. All District employees performing work with hazardous substances must accept a shared responsibility for operating in a safe manner once they have been informed about the extent of risk and safe procedures for their activities. All District employees whose normal work locations include a laboratory area have the specific responsibility to:

a. Maintain awareness of health and safety hazards through participating in required training programs and updating knowledge through optional training and consulting reference materials;

b. Plan and conduct daily activities in accordance with the District chemical hygiene standards and procedures, when preparing, handling, and disposing of any chemicals.

- 2.4 -

c. Use good personal chemical hygiene habits in their own work, as well as modeling and enforcing these habits for students; and

d. Inform supervisors of accidents and work practices or working conditions they believe hazardous to their health or to the health of others.

2.9 Students

While students are not covered under the provisions of the “Cal/OSHA laboratory standard”, students should be made aware of chemical health and safety hazards in classroom situations and should be provided with information and equipment to protect themselves from those hazards. Instructors must provide student training at the beginning of each course in which hazardous chemicals are used, and specific safety instructions should be provided at the beginning of each laboratory period.

2.10 Farm of the Future

The Director, Farm of the Future is the contact person for the CHP, and is responsible for:

a. Ensuring that all farm employees have received appropriate training and have access to the CHP, material safety data sheets (MSDS), and other reference materials;

b. Coordinating a regular process for conducting chemical hygiene and housekeeping inspections, including routine inspections of emergency equipment;

c. Coordinating requests along with the DCHO to the District Risk Management Committee for acquisition and use of chemicals not on the standard district inventory list, due to explosive, carcinogenic, mutagenic, highly toxic, or other characteristics that make them unsuitable for general school laboratories;

d. Overseeing purchase, storage, and disposal of chemicals in accordance with the CHP; and

e. Maintaining required records of science instructor training, current inventory, and inspections and maintenance of facilities and equipment

2.11 Farm Chemical Hygiene Procedures

The Farm of the Future utilizes only approved chemicals on the farm following accepted practices of industry and governing agencies. Our goal of promoting sustainability requires a judicious use of only the minimum amount of chemicals. These procedures will guide our students, employees and supervisors in the production of our crops.

- 2.5 - I. Drip Irrigation System The primary water delivery system on the farm is through our drip irrigation system that allows us to apply only the amount of water needed for optimum plant growth. The system requires frequent maintenance to assure that all emitters are open and water is flowing adequately. Two chemicals facilitate the drip system maintenance: Chlorine and n-pHhruic acid during the six months of annual operation.

CHLORINE

a. Security: The Chlorine gas is delivered to a fenced and locked area near the reservoir by California Water Services which sets up the tank, changes tanks, and monitors the inspection of all parts of the Chlorine injection system. Farm employees are limited to opening the tank valve one quarter turn, adjusting the regulator, and monitoring chemical flow. Students can not approach the area unless in class with the direct supervision of the instructor. Student employees are not permitted to adjust the system. b. Safety: Safety labels and signs – in English and Spanish, are used generously in the area of the tanks and the perimeter fencing. Additional signs have been ordered. c. MSDS: A Chlorine MSDS sheet is posted in the area adjacent to the eye wash station. Other copies are posted in the farm shop and the farm office. d. Training was provided by California Water when the system was installed in February, 2005. An annual training session update is scheduled for March each year.

N-PHURIC ACID (UREA-SULFURIC ACID) a. Security: Bulk delivery of n-pHhruic acid is performed by an outside vendor into a 2,000 gallon storage tank located inside the fenced and locked storage adjacent to the reservoir. b. Safety: Safety labels and signs – in English and Spanish, are used generously in the area of the tanks and the perimeter fencing. Additional signs have been ordered. c. MSDS: An n-pHhruic MSDS sheet is posted in the area adjacent to the eye wash station. Other copies are posted in the farm shop and the farm office. d. Training was provided by West Hills Farms Pest Control Advisor on March 15, 2005. The annual farm chemical safety training is scheduled for March each year and will include a refresher on the safe handling of this acid.

UREA a. Security: Bulk delivery of Urea is made by the vendor into a 4,000 gallon storage tank located inside the fenced and locked storage adjacent to the reservoir.

- 2.6 - b. Safety: Safety labels and signs – in English and Spanish, are used generously in the area of the tanks and the perimeter fencing. Additional signs have been ordered. c. MSDS: A Urea MSDS sheet is posted in the area adjacent to the eye wash station. Other copies are posted in the farm shop and the farm office. d. Training was provided by West Hills Farms Pest Control Advisor on March 15, 2005. Annual farm chemical safety training sessions will be scheduled for March each year and will include a refresher on the safe handling of this fertilizer. II. Field and Orchard Crops The farm utilizes the services of the West Hills Farms Pest Control Adviosr in all applications of chemicals in the fields and orchards. This arrangement has many advantages: a. No local requirement for permit or applicator’s license b. No need to maintain inventory of various chemicals c. No need for specialized spray equipment or operator d. Spraying is done only on Saturday or other non-school days e. Expert advice on chemical safety and changes in regulations f. Notification of county and state agencies is provided.

- 2.7 - 3.0 ACCESS TO HAZARD INFORMATION

Identifying the specific hazards associated with a chemical greatly reduces chances of misuse by regular laboratory employees, students, new users, or visitors to the laboratory. The goal of the District CHP is to assure that all individuals at risk are adequately informed about: the physical and health hazards associated with hazardous chemicals present in the laboratory; the proper procedures to minimize risk of exposure; and the proper response to workplace accidents. This goal is achieved through two means: 1) formal training, and 2) readily available hazard information on signs, labels, and material safety data sheets (MSDS).

3.1 Employee Training

All district employees whose normal work assignment includes working in a laboratory area shall participate in an ongoing chemical hygiene training program. This includes custodial and maintenance personnel, as well as appropriate instructional staff (including adjunct and substitute teachers whose assignment is likely to include a laboratory area). New employees to the District who possess records certifying their participation in chemical hygiene training with a previous employer will be excused from the general introductory training, but must participate in training that covers the specifics of the District CHP.

The precise nature of the training that a particular employee receives is determined by the nature of his/her work assignment in the laboratory. For example, the training for science instructors would include safe handling of chemicals during experimental procedures, whereas training for custodians would include procedures for performing necessary cleaning operations in the possible presence of hazardous chemicals. The training approach will be directed to categories or groups of hazardous chemicals, rather than to the specific characteristics of many individual chemicals. Training may take the form of individual instruction, group workshops, audiovisual presentations, handout material, or any combination of these.

The general content of the training and information program will include:

1. The Cal/OSHA Occupational Exposure to Hazardous Chemicals in Laboratories, CCR, Title 8, Section 5191;

2. The contents of the District’s CHP and where copies of the plan are located in each college building;

3. Safe work practices for handling hazardous chemicals and transporting them within the facility;

4. Hazards of chemicals on the school site, including PELs or other exposure limits;

- 3.1 - 5. Procedures for requesting authorization to obtain and use chemicals considered too hazardous for general district laboratories;

6. Labeling and storage practices, and information to interpret labels, as outlined in the District’s Hazard Communication Program;

7. Information on concepts necessary to understand reference materials, such as PEL, TLV, LD50, and routes of entry;

8. Content of MSDSs, and the location in each building of the MSDSs for chemicals in that building, as well as the location and content of other reference materials on the properties, safe handling, storage, and disposal of hazardous chemicals;

9. Proper use of any available personal protective apparel and equipment;

10. Signs and symptoms associated with exposures to hazardous chemicals used in the laboratory;

11. Methods and observations to detect the presence or release of hazardous chemicals; and

12. Appropriate procedures for responding to and reporting accidents involving chemical exposures. Selected employees may, at the District’s discretion, also receive training in the use of specialized emergency response equipment. At least one employee per laboratory building will be trained in first aid and CPR.

The training program will be a regular and continual activity, not simply a one-time initial orientation for new employees. The College academic dean with responsibility for the science and biology departments will maintain records documenting the ongoing training received by science instructors. The College President or designee will maintain training records for other employees in the building.

All College Administrators with responsibility for a college campus containing a laboratory will attend a CHP orientation session addressing the following topics:

1. Basic components of the CHP;

2. Principles of laboratory safety and safety issues in the science instructional program; and

3. Administrative responsibilities for overseeing implementation of the CHP at the college level.

- 3.2 - 3.2 Material Safety Data Sheets

Material safety data sheets (MSDS) were created with employee and student safety in mind. They give details about chemicals and their hazards. A typical MSDS is divided into categories: Identification, Toxicity Hazards, Health Hazard Data, Physical Data, Fire and Explosion Data, Reactivity Data, Spill or Leak Procedures, and Addition Precautions and Comments. While there is no required standard format, all MSDSs supply the following information:

Identification - Name of the chemical - Name, address and phone number of the supplier - Chemical formula and EPA number

Physical Characteristics - Boiling point (special fire hazard for flammables) - Vapor pressure (high values mean easy inhalation) - Vapor density (accumulates in low areas) - Water solubility - Appearance and odor - Specific gravity - Water reactivity (important for cleanup operations)

Special hazards - Flashpoint (lowest temperature at which vapor will ignite with a spark) - Auto-ignition temperature (lowest temperature at which material will ignite spontaneously) - Fire-fighting information – extinguishing material to use (dry chemical, CO2, etc.). - Explosive limits (maximum concentrations of vapors allowed)

Reactivity Data - Stability and reaction paths of dangerous decomposition

Health Hazard Data - Routes of exposure (inhalation, absorption through skin, etc.) - Health symptoms (irritant, corrosive, carcinogen, etc.) - Emergency first aid

Personal Protective Equipment - Respiration, goggles, gloves - Types of ventilation required - Hygiene procedure -washing hands after use, etc.

- 3.3 - Hazardous Waste Disposal - Protective equipment to use - Spill cleanup - Method of disposal

Each site will maintain the most current MSDS received for all chemicals stored and/or used in the building by the science and other departments. MSDSs will be kept in a location readily accessible to all employees working in college laboratories. The system a college uses to store MSDS can vary from keeping them in a notebook or file cabinet to a computerized data file. However, the system adopted must provide easy and immediate access in an emergency situation. The DCHO will maintain a master set of MSDS for all chemicals in the District. All chemical orders will include a request for the most recent MSDS from the supplier.

3.3 Laboratory Signs

Warning signs should allow students, employees and those unfamiliar with the laboratory surroundings to identify hazardous chemical use and storage areas, safety facilities, emergency information, protective equipment and exit routes. Signs will be clearly posted in all laboratory, preparation, and chemical storage areas. The District will provide standard signage, including:

a. Telephone numbers of emergency response personnel (fire, medical, chemical spill, and poison control). These signs are also posted in the main college administration office and in areas containing telephones accessible to laboratory personnel;

b. Standard laboratory procedures, safety precautions, and emergency medical procedures;

c. Location signs for exits, evacuation routes, safety showers, eyewash stations, fire extinguishers, fire blankets, first aid kits, used chemical containers and other safety equipment;

d. Warnings at areas or equipment where special or unusual hazards exist, such as lasers, vacuum, radiation, or biohazards; and

e. Signs indicating “designated areas” for restricted use of specially authorized chemicals.

3.4 Labels

Identity labels will be placed on all containers used for stock preparations, reagents for laboratory procedures, and used chemical receptacles. Labels will include the following minimum information:

a. Chemical name (chemical formula alone is not permitted);

- 3.4 -

b. Concentration, where applicable;

c. Hazard information; and

d. Date prepared and name/initials of the preparer.

Labels on stock bottles will not be removed or altered. Additional information labels may be affixed if they do not obscure the original labels.

The labels described above are not required for “secondary use” containers that are prepared and will be used and emptied within the school day, and are only handled by the employee preparing them. Secondary use containers are only required to be labeled with the identity of the chemical and its concentration, where applicable.

A special, district-supplied label will be affixed to all containers of chemicals not on the standard district inventory. These labels will list the date that use of the chemical was approved and the designated areas, if any, to which its use is restricted.

The chemical storeroom index will show the location and storage pattern for all chemicals contained in the storeroom.

3.5 Other Sources of Hazard Information

Each college campus should maintain a laboratory safety information library accessible to all employees. The library should contain reference materials pertinent to chemical hazard information, safe laboratory practices, chemical storage, and chemical disposal.

- 3.5 - 4.0 STANDARD OPERATING PROCEDURES

4.1 General Principles Guiding Handling and Use of Chemicals

Understand the Hazards Before Using any Chemical. The Permissible Exposure Limits (PELs) and Threshold Limit Values (TLVs) of chemicals approved use in District laboratories are available to employees in the MSDS for each chemical, and in publications such as OSHA 3112, “Air Contaminants - Permissible Exposure Limits”, NIOSH Pocket Guide to Chemical Hazards, or the Manual of Safety and Health Hazards in the School Science Laboratory. The District trains employees in how to find and use this information. Employees, in turn make use of this information to familiarize themselves with the hazards associated with the chemicals.

Minimize All Chemical Exposures. It is prudent to minimize all chemical exposures because few laboratory chemicals are without hazards. Employees follow the standard general precautions listed in this plan for handling all laboratory chemicals. Other specific procedures must also be followed for chemicals with particular hazardous properties, such as corrosive, flammable, toxic, or oxidizers.

Do Not Underestimate Risks. Employees must not underestimate the risk involved in any given laboratory procedure. Exposure to substances of unknown risk should be minimized. The decision to use a particular substance in a district laboratory must be based on the best available knowledge of the chemical’s particular hazards and the availability of proper facilities and equipment to store, handle, use, and dispose of the chemical. Substitutions, either of chemicals or procedures, often can be made to reduce hazards without sacrificing instructional objectives. When the risk outweighs the instructional benefit and no safer substitutes are available, then the experiment or procedure MUST NOT be performed.

Adequate Ventilation is Essential. The best way to prevent exposure to airborne substances is to prevent their accumulation in the working atmosphere. General laboratory ventilation will be maintained at specified levels, and additional devices such as hoods and auxiliary ventilation will be used when necessary to keep airborne concentrations below the PEL or TLV for the chemicals in use.

Follow the Chemical Hygiene Plan. The chemical hygiene program specifies laboratory practices designed to minimize employee exposure to hazardous chemicals. Because of the large number of chemicals that may be stored and used in district laboratories, employees must follow the practices specified in the CHP in order to minimize their health and safety risks. When employees are in doubt about particular procedures and safeguards in the CHP, they must consult with their academic dean or the DCHO before proceeding.

4.2 General Laboratory Procedures

1. Planning

- 4.1 - a. Consult MSDS before undertaking an activity. Textbooks, laboratory manuals, and other instructional materials often designate safety precautions needed for a particular laboratory activity. However, total reliance on such publications to provide complete and accurate information is not advisable. The MSDSs outline handling precautions, spill cleanup and storage guidelines.

b. Do not perform a laboratory procedure unless the following three criteria have been met:

- All persons involved in the procedure are knowledgeable about the hazards of the procedure and can perform the manipulations required;

- All necessary facilities, protective equipment and apparel are available and in good operating condition for use during the procedure; and

- The instructional benefits to be gained from the procedure clearly outweigh the risks involved in the procedure.

c. Adjust the scale of procedures to minimize risk of exposure and to reduce generation of used or waste chemicals.

2. Conduct

a. Do not eat, drink, smoke, chew gum, apply cosmetics, manipulate contact lenses, or other such activities in the laboratory.

b. Do not perform procedures using unauthorized chemicals.

c. Avoid working alone in the laboratory whenever possible. Otherwise, inform another person where you will be and what you will be doing.

d. Do not engage in horseplay, practical jokes, or other behavior which might confuse, startle, or distract another person in the laboratory.

e. Do not leave the laboratory unattended while operations are ongoing.

f. Use laboratory equipment only for its designed purpose.

3. Chemical Handling

a. Read the label on a chemical container at least twice - once when you get the container, and again before you dispense the chemical.

b. Work in the fume hood whenever the PEL for a chemical is 50 ppm or less. Hood sash should remain closed to an allowed rated-airflow level, except when placing or removing apparatus. The hood fan should be kept on whenever chemicals are present in the hood.

- 4.2 -

c. Always use the proper method of transporting chemicals within the facility. Use acid/base carriers when moving corrosive materials. Use cylinder carts when transporting cylinders. Make sure that any carts used to transport chemicals are sturdy and tight, without loose connections.

d. Avoid inhalation of chemicals; do not “sniff” to test chemicals. Do not taste chemicals.

e. Do not mouth pipette anything; use pipette suction bulbs or pumps.

f. When mixing solutions, always pour the more concentrated solutions into water or into the less concentrated solutions. Pour slowly, while stirring to dissipate heat.

g. Do not mix chemicals known to have incompatible properties. Check the MSDS for both chemicals (Appendix C).

h. Know the symptoms of exposure for the chemicals being used, and the precautions necessary to prevent exposure.

4. Personal Protective Equipment and Apparel

a. Wear appropriate chemical splash eye protection whenever manipulating chemicals (impact goggles do not provide sufficient protection and MUST NOT be worn for chemical work).

b. Wear non-permeable gloves whenever there is potential for contact with corrosive or toxic material. Check gloves for pinholes.

c. Confine long hair and loose clothing. Remove jewelry from fingers, wrists, and neck. Wear shoes at all times, but do not wear sandals, open-toed or perforated shoes.

d. Contact lenses normally should not be worn in the laboratory when fumes are present that could adhere to the lenses. If contact lenses are worn for other laboratory procedures, appropriate chemical splash goggles MUST be worn at all times.

5. Inspections and Maintenance

a. Perform a visual inspection of safety equipment prior to beginning a chemical procedure in the laboratory. The purpose of such visual inspections is to check for obvious problems with equipment. It is not intended to substitute for thorough periodic inspections. Any safety equipment not operating to the general standards must be taken out of service and reported to the DCHO.

b. Know how to use all protective equipment - eyewash, shower or drench hose, fire extinguisher, and fire blanket. If you are uncertain, ask the College academic dean responsible for the science department for assistance. DO NOT PERFORM

- 4.3 - LABORATORY WORK UNTIL YOU CAN USE PROTECTIVE EQUIPMENT TO RESPOND TO AN EMERGENCY.

c. Stay alert to unsafe conditions and see that they are corrected. Ensure that aisle ways, exits, and paths to safety equipment are unblocked.

d. Know the location of safety devices wherever you are working - in the stockroom, preparation areas, and laboratories.

e. Check that equipment is in good operating condition, and that glassware is free of chips and cracks.

6. Housekeeping and Personal Hygiene

a. Keep chemical containers out of the laboratory except when in active use and return to the storage area at the end of each day.

b. Keep rooms clean and in orderly condition. Keep floors, shelves, and tables clear of chemicals not in use. Clean up the work area on completion of an operation or at the end of the day.

c. Wash areas of exposed skin well before leaving the laboratory.

d. Never use the same refrigerator to store both chemicals and food.

e. Place excess reagents and reaction products in proper used chemical containers; do not return reagents to the stock containers.

f. Promptly clean-up spills, using appropriate protective apparel and proper procedures.

g. Keep aisles and passageways to all exits and safety equipment clear. Do not store materials near doorways.

h. Before leaving the laboratory, turn off all services (gas, water, electricity). Lower the fume hood sash. Lock the laboratory door.

i. Clean chemical storage rooms prior to the opening of school and at the close of the school year, under supervision of a trained and qualified employee.

j. At the end of each workday, treat the contents of all containers of used chemicals in accordance with district-approved procedures for used and waste chemicals.

4.3 Storage/Handling/Use of Certain Chemicals is Specifically Forbidden

Certain chemicals have severe hazards that far outweigh any instructional benefits that might result from their use in district laboratories. Chemicals in the following categories

- 4.4 - may not be stored, handled, or used in any laboratory in the district without specific approval (see Section 5.3) and only under tightly controlled conditions:

a. Select carcinogens, listed by the National Toxicology Program (NTP) as “known to be carcinogens” or “reasonably anticipated to be carcinogens” or by the International Agency for Research on Cancer (IARC) as Group 1, 2A, or 2B carcinogens;

b. Reproductive toxicants;

c. Chemicals with high degree of acute and chronic toxicity (LD50≤50 mg/kg); and

d. Unstable, shock-sensitive, or highly reactive chemicals.

In addition, the District Risk Management Committee may designate other chemicals as unsuitable for use in district laboratories.

4.4 Procedures for Specific Chemical Hazards

Materials which present physical and/or health hazards can be used safely if the specific hazards are understood, appropriate equipment and facilities are available, and proper procedures are followed. If appropriate precautions are not taken, personal injury or property damage may occur. See the glossary in Appendix B for definitions of the hazard classes discussed below.

Additionally, certain chemicals cannot be safely mixed or stored with other chemicals because of the danger of severe reaction or toxic products. See Appendix C for a table of incompatible chemicals.

1. Toxic Chemicals

a. Use non-permeable gloves when handling containers of toxic chemicals. Wash affected areas immediately if the chemicals come in contact with skin.

b. If the PEL or TLV for a substance is less than 50 ppm or its LC50 is less than 200 ppm, the substance should only be handled in a properly functioning fume hood.

c. Know the signs and symptoms of exposure to toxic substances. Review emergency response procedures.

2. Flammable Chemicals

a. Store flammable liquids in approved flammable storage cabinets. Ground safety cans and other metal containers of flammable liquids used near electrical equipment or other sources of electrostatic fields.

- 4.5 - b. When working with flammable chemicals, be certain that there are no open flames, hot surfaces, sparks, or other sources of ignition near enough to cause a fire or explosion in the event of a vapor release or liquid spill.

c. Assure that appropriate fire extinguishers are in the area. Always have vermiculite, absorbent pillows, or some other chemical absorbent available in the event of a spill.

3. Corrosive Chemicals

a. Eye protection and appropriate apron and gloves should always be used when handling corrosive materials. An eyewash and safety shower or drench hose must be readily accessible to areas where corrosives are used and stored.

b. Carry bottles of acids or bases in protective carriers to reduce possibility of breakage or spills.

c. Acid or base exposure demands immediate attention! Exposure can occur through direct skin contact, ingestion, inhalation of vapors or skin exposure to mists in the air. Common symptoms of exposure include:

- Irritation of skin, eyes, nose, throat or lungs - Dermatitis - Skin and eye burns - Difficulty breathing

Splashes should be washed off immediately with plenty of water for 15 continuous minutes. Remove all affected clothing and seek medical help.

d. Mineral acids (e.g. sulfuric, nitric, and hydrochloric) are quite reactive with metals, generating flammable hydrogen gas.

e. When performing dilutions, always pour acid into water, never the reverse.

f. Completely neutralize a spill (with baking soda for acid spills, vinegar for base spills) before cleaning up the area with plenty of water.

4. Reactive Chemicals

a. Oxidizers: Know the reactivity of the materials involved in the reaction. Ensure that there are no extraneous materials in the area which could become involved in a reaction. Use shields or other methods for isolating the process if the reaction is expected to be violent.

b. Water Reactive (react with water to produce a flammable or toxic gas): Safe handling of water reactive materials depends on the specific materials and the conditions of use and storage. See MSDS for specific instructions.

- 4.6 -

c. Pyrophoric (ignite spontaneously upon contact with air): Pyrophoric chemicals should be used and stored in inert environments. Often the flame is invisible.

d. Peroxidizable (materials which react with air to form explosive peroxides): Peroxides can explode with impact, heat, or friction. Peroxides can form even when the container has not been opened. Date all peroxidizables upon receipt and upon opening. Dispose of after three months. Do not open any container which has obvious solid formation around the lid.

e. Light-Sensitive (degrade in the presence of light): Light sensitive materials can form new compounds that may be hazardous, or may cause pressure build-up in containers. Store in a cool, dark place in amber colored bottles.

5. Allergens and Sensitizers

A variety of allergens may be encountered in the laboratory. Exposure of skin or the respiratory tract to these agents may elicit dermatitis, asthma, or other responses. The special problem with allergic responses is one of sensitization, and difficulties arise because the cause of the allergic response may not be readily identifiable. Usually there is no physical reaction at the time of initial exposure, but this is the point where sensitization occurs. The reaction takes place upon a subsequent exposure to the allergen.

Because of the wide variety of chemicals that may produce allergic responses or adverse reactions in sensitive individuals, and because of the varying response of individuals to such substances, it is essential to minimize exposure of eyes, hands and forearms, and lungs by working with adequate ventilation and appropriate protective apparel, resistant to permeation by the chemical.

4.5 Procedures for Specific Physical Hazards

Materials and equipment that present physical hazards can be used safely if the specific hazards are understood, appropriate equipment and facilities are available, and proper procedures are followed. If appropriate precautions are not taken, personal injury or property damage may occur.

1. Electrical Safety

a. Do not stand in water or have water on your hands when using electrical equipment.

b. Electrical shocks are caused from electrical current flowing into your body as an easy path to ground is formed, not only from high voltage. Be very cautious when dealing with voltages high enough to generate this current. Current as low as fifty milliamperes can kill.

- 4.7 - c. Use only one hand when probing for voltage readings, as two hands allows a path through the heart. The best procedure is to rest your elbow on a grounded surface so that, if a circuit is accidentally completed, the current will flow in your hand and out your elbow, avoiding your heart.

d. All electrical outlets should carry a grounding connection requiring a three-prong plug. All electrical equipment should be wired with a three-prong plug, unless the equipment is double-shielded. Never remove the ground post from a three-prong plug.

e. The condition of wiring, plugs, and cords should be checked regularly. Confirm that the insulation on electrical cords and cables is intact and not frayed or cracked. Breaks in the insulation can cause shocks.

f. All laboratories have circuit breakers readily accessible. Employees know how to cut off electrical service to the laboratory in case of emergency. Laboratory lighting is on separate circuits from electrical outlets, in case electric service must be cut off in an emergency.

g. If electrical equipment shows evidence of undue heating, unplug it immediately.

h. When unplugging electrical equipment, grasp the plug instead of pulling on the cord.

i. In case of an electrical fire, don’t touch the burning object or douse it with water. If possible, turn off the current. For a small fire, extinguish it with a CO2 or multipurpose ABC extinguisher, or with baking soda.

2. Glassware

a. Adequate hand protection (heavy gloves) should be used when inserting glass tubing into rubber stoppers or corks or when placing rubber tubing onto glass tubing. Tubing must be fire polished and lubricated and hands should be used close together to minimize the possibility of fracturing the glass.

b. Use leather gloves when picking up broken glass, or use tools such as brooms, dustpans, forceps, etc.

c. Glassware should be stored on well-lighted stockroom shelves designed to prevent the pieces from falling off.

d. Select glassware that is designed for the type of work planned. In particular, be sure that glassware to be used in vacuum apparatus is constructed for that purpose.

e. When cutting glass tubing or rod, place a towel over the strike mark and break in a safe direction away from the body. Fire polish all glass before use. After heating glassware, allow ample time for cooling to occur. Hot glass looks the same as cool glass.

- 4.8 - f. Glass containers of acids, alkalis, or flammable chemicals should be transported in carriers to protect from breakage and to contain leaks.

g. Each laboratory should have a container specifically designated and labeled for broken glass. Do not place broken glass in the general trash container.

3. Laser Safety

a. It is imperative that personnel do not look down the barrel of any laser while it is in operation. (Wavelengths of 200 - 315 nm are absorbed by the cornea of the eye, causing “welders flash.” Wavelengths of 315 - 400 nm are absorbed by the lens and iris of the eye. Wavelengths of 400 - 1400 nm pass through the ocular media of the eye and burn the retina.) Even low energy output He-Ne lasers can cause eye damage.

b. Protection for the eyes requires goggles that have sufficient protective material and so fitted that stray light cannot come in from any angle.

c. Be particularly careful about reflections of the laser beam. Specular reflections (from polished, flat surfaces) are the most seriously damaging to the eye, due to the collimated nature of the laser beam. No protection is offered by distance from the source.

d. Working conditions must be in compliance with ANSI Z136.1-1993, the American National Standard for Safe Use of Lasers. In the lab area, warning signs are required.

4. Vacuum Safety

a. All reduced-pressure or vacuum conditions present serious hazards. Don’t assume that 10-3 Torr is less dangerous than 10-11 Torr.

b. One of the biggest dangers associated with working under vacuum is the danger of implosion. When the vacuum vessel is constructed of glass or other shatterable materials, this danger can be extreme. Even stainless steel vacuum systems will occasionally have some component made of glass. Take necessary precautions like taping the vessel in a criss-cross pattern if it doesn’t have to be heated, or work behind a mechanical shield with safety glasses.

c. Achieving and measuring vacuum often involves dangerous mechanical motions (e.g. rotary pumps). Cover belts and wheels with guards, and exercise caution so as not to get body parts and clothing caught in these devices. Cover exposed high voltage sources.

5. Compressed Gases

a. Laboratories using compressed gases comply with Compressed Gas Association guidelines contained in CGA P-1 (1965), “Safe Handling of Compressed Gases”.

- 4.9 - b. Always use the minimum-sized cylinder adequate to perform the desired laboratory activity.

c. Cylinders of compressed or liquefied gases must not be stored in the laboratory. They should be kept in a storage area, securely restrained by straps or a suitable stand. Do not expose cylinders to temperatures above 50 °C. Always store cylinders upright, secured, and with the cap threaded on. Each storage area is capacity rated and the storage volume must not exceed this rating.

d. Never transport a cylinder without the safety cap in place. Use a cylinder cart for transporting.

e. Never force threaded connections.

f. Teflon tape should not be used on a new Swagelok fitting, as it will tend to deform the threads prematurely.

g. When cylinders are empty, or before moving, replace the protective cap. Do not bleed a cylinder completely empty. Leave a slight pressure to keep contaminants out.

h. Do not interchange gauges, regulators, or fittings, especially with oxygen cylinders. Use only the appropriate gauges, fittings, and materials compatible with the particular gas being handled.

i. Do not use a cylinder that cannot be positively identified.

j. Always wear safety goggles when handling or using compressed gases.

k. Note specific handling requirements for cylinders of toxic, corrosive, or reactive gases, especially requirements for ventilation (i.e., using in a fume hood).

6. Cryogens

a. Liquefied gases that condense oxygen from the air create an oxygen rich atmosphere and increase potential for fire if flammable or combustible materials and a source of ignition are present. Mixtures of gases or fluids should be strictly controlled to prevent formation of flammable or explosive mixtures.

b. Pressure is a hazard due to the large expansion ratio from liquid to gas, causing pressure build up in containers. Containers and systems containing cryogens should have pressure relief mechanisms.

c. Many materials become brittle at extremely low temperatures. Containers and systems should be capable of withstanding extreme cold without becoming brittle.

- 4.10 - d. Always wear safety glasses with side shields or goggles when handling. If there is a chance of a splash or spray, a full face protection shield, an impervious apron or coat, cuffless trousers, and high topped shoes should be worn. Watches, rings, and other jewelry should not be worn. Brief contact with materials at extremely low temperatures can cause burns similar to thermal burns. Gloves should be impervious and sufficiently large to be readily thrown off should a cryogen spill. Potholders could also be used.

7. Other Hazards.

a. When using a centrifuge, be sure the arms are balanced, and that it is securely anchored.

b. Reactions should never be carried out in, nor heat applied to, an apparatus that is a closed system (stoppered or fitted with a septum). A pressurized apparatus should have an appropriate relief device. An inert gas purge or bubbler system is usually appropriate.

- 4.11 - 5.0 CHEMICAL PROCUREMENT AND STORAGE

5.1 Ordering and Receiving Chemicals

Prior to ordering any chemical, verify the need, based on the desired use of the chemical. Order only the amount that will be used in one year. Require an MSDS from the vendor with each order. The PR/PO must include the DCHO as an approver to verify chemical/s are allowed to be received into inventory as per section 5.2.

Before new chemicals are ordered, inventoried, or used, employees are to be trained on their hazards, including storage and handling.

5.2 Standard District Chemical Inventory List

Some chemicals have hazardous properties that outweigh their educational usefulness. In general, explosive, carcinogenic, mutagenic, and highly toxic chemicals are considered too hazardous for use in district laboratories. The DCHO will oversee development of a standard district chemical inventory list that specifies which chemicals are acceptable for use. Other chemicals may not be ordered, stored, or used in district laboratories without specific, written authorization from the District Risk Management Committee and the DCHO (see section 5.3).

This approved standard district chemical inventory list should be developed under the guidance of the DCHO and shall reflect the following guidelines:

The District requires that before using any chemicals in college-related activities, instructors need to address the following questions before planning to use a chemical:

1. If there is a reasonable justification for the chemical's use?

2. Are the dangers/risks well understood?

3. Are proper procedures, engineering controls, and personal protective equipment in place for the chemicals as identified in the MSDS?

4. Are there safer alternatives that can still demonstrate the principles?

5. Could the experiment be scaled down and smaller quantities used?

6. Can the chemical waste stream generated be properly disposed of?

If these questions are addressed satisfactorily, then the chemical needs to undergo hazard review considering these guidelines which are from OSHA-derived standards:

The DCHP Officer, academic deans, and appropriate department heads identify as hazardous: chemicals for which there is sufficient evidence to indicate a potential acute or chronic health

- 5.1 - hazard. Evidence Includes: chemicals rated by the NFPA as 3 or 4 in any category; manufacturer MSDS hazard ratings; hazardous chemicals (those for which there is statistically significant evidence on at least one study conducted in accordance with established scientific principles that acute or chronic health effects may occur in exposures to employees); chemicals that are carcinogens, toxic or highly toxic agents, reproductive toxins, irritants, corrosives, sensitizers, hepatotoxins, nephrotoxins, neurotoxins, agents which act on the hematopoietic systems, and agents which damage the lungs, skin, eyes, or mucous membranes); or, poisons.

From this perspective, chemicals with NFPA ratings of 0, 1, or 2 in any category can be ordered and stocked in the District as a “pre-approved”, stocked item. Those with any NFPA field rating of 3 or 4 must undergo evaluation and screening by the DCHO and District Risk Management Committee and receive pre-approval for ordering prior to being placed in District’s stock. This review can reflect that there may be a substantial in-actual-student-use difference in the risk when concentrated reagents and chemicals handled only by the instructor and are diluted prior to class use by the students.

5.3 Requests to Use Chemicals not on Standard District Inventory

Employees wishing to obtain and use chemicals not on the standard district inventory must submit a request, through the academic dean, to the DCHO, using the specified form. The request will include the following information:

a. Name of person submitting the request;

b. Chemical name, common name(s) (if any), and Chemical Abstract Service (CAS) Registry Number of the desired chemical;

c. Name and address of the supplier and quantity of the chemical desired;

d. Name of course and copy of the specific laboratory activity for which the chemical is needed, together with rationale for performing the activity;

e. Justification that adequate facilities, equipment, and apparel, if needed, are present at the college laboratory to provide a safe working environment in which exposures will not exceed PEL or TLV for the chemical;

f. Description of specific handling guidelines (such as National Cancer Institute or National Institute of Occupational Safety and Health (NIOSH));

g. Documentation that the employee has appropriate certification, as well as sufficient knowledge and skills to handle the chemical in the prescribed manner;

h. Estimate of the length of time the chemical will be stored in the school building and justification that District storage facilities are appropriate for housing the chemical;

- 5.2 - i. Plan for proper disposal of used chemical products and excess reagents including funds necessary for proper disposal, and;

j. Date that use of the chemical is desired

Upon receiving the request, the DCHO will send copies to all members of the District Risk Management Committee. Within two weeks, the Committee will determine whether the request will be approved. A copy of the determination and rationale will be sent to the employee making the request and the academic dean for the discipline and building.

If the request is approved, the DCHO will authorize the marking of any necessary designated areas as the only areas where work with the chemical will be conducted. Appropriate signs will be placed to identify the designated area and to indicate the hazards of the chemical to be used therein. Special labels will be affixed to all containers of the chemical indicating the date of its approval for use and designated areas to which its use is restricted.

5.4 Chemical Storage Facilities

All labs will have a designated chemical storage room with suitable shelf space, arrangement, and ventilation for the nature of the chemicals housed. Laboratory rooms shall not be used for storage of chemicals. Chemical storage rooms will have the following features:

a. Lockable door to restrict access by unauthorized persons. Deadbolt locks or hasp locks are not permitted, since they may inadvertently trap someone inside;

b. Cal/OSHA requires that every inside storage room be provided with either a gravity or continuous mechanical ventilation system. If Class I chemicals are dispensed from the room, then there must be a mechanical ventilation system. The purpose of adequate ventilation is to prevent buildup of vapors above recommended levels. While Federal OSHA 1910.106, Flammable and Combustible Liquids, Design, Constriction of Inside Storage Rooms, specifies six room changes per hour (calculated), exhausted to the outside air, the equivalent Cal/OSHA regulation (CCR, Title 8, Section 5534, Design and Construction of Inside Storage Rooms), does not specify the number of air exchanges, but references NFPA 91-1973 as the standard;

c. Temperature controlled to remain in a moderate range, not to exceed the flash point of stored flammable substances, at all times during the year (including summer months);

d. Shelves or cabinets firmly secured to the wall, with maximum shelf height of six feet. Shelf clips (if present) are corrosion-resistant;

- 5.3 - e. ABC fire extinguisher and fire blanket near storeroom exit or within 25 feet of storage area. If reactive metals (sodium, magnesium, etc.) are stored, a Class D extinguisher will be available within 25 ft. of the storage area;

f. Eyewash and either a shower or drench hose, within 25 feet of storage area. All will deliver conform to ANSI Z358.1-1991: continuous stream of ambient- temperature water for a minimum of 15 minutes; water pressure 30 psi; flow rate of 0.4 gal/min (eyewash), 3 gal/min (drench hose), 30 gal/min (shower). Drench hose must not be used as a replacement for eyewash;

g. Ceiling-mounted smoke or fire detector with outside alarm;

h. Dedicated cabinets for flammables and acids;

i. Spill control kit, with chemical splash goggles, chemical-resistant gloves, appropriate neutralizing materials and absorbent material, plastic bags, and scooper;

j. Separate, lockable storage to restrict access to highly toxic chemicals or hazardous chemicals not on standard inventory list (if present); and k. Dedicated explosion-proof refrigerator for storage of volatile flammable materials or biological specimens (if present).

5.5 Chemical Storage Procedures (General)

a. Chemicals are arranged in chemically compatible families, not in alphabetical order.

b. Amounts stored should correspond to no more than one year’s projected supply. These amounts need to adhere to 1998 California Building Code Table 3-D.1 (For SFM) Exempt Amounts of Hazardous Materials, Liquids and Chemicals Presenting a Physical Hazard Basic Quantities Per Laboratory Suite (Appendix I )

c. The Uniform Fire Code UFC 79.202A(2) states that when more than 10 gallons of flammable or combustible liquids (total) are present in a building, they must be stored in a dedicated cabinet meeting NFPA specifications. If the cabinet is vented, the ductwork will not be less fire-resistant than the cabinet. The amount of material stored in the cabinet will not exceed its specified rating.

d. Chemical storerooms are not to be used as prep rooms for repackaging chemicals or preparing solutions.

e. When opening newly received chemicals, immediately read the warning label to be aware of any special storage precautions like refrigeration or segregation from other chemicals.

- 5.4 - f. No chemicals are to be stored in aisles or stairwells, on desks or laboratory benches, on floors or in hallways, in fume hoods, or in cabinets in rooms other than the specified chemical storage room.

g. Maintain a complete inventory in the room where chemicals are stored, and update the physical inventory at least annually.

h. Mark the acquisition dates on all containers; dispose of peroxide-forming chemicals after six months.

i. Do not store chemicals on shelves above eye level or below knee level.

j. Do not crowd bottles on shelves so that some containers must be moved in order to remove the desired container.

k. Inspect bottles at least annually and dispose of those that show signs of corrosion or leakage.

l. Gas cylinders must be secured in place, with protective caps to prevent valve damage in case the cylinder falls. Store chemicals away from heat and away from direct sunlight.

m. Non-corroding spill containment must be provided under all chemicals on each shelf.

5.6 Guidelines for Storing Chemicals from Specific Hazard Classes

a. Flammable Liquids

1. Conditions for Storage: - Store in a cool place away from heat, sun or sources of ignition - Automatic fire detection equipment and spray devices should be used - Adequate ventilation should be provided to prevent vapor buildup - Use approved storage cabinets or safety cans for flammable liquids - Ground metal containers

2. Store away from: - Oxidizers - Chemicals capable of spontaneous heating - Explosives - Materials that react with air or moisture to liberate heat - Ignition sources

b. Corrosive Chemicals

1. Conditions for Storage:

- 5.5 - - Separate acids from bases - Separate oxidizing acids (e.g., nitric acid) from other acids - Cabinets should be non-corroding or covered with fume resistant paint - Corrosives should not be stored above eye level - Use bottle carriers for transporting containers of corrosives - Have spill control pillows and neutralizing materials readily available.

2. Store away from: - Toxic materials - Active metals (sodium, magnesium, etc.) - Substances that release corrosive, toxic or flammable fumes on reaction - Organic materials - Flammable substances - Uncoated structural material. c. Toxic Chemicals

1. Conditions for storage: - Store away from heat, moisture and fire hazards areas - Protect from contamination with acids and fumes

2. Store away from: - Acids and other corrosives. - Reactive chemicals - Fire hazards - Heat - Moisture d. Reactive Chemicals

1. Conditions for storage: - A fire sprinkler, except where water sensitive chemicals are stored - Protect from extremes of temperature and rapid changes in temperature - Store oxidizers away from flammable or combustible materials, and away from reducing agents such as zinc and alkaline earth metals - Store peroxide-forming chemicals in airtight containers and label with receiving and disposal dates (these chemicals can form explosive peroxides which can be detonated by shock or heat) - Store light sensitive chemicals in amber bottles

2. Store away from: - Organic materials - Flammable materials - Corrosives - Toxic materials

- 5.6 - e. Water And Air Sensitive Chemicals

1. Conditions for storage: - Store in waterproof, fire-resistant cabinet or room - Smoke and/or heat detector should be provided in storage area - Eliminate all ignition sources.

2. Store away from: - Water and moist air - Solutions of aqueous acids and bases - Flammable storage area - Reactive chemicals.

- 5.7 - 6.0 LABORATORY FACILITIES

6.1 Laboratory Design

The design of the laboratory facility will provide sufficient space for safe work by the number of persons assigned to be in the laboratory. Exit doors will be clearly marked and free of obstructions to permit quick, safe escape in an emergency. Furniture will be arranged for maximum use of available space while maintaining safe conditions. Desks will be separated from lab benches and aisles will be unobstructed.

Only persons with proper qualifications and training will use laboratory facilities. Any employee assigned to work in a classroom or other area where laboratory procedures are performed must receive appropriate training as specified in the CHP, even if that employee’s assigned work does not entail laboratory procedures.

Classroom areas will be assigned for use for science laboratory activities only if they meet the standards for facilities, safety equipment, and safe operating procedures specified in the CHP. The use of laboratory facilities for purposes such as teaching classes outside the subject area, study halls, or other non-laboratory-based school functions should be avoided (such uses have implications for employee training and risk management procedures).

The design of new laboratories and renovation of existing laboratories will incorporate safety features as specified in the CHP. Deficiencies in existing facilities identified during inspections will be addressed in a written action plan developed by the DCHO, approved by the President, and kept on file by the DCHO. Non-critical facility deficiencies requiring major structural work will typically be addressed in the normal schedule of renovation.

6.2 Laboratory Ventilation

The movement of air in the general ventilation system for a building will be from non- laboratory areas and corridors into the laboratories. Air from laboratories will be exhausted outdoors and not recycled. Thus, air pressure in the laboratories will be slightly negative with respect to the rest of the building. General laboratory ventilation will be adequate to exchange room air no less than 6 nor more than 12 times per hour (calculated) when chemicals are in use in the laboratory. This may be achieved through use of a switchable auxiliary exhaust system.

Any change in the laboratory facility, particularly in the ventilation system, will be instituted only if a thorough analysis of its effects demonstrates that employees will continue to have adequate protection from hazardous concentrations of toxic substances.

6.3 Fume Hoods

Laboratories in which the airborne concentration of approved chemicals has the potential to exceed listed PELs or TLVs will be equipped with a fume hood or other mechanism for

- 6.1 - exhaust to the outside air, away from air intake ports. Fume hoods will be inspected annually for performance capabilities and proper usage.

Although fume hoods are local ventilation devices to be used to prevent toxic, offensive, or flammable vapors from entering the laboratory atmosphere, hoods also offer other significant protection. Placing a reacting chemical system within a hood, especially with a hood sash closed, also places a physical barrier between the people in the lab and the chemical reaction. This barrier can afford significant protection from chemical splashes, fires and minor explosions.

To determine whether a fume hood is needed for handling a particular chemical, review the MSDS. Some MSDS terminology may indicate a need for special ventilation, such as: use with adequate ventilation; avoid vapor inhalation; use in a fume hood; or provide local exhaust ventilation.

For use of hazardous chemicals warranting local ventilation controls, the following guidelines should be observed:

1. Conduct all operations that may generate air contaminants at or above the appropriate PEL or TLV inside a fume hood;

2. Equipment and chemicals kept in the hood will interrupt the even airflow. Fume hoods are not intended for the primary storage of chemicals. Minimize chemicals and apparatus present in the hood to include only those items being used for the current procedure. Keep all apparatus at least 6 inches back from the face of the hood and keep the slots in the hood baffle free of obstruction by apparatus or containers. Large equipment should be elevated at least two inches off the base of the fume hood, to allow for the passage of air underneath the apparatus;

3. Do not use the hood as a waste disposal mechanism except for very small quantities of volatile materials;

4. Keep the hood sash closed at all times except when the hood is in use;

5. Do not have sources of ignition inside the hood when flammable liquids or gases are present;

6. Use sash as a safety shield when boiling liquids or conducting an experiment with reactive chemicals; and

7. Periodically check the airflow in the hood using a continuous monitoring device or another source of visible airflow indicator. If airflow has changed, notify the DCHO or Director of Maintenance and Operations, to arrange for an inspection or repair.

- 6.2 - Fume hood sashes will be marked in the position at which they are calibrated to deliver ~100 fpm. The hood will only operate efficiently when the sash is in this position The sash should not be left in the fully open or fully closed position for an extended period or the efficiency of the fume hood is diminished. Fume hoods will be equipped with a manometer, pressure differential meter, velometer, or similar device to verify adequate airflow before each use. The system must be checked prior to each use to assure it is operating. Never work with hazardous chemicals if the hood is not working properly.

6.4 Designated Areas

Some chemicals may have hazards (toxicity, volatility, carcinogenic/mutagenic, etc.) for which the facilities and protective equipment of standard laboratories provide inadequate protection. Such chemicals are not permitted in the general school laboratories. However, the chemical may be approved for use in a “designated area” equipped to handle and use the chemical with reduced risk. A designated area may be an entire laboratory, a specific area of a laboratory, or a device such as a specified fume hood.

Designated areas will be clearly marked with signs indicating the chemicals for which they are designated. In addition, containers of the chemicals will be marked with a special label indicating that their use is restricted to the designated areas.

- 6.3 - 7.0 PROTECTIVE EQUIPMENT

Maintaining a safe laboratory environment is the responsibility of both the District and its employees. Personal protective devices and safety equipment must be provided to all employees under the appropriate circumstances and employees have the responsibility of properly using such equipment and apparel.

The MSDS will provide some information on the personal protective equipment and safety procedures recommended for a given chemical, though the MSDS may not provide sufficient information concerning the specific type of safety equipment required (for example, it may say “use gloves” but not list the best glove to use).

In accordance with Federal OSHA General Requirements for Personal Protective Equipment (29 CFR 1910.132), the DCHO will oversee and document a hazard assessment (walk-through survey) of each laboratory. Cal/OSHA, CCR, Title 8, Section 3380, Personal Protective Devices, does not contain this requirement, so the Federal standard applies. The DCHO will consider the following types of hazards:

Impact Penetration Compression (roll-over) Chemicals Heat Harmful dust Light (optical) radiation

After the survey has been completed, the DCHO shall identify protective equipment and apparel to suit the hazards. The District shall provide appropriate personal protective equipment for employees. Employees who purchase their own equipment and apparel must follow the same criteria the district uses. Employee training will specifically address use and maintenance of protective equipment and apparel.

The following standards (Sections 7.1 and 7.2) shall apply to all laboratory areas, except where the hazard assessment results in more stringent requirements for specific laboratories or designated areas.

7.1 Protective Equipment in Laboratories

Each laboratory will contain the following protective equipment:

a. At least one eyewash fountain with double nozzle, conforming to the standards of ANSI Z358.1-1990: capable of delivering a continuous stream of ambient- temperature water for at least fifteen minutes at no less than 0.4 gallons per minute; the supply line pressure will be 30 psi. Eyewash (es) will be located within 40 feet or 10 seconds travel from any point in the laboratory under normal working conditions. An eyewash must be within 25 feet of areas where chemicals with

- 7.1 - pH≤2.0 or ≥12.5 are used; (Note: A drench hose may supplement eyewash units, but does not replace them.)

b. At least one fire extinguisher, type ABC (up to ten pound charge), mounted in accordance with NFPA Standard 10, and available within 50 feet from any point in the laboratory under normal working conditions. One fire extinguisher will be located near the exit from the laboratory area. In laboratories with risk of metal fire (magnesium, sodium, etc.), a Class D fire extinguisher will also be available within 75 feet from any point in the laboratory;

c. Non-asbestos fire blanket within 50 feet from any point in the laboratory;

d. Laboratories using chemicals with pH≤4.0 or ≥9.0 will have a safety shower or drench hose within 100 feet from any point in the laboratory under normal working conditions. The shower (required in chemistry labs only) or drench hose will conform to the standards of ANSI Z358.1-1990: capable of delivering a continuous stream of ambient-temperature water for a minimum of fifteen (15) minutes at no less than 30 gallons per minute (shower) or 3 gallons per minute (drench hose); the supply line pressure will be 30 psi;

e. Ceiling-mounted smoke or fire detector; and

f. Chemical spill kit, containing: chemical splash goggles, chemical-resistant gloves, appropriate neutralizing materials and absorbing materials for the chemicals to be used in the laboratory, plastic bags, and dust pan or scooper.

The following items will be immediately accessible to each laboratory area (but not necessarily located within the laboratory):

a. Master cut-offs for gas and electricity;

b. First aid kit, containing only items approved by the DCHO as appropriate for first aid administered by employees;

c. Fire alarm actuator;

d. Telephone or other communication means for use in emergencies

7.2 Personal Protective Equipment and Apparel

The following personal protective items are considered standard for school laboratory programs, and will be readily available to all persons, including students, involved in using the laboratory area:

a. Safety goggles, specifically conforming to ANSI Standard Z87.1-1989 as acceptable protection against chemical splash. Where other hazards exist (e.g.,

- 7.2 - lasers, flying particles) appropriate protective eyewear, approved under ANSI Z87.1-1989, will be available. Impact goggles must not be worn when danger of a splash exists; and b. Non-permeable gloves for employee use while handling hazardous chemicals. Disposable gloves will also be available for laboratory occupants as needed by specific procedures.

- 7.3 - 8.0 INSPECTIONS AND MAINTENANCE

One of the most important sections of the “laboratory standard” states all safety equipment in the laboratory must always be in good operating condition, whether the equipment is required or optional under the CHP. Employees are expected to check operation of safety equipment prior to engaging in any laboratory procedure. The inspection process in this section describes formal procedures for insuring that equipment is performing to standards.

8.1 Responsibility for Inspections and Reporting

The academic dean is responsible for working with the DCHO and Director of Maintenance and Operations to coordinate, oversee and document inspections of all laboratory areas in the school at least three times during the school year:

- Before the end of the first month of the school calendar;

- At the end of the first semester; and

- At the close of the school year.

The District will provide standard forms with which to carry out all required inspections. The academic dean will keep inspection records, with a copy sent to the DCHO. Equipment will be tagged following the inspection, showing the date and results.

8.2 College-Level Inspection Responsibilities and Standards

Personnel at the college, under the direction of the academic dean, will inspect laboratory facilities, preparation areas, and storage rooms for compliance with the following standards:

a. Number of laboratory occupants does not exceed available working area;

b. Area is free of clutter; aisles and evacuation routes are unobstructed;

c. Appropriate signage is readily viewable;

d. Chemicals are labeled appropriately and stored in the proper arrangement; and

e. All required protective equipment and apparel are present.

Personnel at the college, under the direction of the academic dean, will inspect and document the operating condition of the following protective equipment and apparel for compliance with listed standards:

- 8.1 - a. Eyewash - continuous flow of ambient-temperature water at no less than 0.4 gallons per minute; eyewash stations will be flushed and cleaned for at least one minute on a monthly basis.

b. Safety shower or drench hose - continuous flow of ambient-temperature water at no less than one gallon per minute; showers and drench hoses will be flushed and cleaned for at least one minute on a quarterly basis.

c. Fire extinguisher - ABC class, fully charged

d. Goggle sanitizer (if present) - UV bulb and timer operating properly

e. Master cutoff switches for gas and electricity - operating properly

f. Safety apparel (goggles, gloves) - Usable condition, without holes or other damage that would permit exposure of eyes or skin.

g. Chemical spill kit - all components present and in usable condition

8.3 District-Level Inspection Responsibilities and Standards

District-assigned or contracted personnel, under the direction of the DCHO, will inspect and document the operation condition of the following protective equipment for compliance with listed standards:

a. Fume hoods - face velocity 80-100 linear feet per minute (average from measurements across opening) and with minimum turbulence (smoke test)

b. Laboratory ventilation - 6-8 room changes per hour (calculated)

c. Laboratory smoke or fire detectors - sensitivity within rated specifications

d. Fire alarm - proper operation when actuated

8.4 Maintenance and Repair of Protective Equipment

The academic dean and/or the Director of Maintenance and Operations will note all deficiencies revealed in an inspection in a written report to the President and DCHO with a copy to the Vice Chancellor Business Services. The President, academic dean, and DCHO will jointly prioritize the deficiencies and submit the prioritized list to the Vice Chancellor Business Services and Chancellor, who will authorize an action plan for correcting the deficiencies. The DCHO will monitor the progress of correcting the deficiencies.

Maintenance and repair of protective equipment will be provided by qualified district personnel or by other qualified persons contracted by the District for that purpose. In

- 8.2 - particular, only persons specifically trained to do so will perform maintenance of fume hoods.

Equipment that has been identified as inoperative or operating below standards will be clearly tagged and removed from use. Such equipment must not be used under any circumstances until proper repairs have been carried out and the equipment is certified as operating within standards.

- 8.3 - 9.0 RECORD KEEPING

9.1 Chemical Inventory

The District will develop and utilize a standard inventory list of chemicals approved for use in science laboratories. A member of the Science Department at each site and the DCHO will oversee an annual inventory of all chemicals stored in the college building. Inventory information shall include the following:

a. Chemical name; b. Quantity on hand; c. Hazard information; and d. Storage location.

The inventory will make special note of any chemical not on the standard inventory list; and the academic dean will verify that approval has been granted to store and use such chemicals.

The academic dean will maintain the inventory and order records, with a copy sent to the DCHO. The DCHO will maintain a combined inventory of all chemicals in the District and will ensure that updated inventories are made available to local agencies (fire, chemical responders, etc.) in compliance with pertinent regulations. Inventory records will be kept on file for at least five years.

9.2 Maintenance and Inspection Records

Records of required inspections will be completed and retained by the academic dean, with copies sent to the, President and DCHO. Equipment will be tagged to indicate the date and the results of the last inspection.

When deficiencies are noted in equipment or facilities, the academic dean will note all deficiencies in a written report to the President and DCHO. The academic dean, President, and DCHO will jointly prioritize the deficiencies and submit the prioritized list to the Vice Chancellor Business Services/Chancellor, who will authorize an action plan for correcting the deficiencies. The DCHO will monitor the progress of correcting the deficiencies. The President, DCHO and Vice Chancellor Business Services will maintain records documenting maintenance performed to bring equipment or facilities up to standards. Maintenance and inspection records will be kept at least five years.

9.3 Training Records

Records documenting the dates and content of chemical hygiene training sessions for each employee will be completed and retained by the DCHO, with copies maintained by the academic dean and Human Resource Department. Training records will be kept for at least five years and/or one year after an employee leaves employment with the District.

- 9.1 - 9.4 Incident/Accident Reports

Incident and accident reports are retained in the academic dean and President’s office, with a copy sent to the DCHO and Vice Chancellor Business Services. Reports are kept for at least ten years.

9.5 Medical and Exposure Records

Cal/OSHA, CCR, Title 8, Section 3204, Access to Medical and Exposure Records, require that records of air concentration monitoring, exposure assessments, medical consultations, and medical examinations be maintained for at least 30 years after the employee leaves school district employment. These records are kept by the district Human Resources Department.

9.6 Requests to Use Chemicals not on the Standard District Inventory

The DCHO will maintain records of requests and the determination of the District Risk Management Committee. Records will be kept at least five years. A copy will be sent to the academic dean.

- 9.2 - 10.0 RESPONDING TO INCIDENTS AND EXPOSURES

10.1 General Accident Procedures

While the practices and procedures specified in the CHP will help to minimize risk of exposure to hazardous chemicals, employees must be knowledgeable about what to do should an accident occur. Types of emergencies that should be anticipated are:

- Thermal and chemical burns - Chemicals in the eye - Skin contact and irritation by chemicals - Inhalation, ingestion, or skin absorption of chemicals; - Cuts and puncture wounds

Laboratory employees must be familiar with their work area and know the location and procedures for using the following safety items:

- Fire extinguisher and fire blanket - Eyewash and shower/drench hose - Chemical spill clean-up kits - Blood spill clean-up kits - First aid kits - Master utility cut-offs for the laboratory - Emergency telephone and emergency phone numbers

If laboratory areas in a particular building do not have immediate access to a telephone, a standard procedure will be developed by the DCHO, President, academic dean, and Science Department for use by employees in notifying 911 in an emergency.

In the event of a laboratory accident:

a. Follow the appropriate steps to contain and/or isolate the hazard, if the nature and scope of the accident allow individual employee action. When helping another person, remember to evaluate the potential danger to yourself before taking action. Otherwise evacuate the area immediately;

b. Report the nature and location of the emergency to the appropriate fire or medical facility. Give your name, telephone number, building, and room number. If individuals are involved, report how many, whether they are unconscious, burned, or trapped, whether an explosion has occurred, and whether there has been a chemical or electrical fire. Do not make any other phone calls unless they directly relate to the control of the emergency;

c. Notify the academic dean and President and others in the immediate area about the nature of the emergency;

- 10.1 - d. Meet the emergency personnel at the indicated location, or send someone to meet them; and

e. Do not move any injured person unless they are in further danger. Use general first aid techniques, if appropriate (see Section 10.7).

10.2 Chemical Accidents Involving Persons

If a chemical spills on any part of a person, treatment must begin immediately. Often the volume spilled is not as important as the toxicity or corrosive properties of the chemical. When the situation has stabilized, check the MSDS to see if any delayed effects should be expected.

a. If chemicals are in the eyes, lead the victim to the eyewash station, help them hold both eyes open, and irrigate with plenty of water for at least 15 minutes. Check for and remove contact lenses.

a. For a chemical splash to other parts of the body, do not attempt to wipe the clothes. Remove all contaminated clothing, shoes, and jewelry immediately and wash the skin with soap and water. Flush the skin for at least five minutes. For splashes covering major portions of the body, use the shower or drench hose to flood the affected area before removing contaminated clothing. Use caution when removing pullover garments to prevent contamination of the eyes. It is advisable to seek medical attention even for minor chemical burns. Do not use creams or lotions.

c. If chemicals are ingested, encourage the victim to drink large amounts of water en route to medical assistance. Contact the medical staff and poison control center for further instructions. Be sure to note which chemical is believed to have been ingested.

10.3 Dealing with Chemical Spills

a. If there is no fire hazard and the material is not particularly volatile or toxic, confine the spill, cover the liquid with absorbent from the spill kit, scoop into a plastic disposal bag, and follow disposal instructions listed on the MSDS. Wear appropriate gloves and other personal protective equipment. Clean the contaminated area with soap and water after removing the spill.

b. If a corrosive material is spilled, confine the spill and neutralize with appropriate agent (baking soda for acids, vinegar for bases). Cover the liquid with absorbent from the spill kit, scoop into a plastic disposal bag, and follow disposal instructions listed on the MSDS. Wear appropriate gloves and other personal protective equipment. Clean the contaminated area with soap and water after removing the spill.

- 10.2 - c. If a volatile, flammable material is spilled, immediately extinguish flames and turn off electrical apparatus. Evacuate the area by established routes. Cover the liquid with absorbent from the spill kit, scoop into a plastic disposal bag, and follow disposal instructions listed on the MSDS. Wear appropriate personal protective equipment. If the quantity exceeds the employee’s ability or training to handle, seal the area until appropriately-trained personnel arrive.

d. If a volatile, toxic material is spilled outside the hood, evacuate the area by established routes and seal until personnel trained to use appropriate breathing apparatus arrive.

e. If a nonvolatile, toxic material is spilled, isolate the area of the spill. Consult the MSDS for appropriate clean-up procedures and wear appropriate personal protective equipment. If the quantity or toxicity of the chemical exceeds the employee’s ability or training to handle, evacuate the area until appropriately- trained personnel arrive.

f. Use care in cleaning spills involving multiple chemicals, so that reactive combinations do not occur in used chemical receptacles. Treat absorbing material as chemical waste and dispose accordingly; do not dispose in ordinary trash cans.

10.4 Fire Accidents Involving Persons

a. If a person’s clothing is on fire, douse the individual with water or wrap the person in a coat, blanket, or whatever is immediately available and roll the victim on the floor to smother the flames. Use fire blankets with caution, because wrapping the body can force flames toward the face and neck.

b. Quickly remove any clothing contaminated with chemicals. Use caution removing pullover garments to prevent contamination of the eyes.

c. Douse the burned areas with water to remove heat and place clean, wet, cold cloths on burned areas. Wrap the inured person to avoid shock and exposure.

d. Get medical attention promptly.

10.5 Dealing with Fires

a. A fire contained in a small vessel can often be suffocated by covering the vessel with an inverted container. Do not use dry or dirty towels or cloths. Remove nearby flammable materials.

b. In fires that appear controllable, direct the discharge from a fire extinguisher at the base of the flames. Use the proper fire extinguisher for the type of fire:

- 10.3 - 1) Water extinguishers are effective against burning paper and trash (Class A fires). Do not use water for extinguishing electrical, liquid, or metal fires;

2) Carbon dioxide and dry powder extinguishers are effective against burning liquids and electrical fires (Class B and C). They are less effective against burning paper or metal fires. Avoid using dry powder extinguishers in areas with delicate instruments and computers, due to the clean-up efforts required afterward; and

3) Met-L-X and certain dry chemical extinguishers have special formulations for use against burning metals (Class D fires), such as magnesium or sodium.

Do not discharge a fire extinguisher at an uncontained pool of burning liquid. Avoid breathing gases and smoke from the fire. Always fight the fire from a position of escape.

c. If the fire is too large to be suffocated quickly and simply, or if it is believed to produce toxic fumes, vacate the area following established evacuation routes, sound the fire alarm, and notify the fire department. On arrival, inform fire fighters what chemicals are involved, or may become involved.

d. In case of a fire involving an electrical device (like a hotplate), shut off the electricity to the affected outlet.

e. Immediately after the fire, all extinguishers used must be recharged or replaced with full ones.

10.6 Power Outages

If emergency lighting and are alarms are not operable, evacuate the building after the following steps have been taken:

a. Place lids on all open containers of volatile chemicals;

b. Lower the sash on chemical fume hoods;

c. Shut down all equipment (leave cooling water and purge gases on as necessary);

d. Turn off ignition sources;

e. Secure or isolate reactions that are underway (boiling liquid on a hot plate, distillations);

f. Close fire doors;

g. Take your books, coats, purse/wallet, keys, etc.; and

- 10.4 -

h. Lock outside door to lab.

10.7 Personal Injury and First Aid

When an employee or student is injured in a life-threatening manner, call 911 emergency response personnel immediately. If the victim requires immediate attention, consider the following priorities.

a. First, make sure you are not endangering yourself by entering the scene. Watch for unstable structures, radiation hazards, electrical wires, toxic fumes, chemical spill, fires, etc.

b. Pulse: Check the pulse at the side of the throat under the jaw. If there is no pulse, CPR should be started, but only by a trained individual. Do not attempt CPR if you’re not trained.

c. Bleeding: Stop bleeding by applying either a bandage or your gloved-hand firmly over the wound. If no fractures are suspected, wrap the wound with a firm bandage and elevate the injury. Never use a tourniquet. Do not apply any ointments or creams.

d. Shock: When victims look pale and say they are cool, elevate the legs 10 to 12 inches and cover them with something. Do not move victims unless there is a life and death situation (fire, etc.), otherwise keep them still and as comfortable as possible.

e. Burns: Stop burning by cooling, if necessary. Cover the area with a dry, clean dressing. Chemical burns in the eyes or on other parts of the body should be flushed with large amounts of water. Do not put any ointments or creams on burns.

10.8 Incident/Accident Reporting.

All incidents and accidents must be reported on the approved form (see Appendix D), even if no injuries occurred. Attach reports from eyewitnesses. The academic dean, President and the DCHO will maintain a copy of the report. The DCHO will submit the original report to the Vice Chancellor Business Services. These reports will be carefully analyzed to prevent recurrence, with the results distributed to all who might benefit. A periodic review of incident reports will look for problem areas that need special attention.

10.9 Exposure Assessment

The District shall investigate in a prompt manner all employee-reported incidents in which there is a possibility of overexposure to a toxic substance. Events or circumstances that might reasonably constitute overexposure include:

- 10.5 - a. A hazardous chemical leaked or was spilled or was otherwise rapidly released in an uncontrolled manner;

b. A laboratory employee had direct skin or eye contact with a hazardous chemical;

c. A laboratory employee manifests symptoms, such as headache, rash, nausea, coughing, tearing, irritation or redness of eyes, irritation of nose or throat, dizziness, loss of motor dexterity or judgment, etc., and

- Some or all of the symptoms disappear when the person is taken out of the exposure area and breaths fresh air, and

- The symptoms reappear after the person returns to the affected workplace.

d. Two or more persons in the same work area have similar complaints.

If evidence is sufficient, investigation of an incident may result in the decision to conduct a formal exposure assessment. It is not the purpose of an exposure assessment to place blame for the incident on any person or source. It is to gather facts regarding the possible exposure and the chemical(s) involved. The exposure assessment will include: interviews with involved persons; environmental monitoring results; and determinations regarding chemicals involved and control measures in use at the time of the incident.

10.10 Monitoring

Highly toxic substances are not commonly used in the college laboratory program, and regular instrumental monitoring of airborne concentrations is not justified or practical. Initial monitoring may be necessary for laboratories under renovation involving changes in general ventilation or hood installation.

Monitoring for specific airborne substances shall be performed in cases of suspected or known employee exposure. If the measured concentration exceeds the PEL, TLV, or other specified action level, then steps will be taken immediately to reduce the level to permissible limits. All laboratory employees will be notified of the results of the measurement within fifteen days, and further monitoring will be undertaken in compliance with CCR, Title 8, Section 5155, Airborne Contaminants, to verify that the steps to reduce the exposure have been effective. Monitoring will be discontinued after levels are shown to be consistently below the action level for the specific material.

10.11 Medical Consultations

College laboratory workers do not regularly handle significant quantities of materials that are acutely or chronically toxic. Therefore, regular medical surveillance is not justified.

- 10.6 - The District provides all employees who work with hazardous chemicals the opportunity to receive medical attention, including any follow-up examinations which the examining physician determines to be necessary under the following circumstances:

1. When an employee develops signs or symptoms associated with a hazardous chemical to which the employee may have been exposed in the laboratory;

2. Where exposure monitoring reveals an exposure level routinely above the action level (or in the absence of an action level, the PEL) for an Cal/OSHA-regulated substance for which there are exposure monitoring and medical surveillance requirements, medical surveillance shall be established for the affected employee as prescribed by the particular standard; and

3. Whenever an event takes place in the work area, such as a spill, leak, explosion or other occurrence resulting in the likelihood of a hazardous exposure. Such consultations shall be for the purpose of determining the need for a medical examination.

All medical consultations and examinations must be performed by or under the direct supervision of a licensed physician and must be provided without cost to the employee, without loss of pay and at a reasonable time and place.

The District provides the following information to the physician:

1. The identity of the hazardous chemical(s) to which the employee may have been exposed;

2. A description of the conditions surrounding the exposure, including available quantitative exposure data; and

3. A description of the signs and symptoms of exposure that the employee is experiencing, if any.

The District shall obtain a written opinion from the examining physician which shall include the following:

1. Any recommendation for further medical follow-up;

2. The results of the medical examination and any associated tests;

3. Any medical condition that may be revealed in the course of the examination which may place the employee at increased risk as a result of exposure to a hazardous chemical found in the workplace; and

4. A statement that the employee has been informed by the physician of the results of the consultation or medical examination and any medical condition that may require

- 10.7 - further examination or treatment. The written opinion of the physician shall not reveal specific finding of diagnoses unrelated to occupational exposure.

A record of the results of the consultation, including tests performed and conclusions reached, will be maintained by the District Human Resources Department. Other employees working under the same conditions will be notified of the results of the consultation, if necessary.

- 10.8 - 11.0 USED AND WASTE CHEMICALS

The District has several buildings containing laboratories or chemical use areas covered under this plan. Each building is considered a limited quantity generator according to the California Environmental Protection Agency (Cal/EPA), unless notified otherwise. Appropriate documentation is kept on file with the DCHO.

Chemicals in college laboratory programs are used in relatively small quantities. Some used chemicals are not hazardous. The used and waste chemical program for the District is tailored to the volume and variety of chemicals involved, in accordance with applicable state and federal regulations.

The aim of the used and waste chemical program is to assure that minimal harm to people, other organisms, and the environment will result from the disposal of unwanted laboratory chemicals from this district. The first priority in the program is to reduce the amount and variety of used and waste chemicals generated. This is achieved by:

a. Planning experiments to reduce types of products generated

b. Reducing the scale of experiments to limit the amounts of products generated

c. Purchase of chemicals only in the amounts needed and

d. Recovery of chemicals from reaction products

11.1 Used Chemicals

Each laboratory will have specially marked containers to receive used chemicals. Leftover reagents and reaction products will be placed in marked containers at the end of each laboratory session. Broken glass will be placed in its own marked container. Broken mercury thermometers will be placed in a separate, marked, sealed container.

Used chemicals shall be classified and segregated into the following categories:

a. Flammable b. Reactive c. Water Reactive d. Air Reactive e. Inorganic Acid f. Organic Acid g. Base h. Toxic i. Oxidizer j. Other

- 11.1 - It is becoming increasingly difficult to dispose properly of used chemicals once they are classified as hazardous waste. Faced with the threat of potential fines, all laboratories generating unwanted chemicals must accurately identify all components in used chemical containers. Containers shall be labeled with the following information:

a. Used-chemical category b. Name of chemical(s) in the container c. Date produced; and d. Name of instructor/professor

Used chemicals will be maintained in their containers in a secure holding/storage area until such time that they are used in a laboratory procedure or reclassified as waste for disposal. Used chemicals stored in each building shall be inventoried at least annually. The Science Department will keep a record of the inventory, with a copy sent to the DCHO.

11.2 Waste Chemicals

Reductions of waste by recycling, reclamation, or chemical decontamination of used chemicals are performed when possible. Indiscriminate disposal of waste chemicals by pouring down the drain, adding them to mixed refuse for landfill burial, or evaporating volatiles in the hood is illegal and is not tolerated.

A few unwanted chemicals are permissible for drain disposal, but only when the drain system connects to a sanitary sewer system that ultimately flows to a wastewater treatment facility. The local sanitary sewer district allows specified types and amounts of chemicals to be flushed with copious amounts of water. The DCHO will compile a list of such chemicals and distribute the list to each academic dean and science department staff on an annual basis.

If used chemicals become reclassified as hazardous waste, their containers will be relabeled as such and segregated into the following EPA classes for disposal: a. Ignitable. Materials capable of causing fire;

b. Oxidizer. Substances that readily yield oxygen, such as permanganates, nitrates, etc.

c. Corrosive. Aqueous solutions with pH ≤ 2 or ≥ 12.5;

d. Reactive. Substances that are unstable, explosive, water reactive, or generate toxic gases;

e. Toxic. Substances containing arsenic, barium, cadmium, chromium, lead, mercury, selenium, silver, or any specified chlorinated organic substances; and

f. Other wastes or laboratory mixed chemical waste streams not falling into one of the above individual classes.

- 11.2 -

Segregated waste will be stored in approved containers, labeled clearly as “Hazardous Waste” with the waste’s physical state, hazard properties, percentage composition, and full product names. No more than 50 gallons of hazardous waste will be stored in any given school location.

Once a container is classified as containing chemical waste, laboratory employees may not handle or transport the containers without specific authorization from the DCHO. Only District employees will transport chemical waste or contractors specifically certified and authorized to do so.

Following a request from the academic dean or DCHO, pickup and disposal of waste will be arranged by the DCHO and the Vice Chancellor Business Services at regular intervals in accordance with local, state, and federal regulations. The Vice Chancellor Business Services will maintain appropriate records for waste storage and disposal.

11.3 Hazardous Waste Streams from Laboratories

Laboratory operations in the district often produce mixed chemical waste streams. This waste stream is to be collected into containment for code-compliant disposal based upon the compatibility of the components added. As appropriate, the containers are to be labeled with multiple classification designations as used above.

11.4 Other Issues

Unknown Chemicals. On occasion there are chemical bottles that have lost a label or the label is stained or otherwise unreadable. Unknown chemicals cannot be evaluated for their hazards. Furthermore, they cannot be packaged for disposal until they are assayed. The Science Department should make every effort to identify the chemical(s) in the container, using tests such as those in the “Mystery Substances Identification Guide” in the Flinn Scientific Company catalog. The Science Department will notify the DCHO of the presence of containers of unknown chemicals. The DCHO and Vice Chancellor Business Services will arrange for the pickup of the containers and the necessary procedures to identify the contents.

Biohazards. A biohazard includes only those infectious agents presenting a risk or potential risk to the well being of persons. Orange biohazard identity tags will be used to identify containers of these materials. Specimens labeled in this manner require special disposal, separate from chemical disposal. Science department instructors will notify the DCHO when biohazard materials are present. The DCHO and Vice Chancellor Business Services will arrange for qualified persons to pick up, transport, and dispose of the materials.

Waste Accumulation Periods: The district will comply with code-required 90 day accumulation period limits and the holding periods awaiting code compliant hazardous materials disposal pickup. If the District accumulates more than the quantities listed below

- 11.3 - in any 30 day period, then the 90 days start the date the accumulation begins. If the district accumulates less than the quantities below in any 30 day period, then the 90 days start the day the quantities below have been collected.

1. More than 100 kg (220 lbs) of hazardous waste OR 2. 1 kg (2.2 lbs) of an extremely hazardous waste

- 11.4 - APPENDIX A

Cal/OSHA, CCR, Title 8, Section 5191, Occupational Exposure to Hazardous Substances in Laboratories

Subchapter 7. General Industry Safety Orders Group 16. Control of Hazardous Substances Article 109. Hazardous Substances and Processes

§5191. Occupational Exposure to Hazardous Chemicals in Laboratories.

(a) Scope and application. (1) This section shall apply to all employers engaged in the laboratory use of hazardous chemicals as defined below. (2) Where this section applies, it shall supersede, for laboratories, the requirements of Title 8 of the California Code of Regulations Section 5190 and Article 110, Regulated Carcinogens of the General Industry Safety Orders, except as follows: (A) The requirement to limit employee exposure to the specific exposure limit. (B) When that particular regulation states otherwise, as in the case of Section 5209(c),(6) (C) Prohibition or prevention of eye and skin contact where specified by any health regulation shall be observed. (D) Where the action level (or in the absence of an action level, the exposure limit) is exceeded for a regulated substance with exposure monitoring and medical surveillance requirements. (E) The "report of use" requirements of Article 110, (Section 5200 et. seq.) Regulated Carcinogens regulations. (F) Section 5217 shall apply to anatomy, histology and pathology laboratories. (3) This regulation shall not apply to: (A) Uses of hazardous chemicals which do not meet the definition of laboratory use, and in such cases, the employer shall comply with the relevant regulations in Title 8, California Code of Regulations, even is such use occurs in a laboratory. (B) Laboratory uses of hazardous chemicals which provide no potential for employee exposure. Examples of such conditions might include: 1. Procedures using chemically-impregnated test media such as Dip-and-Read tests where a reagent strip is dipped into the specimen to be tested and the results are interpreted by comparing the color reaction to a color chart supplied by the manufacturer of the test strip; and 2. Commercially prepared kits such as those used in performing pregnancy tests in which all of the reagents needed to conduct the test are contained in the kit. (b) Definitions Action level. A concentration designated in Title 8, California Code of Regulations for a specific substance, calculated as an eight (8)-hour time weighted average, which initiates certain required activities such as exposure monitoring and medical surveillance. Carcinogen (see "select carcinogen"). Chemical Hygiene Officer. An employee who is designated by the employer, and who is qualified by training or experience, to provide technical guidance in the development and implementation of the provisions of the CHP. This definition is not intended to place limitations on the position description or job classification that the designated individual shall hold within the employer's organizational structure. Chemical Hygiene Plan. A written program developed and implemented by the employer which sets forth procedures, equipment, personal protective equipment and work practices that

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(1) are capable of protecting employees from the health hazards presented by hazardous chemicals used in that particular work place and (2) meets the requirements of subsection 5191(e). Chief. The Chief of the Division of Occupational Safety and Health. Combustible liquid. Any liquid having a flashpoint at or above 100° F (37.8° C), but below 200° F (93.3° C) except any mixture having components with flashpoints of 200° F (93.3° C), or higher, the total volume of which make up 99 percent or more of the total volume of the mixture. Compressed gas. (1) A gas or mixture of gases having, in a container, an absolute pressure exceeding 40 psi at 70° F (21.1° C); or (2) A gas or mixture of gases having, in a container, an absolute pressure exceeding 104 psi at 130° F (54.4° C) regardless of the pressure at 70° F (21.1° C); or (3) A liquid having a vapor pressure exceeding 40 psi at 100° F (37.8° C) as determined by ASTM D-323- 72. Designated area. An area which may be used for work with "select carcinogens," reproductive toxins or substances which have a high degree of acute toxicity. A designated area may be the entire laboratory, an area of a laboratory or a device such as a laboratory hood. Emergency. Any occurrence such as, but not limited to, equipment failure, rupture of containers or failure of control equipment which results in an uncontrolled release of a hazardous chemical into the workplace. Employee. An individual employed in a laboratory workplace who may be exposed to hazardous chemicals in the course of his or her assignments. Explosive. A chemical that causes a sudden, almost instantaneous release of pressure, gas, and heat when subjected to sudden shock, pressure, or high temperature. Flammable. A chemical that falls into one of the following categories: (1) "Aerosol, flammable" means an aerosol that, when tested by the method described in 16 CFR 1500.45, yields a flame projection exceeding 18 inches at full valve opening, or a flashback (a flame extending back to the valve) at any degree of valve opening; (2) "Gas, flammable" means: (A) A gas that, at ambient temperature and pressure, forms a flammable mixture with air at a concentration of 13 percent by volume or less; or (B) A gas that, at ambient temperature and pressure, forms a range of flammable mixtures with air greater than 12 percent by volume, regardless of the lower explosive limit. (3) "Liquid, flammable" means any liquid having a flashpoint below 100° F (37.8° C), except any mixture having components with flashpoints of 100° F (37.8° C) or higher, the total of which make up 99 percent or more of the total volume of the mixture. (4) "Solid, flammable" means a solid, other than a blasting agent or explosive as defined in 29 CFR 1910.109(a), that is liable to cause fire through friction, absorption of moisture, spontaneous chemical change, or retained heat from manufacturing or processing, or which can be ignited readily and when ignited burns so vigorously and persistently as to create a serious hazard. A chemical shall be considered to be a flammable solid if, when tested by the method described in 16 CFR 1500.44, it ignites and burns with a self-sustained flame at a rate greater than one-tenth of an inch per second along its major axis. Flashpoint. The minimum temperature at which a liquid gives off a vapor in sufficient concentration to ignite when tested as follows: (1) Tagliabue Closed Tester (See American National Standard Method of Test for Flash Point by Tag Closed Tester, Z11.24 - 1979 (ASTM D 56-79) - for liquids with a viscosity of less than 45 Saybolt Universal Seconds (SUS) at 100° F (37.8° C), or that do not contain suspended solids, and do not have a tendency to form a surface film under test; or (2) Pensky-Martens Closed Tester (see American National Standard Method of Test for Flash Point by Pensky-Martens closed tester), Z11.7 - 1979 (ASTM D 93-79) for liquids with a viscosity equal to or greater than 45 SUS at 100° F (37.8°C), or that contain suspended solids, or that have a tendency to form a surface film under test; or (3) Setaflash Closed Tester (see American National Standard Method of Test for Flash Point by Setaflash Closed Tester (ASTM D 3278-78)). Organic peroxides, which undergo autoaccelerating thermal decomposition, are excluded from any of the flashpoint determination methods specified above.

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Hazardous chemical. A chemical for which there is statistically significant evidence based on at least one study conducted in accordance with established scientific principles that acute or chronic health effects may occur in exposed employees. The term "health hazard" includes chemicals which are carcinogens, toxic or highly toxic agents, reproductive toxins, irritants, corrosives, sensitizers, hepatotoxins, nephrotoxins, neurotoxins, agents which act on the hematopoietic systems, and agents which damage the lungs, skin, eyes, or mucous membranes. Appendices A and B of the Hazard Communication Standard (Section 5194) provide further guidance in defining the scope of health hazards and determining whether or not a chemical is to be considered hazardous for purposes of this regulation. Laboratory. A facility where the "laboratory use of hazardous chemicals" occurs. It is a workplace where relatively small quantities of hazardous chemicals are used on a non-production basis. Laboratory scale. Work with substances in which the containers used for reactions, transfers, and other handling of substances are designed to be easily and safety manipulated by one person. "Laboratory scale" excludes those workplaces whose function is to produce commercial quantities of materials. Laboratory-type hood. A device located in a laboratory, enclosed on five sides with a movable sash or fixed partial enclosure on the remaining side; constructed and maintained to draw air from the laboratory and to prevent or minimize the escape of air contaminants into the laboratory; and allows chemical manipulations to be conducted in the enclosure without insertion of any portion of the employee's body other than hands and arms. Walk-in hoods with adjustable sashes meet the above definition provided that the sashes are adjusted during use so that the airflow and the exhaust of air contaminants are not compromised and employees do not work inside the enclosure during the release of airborne hazardous chemicals. Laboratory use of hazardous chemicals. Handling or use of such chemicals in which all of the following conditions are met: (1) Chemical manipulations are carried out on a "laboratory scale"; (2) Multiple chemical procedures or chemicals are used; (3) The procedures involved are not part of a production process, nor in any way simulate a production process; and (4) "Protective laboratory practices and equipment" are available and in common use industry-wide to minimize the potential for employee exposure to hazardous chemicals. Medical consultation. A consultation which takes place between an employee and a licensed physician for the purpose of determining what medical examinations or procedures, if any, are appropriate in cases where a significant exposure to a hazardous chemical may have taken place. Organic peroxide. An organic compound that contains the bivalent -o-o- structure and which may be considered to be a structural derivative of hydrogen peroxide where one or both of the hydrogen atoms has been replaced by an organic radical. Oxidizer. A chemical other than a blasting agent or explosive as defined in Section 5237(a) that initiates or promotes combustion in other materials, thereby causing fire either of itself or through the release of oxygen or other gases. Physical hazard. A chemical for which there is scientifically valid evidence that it is a combustible liquid, a compressed gas, explosive, flammable, an organic peroxide, an oxidizer, pyrophoric, unstable (reactive) or water-reactive. Protective laboratory practices and equipment. Those laboratory procedures, practices and equipment accepted by laboratory health and safety experts as effective, or that the employer can show to be effective, in minimizing the potential for employee exposure to hazardous chemicals. Reproductive toxins. Chemicals which affect the reproductive capabilities including chromosomal damage (mutations) and effects on fetuses (teratogenesis). Select carcinogen. Any substance which meets one of the following criteria: (1) It is regulated by Cal/OSHA as a carcinogen; or (2) It is listed under the category, "known to be carcinogens," in the Annual Report on Carcinogens published by the National Toxicology Program (NTP) (1985 edition); or (3) It is listed under Group 1 ("carcinogenic to humans") by the International Agency for Research on Cancer Monographs (IARC) (Volumes 1-48 and Supplements 1-8); or (4) It is listed in either Group 2A or 2B by IARC or under the category, "reasonably anticipated to be carcinogens" by NTP, and causes statistically significant tumor incidence in experimental animals in accordance with any of the following criteria:

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(A) After inhalation exposure of 6-7 hours per day, 5 days per week, for a significant portion of a lifetime to dosages of less than 10 mg/m3; (B) After repeated skin application of less than 300 mg/kg of body weight per week; or (C) After oral dosages of less than 50 mg/kg of body weight per day. Unstable (reactive). A chemical which is the pure state, or as produced or transported, will vigorously polymerize, decompose, condense, or will become self-reactive under conditions of shocks, pressure or temperature. Water-reactive. A chemical that reacts with water to release a gas that is either flammable or presents a health hazard.

(c) Exposure limits. For laboratory uses of Cal/OSHA regulated substances, the employer shall ensure that laboratory employees' exposures to such substances do not exceed the exposure limits specified in Title 8, California Code of Regulations, Group 16, Section 5139 et seq., of the General Industry Safety Orders.

(d) Employee exposure determination (1) Initial monitoring. The employer shall measure the employee's exposure to any substance regulated by a standard which requires monitoring if there is reason to believe that exposure levels for that substance exceed the action level (or in the absence of an action level, the exposure limit). The person supervising, directing or evaluating the monitoring shall be competent in industrial hygiene practice. (2) Periodic monitoring. If the initial monitoring prescribed by subsection 5191(d)(1) discloses employee exposure over the action level (or in the absence of an action level, the exposure limit), the employer shall immediately comply with the exposure monitoring provisions of the relevant regulation. (3) Termination of monitoring. Monitoring may be terminated in accordance with the relevant regulation. (4) Employee notification of monitoring results. The employer shall, within 15 working days after the receipt of any monitoring results, notify the employee of these results in writing either individually or by posting results in an appropriate location that is accessible to employees.

(e) Chemical hygiene plan. (1) Where hazardous chemicals as defined by this regulation are used in the workplace, the employer shall develop and carry out the provisions of a written CHP which is: (A) Capable of protecting employees from health hazards associated with hazardous chemicals in that laboratory and (B) Capable of keeping exposures below the limits specified in subsection 5191(c). (2) The CHP shall be readily available to employees. employee representatives and, upon request, to the Chief. (3) The CHP shall include each of the following elements and shall indicate specific measures that the employer will take to ensure laboratory employee protection; (A) Standard operating procedures relevant to safety and health considerations to be followed when laboratory work involves the use of hazardous chemicals: (B) Criteria that the employer will use to determine and implement control measures to reduce employee exposure to hazardous chemicals including engineering controls, the use of personal protective equipment and hygiene practices; particular attention shall be given to the selection of control measures for chemicals that are known to be extremely hazardous; (C) A requirement that fume hoods comply with Section 5154.1, that all protective equipment shall function properly and that specific measures shall be taken to ensure proper and adequate performance of such equipment; (D) Provisions for employee information and training as prescribed in subsection 5191(f); (E) The circumstances under which a particular laboratory operation, procedure or activity shall require prior approval from the employer or the employer's designee before implementation; (F) Provisions for medical consultation and medical examinations in accordance with subsection 5191(g); (G) Designation of personnel responsible for implementation of the CHP including the assignment of a Chemical Hygiene officer and, if appropriate, establishment of a Chemical Hygiene Committee; and (H) Provisions for additional employee protection for work with particularly hazardous substances. These include "select carcinogens," reproductive toxins and substances which have a high degree of acute toxicity. Specific consideration shall be given to the following provisions which shall be included where

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appropriate; 1. Establishment of a designated area; 2. Use of containment devices such as fume hoods or glove boxes; 3. Procedures for safe removal of contaminated waste; and 4. Decontamination procedures. (4) The employer shall review and evaluate the effectiveness of the CHP at least annually and update it as necessary.

Note: Appendix A of this section is non-mandatory but provides guidance to assist employers in the development of the CHP.

(f) Employee information and training. (1) The employer shall provide employees with information and training to ensure that they are apprised of the hazards of chemicals present in their work area. Information and training may relate to an entire class of hazardous substances to the extent appropriate. (2) Such information shall be provided at the time of an employee's initial assignment to a work area where hazardous chemicals are present and prior to assignments involving new exposure situations. The frequency of refresher information and training shall be determined by the employer. (3) Information. Employees shall be informed of: (A) The contents of this regulation and its appendices which shall be available to employees; (B) The location and availability of the employer's CHP; (C) The exposure limits for Cal/OSHA regulated substances or recommended exposure limits for other hazardous chemicals where there is no applicable Cal/OSHA regulation; (D) Signs and symptoms associated with exposures to hazardous chemicals used in the laboratory; and (E) The location and availability of known reference material on the hazards, safe handling, storage and disposal of hazardous chemicals found in the laboratory including, but not limited to, Material Safety Data Sheets received from the chemical supplier. (4) Training. (A) Employee training shall include; 1. Methods and observations that may be used to detect the presence or release of a hazardous chemical (such as monitoring conducted by the employer, continuous monitoring devices, visual appearance or odor of hazardous chemicals when being released, etc.); 2. The physical and health hazards of chemicals in the work area; and 3. The measures employees can take to protect themselves from these hazards, including specific procedures the employer has implemented to protect employees from exposure to hazardous chemicals, such as appropriate work practices, emergency procedures, and personal protective equipment to be used. (B) The employee shall be trained on the applicable details of the employer's written CHP.

(g) Medical consultation and medical examinations. (1) The employer shall provide all employees who work with hazardous chemicals an opportunity to receive medical attention, including any follow-up examinations which the examining physician determines to be necessary, under the following circumstances; (A) Whenever an employee develops signs or symptoms associated with a hazardous chemical to which the employee may have been exposed in the laboratory, the employee shall be provided an opportunity to receive an appropriate medical examination. (B) Where exposure monitoring reveals an exposure level above the action level (or in the absence of an action level, the exposure limit) for a Cal/OSHA regulated substance for which there are exposure monitoring and medical surveillance requirements, medical surveillance shall be established for the affected employee as prescribed by the particular standard. (C) Whenever an event takes place in the work area such as a spill, leak, explosion or other occurrence resulting in the likelihood of a hazardous exposure, the affected employee shall be provided an opportunity

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for a medical consultation. Such consultation shall be for the purpose of determining the need for a medical examination. (2) All medical examinations and consultations shall be performed by or under the direct supervision of a licensed physician and shall be provided without cost to the employee, without loss of pay and at a reasonable time and place. (3) Information provided to the physician. The employer shall provide the following information to the physician; (A) The identity of the hazardous chemical(s) to which the employee may have been exposed; (B) A description of the conditions under which the exposure occurred including quantitative exposure data, if available; and (C) A description of the signs and symptoms of exposure that the employee is experiencing, if any. (4) Physician's written opinion. (A) For examination or consultation required under this standard, the employer shall obtain a written opinion from the examining physician which shall include the following; 1. Any recommendation for further medical follow-up; 2. The results of the medical examination and any associated tests, if requested by the employee; 3. Any medical condition which may be revealed in the course of the examination which may place the employee at increased risk as a result of exposure to a hazardous chemical found in the workplace; and 4. A statement that the employee has been informed by the physician of the results of the consultation or medical examination and any medical condition that may require further examination or treatment. (B) The written opinion shall not reveal specific findings of diagnoses unrelated to occupational exposure.

(h) Hazard identification. (1) With respect to labels and material safety data sheets; (A) Employers shall ensure that labels on incoming containers of hazardous chemicals are not removed or defaced. (B) Employers shall maintain in the workplace any material safety data sheets that are received with incoming shipments of hazardous chemicals, and ensure that they are readily accessible to laboratory employees during each work shift when they are in their work area(s). (2) The following provisions shall apply to chemical substances developed in the laboratory; (A) If the composition of the chemical substance which is produced exclusively for the laboratory's use is known, the employer shall determine if it is a hazardous chemical as defined in subsection 5191(b). If the chemical is determined to be hazardous, the employer shall provide appropriate training as required under subsection 5191(f). (B) If the chemical produced is a byproduct whose composition is not known, the employer shall assume that the substance is hazardous and shall implement subsection 5191(e). (C) If the chemical substance is produced for commercial purposes by another user outside of the laboratory, the employer shall comply with the Hazard Communication Standard (Section 5194) including the requirements for preparation of material safety data sheets and labeling.

(i) Use of respirators. Where the use of respirators is necessary to maintain exposure below permissible exposure limits, the employer shall provide, at no cost to the employee, the proper respiratory equipment. Respirators shall be selected and used in accordance with the requirements of Section 5144.

(j) Recordkeeping. (1) The employer shall establish and maintain for each employee an accurate record of any measurements taken to monitor employee exposures and any medical consultation and examinations including tests or written opinions required by this regulation. (2) The employer shall ensure that such records are kept, transferred, and made available in accordance with Section 3204.

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(k) Dates (1) Employers shall have developed and implemented a written CHP no later than October 31, 1991. (2) Subsection (a) (2) shall not take effect until the employer has developed and implemented a written CHP.

(l) Appendices. The information contained in the appendices is not intended, by itself, to create any additional obligations not otherwise imposed or to detract from any existing obligation. NOTE: Authority cited: Sections 142.3 and 9020, Labor Code. Reference: Sections 142.3, 9004(d), 9009 and 9020, Labor Code.

Appendix A Appendix B

HISTORY 1. New section filed 3-25-91; operative 4-24-91 (Register 91, No. 17). 2. Editorial correction of printing errors (Register 92, No. 33). 3. Change without regulatory effect amending Appendix B subsections (b)1. and (c)1. filed 12-28-92 pursuant to section 100, title 1, California Code of Regulations (Register 93, No. 1). 4. Editorial correction of Appendix A subsection D.11.(b) (Register 95, No. 24).

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Subchapter 7. General Industry Safety Orders Group 16. Control of Hazardous Substances Article 109. Hazardous Substances and Processes

§5191. Occupational Exposure to Hazardous Chemicals in Laboratories, Appendix A - National Research Council

Recommendations Concerning Chemical Hygiene in Laboratories (Non-Mandatory) Table of Contents Foreword Corresponding Sections of the Regulation and This Appendix A. General Principles 1. Minimize all Chemical Exposures 2. Avoid Underestimation of Risk 3. Provide Adequate Ventilation 4. Institute Chemical Hygiene Program 5. Observe the exposure limits and TLV's B. Responsibilities 1. Chief Executive Officer 2. Supervisor of Administrative Unit 3. Chemical Hygiene Officer 4. Laboratory Supervisor 5. Project Director 6. Laboratory Worker C. The Laboratory Facility 1. Design 2. Maintenance 3. Usage 4. Ventilation D. Components of the CHP 1. Basic Rules and Procedures 2. Chemical Procurement, Distribution, and Storage 3. Environmental Monitoring 4. Housekeeping, Maintenance and Inspections 5. Medical Program 6. Personal Protective Apparel and Equipment 7. Records 8. Signs and Labels 9. Spills and Accidents 10. Training and Information 11. Waste Disposal E. General Procedures for Working With Chemicals 1. General Rules for all Laboratory Work with Chemicals 2. Allergens and Embryotoxins 3. Chemicals of Moderate Chronic or High Acute Toxicity 4. Chemicals of High Chronic Toxicity 5. Animal Work with Chemicals of High Chronic Toxicity F. Safety Recommendations G. Safety Data Sheets

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Foreword

As guidance for each employer's development of an appropriate laboratory CHP, the following non-mandatory recommendations are provided. They were extracted from "Prudent Practices for Handling Hazardous Chemicals in Laboratories" (referred to below as "Prudent Practices"), which was published in 1981 by the National Research Council and is available from the National Academy Press, 2101 Constitution Ave., NW., Washington DC 20418.

"Prudent Practices" is cited because of its wide distribution and acceptance and because of its preparation by members of the laboratory community through the sponsorship of the National Research Council. However, none of the recommendations given here will modify any requirements of the laboratory regulation. This Appendix merely presents pertinent recommendations from "Prudent Practices," organized into a form convenient for quick reference during development and application of a CHP. Users of this appendix should consult "Prudent Practices" for a more extended presentation and justification for each recommendation.

"Prudent Practices" deals with both safety and chemical hazards while the laboratory regulation is concerned primarily with chemical hazards. Therefore, only those recommendations directed primarily toward control of toxic exposures are cited in this appendix, with the term "chemical hygiene" being substituted for the word "safety." However, since conditions producing or threatening physical injury often pose toxic risks as well, page references concerning major categories of safety hazards in the laboratory are given in section F.

The recommendations from "Prudent Practices" have been paraphrased, combined, or otherwise reorganized, and headings have been added. However, their sense has not been changed.

Corresponding Sections of the Regulation and this Appendix

The following table is given for the convenience of those who are developing a CHP which will satisfy the requirements of subsection 5191(e). It indicates those sections of this appendix which are most pertinent to each of the sections of subsection 5191(e) and related paragraphs.

Relevant Paragraph and topic in laboratory appendix standard section

(e) (3) (A) Standard operating procedures for handling toxic chemicals...... ……...... C, D, E (e) (3) (B) Criteria to be used for implementation of measures to reduce exposures...... ……...... D (e) (3) (C) Fume hood performance...... …….... C4b (e) (3) (D) Employee information and training (including emergency procedures)...... ….... D10, D9 (e) (3) (E) Requirements for prior approval of laboratory activities...... ………………. E2b, E4b (e) (3) (F) Medical consultation and medical examinations.... D5, E4f (e) (3) (G) Chemical hygiene responsibilities...... ….....B (e) (3) (H) Special precautions for work with...... E2, E3, particularly hazardous substances...... …….. E4

In this appendix, those recommendations directed primarily at administrators and supervisors are given in sections A - D. Those recommendations of primary concern to employees who are actually handling laboratory chemicals are given in section E. (Reference to page numbers in "Prudent Practices" are given in parentheses.)

A. General Principles for Work with Laboratory Chemicals - In addition to the more detailed recommendations listed below in sections B-E, "Prudent Practices" expresses certain general principles, including the following: 1. It is prudent to minimize all chemical exposures. Because few laboratory chemicals are without hazards,

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general precautions for handling all laboratory chemicals should be adopted, rather than specific guidelines for particular chemicals (2,10). Skin contact with chemicals should be avoided as a cardinal rule (198). 2. Avoid underestimation of risk. Even for substances of no known significant hazard, exposure should be minimized; for work with substances which present special hazards, special precautions should be taken (10, 37, 38). One should assume that any mixture will be more toxic than its most toxic component (30, 103) and that all substances of unknown toxicity are toxic (3, 34). 3. Provide adequate ventilation. The best way to prevent exposure to airborne substances is to prevent their escape into the working atmosphere by use of hoods and other ventilation devices (32, 198). 4. Institute a chemical hygiene program. A mandatory chemical hygiene program designed to minimize exposures is needed; it should be a regular, continuing effort, not merely a standby or short-term activity (6,11). Its recommendations should be followed in academic teaching laboratories as well as by full-time laboratory workers (13). 5. Observe the exposure limits and TLVs. The Exposure limits of Cal/OSHA and the Threshold Limit Values of the American Conference of Governmental Industrial Hygienists should not be exceeded (13). B. Chemical Hygiene Responsibilities - responsibility for chemical hygiene rests at all levels (6, 11, 21) including the: 1. Chief executive officer, who has ultimate responsibility for chemical hygiene within the institution and must, with other administrators, provide continuing support for institutional chemical hygiene (7, 11). 2. Supervisor of the department or other administrative unit, who is responsible for chemical hygiene in that unit (7). 3. Chemical hygiene officers, whose appointment is essential (7) and who must: (a) Work with administrators and other employees to develop and implement appropriate chemical hygiene programs and practices (7); (b) Monitor procurement, use, and disposal of chemicals used in the lab (8).; (c) See that appropriate audits are maintained (8); (d) Help project directors develop precautions and adequate facilities (10); (e) Know the current legal requirements concerning regulated substances (50); and (f) Seek ways to improve the chemical hygiene program (8, 11). 4. Laboratory supervisor, who has overall responsibility for chemical hygiene in the laboratory (21) including responsibility to: (a) Ensure that workers know and follow the chemical hygiene rules, that protective equipment is available and in working order, and that appropriate training has been provided (21, 22); (b) Provide regular, formal chemical hygiene and housekeeping inspections including routine inspections of emergency equipment (21, 171); (c) Know the current legal requirements concerning regulated substances (50, 231); (d) Determine the required levels of protective apparel and equipment (156, 160, 162); and (e) Ensure that facilities and training for use of any material being ordered are adequate (215). 5. Project director or director of other specific operation, who has primary responsibility for chemical hygiene procedures for that operation (7). 6. Laboratory worker, who is responsible for: (a) Planning and conducting each operation in accordance with the institutional and chemical hygiene procedures (7, 21, 22, 230); and (b) Developing good personal chemical hygiene habits (22). C. The Laboratory Facility 1. Design. The laboratory facility should have: (a) An appropriate general ventilation system (see C4 below) with air intakes and exhausts located so as to avoid intake of contaminated air (194); (b) Adequate, well-ventilated stockrooms/storerooms (218, 219). (c) Laboratory hoods and sinks (12, 162): (d) Other safety equipment including eyewash fountains and drench showers (162, 169): and (e) Arrangements for waste disposal (12, 240). 2. Maintenance. Chemical-hygiene-related equipment (hoods, incinerator, etc.) should undergo continual appraisal and be modified if inadequate (11, 12). 3. Usage. The work conducted (10) and its scale (12) must be appropriate to the physical

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facilities available and, especially, to the quality of ventilation (13). 4. Ventilation (a) General laboratory ventilation. This system should; Provide a source of air for breathing and for input to local ventilation devices (199); it should not be relied on for protection from toxic substances released into the laboratory (198); ensure that laboratory air is continually replaced, preventing increase of air concentrations of toxic substances during the working day (194); direct air flow into the laboratory from non-laboratory areas and out to the exterior of the building (194). (b) Hoods. A laboratory hood with 2.5 linear feet of hood space per person should be provided for every 2 workers if they spend most of their time working with chemicals (199); each hood should have a continuous monitoring device to allow convenient confirmation of adequate hood performance before use (200, 209). If this is not possible, work with substances of unknown toxicity should be avoided (13) or other types of local ventilation devices should be provided (199). See pp. 201-206 for a discussion of hood design, construction, and evaluation. (c) Other local ventilation devices. Ventilated storage cabinets, canopy hoods, snorkels, etc. should be provided as needed (199). Each canopy hood and snorkel should have a separate exhaust duct (207). (d) Special ventilation areas. Exhaust air from glove boxes and isolation rooms should be passed through scrubbers or other treatment before release into the regular exhaust system (208). Cold rooms and warm rooms should have provisions for rapid escape and for escape in the event of electrical failure (209); (e) Modifications. Any alteration of the ventilation system should be made only if thorough testing indicates that worker protection from airborne toxic substances will continue to be adequate (12, 193, 204). (f) Performance. Rate: 4-12 room air changes/hour is normally adequate general ventilation if local exhaust systems such as hoods are used as the primary method of control (194). (g) Quality. General air flow should not be turbulent and should be relatively uniform throughout the laboratory, with no high velocity or static areas (194, 195); airflow into and within the hood should not be excessively turbulent (200); hood face velocity should be adequate (typically 60-100 lfm) (200, 204). (h) Evaluation. Quality and quantity of ventilation should be evaluated on installation (202), regularly monitored (at least every 3 months) (6, 12, 14, 195), and reevaluated whenever a change in local ventilation devices is made (12, 195, 207). See pp 195-198 for methods of evaluation and for calculation of estimated airborne contaminant concentrations. D. Components of the Chemical Hygiene Plan 1. Basic Rules and Procedures (Recommendations for these are given in section E, below) 2. Chemical Procurement, Distribution, and Storage (a) Procurement. Before a substance is received, information on proper handling, storage, and disposal should be known to those who will be involved (215, 216). No container should be accepted without an adequate identifying label (216). Preferably, all substances should be received in a central location (216). (b) Stockrooms/storerooms. Toxic substances should be segregated in a well-identified area with local exhaust ventilation (221). Chemicals which are highly toxic (227) or other chemicals whose containers have been opened should be in unbreakable secondary containers (219). Stored chemicals should be examined periodically (at least annually) for replacement, deterioration, and container integrity (218-19). Stockrooms/storerooms should not be used as preparation or repackaging areas, should be open during normal working hours, and should be controlled by one person (219). (c) Distribution. When chemicals are hand carried, the container should be placed in an outside container or bucket. Freight-only elevators should be used if possible (223). (d) Laboratory storage. Amounts permitted should be as small as practical. Storage on bench tops and in hoods is inadvisable. Exposure to heat or direct sunlight should be avoided. Periodic inventories should be conducted, with unneeded items being discarded or returned to the storeroom/stockroom (225-6, 229). 3. Environmental Monitoring. Regular instrumental monitoring of airborne concentrations is not usually justified or practical in laboratories but may be appropriate when testing or redesigning hoods or other ventilation devices (12) or when a highly toxic substance is stored or used regularly (e.g., 3 times/week) (13). 4. Housekeeping, Maintenance, and Inspections (a) Cleaning. Floors should be cleaned regularly (24). (b) Inspections. Formal housekeeping and chemical hygiene inspections should be held at least quarterly (6,

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21) for units which have frequent personnel changes and semiannually for others; informal inspections should be continual (21). (c) Maintenance. Eye wash fountains should be inspected at intervals of not less than 3 months (6). Respirators for routine use should be inspected periodically by the laboratory supervisor (169). Safety showers should be tested routinely (169). Other safety equipment should be inspected regularly, (e.g., every 3-6 months) (6, 24, 171). Procedures to prevent restarting of out-of-service equipment should be established (25). (d) Passageways. Stairways and hallways should not be used as storage areas (24). Access to exits, emergency equipment, and utility controls should never be blocked (24). 5. Medical Program (a) Compliance with regulations. Regular medical surveillance should be established to the extent required by regulations (12). (b) Routine surveillance. Anyone whose work involves regular and frequent handling of toxicologically significant quantities of a chemical should consult a qualified physician to determine on an individual basis whether a regular schedule of medical surveillance is desirable (11, 50). (c) First aid. Personnel trained in first aid should be available during working hours and an emergency room with medical personnel should be nearby (173). See pp. 176-178 for description of some emergency first aid procedures. 6. Protective Apparel and Equipment. These should include for each laboratory: (a) Protective apparel compatible with the required degree of protection for substances being handled (158- 161); (b) An easily accessible drench-type safety shower (162, 169); (c) An eyewash fountain (162); (d) A fire extinguisher (162-164); (e) Respiratory protection (164-9), fire alarm and telephone for emergency use (162) should be available nearby; and (f) Other items designated by the laboratory supervisor (156, 160). 7. Records (a) Accident records should be written and retained (174). (b) CHP records should document that the facilities and precautions were compatible with current knowledge and regulations (7). (c) Inventory and usage records for high-risk substances should be kept as specified in sections E3e below. (d) Medical records should be retained by the institution in accordance with the requirements of state and federal regulations (12). 8. Signs and Labels - Prominent signs and labels of the following types should be posted: (a) Emergency telephone numbers of emergency personnel/facilities, supervisors, and laboratory workers (28); (b) Identity labels, showing contents of containers (including waste receptacles) and associated hazards (27, 48); (c) Location signs for safety showers, eyewash stations, other safety and first aid equipment, exits (27) and areas where food and beverage consumption and storage are permitted (24); and (d) Warnings at areas or equipment where special or unusual hazards exist (27). 9. Spills and Accidents (a) A written emergency plan should be established and communicated to all personnel; it should include procedures for ventilation failure (200), evacuation, medical care, reporting, and drills (172). (b) There should be an alarm system to alert people in all parts of the facility including isolation areas such as cold rooms (172). (c) A spill control procedure should be developed and should include consideration of prevention, containment, cleanup, and reporting (175). (d) All accidents or near accidents should be carefully analyzed with the results distributed to all who might benefit (8, 28). 10. Information and Training Program (a) Aim: To ensure that all individuals at risk are adequately informed about the work in the laboratory, its risks, and what to do if an accident occurs (5, 15).

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(b) Emergency and Personal Protection Training: Every laboratory worker should know the location and proper use of available protective apparel and equipment (154, 169). Some of the full-time personnel of the laboratory should be trained in the proper use of emergency equipment and procedures (6). Such training as well as first aid instruction should be available to (154) and encouraged for (176) everyone who might need it. (c) Receiving and stockroom/storeroom personnel should know about hazards, handling equipment, protective apparel, and relevant regulations (217). (d) Frequency of Training: The training and education program should be a regular, continuing activity - not simply an annual presentation (15). (e) Literature/Consultation: Literature and consulting advice concerning chemical hygiene should be readily available to laboratory personnel, who should be encouraged to use these information resources (14). 11. Waste Disposal Program. (a) Aim: to ensure that minimal harm to people, other organisms, and the environment will result from the disposal of waste laboratory chemicals (5). (b) Content (14, 232, 233, 240): The waste disposal program should specify how waste is to be collected, segregated, stored, and transported and include consideration of what materials can be incinerated. Transport from the institution must be in accordance with DOT regulations (244). (c) Discarding Chemical Stocks: Unlabeled containers of chemicals and solutions should undergo prompt disposal; if partially used, they should not be opened (24, 27). Before a worker's employment in the laboratory ends, chemicals for which that person was responsible should be discarded or returned to storage (226). (d) Frequency of Disposal: Waste should be removed from laboratories to a central waste storage area at least once per week and from the central waste storage area at regular intervals (14). (e) Method of Disposal: Incineration in an environmentally acceptable manner is the most practical disposal method for combustible laboratory waste (14, 238, 241). Indiscriminate disposal by pouring waste chemicals down the drain (14, 231, 242) or adding them to mixed refuse for landfill burial is unacceptable (14). Hoods should not be used as a means of disposal for volatile chemicals (40, 200). Disposal by recycling (233, 243) or chemical decontamination (40, 230) should be used when possible. E. Basic Rules and Procedures for Working with Chemicals - The CHP should require that laboratory workers know and follow its rules and procedures. In addition to the procedures of the sub programs mentioned above, these should include the rules listed below. 1. General Rules - The following should be used for essentially all laboratory work with chemicals: (a) Accidents and spills - Eye Contact: Promptly flush eyes with water for a prolonged period (15 minutes) and seek medical attention (33, 172). Ingestion: Encourage the victim to drink large amounts of water (178). Skin Contact: Promptly flush the affected area with water (33, 172, 178). and remove any contaminated clothing (172, 178). If symptoms persist after washing, seek medical attention (33). Clean-up: Promptly clean up spills, using appropriate protective apparel and equipment and proper disposal (24, 33). See pp., 233-237 for specific clean-up recommendations. (b) Avoidance of "routine" exposure: Develop and encourage safe habits (23); avoid unnecessary exposure to chemicals by any route (23); Do not smell or taste chemicals (32). Vent apparatus which may discharge toxic chemicals (vacuum pumps, distillation columns, etc.) into local exhaust devices (199). Inspect gloves (157) and test glove boxes (208) before use. Do not allow release of toxic substances in cold rooms and warm rooms, since these have contained recirculated atmospheres (209). (c) Choice of chemicals: Use only those chemicals for which the quality of the available ventilation system is appropriate (13). (d) Eating, smoking, etc.: Avoid eating, drinking, smoking, gum chewing, or application of cosmetics in areas where laboratory chemicals are present (22, 24, 32, 40); wash hands before conducting these activities (23, 24). Avoid storage, handling, or consumption of food or beverages in storage areas, refrigerators, glassware or utensils which are also used for laboratory operations (23, 24, 226).

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(e) Equipment and glassware: Handle and store laboratory glassware with care to avoid damage; do not use damaged glassware (25). Use extra care with Dewar flasks and other evacuated glass apparatus; shield or wrap them to contain chemicals and fragments should implosion occur (25). Use equipment only for its designed purpose (23, 26). (f) Exiting: Wash areas of exposed skin well before leaving the laboratory (23). (g) Horseplay: Avoid practical jokes or other behavior which might confuse, startle or distract another worker (23). (h) Mouth suction: Do not use mouth suction for pipeting or starting a siphon (23, 32). (i) Personal apparel: Confine long hair and loose clothing (23, 158). Wear shoes at all times in the laboratory but do not wear sandals, perforated shoes, or sneakers (158). (j) Personal housekeeping: Keep the work area clean and uncluttered, with chemicals and equipment being properly labeled and stored; clean up the work area on completion of an operation or at the end of each day (24). (k) Personal protection: Assure that appropriate eye protection (154-156) is worn by all persons, including visitors, where chemicals are stored or handled (22, 23, 33, 154). Wear appropriate gloves when the potential for contact with toxic materials exists (157); inspect the gloves before each use, wash them before removal, and replace them periodically (157). (A table of resistance to chemicals of common glove materials is given p. 159). Use appropriate (164-168) respiratory equipment when air contaminant concentrations are not sufficiently restricted by engineering controls (164-5), inspecting the respirator before use (169). Use any other protective and emergency apparel and equipment as appropriate (22, 157-162). Avoid use of contact lenses in the laboratory unless necessary; if they are used, inform supervisor so special precautions can be taken (155). Remove laboratory coats immediately on significant contamination (161). (l) Planning: Seek information and advice about hazards (7), plan appropriate protective procedures, and plan positioning of equipment before beginning any new operation (22, 23). (m) Unattended operations: Leave lights on, place an appropriate sign on the door, and provide for containment of toxic substances in the event of failure of a utility service (such as cooling water) to an unattended operation (27, 128). (n) Use of hood: Use the hood for operations which might result in release of toxic chemical vapors or dust (198-9). As a rule of thumb, use a hood or other local ventilation device when working with any appreciably volatile substance with a TLV of less than 50 ppm (13). Confirm adequate hood performance before use; keep hood closed at all times except when adjustments within the hood are being made (200); keep materials stored in hoods to a minimum and do not allow them to block vents or air flow (200). Leave the hood "on" when it is not in active use if toxic substances are stored in it or if it is uncertain whether adequate general laboratory ventilation will be maintained when it is "off" (200). (o) Vigilance: Be alert to unsafe conditions and see that they are corrected when detected (22). (p) Waste disposal: Assure that the plan for each laboratory operation includes plans and training for waste disposal (230). Deposit chemical waste in appropriately labeled receptacles and follow all other waste disposal procedures of the CHP (22, 24). Do not discharge to the sewer concentrated acids or bases (231); highly toxic, malodorous, or lachrymatory substances (231); or any substances which might interfere with the biological activity of waste water treatment plants, create fire or explosion hazards, cause structural damage or obstruct flow (242). (q) Working alone: Avoid working alone in a building; do not work alone in a laboratory if the procedures being conducted are hazardous (28). 2. Working with Allergens and Embryotoxins (a) Allergens (examples: diazomethane, isocyanates, bichromates): Wear suitable gloves to prevent hand contact with allergens or substances of unknown allergenic activity (35). (b) Embryotoxins (34-5) (examples: organomercurials, lead compounds, formamide): If you are a woman of childbearing age, handle these substances only in a hood whose satisfactory performance has been confirmed, using appropriate protective apparel (especially gloves) to prevent skin contact.

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Review each use of these materials with the research supervisor and review continuing uses annually or whenever a procedural change is made. Store these substances, properly labeled, in an adequately ventilated area in an unbreakable secondary container. Notify supervisors of all incidents of exposure or spills; consult a qualified physician when appropriate. 3. Work with Chemicals of Moderate Chronic or High Acute Toxicity Examples: diisopropylfluorophosphate (41), hydrofluoric acid (43), hydrogen cyanide (45). Supplemental rules to be followed in addition to those mentioned above (Procedure B of "Prudent Practices," pp. 39-41): (a) Aim: To minimize exposure to these toxic substances by any route using all reasonable precautions (39). (b) Applicability: These precautions are appropriate for substances with moderate chronic or high acute toxicity used in significant quantities (39). (c) Location: Use and store these substances only in areas of restricted access with special warning signs (40, 229). Always use a hood (previously evaluated to confirm adequate performance with a face velocity of at least 60 linear feet per minute) (40) or other containment device for procedures which may result in the generation of aerosols or vapors containing the substance (39); trap released vapors to prevent their discharge with the hood exhaust (40). (d) Personal protection: Always avoid skin contact by uses of gloves and long sleeves (and other protective apparel as appropriate) (39). Always wash hands and arms immediately after working with these materials (40). (e) Records: Maintain records of the amounts of these materials on hand, amounts used, and the manes of the workers involved (40, 229). (f) Prevention of spills and accidents: Be prepared for accidents and spills (41). Ensure that at least 2 people are present at all times if a compound in use is highly toxic or of unknown toxicity (39). Store breakable containers of these substances in chemically resistant trays; also work and mount apparatus above such trays or cover work and storage surfaces with removable, absorbent, plastic backed paper (40). If a major spill occurs outside the hood, evacuate the area; assure that cleanup personnel wear suitable protective apparel and equipment (41). (g) Waste: Thoroughly decontaminate or incinerate contaminated clothing or shoes (41). If possible, chemically decontaminate by chemical conversion (40). Store contaminated waste in closed, suitably labeled, impervious containers (for liquids, in glass or plastic bottles half-filled with vermiculite) (40). 4. Work with Chemicals of High Chronic Toxicity (Examples: dimethylmercury and nickel carbonyl (48), benzo-a-pyrene (51), N-nitrosodiethylamine (54), other human carcinogens or substances with high carcinogenic potency in animals (38).) Further supplemental rules to be followed, in addition to all these mentioned above, for work with substances of known high chronic toxicity (in quantities above a few milligrams to a few grams, depending on the substance) (47). (Procedure A of "Prudent Practices" pp, 47-50). (a) Access: Conduct all transfers and work with these substances in a "controlled area": a restricted access hood, glove box, or portion of a lab, designated for use of highly toxic substances, for which all people with access are aware of the substances being used and necessary precautions (48). (b) Approvals: Prepare a plan for use and disposal of these materials and obtain the approval of the laboratory supervisor (48). (c) Non-contamination/Decontamination: Protect vacuum pumps against contamination by scrubbers or HEPA filters and vent them into the hood (49). Decontaminate vacuum pumps or other contaminated equipment, including glassware, in the hood before removing them from the controlled area (49, 50). Decontaminate the controlled area before normal work is resumed there (50). (d) Exiting: On leaving a controlled area, remove any protective apparel (placing it in an appropriate, labeled container) and thoroughly wash hands, forearms, face, and neck (49). (e) Housekeeping: Use a wet mop or a vacuum cleaner equipped with a HEPA filter instead of dry sweeping if the toxic substance was a dry powder (50). (f) Medical surveillance: If using toxicologically significant quantities of such a substance on a regular

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basis (e.g., 3 times per week), consult a qualified physician concerning desirability of regular medical surveillance (50). (g) Records: Keep accurate records of the amounts of these substances stored (229) and used, the dates of use, and names of users (48). (h) Signs and labels: Assure that the controlled area is conspicuously marked with warning and restricted access signs (49) and that all containers of these substances are appropriately labeled with identity and warning labels (48). (i) Spills: Assure that contingency plans, equipment, and materials to minimize exposures of people and property in case of accident are available (233-4). (j) Storage: Store containers of these chemicals only in a ventilated, limited access (48, 227, 229) area in appropriately labeled, unbreakable, chemically resistant, secondary containers (48, 229). (k) Glove boxes: For a negative pressure glove box, ventilation rate must be at least 2 volume changes/hour and pressure at least 0.5 inches of water (48). For a positive pressure glove box, thoroughly check for leaks before each use (49). In either case, trap the exit gases or filter them through a HEPA filter and then release them into the hood (49). (l) Waste: Use chemical decontamination whenever possible; ensure that containers of contaminated waste (including washings from contaminated flasks) are transferred from the controlled area in a secondary container under the supervision of authorized personnel (49, 50, 233). 5. Animal Work with Chemicals of High Chronic Toxicity (a) Access: For large scale studies, special facilities with restricted access are preferable (56). (b) Administration of the toxic substance: When possible, administer the substance by injection or gavage instead of in the diet. If administration is in the diet, use a caging system under negative pressure or under laminar air flow directed toward HEPA filters (56). (c) Aerosol suppression: Devise procedures which minimize formation and dispersal of contaminated aerosols, including those from food, urine, and feces (e.g., use HEPA filtered vacuum equipment for cleaning, moisten contaminated bedding before removal from the cage, mix diets in closed containers in a hood) (55, 56). (d) Personal protection: When working in the animal room, wear plastic or rubber gloves, fully buttoned laboratory coat or jumpsuit and, if needed because of incomplete suppression of aerosols, other apparel and equipment (shoe and head coverings, respirator) (56). (e) Waste disposal: Dispose of contaminated animal tissues and excreta by incineration if the available incinerator can convert the contaminant to non-toxic products (238); otherwise, package the waste appropriately for burial in an EPA-approved site (239). F. Safety Recommendations - The above recommendations from "Prudent Practices" do not include those which are directed primarily toward prevention of physical injury rather than toxic exposure. However, failure of precautions against injury will often have the secondary effect of causing toxic exposures. Therefore, we list below page references for recommendations concerning some of the major categories of safety hazards which also have implications for chemical hygiene: 1. Corrosive agents: (35-6) 2. Electrically powered laboratory apparatus: (179-92) 3. Fires, explosions: (26, 57-74, 162-64, 174-5, 219-20, 226-7) 4. Low temperature procedures: (26, 88) 5. Pressurized and vacuum operations (including use of compressed gas cylinders): (27, 75-101) G. Safety Data Sheets - Safety data sheets are presented in "Prudent Practices" for the chemicals listed below. (Asterisks denote that comprehensive safety data sheets are provided). *Acetyl peroxide (105) *Acrolein (106) *Acrylonitrile (107) Ammonia (anhydrous) (91) *Aniline (109) *Benzene (110) *Benzo[a]pyrene (112) *Bis(chloromethyl) ether (113) Boron trichloride (91)

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Boron trifluoride (92) Bromine (114) *Tert-butyl hydroperoxide (148) *Carbon disulfide (116) Carbon monoxide (92) *Carbon tetrachloride (118) *Chlorine (119) Chlorine trifluoride (94) *Chloroform (121) Chloromethane (93) *Diethyl ether (122) Diisopropyl fluorophosphate (41) *Dimethylformamide (123) *Dimethyl sulfate (125) *Dioxane (126) *Ethylene dibromide (128) *Fluorine (95) *Formaldehyde (130) *Hydrazine and salts (132) Hydrofluoric acid (43) Hydrogen bromide (98) Hydrogen chloride (98) *Hydrogen cyanide (133) *Hydrogen sulfide (135) Mercury and compounds (52) *Methanol (137) *Morpholine (138) *Nickel carbonyl (99) *Nitrobenzene (139) Nitrogen dioxide (100) N-nitrosodiethylamine (54) *Peracetic acid (141) *Phenol (142) *Phosgene (143) *Pyridine (144) *Sodium azide (145) *Sodium cyanide (147) Sulfur dioxide (101) *Trichloroethylene (149) *Vinyl choride (150)

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Subchapter 7. General Industry Safety Orders Group 16. Control of Hazardous Substances Article 109. Hazardous Substances and Processes

§5191. Occupational Exposure to Hazardous Chemicals in Laboratories, Appendix B References (Non-Mandatory) - The following references are provided to assist the employer in the development of a CHP. The materials listed below are offered as non-mandatory guidance. References listed here do not imply specific endorsement of a book, opinion, technique, procedure or a specific solution for a safety or health problem. Other references not listed here may better meet the needs of a specific laboratory. (a) Materials for the development of the CHP: 1. American Chemical Society, Safety in Academic Chemistry Laboratories, 4th edition, 1985. 2. Fawcett, H.H. and W.S. Wood, Safety and Accident Prevention in Chemical Operations, 2nd edition, Wiley- Interscience, New York, 1982. 3. Flury, Patricia A., Environmental Health and Safety in the Hospital Laboratory, Charles C. Thomas Publisher, Springfield IL, 1978. 4. Green, Michael E. and Turk, Amos, Safety in Working with Chemicals, Macmillan Publishing Co., NY, 1978. 5. Kaufman, James A., Laboratory Safety Guidelines, Dow Chemical Co., Box 1713, Midland, MI 48640, 1977. 6. National Institutes of Health, NIH Guidelines for the Laboratory use of Chemical Carcinogens, NIH Pub. No. 81-2385, GPO, Washington, DC 20402, 1981. 7. National Research Council, Prudent Practices for Disposal of Chemicals from Laboratories, National Academy Press, Washington, DC, 1983. 8. National Research Council, Prudent Practices for Handling Hazardous Chemicals in Laboratories, National Academy Press, Washington, DC, 1981. 9. Renfrew, Malcolm, Ed., Safety in the Chemical Laboratory, Vol. IV, J. Chem. Ed., American Chemical Society, Easlon, PA, 1981. 10. Steere, Norman V., Ed., Safety in the Chemical Laboratory, J. Chem. Ed. American Chemical Society, Easlon, PA. 18042, Vol. I, 1967, Vol. II, 1971,Vol. III, 1974. 11. Steere, Norman V., Handbook of Laboratory Safety, the Chemical Rubber Company, Cleveland, OH, 1971. 12. Young, Jay A., Ed., Improving Safety in the Chemical Laboratory, John Wiley & Sons, Inc. New York, 1987. (b) Hazardous Substances Information: 1. American Conference of Governmental Industrial Hygienists. Threshold Limit Values for Chemical Substances and Physical Agents in the Workroom Environment with Intended Changes, 6500 Glenway Avenue, Building D-7, Cincinnati, OH 45211-4438 (latest edition). 2. Annual Report on Carcinogens, National Toxicology Program , U.S. Department of Health and Human Services, Public Health Service, U.S. Government Printing Office, Washington, DC. (1985 edition). 3. Best Company, Best Safety Directory, Vols. I and II, Oldwick, N.J. 1981. 4. Bretherick, L., Handbook of Reactive Chemical Hazards, 2nd edition, Butterworths, London, 1979. 5. Bretherick, L., Hazards in the Chemical Laboratory, 3rd edition, Royal Society of Chemistry, London, 1986. 6. Code of Federal Regulations, 29 CFR part 1910 subpart Z., U.S. Govt. Printing Office, Washington, DC 20402 (1990 edition). 7. IARC Monographs on the Evaluation of the Carcinogenic Risk of Chemicals to Man, World Health Organization Publications Center, 49 Sheridan Avenue, Albany, New York 12210 (Volumes 1-48 and Supplements 1-8). 8. NIOSH/OSHA Pocket Guide to Chemical Hazards, NIOSH Pub. No. 85-114, U.S. Government Printing Office, Washington, DC. 1985. 9. Occupational Health Guidelines, NIOSH/OSHA, NIOSH Pub. No. 81-123, U.S. Government Printing Office, Washington, DC. 1981.

A-18 10. Patty, F.A., Industrial Hygiene and Toxicology, John Wiley & Sons, Inc., New York, NY (Five Volumes), 1985 edition.

11. Registry of Toxic Effects of Chemical Substances, U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, Revised Annually, for sale from Superintendent of Documents U.S. Govt. Printing Office, Washington, DC 20402, 1990 edition. 12. The Merck Index: An Encyclopedia of Chemicals and Drugs, Merck and Company Inc. Rahway, N.J., 1976 (or 1983 edition). 13. Sax, N.I. Dangerous Properties of Industrial Materials, 5th edition, Van Nostrand Reinhold, NY., 1989. 14. Sittig, Marshall, Handbook of Toxic and Hazardous Chemicals, Noyes Publications. Park Ridge, NJ, 1981. (c) Information on Ventilation: 1. American Conference of Governmental Industrial Hygienists Industrial Ventilation. (latest edition), 6500 Glenway Avenue, Building D-7, Cincinnati, OH 45211-4438. 2. American National Standards Institute, Inc. American National Standards Fundamentals Governing the Design and Operation of Local Exhaust Systems ANSI Z 9.2-1979 American National Standards Institute, N.Y. 1979. 3. Imad, A.P. and Watson, C.L. Ventilation Index: An Easy Way to Decide about Hazardous Liquids, Professional Safety pp. 15-18, April 1980. 4. National Fire Protection Association, Fire Protection for Laboratories Using Chemicals NFPA-45, 1982. Safety Standard for Laboratories in Health Related Institutions, NFPA, 56c, 1980. Fire Protection Guide on Hazardous Materials, 7th edition, 1978. National Fire Protection Association, Batterymarch Park, Quincy, MA 02269. 5. Scientific Apparatus Makers Association (SAMA), Standard for Laboratory Fume Hoods, SAMA LF7-1980, 1101 16th Street, NW., Washington, DC 20036. (d) Information on Availability of Referenced Material: 1. American National Standards Institute (ANSI), 1430 Broadway, New York, NY 10018. 2. American Society for Testing and Materials (ASTM), 1916 Race Street, Philadelphia, PA 19103.

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APPENDIX B

Glossary of Terms

ACGIH -- The American Conference of Governmental Industrial Hygienists is a voluntary membership organization of professional industrial hygiene personnel in governmental or educational institutions. The ACGIH develops and publishes recommended occupational exposure limits each year called Threshold Limit Values (TLVs) for hundreds of chemicals, physical agents, and includes Biological Exposure Indices (BEI).

Action Level -- A concentration designated in 29 CFR part 1910 for a specific substance, calculated as an eight hour time-weighted average, which initiates certain required activities such as exposure monitoring and medical surveillance.

Acute -- Severe, often dangerous exposure conditions in which relatively rapid changes occur.

Acute Exposure -- An intense exposure over a relatively short period of time.

Allergen -- An agent capable of producing an immunologic reaction.

ANSI -- The American National Standards Institute is a voluntary membership organization (run with private funding) that develops national consensus standards for a wide variety of devices and procedures.

Asphyxiant -- A chemical (gas or vapor) that can cause death or unconsciousness by suffocation. Simple asphyxiants such as nitrogen, either use up or displace oxygen in the air. They become especially dangerous in confined or enclosed spaces. Chemical asphyxiants, such as carbon monoxide and hydrogen sulfide, interfere with the body’s ability to absorb or transport oxygen to the tissues.

Autoclave -- A device to expose items to steam at a high pressure in order to decontaminate the materials or render them sterile.

Biohazard -- Infectious agents that present a risk or potential risk to the health of humans or other animals, either directly through infection or indirectly through damage to the environment.

Boiling Point -- The temperature at which the vapor pressure of a liquid equals atmospheric pressure or at which the liquid changes to a vapor. The boiling point is usually expressed in degrees Fahrenheit. If a flammable material has a low boiling point, it indicates a special fire hazard.

“C” or Ceiling -- A description usually seen in connection with a published exposure limit. It refers to the concentration that should not be exceeded, even for an instant. It may be written as TLV-C or Threshold Limit Value--Ceiling (See also THRESHOLD LIMIT VALUE).

Carcinogen -- A substance that may cause cancer in animals or humans.

C.A.S. Number -- Identifies a particular chemical by the Chemical Abstracts Service, a service of the American Chemical Society that indexes and compiles abstracts of worldwide chemical literature called “Chemical Abstracts.”

B-1

Chemical Hygiene Officer -- An employee who is designated by the employee and who is qualified by training and experience, to provide technical guidance in the development and implementation of the provisions of the CHP. This definition is not intended to place limitations on the position description or job classification that the designated individual shall hold within the employer’s organizational structure.

Chemical Hygiene Plan -- A written program developed and implemented by the department which sets forth procedures, equipment, personal protective equipment and work practices that are capable of protecting students, instructors and other personnel from the health hazards presented by the hazardous chemicals used in that particular workplace.

Chronic -- An adverse effect with symptoms that develop slowly over a long period of time or that frequently recur.

Chronic exposure -- A prolonged exposure occurring over a period of days, weeks, or years.

Combustible -- According to the DOT and NFPA, COMBUSTIBLE liquids are those having a flash point at or above 100 degrees F (37.8 degrees C), or liquids that will burn. They do not ignite as easily as flammable liquids. However, combustible liquids can be ignited under certain circumstances, and must be handled with caution. Substances such as wood, paper, etc., are termed “Ordinary Combustibles.”

Compressed Gas -- A gas or mixture of gases that, in a container, will have an absolute pressure exceeding 40 psi at 70 degrees F or 21.1 degrees C. A gas or mixture of gases having, in a container, an absolute pressure exceeding 104 psi at 130 degrees F or 54.4 degrees C, regardless of the pressure at 70 degrees F. A liquid having a vapor pressure exceeding 40 psi at 100 degrees F or 37.8 degrees C.

Concentration -- The relative amount of a material in combination with another material. For example, 5 parts (of acetone) per million (parts of air).

Corrosive -- A substance that, according to the DOT, causes visible destruction or permanent changes in human skin tissue at the site of contact or is highly corrosive to steel.

Cutaneous/Dermal -- Pertaining to or affecting the skin.

Cytotoxin -- A substance toxic to cells in culture, or to cells in an organism.

Decomposition -- The breakdown of a chemical or substance into different parts or simpler compounds. Decomposition can occur due to heat, chemical reaction, decay, etc.

Designated Area -- An area that may be used for work with “select carcinogens,” reproductive toxins or substances that have a high degree of acute toxicity. This area may be the entire laboratory or an area under a device such as a laboratory hood.

Dermatitis -- An inflammation of the skin.

Dilution Ventilation -- See GENERAL VENTILATION.

DOT -- The United States Department of Transportation is the Federal agency that regulates the labeling and transportation of hazardous materials.

Dyspnea -- Shortness of breath, difficult or labored breathing. B-2

Employee -- An individual employed in a laboratory workplace who may be exposed to hazardous chemicals in the course of his or her assignment.

EPA -- The Environmental Protection Agency is the governmental agency responsible for administration of laws to control and/or reduce pollution of air, water, and land systems.

EPA Number -- The number assigned to chemicals regulated by the Environmental Protection Agency (EPA).

Epidemiology -- The study of disease in human populations.

Erythema -- A reddening of the skin.

Evaporation Rate -- The rate at which a material is converted to vapor (evaporates) at a given temperature and pressure when compared to the evaporation rate of a given substance. Health and fire hazard evaluations of materials involve consideration of evaporation rates as one aspect of the evaluation.

Explosive -- A chemical that causes a sudden, almost instantaneous release of pressure, gas, and heat when subjected to sudden shock, pressure or high temperature.

Flammable Gas -- A gas that, at an ambient temperature and pressure, forms a flammable mixture with air at a concentration of 13 percent by volume or less; or, a gas that, at an ambient temperature and pressure forms a range of flammable mixtures with air wider than 12 percent by volume, regardless of the lower limit.

Flammable Liquid -- According to the DOT and NFPA a flammable liquid is one that has a flash point below 100 degrees F. (See FLASH POINT).

Flammable Solid – A solid, other than a blasting agent or explosive, that is liable to cause fire through friction, absorption of moisture, spontaneous chemical change or retained heat from manufacturing or processing, or which can be ignited readily and when ignited burns so vigorously and persistently it creates a serious hazard.

Flash Point – The lowest temperature at which a liquid gives off enough vapor to form an ignitable mixture and burn when a source of ignition (sparks, open flames, etc.) is present. Two tests are used to determine the flash point: open cup and closed cup. The test method is indicated on the MSDS after the flash point.

Fume – A solid particle that has condensed from the vapor state.

Gas – Chemical substances that exist in the gaseous state at room temperature.

General Ventilation – Also known as general exhaust ventilation, this is a system of ventilation consisting of either natural or mechanically induced fresh air movements to mix with and dilute contaminants in the workroom air. This is not the recommended type of ventilation to control contaminants that are highly toxic, when there may be corrosion problems from the contaminant, when the worker is close to where the contaminant is being generated, and where fire or explosion hazards are generated close to sources of ignition (See LOCAL EXHAUST VENTILATION). B-3

Grams per Kilogram (g/kg) -- This indicates the dose of a substance given to test animals in toxicity studies. For example, a dose may be 2 grams (of substance) per kilogram of body weight (of the experimental animal).

Health Hazard -- A chemical for which there is scientifically valid evidence that acute or chronic health effects may occur in exposed persons. Included are: allergens, embryo toxicants, carcinogens, toxic or highly toxic agents, reproductive toxicants, irritants, corrosives, sensitizers, hepatoxins (liver), nephrotoxins (kidneys), neurotoxins (nervous system), hematopoietic systems agents (blood), and agents which damage the lungs, skin, eyes, or mucous membranes.

Hazardous Chemicals -- Any chemical for which there is significant evidence that acute or chronic health effects may occur in exposed personnel. The term “health hazard” includes chemicals that are carcinogens, toxins, irritants, corrosives, sensitizers or other agents that can damage the lungs, skin, eyes or mucous membranes.

Ignitable -- A solid, liquid or compressed gas waste that has a flash point of less than 140 degrees F. Ignitable material may be regulated by the EPA as a hazardous waste, as well.

Incompatible -- The term applied to two substances to indicate that one material cannot be mixed with the other without the possibility of a dangerous reaction.

Ingestion -- Taking a substance into the body through the mouth as food, drink, medicine, or unknowingly as on contaminated hands or cigarettes, etc.

Inhalation -- The breathing in of an airborne substance that may be in the form of gas, fumes mists, vapors, dusts, or aerosols.

Inhibitor -- A substance that is added to another to prevent or slow down an unwanted reaction or change.

Irritant -- A substance that produces an irritation effect when it contacts skin, eyes, nose, or respiratory system.

Laboratory -- A facility where relatively small quantities of hazardous materials are used on a non production basis.

Laboratory Scale -- Work with substances in which the containers used for reactions, transfers, and other handling of substances are designed to be easily and safely manipulated by one person.

Laboratory-type Hood -- A device constructed and maintained to draw air from the laboratory and to prevent or minimize the escape of air contaminants into the laboratory.

Laboratory Use of Hazardous Materials -- The handling or use of chemicals in which the following conditions are met: (1) Chemical manipulations are carried out on a laboratory scale. (2) Multiple chemical procedures or chemicals are used. (3) The procedures involved are not part of a production process. (4) Protective laboratory practices and equipment are available and in common use to minimize the potential for personnel exposure to hazardous chemicals.

B-4

Laminar Air Flow -- Air flow in which the entire mass of air within a designated space move with uniform velocity in a single direction along parallel flow lines with a minimum of mixing.

Lethal Concentration 50 (LC50) -- The concentration of an air contaminant that will kill 50 percent of the test animals in a group during a single exposure.

Lethal Dose 50 (LD50) -- The dose of a substance or chemical that will kill 50 percent of the test animals in a group within the first 30 days following exposure.

Local Exhaust Ventilation (Also known as exhaust ventilation.) -- A ventilation system that captures and removes air contaminants at the point they are being produced before they escape into the workroom air. The system consists of hoods, ductwork, a fan and possibly an air cleaning device. Advantages of local exhaust ventilation over general ventilation include: removing the contaminant rather than diluting it; less airflow making it a more economical system over the long run; and conservation or reclamation of valuable materials. However, the system must be properly designed with the correctly shaped and placed hoods, correctly sized fans and correctly connected ductwork.

Lower Explosive Limit (LEL) (Also known as Lower Flammable Limit-LFL) -- The lowest concentration of a substance that will produce a fire or flash when an ignition source (flame, spark, etc.) is present. It is expressed in percent of vapor or gas in the air by volume. Below the LEL or LFL, the air/contaminant mixture is theoretically too “lean” to burn (See also UEL).

Medical Consultation – A consultation which takes place between an employee and a licensed physician for the purpose of determining what medical examinations or procedures, if any, are needed in cases where a significant exposure to a hazardous chemical may have taken place.

Melting Point – The temperature at which a solid changes to a liquid. A melting range any be given for mixtures.

MSDS – Material Safety Data Sheet.

MSHA – The Mine Safety and Health Administration; a Federal agency that regulates the mining industry in the safety and health area.

Mutagen – Anything that can cause a change (or mutation) in the genetic material of a living cell.

Narcosis – Stupor or unconsciousness caused by exposure to a chemical.

Neoplastigen – Chemical capable of causing non-cancerous tumors.

NFPA – The National Fire Protection Association is a voluntary membership organization whose aims are to promote and improve fire protection and prevention. NFPA has published 16 volumes of codes known as the National Fire Codes. Within these codes is Standard No. 704, “Identification of the Fire Hazards of Materials.” This is a system that rates the hazard of a material during a fire. These hazards are divided into health, flammability, and reactivity hazards and appear in a well-known diamond system using from zero through four to indicate severity of the hazard. Zero indicates no special hazard and four indicates severe hazard. B-5

NIOSH -- The National Institute for Occupational Safety and Health is a Federal agency that among its various responsibilities trains occupational health and safety professionals, conducts research on health and safety concerns, and tests and certifies respirators for workplace use.

Occupational Safety and Health Administration (OSHA) -- A Federal agency under the Department of Labor that publishes and enforces safety and health regulations for most businesses and industries in the United States.

Odor Threshold -- The minimum concentration of a substance at which a majority of test subjects can detect and identify the substance’s characteristic odor.

Oxidation -- The process of combining oxygen with some other substance or a chemical change in which and atom loses electrons.

Oxidizer -- Is a substance that gives up oxygen easily to stimulate combustion of organic material.

Oxygen Deficiency -- An atmosphere having less than the normal percentage of oxygen found in normal air. Normal air contains 21% oxygen at sea level.

Permissible Exposure Limit (PEL) -- An exposure limit that is published and enforced by OSHA as a legal standard. PEL may be either a time-weighted-average (TWA) exposure limit (8 hour), a 15-minute short term exposure limit (STEL), or a ceiling (C). The PELs are found in Tables Z-1,Z-2, or Z-3 of OSHA regulations 1910.1000. (See also TLV).

Personal Protective Equipment -- Any devices or clothing worn by the worker to protect against hazards in the environment. Examples are respirators, gloves, and chemical splash goggles.

Physical Hazard -- A chemical that has scientifically valid evidence proving it to be a combustible liquid, a compressed gas, explosive, flammable, an organic peroxide, an oxidizer, pyrophoric, unstable (reactive) or water-reactive.

Polymerization -- A chemical reaction in which two or more small molecules combine to form larger molecules that contain repeating structural units of the original molecules. A hazardous polymerization is the above reaction with an uncontrolled release of energy.

Protective Laboratory Procedures, Practices, and Equipment -- Those laboratory procedures, practices, and equipment accepted by laboratory health and safety experts as effective, or that the employer can show to be effective, in minimizing the potential for employee exposure to hazardous chemicals.

RAD -- The unit of absorbed dose equal to 100 ergs per gram or 0.01 joules per kilogram of absorbing material.

Reactivity -- A substance’s susceptibility to undergoing a chemical reaction or change that may result in dangerous side effects, such as explosion , burning, and corrosive or toxic emissions. The conditions that cause the reaction, such as heat, other chemicals, and dropping, will usually be specified as “Conditions to Avoid” when a chemical’s reactivity is discussed on a MSDS.

Reproductive Toxins -- Chemicals that affect the reproductive capabilities including chromosomal damage (mutations) and effects on fetuses. B-6

Respirator -- A device that is designed to protect the wearer from inhaling harmful contaminants.

Respiratory Hazard -- A particular concentration of an airborne contaminant that, when it enters the body by way of the respiratory system or by being breathed into the lungs, results in some bodily function impairment.

Select Carcinogen -- Any substance that is regulated by OSHA as a carcinogen, or is recognized as a carcinogen by the National Toxicology Program or the International Agency for Research on Cancer Monographs.

Sensitizer -- A substance that may cause no reaction in a person during initial exposures, but afterwards, further exposures will cause an allergic response to the substance.

Short Term Exposure Limit -- Represented as STEL or TLV-STEL, this is the maximum concentration to which workers can be exposed for a short period of time (15 minutes) for only four times throughout the day with at least one hour between exposures. Also, the daily TLV-TWA must not be exceeded.

“Skin” -- This designation sometimes appears alongside a TLV or PEL. It refers to the possibility of absorption of the particular chemical through the skin and eyes. Thus, protection of large surface areas of skin should be considered to prevent skin absorption so that the TLV is not invalidated.

Systemic -- Spread throughout the body; affecting many or all body systems or organs; not localized in one spot or area.

Teratogen -- An agent or substance that may cause physical defects in the developing embryo or fetus when a pregnant female is exposed to that substance.

Threshold Limit Value -- Airborne concentrations of substances devised by the ACGIH that represents conditions under which it is believed that nearly all workers may be exposed day after day with no adverse effect. TLVs are advisory exposure guidelines, not legal standards that are based on evidence from industrial experience, animal studies, or human studies when they exist. There are three different types of TLVs: Time Weighted Average (TLV-TWA), Short Term Exposure Limit (TLV-STEL) and Ceiling (TLV-C). (See also PEL).

Time Weighted Average -- The average time, over a given work period (e.g. 8-hour workday) of a person’s exposure to a chemical or an agent. The average is determined by sampling for the contaminant throughout the time period. Represented as TLV-TWA.

Toxicity -- The potential of a substance to exert a harmful effect on humans or animals and a description of the effect and the conditions or concentration under which the effect takes place.

Trade Name -- The commercial name or trademark by which a chemical is known. One chemical may have a variety of trade names depending on the manufacturers or distributors involved.

Unstable (Reactive) -- A chemical that, in its pure state or as commercially produced, will react vigorously in some hazardous way under shock conditions (i.e., dropping), certain temperatures, or pressures.

Upper Explosive Limit -- Also known as Upper Flammable Limit, is the highest concentration

B-7

(expressed in percent of vapor or gas in the air by volume) of a substance that will burn or explode when an ignition source is present. Theoretically, above this limit the mixture is said to be too “rich” to support combustion. The difference between the LEL and the UEL constitutes the flammable range or explosive range of a substance. That is, if the LEL is 1 ppm and the UEL is 5 ppm, then the explosive range of the chemical is 1 ppm to 5 ppm. (See also LEL).

Vapor -- The gaseous state of substances which are normally in the liquid or solid state (at normal room temperature and pressure). Vapors evaporate into the air from liquids such as solvents. Solvents with low boiling points will evaporate.

Vapor Pressure -- The pressure that a solid or liquid exerts when it is in equilibrium with its vapor at a given temperature.

Water-reactive -- A chemical that reacts with water to release a gas that is either flammable or presents a health hazard.

B.8

APPENDIX C

Incompatibility of Common Laboratory Chemicals

When certain hazardous chemicals are stored or mixed together, violent reactions may occur because the chemicals are incompatible. The list below contains information on incompatibilities. Before mixing any chemicals, refer to the chemicals’ MSDSs for additional information.

Chemical Is Incompatible & Should Not Be Mixed or Stored With Acetic acid Chromic acid, nitric acid, hydroxyl compounds, ethylene glycol, perchloric acid, peroxides, permanganates Acetylene Chlorine, bromine, copper, fluorine, silver, mercury Acetone Concentrated nitric and sulfuric acid mixtures Alkali and alkaline earth Water, carbon tetrachloride or other chlorinated hydrocarbons, metals (such as Mg, Ca, Li, carbon dioxide, halogens Na, K, or powdered Al) Ammonia (anhydrous) Mercury, chlorine, calcium hypochlorite, iodine, bromine, hydrofluoric acid (anhydrous) Ammonium nitrate Acids, powdered metals, flammable liquids, chlorates, nitrates, sulfur, finely divided organic or combustible materials Aniline Nitric acid, hydrogen peroxide Arsenical materials Any reducing agent Azides Acids Bromine, Chlorine Ammonia, acetylene, butadiene, butane, methane, propane (or other petroleum gases), hydrogen, sodium carbide, benzene, finely divided metals, turpentine Calcium oxide Water Carbon (activated) Calcium hypochlorite, all oxidizing agents Carbon tetrachloride Sodium Chlorates and perchlorates Ammonium salts, acids, powdered metals, sulfur, finely divided organic or combustible materials Chromic acid and Acetic acid, naphthalene, camphor, glycerol, alcohol, flammable chromium trioxide liquids in general Chlorine dioxide Ammonia, methane, phosphine, hydrogen sulfide Copper Acetylene, hydrogen peroxide Cumene hydroperoxide Acids (organic or inorganic) Cyanides Acids Flammable liquids Ammonium nitrate, chromic acid, hydrogen peroxide, nitric acid, sodium peroxide, halogens Fluorine Everything Hydrocarbons (such as Fluorine, chlorine, bromine, chromic acid, sodium peroxide butane, propane, benzene) C-1

Chemical Is Incompatible & Should Not Be Mixed or Stored With Hydrocyanic acid Nitric acid, alkali Hydrofluoric acid Ammonia (aqueous or anhydrous) (anhydrous) Hydrogen peroxide Copper, chromium, iron, most metals or their salts, alcohols, acetone, organic materials, aniline, nitromethane, combustible materials Hydrogen sulfide Fuming nitric acid, oxidizing gases Hypochlorites Acids, activated carbon Iodine Acetylene, ammonia (aqueous or anhydrous), hydrogen Mercury Acetylene, fulminic acid, ammonia Nitrates Sulfuric acid Nitric acid (concentrated) Acetic acid, aniline, chromic acid, hydrocyanic acid, hydrogen sulfide, flammable liquids, flammable gases, copper, brass, any heavy metals Nitrites Acids Nitroparaffins Inorganic bases, amines Oxalic acid Silver, mercury Oxygen Oils, grease, hydrogen, flammable liquids, solids, or gases Perchloric acid Acetic anhydride, bismuth and its alloys, alcohol, paper, wood, grease, oils Peroxide, organic Acids (organic or mineral), avoid friction, store cold Phosphorus (white) Air, oxygen, alkalis, reducing agents Potassium Carbon tetrachloride, carbon dioxide, water Potassium permanganate Glycerol, ethylene glycol, benzaldehyde, sulfuric acid Selenides Reducing agents Silver Acetylene, oxalic acid, tartartic acid, ammonium compounds Sodium Carbon tetrachloride, carbon dioxide, water Sodium nitrate Ammonium nitrate and other ammonium salts Sodium peroxide Ethyl or methyl alcohol, glacial acetic acid, acetic anhydrite, benzaldehyde, carbon disulfide, glycerin, ethylene glycol, ethyl acetate, methyl acetate, furfural Sulfides Acids Sulfuric acid Potassium chlorate, potassium perchlorate, potassium permanganate (similar compounds of light metals, such as sodium, lithium) Tellurides Reducing agents

Source: Introduction to Safety in the Chemical Laboratory, Academic Press, 1991.

C-2

APPENDIX D

Example Forms to Implement the Chemical Hygiene Plan

D.2 Inspection Form – Laboratory D.4 Inspection Form – Chemical Storeroom D.5 College Employee Chemical Hygiene Training Record D.6 Request to Procure and Use A Hazardous Chemical D.7. Laboratory Accident/Incident Report Form D.9 Laboratory Accident/Incident: Staff Witness Report D.10 Laboratory Accident/Incident: Student Witness Report D.11 Used Chemical Inventory Form D.12 Request to Remove Used/Waste Chemicals

D.1

West Hills Community College District Inspection Form - Laboratory (page 1 of 2) (Complete and submit to the Science Department Dean for this college)

College Room #

Inspected by Position Date

Courses taught in this laboratory

Is this laboratory (or does it contain) a “designated area”? Yes No

If so, list the chemical(s) for which it is designated

Meets Below Not Item Standard Comments Standard Standard Applicable Room general cleanliness; aisleways clear appearance Ventilation general ventilation operative; auxiliary ventilation to outside Fume hood only required in labs using chemicals with PEL/TLV <50 ppm; draw approx. 100 ft/min; exhausts to outside; not used for storage; general cleanliness Fire type ABC, available within 50 ft. from any point; extinguisher(s) one extinguisher near exit; Class D available within 75 ft. for Mg, Na, etc. Fire blanket non asbestos, available within 50 ft from any point in lab Eyewash(es) double-nozzle; delivers continuous stream of water at minimum 0.4 gal/min. for 15 min.; available within 40 ft from any point in lab (within 25 ft if lab uses chemicals with pH≤2 or ≥12 Shower required in chemistry labs only; available within 100 ft; deliver continuous stream for 10 min. at 30 gal/min Drench hose labs using chemicals with pH ≤4 or ≥9; available within 100 ft deliver continuous stream for 10 min at 3 gal/min Smoke or fire mounted in ceiling in central detector part of lab Master cut-offs readily accessible cutoffs for gas, water, electricity (but not necessarily within the lab) Chemical spill contains splash goggles, chemically resistant kit gloves, neutralizing & absorbing materials, plastic bags, and scooper; available within lab First aid kit readily accessible to lab; contains items approved by DCHO Goggle ready access to UV sterilizer or other approved sterilization means (not necessarily present in the lab)

D.2

Inspection Form - Laboratory (page 2 of 2) Date

College Room #

Meets Below Not Item Standard Comments Standard Standard Applicable Z87.1 chemical splash goggles (with Safety goggles indirect vents); one per person in lab chemically-resistant material; one per Lab apron person in lab non-permeable gloves for preparation Gloves and handling; disposable gloves for lab work Used chemical present for substances in use;

container(s) appropriately labeled Broken glass present in lab area; clearly labeled container Containers of not permanently stored in lab; labeled

chemicals in lab with required information

Posted information Clearly Not Clearly Not Not Comments and locator signs Visible Visible Present Applicable School safety procedure Emergency phone numbers Exit signs Evacuation routes Designated area(s) Good lab practices and safety procedures Equipment: eyewash shower/drench hose fire extinguisher fire blanket first aid kit utility cut-offs

Other inspector comments and concerns

Inspector signature Date

Member of Science Department signature Date

Chancellor/President signature Date

D.3

West Hills Community College District Inspection Form – Chemical Storeroom (Complete and submit to the Science Department Dean for this college) College Room #

Inspected by Position Date

Is the chemical storage area a separate, locked room? Yes No

If not, what means exist to limit access to stored chemicals?

Meets Below Not Item Standard Comments Standard Standard Applicable Room general cleanliness; aisle ways clear; appearance shelves not crowded; no containers above eye level or below knee level; no containers on floor Organization chemicals organized by compatible families; organization posted Shelving secured to wall; shelf “lips” Containers all containers labeled appropriately; no “bulk” quantities Ventilation continuous, to outside air Fire near exit or within 25 ft. of storeroom; extinguisher & Class ABC extinguisher; Class D if fire blanket reactive metals (Na, Mg, etc.) are stored Eyewash and available within 25 ft.; continuous stream shower/drench for 15 min. at 0.4 gal/min (eyewash), 3 hose gal/min (drench hose), 30 gal/min (shower) Smoke/heat ceiling mounted detector Flammable separate, approved cabinet; venting (if storage present) of equal integrity to cabinet Corrosive separate, approved cabinet; nitric acid storage stored separate from others Gas cylinders secured; protective caps in place Refrigerator explosion-proof; used only for biologicals or volatile chemicals Spill kit near exit or within 25 ft of storeroom; goggles, gloves, plastic bags, scooper, neutralizing and absorbing materials

Other inspector comments and concerns

Inspector signature Date

Member of Science Department signature Date Chancellor/President signature Date

D.4

West Hills Community College District College Employee Chemical Hygiene Training Record (to be retained by Science Department Dean and District Chemical Hygiene Officer)

Employee Name Social Security #

Job Assignment Job Location

Training Location Training Date

Trainer Name(s)

Training Method (workshop, videotape, individual orientation, etc.)

The above-named employee has received training, as specified in the school district’s Chemical Hygiene Plan, in the following areas:

Topic Verified by Federal and state chemical hygiene standards, including 29 CFR Part 1910.1450

Location and content of the District’s Chemical Hygiene Plan, and roles and responsibilities under the CHP

Safe practices for handling hazardous chemicals in general; specific practices for designated areas; dealing with used, surplus, and waste chemicals

Information on concepts necessary to understand reference materials, such as PEL, TLV, LD50, and routes of entry; information on hazards of chemicals on the school site, including PELs or other exposure limits

Proper procedures for requesting authorization to obtain and use chemicals considered too hazardous for general school laboratories

Labeling and storage practices, and information to interpret labels

Location and content of MSDS and other reference materials on the properties, safe handling, storage, and disposal of hazardous chemicals in the building

Location and proper use of available protective apparel and equipment

Signs and symptoms associated with exposures to hazardous chemicals used in the laboratory

Methods and observations to detect the presence or release of hazardous chemicals used in the laboratory

Appropriate procedures for responding to and reporting accidents involving chemical exposures

Appropriate first aid techniques (at least one employee per building)

D.5

West Hills Community College District Request To Procure and Use A Hazardous Chemical (Complete and submit to the District Chemical Hygiene Officer for consideration)

Employee name Position Date

College Room #

Name of chemical requested

Common names, if any CAS Registry #

Name and address of Supplier

Quantity requested to obtain Cost

Desired date(s) of use

Name of course in which the chemical will be used

Attach the following materials to support the request. (Incomplete requests will be automatically denied) a. Copy of the specific laboratory activity for which the chemical is needed, together with your rationale for needing to perform the activity; b. Specific description of the hazards associated with the chemical (including PEL or TLV), along with justification that adequate facilities, equipment, and safety apparel are present at the school laboratory to provide a safe working environment in which exposures will not exceed PEL or TLV for the chemical; c. Description of specific handling guidelines (if any), such as from National Cancer Institute, NIOSH, or other recognized agency; d. Documentation that the employee has appropriate certification, as well as sufficient knowledge and skills to handle the chemical in the prescribed manner; e. Estimate of the length of time the chemical will be stored in the school building and justification that school storage facilities are appropriate for housing the chemical; f. Plan for proper disposal of waste products and excess reagents

Employee signature Date

Member of Science Department signature Date

Chancellor/President signature Date

D.6

West Hills Community College District Laboratory Accident/Incident Report (page 1 of 2)

Staff member completing the report: Position

Date of accident/incident: Time of the accident/incident:

Location of the accident/incident

Name/address of supervising employee

Name/address of other persons involved in the accident/incident (reports attached)

Staff/student(s) who witnessed the accident/incident:

A. Staff (reports attached) B. Students (reports attached)

Total number of witness reports attached

(continued on the next page)

D.7

West Hills Community College District Laboratory Accident/Incident Report (page 2 of 2)

Description of the accident/incident:

Immediate action taken (including first aid administered):

Actions taken or recommended to avoid a repeat of the accident/incident in the future:

Signature of person completing report Date report completed

Signature of Chancellor/President Date

D.8

West Hills Community College District Laboratory Accident/Incident: Staff Witness Report (attach to Accident/Incident Report)

Staff member completing the report: Position

Date of accident/incident: Time of the accident/incident:

Location of the accident/incident

Name/address of supervising employee

Your eyewitness description of the accident/incident:

Signature of person completing report Date report completed

D.9

West Hills Community College District Laboratory Accident/Incident: Student Witness Report (attach to Accident/Incident Report)

Student completing the report: Age:

Date of accident/incident: Time of the accident/incident:

Location of the accident/incident

Your eyewitness description of the accident/incident:

Signature of Witness Date

D.10

West Hills Community College District Used Chemical Inventory Form (Page ______of ______) College Date

Contact Person Phone

List each used chemical container as a separate item. Be sure that the containers are labeled with the same item numbers.

Item # Location

Form (circle one): solid liquid gas solution Quantity (volume or mass):

Contents: Chemical Name Approx. Percentage (if mixture)

Item # Location

Form (circle one): solid liquid gas solution Quantity (volume or mass):

Contents: Chemical Name Approx. Percentage (if mixture)

Item # Location

Form (circle one): solid liquid gas solution Quantity (volume or mass):

Contents: Chemical Name Approx. Percentage (if mixture)

Item # Location

Form (circle one): solid liquid gas solution Quantity (volume or mass):

Contents: Chemical Name Approx. Percentage (if mixture)

All used chemicals must be stored in approved, labeled containers and housed in a designated, approved location. Signature of person preparing inventory Date

D.11

West Hills Community College District Request to Remove Used Chemicals (Page ___ of ____) (Send this form to the District Chemical Hygiene Officer) College Date

Contact Person Phone

Use this form to initiate the removal process for any used chemicals no longer to be kept on college premises. List each used chemical container as a separate item (be sure the container is labeled with the same item number).

Item # Location

Form (circle one): solid liquid gas solution Quantity (volume or mass):

Contents: Chemical Name Approx. Percentage (if mixture)

Item # Location

Form (circle one): solid liquid gas solution Quantity (volume or mass):

Contents: Chemical Name Approx. Percentage (if mixture)

Item # Location

Form (circle one): solid liquid gas solution Quantity (volume or mass):

Contents: Chemical Name Approx. Percentage (if mixture)

Signature of person filing this request Date

Signature of Science Department Dean Date

Signature of Chancellor/President Date

D.12

APPENDIX E

Training Documentation Log Annual CHP Training Log

Date: Building Location: Room:

CHO:

Print Name Signature Phone Email

E.1

APPENDIX F

Fire Protection for Laboratories Using Chemicals

Fire safety equipment easily accessible in the laboratory must include a fire extinguisher (type ABC) and may include fire hoses, fire blankets, and automatic extinguishing systems.

F.1

APPENDIX G

Science Safety Handbook for California Public Schools

G.1

APPENDIX H

Chemical Hygiene Officer Certification

Education

Applicants must posses an earned degree in one of the chemical, physical, biological, industrial hygiene, environmental, or health and safety sciences from an institution acceptable to the National Registry in Clinical Chemistry Board or have academic training in chemistry, physics, or biology with at least 24 semester hours (36 quarter hours) in chemistry. Acceptable institutions are those accredited by regional associations.

Experience

Applicants must have at least one year of employment experience in a laboratory using chemicals as reagents or reactants or employment experience relevant to safety and health issues in laboratories.

H.1

APPENDIX I

2001 CALIFORNIA BUILDING CODE TABLE 3-D.1 EXEMPT AMOUNTS OF HAZARDOUS MATERIALS, LIQUIDS AND CHEMICALS PRESENTING A PHYSICAL HAZARD BASIC QUANTITIES PER LABORATORY SUITE

I.1

CIENCECIENCE AFETYAFETY HHANDBOOKHANDBOOK A N D B O O K forfor CaliforniaCalifornia Public Public Schools Schools

19991999 EDITION EDITION

CALIFORNIA DEPARTMENT OF EDUCATION • SACRAMENTO, 1999

OF T E EN D M U T C R A A T I P O

E N

D

S T A A I T N E R FO Publishing Information I OF CAL

The Science Safety Handbook for California Public Schools (1999 Edition) was developed by the Science and Environmental Education Unit, California Department of Education. The names of those involved in the development of the document appear in the acknowledgments.

This publication was edited by Sheila Bruton, working in cooperation with Bill Andrews and David Hammond of the Science and Environmental Education Unit. It was designed and prepared for photo-offset production by the staff of CDE Press, with the cover and interior design created and prepared by Juan Sanchez. Typesetting was done by Jeannette Huff.

It was published by the Department of Education, 721 Capitol Mall, Sacramento, California (mailing address: P.O. Box 944272, Sacramento, CA 94244-2720). It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

© 1999 by the California Department of Education All rights reserved

ISBN 0-8011-1445-4

Ordering Information Copies of this publication are available for $17.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California Department of Education, P.O. Box 271, Sacramento, CA 95812-0271; FAX (916) 323-0823. See page 179 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are subject to change.

A partial list of other educational resources available from the Department appears on page 178. In addition, the Educational Resources Catalog describing publications, videos, and other instructional media available from the Department can be obtained without charge by writing to the address given above or by calling the Sales Office at (916) 445-1260. Notice The guidance in the Science Safety Handbook for California Public Schools (1999 Edition) is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)

ii CONTENTS

Preface ...... vii Acknowledgments ...... viii School District Emergency and Safety Procedures ...... ix 1. Introduction ...... 1 A. Responsibilities of Students and Parents ...... 2 B. Reasonable Laboratory Class Size ...... 2 C. Teacher’s Liability ...... 4 D. State and Federal Legislation Affecting Science Instruction ...... 5 2. First Aid ...... 9 A. General Information ...... 9 B. Bites by Snakes, Spiders, Insects, and Mammals ...... 9 C. Burns ...... 11 D. Eye Injuries ...... 12 E. Exposure to Poisons ...... 13 F. Cardiopulmonary Resuscitation (CPR) ...... 14 G. Shock ...... 15 3. General Laboratory Safety Precautions ...... 17 4. Safety in the Biology Laboratory ...... 21 A. Human Blood Sampling ...... 21 B. Epithelial Tissue Study ...... 23 C. Use of Microscopes and Hand Lenses ...... 23 D. Experiments with Bacteria and Fungi ...... 23 E. Special Concerns in the Study of Fungi and Molds ...... 23 F. Operation of Pressure Cooker for Sterilization ...... 24 G. Extraction of Chlorophyll, Using Flammable Solvents ...... 24 H. Risks in Use of Acrylamide ...... 24 I. Risks in Use of Ethidium Bromide ...... 25 J. Risks in Use of Formaldehyde ...... 25 K. Instruments and Specimens Used in Dissection ...... 26 L. Alternatives to Dissection ...... 27 M. Handling of Laboratory Animals ...... 27 N. Insect-Killing Jars ...... 27

iii 5. Safety in the Chemistry Laboratory ...... 29 A. Laboratory Practices ...... 29 B. Students’ Safety Precautions ...... 30 C. Teachers’ General Safety Precautions ...... 30 D. Chemical Health Hazards ...... 31 E. Steps for Establishing a Safer Chemicals Storage Area ...... 32 F. Labeling of Chemical Reagents ...... 42 G. Potentially Hazardous Chemicals ...... 43 H. Substances Containing Asbestos ...... 74 I. Use and Disposal of Ethers ...... 74 J. Standards in the Use of Lead ...... 74 K. Handling and Cleanup of Mercury ...... 75 6. Safety in the Physics Laboratory ...... 77 A. General Safety Practices ...... 77 B. Electrical Devices and Connectors ...... 78 C. Model Rocket Launchings on School Sites ...... 78 D. Use and Hazards of Lasers ...... 79 7. Additional Safety Practices ...... 83 A. Fire Prevention and Control ...... 83 B. Use of Animals in the Classroom ...... 84 C. Eye Safety ...... 85 D. Eyewash Station ...... 88 E. Safety on Field Trips ...... 88 F. Poisonous Plants ...... 89 G. Ionizing Radiation ...... 94 H. Earthquake Preparation ...... 97 I. Waste Reduction ...... 102 J. Employees’ Exposure to Hazardous Chemicals ...... 105 K. Employees’ Exposure to Bloodborne Pathogens ...... 106

Appendixes A. Liability and the Science Teacher ...... 109 Liability of Teachers for Laboratory Safety and Field Trips ...... 110 B. Legal Citations ...... 111 C. Reimbursement for Removal and Disposal of Chemicals ...... 137 D. Science Classroom First-Aid and Safety Materials ...... 140 Sample Accident Report ...... 141

iv E. Regional Poison Centers ...... 142 F. Sample Safety Regulations for Science Students; Student Science Safety Contract ...... 143 G. Sample Science Laboratory Safety Test ...... 146 H. Sample Safety Checklist for Science Instruction, Preparation, and Storage Areas ...... 151 I. End-of-Year Safety and Energy-Savings Procedures ...... 154 J. Sample Biological Science Laboratory Regulations ...... 155 K. Toxic Substances Control Regional Offices ...... 158 L. Science Laboratory Safety/Liability Checklist ...... 159 M. Sample Chemical Inventory ...... 161 N. Department of Transportation Hazard Classes ...... 162 O. Carcinogen “Report of Use” Form ...... 164 P. Sample Physical Science Laboratory Regulations ...... 167 Q. Safety Precautions for Rocket Launchings on School Sites ...... 170 R. Sample Permission Slip: Field Trip ...... 172 S. Outbreaks of Coccidioidomycosis Associated with Field Work ...... 173 T. Disposal of Empty Containers ...... 174 Selected References ...... 175

List of Tables 1. Explosive Chemicals ...... 33 2. Extremely Hazardous Chemicals for Prompt Disposal ...... 39 3. Hazardous Chemicals Reference Table ...... 46 4. Recommended Supplies of Safety Devices for Eyes ...... 86 5. Effects of Some Poisonous Plants ...... 90

v PREFACE

The Science Safety Handbook for California Public Schools has been prepared to help science teachers, administrators, and other school staff members understand and avoid situations in which accidents might occur in the science laboratories or on field trips and outdoor education experiences. However, no publication can completely describe the procedures for ensuring safety under all condi­ tions and in all situations; therefore, the authors, editorial staff, and publisher cannot be responsible for errors in publication or for any consequences arising from the use of the information published in this handbook. The suggestions contained in this publication are generally agreed upon and are recom­ mended for consideration by all California science teachers. Because this publication has been pre­ pared for statewide distribution, not all of the recommended policies are appropriate for adoption in all school districts. The ideas presented may be adapted to meet the needs of teachers and students in each district. This publication is designed for use by laboratory instructors and, therefore, provides minimal information directed to students, parents, and administrators about the safety procedures necessary in the science laboratory. Some materials, such as parental consent forms and sample student safety contracts, have been included in the appendixes to help teachers communicate with other audiences.

SONIA HERNANDEZ ROBERT A. CERVANTES Deputy Superintendent Administrator Curriculum and Instructional Academic Support Office Leadership Branch

STUART GREENFELD WILLIAM H. ANDREWS Assistant Superintendent Consultant High School Division Environmental Education Office

vii ACKNOWLEDGMENTS

Although the California Department of Education assumed the role of coordinator in compiling this handbook, the work was a collaborative effort. A number of individuals representing various state agencies and educational and research institutions gave a great deal of their time in making this handbook possible. A special acknowledg­ ment is due to:

Doug Adams Sheila Mackenzie Safety Office Mathematics, Science, and Environmental Education Unit San Diego City Schools California Department of Education Donald B. Alger Jack S. McGurk Chemistry Department Department of Health Services California State University, Chico Sacramento John Baker Les Michaels Safety Office Health and Technical Services San Diego City Schools California Occupational Safety and Health Administration Frank Ciofalo Walter Milne Deputy Chief of Health and Technical Services Director of Health and Safety California Occupational Safety and Health Administration California Institute of Technology Patricia Coyle Robert Nakamura Associate Toxicologist Special Studies Unit Health Evaluation System and Information Services California Occupational Safety and Health Administration California Health and Welfare Agency Willa D. Ramsay Dennis Fisher Physics Teacher Associate Director of Plant Operations Madison High School, San Diego Lawrence Livermore National Laboratory Barbara Rohde Judi Frantz Office of Public and Government Liaison Department of Toxic Substances Control Department of Toxic Substances Control California Environmental Protection Agency Jon Rosenberg Philip D. Gay (Retired) Health Evaluation System and Information Services Science Education Specialist California Health and Welfare Agency San Diego City Schools Jim Stratton Jack Gerlovich Office of Environmental Health Hazard Assessment Assistant Professor of Science Education California Department of Health Drake University Fran Stricker Jack Grube Director of Educational Services Administrator Animal Protection Institute Science Laboratory Specialist Project Jim Tripod David Hammond (Retired) Environmental Health and Safety Office Manager, High School Curriculum Unit University of California, Irvine California Department of Education Susan Wainwright Barbara Hemmingsen Mathematics, Science, and Environmental Education Unit Professor of Microbiology California Department of Education San Diego State University J. Scott Hildum ______Laser Safety Officer Note: The titles and locations of the persons included in this list Lawrence Livermore National Laboratory were current at the time this document was developed.

viii SCHOOL DISTRICT EMERGENCY AND SAFETY PROCEDURES

Note: Insert a copy of your school district’s emergency procedures and your school’s chemical hygiene plan (California Code of Regulations, Title 8, General Industry Safety Orders, Section 5191). Include evacuation plans, hazardous materials spill procedures, and so forth. Enter your important local tele­ phone numbers here.

Important Telephone Numbers

Standard Emergency Number 911

Ambulance Source ______

Animal Control (Pound) ______

California Division of Industrial Relations ______(Safety Concerns)

City/County Health Department ______

District/County Science Specialist ______(Name)

District Safety Officer ______(Name)

Fire Department ______

Hospital______(Name)

Regional Poison Center (see Appendix E) ______

Police/Sheriff ______

School Health Service ______

Toxic Substances Control Office ______(Contact for Chemical Disposal) ______(Other)

ix 1 INTRODUCTION

1.

I A. Responsibilities of Students and Parents 2 NTRODUCTION B. Reasonable Laboratory Class Size 2 C. Teacher’s Liability 4 D. State and Federal Legislation Affecting Science Instruction 5

Note: Procedures discussed in this handbook involve potential dangers to persons, animals, and other living things and, therefore, should be performed only by persons who are technically trained and qualified. 1. INTRODUCTION

ABORATORY ACTIVITIES AND DEMONSTRATIONS appreciate scientific methods. The National Science represent an essential part of effective science Teachers Association (NSTA) promotes extensive use L teaching. Written materials and pictures can of laboratory investigations and field trips in science convey an enormous amount of information, but instruction and urges that “school districts and teachers students more fully understand the concepts related to should share the responsibilities of establishing safety science when they participate in or observe learning standards and seeing that they are adhered to.”2 activities involving laboratory experiments and Science teachers must be advocates of safety and demonstrations. In addition, those activities allow have the information and attitudes necessary to inform students to learn the processes and techniques of community and school groups and involve them in science laboratory investigation. Students who go to support of activity-based science classes. School colleges and universities and take advanced science administrators and district administrative staff must be courses are expected to know laboratory procedures. active supporters of hands-on science experiences. The Science Framework for California Public Schools, Administrators must be kept informed of laboratory K–12, specifies that “of the total time spent learning activities and concomitant safety precautions and must science, at least 40 percent should be involved in devote resources to make such experiences possible. activity-based lessons.”1 This concept applies in Parents, too, must be aware of and approve the labora­ kindergarten through grade twelve. tory experiences their students will have. Science teachers are in a unique position to orient school administrators to the attitudes, skills, rational thinking processes, and knowl­ edge resulting from laboratory activities. Many science laboratory exercises use readily available materials and may be inexpensive to conduct. This information should be conveyed to administrators to increase their appreciation of the number, variety, and cost effectiveness of experiments. The main point is that admin­ istrators who observe student motivation resulting from laboratory participation will be more likely to increase their support for activities requiring more resources. To ensure that support, science teachers will need to provide evidence that appropriate safety Although many science activities present potential precautions have been taken. This emphasis hazards, reasonable and prudent safety practices on safety is reflected in the guidelines of the Interna­ greatly reduce the likelihood of accidents. When tional Science and Engineering Fair (ISEF), which has students adhere strictly to standard safety precautions, established rules that are “intended to ensure the safety they are unlikely to encounter any risks greater than of students, to protect the subjects and environments those they might encounter in physical education, studied, and to limit the liability of the adults who 3 vocational education, or home economics classes. assist with the projects.” Knowing about possible hazards and taking precau­ tions are the basis for creating a safe learning environ­ 2“Liability of Teachers for Laboratory Safety and Field Trips,” in NSTA Handbook, 1994-95. Arlington, Va.: National Science Teachers Associa­ ment. All students studying science benefit from tion, 1994, p. 242. See a reprint of this position statement in Appendix A. practicing safety procedures and from learning to 3“ISEF Operational Guidelines for Scientific Review Committees and Institutional Review Boards.” Included with the International Rules for Precollege Science Research: Guidelines for Science Fairs, June 1995– 1Science Framework for California Public Schools, K–12. Sacramento: May 1996. Washington, D.C.: Science Service, Inc., 1995. California Department of Education, 1990, p. 160.

1 2 Chapter 1. Introduction

Responsibilities of Students • Correct methods for storing, handling, and dispos­ A ing of surplus, waste, and deteriorated chemical and Parents substances • Appropriate, safe use of heat sources in the labora­ Through their own educational background and tory training, most science teachers have learned to use safe • First-aid procedures laboratory techniques as a matter of course. Because • Prompt notification to appropriate individuals or many students have not had the opportunities at home agencies of any dangerous or potentially dangerous and in school to observe and practice safety proce­ conditions dures, the science laboratory is a good place to begin • Appropriate, safe, and humane treatment of ani­ learning the fundamentals. Students have a responsi­ mals bility to themselves and their classmates to learn and • Prohibition of the use or presence of any venomous observe safety practices in all participatory science animals, poisonous plants, or plant pests activities. In addition, students should adopt positive • Proper fire prevention and control techniques attitudes about the need for safety in a laboratory • Correct methods for cleanup after experiments setting. Students’ interest in science activities must be • Proper behavior and courtesy in a laboratory channeled constructively so that capricious, careless situation actions do not occur. • Earthquake-safe behavior and evacuation routes The following practices, skills, or areas of knowl­ edge are among the issues dealt with in this handbook Parents should be aware of the kinds of science and should be taught in most laboratory classes (see laboratory activities that will be conducted and be also Appendix B, Education Code Section 51202): encouraged to sign consent forms for their children’s • Proper eye-care safety practices participation. The consent forms (see examples • Proper handling of glassware and glass tubing included in appendixes F, J, and P) do not constitute a • Proper setup and handling of electrical equipment legal release from joint and several liability but are a • Safe use of chemicals in the laboratory way of informing parents that safety procedures exist at school and are a part of the students’ safety training. Consent forms should be considered contracts for partnership, not abdication of control. Parents are welcome in the science laboratories, just as they are in other classes. (Of course, they will have to wear protective goggles and follow other safety procedures expected of the students.) Parents are encouraged to support the school science program and to reinforce the curricular objectives of the course through family activities, such as museum visits, field trips, and so on. Parents of students participating in science fairs should expect to work with the teacher to ensure that safety procedures are understood and adhered to by all.

B Reasonable Laboratory Class Size

No current legal mandate prescribes special limits on class size in science laboratories. The Uniform Fire Code classifies science laboratory classes as academic subjects and specifies 20 square feet per student as a minimum standard, in contrast to a vocational educa­ tion class for which the requirement is 50 square feet per student. In reality, more than 20 square feet per B. Reasonable Laboratory Class Size 3

pupil are required for hands-on laboratory science laboratory period; or other teachers may be willing to activities. That criterion is reflected in California Code help supervise the laboratory. Another alternative is to of Regulations, Title 2, Section 1811(g)(2), which schedule additional laboratory sections to reduce the requires the state architect to design laboratory class­ class size. Teachers should express their safety con­ rooms for occupancy by 26 students in grades seven cerns, in writing, to their department chairperson and through twelve or 24 students in grades nine through school-site administrator. Under no circumstances twelve. These design specifications are generally should laboratory instruction proceed when the understood by state and local agencies to be equivalent number of participating students exceeds the design to 1,300 square feet of floor space, including prepara­ capacity of the laboratory. tion and storage areas. Therefore, teachers and administrators need to Students’ Safety Experience take several considerations into account in establishing In determining laboratory class size, the teacher, reasonable limits on the number of students in a department head, and principal should assess the laboratory setting to ensure maximum safety within students’ backgrounds in relation to safety. Some the science laboratory. These considerations include: groups of students come to the science laboratory with 1. The space required for each student to perform safety training; these groups include students from experiments safely previous science (laboratory) classes and from many 2. The safety features in the design of the facilities vocational education courses. Students who have been or space instructed in safety and first-aid procedures are less at 3. The level of maturity and safety knowledge that risk than those who lack such training. In addition, students bring to the science laboratory some groups of students demonstrate a more mature 4. The number of students that one teacher can capacity for greater responsibility and, therefore, allow supervise during a potentially dangerous activity a greater sense of security in the laboratory. Section A 5. The nature and degree of increased hazard and of this introduction addresses the students’ responsibil­ liability when the class size exceeds 24 students ity to learn safety practices; the materials in the references and appendixes provide the teacher with One of the Science Framework guidelines apply­ additional help in preparing students for safety. ing to safe conditions for science instruction encour­ ages the practical attitude that “the number of students Facilities in the laboratory classroom should be determined by No amount of student screening can make up for factors such as safety, number of stations, and total overcrowded or potentially unsafe laboratory settings. classroom square footage, rather than school schedul­ A primary concern is the physical distance between ing needs.”4 students and between work stations in the laboratory. Many school laboratory stations that are designed for Laboratory Capacity two pairs of students add a fifth student in the aisle. Faculty cannot be expected to monitor an over­ This practice crowds the students and blocks traffic crowded laboratory when potentially hazardous lanes, inviting accidents and preventing orderly experiments are being conducted. No one, whether evacuation and administration of first-aid procedures. student, teacher, or administrator, wants the increased Most laboratories were designed for a specific risk of having too many students in a science labora­ number of students, and that number should not be tory class. But overcrowding still occurs. It is a exceeded. For example, a chemistry classroom with a difficult risk-benefit decision for school administrators single vented hood was not designed for volatile toxic to set limits on laboratory class size. However, if a chemicals to be tested simultaneously by 30 or more large number of students must be placed in an inad­ students. Therefore, prudent planning of the laboratory equately designed facility, there are ways to provide program is necessary. Similarly, laboratories with supervisory assistance for the teacher. An obvious single or distant eyewash and first-aid stations cannot alternative is to add an advanced high school student, a accommodate multiple injury or emergency victims. college student, or a retired science specialist as an Alternative actions must be considered. aide (monitor) during the potentially hazardous Teachers are encouraged to work with their administrators to identify and alleviate potential 4Science Framework, p. 178. 4 Chapter 1. Introduction

hazards due to overcrowding and limitations in Posting safety guidelines and procedures (sug­ facilities. The objective should be to guarantee the gested or sample study sheets for safe use of chemi­ safest possible environment in which to conduct cals, lasers, heating, and so on) is a recommended experiments without reducing the number or quality of practice for science classrooms, but the courts have activity-based science lessons. declared posting to be insufficient, in and of itself, to ensure students’ safety. The science teacher must continually remind students of both general and C Teacher’s Liability specific hazards before the performance of laboratory activities in which any element of danger might exist. Laws and regulations at the national, state, county, If a textbook or laboratory manual specifies a danger­ city, and school district levels are explicit enough to ous procedure, which neither the students nor the place direct responsibility on teachers, administrators, instructor can reasonably carry out, then the teacher school board members, and school district science must ensure that the procedure is not followed but is specialists for the safety of students in science class­ replaced with a safe one. Students should not be rooms. In the existing climate of accountability and allowed unsupervised access to potentially dangerous liability for the safe conduct of educational processes, materials or equipment and should be under continual the science teacher comes under close scrutiny. supervision in all laboratory situations (for the safety Although protected to a degree by a school district’s of both student and equipment). Monitoring or super­ legal resources, the teacher is vulnerable to profession­ vising a laboratory setup during passing periods is an ally and personally damaging lawsuits. essential consideration. It is important to plan preventive steps that will minimize accidents and reduce both indi­ vidual and district liabilities. Essentially, such steps include effective safety instruction, careful supervision of all activities, and proper mainte­ nance of laboratory and classroom equipment. Because school districts and the classroom instructors, on occasion, may become involved when students are injured or negligence occurs, staff should recognize that the court examines the circumstances and conduct of the responsible individuals to ascertain whether their conduct, actions, judgment, and behavior were reasonable and prudent under the given circumstances. Through an analysis of the actions taken by the school, the school district, and the individual, the court Specific safety instruction and testing are highly determines the degree of responsibility that can be recommended as an integral part of every science attributed to the parties involved. The court also tests classroom procedure. This handbook includes sug­ individuals, using the “reasonable man” rule, to gested safety procedures and a student safety test that determine whether the individual exercised the proper may be adapted for use in the teaching of various degree of caution and judgment that an average person scientific disciplines (see Chapter 3 and Appendixes F, of his or her training and background would have G, J, and P). The checklist in Appendix H will be exercised under similar circumstances. (See Appendix helpful in assessing the safety features of classroom/ A for [1] sample cases testing the liability of science laboratories, preparation areas, and storerooms. And teachers; and [2] the NSTA’s position statement titled the “Science Laboratory Safety/Liability Checklist” in “Liability of Teachers for Laboratory Safety and Field Appendix L is designed to assist department chairs and Trips.”) Fortunately, many resources exist to help administrative staff in evaluating the effectiveness of teachers gain expertise in safe ways of conducting facilities and established procedures regarding acci­ demonstrations and laboratory activities. dent prevention and the potential liability of the school or school district. D. State and Federal Legislation Affecting Science Instruction 5

State and Federal Legislation School districts are encouraged to take steps to D ensure that hazardous materials are properly used Affecting Science Instruction and stored; the governing boards may request consultation services from the California Occupa­ Legislative enactments since 1982 have had a tional Safety and Health (Cal/OSHA) Consulta­ significant impact on safety in science instruction and tion Service. on the duties of science teachers. The following are the topics of those enactments: 2. Removal of chemicals (Education Code Section 1. Hazardous materials education (Education Code 49411) Section 49340 et seq.) The California Department of Education, in 2. Removal of chemicals (Education Code Section cooperation with the Division of Occupational 49411) Safety and Health, shall prepare a list of chemi­ 3. Occupational exposure to hazardous chemicals in cals used in school programs that includes the laboratories; chemical hygiene plan (California potential hazards and estimated shelf life of each Code of Regulations, Title 8, General Industry chemical or chemical compound and develop Safety Orders, Section 5191) guidelines for school districts for the regular 4. Bloodborne pathogens (California Code of removal and disposal of all chemicals whose Regulations, Title 8, General Industry Safety estimated shelf life has elapsed. Orders, Section 5193) 5. Hazard communication; material safety data sheets (California Code of Regulations, Title 8, General Industry Safety Orders, Section 5194) 6. Repeal of requirement for obtaining an extremely hazardous waste disposal permit (Health and Safety Code Section 25153) 7. Hazardous materials release response plans and inventory (Health and Safety Code, Chapter 6.95, Section 25500 et seq.) Significant excerpts of these (and other) laws are cited in Appendix B. Summaries of the recent enact­ ments are provided below: 1. Hazardous materials education (Education Code Section 49340 et seq.) This legislation recognizes the potentially hazard­ ous nature of materials and procedures used in school science laboratories and the need for educators to increase the awareness of persons dealing with the materials to minimize the dan­ gers. Each school is encouraged to designate a trained member of its professional staff as the building laboratory consultant responsible for The county superintendent of schools may imple­ reviewing, updating, and carrying out the school’s ment a system for disposing of chemicals from adopted procedures for laboratory safety. schools within the county or may permit school The Legislature urges the California Department districts to arrange for the disposal of the chemi­ of Education to assume the leadership necessary cals. to provide qualified individuals with the skills and Note: School districts and county departments of materials to assist schools and teachers in the education can request reimbursement for the costs development of their laboratory safety policies of implementing and maintaining a program for and procedures. the regular removal and disposal of all chemicals 6 Chapter 1. Introduction

whose shelf life has elapsed, in accordance with Employers are required to establish a written the guidelines, if they certified to the Superinten­ exposure control plan (ECP) designed to eliminate dent of Public Instruction by June 30, 1988, that or minimize employee exposure. The ECP must the district was in compliance with the guidelines. contain at least the following elements: See Appendix C for more information on reim­ • Determination of employees who may be bursable costs and details for filing claims for exposed to bloodborne pathogens (school reimbursement. nurses, physical education teachers, school 3. Occupational exposure to hazardous chemicals in security personnel, science teachers) laboratories; chemical hygiene plan (California • Methods of compliance (engineering and Code of Regulations, Title 8, General Industry work practice controls, personal protective Safety Orders, Section 5191) equipment, houskeeping procedures) • Hepatitis B vaccination This legislation requires all employers engaged in • Postexposure evaluation and follow-up the laboratory use of hazardous chemicals to take • Hazard communication information (labels specific action toward minimizing employee and signs) and training exposure to such chemicals. Employers must • Recordkeeping develop a chemical hygiene plan that includes: • Safe operating procedures Because science classes include a variety of • Protective equipment hands-on laboratory activities in which the use of • Maintenance of proper labeling on hazardous glassware and sharp instruments may result in substances cuts and abrasions, science teachers should be an • Retention of all MSDSs received from integral part of and in compliance with their vendors; MSDSs to be made available to school’s exposure control plan. employees 5. Hazard communication; material safety data • Employee information and training sheets (MSDS) (California Code of Regulations, • Provisions for medical consultations and Title 8, General Industry Safety Orders, Section examinations 5194) • Designation of a chemical hygiene officer to According to Section 5194 of the General Indus­ implement and maintain the plan try Safety Orders, laboratories not engaged in Employee information and training on the hazards either production of hazardous substances for of chemicals present in the work area shall be commercial purposes or provision of quality provided at the time of an employee’s initial control analysis for production processes are assignment to his or her work area and prior to partially exempt from the requirements of obtain­ assignments involving new exposure situations. Refresher information and training shall be provided at intervals determined by the employer. The chemical hygiene plan shall be readily available to employees, employee representatives, and, on request, the Chief of the Division of Occupational Safety and Health. 4. Bloodborne pathogens (California Code of Regulations, Title 8, General Industry Safety Orders, Section 5193) This regulation applies to all employers whose employees are subject to reasonably anticipated exposure of their skin, eyes, or mucous mem­ branes, or through parenteral contact, to blood or other potentially infectious materials as a result of the performance of the employees’ duties. D. State and Federal Legislation Affecting Science Instruction 7

ing a material safety data sheet (MSDS) from the The code requires every county to implement, manufacturer, of complying with the written through a designated administering agency, hazard communication program, and of labeling existing law providing for a governmental re­ containers (except as required by other safety sponse to a release or threatened release of orders regulating labels) when all the following hazardous substances. (A city could assume that conditions are satisfied: (1) all exposed employees responsibility within its boundary.) (professional, technical, janitorial, and mainte­ Any business which handles a hazardous material nance) are under the direct supervision and must establish a specified business plan, in regular observation of an individual who has accordance with the standards of the Office of knowledge of the physical and health hazards and Emergency Services, for emergency response to a emergency procedures involved; and (2) the release or threatened release of the hazardous supervisor conveys this knowledge to employees in material. terms of safe work practices. Such exempted laboratories must also ensure that labels of Any business which handles a hazardous material incoming containers of hazardous substances are must submit a specified inventory annually to the not removed or defaced and must maintain any administering agency. MSDSs that are received with incoming ship­ Pursuant to the provisions of Section 25503.5, ments of hazardous substances and ensure that businesses which have less than 500 pounds or those MSDSs are readily available to laboratory less than a total of 55 gallons or 200 cubic feet, at employees. standard temperature and pressure (for com­ 6. Repeal of requirement for obtaining an extremely pressed gas), of a hazardous material may be hazardous waste disposal permit (Health and exempt from establishing and implementing an Safety Code Section 25153) emergency response plan. No special or additional permits are now required Note: A handbook entitled Guide to Hazardous for the storage, treatment, transportation, and Substances Reporting Requirements was devel­ disposal of extremely hazardous waste. Such oped in 1991 by the California Environmental waste is subject to the same requirements as Protection Agency (Cal/EPA) and the Chemical hazardous waste. Emergency Planning and Response Commission to help organizations comply with this legislation. Producers and transporters of extremely hazard­ Copies are available for $30 each from: ous waste are required, on an annual basis, to notify and to send a tax return to the Board of Cal/EPA Environmental Information Equalization. On receipt of a bill from the Board, 555 Capitol Mall, Suite 3525 the business is to pay an annual fee. Sacramento, CA 95814 7. Hazardous materials release response plans and Make checks payable to Environmental Informa­ inventory (Health and Safety Code, Chapter 6.95, tion. Section 25500 et seq.) 2 FIRST AID

A. General Information 9 B. Bites by Snakes, Spiders, Insects, and Mammals 9 C. Burns 11 D. Eye Injuries 12 E. Exposure to Poisons 13 F. Cardiopulmonary Resuscitation (CPR) 14 G. Shock 15

2.

F

IRST

A

ID

Note: Procedures discussed in this handbook involve potential dangers to persons, animals, and other living things and, therefore, should be performed only by persons who are technically trained and qualified. 2. FIRST AID

NDER NORMAL CIRCUMSTANCES THE SCHOOL Once assistance is given, it should be continued nurse will direct the activities necessary for until the problem is resolved or until the patient is Utreatments of illness, injury, or other health released to qualified medical help, the parent, or problems of students. However, at times the nurse may another responsible person. Measures should be taken not be available for first aid on the school premises to reduce any anxiety or fear that the injured student or because his or her other responsibilities may include other students may experience. A written accident making home calls, transporting students, and engag­ report should be given to the school-site administrator ing in health education duties. At those times the when any such incident occurs; see Appendix D for a teacher needs to take appropriate action. Each science sample Accident Report. classroom should be equipped with appropriate first- aid and safety materials (see Appendix D). Do’s in First Aid 1. Do be cool, calm, and collected. Most cases are not serious. 2. Do obtain staff assistance, if necessary. 3. Do handle the person as little as possible. Do not move the person until the evaluation is complete. On completion of the emergency-handling phase: 4. Do check with the victim and with any witnesses about what happened. 5. Do make a prompt, complete, and accurate report of the incident to the department chairperson and the administration. 6. Do be concerned with injuries that occurred on the way to and from school as well as those that occur at school. Don’ts in First Aid 1. Don’t give liquids (or medicines) to an uncon­ scious person. 2. Don’t try to arouse an unconscious person. 3. Don’t cut the skin, break blisters, and so forth. A General Information 4. Don’t diagnose. 5. Don’t give medical advice. If a student becomes ill or is injured, the teacher is 6. Don’t reduce dislocations. expected to act in an informed and objective manner, 7. Don’t transport an injured student in a private car. with a minimum of emotional expression. The teacher 8. Don’t send a student home before consulting a needs to evaluate the problem, with special attention to parent. the following symptoms: 9. Don’t treat injuries that happened at home. • Difficulties in breathing—Start artificial respiration if breathing is absent; obtain a trained person to give CPR, if needed. B Bites by Snakes, Spiders, • The presence of bleeding—If necessary, control the Insects, and Mammals bleeding in compliance with the school’s bloodborne pathogens exposure control plan. Rattlesnakes are the most common naturally • The presence of shock—If necessary, initiate occurring poisonous snakes in California. They are treatment. common in canyons, mountains, deserts, and new

9 10 Chapter 1.2. IntroductionFirst Aid

construction areas. Few adolescents or adults die from Spider Bites rattlesnake bites, although such bites inflicted on small 1. Use a cold application and apply soothing lotions, children are considered especially serious. Bites by such as calamine lotion. insects seldom result in death, but the ensuing pain and 2. Refer a student with black-widow spider bites to discomfort may be minimized by early intervention. the nurse and the student’s parents for medical Dogs often come onto the school grounds and bite attention. Generally, the bites are not considered students, and human bites occasionally occur in to be medically urgent unless the school nurse schools. Such bites often become infected and should alerts you that the student has had an allergic be referred to a physician for treatment and continued reaction. observation. Bee Stings Poisonous Snake Bites 1. Observe the person for an allergic reaction while 1. The victim should be kept at absolute rest. Trans­ carrying out steps 2 through 6 described below. port the victim to a source of medical attention as Some of the signs to look for would be: soon as possible. Treat for shock. • Difficult breathing 2. Incision of the wound is dangerous and should be • Dry, hacking cough undertaken only by medical professionals. An • Swelling and itching about the eyes incision is a surgical procedure that should be • Sense of constriction in the throat or chest performed by trained specialists. A sterile field • Massive rash and sterile instruments must be used. • Sneezing and wheezing 3. The major effort of the teacher should be to quiet • Sense of uneasiness the victim and effect immediate transportation to These symptoms usually occur within minutes, the nearest medical facility in which an expert and such victims should be seen by a physician evaluation can be followed by the most appropri­ right away. Occasionally, the reactions are de­ ate action. When any wound that is caused by a layed. poisonous snake occurs on school premises, 2. Remove the stinger by scraping it with a finger­ expert emergency-room help would be close nail or the blunt edge of a knife. To avoid releas­ enough so that a teacher would not have to ing more venom, do not squeeze the end of the perform an incision. stinger by pulling it out with your fingers. 4. Poison information centers recommend the 3. Wash the area of the sting well with soap and following steps: water. a. Keep the victim still. Transport to medical 4. Cover the sting with moistened meat tenderizer care as soon as possible. containing the enzyme papain. (Check ingredients b. Place the injured extremity in a lowered on the label for the word papain.) position to retard the flow of the toxins to 5. Place an ice pack on the sting. Do not put ice the victim’s heart. directly on the skin. Use an ice bag or wrap ice in c. Apply a constricting band 2 to 4 inches (5 to a cloth. 10 cm) above the wound if the bite is on the 6. Seek medical evaluation if the swelling becomes arm or leg. The band should be snug but severe. Observe for infection, especially if stung loose enough to allow blood to flow to the by a wasp or yellow jacket, both of which are limb. known to carry bacteria. d. Cool the extremity with cold compresses, if possible, until the person arrives at the Mammal Bites hospital but do not pack the wound in ice. There is danger of infection and rabies from the e. Do not cut the wound area. A person injured bites of all warm-blooded animals. Students should be at school is usually within one hour of being advised not to approach strange dogs and other ani­ admitted to an emergency room and receiv­ mals, especially a familiar pet that is acting peculiarly. ing expert care. Bats and skunks that are active in daytime must be considered rabid. C. Burns 11

First-aid treatment consists of washing and and pain. First aid includes cool water applications or flushing out the wounds thoroughly with strong warm submersion of the burned area in cool water for no soap or detergent solution as quickly as possible. longer than 10 minutes to stop the burning process. Continue the washing for at least 10 minutes. The Follow with a dry dressing, if necessary. value of this procedure is greatest when performed Second-degree burns may result from a very deep during the first hour or two. Refer to parents for sunburn, contact with hot liquids, or flash burns from medical follow-up. Catch the animal, if that is deemed flammable products. These burns are usually of greater safe to do, and obtain information on the animal. Then depth than first-degree burns and have a red appear­ call the local animal control agency. ance. Blisters are usually present. First aid for second- degree burns entails (1) immersing the burned part in cool water (not in ice water) for a few minutes (water C Burns at room temperature or less is appropriate); (2) apply­ ing dry, sterile gauze or a clean cloth as a protective Because heat sources and corrosive chemicals are bandage; (3) taking precautions against breaking intact used in many laboratory science activities, there is the blisters or removing tissue; (4) avoiding an antiseptic potential for burns to occur from either source. If preparation, ointment, spray, or home remedy if the someone is burned, the following procedures are burn is severe or covers more than 10 percent of the appropriate: body; (5) keeping affected arms or legs elevated; and (6) seeking medical evaluation. Chemical Burns of the Skin (usually from strong Third-degree burns may be caused by a flame, acids or alkalies) ignited clothing, immersion in hot water, grease scalds, This kind of burn needs to be washed with large contact with hot objects, or electricity. The tempera­ amounts of water. Use a shower or hose at low pres­ ture and duration of contact are important in determin­ sure (a forceful stream of water may further injure the ing the extent of tissue destruction. These burns are burned skin) for at least 10 minutes. Remove clothing usually characterized by deep tissue destruction; white, from the affected area while the skin is being flushed. dark brown, mottled, or charred appearance (at first, Some chemical containers may suggest other helpful the burn may resemble a second-degree burn); and first-aid measures on the label; those may be used for complete destruction of all layers of the skin. First-aid that particular chemical. Do not attempt to neutralize procedures for third-degree burns are as follows: any chemical; by doing so you may cause further 1. Extinguish any smoldering clothing by applying chemical reaction and more damage. Apply a dressing water or by smothering with a fire blanket or any and obtain medical aid by following the serious injury available clothing. or illness routine. • Do not attempt to remove clothing. Burnt Chemical Burns of the Eye clothing may be stuck or melted to the affected area. See section D, “Eye Injuries,” in this chapter. • Do not apply ointments, commercial prepara­ Nonchemical Burns of the Skin tions, grease, or other home remedies; those The degree or extent of burns and the percentage substances may cause further complications of skin surface involved usually determine the first-aid and interfere with treatment by the physician. measures to be used. In general, adults who have 2. Do not attempt to administer any liquids or suffered burns over 10 percent of their body surface medicines orally to unconscious persons. (or a child with 2 percent to 10 percent burns) require 3. Cover the patient with a blanket. hospitalization. Burns on the face suggest possible 4. If the hands are involved, keep them above the injury to the respiratory tract and may obstruct breath­ level of the heart. ing as facial swelling increases. Prompt medical 5. Keep burned feet or legs elevated. (The victim attention is imperative. should not be allowed to walk.) First-degree burns mean minor burns, such as 6. Slightly elevate the head of a victim with facial those resulting from overexposure to the sun or from burns. Keep the person under continuous observa­ light contact with a hot object. The usual signs are tion for breathing difficulty. If respiratory prob­ redness or discoloration together with mild swelling lems develop, an open airway must be maintained. 12 Chapter 2.1. FirstIntroduction Aid

7. Avoid immersing an extensively burned area or Exposure of the Eye to Chemicals— applying ice water over it; the cold may intensify Acid Burns the shock reaction. Cool water may be applied to Begin first aid for acid burns of the eye as quickly the burned area to relieve pain and stop any as possible. further burning. Follow with the application of a 1. Thoroughly wash the face, eyelid, and eye with dry, clean dressing or sheet. tap water for at least 15 minutes, using the eye­ 8. Obtain medical assistance immediately by follow­ wash or eye/facewash station if possible (see ing the serious injury or illness routine provided Chapter 7, section D, “Eyewash Station”). If the for in emergency procedures. victim is lying down, turn the head to the side; Use of a Fire Blanket gently hold the eyelid open and, using the drench hose, apply water from the inner corner of the eye If a student’s clothing catches fire, the student outward. Make sure that the chemical does not should not run. He or she should stop, drop, and roll wash into the other eye. on the ground immediately while another student 2. Cover the eye with a dry, clean protective dressing brings the fire blanket. Then the burn victim should (do not use cotton) and gently bandage in place. roll up in the blanket to smother the flames. The 3. Caution the victim against rubbing the eye. blanket should be held close at the neck to force the 4. Have the victim transported to an ophthalmolo- flames away from the head and hair while the student gist’s office or a hospital emergency room for is rolling up in the blanket. Water, if available, may be further evaluation and treatment. appropriately used with the fire blanket to extinguish the flames. Do not use a fire extinguisher on a person because serious chemical reactions or frostbite (with the use of a CO2 extinguisher) may result from such use.

D Eye Injuries Immediate first-aid treatment for eye injuries may save the eyesight of an injured student. It is important to identify the source of chemical injuries to the eye.

Chemical Burns of the Eye—Alkali Burns Alkali burns of the eye are progressive injuries. An eye that at first appears to have only slight surface injuries may develop deep inflammation and tissue destruction, and the patient may lose eyesight. 1. Flood the eye thoroughly with water for 15 minutes, using the eyewash or eyewash/facewash station. If the victim is lying down, turn the head to the side. Gently hold the eyelid open and, using the drench hose, apply water from the inner corner of the eye outward. Make sure the chemical does not wash into the other eye. E. Exposure to Poisons 13

2. Cover the eye with a dry, clean protective Inhaled Poisons dressing (do not use cotton) and gently bandage 1. Carry the victim immediately, if possible (do not in place. let him or her walk), to fresh air. Open all doors 3. Caution the victim against rubbing the eye. and windows if the victim is too heavy to carry. 4. Take the victim to an ophthalmologist’s office or 2. Loosen clothing. an emergency room for further evaluation and 3. Use appropriate mouth-to-nose or mouth-to- treatment. mouth rescue breathing or cardiopulmonary resuscitation (CPR) or both if the victim is not Other Chemicals in the Eye breathing. Be sure not to inhale the patient’s 1. Hold eyelids open; wash eyes immediately, using breath. Do not stop until the patient breathes or the eyewash or eyewash/facewash station, and help arrives. continue to wash for at least 15 minutes. Make 4. Have someone else dial 911 on the telephone for sure that the chemical does not wash into an emergency medical assistance. unaffected eye. 5. See treatment of shock under section G in this 2. Have someone call the poison control center to chapter. ascertain the need for further medical treatment. (See Appendix E for a list of poison control Ingested Poisons centers.) 1. Call the poison control center nearest you (see Appendix E), give the staff the necessary informa­ tion, and follow the staff’s instructions. E Exposure to Poisons 2. Be prepared to administer syrup of ipecac to induce vomiting, if required. However, the ipecac Proper storage and safety precautions, including should not be administered unless instructions are correct labeling of all containers (see Chapter 5, provided by the poison control center or a physi­ section F), are effective in preventing poisoning; cian. Never induce vomiting in a stuporous or instructors should follow those procedures. It is unconscious person. important to identify not only the poison but also the 3. Take the victim to a doctor or medical facility for mode of entry. The danger of poisoning is present, further evaluation and treatment if instructed to do and the teacher must be ready to act immediately. so. Take with you the package or container of the Poison control centers are available to assist in ingested poison, with the intact label(s), as well as evaluating the potential health risks from an exposure any vomited material. Avoid self-contamination. and the need for first aid and further medical manage­ 4. Note: If there is any delay in the above proce­ ment. (See Appendix E for a list of poison control dures, the patient may be allowed to rinse out his centers.) or her mouth with water. A small quantity of water The poison control center should be given the (2 to 4 ounces [60 to 120 ml]) may be swallowed following information: to relieve any localized irritation in the throat or • Age of the victim esophagus. It is no longer considered appropriate • Name of the poison involved to give 8 to 16 ounces (240 to 480 ml) to dilute • Amount or degree of exposure the poison in the stomach, unless a stomach tube • Time of ingestion or exposure is in place and suction (aspiration) is proceeding. • Condition of the victim Dilution of the poison will sweep the poison out • Any first aid that has been performed of the stomach (through the pylorus) and beyond The control center staff will provide detailed the reach of the emergency-room gastric pump. instructions about additional steps to be taken. 5. Notify the parents or guardians and arrange for If at any time the victim loses consciousness or them to meet the child at the hospital. develops difficulty in breathing, dial 911 to summon emergency medical personnel. Rescue breathing and Poison (Chemicals) on Skin CPR should be performed, if needed. 1. Remove any clothing with chemicals or poison on it and place the clothing in a plastic bag labeled 14 Chapter 1.2. IntroductionFirst Aid

with the name of the injured person. Avoid self- the proper application of cardiopulmonary resuscita­ contamination. tion (CPR). 2. Wash the skin with large quantities of cool The CPR procedure consists of: running water. 1. Opening an airway and maintaining the open 3. Call the poison control center to determine the airway need for additional treatment (see Appendix E). 2. Providing artificial ventilation by means of rescue breathing Poison Oak 3. Providing artificial circulation by means of Poison oak is common in wooded areas through­ external heart compression out California. The skin rash some people develop when they come in contact with poison oak sap is called allergic contact dermatitis. The first exposure to the sap may cause an allergic tendency; repeated exposure may cause skin cells to become sensitized. It is not necessary to touch the plant to develop a rash; the sap can be carried by clothes, tools, pets, and even by the smoke from the burning plant. However, not everyone develops allergies from these plants, and sensitivity varies among individuals. Once the skin is sensitized, a rash develops whenever another contact is made with the sap. Initially, the rash is red and itches. Blistering may occur later. If the rash spreads, some sap has remained on the skin (or reexposure has occurred). The serum from existing rashes does not spread the rash. The treatment for exposure to poison oak is as follows: 1. Wash all exposed surfaces with soap and water. Each science teacher should be familiar with the 2. Wash all clothes, shoes, belts, bedding, and CPR procedure because experience has shown that a animals exposed. stoppage of breathing is seldom isolated from a heart 3. Do not use calamine lotion over the area. stoppage. Even if normal breathing and heartbeat are 4. Use wet soaks with tepid water for 20 to 30 not restored, the injured person can be kept alive by minutes every two hours. this procedure until expert medical assistance is 5. Use baking soda paste to reduce the itching. available. 6. See your family physician for diagnosis and Any condition requiring CPR is a serious medical suggested management. emergency. During the execution of CPR, another staff Note: For further information about poisonous member or responsible individual should be notifying plants, see Chapter 7, section F, “Poisonous Plants.” the parent and having the nurse send for an ambulance and paramedics or the police or sheriff. (See the telephone numbers on page ix in the first tabbed F Cardiopulmonary Resuscitation (CPR) divider section, “School District Emergency and Safety Procedures.”) The ambulance/paramedics crew This procedure must be administered by someone is especially trained for such emergencies, carries who has been trained according to the standards of the hospital emergency-room equipment, and often American National Red Cross or the American Heart communicates with hospital emergency staff, receiving Association. instructions as well as providing information so that Basic life support is an emergency first-aid the emergency-room staff are better able to prepare for procedure that consists of the recognition of airway the patient’s arrival. obstruction, respiratory arrest, and cardiac arrest and G. Shock 15

• If the patient has vomited, save a sample. G Shock • Do not give fluids; do not induce vomiting. • If an unconscious victim is vomiting, logroll Shock from injury is also called traumatic shock. the patient onto his or her side to prevent Body functions are depressed, and death may result, aspiration. During logrolling it is important to even though injuries would not otherwise be fatal. stabilize the head and trunk by manual in-line Look for the following symptoms: immobilization, especially in patients with 1. Pale or bluish skin. In a dark-skinned victim, trauma or suspected trauma to the head or examine mucous membranes inside the mouth or spinal cord. under the eyelids. 7. Fainting or collapse. 2. Moist or clammy skin. 3. Rapid pulse, often too faint to be felt at the wrist. Treatment of shock consists of these measures: 4. Increased breathing rate; shallow breathing if • Keep the victim lying down. there is chest or abdominal pain. • Cover the victim to minimize further loss of 5. Weakness. If the weakness is caused by hemor­ body heat. rhage, the victim may also be restless and anxious. • Use mouth-to-nose or mouth-to-mouth rescue The patient will complain of deep thirst. breathing or CPR or both if the victim stops 6. Retching or vomiting. Note the following: breathing. GENERAL LABORATORY 3 SAFETY PRECAUTIONS

3.

S

G

AFETY

ENERAL

P

RECAUTIONS

L

ABORATORY

Note: Procedures discussed in this handbook involve potential dangers to persons, animals, and other living things and, therefore, should be performed only by persons who are technically trained and qualified. 3. GENERAL LABORATORY SAFETY PRECAUTIONS

HE LABORATORY SCIENCE INSTRUCTIONAL ties involving hazards to the eyes. All persons in program should be carefully planned and dangerous proximity to such laboratory activity T conducted to ensure maximum safety condi­ (that is, all persons within the laboratory) must tions for all personnel. Teachers who have particular also wear approved eye-protective devices. (Read concerns about safety conditions related to facilities, carefully Chapter 7, section C, “Eye Safety,” and equipment, supplies, curriculum, classroom occupant Education Code sections 32030–32033 [found in load, and so forth should notify their school-site Appendix B].) administrator in writing immediately for assistance in 7. A plumbed-in eyewash station, supported by a relieving the condition. face-and-shower “drench hose,” must be available The following list identifies safety practices and in each laboratory/classroom in which chemical regulations common to all school science laboratories. splashes on eyes, skin, or clothing are possible. Additional laboratory and safety practices for specific subject areas and teaching situations are provided in subsequent chapters. 1. Teachers must be fully acquainted with the first- aid procedures, treatment, and regulations pro­ vided in Chapter 2 of this publication. 2. Teachers must have a thorough understanding of the potential hazards of all the materials, pro­ cesses, and equipment that will be used in their school laboratory. 3. Teachers should know the risks involved in using chemicals and should prepare the chemicals before class begins. Neutralizing solutions should be available for dangerous materials used by students. 4. Teachers must report any student injury or acci­ dent immediately on their school district’s acci­ dent report form, available in the main office or health office of each school. (See the sample accident report form included in Appendix D.) 5. Safety in the laboratory should be taught and reinforced throughout the year. The teacher should Teachers and students should be familiar with the make notations of each instructional act regarding location and function of the eyewash station. An safety in the daily lesson plans and maintain a emergency shower must be provided in work record (log) for each class to document the locations in which areas of the body may come in specific topics of safety instruction and the dates contact with corrosive or severely irritating on which they were taught. Thorough instruction substances. If the emergency eyewash facility and on necessary safety procedures, including appro­ shower are both needed, they must be usable priate disposal of excess or waste chemicals, must simultaneously by one person. No more than 10 precede each laboratory activity. (See Appendix F seconds must be required for the injured person to for sample classroom safety regulations and a reach the eyewash and shower station when sample student science safety contract; see needed. (See Chapter 7, section D, “Eyewash Appendix G for a sample science laboratory Station,” and the California Code of Regulations, safety test.) Title 8, Section 5162 [found in Appendix B].) 6. The use of approved eye-protective devices is 8. Science teachers must be aware of the code required of all persons performing science activi­ requirements and other information on eye safety

17 18 Chapter 3. General Laboratory Safety Precautions

discussed in items 6 and 7. Many of the hazardous supporting the mirror for the finder to hold activities described below are of interest to the bracket in a position to shade the science teachers in junior high school and teachers mirror. Teachers must closely supervise all of general science courses in grades nine through activities in which a telescope is used. twelve. The following additional information on • Layers of photographic film or welders’ eye protection is particularly important to those masks should not be used to look directly teachers: into the sun, even during a complete solar a. There is potential for injury to eyes when eclipse. working with hot liquids or solids or with • The indirect pinhole method should be chemicals that are flammable, toxic, corro­ used to view the eclipse. A projector for sive to living tissues, irritating, strongly observing the eclipse can be made with sensitizing, or radioactive or that generate two pieces of white cardboard. A pinhole pressure through heat, decomposition, or or pencil-point hole in the top piece serves other means. Splash-proof goggles and face to project and focus the image of the shields must be worn. eclipse on the second piece. The size of the b. Investigations in geology and earth science image can be changed by altering the frequently involve such activities as hammer­ distance between the two pieces of card­ ing, chipping, and grinding rocks, minerals, board. and metals. When hammering or chipping is d. When using infrared and ultraviolet light being done, the use of eye-protective devices, sources, observers must shield themselves as well as a cloth cover over the rock or from a direct view of the light source. mineral to reduce the hazards from flying 9. Reagent and storage bottles containing chemicals particles, is absolutely necessary. When should be properly labeled (including date of 5 grinding rocks, use a face shield for protec­ receipt or preparation) at all times. If the label is tion. lost and the contents are unknown, the substance c. Students must not look directly into the sun, should be regarded as potentially hazardous and even during complete solar eclipses. The must be chemically categorized by an experienced danger of retinal burn comes from the waste specialist before possible treatment and invisible infrared rays, which penetrate light transport to a proper disposal site. filters and instantaneously damage eyes. The 10. Poisons and dangerous reactants should be made retina is not sensitive to pain; therefore, the inaccessible to students except during actual victim might not immediately be aware of usage. Students should be instructed never to taste eye damage. Retinal burns are incurable and or place any substance or object in the mouth destroy the field of fine vision. The victim’s except as specifically directed by the teacher ability to read can be lost forever. under controlled conditions. 11. Suction devices or pumps should be used when Note: pipetting, never the mouth. • No homemade eye protection has been 12. Chemicals should be stored according to their approved for use when the sun is being compatibility group in a single safe and practical viewed. Therefore, students may not storage pattern. Adopt and standardize a plan that participate in this activity unless images of is agreeable to all staff members and use it the sun can be projected or can be viewed throughout the school. The storage compatibility through a commercial telescope with an categories shown in Chapter 5, section E, step 7, approved objective filter. Do not use the are suggested for use in all California secondary viewfinder of any telescope during an schools. Use of more than one storage compatibil­ activity that involves viewing the sun ity system at one site could be dangerous. unless the viewfinder is especially de­ signed for that purpose. To avoid eye 5Minimum precautionary labeling standards for injurious substances used in places of employment in California are established in California injury that may result from accidentally Code of Regulations, Title 8, General Industry Safety Orders, Article 112: tripping the mechanism and engaging the Labeling of Injurious Substances (sections 5225–5228). The labeling standards that are of special concern to high school science teachers are viewfinder, place tape on the bracket included in Chapter 5, section F, of this handbook. Chapter 3. General Laboratory Safety Precautions 19

13. Chemicals should not be stored directly on the 20. The instructional area should be kept free of floor. This precaution will prevent the contact of spills, broken glass, and unnecessary equipment chemicals with water from flooding, mopping, or and materials. Good housekeeping is essential. condensation and the puddling of liquid contents 21. Stone crocks or plastic containers should be of defective or broken containers around adjacent provided for the disposal of dangerous waste stored chemicals. Large containers should be chemicals and solid materials. Three different stored on the lowest shelves to minimize the waste receptacles should be provided for danger of breakage or spillage when containers (1) broken glass; (2) spent matches; and (3) are being removed or replaced. (See Appendix B wastepaper. Arrangements should be made for for California Code of Regulations, Title 8, further disposal of the waste chemicals, in accor­ sections 5163 and 5164.) dance with the Solid Waste Disposal Act, at an 14. No explosive chemicals should be kept in the appropriate disposal site for hazardous materials. school laboratory. See Chapter 5, Table 1, for (See Chapter 5, section E, step 6.) examples of common explosive chemicals, which 22. Teachers should avoid unsafe practices by in­ must be disposed of only by trained and qualified structing and cautioning students about the correct officials. (Consult Chapter 5, section E, step 2, for techniques for the following activities: more information.) • Using a Bunsen burner and other related 15. Any known carcinogen must be removed from the flame-producing equipment science area and disposed of appropriately. (See • Heating liquids in test tubes, beakers, and Chapter 5, Table 2, “Extremely Hazardous Chemi­ crucibles cals for Prompt Disposal.”) • Handling reagent bottles Note: Products made of asbestos, once used in the • Using polyethylene squeeze bottles manufacture of heating pads, wire gauze centers, • Obtaining and handling dry chemicals beaker tongs, gloves, and various other products, • Filtering must be replaced by ceramic-fiber or glass-fiber • Cutting, bending, and fire-polishing glass products unless the asbestos fibers are perma­ tubing and rods nently bonded in a hard sheet, such as in the • Using other laboratory materials, as appropri­ commonly used building material. ate; for example, pipettes 16. Food for human consumption should not be stored in refrigerators or cabinets or on shelves used for 23. When an electrical plug is to be removed from its storing chemicals or biological materials. Food socket, the plug, not the electrical cord, should be should not be eaten in science laboratories or pulled. storage areas because of the danger of ingesting 24. Laboratories should always be locked when not in toxic or corrosive substances. use. 17. In an experiment or demonstration involving any 25. The custodial staff should be alerted to general flammable liquid (such as alcohol), care must be hazards they may encounter in science areas and taken that any flame in the room is at an abso­ to special situations that arise. lutely safe distance from the volatile liquid. 26. Teachers should set an example for the students; Vapors may flow along a table or countertop for for example, wear goggles when students are long distances to an unseen ignition source, then required to do so. Follow all safety regulations blast back. Beware of gas water heaters in or near and constantly be alert and remind students of science classrooms or stockrooms. hazards. Students not adhering to your rules 18. Teachers and students should be familiar with the should not be allowed to participate until you are operation of all fire extinguishers in the labora­ assured there will be no further infractions. tory. The labels on the extinguishers contain 27. Periodic use should be made of the “Safety directions for their use. Checklist for Science Instruction, Preparation, and 19. Teachers should be familiar with the location of Storage Areas” to check classroom and prepara­ all master controls for utilities, especially the tion areas (see Appendix H). Safety and energy- master valve in each room for the gas outlets. savings procedures should be carried out at the Mark or color-code all services clearly. end of each school year (see Appendix I). 4 SAFETY IN THE BIOLOGY LABORATORY

A. Human Blood Sampling 21 B. Epithelial Tissue Study 23 C. Use of Microscopes and Hand Lenses 23 D. Experiments with Bacteria and Fungi 23 E. Special Concerns in the Study of Fungi and Molds 23 F. Operation of Pressure Cooker for Sterilization 24 G. Extraction of Chlorophyll, Using Flammable Solvents 24 H. Risks in Use of Acrylamide 24 I. Risks in Use of Ethidium Bromide 25 J. Risks in Use of Formaldehyde 25 K. Instruments and Specimens Used in Dissection 26 L. Alternatives to Dissection 27 M. Handling of Laboratory Animals 27 N. Insect-Killing Jars 27

B

IOLOGY

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AFETY IN THE IN AFETY

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ABORATORY Note: Procedures discussed in this handbook involve potential dangers to persons, animals, and other living things and, therefore, should be performed only by persons who are technically trained and qualified. 4. SAFETY IN THE BIOLOGY LABORATORY

IOLOGY AND PHYSIOLOGY TEACHERS SHOULD BE Human Blood Sampling familiar with the following safety practices and A Ball other sections of the handbook pertinent to 1. The California Code of Regulations, Title 8, their instructional program. Special attention is General Industry Safety Orders, Section 5193, directed to Appendix J, “Sample Biological Science essentially requires each school district in the state Laboratory Regulations.” General precautions are as to prepare a written exposure control plan (ECP) follows: designed to eliminate or minimize the exposure of • When experiments require special biological all employees to the blood or certain body fluids substances, such as nicotine alkaloid, the materials of any other person, thus eliminating or minimiz­ should be carefully supervised. ing the likelihood of employees being infected by • The use of drugs and syringe needles must be bloodborne pathogens (see Chapter 7, section K; limited to those uses specifically called for in the and Appendix B). A similar responsibility to instructional program and to specific projects under protect students from such infection is implied. close supervision of the instructor. Keep all drugs Options to using fresh human blood, though less and syringe equipment in a safe, locked place. desirable instructionally, are possible. It may be • Radioactive materials used in biological research possible to acquire, from a local blood bank, should be properly marked and, when not in use, blood (types A, B, O, and AB) that has been tested appropriately secured. and found free of the hepatitis B virus and the human immunodeficiency virus (HIV). The blood may be used either in a teacher demonstration (using the overhead projector) of the common blood types or in a student laboratory activity. Such use should be performed with all the precau­ tions of the school district’s ECP because testing for the pathogens noted above is imperfect. If blood typing or other microscopic analysis of fresh human blood is permitted by the school district and is to be conducted in the classroom, the blood sampling must be done pursuant to the district’s ECP. In the absence of more specific procedures, the blood sampling should be accom­ plished as follows: • On a voluntary basis • Only by those student volunteers who bring a BIOHAZARD permission note signed by a parent • Performed by the volunteer, from herself or himself • In a manner consistent with the school’s • Volatile solvents, such as acetone used in paper exposure control plan chromatography experiments, should be used only 2. Several days before providing the opportunity for in an area that is well ventilated or, if available, in voluntary blood sampling by students, discuss a fume hood. with the students the techniques they will learn. • All laws and regulations regarding the use of Emphasize that for most students this is a per­ animals in science instruction should be adhered to. fectly safe procedure (except for possible infec­

21 22 Chapter 4. Safety in the Biology Laboratory

tion from someone else’s blood); discuss the risks 4. Blood should be drawn only by use of a new, for hemophiliacs and others. Emphasize also that individually packaged sterile lancet. Lancets are the results of the tests are not to be considered to be used one time only, then discarded promptly valid for diagnostic purposes. in a container designated for that purpose by the school district’s ECP. Explain to the class that students must not partici­ 5. The use of disposable lancets meets the require­ pate in the blood sampling if they have any known ments for this activity. Each lancet should be used medical problem, especially any of the following only once, by and for one person. The unbroken conditions: lancet should be discarded in the container • Diabetes. designated for that purpose. • Excessive bleeding (characteristic of hemo­ 6. If several students in one class period wish philiacs and users of prescribed drugs that voluntarily to draw blood samples for use by lengthen clotting time, such as Coumadin, or themselves, each student drawing a sample must drugs prescribed for a heart condition). have a separate sterile lancet, which is to be used • Hepatitis (during the preceding year). If to make only one puncture. hepatitis B or C is involved, a student may 7. The surface of the finger from which the blood is still be a carrier and could infect other to be drawn must be rubbed with sterile absorbent students from contact with blood on table cotton dipped in alcohol before puncturing the tops, broken lancets, and so forth. skin. Use a fresh piece of sterile cotton after • Chronic pyoderma (skin pus areas, recurring removing blood to stop the bleeding. boils). Students with this condition would 8. After examining the samples, standard steriliza­ likely have skin contaminated with staphylo­ tion and disinfection procedures must be used. coccus and streptococcus bacteria. Punctur­ Glassware, devices, or instruments that require ing of such contaminated skin could produce sterilization or disinfection should first be im­ a new infection site. If the lancet were mersed in a solution at least (no weaker than) one accidentally reused, it could transmit the part bleach to 10 parts water (1:10), then thor­ bacteria to other students. oughly cleaned before being exposed to a germi­ • Infection with HIV. The blood can transmit cide; the manufacturer’s instruction for use of the the virus from an infected person to another germicide should be followed. person if the virus gains entrance into the 9. The cotton swabs should be processed as regu­ blood of that other person. lated waste for either (a) vendor pickup, by Students with any such medical problems do not placing the waste in individual red bags prepared need to tell the teacher or their classmates; they according to the vendor’s instructions; or (b) simply would not bring to school a note of disposal, if an outside vendor is not used, by permission from their parents. Thus they need not placing the waste in containers that are: be embarrassed about or reveal their medical • Closable problem. • Constructed to contain all contents and The majority of students who carry hepatitis B or prevent leakage of fluids during handling, C or HIV are not aware that they are infected. For storage, transport, or shipping this reason teachers and students should follow • Appropriately labeled and color-coded the universal safety precautions outlined by the • Closed prior to removal to prevent spillage or school district’s ECP (see Appendix B, California protrusion of contents during handling, Code of Regulations, Title 8, General Industry storage, transport, or shipping Safety Orders, Section 5193, Bloodborne Patho­ 10. The entire activity area should be wiped down gens). with a 1:10 bleach solution following the experi­ 3. The danger of spreading infectious diseases, such ment. as hepatitis or HIV, makes it necessary to employ 11. As usual, washing hands with soap and water after only sterile techniques, including the use of the laboratory activity is mandatory. goggles and gloves, if feasible. E. Special Concerns in the Study of Fungi and Molds 23

more than one loop so that as one is being used, B Epithelial Tissue Study others are cooling. When a contaminated loop is inserted into a flame for sterilization, an aerosol 1. Students should exercise great care in obtaining may be generated by the boiling and volatilization epithelial cells from the inside of the cheek for of the material before the flame can kill all study under the microscope. Only a cotton-tipped pathogenic microorganisms. Whenever inoculat­ swab or the blunt edge of a toothpick should be ing loops are being used, avoid any sudden used. Never use pointed instruments or any part of actions that might result in the generation of an a scalpel for this purpose. aerosol. 2. Only student volunteers who bring a permission note signed by a parent would conduct this These precautions are intended for laboratory experiment. activities involving any bacteria or fungi. Even 3. Precautions and cleanup procedures similar to nonpathogenic microorganisms can cause disease those used in blood sampling should be followed. if they enter the body accidentally. This danger is especially true if the human system is immuno­ suppressed because of HIV, intake of drugs, and C Use of Microscopes and Hand Lenses so forth.

When students have eye infections, they should 5. To sterilize plates before cleaning or disposal, not be permitted to use school microscopes or hand follow these steps: lenses. a. Autoclave the unopened plates in the usual manner. Usually, steaming under pressure of 15 pounds per square inch for 15 to 20 D Experiments with Bacteria and Fungi minutes kills the majority of microbes. However, if you are trying to sterilize soil 1. All bacteria and fungi should be handled as samples or large volumes of culture, continue though they were pathogens. Pathogenic bacteria with the procedure described below. should not be cultured. Pure cultures of nonpatho­ b. Wait one day for any resistant spores to leave genic microorganisms should be used in experi­ the resting stage and begin to grow. ments. When soil or water is used as a source of c. Sterilize a second time. bacteria (or fungi), it is important to collect d. Wait one day. samples unlikely to be contaminated by human e. Sterilize a third time. pathogens. For example, water should be collected f. Note: All resistant spores should by now be from lakes, estuaries, or beaches free of sewage or killed. The plate may be safely opened for animal-waste pollution. (See section E for special cleaning or discarded in the regular trash. concerns in studying air and soil cultures of fungi and molds.) 2. Petri dishes passed around the classroom for E Special Concerns in the Study inspection of cultures should be bound together of Fungi and Molds with transparent tape. Any petri dish that contains fungus should be taped shut. Whenever agar plates are inoculated with soil or 3. Wire loops used for transferring bacteria cultures plant material or exposed to the air inside or outside a should be flamed until the entire wire is red hot building, there is the strong possibility that fungi before and after each transfer is made. (molds) will grow on the surface of the plates and 4. Inoculating loops must be used with care. The form aerial hyphae. At the tips of these hyphae, chains film held by a loop may break and cause substan­ of conidia (spores) will form; the conidia are often tial atmospheric contamination. A hot loop colored. These conidia are easily dislodged by air inserted into a liquid may cause spattering. Loops currents and can be rapidly spread through a room should be allowed to cool before insertion into when the lid of the petri dish is removed. People with liquids. The procedure may require the use of normal immune systems are usually not infected when 24 Chapter 4. Safety in the Biology Laboratory

they breathe in these spores. However, people with Extraction of Chlorophyll, weakened or suppressed immune systems are at risk of G Using Flammable Solvents developing a fungal infection should they inhale the spores. Immune systems can be damaged by immuno­ 1. An electric heater of the immersion type or a suppressant drugs, HIV infections, or other causes. water bath heated by an electric hot plate should Therefore, it is good practice, once the petri dishes are be used. inoculated, to tape the lids on with two pieces of tape 2. An open-flame-heated water bath for heating the opposite each other and allow manipulations of the alcohol or other solvents should never be used. fungal growth only in a fume hood in which a current 3. Flames should be kept away from solvents or of air draws the spores out of the room. vapors. If a solvent ignites in the beaker, cover the Fungi are microorganisms that are widespread in beaker with a glass plate to extinguish the fire. If soil, dust, and air. Of particular concern is the fungus burning solvent is spilled on the table, use either Coccidioides immitis, which is present in some soils of the carbon dioxide (or 2A-10BC dry powder) fog the southwestern United States. Most people, on extinguisher or the fire blanket. These devices inhalation of the spores, develop a mild flu-like should be kept readily available. respiratory illness called valley fever, which quickly passes. Usually, people acquire a lifelong immunity to reinfection. Some unfortunate people become very ill H Risks in Use of Acrylamide and may die, even with medical care. Therefore, it is essential for students working with soil, or the fungi in In recent years polyacrylamide gels have been soil, to be aware of this hazard and not expose them­ prepared in some school laboratories to achieve the selves to large amounts of the dust or spores. In areas isolation of specific molecules by electrophoretic endemic to valley fever, you should restrict the collec­ techniques. Schools are cautioned to cease this prac­ tion of soil to sites within five miles of the Pacific tice because acrylamide poses a potentially serious Ocean (in the United States) to minimize exposure to health hazard as a neurotoxin. This substance has been spores of the fungus that causes that disease. Soil classified as 2B (possibly carcinogenic to humans) by contaminated with old chicken, pigeon, or bat drop­ the International Agency for Research on Cancer pings may contain the spores of the fungus that causes (IARC) and is included in the California Health and histoplasmosis. Soil from archeological sites, the land Welfare Agency’s list titled “Chemicals Known to the around old buildings, and animal burrows should be State to Cause Cancer or Reproductive Toxicity” avoided, regardless of the location. (California Code of Regulations, Title 22, Section 12000). Because there is a serious risk of inhalation F Operation of Pressure Cooker exposure during the weighing of acrylamide powder for Sterilization for the preparation of gels, schools should purchase only prepoured polyacrylamide gels from laboratory 1. Before using the pressure cooker, the teacher supply houses. The prepoured gel presents less health should be familiar with the proper directions for risk because the acrylamide has chemically reacted to its operation. form a solid gel (letter from the California Department 2. The safety valve should be examined to make sure of Health Services, July 10, 1992). Once the gel has it is in working order. solidified and been rinsed, very little of the raw 3. The gauge pressure should be kept at or below a acrylamide remains. Gloves should be worn at all maximum of 20 pounds per square inch. times to prevent dermal exposure to any residual 4. The pressure should be returned to zero before the acrylamide found on the gels. To avoid the hazard cover can be safely removed. altogether, schools can purchase prepoured gels made 5. The test stopcock should be opened before the with acrylamide substitutes. clamp can be safely released. Questions about the proper disposal of polyacryla­ 6. An eye-protective device should be used when mide gels should be directed to your regional office of working with a cooker under pressure. the Department of Toxic Substances Control (see Appendix K). J. Risks in Use of Formaldehyde 25

fixed and the excess rinsed off, there will be little I Risks in Use of Ethidium Bromide free ethidium bromide. However, students should still wear latex gloves and handle the gels with Used as a staining agent for gel plates in recombi­ care. Goggles should be worn whenever exposure nant DNA protocols, ethidium bromide has been tested is likely to occur. extensively and has been shown to be a potent mu­ 6. Ethidium bromide powder and solutions, dyed tagen. Although ethidium bromide has not yet been gels, and disposable materials contaminated with tested for carcinogenicity, scientists believe that ethidium bromide should be disposed of according chemicals that can cause mutations (by altering DNA) to applicable hazardous waste disposal regula­ should be treated as though they have carcinogenic tions. potential as well. Therefore, great care must be used when handling ethidium bromide. The most effective way to control exposure to The highest potential for either respiratory or ethidium bromide is to replace it with a less hazardous dermal exposure is during the weighing and prepara­ substance. However, all substitutes must be carefully tion of stock solutions. In addition, splashing in the researched to ensure that they are truly less hazardous. eye or on the skin can occur during the dyeing of gels. Two substances, propidium diiodide and acridine Because ethidium bromide presents high risks for orange, have been suggested as replacements for anyone, its use should be limited to instructors only. ethidium bromide but have also been found to be Note that industrial hygienists at the California Depart­ mutagens; therefore, they are likely to be just as ment of Health Services recommend that ethidium dangerous. Bromophenol blue and methylene blue are bromide not be used in the high school laboratory. less hazardous substitutes to consider for use in However, when its use cannot be avoided, the Depart­ staining. But because stains are specific to particular ment of Health Services recommends the following molecules, these substances may not be adequate to handling practices: stain all types of samples. 1. Ethidium bromide powder and stock solutions should be kept in a locked cabinet. 2. Ethidium bromide powder and ethidium bromide J Risks in Use of Formaldehyde solutions should be handled only by the instructor. Because of growing evidence on the carcinogenic­ Preparation of stock solutions and the dyeing and ity of formaldehyde, schools are urged to cease their rinsing of gels should be done only by the instruc­ use of formaldehyde and formalin (3 percent to 10 tor. The instructor should use the least concen­ percent solutions of formaldehyde) and to arrange for trated dye solution which still stains effectively. the immediate proper removal and disposal of all 3. Ethidium bromide powder should be dispensed formaldehyde cylinders and formalin solutions. The only in a laboratory that is not subject to drafts National Toxicology Program (NTP) has rated formal­ created by doors, windows, and laboratory cross dehyde as an anticipated carcinogen, which means that traffic. Transfer of the powder should be done there is either “limited evidence” of its carcinogenicity within a fume hood over a disposable working in humans or “sufficient evidence” of its carcinogenic­ surface or over a tray that can be decontaminated ity in experimental animals. In addition, the IARC has if spillage occurs. To minimize contact with categorized formaldehyde in group 2A, which means ethidium bromide, the instructor should weigh that this agent is “probably carcinogenic to humans” portions in advance, when possible, and store because “there is limited evidence of carcinogenicity them for future use. in humans and sufficient evidence of carcinogenicity 4. To prevent skin contamination and subsequent in experimental animals.” In a list entitled “Chemicals dermal absorption or hand-to-mouth exposure, the Known to the State to Cause Cancer or Reproductive instructor should wear tight-fitting, disposable, Toxicity,” the California Health and Welfare Agency impermeable gloves. Common surgical latex identifies formaldehyde as a substance known to cause gloves may offer some protection. A laboratory cancer (California Code of Regulations, Title 22, jacket or apron should also be worn. Section 12000). If formaldehyde is used at the work 5. Students should not handle dyed gels until the site, the employer is mandated by the California Labor gels have been rinsed thoroughly. Once the dye is 26 Chapter 4. Safety in the Biology Laboratory

Code (Section 9020) and the California Code of maximum permitted eight-hour time-weighted Regulations, Title 8, to submit a “Carcinogen ‘Report average concentration of an airborne contami­ of Use’ Form” (see Appendix O) and to post a copy of nant” that an employee can be exposed to in one the report form in a conspicuous place in the area in day. which formaldehyde is used. 3. The short-term exposure level (STEL) of 2.0 ppm Many dissection specimens are originally (com­ formaldehyde, which is expressed as a 15-minute mercially) preserved in formalin, then washed and time-weighted average concentration. The STEL transferred to a less hazardous medium; however, this is not to be exceeded at any time during a work­ practice has markedly diminished in recent years. All day. such specimens should be soaked in water for 24 hours prior to use and, occasionally, during use, when residual formalin is released from the specimen. The K Instruments and Specimens Used contaminated rinse water may not be poured down the in Dissection sink unless you have obtained permission from your local sewage district authority. 1. The use of preserved animal specimens in instruc­ Schools are advised to use a properly licensed tion should be carefully planned to provide waste transporter to dispose of all preserved display learning that cannot otherwise be achieved. specimens immersed in formalin. In the rare case that Dissection activities should enable students to the specimen is irreplaceable, it should be properly develop a greater respect for life. All such activi­ transferred to a less hazardous solution (e.g., propy­ ties, particularly those involving the use of lene glycol, ethylene glycol, or ethanol). For dissec­ vertebrates (especially mammals), should be tions of organisms preserved in this manner, adequate undertaken by students only when they are ventilation is still necessary. All transfers of specimens prepared and have the maturity to appreciate fully from formalin should take place within an operating the significance of the instructional activity. fume hood and proper personal protective equipment 2. Students should be instructed in the safe use of should be worn to avoid respiratory and dermal dissection instruments. Special care should be exposure. The remaining formalin may not be poured taken to avoid cuts or scratches when cleaning down the sink unless written permission has been scalpels and needles. obtained from the local sewage district or administra­ 3. Specimens should be obtained which, if originally tive agency. preserved in formalin, have been shipped in If there is a formaldehyde spill, all personnel alternative, low-toxicity preservatives (see section should be promptly evacuated from the immediate area J, “Risks in Use of Formaldehyde”). and the room should be thoroughly ventilated. Cleanup 4. Preserved specimens should be thoroughly should be attempted only by properly equipped and washed (including the abdominal cavities of large trained spill-control specialists. specimens) before being handled by the students. Regulations in the General Industry Safety Orders When specimens are being removed from the (California Code of Regulations, Title 8, Section 5217) preservative solution, rubber gloves should be establish specific requirements for the monitoring and worn or forceps or tongs should be used, depend­ safety training of employees exposed to airborne ing on the size of the specimen. Use eye-protec- formaldehyde at or above each of the following levels: tive devices to protect against splashes and fumes. 1. The action level of 0.5 parts formaldehyde per 5. Preservative fumes may be irritating to the eyes, million parts air (ppm), an eight-hour time- nose, and throat. Adequate ventilation should be weighted average concentration. Action level is provided whenever preservative fumes are determined by measuring the concentration of a present. chemical substance, calculated as an eight-hour 6. Approved goggles must be worn during dissec­ time-weighted average. tions. 2. The permissible exposure level (PEL) of 0.75 ppm 7. Preferably, dissection would be carried out only formaldehyde, an eight-hour time-weighted by those students who have obtained a permission average concentration. PEL is defined as “the note signed by a parent. N. Insect-Killing Jars 27

Teachers will find the following publications Handling of Laboratory Animals helpful in planning and conducting their dissection M activities: See Appendix B, Health and Safety Code Section Planning and Managing Dissection Laboratories. 1650 et seq., “Humane Care of Animals.” In addition, Arlington, Va.: National Science Teachers Asso­ the following precautions should be observed: ciation, 1994. 1. Heavy rubber or leather gloves should be worn The Responsible Use of Animals in Biology Class­ when handling live animals. (Be sure the gloves rooms, Including Alternatives to Dissection. are readily available.) Reston, Va.: National Association of Biology 2. Students and visitors should be cautioned about Teachers, 1990. the dangers of inserting fingers into an occupied animal cage. 3. Warning signs, such as Keep hands away, should L Alternatives to Dissection be posted conspicuously on cages housing animals that may bite. Students in kindergarten through grade twelve 4. Students should be trained to handle rats, mice, have the right to refrain from participating in activities guinea pigs, and other animals gently and not to that they feel would constitute “harmful and destruc­ excite the animals; for example, poking pencils at tive use of animals,” pursuant to Education Code animals encourages biting behaviors. Hamsters Section 32255 et seq. When courses require the use of are not recommended for classroom use because live or dead animals or parts of animals, students must they are nocturnal and are more likely to bite be notified of their rights. A student’s objections must during daylight hours. be substantiated by a note from his or her parent or 5. Poisonous animals should not be brought to or guardian. The teacher may develop an alternative kept at school. educational project of “comparable time and effort” or excuse the student from the project. The pre- and postdissection activities may consti­ Insect-Killing Jars tute appropriate assignments, which could be pursued N in greater depth as alternative activities for all stu­ Students need to be familiar with the best ways in dents. Alternative activities should be well planned which to collect and preserve insects for science (not punitive) and may include (1) studies of anatomy, projects or for study in the classroom. A safe killing jar using illustrated dissection manuals, study sheets, can be made by using any clean, large jar with a transparencies, videos, slides, films, or filmstrips; (2) screw-type lid (mayonnaise jars are acceptable). Place computer simulations; (3) observations of live organ­ a facial tissue in the bottom of the jar to absorb the isms; (4) library research; and (5) art activities, with killing liquid. Several liquids can be used to provide models or charts. the lethal fumes, including ethyl acetate or ethyl Both of the publications recommended in section alcohol. (Under no conditions should carbon tetrachlo­ K suggest alternatives to dissections; the one available ride or potassium cyanide be used in insect-killing from the National Association of Biology Teachers jars.) Add the killing liquid to the tissue in the bottom contains a comprehensive list of resources and litera­ of the jar—about six drops are generally satisfactory. ture on the topic. The Animal Protection Institute of Place a clean tissue on top of the tissue containing the Sacramento (1-800-348-7387) and the Humane liquid to keep the insects dry. The jar must be labeled Education Network of Menlo Park (415-854-8921) are properly and include the following information: included among the organizations promoting alterna­ tives to animal experimentation in schools. Copies or DANGER. FLAMMABLE. POISONOUS lists of alternative materials (including costs, as FUMES. DO NOT BREATHE. appropriate) may be obtained by calling the telephone numbers noted above. To recharge the jar with lethal fumes, simply remove the top tissue and add a few more drops of the 28 Chapter 4. Safety in the Biology Laboratory

killing liquid. Add a clean tissue, and the jar is again 3. Let stand for 20 minutes; then pour off the excess. ready for use. Enough ethyl acetate will be absorbed by the An alternate method of preparing insect-killing plaster of paris to last a week if covers are kept in jars is as follows: place. 1. Place 1 inch (2 to 3 cm) of freshly prepared 4. Use a facial tissue to cover the plaster of paris plaster of paris in the bottom of a glass jar (the during use. smallest size necessary). 5. Label the jar with the information noted above. 2. Pour in enough ethyl acetate to cover the plaster of paris at least 12 hours before use. C

HEMISTRY

5.

S

AFETY IN THE IN AFETY

L

ABORATORY

5 SAFETY IN THE CHEMISTRY LABORATORY

A. Laboratory Practices 29 B. Students’ Safety Precautions 30 C. Teachers’ General Safety Precautions 30 D. Chemical Health Hazards 31 E. Steps for Establishing a Safer Chemicals Storage Area 32 F. Labeling of Chemical Reagents 42 G. Potentially Hazardous Chemicals 43 H. Substances Containing Asbestos 74 I. Use and Disposal of Ethers 74 J. Standards in the Use of Lead 75 K. Handling and Cleanup of Mercury 75

Table 1. Explosive Chemicals 33 Table 2. Extremely Hazardous Chemicals for Prompt Disposal 39 Table 3. Hazardous Chemicals Reference Table 46

Note: Procedures discussed in this handbook involve potential dangers to persons, animals, and other living things and, therefore, should be performed only by persons who are technically trained and qualified. 5. SAFETY IN THE CHEMISTRY LABORATORY

EVERAL RECENT LEGISLATIVE ACTS ADDRESS THE “Science Laboratory Safety/Liability Checklist.” use and storage of hazardous chemicals. The Additional useful information can be found in the S California Code of Regulations, Title 8, Section California Department of Education publication titled 5191, addresses a broad range of requirements for Science Facilities Design for California Public employers engaged in the laboratory use of hazardous Schools (especially pages 23–27 and 42–46; Chapter chemicals (see Appendix B). This regulation requires VIII; and appendixes B and C). employers to develop and implement a written chemi­ cal hygiene plan (CHP) that sets forth specific proce­ dures for minimizing employees’ exposure to hazard­ A Laboratory Practices ous chemicals. For assistance in preparing a CHP, contact your county Environmental Health Department 1. Care must be taken to give proper instructions and or obtain a copy of the Model Chemical Hygiene Plan to caution students on the use of polyethylene for Kentucky School Districts (see ordering informa­ squeeze bottles and the risk of dropping bottles, tion in Chapter 7, section J). especially if the bottles contain flammable liquids. Under the regulation school districts are required In those cases bottles should not be used near open to designate a qualified chemical hygiene officer to flames. provide technical guidance in the development and 2. On inserting glass tubing into a rubber stopper or implementation of a CHP that ensures that employees’ tubing, observe the following precautions: exposure to hazardous chemicals does not exceed Cal/ • Never attempt to insert glass tubing that has a OSHA standards. The CHP must include the following jagged edge. Fire-polish the edge, if possible. elements: (1) safe operating procedures to be followed Otherwise, bevel the edge with a file, wire when the laboratory work involves hazardous chemi­ gauze, or emery cloth. cals; (2) criteria for determining and implementing • Always aim the glass tubing away from the control measures, including engineering controls, the palm of the hand that holds the stopper or use of personal protective equipment, and hygiene rubber tubing. practices; (3) maintenance of proper labels on hazard­ • Use water, soap solution, glycerin, or petro­ ous substances and of MSDSs received from the leum jelly as a lubricant and gently press the vendor; (4) assurance that fume hoods comply with tube into the hole with a twisting motion. regulations and that all protective equipment functions • Expand the rubber stopper by using an properly; (5) provisions for employee information and appropriate size cork borer prior to insertion. training; (6) provisions for medical consultations and Lubrication is still necessary. examinations; and (7) recordkeeping. • Always hold glass tubing as close as possible Related requirements are included in Education to the part that is entering the rubber stopper. Code Section 49340 et seq. and the California Code of • Lessen the chance of injury from broken Regulations, Title 8, Section 5194 (see Appendix B). tubing by wrapping a cloth around the hand However, a school in full compliance with Section or around the tubing at the point of contact 5191, which is outlined above, will also be in compli­ with the hand. ance with these code sections if a safe and practical • Do not grasp a thistle tube by the bowl when chemicals storage plan is implemented, such as the inserting the thistle tube into a rubber stop­ plan suggested in section E of this chapter. per. Grasp only by the tubing, as close as Chemistry teachers should be familiar with the possible to where the glass tubing enters the safety practices described in this chapter and with all stopper. other sections of this handbook pertinent to their 3. Exercise care so that any hose connections be­ instructional program. Special attention is directed to tween burners and gas outlets are protected from Chapter 3, “General Laboratory Safety Precautions”; pinching or from being pulled away from the Appendix H, “Safety Checklist for Science Instruction, outlet. Preparation, and Storage Areas”; and Appendix L,

29 30 Chapter 5. Safety in the Chemistry Laboratory

4. Use the stationary or portable fume hood when which should remain horizontal when held in the potentially hazardous vapors or gaseous sub­ opening while the hood is operating. (See Appen­ stances are used or produced in science laboratory dix B, California Code of Regulations, Title 8, activities. Whether permanent or portable, fume Section 5154.1.) hoods must: 5. Use the stationary or portable fume hood when­ • Have an average face velocity of 100 linear ever noxious or poisonous fumes are produced. feet (30 m) of air per minute, with a mini­ 6. Preserve dry ice for short periods of time by mum of 70 linear feet (21 m) per minute at wrapping the ice in several layers of newspaper to any velometer position. insulate it and reduce the rate of sublimation. The • Be placed so that air currents do not draw use of vermiculite, Styrofoam beads, or other fumes from hoods into the room. particulate insulating material and a Styrofoam • Be provided with a means (such as a light chest will further extend the preservation of dry plastic or paper streamer) for continuously ice. Dry ice should be handled with great care to indicating that air is flowing into the exhaust avoid contact with the skin and eyes. system during the operation of the fume 7. Handle glass wool and steel wool carefully to hood. avoid getting splinters in the skin or eyes. • Be provided with a standpipe that extends seven feet (2.1 m) above the roof and is located so that fumes will not be drawn into B Students’ Safety Precautions windows or air intakes. • Have standpipes constructed of corrosion- 1. Students in the proximity of the experiment should resistant materials. Local fire codes must be wear goggles. Evacuate students from seats near checked for standpipe specifications. the demonstration table, even if the possibility of injury is remote. Injury might occur from the Fume hoods are never to be used for storage of spattering of chemicals, inhalation of fumes, and books, supplies, or chemicals; they are items of so forth. safety equipment. Air velocity should be checked 2. Familiarize the students with the potential hazards with a velometer or a single piece of tissue paper, of the chemical substances included in Table 3, “Hazardous Chemicals Reference Table.” 3. Instruct the students to smell the contents of a test tube or other container by waving some of the escaping vapors toward themselves. The container should never be brought close to the nose. 4. Never cap a bottle or use a solid stopper in a bottle containing dry ice or cryogenic liquids. Always plug loosely with cotton or use a stopper with a hole. 5. Remind students that chemicals should never be tasted, smelled, or touched unless such action is approved by the instructor and conducted in the proper manner.

C Teachers’ General Safety Precautions

1. Demonstrations involving potentially toxic or explosive substances must be arranged to protect both students and teachers from danger. The teacher and students should use goggles, face D. Chemical Health Hazards 31

shields, and safety shields for protection. The size of apparatus and quantities of reagents used in D Chemical Health Hazards demonstrations should be consistent with safety; Chemical substances can enter the body and, for example, whenever potentially hazardous consequently, the bloodstream in three ways—through products, such as H , C1 , Br , I , P O , and CO, 2 2 2 2 4 10 ingestion, absorption, or inhalation. may be generated. The following list gives examples of some classes 2. Water should never be added to concentrated of chemical substances and their effects on the body: acids. To dilute acids, add the concentrated acid in small quantities to the water, stirring constantly. Acids: Acetic, chromic, hydrochloric, nitric, sulfuric, Use heat-resistant glassware for this procedure. and carbolic (phenolic) acids cause severe burns 3. Table tops should be protected from extreme heat and tissue damage. by using insulation under burners or heated Alcohols: These irritate mucous membranes. Methanol objects. Do not use asbestos insulation unless induces blindness through ingestion or prolonged fibers are bonded in a hard material, such as in the inhalation. frequently used building boards. Broken or Aldehydes and ketones: Inhalation, absorption, or chipped boards should be discarded. ingestion of these substances irritates tissues and 4. Only small quantities of red amorphous phospho­ produces narcotic effects. rus should be made available for students’ use. Alkalies: Sodium and potassium hydroxides and When phosphorus burns, it produces toxic phos­ ammonium hydroxide cause severe tissue burns phorus pentoxide. Red phosphorus fires are very (especially destructive to eye tissue) and bronchial difficult to extinguish. Red phosphorus resublimes spasms. as white phosphorus. White phosphorus may ignite Asphyxiants: Carbon monoxide, carbon dioxide, on contact with air at 30°C and should be disposed cyanide, and cyanogen compounds reduce the of by following the guidelines in section E, step 2. oxygen-carrying capacity of the blood; stop 5. After receiving approval from your local air oxidation in tissues through destruction of en­ quality regulatory agency, completely burn resi­ zymes; and displace atmospheric oxygen. dues of (red) phosphorus in the fume hood before Carbon monoxide: Prolonged exposure renders the depositing them in the waste jar. hemoglobin of red blood cells ineffective for the 6. Each science teacher should be prepared to act transport of oxygen. Results are toxic and may deliberately and intelligently in the event of a prove deadly. classroom fire. Compounds of sulfur, phosphorus, nitrogen: These 7. Approved eye-protective devices should be used substances corrode the skin and destroy respiratory by all persons performing science activities tissues. involving hazards to the eyes. All persons in Cyanides: Absorption, inhalation, or ingestion of dangerous proximity must be similarly equipped. cyanides produces toxic effects. Laboratory aprons and rubber or plastic gloves Esters: Exposure causes tissue poisoning and irrita­ should be available and should be worn whenever tion. hazards exist that could damage clothing, injure Ethers: Inhalation produces a powerful narcotic someone, or irritate skin. effect. See section I, “Use and Disposal of Ethers,” 8. The safety of students while they are participating in this chapter. in field experiences should be considered an Halogens: Halogens are corrosive; highly irritating to integral part of the instructional planning activi­ tissues. ties. Hydrocarbons: Inhalation causes irritation and tissue 9. Science teachers must be familiar with state, local, destruction. Prolonged exposure is very danger­ and school district regulations on the use of ous. Chlorinated varieties form toxic phosgene gas equipment and materials that produce X rays, when burned. microwaves, and alpha, beta, and gamma radia­ Irritants: Ammonia, phosphoric halides, hydrogen tion. chloride, chlorine, bromine, and hydrogen sulfide damage respiratory tissues. 32 Chapter 5. Safety in the Chemistry Laboratory

Mercury: The handling of mercury or inhalation of its show that the required elements of Section 5194 are vapors causes tissue poisoning. Toxic effects are contained in the school’s chemical hygiene plan, compounded with prolonged exposure. prepared pursuant to the California Code of Regula­ Metal fumes: The fumes of mercury and zinc poison tions, Title 8, Section 5191. (See the introductory tissues, causing nausea and fever, even death. paragraphs of this chapter and the relevant code Always use a fume hood. sections reprinted in Appendix B.) School districts or school sites should determine the necessity for writing and implementing a written hazard communication E Steps for Establishing a Safer program by examining the extensive excerpts from the Chemicals Storage Area California Code of Regulations, Title 8, Section 5194, cited in Appendix B. The issues of safe storage and use of chemicals The requirements noted above point to the neces­ and the supervision of laboratory safety are addressed sity of establishing a chemicals storage area that is as in several sections of the Education Code and the safe as possible and developing a plan that will ensure California Code of Regulations, Title 8 (see excerpts in the continued maintenance of the area in a safe man­ Appendix B). The following is a summary of some of ner. the relevant stipulations in those codes: Start as soon as possible. Carefully plan each step. • Each school offering laboratory work is urged to The present condition may have existed for some time designate a trained member of the professional and is not likely to deteriorate significantly while you staff as the person “responsible for the review, assess your situation and examine your options. Your updating, and carrying out of the school’s adopted planning and implementation should result in a procedures for laboratory safety” (Education Code chemicals storage area that has the following charac­ Section 49341[b]). teristics: • School districts are encouraged “to take steps to ❑ The area is clean and orderly. ensure hazardous materials are properly used and ❑ A telephone is readily available. stored” (Education Code Section 49401.5 [a]). ❑ A current list of emergency telephone numbers is • School districts shall have guidelines “for the posted. regular removal and disposal of all chemicals ❑ Emergency procedures are up-to-date and posted. whose estimated shelf life has elapsed” (Education ❑ An appropriate first-aid kit is available. Code Section 49411[b]). ❑ An appropriate spill kit is available. • Employers are required to have a written hazard ❑ Safety equipment and supplies (goggles, aprons, communication program for employees working in face shield, fire blanket, fire extinguisher, eye­ laboratories in which the employees may be wash, spill pillow, and, if appropriate, deluge exposed to hazardous substances except for those shower, safety shields, and fume hood) are avail­ laboratories “under the direct supervision and able and functional. regular observation of an individual who has ❑ There are no chemicals in storage that have been knowledge of the physical hazards, health hazards, designated unsafe for school laboratory use (see and emergency procedures associated with the use Tables 1 and 2). of the particular hazardous substances involved ❑ Only chemicals that are used are stored (chemicals and who conveys this knowledge to employees in not needed have been disposed of). terms of safe work practices.” Such excluded ❑ Chemicals on hand will be consumed essentially laboratories must also maintain labels and material within the next year (except for unlimited-shelf- safety data sheets of “incoming shipments of life items, such as iron filings). hazardous substances and ensure that they are ❑ Chemicals are arranged for storage in compatible readily available to laboratory employees” (Cali­ groups. fornia Code of Regulations, Title 8, Section 5194 ❑ Chemicals are properly labeled and stored in [b]). appropriate containers. ❑ Note: Preparation of a written hazard communica­ A material safety data sheet (MSDS) is on file for tion program may not be necessary if the school can each chemical that is received in the normal course E. Steps for Establishing a Safer Chemicals Storage Area 33

of the school year and is made accessible to ❑ A storage cabinet for flammables is on site and is teachers and students for review. appropriately used. ❑ There is a continual up-to-date inventory of all ❑ Poisons are secured. chemicals, including quantity, location, date of ❑ The storage area temperature never exceeds 25°C purchase, shelf life, and projected disposal date. (75°F). ❑ No chemicals are stored above eye level. ❑ The storeroom door is self-closing and is locked. ❑ No chemicals are stored on the floor. ❑ There is adequate ventilation (including a fume ❑ Shelves or cabinets are secured firmly to the walls. hood, if needed), and the area is isolated from the ❑ Earthquake lips or barriers are in place on storage rest of the building. Room air is changed at least shelves. four times per hour. ❑ Storage cabinets for corrosive chemicals (separate ❑ Compressed gas cylinders are secured upright to cabinets for acids and for bases) are on site and are the wall, with caps in place. Flammable gases are appropriately used.

TABLE 1 Explosive Chemicals (for Immediate Disposal Only by Explosive Technicians)

Substance Special Note

Benzoyl Peroxide Benzoyl peroxide may be exploded by heat, shock, or friction.

Carbon Disulfide The flashpoint (-30°C) is well below room temperature, and small amounts of the vapor in air can be explosive.

Diisopropyl Ether This chemical becomes dangerous on aging. If its age is unknown or if it has been in (if stored longer than storage for more than 12 months, you should assume that explosive peroxides have 12 months) formed. If stored for less than 12 months, it can be disposed of by placing it in the fume hood, removing the cap, and allowing the liquid to evaporate.

Ethyl Ether/Diethyl Ether See the notes for diisopropyl ether. (if stored longer than 12 months)

Nitrogen Triiodide When it is dry, it will explode on being touched, vibrated, or heated slightly; even a puff of air will cause an explosion. May be stored in wet ether.

Perchloric Acid Although the 70 percent perchloric acid/water mixture is not explosive by itself, the use of perchloric acid often leads to the formation of perchlorates, which are very explosive. Perchloric acid may be set aside in a safe storage area until commercial disposal is arranged.

Phosphorous Phosphorous is packed under water and will ignite spontaneously on contact (white/yellow) with air at 30°C.

Picric Acid Picric acid should always contain 10 to 20 percent water, and bottles should be disposed of after two years. Dry picric acid is explosive and can be detonated by shock or heat. Bouin’s solution contains picric acid.

Potassium Metal Potassium metal becomes dangerous with age. It forms explosive peroxides if not stored under kerosene.

Sodium Azide Sodium azide is very unstable and explosive. Keep it away from heavy metals. 34 Chapter 5. Safety in the Chemistry Laboratory

separated from oxidizing gases by a one-hour fire 49, for the specific hazard class for each explosive wall or at least 25 feet (7.5 m). found. ❑ There are one or more nonreactive waste recep­ Once the explosives have been removed, it is tacles made of plastic or crockery. appropriate to make preparation for the storage and The following seven-step procedure is based on transportation of hazardous materials. Some of the the assumption that you have not inventoried your following steps can and should be done simulta­ chemicals storage area and purged it of dangerous and neously. unnecessary chemicals in recent years or that you are Step 3: Chemicals Inventory starting with a chemicals storage area that is unfamil­ 1. Purpose of the inventory. The inventory will iar to you. However, you already may have accom­ enable you to: plished much of this suggested procedure. a. Meet the requirements of Health and Safety Step 1: Assignment of Responsibility for Code, Chapter 6.95, which requires that an Laboratory Safety annual inventory be submitted to an adminis­ Several legal citations indicate that persons tering agency (probably the county depart­ knowledgeable about the safe use and storage of ment of health services). In many instances hazardous chemicals should be assigned responsibility the local fire department or designated city or for laboratory safety at the school district and school- county agency also requests such an inven­ site levels (California Code of Regulations, Title 8, tory. sections 5191 and 5194; Education Code sections b. Learn of any extremely hazardous chemicals 49341 and 49411; and Health and Safety Code Section (acutely toxic, carcinogenic, mutagenic, etc.) 25500 et seq.). Logically, the school-site administrator that should be disposed of immediately. See would have the responsibility for assigning such a step 6 for instructions for disposal of ex­ person at the school-site level. The school-site admin­ tremely hazardous (waste) chemicals. (See istrator should carefully seek out and assign the staff relevant legal citations in Appendix B.) person who has the greatest knowledge of and exper­ c. Assess which chemicals are not used and tise in laboratory safety, giving special consideration should be disposed of. to a person with knowledge of chemical processes and d. Provide a cursory check of whether the hazardous materials management. chemicals have deteriorated and are no longer usable. (Most chemicals are affected Step 2: Inventory and Removal of Explosives very little by age; however, some oxidize, It is prudent to identify and dispose of any explo­ others either collect or lose moisture, and still sives that may be present to eliminate the most acutely others become more hazardous.) Loose or dangerous materials. Then it is possible to proceed rusted caps may provide a basis for a closer with subsequent steps in relative safety. look. Note: During your initial inventory, if any of the e. Relabel items when labels become obscure. chemicals listed in Table 1 are found in the area, the Identify any chemicals whose labels are containers should not be touched or moved by anyone missing. All hazardous chemical waste must other than a trained county sheriff or police bomb be identified before disposal. squad or other qualified official. If any explosive Although all the preceding purposes are important chemicals are present, call the appropriate district staff and must be dealt with, it is best to complete the person or the local fire or sheriff’s department. inventory first and then carry out the steps for the Caution: The list in Table 1 is not a comprehen­ collection, storage, and disposal of waste. Finish by sive list of all possible explosive chemicals. It is a list reshelving the chemicals in compatible groups. of chemicals that have, in the past, been recommended for use by various laboratory manuals and curriculum 2. Preparation for the inventory. Follow the precau­ guides and, therefore, are most likely to be present in tions described below: the school laboratory. Be alert for other explosives as a. Use at least two persons (no students), for you search for the ones noted in Table 1. For methods safety purposes, to perform the inventory. of disposal, consult Code of Federal Regulations, Title E. Steps for Establishing a Safer Chemicals Storage Area 35

b. Allow sufficient uninterrupted time to storage; leave spaces to add hazard class, complete the task. future storage, disposal information, and so c. Be sure a telephone or other reliable means forth. (See Appendix M for a sample chemi­ of communication is available. cal inventory.) d. Wear proper protection (including goggles, apron, and gloves) for the task. Step 4: Collection of Laboratory Residues e. Have safety items (e.g., fire extinguisher, and Waste eyewash, spill kit, fume hood, fire blanket, 1. Solids. Use the following procedures: and half-mask respirator) available. • Solid residues should be collected in stone f. Have a flashlight and ladder available, if crocks or plastic containers, not in a waste­ necessary. basket. g. Be sure the room is properly ventilated. • A separate container (with a hazardous waste h. Have a plastic broom, plastic dustpan, and label) should be provided for any flammable plastic receptacle available for cleanup. solid waste substance. i. Be prepared to encounter unknown sub­ • Solid residues should not be put in sinks or stances. toilets. Plumbing problems can be avoided j. Have alternate containers (bottles, cans, by providing a screen or strainer for the drain resealable plastic bags) available in case you in each sink. discover a broken container. k. Have replacement caps available. 2. Liquids. Observe the following precautions: l. Use a method of recording the inventory that • Pour flammable liquids into a safety can will allow you perpetually to maintain the labeled hazardous waste. inventory. • Never flush flammable liquids into the m. Notify school and fire authorities and mainte­ plumbing system. Dangerous explosions nance personnel of the inventory undertak­ might result from an accumulation of vapors. ing. n. Plan how you will record the chemicals on a Step 5: Temporary Storage and Eventual substance-by-substance basis. Transportation of Hazardous Waste One can assume that any secondary school has 3. Methods of recording inventory. Some suggestions chemicals that are included in the Cal/OSHA director’s are as follows: “Hazardous Substances List” (California Code of a. Use a small pocket tape recorder and read Regulations, Title 8, Section 339, and California Code into it the chemical name, the concentration of Regulations, Title 22, Section 66261.126). These or purity, the type of container, the size of the chemicals are found not only in the science department container, and the approximate amount of but also in the art department, industrial arts depart­ chemical in the container (e.g., “Ferric oxide, ment, and custodial office. Your site generates hazard­ practical, in a 500-gram plastic container, ous waste, and school officials must be prepared to about one-third full”). If you expect a clerk store and dispose of the waste appropriately. or someone not familiar with chemicals to Hazardous waste treatment and disposal practices. transcribe the list, you might want to spell Hazardous waste may not be disposed of in the regular the name of each substance. trash or on the surface of the ground. In addition, it b. Use a computer software chemical inventory may not be dumped into the sewer system (sink or system that contains such features as print­ toilet) unless you have an industrial waste discharge outs for all chemicals used in the laboratory, permit from your sewer agency. with their related hazard class; the location of If you wish to dispose of, treat, or recycle your the chemical in the laboratory; the minimum hazardous waste to render it less hazardous or nonhaz­ desirable amount to be maintained; and the ardous at your business location, you must obtain a amount available at the site. Hazardous Waste Facility permit from your regional c. Start alphabetically. Write the name, type of office of the Department of Toxic Substances Control container, and quantity of each chemical in 36 Chapter 5. Safety in the Chemistry Laboratory

(see Appendix K and Health and Safety Code Section • Label the containers accurately with waterproof 25143.2). labels. Labels must specify the words Hazardous To determine the kind and quantity of nonhazard­ Waste, the composition and physical state of the ous chemicals (waste) that may legally be flushed waste, the hazardous properties of the waste down sink drains, school officials should consult with (e.g., flammable, reactive), and the name and their county health department and regional water address of the generator. quality control board and obtain approval from the • Include on each container the date on which the local publicly owned treatment facility. If the school period of accumulation began. site is serviced by on-site sewage disposal fields, there • Inspect the storage area weekly for deteriorating or may be severe limitations on what may be flushed leaking containers (California Code of Regulations, down the drain. Check with the local department of Title 22, sections 66265.170–66265.174). health services for advice. • Store the drums no less than 15 meters (50 feet) In any case it will probably be necessary to store from property lines if the waste is ignitable or some hazardous waste on site temporarily and have a reactive (California Code of Regulations, Title 22, commercial hazardous waste transporter dispose of it. Section 66265.176). These storage and disposal processes are likely to be Transportation of hazardous materials or waste. coordinated and enforced by your county department The Health and Safety Code Section 25163(c) (see of health services, which you should contact for Appendix B) states that a person hauling hazardous assistance, advice, and specific procedures. waste to a permitted hazardous waste facility in Storage of hazardous waste. Waste storage prac­ quantities not exceeding five gallons or 50 pounds tices are designed to minimize the seriousness of a does not need to be registered with the California hazardous waste accident, should one occur. Although Department of Toxic Substances Control as a hazard­ most science departments do not generate more than ous waste transporter if the person meets all the 100 kilograms (220 pounds) of hazardous waste or 1 following conditions: kilogram (2.2 pounds) of extremely hazardous waste during any calendar month, a school campus might (1) The hazardous wastes are transported in closed collectively generate those amounts, considering the containers and packed in a manner that prevents the waste generated by industrial arts, auto shop, and other containers from tipping, spilling, or breaking during the transporting. on-campus maintenance activities. Therefore, schools should be aware that there is a 90-day storage limita­ (2) Different hazardous waste materials are not mixed tion for hazardous waste when a site has accumulated within a container during the transporting. the quantities noted above (Health and Safety Code (3) If the hazardous waste is extremely hazardous waste Section 25123.3b and California Code of Regulations, or acutely hazardous waste, the extremely hazardous Title 22, Section 66262.34). waste . . . was not generated in the course of any Storage practices must include the following: business and is not more than 2.2 pounds. • Store hazardous waste in sturdy, nonleaking (4) The person transporting the hazardous waste is the producer of that hazardous waste, and the person containers (storage drums) with close-fitting lids, produces not more than 100 kilograms of hazardous which must be kept closed when waste is not being waste in any month. added or removed. (Contact the appropriate school district official or consult the yellow pages of the (5) The person transporting the hazardous waste does not accumulate more than a total of 1,000 kilograms of telephone directory for sources of proper contain­ hazardous waste on site at any one time. ers.) • Handle the waste in containers and in a way that Although passenger vehicles generally are exempt minimizes the possibility of spills and escape of from the requirements of posting placards and labeling waste into the environment. For example, waste containers, trucks are not exempt and must comply chemicals should remain in their shelf container with the Department of Transportation’s regulations. when placed in storage drums; the chemicals Anyone transporting hazardous materials should place themselves should be segregated for separate the materials as far away from themselves as possible. handling and disposal. Care should be taken to separate the chemicals accord­ ing to their compatibility. Absorbent packing materials E. Steps for Establishing a Safer Chemicals Storage Area 37

add an extra dimension of safety in case of accidental Some waste cannot be transported in milkrun spills. operations. If you have questions about whether Other avenues for disposing of hazardous waste specific substances can be picked up in a milkrun, are as follows: see California Code of Regulations, Title 22, 1. “Milkrun operations” for transporting hazardous Section 66263.42(a)(1–8) in Appendix B or waste. Schools generating hazardous waste can contact your regional office of the Department of greatly reduce their pickup and disposal costs by Toxic Substances Control (see Appendix K for participating in “milkrun operations” (California your nearest regional office). For laboratory Code of Regulations, Title 22, Section 66263.42; chemicals that are not transportable on milkruns, see Appendix B). This regulation allows registered the generator is required to use the “Uniform transporters to commingle waste “from any Hazardous Waste Manifest” (California Code of number of generators.” Since much of the waste Regulations, Title 22, Section 66262.10 et seq.). A handled in a milkrun operation is recyclable, the sample “Uniform Hazardous Waste Manifest” and cradle-to-grave liability will be minimized. ordering information are included in Appendix B. Schools should be aware of the following: 2. Use of a registered transporter of hazardous • In a milkrun operation the transporter com­ waste. Hazardous waste exceeding 50 pounds pletes both the generator’s and transporter’s (22.5 kilograms) or 5 gallons (19 liters) must be sections of the “Uniform Hazardous Waste transported only by registered hazardous waste Manifest.” transporters to a state-permitted treatment, storage, • The generator is responsible for obtaining or disposal facility. These transporters are regis­ (from the transporter) a receipt or shipping tered by the Department of Toxic Substances paper, which must contain the information Control. Hazardous waste must be packed and listed in California Code of Regulations, Title labeled for transport in accordance with applicable 22, Section 66263.42(d)(3)(A–I) (see Appen­ Department of Transportation regulations (see dix B). The papers must be kept for three Appendix N). years. • The operator of the treatment, storage, or Biennial reports. On March 1 of each even- disposal facility (TSDF) that receives and numbered year, you will be required to submit a report processes the generated waste will send a to the Department of Toxic Substances Control on copy of the “Uniform Hazardous Waste waste generated at your site during the previous odd- Manifest” to both the Department of Toxic numbered year. Careful recordkeeping of all the Substances Control and the transporter but school-site manifests and receipts will be helpful in not to the generator. completing the appropriate forms. For the past two • The generator must have an Environmental reporting years, generators of less than 1,000 kilo­ Protection Agency (EPA) identification grams per month (1,200 kg/year) of waste have been number. This number is needed to remove exempt from this process. Contact your regional office hazardous waste legally from the site and to of toxic substances control for more information. If process the “Uniform Hazardous Waste you have an EPA number, you will receive a report Manifest.” You can apply for a number by request. calling the Department of Toxic Substances Once the equipment and details are in place for Control at (916) 324-1781; allow several waste storage and transportation, a complete chemicals weeks for the issuance of your number.6 inventory should be made (see step 3). Some school districts have one number for Step 6: Disposal of Waste the whole district; in other districts each high Note the similarities of these procedures to those school has a number. for conducting a chemicals inventory (see step 3). Therefore, it is often efficient to do both at the same 6On applying for an EPA identification number, you will receive a package from the Department of Toxic Substances Control called time. “Notification of Hazardous Waste Activity.” If you need assistance in In preparing waste for disposal, you should follow completing the package, call (916) 324-1781. Most likely, your school (unless new) already has an EPA number. these procedures: 38 Chapter 5. Safety in the Chemistry Laboratory

1. Use at least two persons (no students) to perform 15. Arrange for emergency communications should a the procedures and thereby ensure safety. serious problem occur, such as a spill or a fire. 2. Allow sufficient uninterrupted time to complete 16. Have space available in which to place the materi­ the task. als temporarily. 3. Be clothed properly (including goggles, apron, and 17. Do as much preliminary housekeeping as possible gloves) for the task. to avoid physical obstacles that could lead to 4. Have safety items (e.g., fire extinguisher, fire accidents. blanket, eyewash, spill kit, and fume hood) 18. Eliminate all sources of ignition. available. 19. Identify and label shelves or cabinet spaces for 5. Have a flashlight and ladder available, if neces­ each category if reshelving. sary. 20. Have the right information and labels to do the job 6. Be sure that the room is properly ventilated. if you plan to label each item by its hazard class. 7. Have a plastic broom, plastic dustpan, and plastic 21. Plan how you will accommodate (or dispose of) receptacle available for cleanup. the many bottles of solutions prepared and stored 8. Be prepared to handle unknown substances if they during recent years. are encountered. Disposal of extremely hazardous chemicals. The 9. Have alternate containers (bottles, cans, resealable most serious potential explosives should have been plastic bags) available in case you discover a disposed of in step 2. However, there are additional broken container. chemicals whose potential hazards outweigh any 10. Have replacement caps available. benefit they may provide to the instructional program. 11. Notify school authorities and maintenance person­ None of the chemicals shown in the list in Table 2 nel of the reshelving to be undertaken. should be stored in schools; if any are present, they 12. Adapt plastic water bottles for solid residue should be properly disposed of (the hazard class is disposal by cutting off the top of the bottle and included in the list for disposal purposes). In addition, punching small drain holes in the bottom. Place all schools that use, handle, or store carcinogenic the container in the sink for the disposal of solids. chemicals (whether stored from the past or used at Only small amounts of nonregulated, nonflam­ present) should be registered with Cal/OSHA (see mable, water-miscible liquids may go down the Appendix O for a “Report of Use” form). drain. Check with your local public works depart­ Special permits are no longer required for the ment or sanitation district (Water Quality Control storage, treatment, transportation, or disposal of Division) for specified limitations on disposable extremely hazardous waste. Such waste is subject to items. the same requirements as those for hazardous waste. 13. Dispose of small quantities of nonregulated, However, producers and transporters of extremely nonflammable, water-miscible liquid residues by hazardous waste are required to notify and to send a pouring them down the sink drain and using large tax return to the state Board of Equalization each year. amounts of water to dilute and flush the material An annual fee is to be paid on receipt of a billing from through the plumbing system. Do not pour acids the board (see Appendix B, Health and Safety Code into a porcelain-lined sink. If corrosive, caustic, sections 25153 and 25205.7[o]). To acquire a reporting poisonous, or other controlled liquids need to be form and tax return, write or call the Environmental discarded, consult with the appropriate school Fees Division, P.O. Box 942879, MIC: 57, Sacra­ district staff member. mento, CA 94279-0001; telephone (916) 322-9534. 14. Discard nonflammable solid waste and broken Disposal of excess and deteriorated chemicals. glassware in a container separate from the trash Once the extremely hazardous chemicals have been container. Either of those kinds of waste sub­ disposed of, an assessment must be made about the stances can present a serious hazard to custodial remaining inventory to determine which portion will employees during collection and disposal. Broken be used during the next year (or at most, two years). glassware should be wrapped in heavy paper, The remainder should be appropriately disposed of. taped, and properly labeled DANGER. BROKEN The process of determining which chemicals to keep GLASS. should involve all staff members who draw from the 39 TABLE 2 Extremely Hazardous Chemicals for Prompt Disposal California Hazard CAS Chemical Name NTP IARC H and W Class (DOT) Number 2-Acetylaminofluorine Anticipated X Not listed 53-96-3 Acrylamide (neuro toxin) Anticipated 2A X Keep away from food/Poison 6.1 79-06-1 4-Aminodiphenyl Known 1 X Keep away from food/Poison 6.1 92-67-1 Aniline 3 X Poison 6.1 62-53-3 Arsenic Powder Known 1 X Poison 6.1 7440-38-2 Arsenic Trioxide Known 1 X Poison 6.1 1327-53-3 Asbestos Known 1 X Misc. hazard 9 1332-21-4 Benzene Known 1 X Flammable liquid 3 71-43-2 Benzidene Known 1 X Poison 6.1 53 1851, 53 1862 Beryllium Anticipated 1 X 7440-41-7 Beryllium Compounds Anticipated 1 X Cadmium Powder Anticipated 1 X Poison 6.1 7440-43-9 Cadmium Salts Anticipated 1 X Poison 6.1 Carbon Tetrachloride Anticipated 2B X Poison 6.1 56-23-5 Chloroform Anticipated 2B X Poison 6.1 67-66-3 Chromium (VI) Oxide and Known 1 X Oxidizer corrosive 5.1 1333-82-0 all hexavalent chromium compounds Cobalt 2B X 7440-48-4 Cobalt II Oxide 2B X 1307-96-6 p-Dichlorobenzene Anticipated 2B X Keep away from food/Poison 6.1 106-46-7 3,3-Dichlorobenzidine Anticipated 2B X Not listed 91-94-1 and salts 4 Dimethylaminoazo- Anticipated 2B X Not listed 60-11-7 benzene Ethylene Dichloride Anticipated 2B X Flammable liquid/Poison 3 107-06-2 (1,2 Dichloroethane) Formaldehyde Anticipated 2A X Misc. hazard 9 50-00-0 Hydrazine (anhydrous) Anticipated 2B X Flammable liquid/corrosive/ 302-01-2 Poison 3 Hydrofluoric Acid Corrosive material/Poison 8 7664-39-3 Lead Acetate Anticipated 2B X Keep away from food/Poison 6.1 301-04-2 Lead Arsenate Known 1 X Poison 6.1 7784-40-9 Methylchloromethyl Ether Known 1 X Not listed 107-30-2 4-4' Methylene Bis Anticipated 2A X Poison 6.1 101-14-4 (2-Chloroaniline) Methylene Chloride Anticipated 2B X Keep away from food/Poison 6.1 75-09-2 (Dichloromethane) Alpha Naphthylamine 3 X Poison 6.1 134-32-7 Beta Naphthylamine Known 1 X Poison 6.1 91-59-8 Nickel Powder Anticipated 2B X Metal 7440-02-0 Nickel Compounds Anticipated 1 X Metals 4-Nitrobiphenyl 3 X Not listed 92-93-3 Beta Propiolactone Anticipated 2B X Not listed 57-57-8 Sodium Arsenate Known 1 X Poison 6.1 7631-89-2 Sodium Arsenite Known 1 X Poison 6.1 7784-46-5 Vinyl Chloride Known 1 X Flammable gas 2.1 75-01-4

Continued on next page 39 40 Chapter 5. Safety in the Chemistry Laboratory

TABLE 2 (Continued) Notes on Classification of Carcinogens the agent’s carcinogenicity in humans and sufficient The carcinogenicity findings depicted in Table 2 were evidence of such in experimental animals derived by three agencies, each using somewhat different Group 3: agent that is not classifiable about its carcinoge­ criteria with which to classify chemicals. The agencies nicity in humans (Agents are placed in this group and classifications unique to each agency are identified when they do not fall into any other group.) below: Group 4: agent that is probably not carcinogenic to humans; used when the evidence suggests its lack of National Toxicology Program (NTP) carcinogenicity in both humans and experimental “Known” carcinogen: substance for which there is animals evidence (from human studies) indicating a causal California Health and Welfare Agency (California H relationship between exposure to the substance and and W) human cancer “Anticipated” carcinogen: substance for which there is An X marked in this column denotes a substance limited evidence of its carcinogenicity in humans or whose characteristics match one or more of the following sufficient evidence of its carcinogenicity in experi­ criteria: (1) the substance has been shown through mental animals scientifically valid testing to cause cancer or reproductive toxicity; (2) an authoritative body, such as the U.S. International Agency for Research on Cancer Environmental Protection Agency, U.S. Food and Drug (IARC) Administration, IARC, National Institute for Occupational Group 1: agent that is carcinogenic to humans; used only Safety and Health (NIOSH), or NTP, has identified the when there is sufficient evidence of its carcinogenic­ substance as causing cancer or reproductive toxicity; or ity in humans (3) a state or federal agency has required the substance to Group 2A: agent that is probably carcinogenic to humans; be identified as causing cancer or reproductive toxicity. used when there is limited evidence of its carcinoge­ (See California Code of Regulations, Title 22, Section nicity in humans and sufficient evidence of its 12000, Safe Drinking Water and Toxic Enforcement Act carcinogenicity in experimental animals of 1986, Chemicals Known to the State to Cause Cancer Group 2B: agent that is possibly carcinogenic to humans; or Reproductive Toxicity). used either when there is limited evidence of its If any of the chemicals in Table 2 are found in your carcinogenicity in humans but an absence of suffi­ school laboratory, they should be removed from the cient evidence of such in experimental animals or premises promptly by following the procedures specified in when there is inadequate or nonexistent evidence of this handbook.

storage area for the instructional program. When the A single safe and practical storage compatibility decision is made about what to keep, the remainder system must be agreed on and used by all site staff. A can be disposed of by a commercial disposal service mix of systems on one site could prove very danger­ (see step 5). ous. A system suggested for use in all California secondary schools is described below, with the ten Step 7: Storage Patterns recommended storage compatibility groups noted in A number of safe storage patterns for hazardous the accompanying box. In the recommendations that chemicals have been developed and used in schools, follow, special consideration has been given to sepa­ colleges, and universities. The chemicals are some­ rating and isolating chemicals and preventing their times arranged alphabetically and often by compatibil­ commingling should a serious disaster occur, such as a ity (or incompatibility) of the chemicals. Although major earthquake or fire. This system also considers some patterns are better than others, none seems to be the hazard classes established in the Code of Federal completely acceptable without making special provi­ Regulations, Title 49 (Transportation). sions for certain chemicals that must be isolated for All storage shelves and cupboards should be fixed safety. The common alphabetical shelving pattern must rigidly to the walls and be equipped with restraining be abandoned in favor of one, for example, that lips, wires, or other barriers. Storage of chemicals separates the oxidizers from metals and separates the within or near the main chemicals storage area should flammables, the corrosives, and the poisons. be selected on the basis of described needs (see E. Steps for Establishing a Safer Chemicals Storage Area 41

diagram on page 44). The storage locations may be highly corrosive chemicals, such as inorganic lockable cupboards, under-the-counter cabinets, or acids and bases, should be stored in separate especially constructed (or purchased) cabinets, such as corrosives storage cabinets, which are: the cabinets for acids, bases, and flammables. Each • Constructed of dense one-inch plywood and cabinet chosen should be clearly and permanently (or contain no uncoated metal hinges or locks at least semipermanently) marked for its designated (Hinges and locks fabricated from wood or an storage purpose. As much as possible, keep the chemi­ appropriate plastic material are preferred.) cals in any special storage containers used by the • Fabricated to ensure that shelf supports will supplier in storing and shipping. not corrode and allow shelves to collapse Chemicals should be stored only in approved, • Provided with a recess or pan on the floor locked cabinets within designated science storage that will collect corrosives and not suffer rooms. Such storage rooms must be well ventilated damage and dry and must have adequate protection from direct • Constructed in compliance with local safety sunlight. Lighting should be adequate. All cabinets requirements should be locked when not in use, and the storage • Equipped with self-closing doors, with locks, room should be kept locked. The instructor should be and painted with an intumescent fire-resistant the only person with free access to the storage room. paint No student should be permitted in the storage room • Marked in large, contrasting letters CORRO­ unless accompanied and supervised by the instructor. SIVES, ACID, or other appropriate inscrip­ tion 3. Flammable liquids should never be stored in open or ordinary metal cabinets. Ordinary metal cabi­ nets provide no insulation from heat and will produce more shrapnel if an explosion occurs. Cabinets approved for flammable liquids should be constructed of dense one-inch plywood with a recess or pan on the floor to collect spills. The cabinets should be painted with intumescent- or fire-resistant paint; have a self-closing door, a positive latch, and locks; and be clearly marked in large contrasting letters FLAMMABLE. KEEP FIRE AWAY! Verify that cabinets are in compli­ ance with local safety requirements. 4. Spacing between containers must be adequate to ensure proper air circulation and the safe retrieval Recommendations for the safe storage of chemi­ of chemicals. Therefore, do not overorder. cals are as follows: 5. Extremely hazardous, unlabeled, or unidentifiable chemicals must not be kept in schools. Follow 1. Chemical substances must be stored in an orderly recommended procedures for the disposal of manner. All substances must be properly labeled, dangerous, unwanted, or outdated chemicals. and an efficient retrieval scheme must be available 6. Periodic on-site inspections of chemical storage to locate the chemicals. Alphabetical order is not cabinets must be conducted. (See Appendix H, appropriate except within compatible groups. “Safety Checklist for Science Instruction, Prepara­ Instead, refer to the recommended storage compat­ tion, and Storage Areas.”) ibility categories in the box on page 42. 7. An updated inventory list must be maintained for 2. Properly labeled safety containers must be used to all chemical substances. store liquids that are highly volatile, potentially 8. Bottles containing acids or volatile organic liquids explosive, or flammable. Local fire departments should be kept away from heating pipes or direct should be consulted about minimum quantities for sunlight to avoid pressure buildup within the which safety containers are required. If possible, storage vessel. 42 Chapter 5. Safety in the Chemistry Laboratory

Chemical Storage Compatibility Categories 1. Metals. All metals except mercury (see item 8). constructed entirely of corrosion-resistant Phosphorus (red only; white or yellow phospho­ materials. rus not recommended for school usage) should 6. Nitric acid. Must be stored separately from also be stored here. Flammable solids should be acetic acid. Store either in an isolated compart­ stored in the flammables cabinet. Location: Keep ment in the acids cabinet or in special Styrofoam separate from oxidizers (including ammonium containers available for that purpose from nitrate), halogens, organic compounds, and vendors of chemicals. Fuming nitric acid should moisture. never be used. 2. Oxidizers. All except ammonium nitrate. 7. Flammables. Store in a dedicated flammables Includes nitrates, nitrites, permanganates, chlor­ storage cabinet painted with heat/flame-resistant ates, perchlorates, peroxides, and hydrogen paint. Preferably, isolate flammables from all peroxide 30 percent or greater. Location: Keep oxidizers by a minimum of eight meters (25 feet) separate from metals, acids, organic materials, or by a one-hour fire wall. and ammonium nitrate. Preferably, isolate 8. Poisons. Cyanides (no longer recommended for oxidizers from the flammable liquids storage school programs), mercury and mercury com­ cabinet by a minimum of eight meters (25 feet) pounds, nicotine, and other poisons. Location: or by a one-hour fire wall. Use a lockable drawer remote from the acids 3. Ammonium nitrate. Store in isolation from all storage cabinet. other chemicals, especially acids, powdered 9. Compressed gases. Cylinders must be chained metals, flammable liquids, chlorates, nitrites, or strapped to the wall, with caps on tight. sulfur, and finely divided organic combustible Location: (a) Keep oxidizing gases remote from materials. flammable liquids, metals, and flammable gases; 4. Bases. Strong bases—sodium hydroxide, potas­ (b) keep flammable gases remote from oxidizers sium hydroxide, and other regulated bases—and and oxidizing gases by a distance of eight meters ammonium hydroxide. Store in a dedicated (25 feet) or by a one-hour fire wall. corrosive chemicals storage cabinet that has an 10. Low-hazard chemicals. Many of the salts not interior constructed entirely of corrosion-resistant otherwise specified (of course, not the nitrates), materials. weak bases, oxides, carbonates, sulfides, dyes, 5. Acids. Inorganic (except nitric acid) and regu­ indicators, stains, noncorrosive organic acids, lated organic acids. Store in a dedicated corrosive amino acids, sugars, and so forth. Store on open chemicals storage cabinet that has an interior shelves that have earthquake barriers.

9. Bottled gas cylinders should be secured to a wall regulator valves have been removed and safety or counter to prevent upsetting the cylinders. The covers have been installed. rupture or unintentional opening of the release A relatively safe and practical pattern for storage valve may cause serious personal injury and of chemicals is one that has separate storage provi­ destruction of laboratory facilities, especially if the sions for different categories of chemicals (see dia­ cylinder is not secured and becomes a projectile. gram on page 44). 10. Larger gas cylinders must be kept in the cart provided for their transport. Valves should be in perfect working order. When not in use, each F Labeling of Chemical Reagents cylinder must be secured against movement; that is, each must be held by a sturdy chain or strap Whenever feasible, store chemicals in the contain­ connected to ring bolts that will not pull free. The ers in which they were received and retain the vendors’ cylinders must be located within an approved labels. Labels on prepared chemical reagent bottles or storage area. Move large gas cylinders only when G. Potentially Hazardous Chemicals 43

containers should display the following information Table 3. Chemicals of dubious value because of (see also Table 3): associated hazards are marked with a single asterisk. 1. Generic name of the chemical and its chemical Chemicals marked with a triangle are known by the formula state to cause cancer or reproductive toxicity. District 2. Degree of hazard, as designated by the appropriate staff are advised to make their own decisions about the signal word: acquisition and use of laboratory chemicals. If an especially hazardous chemical is deemed essential to • DANGER the program, school staff must assume the correspond­ • WARNING ing responsibility to ensure safe storage and use of the • CAUTION chemical. When in doubt, school staff should contact 3. Type of hazard(s), such as the following: district staff or other appropriate agencies. • Poison In Table 3 the National Fire Protection Association • Causes burns (NFPA) symbols are provided under the chemical • Flammable name where applicable. The diamond-shaped diagram • Harmful vapors (see example below) gives, at a glance, the inherent • Explosive hazards of the chemical and the order of severity of • Toxic those hazards under emergency conditions, such as • Corrosive spills, leaks, or fires. The information can be espe­ cially useful to firefighters and safety personnel in 4. Date of receipt or preparation emergency situations. The diagram is not intended to 5. Precautionary measures, such as the following identify the nonemergency health hazards of chemi­ instructions on how to avoid injury: cals. • Keep away from heat, sparks, or open flame. Flammability • Avoid contact with eyes, skin, or clothing. Red • Use only with adequate ventilation. 6. Instructions in the event of ingestion, contact, or Blue Yellow exposure Health Reactivity The example shown here addresses each of the labeling requirements. Proper labels can be obtained from most chemical or safety supply houses.

IN CASE OF CONTACT WITH EYES, FLUSH 1 WITH WATER CONTINUOUSLY FOR 15 20 MINUTES AND GET MEDICAL ATTENTION IMMEDIATELY. W HCl, Hydrochloric Acid WARNING: Magnesium • Causes burns. • Avoid contact with skin and eyes. Avoid breathing vapor. The diagram identifies the health, flammability, • In case of contact, immediately flush skin or and reactivity hazards of a chemical (reactivity here eyes with large amounts of water for at least refers to the instability and water reactivity of a 15 minutes. For eyes, get immediate medical chemical that is likely to explode or burn, not to the attention. corrosive or reactive nature of a chemical) and indi­ cates the order of severity of each hazard by using one of five numeral gradings, ranging from four (severe G Potentially Hazardous Chemicals hazard or extreme danger) to zero (no special hazard). In the diamond-shaped diagram the health hazard is Many potentially hazardous chemicals found in identified on the left, flammability at the top, and school science laboratories are included in the list in reactivity on the right. 44 Chapter 5. Safety in the Chemistry Laboratory

Preparation/Storage Area Diagram

1. Metals storage 2. Oxidizers storage 3. Ammonium nitrate storage 4. Bases cabinet 5. Acids cabinet 6. Isolated nitric acid storage 7. Flammables cabinet 8. Poisons drawer 9A. Compressed gases—nonflammable/ oxidizing; chained/strapped to a wall 9B. Compressed gases—flammable; chained/ strapped to a wall 10. Low-hazard chemicals storage with earth­ quake lips; secured to walls 11. Sink/counter with hot/cold water, gas, electricity, exhaust hood, cabinet underneath 11A. Refrigerator 11B. Emergency shower and eyewash station 12. First-aid kit 13. ABC fire extinguisher 14. Fire blanket 15. Plastic waste receptacles 16. Chemical spill kit 17. Chemical inventory system, including MSDS 18. Conference/prep area 19. Emergency evacuation procedure 20. Apparatus/glassware storage cabinets with earthquake lips; secured to walls 21–24. Adjacent classroom laboratories 25. Hall or outside exit; all doors self-closing and lockable

The bottom space is used primarily to identify The following is a brief summary of the meanings unusual reactivity with water. A W with a line through of the numbers in each hazard category and the its center, W, indicates a possible hazard in the use of precautions necessary in a hazardous situation: water. Oxidizing chemicals are identified by OXY or Health (blue) OX, and a radiation hazard by this symbol: 4—A few whiffs of the gas or vapor could cause death. Usually, the wearing of special protective clothing and equipment is required. Examples in this category are hydrogen cyanide and bromine. 3—Materials are extremely hazardous to health. In a hazardous situation persons must wear full protec­ tive clothing and breathing apparatus before entering areas holding these materials. Examples Colored backgrounds or colored numbers usually in this category are hydrochloric acid and sodium supplement the spatial arrangement to identify the hydroxide. hazard categories: blue denotes health; red, flammabil­ 2—Materials are hazardous to health, but areas may be ity; and yellow, reactivity. (Because of fiscal limita­ entered freely by persons using self-contained tions, the color code is not used in this handbook.) G. Potentially Hazardous Chemicals 45

breathing apparatus. An example in this category with rapid release of energy at normal tempera­ is ethyl ether. tures and pressures and undergo violent chemical 1—Materials are only slightly hazardous to health. change at elevated temperatures and pressures. Self-contained breathing apparatus may be desir­ Materials react violently with water or may form able. An example in this category is acetone. potentially explosive mixtures with water. Ex­ 0—No health hazard is present, beyond that of ordi­ amples are sodium peroxide and sodium metal. nary combustible material. 1—Materials are normally stable but may become unstable at elevated temperatures and pressures or Flammability (red) may react with water to release some energy, 4—This number is used for extremely flammable although not violently. Examples are zinc metal gases; volatile flammable liquids; and materials and red phosphorous. that, in the form of dusts or mists, readily form 0—Materials are normally stable, even under fire- explosive mixtures when dispersed in air. An exposure conditions, and are not reactive with example is propane. water. 3—This category indicates liquids that can be ignited under almost all normal temperature conditions; Table 3 also provides (1) specific labeling infor­ solids that form coarse dusts; solids in shredded or mation from OSHA, if necessary, for each chemical on fibrous form that create flash fires; solids that burn the list (when possible, retain vendor’s labels); (2) a rapidly, usually because they contain their own four-part storage-related code; (3) the potential hazards oxygen; and any material that ignites spontane­ of the chemical; and (4) advice on first aid. The key to ously at normal temperatures in air. Examples are the four-part storage-related code is as follows, using acetone and methanol. the code for acetone (7/2S/2/FLAMMABLE) as an 2—Liquids must be moderately heated before ignition example: will occur; solids readily give off flammable 7a/2Sb/2c/FLAMMABLEd vapors. An example is kerosene. a Chemical storage compatibility category (See chart 1—Materials must be preheated before ignition can on page 42.) occur. Most combustible solids have a flammabil­ b Suggested type of container (When possible, ity rating of 1. Examples are sulfur and magne­ maintain the original container and packaging from sium ribbon. the vendor for storage): 0—Materials will not burn. 1. Glass or polyethylene bottle. W=store under Reactivity (yellow) water, surrounded by sand, in a large con­ 4—Materials are readily capable of detonation or tainer; KM=store under kerosene or mineral explosive decomposition or explosive reaction at oil, surrounded by sand, in a larger container normal temperatures and pressures or are sensitive 2. Metal can. S=safety can for larger quantities to mechanical or localized thermal shock. An 3. Wax (or plastic) bottle in a container of example is picric acid (dry). kaolin or other absorbent material c 3—Materials are capable of detonation or explosive Shelf life decomposition or explosive reaction but require a 1. Poor—less than one year with special storage strong initiating source or must be heated under 2. Fair to good—up to three years, varies with confinement before initiation. Materials are temperature, humidity, and so forth sensitive to thermal or mechanical shock at 3. Excellent/indefinite—essentially indefinite in elevated temperatures and pressures or react time and invariant in terms of conditions d explosively with water. An example is ammonium Hazard class from Code of Federal Regulations, nitrate. Title 49 (Transportation). Provides Department of 2—Materials are normally unstable and readily Transportation (DOT) class/compatibility for undergo violent chemical change but do not commercial disposal. See Appendix N for an detonate. Materials can undergo chemical change explanation of the terms used. TABLE 3 (Continued) TABLE 3 Name and NFPA Symbol HazardousLabel Chemicals ReferenceHazard Table First Aid

Name and NFPA Symbol Label Hazard First Aid

Acetic Acid (glacial) DANGER! Corrosive. Causes Corrosive. External—Irrigate eyes with severe burns. Organic acid causes painful water for 15 minutes. Wash Do not get liquid or vapor in wounds when it comes in skin with soap and water. eyes, on skin, or on clothing. contact with skin. Internal—Maintain Keep away from heat and Toxic by ingestion. respiration. Seek immediate flame. medical attention. In case of contact, immediately Give water to dilute. flush skin or eyes with plenty Do not give emetic. 2 of water for at least 15 2 1 minutes; for eyes get medical attention. Glacial acetic acid freezes at 62°F (17°C). Store at temperatures above 62°F (17°C). If frozen, thaw by carefully moving carboy to warm area. 5/1/3/CORROSIVE 8

Acetone DANGER! Extremely Highly flammable liquid. An External—Remove victim to flammable. irritant to skin, throat, and fresh air. Irrigate eyes with Keep away from heat, sparks, lungs. Toxic by ingestion. water. Wash skin with soap and open flame. and water. 3 Keep container closed. Internal—Maintain respira- 1 0 Use adequate ventilation. tion. Seek immediate medi- Avoid prolonged or repeated cal attention. contact with skin. 7/2S/2/FLAMMABLE LIQUID 3

Aluminum Chloride Corrosive. Store in a dry, cool Reacts violently with water to External—Irrigate eyes and (anhydrous) area. generate heat and hydrogen skin with water for 15 chloride gas fumes and minutes. hydrochloric acid, which Internal—Do not give emetic. are irritating and toxic. Seek immediate medical 0 Causes burns to skin and attention. 3 2 eyes. Dust inhalation will W irritate or burn membranes. Ingestion can cause severe burns. Dispose of as 5/1/1/CORROSIVE 8 extremely hazardous waste.

Aluminum Chloride Emits toxic fumes External—Irrigate eyes with (crystal) when heated to water for 15 minutes. decomposition. Internal—Soluble forms may be corrosive; do not give emetic. Seek immediate 10/1/3/Not regulated medical attention.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

46 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Aluminum Metal Dangerous when wet. Easily ignited. May External—Irrigate eyes with explode. Can have water for 15 minutes. hazardous reactions with Wash skin with soap and 1 metal oxides. water. 0 1 Internal—Maintain respiration. Seek 1/2/3/FLAMMABLE immediate medical (powder) 4.3 attention.

Aluminum Sulfate No reaction with water. External—Irrigate exposed Readily hydrolyzes to eyes and skin thoroughly form sulfuric acid. Dust/ for 15 minutes. vapor may be harmful if Internal—Do not give inhaled. Ingestion in large emetic. Seek immediate doses causes gastric medical attention. irritation, nausea, vomiting. May corrode metals in presence of 10/1/3/Not regulated moisture.

Ammonium Carbonate Evolves irritating fumes External—Irrigate exposed when heated. eyes with water for 15 minutes. Seek medical attention. Inhalation—Move to fresh air. Seek medical attention. Internal—Do not give emetic. Seek medical 10/1/3/Not regulated attention.

Ammonium Chloride Moderately toxic by Internal—Seek immediate ingestion. Fire may medical attention. produce irritating or 0 0 poisonous gas. Reacts 1 0 2 0 violently with water. May 10/1/1/Not regulated spontaneously decompose. Nonfire Fire

Ammonium Hydroxide WARNING! Corrosive. Corrosive. External—Irrigate eyes Liquid causes burns. Caustic inorganic base; with water for 15 Vapor extremely irritating. gas and vapor toxic; minutes. Wash skin with Avoid breathing vapor. strong eye, lung, and soap and water. In the Avoid contact with skin, skin irritant. Edema of event of spillage, eyes, and clothing. In case mucous membranes and neutralize with vinegar of contact, immediately lungs results from or dilute acetic acid. flush skin or eyes with inhalation of high Internal—Do not use plenty of water for at least concentrations of gas. emetics. Give water to 15 minutes; for eyes, get dilute. Remove to fresh medical attention. air. Seek immediate 4/1/3/CORROSIVE 8 medical attention.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

47 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid Ammonium Nitrate Oxidizer. Will decompose above If exposed to products of 160°C (320°F). combustion, seek immedi­ It produces explosive gas­ ate medical attention. eous substances, espe­ External—Irrigate eyes and 0 0 cially when confined in a skin for 15 minutes; for 0 3 2 3 closed container. Oxidizer. eyes, contact doctor. OXY OXY Toxic by ingestion, inhala­ Internal—If conscious, tion, and skin contact. Eye induce vomiting; seek Nonfire Fire and respiratory irritant. immediate medical 3/1/2/OXIDIZER 5.1 attention.

Ammonium Persulfate Oxidizer. Strong oxidizer. External—Irrigate eyes with water for 15 minutes. Wash skin with soap and water. Seek immediate medical attention. Internal—Maintain respiration. Seek immediate medical 2/1/3/OXIDIZER 5.1 attention.

▲Aniline DANGER! Hazardous Suspected teratogen. External—Wash off skin liquid and vapor. Dangerous when inhaled, promptly. Flush eyes with Rapidly absorbed through swallowed, or absorbed water for 20 minutes. In skin. through skin contact. case of spill, promptly 2 Do not get in eyes, on skin, Flammable. May give off discard materials used to 3 0 or on clothing. explosive vapors when wipe up spills. Use only with adequate heated. Internal—Seek immediate ventilation. medical attention. Dispose of immediately. (See Table 2.) Dispose of /1/1/POISON 6.1

*Antimony DANGER! Causes severe Highly toxic; a poison if External—Wash eyes with burns. swallowed, inhaled, or water. Wash skin with soap Vapor hazardous. absorbed through the and water. Seek immediate Do not get in eyes, on skin, skin. Dust is eye medical attention. or on clothing. irritant. Internal—Induce vomiting. Do not breathe dust, mist, Animal lung carcinogen. Maintain respiration. Seek fumes, or vapor. Incompatible with immediate medical Keep container closed. aluminum and acidic- attention. In case of contact, immedi­ reducing agents. ately remove all contami­ nated clothing and flush skin or eyes with plenty of water for at least 15 min­ utes; for eyes, get medical attention. Wash clothing before reuse. 1/1/3/KEEP AWAY FROM FOOD

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

48 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Barium WARNING! May be fatal if Extremely poisonous when External—Irrigate eyes with (soluble compounds) swallowed. inhaled, swallowed, or water for 15 minutes. Avoid inhalation of dust. absorbed through skin Wash skin with soap and Avoid contact. contact. water. Seek immediate POISON. Keep away from medical attention. food. Internal—Induce vomiting. Seek immediate medical 2/1/3/POISON 6.1 attention.

Barium Chloride WARNING! May be fatal if Extremely toxic; ingestion External—Irrigate eyes with swallowed. Avoid can be fatal at water for 15 minutes. inhalation of dust. concentrations of less than Wash skin with soap and POISON. Keep away from 0.8 mg. water. Seek immediate food. medical attention. Internal—Induce vomiting. Seek immediate medical 10/1/3/POISON 6.1 attention.

Barium Hydroxide WARNING! May be fatal if Toxic by ingestion. External—Irrigate eyes with swallowed. Avoid water for 15 minutes. inhalation of dust. Wash skin with soap and POISON. Keep away from water. Seek immediate food. medical attention. Internal—Induce vomiting. Seek immediate medical 10/1/1/POISON 6.1 attention.

Barium Nitrate WARNING! Oxidizer. Toxic by ingestion. Internal—Induce vomiting. Contact with combustible Seek immediate medical material may cause fire. attention. POISON. May be fatal if swallowed. Keep container closed and 0 0 away from combustible 0 0 1 0 material and heat. OXY OXY Avoid contact with skin and eyes. Nonfire Fire Keep away from feed or food products. Sweep up and carefully remove spilled material.

2/1/3/OXIDIZER 5.1/ POISON 6.1

Bismuth and alloys Flammable in powder form. External—Irrigate eyes with Wear goggles to avoid water for 15 minutes. Wash injury to eyes. skin with soap and water. Internal—Maintain respiration. Seek immediate 1/1/3/Not regulated medical attention.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

49 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Boric Acid Ingestion by young External—Irrigate eyes with children can cause severe water for 15 minutes. vomiting, diarrhea, shock, Wash skin with soap and and death. water. Inhalation is toxic. Skin Internal—Maintain irritant. respiration. Seek immediate medical 5/1/3/Not regulated attention.

*Bromine (ampule) DANGER! POISON. Poisonous. Liquid causes External—Ventilate area. Corrosive. Causes severe severe skin burns. Sodium thiosulfate burns. Vapor hazardous. Exposure to high vapor solution can be used as a Do not get in eyes, on skin, concentrations could be neutralizer. Irrigate eyes 0 or on clothing. deadly. with water for 15 minutes. 4 0 Do not breathe vapor. Very strong oxidizer; reacts Wash skin with soap and OXY Wear goggles, neoprene violently with many water. rubber gloves, and rubber organic compounds; very Internal—Maintain protective clothing when hazardous even in small respiration. Seek handling. ampule. immediate medical In case of contact, Dispose of as extremely attention. immediately remove all hazardous waste. contaminated clothing, including shoes, and flush skin with plenty of water for at least 15 minutes. Flush eyes for at least 30 minutes. Get medical attention in all cases. Wash clothing before reuse. If inhaled, remove patient to fresh air, keep warm and quiet until physician arrives.

8(ampule) or 2/1/3/ CORROSIVE 8/POISON 6.1 Best stored as an ampule.

Butyl Alcohols: CAUTION! Flammable Flammable liquid. External—Irrigate eyes n-Butyl liquid. Keep away from Prolonged inhalation can with water. Wash skin heat and open flame. be toxic. Eye irritant. with soap and water. Avoid prolonged breathing Absorbed by skin. Internal—Maintain of vapor. Capable of forming respiration. Seek Use with adequate explosive hydroperoxides. immediate medical ventilation. attention. Avoid prolonged or repeated contact with skin.

7/1 or 2S/1/FLAMMABLE LIQUID 3

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

50 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid tert-Butyl Alcohol WARNING! Flammable Flammable liquid; “tert” is External—Irrigate eyes liquid. Keep away from a flammable solid when in with water. Wash skin heat and open flame. crystalline state. with soap and water. Keep container closed. Prolonged inhalation can be Internal—Maintain Use with adequate toxic. Eye irritant. respiration. Seek ventilation. Avoid Absorbed by skin. immediate medical prolonged breathing of Capable of forming attention. vapor. explosive hydroperoxides. Avoid prolonged or repeated contact with skin.

7/1 or 2S/1/FLAMMABLE LIQUID 3 sec-Butyl Alcohol CAUTION! Flammable Flammable liquid. External—Irrigate eyes with liquid. Keep away from Prolonged inhalation can water. Wash skin with heat and open flame. be toxic. Eye irritant. soap and water. Avoid prolonged breathing Absorbed by skin. Internal—Maintain of vapor. Capable of forming respiration. Seek Use with adequate explosive hydroperoxides. immediate medical ventilation. attention. Avoid prolonged or repeated contact with skin.

7/1 or 2S/1/FLAMMABLE LIQUID 3

*Calcium Carbide (Tightly sealed) Exposure to moisture External—Irrigate eyes with Dangerous when wet. produces explosive water. Wash skin with acetylene gas and soap and water. 4 corrosive solid. Dispose Internal—Maintain 1 2 of as extremely respiration. Seek W 7/1 or 2/2/FLAMMABLE hazardous waste. immediate medical SOLID 4.3 attention.

Calcium Chloride Acute ingestion may result External—Wash with water. (anhydrous) in intestinal irritation and Internal—Seek immediate 10/1/1/Not regulated hemorrhage. medical attention.

Calcium Chloride Irritant. Mucous membrane External—Eyes should be (dihydrate) damage might occur. flushed with water for 15 minutes. Internal—Maintain respiration. Seek immediate medical 10/1/1/Not regulated attention.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

51 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid Calcium Hydroxide Avoid inhalation and skin Inorganic base (caustic). External—Irrigate eyes with contact. Use eye Skin irritant. water. If calcium protection. Avoid dust inhalation. hydroxide comes into contact with eyes, seek immediate medical attention. Wash skin with soap and water. Internal—Maintain respiration. Seek immediate medical 10/1/1/Not regulated attention.

Calcium Hypochlorite Oxidizer. Poisonous. Corrosive pow­ External—Irrigate eyes der. Harmful to eyes, with water. Wash skin lungs, and skin. with soap and water. Toxic by ingestion, inhala­ Seek immediate medical tion, and skin contact. attention. Oxidizer. Internal—Seek Fire risk in contact with immediate medical organic substances. attention. Emits chlorine gas under certain conditions. Dispose of as extremely 2/1/1/OXIDIZER 5.1 hazardous waste.

Calcium Metal Avoid contact with water. Contact with water, acids, External—Irrigate eyes Store in tightly closed alkali, hydroxides, or with water for 15 container. carbonates may cause minutes. If calcium Avoid contact with detonation. Burns in air. contacts eyes, seek oxidizers. Dust and fumes are immediate medical 1 Dangerous when wet. highly toxic. Dispose of attention. Wash skin 1 2 as extremely hazardous with soap and water. W waste. Internal—Maintain 7/1KM/2(in airtight respiration. Seek conditions)/ immediate medical DANGEROUS WHEN attention. WET

Calcium Nitrate Oxidizer. Strong oxidizer; potential Internal—Induce vomiting fire risk with organic and seek immediate material. May explode if medical attention. 0 0 2/1/1/OXIDIZER 5.1 shocked or heated. 0 0 1 0 OXY OXY Nonfire Fire

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

52 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid Calcium Oxide (lime) Corrosive. Strongly caustic. External—Irrigate eyes with Keep dry. Dangerous when in contact water. Wash skin with with organic materials. soap and water. May cause severe irritation Internal—Seek immediate 0 of skin and mucous medical attention. 1 1 membrane. Exposure to water or 10/1 (polyethylene) keep moisture evolves heat. dry/1/CORROSIVE 8 Wear eye protection.

Camphor Flammable solid. Poisonous on ingestion. Internal—Induce vomiting. If heated, flammable and Seek immediate medical explosive vapors evolve. attention. 7/1/3/FLAMMABLE Moderately toxic. SOLID 4.1 Absorbed through skin.

▲Cobalt Metal (powder) Moderately toxic by External—Irrigate eyes with ingestion. Inhalation of water for at least 15 min­ dust may cause pulmonary utes. Flush skin with damage. Ingestion of water. Remove contami­ soluble salts produces nated clothing and shoes. nausea and vomiting by Internal—If inhaled, move local irritation. Powder victim to fresh air. If may cause dermatitis. breathing has stopped, Powdered cobalt ignites begin artificial respiration. spontaneously in air; If ingested, give large flammable when exposed amounts of water and to heat or flames. induce vomiting. If victim is unconscious or having convulsions, keep warm. Seek immediate medical 1/1/3/Not regulated. attention.

Cobalt Chloride Hygroscopic; keep tightly Moderately toxic by inges­ External—Irrigate eyes with (hexahydrate) closed. tion; causes pain, vomit- water for at least 15 min­ ing, diarrhea. Causes utes. Flush skin with blood damage. Contact water. Remove contami­ causes eye irritation and nated clothing and shoes. may cause skin rash. Internal—If inhaled, move When heated to decomposi- victim to fresh air. If tion, emits toxic fumes of breathing has stopped, chloride. begin artificial respiration. If ingested, give large amounts of water and induce vomiting. If victim is unconscious or having convulsions, keep warm. Seek immediate medical 10/1/2/Not regulated attention.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

53 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Cobalt Sulfate Poisonous by intravenous External—Irrigate eyes with and intraperitoneal water. If breathing has routes. Moderately toxic stopped, give artificial by ingestion—causes respiration; if breathing is nausea and vomiting. difficult, give oxygen. Eye, skin, and Remove contaminated respiratory irritant. clothing and shoes. Fine dust is flammable. Internal—If swallowed and When heated to victim is conscious, give decomposition, it emits water and induce toxic fumes of sulfur vomiting. If victim is dioxide. unconscious or having convulsions, do nothing but keep victim warm. Seek immediate medical 10/1/3/Not regulated attention.

Cobalt Nitrate Oxidizer. Oxidizer. Fire risk in contact External—Irrigate eyes with with organic materials. water for at least 15 min- Poisonous by ingestion utes. Flush skin with water. and by intramuscular and Remove contaminated subcutaneous routes. An clothing and shoes. experimental tumorigen. Internal—If inhaled and Experimental reproductive breathing is difficult, give effects. oxygen. If breathing has When heated to stopped, give artificial decomposition, it emits respiration. If swallowed toxic fumes of nitric and victim is conscious, oxide. give water and induce vomiting. If victim is unconscious or having convulsions, do nothing except keep victim warm. Seek immediate medical 2/1/3/OXIDIZER 5.1 attention.

Cupric Chloride Corrosive Toxic by ingestion and External—Irrigate eyes with inhalation water. Wash skin with soap and water. Seek immediate medical attention. Internal—Seek immediate medical attention. 10/1 or 2/1/CORROSIVE 8 Maintain respiration.

Cupric Nitrate Oxidizer. Oxidizing material. External—Irrigate eyes with Dangerous in contact with water. Wash skin with soap 0 0 organic materials. and water. Seek immediate 1 Moderately toxic. medical attention. 0 0 0 Internal—Seek immediate OXY OXY medical attention. Nonfire Fire 2/1 or 2/1/OXIDIZER 5.1 Maintain respiration.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

54 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Cupric Oxide Toxic by ingestion. External—Irrigate eyes Irritant to skin, eyes, and with water. Wash skin mucous membrane. with soap and water. Copper material may cause Seek immediate medical allergic reaction. attention. Internal—Seek immediate medical attention. Maintain 10/1 or 2/3/Not regulated respiration.

Cupric Sulfate Toxic by ingestion. External—Irrigate eyes with Irritant to skin, eyes, and water. Wash skin with mucous membrane. soap and water. Seek Copper material may cause immediate medical allergic reaction. attention. Internal—Seek immediate medical attention. 10/1 or 2/2/Not regulated Maintain respiration.

Cyclohexane DANGER! Extremely Flammable; vapor and External—Irrigate eyes flammable liquid. liquid harmful to eyes, with water. Wash skin Keep away from heat, lungs, and skin. with soap and water. sparks, and open flame. Seek immediate medical Keep container closed. attention. Use with adequate Internal—Maintain ventilation. respiration. Do not Avoid prolonged breathing induce vomiting. Seek of vapor. immediate medical attention. 7/1 or 2S/3/FLAMMABLE LIQUID 3

*Ethidium Bromide Potent mutagen. Do not May be harmful by inhala­ External—Immediately breathe. tion, ingestion, or skin flush eyes with copious Solution is sensitive to light. absorption. amounts of water for at (See special use/handling Irritating to mucous least 15 minutes. Wash practices on page 25.) membranes, skin, and skin with soap and copious Keep in original container in upper respiratory tract. amounts of water. Remove locked cabinet. Potent mutagen—will contaminated clothing/ damage human genetic shoes immediately. material. Internal—If inhaled, remove Do not breathe dust. to fresh air. Maintain Do not get in eyes, on skin respiration; if breathing or clothing. Wash difficult, give oxygen. contaminated clothing Keep person warm and at before reuse. Use in a rest. Seek immediate chemical fume hood. medical attention. Toxic fumes under fire conditions. 8/2/2/Not regulated (See page 25.)

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

55 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid Ethyl Acetate WARNING! Flammable. Fire hazard and explosion External—Remove victim Keep away from heat and risk. to fresh air. Irrigate eyes open flame. Keep Irritating to skin and eyes. with water. Wash skin with container closed. soap and water. Use with adequate Internal—Maintain ventilation. Avoid respiration. Seek prolonged breathing of immediate medical vapor. Avoid prolonged or attention. repeated contact with skin.

7/1/2/FLAMMABLE LIQUID 3

Ethyl Alcohol Flammable liquid. Poison. Vapor toxic. External—Wash affected Fire hazard. parts with copious Denatured alcohol may quantities of water. cause blindness or death Internal—Wash mouth. See if taken internally. a physician. Reproductive toxin when 7/2 or 2S/3/FLAMMABLE taken in alcoholic LIQUID 3 beverages.

Ethyl Ether/Diethyl Ether DANGER! Extremely Flammable, light-sensitive. External—Ventilate area. flammable liquid. During storage most ethers Irrigate eyes with water. Highly volatile. are subject to the Wash skin with soap and (See Table 1.) formation of ether water. Seek immediate Tends to form explosive peroxides, which make medical attention. peroxides, especially when ether highly explosive. If Internal—Seek immediate anhydrous. stored more than 12 medical attention. Keep away from heat, sparks, months, dispose of by 4 and open flame. calling bomb squad. 2 1 Keep container tightly closed. Do not allow to evaporate to near dryness. Addition of water or appropriate reducing agents will lessen peroxide formation.

Dispose of before 12 months old. 7/2S or PVC-coated bottles/1/ FLAMMABLE LIQUID 3

Ferric Chloride Corrosive. Skin and tissue irritant; External—Irrigate eyes and corrosive. skin with water for 15 minutes. Seek medical attention. Internal—Give emetic, seek 10/1/1/CORROSIVE 8 medical attention.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

56 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Ferric Nitrate Oxidizer. Strong oxidizer. Wash thoroughly after Contact with organic handling. material may cause fire. 0 0 2/1/1/OXIDIZER 5.1 Skin and tissue irritant. 0 0 1 0 OXY OXY Nonfire Fire

Ferrous Sulfate Toxic by ingestion. Internal—Give emetic unless solution is very acid. Seek immediate 10/1/1/Not regulated medical attention.

Formic Acid WARNING! Corrosive. Toxic compound. External—Irrigate eyes with Causes burns. Concentrated form is water for 15 minutes. Avoid contact with skin and unstable and subject to Wash skin with soap and eyes. explosion. Painful wounds water. Seek immediate Avoid breathing vapor. on contact with skin. medical attention. 2 In case of contact, Internal—Maintain 3 0 immediately flush skin or respiration. Seek eyes with plenty of water immediate medical for at least 15 minutes; for attention. eyes, get medical attention.

5/1/1/CORROSIVE 8

Hexane Flammable liquid. Flammable. May be External—Ventilate area. irritating to respiratory Irrigate eyes with water tract and narcotic in high for 15 minutes. Wash skin concentrations. with soap and water. Repeated overexposure to Internal—Maintain n-hexane can cause respiration. Seek 7/1 or 2S/3/FLAMMABLE peripheral nerve damage. immediate medical LIQUID 3 attention.

Hydrochloric Acid WARNING! Causes burns. This chemical is dangerous External—In case of Avoid contact with skin and when inhaled, swallowed, contact, immediately flush eyes. or absorbed through skin skin or eyes with large Avoid breathing vapor. contact. Corrosive amounts of water for at 0 In case of contact, solution and fumes. least 15 minutes; for eyes, 3 0 immediately flush skin or Warning—causes burns. get medical attention eyes with plenty of water Dispose of as extremely immediately. for at least 15 minutes; for hazardous waste. Internal—If ingested, seek eyes, get medical immediate medical attention. attention.

5/1/2/CORROSIVE 8

Hydrogen Peroxide (3%) Avoid contact with eyes. External—Rinse with water 10/1/1/Not regulated Do not heat this substance. soon after contact.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

57 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid *Hydrogen Peroxide CAUTION! Oxidizer. Strong oxidant; avoid External—Flush with water. (35%) Corrosive. Strong oxidant. contact with combustible Use burn ointment. Seek Avoid contact with skin and materials. High medical attention. Remove eyes. Wear rubber gloves concentrations can cause and wash contaminated and goggles. burns to the eyes, lungs, clothing promptly and Avoid contact with and skin. Do not heat this thoroughly. combustible materials. substance. Store in Drying of this concentrated original container. product on clothes or other combustible materials may cause fire. In case of contact, immediately flush with plenty of water for at least 15 minutes; for eyes, get medical attention. Remove and wash clothing at once. Avoid contamination from any source, including metals, dust, etc. Such contamination may cause rapid decomposition, generation of large quantities of oxygen gas, and high pressures. Store in original, closed container. Be sure that the container vent is working satisfactorily. Do not add any other product to this container. When empty, rinse thoroughly with clean water.

2/1 vented cap or accordion bottle/1/OXIDIZER 5.1/ CORROSIVE 8

Iodine Inhalation of vapors or External—Remove iodine ingestion may be fatal. stains by washing first Vapor corrosive to eyes with a sodium thiosulfate and respiratory tract. solution and then with Solid stains the eyes and water. Flush eyes with skin. Stain is poisonous. large amounts of water. Reacts violently with Internal—Seek immediate reducing materials, sulfur, medical attention. iron, alkali metals, metal powders, and 2/1/2/Not regulated phosphorous.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

58 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid Isobutyl Alcohol Flammable liquid. Flammable. Mildly irritating External—Rinse eyes with to skin, eyes, and mucous water. Wash skin with membranes. soap and water. Mildly toxic. Internal—Maintain respiration. Seek 7/1 or 2S/3/FLAMMABLE immediate medical LIQUID 3 attention.

Isopropyl Alcohol Flammable liquid. Flammable. Toxic by External—Eye irritant. ingestion and inhalation. Irrigate eyes with water. 7/1 or 2S/1/FLAMMABLE Internal—Seek medical LIQUID 3 attention.

Kerosene Flammable liquid. Flammable. Irritating to External—Wash skin with skin. Can cause infection. soap and water. 2 High concentrations of Internal—Do not give 0 0 7/1 or 2S/3/FLAMMABLE vapors are toxic. emetics. Seek immediate LIQUID 3 medical attention.

Lead Avoid breathing dust. Toxic; poison is cumulative. External—Wash skin with Dust very harmful to water. Seek immediate kidneys, blood, and medical attention. nervous system. Harms male and female reproductive systems and the developing fetus. 1/2/3/POISON/Not regulated Known carcinogen.

Lead Carbonate Avoid breathing dust. Toxic by inhalation and Inhalation—Move to fresh ingestion. Skin, eye, and air. If breathing has respiratory irritant. stopped, give artificial Known carcinogen. respiration. Seek Reproductive toxin. immediate medical attention. Internal—Induce vomiting. Seek immediate medical attention. External—Irrigate skin/eyes with water. Seek immediate medical 10/1/3/Not regulated attention.

Lead Chloride Avoid breathing dust. Toxic by inhalation and Inhalation—Move to fresh ingestion. air. If breathing has Known carcinogen. stopped, give artificial Reproductive toxin. respiration. Seek immedi­ ate medical attention. Internal—Induce vomiting. Seek immediate medical attention. External—Irrigate skin/eyes 10/1/3/Not regulated with water. Seek immedi­ ate medical attention.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

59 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid Lead Nitrate Oxidizer. Toxic by inhalation and Inhalation—Move to fresh POISON. ingestion. Serious fire risk air. If breathing has in contact with organic stopped, give artificial material. respiration. Seek Known carcinogen. immediate medical 0 0 Reproductive toxin. attention. 0 0 1 0 Internal—Induce vomiting. OXY OXY Seek immediate medical attention. Nonfire Fire External—Irrigate skin and eyes with water. Seek 2/1/3/OXIDIZER 5.1/ immediate medical POISON attention.

Lead Oxide WARNING! Harmful dust. Toxic by ingestion and Inhalation—Move to fresh Avoid breathing dust. Wear inhalation. air. If breathing has dust mask approved by Known carcinogen. stopped, give artificial U.S. Bureau of Mines for Reproductive toxin. respiration. Seek this purpose. Wash immediate medical thoroughly before eating attention. or smoking. Internal—Induce vomiting. Keep away from food or Seek immediate medical food products. attention. External—Irrigate skin and eyes with water. Seek immediate medical 10/1/3/Not regulated attention.

Lead Peroxide (dioxide) Oxidizer. Avoid breathing Toxic by inhalation and Inhalation—Move to fresh dust. ingestion. Dangerous fire air. If breathing has risk in contact with stopped, give artificial organic material. respiration. Seek Known carcinogen. immediate medical Reproductive toxin. attention. Internal—Induce vomiting. Seek immediate medical attention. External—Irrigate skin and eyes with water. Seek immediate medical 2/1/3/OXIDIZER 5.1 attention.

Lead Sulfate Corrosive. Toxic; serious skin irritant. Inhalation—Move to fresh Avoid breathing dust. Known carcinogen. air. If breathing has Reproductive toxin. stopped, give artificial respiration. Seek immedi­ ate medical attention. Internal—Induce vomiting. Seek immediate medical attention. External—Irrigate skin and eyes with water. Seek 10/1/3/CORROSIVE 8 immediate medical attention.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

60 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Lead Sulfide Avoid breathing dust. Toxic by ingestion and Inhalation—Move to fresh inhalation. air. If breathing has Known carcinogen. stopped, give artificial Reproductive toxin. respiration. Seek immediate medical attention. Internal—Induce vomiting. Seek immediate medical attention. External—Irrigate skin and eyes with water. Seek immediate medical 10/1/3/Not regulated attention.

Lithium Dangerous water reactive; Causes severe burns on External—Flush with water. explosion risk. contact with skin, eyes, or Seek immediate medical Use a class D fire lungs. Ignites attention. extinguisher. spontaneously in moist air; Dangerous when wet. highly flammable. 1 Compounds toxic if 1 2 swallowed; avoid W inhalation of dust and skin contact. Dispose of as extremely hazardous 1/1KM/3/FLAMMABLE waste. 4.3

Lithium Nitrate Oxidizer. Risk of explosion when Internal—Induce vomiting shocked or heated. Strong unless patient is comatose oxidant. or convulsing or has lost 0 0 2/1/3/OXIDIZER 5.1 gag reflex. 0 0 1 0 OXY OXY

Nonfire Fire

Magnesium Chloride Moderately toxic by Internal—Induce vomiting ingestion. Dusts may be and seek immediate irritating. Overexposure medical attention. causes nausea and 10/1/1/Not regulated vomiting.

Magnesium Metal Flammable solid. Dangerous in powder form External—In case of burns, (powder/ribbon) because of fire potential. seek immediate medical Magnesium burns are attention. often severe and may be 1 slow to heal. Dispose of as 0 2 extremely hazardous W 1/2/3/FLAMMABLE 4.1 waste.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

61 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid Magnesium Nitrate Oxidizer Strong oxidant. Fire and External, Internal, explosion risk in contact Inhalation—Seek with organic material. immediate medical Skin, eye, and respiratory attention. 0 0 2/1/1/OXIDIZER 5.1 tract irritant. 0 0 1 0

Nonfire Fire

Magnesium Oxide Dust toxic by inhalation. External, Internal, Inhalation—Seek immediate medical 10/1/1/Not regulated attention.

Magnesium Sulfate Irritates eyes and respiratory External—Flush eyes with (Epsom salts) tract. water for 15 minutes. Inhalation—Move to fresh air; seek medical attention. 10/1/1/Not regulated

Manganese Dioxide Strong oxidizer, moderately External—Wash skin with toxic. Avoid contact with soap and water. 2/1/3/Not regulated organic material

Manganous Sulfate Tissue irritant. External—Induce vomiting and seek immediate 10/1/1/Not regulated medical attention.

Mercurous/Mercuric Nitrate POISON. Same as mercury External—See treatment compounds. Also is a fire under mercury metal. 0 0 hazard with organic Internal—Do not give 0 0 1 0 2/1/1/POISON 6.1 compounds. emetic if solution is acidic. W W Nonfire Fire

Mercury Compounds DANGER! Highly toxic. All are considered External—See treatment May be fatal if swallowed. poisonous and harmful by under mercury metal. Do not breathe dust. Keep swallowing, inhaling, or Internal—Seek immediate away from feed or food absorbing through the medical attention. products. Wash thoroughly skin. Vapor, dust, after handling. solutions, and solids are POISON all to be handled with caution. Can cause damage to kidneys and nervous system. Suspected teratogen. Fire hazard with organic materials. Dispose of as extremely hazardous 8/1/2/POISON 6.1 waste.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

62 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Mercury Metal WARNING! Vapor harmful. Both vapor and liquid are External—No specific Avoid breathing vapor. poisonous. Contact with treatment for mercury Corrosive. skin should be avoided poisoning except the because absorption and administering of chelating (Keep only small quantities continuous exposure to agents to speed the in locked cabinet.) vapor can be harmful. elimination of mercury Suspected teratogen. Can from the body. Wash skin cause damage to kidneys with soap and water. and nervous system. Internal—Induce vomiting Dispose of as extremely unless person is comatose, hazardous waste. convulsing, or has lost gag 8/1/2/CORROSIVE 8 reflex.

Methanol DANGER! Flammable liquid. Flammable; poisoning may External—Ventilate area. POISON. Vapor harmful. occur from ingestion, Irrigate eyes with water. 3 May be fatal if swallowed. inhalation, or absorption Wash skin with soap and Cannot be made nonpoisonous. through the skin. Can be water. 1 0 lethal. Can cause Internal—If swallowed, give blindness, metabolic a teaspoon of salt in a glass acidosis. of warm water; repeat until vomit fluid is clear. Give two teaspoons of baking soda in a glass of water. Have patient lie down and keep warm. Cover eyes to exclude light. Seek 7/1 (glass only) or 2S/2/ immediate medical FLAMMABLE LIQUID 3 attention.

Methyl Cellulose 7/1/3(in solution)/Not regulated

Methyl Ethyl Ketone WARNING! Flammable liquid. Flammable. Dangerous External—Wash with soap Keep away from heat and open fire risk. Narcotic by and water and seek flame. inhalation. medical attention. Keep container closed; use with Internal—Seek immediate adequate ventilation. medical attention. Avoid prolonged breathing of Inhalation—Move to fresh vapor. air. Seek immediate Avoid prolonged or repeated medical attention. contact with skin. 7/1 or 2/2/FLAMMABLE LIQUID 3

Nickel Nitrate Oxidizer. Known carcinogen. External—Flush with water. POISON. Toxic as dust or fumes. Irrigate eyes with water Avoid body contact. Dangerous fire risk. for 15 minutes. Seek 0 0 Avoid inhaling dust. medical attention. 0 0 1 0 Avoid contact with organic Internal—Wash mouth. OXY OXY materials. Seek medical attention. (See Table 2.) Nonfire Fire Dispose of/1/1/OXIDIZER 5.1

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

63 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid Nickel Powder Keep away from skin, eyes, Known carcinogen. External—Flush with water. and mucous membranes. Toxic as dust or fumes. Irrigate eyes with water 4 Keep away from acids and Flammable as dust or for 15 minutes. Seek 2 0 oxidizing agents. fumes. medical attention. (See Table 2.) Internal—Wash mouth. Seek medical attention. Dispose of/1/3/Not regulated

Nicotine POISON. Toxic in contact with skin. External—Irrigate eyes with If swallowed, can be fatal. water. Wash skin with Teratogen. soap and water. Seek Handle only in salt form immediate medical when extracting from attention. tobacco. Internal—Maintain respiration. Seek immediate medical 8/1/1/POISON 6.1 attention.

Nitric Acid DANGER! Causes severe Severe skin burns. External—Flush with water burns. Do not breathe vapor. Tissue damage if for 15 minutes. Vapor extremely hazardous; swallowed. Dental Internal—Maintain may cause nitrous gas erosion; nasal and lung respiration. Seek poisoning. irritant. immediate medical Avoid contact with skin, eyes, attention. and clothing. 0 In case of contact, immedi­ 3 0 ately flush skin or eyes with OXY plenty of water for at least 15 minutes; for eyes, get medical attention. Spillage may cause fire or liberate dangerous gas. Dilute: <50% corrosive. Concentrated: >50% corro­ sive, oxidizer. 6/1/2/CORROSIVE 8/ OXIDIZER

Oxalic Acid WARNING! Harmful if Dangerous when inhaled, External—Irrigate eyes with swallowed. Causes skin swallowed, or absorbed water. Wash skin with irritation. through skin contact. soap and water. Seek Avoid breathing dust. immediate medical Avoid contact with skin and attention. eyes. Internal—Maintain 1 1 Do not take internally. respiration. Seek 1 0 2 0 Keep away from feed or food immediate medical products. attention. In case of contact, Nonfire Fire immediately flush skin or eyes with plenty of water for at least 15 minutes; for eyes, get medical attention. 10/1/3/POISON 6.1

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

64 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Oxygen Gas Store away from any source Supports combustion. of heat or flame. Nonflammable gas. 0 Oxidizer. 3 0 OXY 9a/cylinder/3/ NONFLAMMABLE GAS (Liquid) 2.2, OXIDIZER

Paraffin Wax Flammable. Toxic. Internal—For inhalation of fumes, remove to fresh 10/original container/3/ air. Maintain respiration. Not regulated Seek medical attention.

Pentane Flammable liquid. Flammable. Toxic. External—Ventilate area. Narcotic in high Irrigate eyes with water. concentrations. Wash skin with soap and water. Internal—Maintain respiration. Seek 7/1(glass only) or 2S/3/ immediate medical FLAMMABLE LIQUID 3 attention.

Petroleum Ether Flammable liquid. Flammable. External—Ventilate area. Irrigate eyes with water. Wash skin with soap and water. Internal—Maintain respiration. Seek 7/1(glass only) or 2S/3/ immediate medical FLAMMABLE LIQUID 3 attention.

*Phenol (carbolic acid) DANGER! POISON. Severe burn and tissue External—Wash with water; Rapidly absorbed through damage; toxic by then neutralize with skin. Causes severe burns. ingestion, inhalation, and sodium bicarbonate. Do not get in eyes, on skin, skin absorption. Phenol in Irrigate eyes with water. or on clothing. contact with more than Wash skin with soap and Avoid breathing vapor. 100 square inches of skin water. Seek immediate 2 Do not take internally. (10"x10") is absorbed so medical attention. 3 0 In case of contact, quickly through the skin Internal—Maintain immediately remove all that it is fatal in 90 respiration. Seek contaminated clothing, seconds—unless quickly immediate medical including shoes, and flush washed off with copious attention. skin or eyes with plenty of amounts of water. water for at least 15 minutes; for eyes, get medical attention. Wash clothing before reuse.

8/1/1POISON 6.1

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

65 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid * Phosphorus (red) Flammable solid. Yields very toxic fumes on External—Flush with water burning. Avoid contact for 15 minutes. Treat with oxidizers. Explosions splattered phosphorus have been known to with 2% solution of result. Dangerous fire risk; copper sulfate and keep skin contact may cause area wet until medical 1 burns. attention is obtained. Seek 0 1 immediate medical attention. Internal—Force vomiting immediately. Seek immediate medical attention. Do not administer alcohol, digestible fats, oil, or 1/2/1/FLAMMABLE mineral oil as they SOLID 4.1 enhance absorption.

Potassium Bromide Toxic by ingestion and Internal—Induce vomiting inhalation. and seek immediate medical attention. Inhalation—Move to fresh 10/1/2/Not regulated air.

*Potassium Chlorate WARNING! Oxidizer. Explodes easily (with shock External—Irrigate eyes with Contact with combustible or heat). water. Wash skin with material may cause fire. Poisonous dust is irritant to soap and water. Seek Will explode with shock or lungs; harmful to skin and immediate medical heat if only slightly eyes. Reacts explosively attention. contaminated. with hydrocarbons, such Internal—Maintain All clothing contaminated as kerosene. respiration. Seek with chlorates is Detonates if ground with immediate medical 0 0 dangerously flammable. mortar and pestle. Use attention. 0 0 2 0 Remove and wash large rubber stopper to OXY OXY thoroughly with water. grind. Do not grind with Do not get on floor. Spillage other substances. Nonfire Fire may cause fires with combustible material. Sweep and remove immediately. When not in use, keep tightly closed in original metal container. Keep away from fire. Store separately from flammable material.

2/1 or 2/3/OXIDIZER 5.1

Potassium Chloride Internal—Induce vomiting and seek immediate 8/1/1/Not regulated medical attention.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

66 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid Potassium Hydroxide WARNING! Corrosive. Caustic. External—Irrigate eyes with Causes severe burns to Corrosive as a solid and in water for 15 minutes. skin and eyes. solution. Wash skin with soap and Avoid contact with skin, water; neutralize with eyes, and clothing. vinegar. Seek immediate Do not take internally. medical attention. When handling, wear Internal—Maintain goggles or face shield. respiration. Seek 0 When making solutions, add immediate medical 3 1 potassium hydroxide attention. slowly to surface of solution to avoid violent splattering. In case of contact, immediately flush skin with plenty of water and wash with vinegar; for eyes, flush with plenty of water for at least 15 minutes and get medical attention.

4/1/3/CORROSIVE 8

Potassium Iodide Low toxicity. Internal—Induce vomiting Decomposition releases and seek immediate 10/1/1/Not regulated toxic fumes. medical attention.

Potassium Nitrate Oxidizer. Dangerous fire hazard and Internal—Induce vomiting explosion risk when and seek immediate shocked or heated in medical attention. 0 0 contact with organic 0 0 1 0 materials. OXY OXY 2/1/2/OXIDIZER 5.1 Skin irritant.

Nonfire Fire

Potassium Permanganate Wear face protection. Strong skin irritant. External—Irrigate eyes Oxidizer. Explosion may occur if with water for 15 minutes. brought in contact with Wash skin with soap and organic or other readily water. Seek immediate 0 oxidizable substances or if medical attention. 1 0 heated suddenly. Internal—Maintain respira­ OXY tion. Seek immediate 2/1/3/OXIDIZER 5.1 medical attention.

Propane Flammable gas. Flammable. Narcotic in high External—Ventilate area. 9b/cylinder/3/ concentrations. 4 FLAMMABLE GAS 2.1 1 0

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

67 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Resorcinol Keep away from food. Irritating to skin, eyes, and External—Irrigate eyes with mucous membranes. water. Wash skin with soap Toxic. and water. Seek immediate medical attention. Internal—Maintain respiration. Seek immediate medical 10/1/3/POISON 6.1 attention.

Silver Nitrate WARNING! Oxidizer. May Silver nitrate causes caustic, External—Wash skin with cause burns. Avoid contact poisonous burns. Skin water. Immediate with skin and eyes. In case irritant. Keep away from treatment with sodium of contact with eyes, flush eyes. thiosulfate will prevent 0 0 with water for at least 15 black stains from forming. 0 0 1 0 minutes and get medical Internal—Give emetics, OXY OXY attention. such as salt water. Seek immediate medical Nonfire Fire 2/1 amber glass/3/ attention. OXIDIZER 5.1

Sodium Chlorate WARNING! Oxidizer. Keep away from organic External—Irrigate eyes Contact with combustible matter or other oxidizable with water. Wash skin materials may cause fire. substances. May explode with soap and water. All clothing contaminated if heated with organic Internal—Maintain with chlorates is matter. respiration. Seek dangerously flammable. Toxic. immediate medical Remove and wash attention. thoroughly with water. 0 0 Do not get on floor. Spillage 0 2 1 2 may cause fires with OXY OXY combustible material. Sweep up and remove Nonfire Fire immediately. When not in use, keep tightly closed in original metal container. Keep away from fire. Store away from flammable material.

2/2/3/OXIDIZER 5.1

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

68 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid Sodium Hydroxide WARNING! Corrosive. Caustic, hazardous liquid. External—Irrigate eyes with Causes severe burns to skin Eye and skin irritant. water for 15 minutes. and eyes. Inorganic bases can form Wash skin with soap and Avoid contact with skin, eyes, explosive peroxides. water; neutralize with and clothing. vinegar. Do not take internally. Internal—If ingested, DO When handling, wear goggles NOT induce vomiting. or face shield. Seek immediate medical 0 When making solutions, add attention. 3 1 sodium hydroxide slowly to surface of solution to avoid violent splattering. In case of contact, immediately flush skin with plenty of water and wash with vinegar; for eyes, flush with plenty of water for at least 15 minutes and get medical attention.

4/1/2/CORROSIVE 8

Sodium Hypochlorite Corrosive. Caustic, poisonous, External—Irrigate eyes with (less than 7% chlorine) irritating to the skin and water for 15 minutes. readily gives up chlorine. Wash skin with soap and Inhalation may produce water. Seek immediate severe bronchial irritation. medical attention. Evolves chlorine gas when Internal—Maintain reacted with acid or respiration. Seek heated. Avoid contact with immediate medical organic material. Dispose attention. DO NOT induce 2/1/2/Corrosive/Not of as extremely hazardous vomiting. regulated waste.

Sodium Metal DANGER! Reacts violently Flammable, corrosive solid. Skin—Remove sodium and with water, liberating and Reacts violently with flush affected area with igniting hydrogen. water, causing fires and water. May cause burns. explosions and producing Eyes—Immediately flush Keep from any possible hydrogen gas and eyes with plenty of water contact with water; store corrosive sodium for 15 minutes. Get under oil. hydroxide. Dispose of as medical attention. 1 Keep container tightly closed. extremely hazardous 3 2 Do not get in eyes or on skin. waste. W Wear goggles and dry gloves when handling. In case of fire, smother with dry soda ash—never use water or chemical fire extinguishers. Dangerous when wet.

1/1KM/2/FLAMMABLE 4.3/ WATER REACTIVE

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

69 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Sodium Nitrate Oxidizer. Can be explosive if heated Internal—Induce vomiting to 1000°F (537°C); can be and seek immediate detonated by shock or medical attention. 0 0 friction. Toxic by 0 0 1 0 2/1/3/OXIDIZER 5.1 ingestion. OXY OXY Nonfire Fire

Sodium Peroxide WARNING! Strong Absorbs water from the air. External—Irrigate eyes with oxidant. Ignition and explosion water for 15 minutes. Causes severe burns to skin may take place on contact Wash skin with soap and and eyes. Wear goggles or with organic matter, water. Seek immediate face shield when handling. water, alcohol, acids, medical attention. Avoid spillage. metallic or nonmetallic Internal—Maintain 0 Avoid any contact with skin dust. Irritant and respiration. Seek 3 2 or clothing. corrosive. Dispose of as immediate medical W Sweep up spilled material extremely hazardous attention. OXY with dry sand and flood waste. with water in the open. Keep container tightly closed at all times. Store in a cool, dry location away from acids or combustible materials. Dissolve carefully; always add the sodium peroxide to the liquid. Avoid contact with any combustible matter. In case of fire, smother with dry sand. Use a dry powder fire extinguisher (for class D fires). Never use a chemical fire extinguisher (i.e., those used for A, B, or C class fires). Do not use water unless fire continues; then flood with large quantities from a hose.

2/2/2/OXIDIZER 5.1

Sodium Silicate Irritating; caustic to skin and External—Wash with water mucous membranes. for 15 minutes. Internal—Give water and induce vomiting. Seek 10/2/3/Not regulated medical attention.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

70 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid Sodium Thiosulfate Moderately toxic. Saturated External—Wash skin and solution breaks containers eyes with water for 15 when crystalizing. May minutes. cause container to Internal—Give water and explode. induce vomiting. Seek 10/1/1/Not regulated medical attention.

Styrene CAUTION! Vapor harmful. Flammable. Irritating to External—Flush eyes with Flammable liquid. Keep eyes, nose, throat, and water for 15 minutes. away from heat and open lungs. Extreme over- Wash skin with soap and flame. exposure results in water. Use only with adequate pulmonary edema. Inhalation—Remove to ventilation. Frequent or prolonged fresh air. Avoid prolonged 3 Avoid prolonged breathing skin contact can cause breathing. Seek medical 2 2 of vapor. irritation and dermatitis. attention. Maintain Avoid prolonged or Can temporarily impair respiration. repeated contact with skin. nervous system. Causes Internal—DO NOT induce liver and kidney damage vomiting. Seek medical in animals. Known to attention. cause damage to human 7/2S/1/FLAMMABLE genetic material. LIQUID 3

Sulfur Combustible; may be External—Flush eyes with irritating to skin and water. Wash skin with mucous membranes; when soap and water. Remove burned, produces sulfur persons who show allergic 1 1 dioxide, a toxic gas which reactions. 1 0 2 0 causes choking, coughing, chest pain, irritation to eyes and throat and can Nonfire Fire cause death at exposure levels of 500 ppm or 10/2/3/CLASS 9 greater.

Sulfuric Acid DANGER! Causes severe Dangerously corrosive External—Flush eyes with burns. chemical; hazardous water. Wash skin with soap Do not get in eyes, on skin, liquid; eye, skin, and and water. or on clothing. respiratory tract irritant. Internal—DO NOT induce In case of contact, Absorbs water with violent vomiting. Maintain immediately flush skin or reaction and emits heat. respiration. Seek eyes with plenty of water immediate medical 0 for at least 15 minutes; for attention. 3 2 eyes, get medical attention. W Do not add water to contents while in a container because of violent reaction.

5/1/2 under dry conditions/ CORROSIVE 8

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

71 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid ▲ Toluene WARNING! Flammable. Poisonous and flammable External—An exposed Vapor harmful. liquid. Central nervous person should be removed Keep away from heat and system depressant. Skin, immediately to fresh air open flame. eyes, nose, throat irritant. and kept warm and quiet. Keep container closed. Exposure at high levels can Seek medical attention. 3 Use only with adequate irritate lungs. Flush eyes with water. 2 0 ventilation. Inhalation during pregnancy Avoid prolonged breathing may cause birth defects. of vapor. Avoid prolonged or repeated contact with skin.

7/1 or 2S/2/FLAMMABLE 3

1,1,2-Trichloro- High concentration can lead External—Irrigate skin and 1,2,2-trifluorethane to asphyxiation. eyes with water. (TTE) May be body tissue irritant. Inhalation—Move to fresh (Being phased out) Is a central nervous system air. Seek immediate 10/1/3/Not regulated depressant. medical help.

Turpentine Flammable liquid. Flammable liquid. External—Ventilate area. Mild cause of allergy; toxic. Internal—DO NOT induce 7/2S/3/FLAMMABLE Irritating to skin and vomiting. Seek immediate LIQUID 3 mucous membranes. medical attention.

Xylene WARNING! Flammable. Flammable liquid. External—Irrigate eyes with Keep away from heat and May impair nervous water. Wash skin with open flame. system. Irritating to eyes, soap and water. Keep container closed. nose, throat, skin, and Internal—Seek medical 3 Use with adequate ventilation. lungs. Will penetrate most attention. 2 0 Avoid prolonged breathing of types of clothing. Extreme vapor. overexposure can cause Avoid prolonged or repeated pulmonary edema. contact with skin.

7/2S/2/FLAMMABLE LIQUID 3

Zinc, Metal Powder KEEP DRY! Dust is combustible. External—Irrigate eyes with Dangerous when wet. Irritating to skin and water. Wash skin with Spontaneously combustible. mucous membranes. soap and water. 1 Internal—Seek medical 0 1 attention. 1/1/3 if kept dry/ FLAMMABLE SOLID 4.3

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

72 TABLE 3 (Continued) Name and NFPA Symbol Label Hazard First Aid

Zinc Nitrate Oxidizer. Moderately toxic. External—Irrigate eyes for Strong oxidant; fire risk. 15 minutes and seek Delayed eye irritant. medical attention. 0 0 Internal—Do not induce 0 0 1 0 vomiting. OXY OXY Inhalation—Move to fresh air and seek immediate Nonfire Fire 2/1/3/OXIDIZER 5.1 medical attention.

* Hazard risks outweigh the educational value. Districts are advised to make their own decisions. Consult MSDS for additional information. ▲ On the California Health and Welfare Agency list “Chemicals Known to the State to Cause Cancer or Reproductive Toxicity.” Districts are advised to weigh risks to employees.

73 74 Chapter 5. Safety in the Chemistry Laboratory

H Substances Containing Asbestos Storage and Inventory 1. Date each container when received. Asbestos-covered wire-gauze heating pads are no 2. Use oldest cans first. longer available commercially and should not be used 3. Use the entire can of ether as soon as possible in schools. Newer materials, such as ceramic, silica- after the seal is broken. base, or synthetic fibers, are now used to coat wire 4. Never store ether in a glass container. gauze and other laboratory heat-resistant equipment. 5. Never store diethyl ether for more than 12 The newer materials generally have better heat- months. resistant qualities than those of asbestos and are less 6. Store ether in a cool, dark location. subject to chemical damage. After use, the new materi­ 7. Never store ether in a refrigerator, unless the als often look like asbestos. Therefore, permanent refrigerator is certified explosion proof. marking, such as wires or staples on the edge, is 8. Never open a container of ether if the age or recommended to identify the material. condition is uncertain. Any shock or vigorous Asbestos gloves or other soft or crumbly materials motion might cause an explosion. Do not open the should be removed for disposal. Asbestos is a recog­ cap or stopper because the motion might be nized carcinogen. Asbestos fibers enter the body by sufficient to cause an explosion. inhalation. Avoid any use of asbestos. Use of Ether in the Classroom 1. Use only when no alternative solvent is available. I Use and Disposal of Ethers 2. Never have an open flame or spark source in a room in which ether is being used. The use of ethers for instructional purposes can 3. Keep the work area well ventilated. present a danger to students and school staff members. 4. Use minimal quantities. The most common types of ethers used in high schools 5. Remember that ether vapor is heavier than air. are petroleum ether and diethyl ether (anesthetic The hazardous area is made greater because ether). Petroleum ether is not a true ether (and does not vapors spread along the floor. produce peroxides during storage) but is a volatile fraction of petroleum made up of pentanes and hex­ Ether Spills anes. Petroleum ether may also be known as ligroin or Ventilate and evacuate the area. benzine. Disposal of Ether Anesthetic ether that has been stored for several 1. To dispose of any old, rusty, swollen, or suspect years can form crystalline solids, called ether perox­ container of diethyl ether, immediately call the ides, on the inside lid of the container. Once peroxides appropriate school district staff member or your have formed, this diethyl ether is dangerously explo­ local fire or county sheriff’s department (noted on sive. the inside front cover of this handbook). The following procedures should be closely 2. To dispose of diethyl ether less than 12 months followed in any use of anesthetic ethers: old, place the opened container under a fume hood Ordering Parameters or outdoors and allow to evaporate. 1. Order only as much diethyl ether as you will use during the school year because exposure to air causes the formation of peroxides that are explo­ J Standards in the Use of Lead sive and sensitive to heat. Small, “single use” The California Department of Health Services has bottles (25 ml and 50 ml) are available. After use, recommended that lead and lead compounds not be allow the remainder to evaporate, if appropriate. used in the high school laboratory. Overexposure to 2. Order diethyl ether only. Other types of ethers are lead can cause damage to the reproductive systems of not to be used in schools. (Petroleum ether is not both men and women. Effects of the damage include herewith restricted because it is not a true ether.) stillbirth, miscarriage, and learning disorders in K. Handling and Cleanup of Mercury 75

children whose mothers were exposed to lead during The Department of Health Services strongly pregnancy. Lead also damages the nervous system, recommends that instructors replace lead and lead kidneys, blood-forming system, and digestive system. compounds with less hazardous substances. If lead is (See also Table 3.) going to be used, the Department of Health Services If lead must be used in the laboratory, the Cal/ recommends the following procedures: OSHA lead standard must be followed (see California • Only instructors should be allowed to handle Code of Regulations, Title 8, Section 5216). Some of powdered lead and lead compounds. the main points of the lead standard are as follows: • When handling solid lead compounds (other than 1. When lead is used, the amount of lead in the air in lead weights) or solutions containing lead, students the work area must be measured at least once. must wear laboratory coats, gloves, and goggles. 2. If the levels of lead in the air exceed the action • The instructor must inform students of the need for level (an average of 30 micrograms of lead per strict personal hygiene and adherence to safety cubic meter of air throughout an eight-hour guidelines when using lead. workday), the employer must: • The instructor is responsible for cleaning up any a. Measure the level of lead in the air every six spills. months. b. Tell employees, in writing, the amount of lead to which they are exposed. K Handling and Cleanup of Mercury c. Establish an exposure reduction program if Teachers should use the smallest possible quantity employees are exposed to more than the of metallic mercury to perform the experiment and action level for more than 30 days each year. keep the mercury away from heat at all times. When 3. Employee exposure must not exceed the permis­ mercury is handled, it should be done closely over a sible exposure limit (PEL) on any day. If em­ glass or plastic tray to facilitate any cleanup that may ployee exposure to lead on a given day is over the be necessary. (Drops of mercury that fall some dis­ PEL (an average of 50 micrograms of lead per tance to a counter or floor will spatter and spread in cubic meter of air throughout an eight-hour finely divided particles.) Take care that mercury is not workday), the employer must: put into a sink. All spills should be properly noted, in a. Measure the level of lead in the air every writing, and carefully cleaned up. three months. Mercury spills must be cleaned up as thoroughly b. Tell employees, in writing, the results of air as possible to reduce the long-term presence of mer­ monitoring and what will be done to reduce cury vapors in the classroom or preparation area. exposures. However, note the following precautions: c. Provide employees with proper respirators • Do not sweep the spill with a broom. (The broom until the exposure has been lowered by other becomes contaminated, and free mercury vapor is controls. produced.) d. Prohibit eating, drinking, smoking, or • Do not use a standard vacuum cleaner. (The applying makeup in areas in which lead vacuum cleaner becomes contaminated, and free levels are above the PEL. mercury vapor is produced.) e. Be sure that employees wash hands before Suggestions for cleaning up mercury spills are as eating, drinking, smoking, or applying follows: makeup. f. Provide a changing room, lunchroom, and 1. Assess the extent of the spillage. If the spill is shower facility at no extra cost to employ­ minor (e.g., a broken mercury thermometer) and ees. confined to a small area, clear the area and restrict access; provide maximum ventilation; and pro­ 4. If employees are exposed to lead at or above the ceed with the cleanup. If the spill is more exten­ action level, the employer must offer medical sive, clear the room of students; ensure that evaluations at no cost to the employees. 76 Chapter 5. Safety in the Chemistry Laboratory

ventilation is sufficient before cleaning up. powder dry because it is spontaneously combus­ Placing plastic bags over your shoes may be tible when wet and may even explode if confined. advisable to avoid extending the mercury con­ See zinc entry in Table 3.) Zinc metal reacts with tamination beyond its original area. mercury to form a safe amalgam, which is easier 2. Use index cards to push drops of mercury together to collect and dispose of than the mercury itself. into pools. Droplets may scatter a considerable Mercury indicators (detectors) and mercury distance and adhere to vertical surfaces as well. cleanup kits, which would be effective for small or 3. Use a medicine dropper with a fine point to pick modest spills, are available at relatively low cost up the mercury and place it in a plastic bottle. through chemical and safety supply companies. Continue gathering and confining the mercury Special attention should be given to larger spills, until all visible droplets have been found. possibly including the rental of a mercury vacuum 4. Use zinc metal powder or commercially available cleaner. mercury “sponges” to continue to clean up tiny and hidden droplets. (Caution: Keep zinc metal 6 SAFETY IN THE PHYSICS LABORATORY

P

HYSICS

6.

S

A. General Safety Practices 77 THE IN AFETY

L B. Electrical Devices and Connectors 78 ABORATORY C. Model Rocket Launchings on School Sites 78 D. Use and Hazards of Lasers 79

Note: Procedures discussed in this handbook involve potential dangers to persons, animals, and other living things and, therefore, should be performed only by persons who are technically trained and qualified. 6. SAFETY IN THE PHYSICS LABORATORY

HYSICS TEACHERS SHOULD BE FAMILIAR WITH 7. Teachers and students should be cautious when the following safety practices and all other handling a lead/acid or similar storage battery. It P sections of the handbook pertinent to their is a source of danger in spite of its low voltage instructional program. Special attention should be because of the acid it contains and because of the directed to Chapter 3, “General Laboratory Safety high current that may be drawn from it on a short Precautions”; Appendix H, “Safety Checklist for circuit. Storage batteries should be charged only Science Instruction, Preparation, and Storage Areas”; in a well-ventilated space. Battery sparks have and Appendix P, “Sample Physical Science Laboratory enough energy to ignite flammable vapors. Regulations.” Hydrogen gas, which is potentially explosive, is produced during charging. 8. Induction coils of any type should be clearly A General Safety Practices marked for low-voltage and high-voltage connec­ tions to avoid the possibility of shocks. 1. In wiring an electric circuit, make the live plug-in, 9. Instructors and students should be shielded at all or turn-on switch connection, the last act in times from ultraviolet apparatus and during the assembling and the first act in disassembling the use or production of X rays, microwaves, and circuit. This practice is applicable to all portable lasers. electrical apparatus. All alternating current (AC) 10. When handling electronic equipment, teachers and circuits above 12 volts should be shielded to avoid students should observe the following precau­ direct contact. tions: 2. When using an electric current, avoid bringing • Make certain that the current is off before both hands in contact with live sections of the putting hands into a radio or any electronic circuit. If possible, use only one hand at a time in equipment. all manipulations involving an electric circuit. • Be sure that there is a bleeder (high resis­ 3. Electrical cords and extension cords used in the tance) across the output of a power supply; classroom should be inspected regularly for otherwise, a severe shock from a charged defects in insulation or connections. All extension condenser may result. cords should be the heavy-duty, three-wire, • Exercise extreme caution in demonstrating, grounded type. Extension cords should never be adjusting, or using image tubes of television used to connect electrical equipment permanently receivers or cathode-ray oscilloscopes when to the circuit. the tubes are removed from their protective 4. If electric current is constantly used near any housing. Such tubes should be removed only metal object, the object should be permanently when necessary to the experiment. protected with an insulating cover to avoid possible contact. Take care that live wires do not 11. When evacuating a bulb during the density of air contact grounded metallic objects. experiments, wrap the bulb in a towel to avoid 5. Multiple plugs shall not be used in electrical wall flying glass should the bulb be crushed. Use outlets. Semipermanent electrical connections round-bottom flasks for the experiment; they are shall not be made to wall outlets. Under no stronger than flat-bottom flasks. circumstances shall a motor requiring a starting 12. When using a pressure cooker to demonstrate the current of more than 20 amps be connected to a variation of boiling points under pressure, be sure wall outlet. to examine the safety valve on the cooker before 6. During the charging of a student-made wet use to make sure it is in working order. Do not storage cell, keep students away from the fine allow the pressure to exceed 20 pounds per square spray that develops. It is harmful when inhaled or inch (137.8 kPa). allowed to get on the skin or in the eyes. 13. Observe caution in the use of all rotating appara­ tus, such as the whirling table, Savart’s Wheel,

77 78 Chapter 6. Safety in the Physics Laboratory

siren disk, and centrifugal hoops. Make certain the 3. Operate electrical devices with dry hands and in a safety nut is securely fastened at all times. The dry location. apparatus should revolve at moderate speeds only. 4. Be sure the floor is dry. Never stand on metal or 14. Care should be taken to prevent injuries from the any other conducting surface when using electri­ sharp edges on mirrors, prisms, and glass plates. cal devices. Ground fault circuit interrupters Inspect the items before handing them to students (GFCIs) should be on electrical outlets near sinks. and remove sharp edges by grinding them with 5. Never allow yourself to become part of an electri­ emery cloth or Carborundum stone or painting cal circuit, intentionally or unintentionally. them with quick-drying enamel. Instruct students 6. Ensure that power equipment or devices are to report at once any sharp-edged apparatus. double-insulated. Or have them safely grounded 15. The practice of removing thermometers, glass (three-prong plug) by a competent electrician. tubing, and so on from rubber stoppers as soon as 7. Use extreme care with aquariums when they have possible after use will reduce the likelihood of the an electrically operated pump or electrical light rubber adhering to the glass. The best ways in source. which to remove a thermometer, rod, or glass 8. Use extension cords with extreme caution and tubing that is stuck in a rubber stopper are as never allow them to lie across areas of foot traffic. follows: 9. Be sure multiple-outlet bars have fuse protection • Use a wet cork-borer, just large enough to or some other circuit breaker. slip over the tubing, and slowly work the In compliance with California Code of Regula­ cork-borer through the stopper, thus boring tions, Title 8, Electrical Safety Orders, Section the stuck tube out of the stopper. 2395.44, exposed noncurrent-carrying metal parts of • Use a single-edge razor blade or razor knife cord- and plug-connected equipment that are likely to to slit open the rubber stopper surrounding an become energized shall be grounded. This equipment immobilized thermometer. includes motor-driven equipment and hand tools, time clocks, fans, lamps, vacuum cleaners, and similar equipment as well as heating devices that have ex­ B Electrical Devices and Connectors posed heating elements. Heating appliances that have a metal frame must be grounded. Heating appliances The use of electricity can present a serious hazard with Cal-rod types of fully enclosed elements do not in the classroom or laboratory. Electrical devices used require grounding. in the laboratory or classroom should be only those All nonportable electrical devices must be plugged listed by Underwriters Laboratory (UL), or equivalent, directly into permanent electrical outlets, not into for 110-volt outlet application or those listed for use extension cords. with 6-volt or 12-volt direct current furnished by batteries. Electrical devices should never be used or placed C Model Rocket Launchings near any source of water or in an area subject to on School Sites wetting from any source. Exercise special care in the placement and use of aquariums, particularly when California state fire laws permit the launching of using a 110-volt light source. model rockets on school sites provided the following Instructors should caution students that any safety precautions are followed (see Appendix Q for projects they submit must meet the specifications further guidelines): noted above or will not be accepted. 1. The teacher should use prudent judgment and Some guidelines for safety in the use of electrical limit the number of launchings when students are equipment are as follows: present in the audience. 1. Use only those 110-volt devices included in the 2. Only authorized classes or clubs should engage in list by Underwriters Laboratory or equivalent. this kind of activity on school sites. 2. Use 6-volt or 12-volt direct current for all possible 3. Application for a special permit may be required applications. by local fire protection agencies. If a permit is D. Use and Hazards of Lasers 79

issued in the name of the school administrator, it aware of the inherent dangers to personnel in the is incumbent also on the instructor to comply with operation of lasers. Before using lasers in demonstra­ all safety standards. The school administrator tions or in research, orient all involved personnel to should determine compliance. the potential hazards. In general, school demonstration 4. The length of the rocket must not measure less lasers emit visible light; therefore, students and than 10 inches (25 cm) or more than 15 inches (38 teachers face hazards typical of visible and near- cm). infrared light. 5. Only commercially produced class A or smaller engines are recommended. Eye Hazards 6. The minimum size of the launch site for class A or Possibly the greatest danger in the use of lasers is smaller engines should extend to a radius of 100 the accidental penetration of the laser beam into the feet (30 m) from the firing position. eye. Relatively low-power beams may burn the retinal 7. No fire hazard may be posed by the launch. That area, producing a blind spot. If the retinal area irradi­ means no dry vegetation or forest areas may be ated is the macula, its fovea (area of extremely fine within the launch radius. vision), or the optic nerve, severe permanent visual 8. No buildings, other structures, roads, or high- damage may result. voltage electrical lines may be within the launch radius. Skin Hazards 9. The firing area should be at the center of the The effects on the skin are basically those of launch radius. In no case should the firing area be burns. Lighter skin with little melanin pigment is closer than 25 feet (8 m) from the boundary of the affected to a lesser degree, but skin with high melanin launch site. content (overall or in spots, such as moles) may be 10. Teachers should caution their students about the burned severely. Conversely, lighter skin does not dangers of experimenting with rockets and protect deeper-lying tissue from visible and near- missiles, especially the dangers in the preparation infrared irradiation damage as well as darker skin and use of noncommercial rockets and propel­ does. lants. Teachers must refrain from the following: Exposure to ultraviolet irradiation may result in “sunburn” and possibly in skin cancer in susceptible • Providing chemicals for rockets or missiles or individuals. helping students to obtain them • Using, or permitting to be used, liquid or CDRH Regulations solid fuels in the classroom (Such use essen­ The Center for Devices and Radiological Health tially constitutes a controlled explosion.) (CDRH) of the United States Food and Drug Adminis­ • Permitting the construction of rockets, tration requires the manufacturers of lasers to classify missiles, or component parts in the classroom their lasers according to a federally mandated system or shop and specifies appropriate safety features for each level. • Allowing students too close to the firing area Lasers are classified on the basis of emitted beam • Launching anything other than commercially power. These regulations are detailed in the Federal produced rocket engines of known size and Laser Product Performance Standard (Code of Federal predictable range Regulations, Title 21, Part 1040), and all commercially available lasers built after the implementation of the regulations (August, 1976) must comply with the D Use and Hazards of Lasers standard as it existed on the date of manufacture. Lasers that fall into class I require no warning Lasers are valuable sources of light to use in labels because the CDRH believes that no injury can exciting demonstrations and laboratory experiments in result, even from continuous long-term direct exposure school. Most school lasers are relatively low powered, to the beams. with a light emission of less than a thousandth of a A class II laser should be identified by a yellow watt. These lasers should not be confused with the Caution label that contains the warning Do not stare powerful lasers intended for burning, cutting, and into beam. A class IIIa laser should be identified by a drilling. However, science teachers should still be 80 Chapter 6. Safety in the Physics Laboratory

red Danger label that contains the warning Avoid sense. Many laser hazards may be avoided by imple­ direct eye exposure. menting the following measures: In addition to the CDRH label, each laser that is 1. Avoid direct viewing of the beam. Instruct students class II or higher should have the following label not to look directly into the laser beam or its placed near the beam exit: Avoid exposure. Laser light bright reflections, just as they should not look is emitted from this aperture. The CDRH also requires directly at the sun or at arc lamps. As a general the manufacturers to provide users with the following practice do not place any portion of the body in information: Caution—Use of controls or adjustments the path of the beam. These practices become or performance of procedures other than those speci­ increasingly important as the power of the laser fied herein may result in hazardous light exposure. device’s output increases. Good work practices, Laser Precautions developed early, will assist the individual later in working safely with more hazardous lasers. Most lasers in use in secondary schools are 2. Know the location of the beam’s path and keep it continuous-wave (cw) helium-neon lasers that emit a clear of extraneous objects. All optical compo­ beam of red light. Invisible, exotic, or other harmful nents should be fixed in position in relation to the radiation is not emitted. These lasers are typically class laser before the beam is propagated to ensure that II or class IIIa lasers. It is important for the teacher to the beam’s path does not change in an uncon­ be aware of the classification of the laser being used. trolled manner. Objects with mirrorlike finishes Class II (cw) lasers have a maximum power of 1 (e.g., plumbing fixtures, personal jewelry, and mW, a power judged to be eye safe because the natural tools) reflect laser beams in unexpected direc­ blink reflex prevents excessive power absorption in the tions. If possible, such surfaces should be re­ eye. However, deliberate, direct staring into the beam moved from the vicinity of the beam’s path. for periods longer than one-quarter second may result Demonstration equipment, such as support rods, in injury. Safety features include warning labels, a bench surfaces, and adjustment tools, should be pilot lamp that glows when the electrical power is on, painted or treated to produce a dull, nonreflective and a mechanical beam stop that may be used to block surface. the beam when the power is on. 3. Block the beam when it is not needed. The me­ Class IIIa (cw) lasers that emit visible light have a chanical beam stop should be opened to allow maximum power of 5 mW, a power that may be too beam emission only when necessary for measure­ high for the blink reflex to provide protection against ments or observations. It should always be closed injury. Class IIIa lasers that emit outside the visible when an optical element is being inserted into the spectrum may be limited to lower power output. Safety beam’s path or is being relocated. features of the class IIIa laser include the safety 4. Terminate laser beams. Block off the beam at a requirements for the class II laser, a key switch, and a point beyond the farthest point of interest. All connector for optional remote control operation. laser beams should be terminated in a For lasers purchased before August, 1976, the nonreflective, light-absorbing material. For higher claimed optical power is not a reliable index of the power lasers (>0.5 W) the material should also be output. Tests have shown that such lasers rated at 1 nonflammable. mW radiated in the range of 0.19 to 3 mW. 5. Prepare and test demonstrations when no one else Lasers with cw outputs greater than 5 mW, pulsed is present. Demonstrations should be prepared and lasers, and lasers emitting radiation at wavelengths tested by the instructor when no one else is outside the visible and near-infrared light present present. All unwanted reflections should always additional hazards. Schools using such lasers should be tracked down and eliminated or blocked. have a copy of the American National Standard for the 6. Deflect the beam in a vertical plane in complex Safe Use of Lasers, ANSI Z136.1-1992, published by demonstrations. In normal experimental situations Laser Institute of America, 12424 Research Parkway, the laser beam’s path should be kept in a horizon­ Suite 130, Orlando, Florida 32826. tal plane at a level below or above the eye level of Even though the power of a laser may be low, the the instructor and observers. Complex demonstra­ beam should be treated with caution and common tions involving reflection or refraction should be D. Use and Hazards of Lasers 81

conducted with the beam’s deflection angles tively contracted and reduces the amount of light contained in a vertical plane to reduce the possi­ that might impinge on the retina accidentally bility of directing a stray reflection into the when the laser system is in use. audience. The laser display system should be 12. Provide and use adequate eye-protective devices. contained in a box that is open on the side(s) but Protecting the eyes with shatter-resistant goggles closed on the ends, top, and bottom. If the beam is essential when using some types of laser must travel a long distance, keep it close to the systems, but no one kind of goggle offers protec­ ground or overhead so that it does not cross tion from all wavelengths. Make sure that proper walkways at eye level. goggles are available and used (see Chapter 7, 7. Affix expanding lenses rigidly to the laser. When section C, “Eye Safety”). the laser is used to illuminate large surfaces, such 13. Shield the pump source. Flashlamps or arc lamps as in the viewing of holograms, beam-expanding are used to transmit energy into the laser material (diverging) lenses should be fixed rigidly to the in solid-state lasers. The high-intensity light laser. generated by those lamps should not be viewed 8. Equip the laser with a key switch. The laser directly. The broadband white light of the lamps is should be equipped with a key switch in the not completely blocked by laser-protection primary power circuit, rather than with the more eyewear. Enclosure of the lamp in an opaque commonly used kind of toggle switch. Key housing is essential. switches are available from electronic supply stores for a relatively small charge. An additional Electrical Safety with Lasers switch that requires constant pressure is also Helium-neon lasers employ high voltages similar desirable. to those employed inside a small television receiver. Although installing a key switch is desirable, a Capacitors within the power supply retain the poten­ retrofit may void the manufacturer’s warranty. It tially harmful voltage for some time after the input of is advisable to have an electrical technician power has ceased. Flashlamp power supplies typically perform this operation. involve higher stored energies and higher voltages 9. Do not leave an operable laser accessible and than those involved in the helium-neon lasers. Mainte­ unattended. The key should be removed and nance of these systems, such as changing the lamps, placed in a secure location to prevent unautho­ requires direct personal contact with the high-voltage rized use of the laser and possible injurious conductors. exposures. For the same reason, when experi­ School personnel must avoid the possibility of ments or demonstrations take place in areas that electrical shocks from both high-voltage and low- might permit access to the beam by individuals voltage equipment, including storage capacitors and not under the control of the teacher, a responsible power supplies, by disconnecting the equipment from person should be assigned to stop the beam’s the primary power source and using proper techniques emission if such access to the beam appears for the removal of stored energy before performing imminent. maintenance or service activities. 10. Reduce the optical power of the laser. The optical Each laser should be equipped with a UL-listed power used should be reduced to the minimum line cord and a three-prong grounded plug. Always necessary to accomplish the objective of the plug the laser into a grounded outlet. experiment or demonstration. Neutral density Conductive optical tables must be effectively filters or colored plastic can be used effectively to grounded. reduce radiated optical power. 11. Keep the area well lighted at all times. Good lighting tends to keep the pupil of the eye rela­ 7 ADDITIONAL SAFETY PRACTICES

A. Fire Prevention and Control 83 B. Use of Animals in the Classroom 84 C. Eye Safety 85 D. Eyewash Station 88 E. Safety on Field Trips 88 F. Poisonous Plants 89 G. Ionizing Radiation 94

S

AFETY H. Earthquake Preparation 97 7.

A

DDITIONAL

I. Waste Reduction 102 P

RACTICES J. Employees’ Exposure to Hazardous Chemicals 105 K. Employees’ Exposure to Bloodborne Pathogens 106

Table 4. Recommended Supplies of Safety Devices for Eyes 86 Table 5. Effects of Some Poisonous Plants 90

Note: Procedures discussed in this handbook involve potential dangers to persons, animals, and other living things and, therefore, should be performed only by persons who are technically trained and qualified. 7. ADDITIONAL SAFETY PRACTICES

HIS CHAPTER DEALS WITH GENERAL SAFETY 2. Class B fires involve gasoline, oil, paint, alcohol, practices that apply to various areas of science or other volatile flammable liquids. Smother the instruction. fire by using carbon dioxide (CO ), dry-chemical, T 2 or foam extinguishers. Aim at the base of the

flame with the CO2 extinguisher and do not hold A Fire Prevention and Control the nozzle (horn) because of the danger of frost­ bite. Foam should be floated over the fire. Expel If a serious classroom fire occurs, the teacher the entire contents of the extinguisher. should conduct a fast, orderly evacuation of the room. 3. Class C fires are fires in live electrical devices. The fire should be reported immediately, and control Use a nonconductive substance to prevent your­ measures may be taken if the fire is localized and does self from becoming a part of the electrical circuit. not present imminent danger. Both teacher and stu­ Use a CO2 or dry-chemical extinguisher. Shut off dents should know the location of the nearest fire the electrical power if it is possible to do so alarm, fire blanket, and fire extinguisher. The teacher without sustaining a burn. should know how to use those fire-control devices. 4. Class D fires occur with combustibles, such as When an open flame is used in the classroom, magnesium, titanium, potassium, sodium, zirco­ caution students to stay well away from the flame. nium, or other reactive metals. You need a special Never reach across the flame area. If hair or clothing extinguishing powder for those fires. Do not use becomes ignited, douse with water. A fire blanket can regular dry-chemical extinguishers. Dry sand is be used to smother the flaming area if water is not effective on small class D fires. Call the fire immediately available in sufficient quantity. (See the department and inform them that it is a class D end of this section for use of a fire blanket.) Do not use fire. Never use water or sand that is damp. a fire extinguisher on a person because it can cause serious chemical burns or frostbite (in the case of a Multipurpose (2A-10BC) fire extinguishers are mandatory (California Code of Regulations, Title 19, CO2 extinguisher). In an electrical fire, pull the plug if that can be Section 568 et seq.). The State Fire Marshal requires done without sustaining a burn (the cord might be hot) that one extinguisher be provided for every 6,000 or becoming a part of the circuit. Do not use water square feet (540 sq m) of laboratory space and that one because water is a conductor of electrical current. be located not more than 75 feet (22.5 m) from any Many substances and types of chemical reactions point in the laboratory on the same story or floor. involved in science programs present potential fire The following items of equipment are recom­ hazards. The teacher must anticipate the possible mended for use in classroom fires: causes of fire and be ready to act swiftly if a fire • General-purpose (ABC) dry-chemical fire extin­ occurs despite the preventive measures taken. guisher. Not for use with class D fires.

The most common causes of fire in the science • Carbon dioxide (CO2) fire extinguisher. Not for use laboratory are (1) failure to understand the nature of with class A or class D fires. the supplies or equipment being used; and (2) careless • Fire blanket for fires involving clothing on persons. handling of supplies or equipment. The victim should stop, drop, and roll immediately The following extinguishing procedures are on the floor to minimize inhalation of smoke or hot recommended for different kinds of fire, as indicated: gases. Someone should assist the victim in rolling 1. Class A fires are fires in wood, paper, fabrics, and up in the fire blanket, starting with the upper other common combustibles. Cool the fire with portion of the body to force flames away from the water or use a general-purpose dry-chemical head but making sure that the head is free. extinguisher (for use with all class A, class B, and class C fires).

83 84 Chapter 7. Additional Safety Practices

scratched by an animal should be sent immediately to B Use of Animals in the Classroom the school nurse for appropriate treatment. After a period of animal observation is completed, A science teacher or other adult supervisor should animals should be returned to their natural environ­ assume primary responsibility for the environmental ment. (See Caution in the following section.) conditions under which any study involving live animals is conducted. If the school faculty does not Humane Care and Treatment of Animals include persons with training in the proper care of Keeping animals in the classroom can be condu­ laboratory animals, the services of such a person on a cive to the development of many learning situations. consulting basis should be sought. A local veterinarian The humane care and handling of animals is para­ may offer this kind of help. mount during such lessons. (See also Chapter 4, All animals used in the classroom must be law­ section M, “Handling of Laboratory Animals.”) A fully acquired in accordance with state and local laws. respect for living things should be first in the minds of All mammals used in a classroom should be inoculated both teacher and student. Respect for life shall be for rabies, unless they were purchased from a reliable accorded to all animals that are kept for educational scientific company. All live-animal studies must purposes. comply with Education Code Section 51540 (see page In biological procedures involving living organ­ 85 and Appendix B). isms, teachers are encouraged to select such species as The following animals should never be brought plants, bacteria, fungi, protozoa, worms, snails, into the classroom: wild birds and mammals, snapping arthropods, or insects, whenever possible. These turtles, poisonous snakes, and insects that may be species are especially suitable for student work carriers of disease. Students should not bring their pets because of their wide variety and ready availability in to the classroom unless the activity is carefully large numbers and because of the simplicity of their planned by the teacher and approved by the adminis­ maintenance and of the return of native species to their trator. Dead animals found by the side of the road natural environment, or their subsequent disposal, as should never be brought into the classroom because appropriate. they may carry hazardous bacteria or parasites. Caution: Release of nonnative and exotic organ­ Before a suitable small animal is allowed in the isms may be detrimental to the local environment as classroom for observation, plans should be made for well as illegal. Observations of animals in their natural the animal’s proper habitat and food. The living habitat, including the community surrounding the quarters of animals in the classroom must be kept school, should be encouraged. In mammalian studies clean, free from contamination, and secure enough to nonhazardous human experiments are often education­ confine the animals. Plans must be made for the care ally preferable to those using such species as rats, of classroom animals during weekends and vacation guinea pigs, or mice. periods. No procedure shall be performed on a vertebrate Animals should be handled properly, according to animal that might cause it pain, suffering, or discom­ the particular animal, and only when necessary. fort or otherwise interfere with its normal health. Special handling is required if the animal is excited or Therefore, no surgery shall be performed on any living when it is feeding, pregnant, or with its young. (See vertebrate animal (mammal, bird, fish, reptile, or also Chapter 4, section M, “Handling of Laboratory amphibian). No lesson or experiment shall subject a Animals.”) vertebrate animal to any of the following: Students should wash their hands after handling turtles, snakes, fish, frogs, toads, and so forth. Make • Microorganisms that can cause disease in humans sure that the water from the habitat is disposed of or animals carefully. Turtles should be purchased only from • Ionizing radiation sources that certify that the turtles are free of salmo­ • Cancer-producing agents nella. • Chemicals at toxic levels Teachers should caution students never to tease the • Drugs that produce pain or deformity animals or to insert their fingers or objects through • Extremes of temperatures wire mesh cages. Any student who is bitten or • Stressful electric or other shock C. Eye Safety 85

• Excessive noise 51540. In the public elementary and high schools • Noxious fumes or in public elementary and high school school- • Exhausting exercise sponsored activities and classes held elsewhere than on • Overcrowding school premises, live vertebrate animals shall not, as • Other distressing stimuli part of a scientific experiment or any purpose whatever: (a) Be experimentally medicated or drugged in a Animal observations must be directly supervised manner to cause painful reactions or induce by a competent science teacher, who shall approve the painful or lethal pathological conditions. plan before the student starts work. Students must have (b) Be injured through any other treatments, includ­ the necessary comprehension and qualifications for the ing, but not limited to, anesthetization or electric work contemplated. The supervisor shall oversee all shock. experimental procedures, shall be responsible for their Live animals on the premises of a public elemen­ nonhazardous nature, and shall personally and continu­ tary or high school shall be housed and cared for in a ally inspect experimental animals during the course of humane and safe manner. the study to ensure that their health and comfort are The provisions of this section are not intended to fully sustained. prohibit or constrain vocational instruction in the normal practices of animal husbandry. Vertebrate animal studies shall be conducted only in locations in which proper supervision is available, Regulations about the use of animals in the either a school or an institution of research or higher classroom for educational purposes are also included education. No vertebrate animal studies shall be in the Health and Safety Code of the state of Califor­ conducted at a home (other than observations of nia. These regulations state that animals used for normal behavior of pet animals, such as dogs or cats). experimental, educational purposes must be humanely In vertebrate animal studies, animals shall be treated, supplied with adequate food and water, and provided palatable food in sufficient quantity to kept in satisfactory shelter and sanitary conditions. maintain normal growth. Diets deficient in essential (See Appendix B for the applicable section of the foods are prohibited. Food shall not be withheld for Health and Safety Code.) periods longer than 12 hours. Clean drinking water shall be available at all times (and shall not be re­ placed by alcohol or drugs). C Eye Safety Chicken eggs subjected to experimental manipula­ tions that may produce abnormalities shall not be The sections of the Education Code (32030– allowed to hatch. Such embryos shall be killed hu­ 32033) that regulate the duties and responsibilities of manely no later than the 18th day of incubation. If schools and school districts to protect the eyes of normal egg embryos are to be hatched, satisfactory students, staff, and visitors during hazardous activities arrangements must be made for the appropriate care or conducted in the classroom are cited in Appendix B. humane relocation of chicks. Those legal requirements are summarized in this Projects involving vertebrate animals will nor­ section, followed by information on eye-protective mally be restricted to measuring and studying normal devices and other eye-safety practices. physiological functions (such as normal growth, Legal Requirements activity cycles, metabolism, blood circulation, learning School district governing boards have the duty to processes, normal behavior, reproduction, and commu­ equip schools with eye-protective devices for the use nication) or isolated tissue techniques. None of these of all students, teachers, and visitors participating in studies requires infliction of pain. hazardous activities, such as those outlined below. Regulations Principals or teachers supervising any of those activi­ State and local laws regulate the care and use of ties must require that the eye-protective devices be animals in both elementary and secondary science worn by participating students, teachers, and visitors. instruction. The treatment of animals in California Handbooks, guides, and other instructional materi­ public school instruction is regulated by Education als designed for use by persons involved in direct Code Section 51540 as follows: supervision of hazardous situations must carry addi­ 86 Chapter 7. Additional Safety Practices

tional, detailed guidelines covering particular subject Sale of devices. If students and teachers wish to areas and concerns. purchase their own eye-protective devices, the devices Circumstances requiring eye-protective devices. may be sold at a price that shall not exceed the cost of Courses in which the eye-protective devices shall be the devices to the school district. worn include, but are not limited to, vocational or industrial arts shops or laboratories and chemistry, Eye-Protective Devices physics, or combined chemistry-physics laboratories at Eye-protective devices vary in form and effective­ any time the individual is engaged in an activity or is ness. Three basic types of eye and face protection are observing the use of hazardous substances likely to as follows: cause injury to the eyes. Such activity includes, but is • Goggles—primarily intended for eye protection not limited to, the following: against impact and splash. Goggles also serve to • Working with hot metal reduce the dust and fumes reaching the eye. • Working with hot liquids or solids or with chemi­ • Face shield—for partial personal face protection cals that are flammable, toxic, corrosive to living against splash or impact. Face shields should tissues, irritating, strongly sensitizing, or radioac­ ordinarily be used in conjunction with goggles. tive or that generate pressure through heat, decom­ • Safety shield—for group protection from splash position, or other means and impact. The safety shield should be used with • Working with materials or equipment under stress, goggles and, if appropriate, with a face shield. pressure, or force that might cause fragmentation, Specifications for eye-protective devices include including the use of hand or power tools with such the following: (1) lenses must have a minimum hard materials as stone or metal thickness of 3 mm and be impact-resistant; (2) frames Standards for devices. The eye-protective devices must be a lens-retaining type made of nonflammable used shall be industrial-quality devices that meet the material; and (3) goggles must be splash-proof. See standards of the American National Standards Institute Table 4 for further information about recommended (ANSI). supplies of eye-safety devices.

TABLE 4 Recommended Supplies of Safety Devices for Eyes

Device Recommended Allowance

1. Goggles—plastic, splash-proof, vented One class set of 35 for each school science laboratory (standard Z87.1) (This number allows for visitors, breakage, and loss.) 2. Goggles—plastic, splash-proof, nonvented Five for each science laboratory 3. Face shield—quickly adjustable One for each teaching station, preparation room, and project room 4. Cabinet—germicidal, ultraviolet, capacity 35 goggles One for each class set of goggles 5. Safety shield—flat One for two classrooms 6. Safety shield—curved One for two classrooms

Note: These eye-protective devices should not be considered 100 percent effective against all potential eye hazards. Appropriate combinations of devices may be used for optimum protection. C. Eye Safety 87

To establish an effective eye-safety program, the 6. Maintain reasonable standards of cleanliness teacher must comply with the following practices: because eye-protective devices will usually be 1. Orient the students to the need for and use of eye- shared by several persons. Use of germicidal protective devices. cabinets or dips is highly recommended along 2. Warn students that contact lenses may not be worn with frequent, thorough washing. Although these in an atmosphere that may contain hazardous procedures do not sterilize, they do sanitize, gases, vapors, or liquids or when there is any which is safer than no cleaning at all. Students danger of chemicals entering the eye (see accom­ with unhealthy, possibly contagious skin or eye panying box, “Use of Contact Lenses”). conditions should be encouraged to purchase 3. Consider eye safety when planning each science personal safety goggles; or specific goggles activity. Refer to Chapter 2, section D, “Eye should be reserved for the students’ exclusive use. Injuries,” and the following subsection in this 7. Consider the special requirements of the store­ chapter, “Potential Eye Hazards.” Ensure that all room, preparation room, and project room activi­ persons performing science laboratory activities ties. Because of the greater probability and involving hazards to the eyes wear approved eye- severity of many eye hazards in storerooms, protective devices. All persons in dangerous preparation rooms, and project rooms, all persons proximity to such activities must be similarly performing or observing hazardous activities in equipped. those areas must be equipped with the splash- proof plastic goggles and other approved eye- safety devices specified for those areas. Use of Contact Lenses Potential Eye Hazards The use of contact lenses in science laboratory Eye-protective devices must be provided for instruction is strongly discouraged because the capillary action of solutions causes rapid spreading participants and observers in activities involving, but of the solution under contact lenses and possibly not limited to, the following conditions: delays the removal of the lenses. Quick removal of 1. Impact hazards contact lenses is very difficult under adverse • Conducting pneumatic pressure or evacuation conditions. When laboratory activities are antici­ operations, including use of the pressure pated, prescription glasses should be worn unless a cooker student cannot see without contact lenses. Contact • Operating power tools lenses are also not to be worn when a dust or vapor hazard exists unless vapor-resistant goggles are • Operating centrifugal (centripetal) devices available. It is essential to provide approved • Conducting projectile and collision demon­ nonvented protective goggles promptly to students, strations teachers, and visitors wearing contact lenses and to • Handling elastic materials under stress; for ensure that the goggles are worn regularly. If example, springs, wires, rubber, glass adequate eye protection cannot be provided, the • Working with or igniting explosive or implo­ student should be excused from the activity and sive devices or substances assigned to another supervised room or area. • Working with hot molten metals • Hammering, chipping, or grinding rocks, minerals, and metals 4. Establish routine procedures for the distribution of • Cutting or breaking glass the individual eye-protective devices, when needed, and for their subsequent return to the 2. Hazardous substances storage case. • Pouring, pumping, or dispensing corrosive 5. Establish a definite, readily accessible location in substances the designated areas for each type of eye-protec- • Generating toxic or potentially explosive tive device. An accessible germicidal ultraviolet gases storage cabinet is an appropriate location for • Mixing chemicals that react violently goggles because it serves the dual purpose of • Preserving and staining biological specimens storing and sterilizing the goggles. 88 Chapter 7. Additional Safety Practices

• Cleaning and sterilizing with corrosive sprays for each eye). The shower head should be on a substances, including ammonia, detergents, or hose that pulls out of the counter and is installed next solvents to an existing sink, over which the face can be held as 3. Hazardous radiation the eyes are washed. • Direct viewing of the sun (Note: No approved eye protection is provided. Do not allow this activity.) E Safety on Field Trips • Use of infrared and ultraviolet light sources Field trips afford unique learning opportunities (Note: No approved eye protection is pro­ and often include hazards not encountered in the vided. These sources must be shielded from classroom/laboratory. They should be carefully direct view.) planned and should include provisions for transporta­ • Use of lasers (Note: No approved eye protec­ tion, protection against on-site hazards, and supervi­ tion is provided. These sources must be sion (see NSTA position statement in Appendix A). shielded from direct view. See Chapter 6, The teacher should visit the site beforehand to assess section D, “Use and Hazards of Lasers.”) the hazards so that they can be considered in the An effective eye-protection program must include pretrip orientation and in communications with parents adequate instruction and demonstration on the hazards or guardians. of laboratory work and the methods with which to Permission slips should be completed and signed avert accidental injury. This instruction must be by parents or guardians (see sample form in Appendix repetitious and should become routine procedure. The R). The document should include details of the trip and eye-protective devices must be readily available provide an opportunity for parents or guardians to whenever needed, and high standards of cleanliness indicate any reason (medical, psychological, or must be maintained to prevent any spread of infection religious) for their children to be exempted from the from contagious eye or skin conditions. Students must activity or be given special consideration during the be cautioned never to rub their eyes or touch their activity because of conditions resulting from medica­ faces during any activity using reagents or substances tion, allergies, and so forth. that could be transferred through their hands. Students should scrub their hands thoroughly after any such laboratory exercise.

D Eyewash Station

An eyewash station should be provided in any classroom or stockroom in which a chemical splash into eyes is a possibility (California Code of Regula­ tions, Title 8, General Industry Safety Orders, Section 5162; see Appendix B). Several types of stations are possible, including: • A completely plumbed-in or self-contained eye­ wash or eyewash/facewash station • A faucet-mount eyewash or eyewash/facewash unit that attaches directly to an existing faucet and also allows for normal faucet usage A face-and-shower-head drench hose, operated by a squeeze handle, may support plumbed or self- contained units but may not be used in lieu of them (unless specially designed with separate flushing F. Poisonous Plants 89

The nature of the field trip activity and the envi­ Valley fever, or coccidioidomycosis, is discussed ronment will dictate supervision needs. Ordinarily, in detail in Chapter 4, section E, and in Appendix S. there should be a minimum of one adult per ten students unless district policy indicates otherwise. A first-aid kit (see Appendix D) is required F Poisonous Plants whenever a group takes a trip away from school. If the field trip is conducted in an area known to be infested Biology and general science teachers should be by poisonous snakes, be aware of the precautions prepared to warn students about the dangers of poison­ about poisonous snakebites described in Chapter 2 of ous plants that grow in California. Special attention this handbook. After a first-aid kit is used, the contents should be given to poisonous plants or plants with should be replenished if necessary. poisonous parts that are (1) included in the school Students should be informed about the most landscaping; (2) brought to school for plant studies; or appropriate kinds of clothing to wear on particular (3) likely to grow in areas in which field trips are field trips. Students should be instructed to wash their planned. Teachers are encouraged to become ac­ hands and faces with a strong soap immediately after quainted with and teach about poisonous plants any exposure to hazards, such as poisonous plants, in growing around homes, parks, streets, and recreational the environment (see the following section of this areas in the school district. chapter). Because not all plants have been thoroughly Special precautions should be taken when trips are researched for their toxicity, a commonsense rule conducted on or near deep water. Special precautions would be never to do any of the following: should also be taken when trips are conducted in areas • Never place any plant part in the mouth. in which participants are likely to come into contact • Never rub any sap or fruit juice into the skin or an with animals or organisms that spread diseases, such open wound. as the Hanta virus, Lyme disease (spirochete), and • Never inhale or expose the skin or eyes to the valley fever (coccidioidomycosis). smoke of any burning plant or plant parts. The Hanta virus is spread by rodents in the natural • Never pick strange wildflowers or cultivated plants regions and is found especially around and in primi­ that are unknown. tive, abandoned, or seasonally used buildings in • Never eat food after handling plants without first California and other states. The virus is often inhaled scrubbing the hands. with the dust in which saliva, urine, or feces from The reason for these never precautions is that any rodents have intermingled. Special decontamination part of a plant can be relatively toxic, even fatal, measures should be taken when participants come into depending on the weight of the person and the amount contact with owl pellets because of the possible of the plant ingested. See Table 5 for further informa­ consumption by the owls of infected rodents. Consult tion about some poisonous plants. your county environmental health department for Students frequently place seeds in their mouths decontamination procedures. unconsciously. The danger in this habit lies in the Lyme disease is more prevalent along the north possibility not only of swallowing a poisonous species coastal region of California. The spirochete that but also of falling prey to the practice of commercial causes the infection is injected during the bite of distributors who coat their garden and crop seeds with certain ticks and may also be transmitted to other hormones, fungicides, and insecticides. Some of those mammals (including pets) and birds. Arthritis, heart items cause allergic skin responses. The remainder are problems, and nervous disorders may result from the usually deadly when inhaled to any degree or acciden­ disease, which is characterized in its early stages as a tally ingested. Teachers purchasing seeds for experi­ skin rash that is hard at its center. Students should take ments from dealers should investigate the presence of special precautions, such as wearing protective cloth­ any such coating or sprays and ask the dealer whether ing and checking the clothes and body frequently for the seeds have been chemically coated. ticks. Students should shower as soon as they return home and carefully check for ticks again at that time. TABLE 5 Effects of Some Poisonous Plants

Toxic Part Effects of Ingestion

Flower garden plants Autumn crocus All parts, Vomiting and nervous excitement Colchicum autumnale especially corm *Castor bean Seeds Fatal; one or two castor bean seeds are near the lethal dose Ricinus communis for adults Daffodil, Narcissus Bulb Nausea, vomiting, dermatitis Narcissus pseudonarcissus Dieffenbachia, (dumb cane) All parts Intense burning and irritation of the mouth and tongue; death Dieffenbachia (various) can occur if the base of the tongue swells enough to block the air passage Elephant’s ear All parts Painful irritation of the lips, mouth, tongue and throat; Colocasia esculenta dermatitis Some philodendrons *Foxglove Leaves One of the sources of the drug digitalis, used to stimulate Digitalis purpurea the heart; in large amounts the active principals cause dangerously irregular heartbeat and pulse, digestive upset (usually), and mental confusion; may be fatal Hyacinth All parts, Nausea, vomiting, diarrhea Hyacinthus orientalis especially bulb Iris Underground Severe, but not usually serious, digestive upset; dermatitis Iris (various) stems, leaves Larkspur Young plants Digestive upset, nervous excitement, depression; may be fatal Delphinium (various) and seeds Lily-of-the-Valley Leaves, flowers Irregular heartbeat and pulse, usually accompanied by digestive Convallaria majalis upset and mental confusion Monkshood All parts Digestive upset and nervous excitement Aconitum (various) *Oleander Leaves, branches Extremely poisonous; Nerium oleander affects the heart, produces severe digestive upset, and has caused death

Nerium oleander

Poinsettia Leaves, flowers Can be irritating to mouth and stomach; sometimes causes Euphorbia pulcherrima vomiting and nausea but usually produces no ill effects Star-of-Bethlehem Bulbs, flowers Nausea, vomiting, intestinal disturbances Ornithogalum umbellatum

*Included in Poisonous Plants of California by Thomas C. Fuller and Elizabeth McClintock. Berkeley: University of California Press, 1987. The authors cite these 12 plants as frequently occurring seed plants that all Californians should learn to recognize.

90 TABLE 5 (Continued) Toxic Part Effects of Ingestion

Ornamental plants *Angel’s trumpet (red, white) All parts, Thirst, dryness of mouth and skin, flushing of face, visual Brugmansia sanguinea especially seeds disturbances, nausea, rapid pulse, fever, delirium, incoherence, stupor (depends on amount); effects may be immediate or delayed several hours Azalea, western rhododendron All parts Fatal; produces nausea and vomiting, depression, difficult Rhododendron (various) breathing, prostration, and coma

Rhododendron

Cherries, wild and cultivated Kernel inside Fatal; contains a compound that releases cyanide when eaten; Apricots hard pit gasping, excitement, and prostration are common symptoms, Prunus (various) often appearing within minutes Daphne All parts, Fatal; a few berries can kill a child Daphne (various) especially berries Golden chain All parts Severe poisoning; excitement, staggering, convulsions, and Laburnum anagyroides coma; may be fatal Jessamine All parts Fatal; digestive disturbance, nervous symptoms, impaired Gelsemium sempervirens respiration, convulsions Laurel, black/sierra All parts Fatal; cardiovascular disturbances Leucothoe (various) Moonseed Bark Muscle relaxant, respiratory depression or arrest Cocculus laurifolius Red sage Green berries Fatal; affects lungs, Lantana camara kidneys, heart, and nervous system

Lantana camara

*Included in Poisonous Plants of California by Thomas C. Fuller and Elizabeth McClintock.

91 TABLE 5 (Continued) Toxic Part Effects of Ingestion Ornamental plants *Rosary pea Seeds Fatal; a single rosary pea has caused death; not grown Abrus precatorius in California but used in seed ornaments Wisteria All parts, especially Mild to severe digestive upset; many children are poisoned by Wisteria (various) seeds and pods this plant

Wisteria floribunda

*Yew (English yew) Berries, foliage Fatal; foliage more toxic than berries; death is usually sudden, Taxus baccata without warning symptoms

Plants in fields

Buttercup All parts Irritant juices may severely injure the digestive system Ranunculus (various) *Jimsonweed (thorn apple) All parts Abnormal thirst, distorted sight, delirium, incoherence, and Datura stramonium coma; common cause of poisoning; has proved fatal *Meadow death camas All parts Thirst, dizziness, headache, vomiting, slow heart action, Zigadenus venenosus low blood pressure, convulsions Nightshade All parts, especially Fatal; intensive digestive disturbances and nervous symptoms Solanum (various) unripe berry *Poison hemlock All parts Fatal; resembles a large wild carrot; used in ancient Greece Conium maculatum to kill condemned prisoners

Conium maculatum

*Included in Poisonous Plants of California by Thomas C. Fuller and Elizabeth McClintock.

92 TABLE 5 (Continued) Toxic Part Effects of Ingestion

Plants in fields *Pokeweed All parts Thirst, coughing, vomiting, diarrhea, severe dehydration, Phytolacca americana shock; rarely fatal *Tree tobacco All parts Fatal; nausea, Nicotiana glauca vomiting, diarrhea, respiratory paralysis

Nicotiana glauca Plants in swamp or moist areas

*Western water hemlock All parts Fatal; violent and painful convulsions; a number of people (central and northern have died from hemlock California) Cicuta douglasii

Plants in wooded areas Black locust Bark, sprouts, Causes nausea, weakness, and depression in children after Robinia pseudoacacia foliage, seeds they chew the bark and seeds Elderberry Shoots, leaves Children are poisoned by using pieces of the pithy stems for Sambucus (various) blowguns; nausea and digestive upset Mistletoe All parts, especially Fatal; children and adults have died from eating the berries Phoradendron (various) berries Oak Foliage, acorns Affects kidneys gradually; symptoms appear only after several Quercus (various) days or weeks; takes large amount for poisoning; do not allow children to chew on acorns Poison oak, Pacific poison oak Leaves, stems, Skin contact Western poison oak berries, roots with oily fluid Toxicodendron diversilobum secreted in all [Rhus diversiloba] parts of plant causes painful, often long- lasting skin eruptions and a burning, itching sensation Toxicodendron diversilobum Vegetable garden plants [Rhus diversiloba]

Rhubarb Leaf blade Fatal; large amounts of raw or cooked leaves can cause Rheum rha barbarum convulsions and coma, followed rapidly by death

*Included in Poisonous Plants of California by Thomas C. Fuller and Elizabeth McClintock.

93 94 Chapter 7. Additional Safety Practices

Ionizing Radiation operation but does not produce radiation in any G accessible area to such a degree that an individual will be likely to receive a radiation dose to the whole Before considering the acquisition of radiation- body or to the head, trunk, gonads, lens of the eye, producing machines or radioactive materials, school or active blood-forming organs in excess of 0.5 rem administrators and science department faculty should in a year. Examples of potentially hazardous equip­ obtain a copy of the California Radiation Control ment are flyback transformers, shunt regulator tubes, Regulations (California Code of Regulations, Title 17). and cathode-ray tubes operating at voltages in excess The manual is available from the California Depart­ of 20,000 volts. ment of Health Services, Radiologic Health Branch, P.O. Box 1525, Sacramento, CA 95807. It provides Cold Cathode-Ray Tubes regulatory, licensing, and safety requirements for the Cold cathode-ray tubes of the types commonly use of radiation-producing machines and radioactive used in the classroom have been identified as materials. potential sources of hazardous X rays coincidental to When planning to use radiation-producing ma­ the intended use of the tubes. The information in this chines or radioactive materials in the classroom, section on cold cathode-ray tubes was provided by teaching and administrative staff should be fully aware the California Department of Public Health in of the recommendations of the National Committee on Berkeley as a guide for science teachers. Radiation Protection and Measurements and of the Cold cathode-ray tubes are used for the study of requirements of California Code of Regulations, Title electrons and electronic phenomena. The tubes come 17, Section 30265, that limit radiation exposure of in a multitude of sizes, shapes, and forms. Three persons under eighteen years of age to no more than kinds of cold cathode-ray tubes that can produce 0.5 rem per year. Although the risk of reaching or potentially hazardous X rays coincidental to their exceeding that limit is exceedingly small, all uses intended use are heat-effect tubes, magnetic-effect should be planned and conducted accordingly. tubes, and shadow- or fluorescence-effect tubes. Schools should not accept gifts of X-ray machines These cathode-ray tubes can produce X rays when or radioactive materials until (1) the machines have all the following conditions are met: been checked by a qualified health physicist or radio­ logical physicist to determine that the equipment can • An electron source or cathode is present. be operated safely and without excessive radiation • There is a target or anode that the electrons can leakage; and (2) the radioactive materials have been strike. determined not to exceed permissible quantity limits • A high potential difference exists between anode specified by California Code of Regulations, Title 17, and cathode. (In voltage of 10KV or under, the Section 30180(c), and have been found to be free of electrons do not acquire sufficient energy to removable contamination in excess of 0.005 microcu­ produce significant X rays.) rie. • Low gas pressure prevails between cathode and anode; that is, a moderately good vacuum exists Radiation Machines in the tube. A radiation machine is any device capable of The heat-effect tube is used to demonstrate that producing ionizing radiation when the associated cathode rays consist of rapidly moving electrons control devices are operated. Examples of radiation- whose kinetic energy is converted to heat on colli­ producing machines are medical and dental machines sion with an object. The tube consists of an evacu­ used in the healing arts, electron microscopes, cabinet ated glass bulb with a thin foil target positioned X-ray machines, and fluoroscopes. between opposed electrodes. The cathode has a Registration. Every person who acquires a radia- concave surface to focus electrons on a small spot of tion-producing machine shall register it with the the foil. The focal spot on the foil can easily be Department of Health Services (DOHS) within 30 heated to a dramatically visible white heat. days. Registration forms can be obtained from DOHS, The magnetic- or deflection-effect tube demon­ Radiologic Health Branch, P.O. Box 1525, Sacra­ strates that cathode rays carry an electric charge and mento, CA 95807; telephone (916) 445-6256. can be deflected by a magnetic field. This tube Exemptions. Electrical equipment is exempt from consists of an evacuated glass cylinder with an registration if it produces radiation incidental to its G. Ionizing Radiation 95

electrode at each end. An aluminum strip coated with a The properties of radioactive materials have fluorescent material is positioned between the elec­ numerous applications in scientific research, medicine, trodes, and a collimating slit is at the cathode end. In a and industry. These applications are anticipated not magnetic field the luminous line caused by electron only to continue but also to increase dramatically in bombardment of the fluorescent strip moves up or number and in kind. School district science programs down according to the polarity of the magnet. should provide students with an opportunity to investi­ The shadow- or fluorescence-effect tube demon­ gate radiological theory and the uses of radioactive strates that cathode-ray energy may be converted into materials to develop techniques and skills in handling visible radiation by fluorescence of the glass walls of such materials safely. the tube, resulting from electron bombardment. A Licenses. California Code of Regulations, Title 17, metallic object, such as a Maltese cross, is placed in a states the conditions under which persons and institu­ Crookes tube so that its shadow can be cast on the tions may possess and use radioactive materials: either glass wall of the tube. By observing this shadow, one a school must have and use only small (exempt) can see that the cathode rays producing this pattern quantities and concentrations of radioactive materials travel in straight lines. or the school must have a specific license to possess The following conclusions may be drawn about X- and use radioactive materials. The terms are described ray production from the cathode-ray tubes: below: 1. X-ray output is sporadic. Under identical condi­ • Possession or use of exempt quantities and concen­ tions of operation, output may vary from one tube trations of materials, as defined in California Code to another or from the same tube from day to day. of Regulations, Title 17, Section 30180, does not 2. Gas pressure within the tube is one of the control­ require the issuance of a specific license. Exempt ling factors in X-ray production. If there is materials include (a) any naturally occurring sufficient gas present, the accelerated electrons radioactive material (except uranium and thorium); will collide with gas atoms and, therefore, never (b) unprocessed ore which, in its natural form, gain enough energy to produce X rays. contains uranium and thorium; (c) radioactive 3. Tube composition plays an important part in materials in concentrations that do not exceed those producing X rays. X-ray production is a function noted in Schedule C of Title 17; and (d) radioactive of the target materials that the electrons strike. materials, provided that the quantity of each 4. The tube wall, if thick enough and of proper material does not exceed the applicable quantity composition, can act as a shield for X rays. noted in Schedule A of Title 17 and provided that 5. The output of the tube is strongly dependent on not more than ten such quantities are possessed at the voltage and current capabilities of the power any one time. source. • Specific licenses, as defined in California Code of The Department of Health recommends the Regulations, Title 17, sections 30194 and 30195, following procedures in the use of cold cathode-ray are required if an individual or an institution tubes: intends to possess or use quantities or concentra­ • Tubes should be used only for demonstrations tions of radioactive materials in excess of the conducted by the instructor. amounts specified in schedules A and C. Informa­ • Tubes should always be operated at the lowest tion relating to specific licenses can be obtained possible current and voltage, and the time of from the Department of Health Services, Radio­ operation should be kept to a minimum. logic Health Branch, 714 P Street, Sacramento, CA • No student should stand closer than 10 feet (3 m) 95814. Applications for specific licenses must be from a tube when the tube is in operation. signed by an appropriate school district staff member, who has the responsibility for ensuring Radioactive Materials that the radioactive material is used and stored This section applies to situations in which indi­ safely. The direct responsibility for safe use and viduals or groups actively participate in investigations storage rests with an appropriately trained radiation or projects involving the use of radioactive materials. safety officer at the site of use. Both persons must It does not refer to class demonstrations of the use of be designated on the license application. radiation detectors or cloud chambers. 96 Chapter 7. Additional Safety Practices

Strict compliance with the conditions attached to and usage information. No more than ten scheduled specific licenses is required for approval of the quantities of isotopes may be stored in any one school, licenses. An amendment request must be submitted as specified in the California Radiation Control for any change in the personnel using radioactive Regulations (California Code of Regulations, Title 17). materials, the radiation safety officer, or the site of Use of radioisotopes. The use of radioactive use. A copy of the license must be maintained in materials in classroom activities can provide valuable the school district staff offices as well as at the site experience in preparation for subsequent vocational or of use. All persons at the site of use must be aware university application. However, the use should be that they have access to the license and its condi­ closely supervised. The standard radiation symbol with tions as well as to laws and regulations set forth in the words Caution—Radioactive Material should be the California Penal Code and the Health and displayed both at the storage room and in the class­ Safety Code. room when the isotopes are in use. Normally, the use of film badges or other types of radiation dosimeters is Procurement and storage of radioisotopes. Before not required when using exempt quantities of radioiso­ the first procurement of radioactive materials, the topes. However, an operable radiation survey meter school should make certain that a radiation survey should always be available and should be used follow­ meter is available. The recommended type of radiation ing the classroom exercise to verify that there is no detection instrument is an end window Geiger-Mueller contamination on the hands or body or on surfaces that (G-M) detector with a detection window of approxi­ have come into direct contact with the isotopes. mately 2 mg/cm2. When used properly, this instrument Observance of the following rules will ensure that will detect alpha, beta, and gamma radiation. G-M radioisotopes are used safely: detectors are available at relatively low cost; assistance • Never handle radioactive sources with unprotected in choosing the correct instrument can be provided by fingertips. The use of forceps or tongs will mini­ DOHS or a competent health physicist. mize exposure to the hands and fingers. Orders for procurement of radioisotopes, whether • Alpha emitters can be shielded easily by a sheet of in exempt amounts or as allowed by specific license, paper; beta emitters should be shielded by one- must be approved by the appropriate school-site quarter-inch lucite or glass. However, teachers administrator and school district staff member. On should remember that both of these sources are receipt of the material, the teacher or designated often accompanied by the emission of gamma rays, radiation safety officer (RSO) must take the following which may require lead shielding. Exempt gamma- steps: emitting sources can usually be shielded easily by • Carefully inspect the package for damage before one-quarter-inch lead. opening it. • No experiments should be performed that might • If there is no damage, open the package, inspect the cause the release of gaseous radioactive products, contents, and compare the contents with the nor should radioactive materials be disposed of in packing slip. sinks and drains or unmarked waste or trash • If there are any indications of external damage or containers. contamination of the packing material or if the contents do not match the packing slip, notify the Disposal of unneeded radioactive materials. When vendor immediately and request disposal instruc­ teachers and administrators become aware of the tions. In the interim place the package and contents presence of radioactive sources and materials that are in a plastic bag, seal and store the bag, and monitor the remains of old classroom activities, they should the storage area for contamination. never dispose of those materials as ordinary trash. Usually, the materials are partially or completely All schools in which radioactive materials are used decayed. The only acceptable methods of removal are must provide a secure storage location. The location by disposal as radioactive waste or by transfer to a must be kept locked when not in use, and access must person or institution holding a specific license autho­ be limited to designated persons only. The room must rizing receipt of the material. be properly posted and accurate records maintained of Disposal as radioactive waste presents unique but each isotope or source. Records must include the type not unsolvable problems. Radioactive sources and and quantity of isotope, date of assay, date of receipt, trash must be kept separate from liquid materials, H. Earthquake Preparation 97

which must be absorbed against diatomaceous earth or withstand an earthquake of magnitude 6.5, the shaking a similar agent. Both must be packaged in steel drums, will cause a tremendous amount of glass breakage. He manifests must be prepared, and the material must be recommends the following preventive measures: (a) transferred to an authorized disposal company. Before toxic chemicals must be stored on low shelves and in that is done, the school must have an EPA number (see chemical-proof pans; (b) the floor must be acid-proof; Chapter 5, section E, step 5; and the regulations in (c) the school must keep an inventory of what is in the Appendix B, dealing with “milkrun operations” for storeroom; (d) the name of the nearest chemical burn transporting hazardous waste) and a permit from one center should be posted in the chemistry laboratory; of the three states that maintain low-level waste and (e) disaster drills must be conducted more fre­ disposal sites. (The same EPA number can be used for quently. (See also Chapter 5, section E, “Steps for disposal of chemicals and other hazardous materials.) Establishing a Safer Chemicals Storage Area.”) The DOHS maintains a list of licensed waste-disposal The experiences of Jack Grube, who was adminis­ companies; those companies will offer assistance with tering school science programs in the earthquake- obtaining the necessary permits and licenses. damaged areas during both the magnitude 6.9 earth­ An acceptable and less costly method of disposal quake in the San Francisco Bay Area on October 17, of unwanted radioisotopes is by transfer to a specific 1989, and the 6.8 earthquake in Northridge, California, licensee. Inquire of nearby universities, colleges, and on January 17, 1994, demonstrate the importance of research organizations whether any has a license for preparedness. He found that science preparation areas the particular type and quantity of material that you that are properly managed and have good storage wish to dispose of. Disposal can usually be done for a practices can ride out strong earthquakes. There was minimal cost. The designated school district staff no damage to the contents of shelving that was secured member or radiation safety officer is responsible for to the wall and had retaining lips on the front edge. first obtaining a copy of the receiver’s license to verify However, doors on storage cabinets did not protect the that it includes the material in question. Then the contents as well as the secured shelves did because designated person is responsible for packaging the lateral motion was able to throw doors open unless material for shipment or transfer, complying with other they were securely (purposefully) latched. He con­ reasonable requirements of the receiver, and obtaining cludes that (a) earthquake procedures and drills should a receipt for the material. specifically address the dangers of science storage The disposal process or transfer to a licensee must areas; (b) science teachers (and facilities) should be be coordinated with the appropriate school or school prepared for emergencies and should be called on to district staff. If the material to be disposed of or supervise cleanup after an earthquake, rather than transferred is material for which the school holds a custodial and other inadequately trained personnel; license and the intent is to abandon the license, the and (c) battery-operated emergency lights should DOHS must be notified of such intent. A final inspec­ clearly illuminate chemical storage areas. tion will be conducted by that agency. The following sobering statement was made by the Bay Area Regional Earthquake Preparedness Project (BAREPP) in 1985: H Earthquake Preparation Approximately 80 percent of California’s population is located within the Uniform Building Earthquake! A strong shake measuring 6.5 on the Code’s highest seismic risk zone out of the five Richter scale smashes all the glass containers in the zones in the United States. The remainder of the chemical storage area, allowing the chemicals to state is located in the next highest zone. This intermix and releasing toxic fumes and a corrosive translates to virtually a 100 percent chance of slurry strong enough to eat through the flooring and experiencing light shaking or worse during (the cement. next) 25 years. That scenario may sound unreasonable, but it happened at Coalinga High School in 1983. Consultant As urban areas in the vicinity of hazardous earth­ E. Robert Bulman concludes in his report, “The quake regions become increasingly populated, the Coalinga Earthquake: A Report on Schools,” that amount of death and destruction from earthquakes can although California’s school buildings can structurally be expected to rise. Therefore, California’s science 98 Chapter 7. Additional Safety Practices

teachers need to prepare now. Instructors should read 1. Surveying the classroom and stockroom for this entire section on seismic safety, then act. The nonstructural hazards earthquake safety measures outlined in this section are 2. Performing hazard-reduction projects intended to augment the school’s general emergency/ 3. Creating an earthquake-response plan disaster plans. 4. Procuring emergency equipment and supplies The central components of any earthquake- Completion of these four phases will help the response plan for seismic safety in science classes school come into compliance with the requirements of should include, but not be limited to, the following the law to establish earthquake emergency procedures phases: (Education Code sections 35295 through 35297 and 40041.5; see Appendix B).

Phase 1: Nonstructural Hazard Identification The following checklist is intended to help identify common nonstructural earthquake hazards that can be reduced or eliminated at little or no cost. For questions checked No, refer to Phase 2, step three, of this section, which contains suggestions for rectifying nonstructural hazards. Yes No 1. Equipment/furnishings/fixtures a. Are freestanding cabinets, lockers, bookcases, cupboards, storage racks, and wall shelves secured to a structural support? ❑ ❑ *b. Are the ceilings, overhead lights, movie screens, and air ducts secured to a structural support? ❑ ❑ c. Do tall industrial storage racks have adequate bracing? ❑ ❑ d. Are racks that are significantly taller than they are wide connected to the concrete slab by large anchor bolts? ❑ ❑ e. Is the television monitor securely fastened either to a securely fastened platform or to a cart with a low center of gravity and lockable wheels? ❑ ❑ f. Do desktop computers have secured monitors? ❑ ❑ g. Are heavy or sharp wall decorations securely mounted (with closed eye hooks, for example)? ❑ ❑ h. Have heavy objects stored above head level been restrained or relocated? ❑ ❑ *i. Are refrigerators, water heaters, or ranges restrained by attachment to the floor or wall, not just by kitchen cabinetry? ❑ ❑ j. Is specialized heavy laboratory equipment (e.g., an autoclave) on a countertop secured to protect it against sliding off and falling? ❑ ❑ k. Are fire extinguishers securely mounted? ❑ ❑ l. Are cabinets equipped with heavy-duty latches? (Magnetic catches can pop open too easily.) ❑ ❑ m. Are display cases or aquariums protected against overturning or sliding off tables? ❑ ❑ n. Are emergency battery-operated lights protected from falling off shelf supports? ❑ ❑ *o. Are the fire-sprinkler risers secured to the wall with a vee brace, and are large-diameter sprinkler pipes secured with diagonal braces to the structure above (see NFPA Standard Number 13)? ❑ ❑

*Additional help from the janitor or maintenance person may be needed. H. Earthquake Preparation 99

*p. Do sound-system speakers in elevated locations have positive anchorages? ❑ ❑ *q. Are suspended space heaters, especially gas-fired heaters, braced and/or equipped with flexible gas connections? ❑ ❑ r. Are hanging plants, movie screens, or displays fastened with closed eye hooks and positioned so that they would not hit a window if they were to swing? ❑ ❑ *s. Are air-distribution grills or diffusers screwed to adequately supported sheet metal ducts or to the ceiling or wall? ❑ ❑ *t. Are large metal air-distribution ducts, especially those that are suspended a few feet, fastened with diagonal bracing? ❑ ❑ *u. Is the suspended ceiling equipped with bracing wires? (See Uniform Building Code [UBC], Table 23-3, and UBC Standard 47-18.) ❑ ❑ *v. Are the lay-in fluorescent light fixtures independently supported by at least two hanger wires per light fixture? ❑ ❑ 2. Hazardous/toxic materials a. Have inventories been made of hazardous chemicals so that someone can check the chemicals after an earthquake? ❑ ❑ b. Are compressed gas cylinders tightly secured with a nylon strap or strong chain near the top and near the bottom or stored on a rack designed to restrain cylinders? ❑ ❑

c. Are laboratory chemicals on shelves restrained by a wire, lip, or other barrier? ❑ ❑ d. Have chemicals been stored by compatible groups to reduce the likelihood of their mixing and causing reactions? ❑ ❑ e. Have chemicals been stored in plastic or other unbreakable storage containers? ❑ ❑ *f. Does gas piping allow for movement at connections to equipment that could slide, swing, or tip or at points where the piping crosses expansion joints structurally separating the wings of a building? ❑ ❑ *g. Are automatic gas shut-off devices that are sensitive to excess flow designed to be actuated by leak detectors or triggered by earthquakes? ❑ ❑ 3. *Windows. Have the windows in the classroom/laboratory or stockroom been equipped with safety glass or covered with protective film? ❑ ❑

*Additional help from the janitor or maintenance person may be needed. 100 Chapter 7. Additional Safety Practices

Phase 2: Hazard Reduction Projects become missiles. Objects (including containers of After identifying the nonstructural hazards in your chemicals and solutions) standing on counters will classroom, laboratory, stockroom, and preparation likely fall to the floor. Anything that can be used as a room, you need to determine the most effective cover (tables, chairs, books) to provide protection from method to mitigate those risks. falling ceiling tiles or other objects will decrease the Step one. Establish an earthquake awareness likelihood of injury. program. Each drill should be followed by an evaluation, Central to earthquake preparedness is the earth­ including the assessment of any hazardous condition quake drill to teach students (and staff) how to respond that should have been corrected. The follow-up immediately with life-protecting action. The proce­ discussion should not only reinforce the idea of where dures for earthquake drills in science instructional to seek shelter and how to protect oneself but also areas need to be individualized for each room at each provide a forum in which students can voice their site; however, the following elements would be similar concerns, thus minimizing the possibility of panic if an for all: earthquake does occur. In addition, science staff should take the time to • Duck, cover, and hold. (Students duck under their evaluate the preparedness of the entire department and desks or tables, cover their neck and head, and hold go through each room to estimate the consequences of on to a table leg.) a severe earthquake at any given moment. This action • Guard against potential hazards: should lead to continual improvement in the prepared­ — Extinguish flames. ness of basic structures as well as improved house­ — Unplug electric cords. keeping procedures. — Secure apparatus. (Perhaps, set them in sinks or on the floor.) — Shut off water, gas, and electricity master controls. — Have fire extinguishers at ready. • Evacuate to an open area when necessary or safe to do so (instructor’s decision). • Comply with administrative instructions. The activities in this list are not necessarily in a set order. In an emergency the severity of the earthquake will help dictate the order. If any of the actions to guard against hazards can be accomplished in the process of “duck, cover, and hold,” the situation would become much safer. Advance preparation for the drill and for a sizable earthquake emergency will facilitate each step. Teach­ ers should lead students in each class through a simulated drill early in the course and repeat the drill Step two. Obtain or draw a map of the school and occasionally during the year. This practice should school grounds. Use the map to note potential hazards carry over to staff preparation and response at home and to mark the location of utilities, emergency and wherever else one may be during a real emer­ equipment, and supplies. Be sure to mark the locations gency. of the following items: A simulated drill is also the time in which to • Main shut-off valves for water and gas correct deficiencies in the preparedness of the facility. • Electrical-power master switch Identify objects, structures, and furnishings that should • Stoves and heating/air-conditioning equipment be avoided and those that might be used for protection. • Chemical storage areas and gas lines in laboratories Objects, glassware, instruments, or books that are on • Fire extinguishers shelves without earthquake lips (even those on shelves • First-aid equipment with closed doors) are likely to dislodge and fall or H. Earthquake Preparation 101

The map can also be used as the basis for (a) system, to reduce the possible occurrence of tracing an evacuation route; (b) locating a safe incompatible mixtures. (2.d and 2.e) assembly area; and (c) creating an earthquake- 3. Windows response plan (e.g., planning first-aid and search- If the windows are not made of safety glass, a and-rescue strategies). protective, transparent film may be applied to Step three. Mitigate the nonstructural hazards. reduce the danger of flying glass and provide an The following methods are suggested to rectify the additional security measure against break-ins. (3) hazards that were identified in Phase 1 (a checklist of the more common nonstructural hazards found in Phase 3: Emergency Response Plan (ERP) secondary science classrooms). Each suggestion is In response to the Statutes of 1984, Chapter 1659 cross-referenced to items in Phase 1. (see relevant Education Code sections in Appendix B), 1. Equipment/furnishings/fixtures most schools have already developed an earthquake a. Anchor all file cabinets, shelving, and emergency procedure system that includes, but is not bookcases to wall studs. (Phase 1: 1.a, 1.c, limited to, the following: and 1.d) b. Check cupboards and cabinets for secure • A school-building disaster plan latches that would stay locked during an • A “duck, cover, and hold” drill (students duck earthquake. (1.1) under their desks, cover their neck and head, and c. Anchor all desktop computers and their hold onto a leg of the desk) components, televisions, aquariums, plants, • Protective measures to be taken before, during, and sound systems, lamps, and other heavy after an earthquake items. (1.e, 1.f, 1.i, and 1.m) • A training program for students and staff on the d. Remove or secure any boxes or equipment earthquake emergency procedure system stored on top of high cabinets. (1.h) See Phase 2, step one, for more details on proce­ *e. Check the secure attachment of any over­ dures specific to earthquake awareness in science head fixtures, decorations, lighting, grills in instructional areas. walls, ceiling panels, or latticework. (1.b, Schools should also have in their possession the 1.g, and 1.n through 1.v) excellent guide entitled Guidebook for Developing a *f. Securely affix fire extinguishers in acces­ School Earthquake Program, furnished a few years sible areas. (1.k) ago by the Federal Emergency Management Agency g. Put chocks under wheels of objects or (FEMA). wheels that lack built-in brakes. (1.e and 1.i) *h. Restrain heavy equipment (e.g., refrigera­ Phase 4: Emergency Equipment and Supplies tors, ranges). (1.i and 1.j) The threat of an earthquake-related emergency i. Post safety signs, symbols, and labels to varies considerably from one region of the state to reinforce safety precautions. another. However, the basic equipment and supplies that science laboratory/classroom personnel need to 2. Hazardous/toxic materials have on hand in the event of a severe earthquake are a. Secure compressed gas cylinders or large quite similar to those needed in other natural emergen­ tanks with strong nylon straps or heavy-duty cies, such as fire, flood, or tornado, or in disasters chains. (2.b) resulting from air, railroad, or highway accidents. b. Use wires or other barriers to restrain objects Furthermore, Education Code Section 40041.5 speci­ from falling from open shelving. (1.l and fies that the school buildings, grounds, and equipment 2.c) must be made available to the public agencies, includ­ c. Store chemicals in unbreakable containers ing the American Red Cross, for mass care and welfare and in accordance with the compatibility shelters during disasters or other emergencies (see system prescribed in this handbook (see Appendix B). It is advisable and prudent to consider Chapter 5, section E, step 7), or a similar such possibilities in the overall emergency planning. The most obvious needs would include the following: *Additional help from the janitor or maintenance person may be needed. 102 Chapter 7. Additional Safety Practices

• A source of lighting, such as a flashlight, with fresh A campuswide waste-management program that batteries as well as spare batteries and bulbs involves all departments, including those of art and • A battery-powered radio for receiving information photography, auto shop, agriculture, and maintenance and instructions operations, provides the district with even greater cost • A well-stocked first-aid kit savings in waste reduction. Pointing out to students, • A generous supply of water faculty, administrators, and maintenance staff the benefits of reducing their personal exposure to poten­ Science rooms already have available a number of tially hazardous chemicals is essential in obtaining safety features, including fire extinguishers, fire campuswide commitment to the program. Vital blanket, chemical spill-control kits, and eyewash information about worker safety can be solicited from stations. Because the science laboratory/classroom has industrial hygienists who work in local industries. And the potential for the occurrence of unique injuries from community businesses can provide professionals who flammable, toxic, and corrosive substances, consider­ will explain the advantages of source reduction. Once ation should be given to the possibility of tap water campuswide support for safety and reduction goals is being unavailable. Additions to the list of emergency established, the personal, fiscal, and ecological ben­ supplies might include these items: efits will be evident almost immediately. • Sterile squeeze bottles and spray bottles, useful for applying water to burns or spills of toxic or corro­ Assessment of Current Waste Policy sive substances on the skin or in the eye Before designing a waste-reduction plan, school • Extra water authorities should perform an assessment of the • Extra fire blanket(s), both for the primary purpose school’s current waste-generation sources and waste- of smothering fires and for maintaining body management practices. Such an audit will provide warmth during first-aid measures insight into more effective waste-reduction methods A plan must be established for replacing compo­ and assist in planning and allocating resources toward nents regularly to ensure that all items are fully the reduction of waste. Moreover, the audit will available and functional at all times. During an emer­ furnish data to use as a baseline in monitoring the gency evacuation of the facility, the emergency progress of a waste-reduction plan. The assessment supplies, as appropriate, should be a part of the orderly should be executed by knowledgeable staff members departure. or specially trained consultants. Appraisal objectives should include the following: • Identification of the types and amounts of hazard­ I Waste Reduction ous materials used and the waste generated in each department The growing costs of the disposal of toxic waste • Identification of significant losses of materials and and concern about the effects of toxic waste on hu­ the factors that cause the losses; for example, mans and the environment make the reduction of inaccurately measured amounts of substances used waste generated by schools an increasingly important in experiments issue. By employing innovative strategies that effec­ • Suggested strategies for decreasing waste and tively reduce the volume and toxicity of laboratory stemming losses of materials waste, schools and school districts will reap the • Itemization of current waste-management costs and benefits of (1) lower overall costs for waste disposal; an estimate of the costs of proposed waste-reduc- (2) increased organization and safety in laboratory and tion practices storage areas; and (3) decreased amounts of chemical When the assessment is complete, a flexible waste. Such efforts will also contribute to the efforts of waste-reduction strategy can be generated. each city and county to divert 25 percent of their solid waste from landfills by 1995 and 50 percent by 2000 Development of a Campuswide Plan through source reduction, recycling, and composting, A campuswide waste-reduction plan should reflect as mandated by the Public Resources Code (Division changes in management practices as well as changes in 30, Section 41780). I. Waste Reduction 103

everyday laboratory practices and the usage of chemi­ large quantities, there is often no net savings for cals. the school because of the ever-increasing cost of Waste reduction through prudent management disposal of outdated, unused chemicals. practices. The following management practices will 5. Choose a responsible vendor. Schools can encour­ help create a thorough and effective waste-reduction age better customer service from chemical suppli­ plan: ers by ordering supplies from those who provide 1. Appoint a waste-management coordinator. Select quick delivery, accept the return of unopened a trained faculty member who has been accredited stock, and offer off-site waste-management outlets through a college program or workshop on waste or cooperatives for laboratory waste. These management to implement an integrated waste- customer service benefits should be solicited from reduction program approved by the school board. company representatives before orders are placed A prime responsibility of the waste-management and should be considered as the basis for future coordinator would be to ensure that the school is orders. in compliance with current local, state, and federal 6. Establish an inventory control program. An waste-management regulations. inventory control program should be established 2. Provide employees with information about waste to trace the volume of waste generated. The reduction. To enhance schoolwide awareness and inventory would enable more accurate tracking of participation, inform employees of the necessity all incoming chemicals from the time they arrive of waste reduction and the ways in which it can be until they are disposed of as hazardous waste. achieved. Hands-on experiences provide the most Improved access to accurate inventory lists by all effective learning forum for faculty and staff. authorized district and school personnel will Arrange follow-up meetings within each depart­ enable the sharing of chemicals between common ment to give all employees the opportunity to users, provide data on all courses in which poten­ discuss and critique the effectiveness of their tially hazardous chemicals are utilized, allow reduction efforts. instructors to track the consumption of the chemi­ 3. Centralize purchasing. Schools should consider cals they use and locate unused reagents, and developing a system for buying chemicals through allow the monitoring of the shelf life of chemi­ a centralized district or consortium purchasing cals. The program could be implemented on either agent. The purchaser would monitor all requests the district or individual school level by means of received from the entire district or consortium and a computer database and specialized software or a place money-saving bulk orders for chemicals, standard filing system. then distribute the chemicals to the schools. Waste reduction through everyday laboratory 4. Prevent overstocking. Within each school, teach­ practices, proper equipment, and experimental design. ers can prevent overstocking and ensure the Although waste audits and up-to-date waste-manage- availability of fully potent chemicals by sharing ment practices are essential to a campuswide waste- chemicals among common users and buying reduction program, the full cooperation and under­ chemicals only as needed. A practice that is standing of laboratory instructors are necessary if the initially slightly more expensive (but will save program is to achieve success. According to the Waste money in the long run) is the purchase of a Audit Study of Research and Educational Institutions, chemical in several small bottles. This system prepared for the California Department of Health helps to stem the loss of large amounts of a Services’ Toxic Substances Control Division (now the chemical reagent through accidental contamina­ Department of Toxic Substances Control), schools can tion and makes it easier to manage unused markedly minimize waste generation by taking the amounts. Another successful cost-cutting strategy following actions in the laboratory: is to estimate the amount of a chemical reagent the school (all departments) will use in one year Before the laboratory experiment and order only that amount at the beginning of the 1. Perform regular inspections. By regularly inspect­ year. Bulk ordering for multiple years of predicted ing all containers, the instructor can quickly use is discouraged. Although a school may seem replace those that are cracked or broken and so to take advantage of unit cost savings by ordering prevent spills and leaks. 104 Chapter 7. Additional Safety Practices

2. Preweigh materials. After students master the skill 3. Avoid generating waste. Sometimes chemicals can of using the balance to weigh substances, it may be rendered “sewerable” in the final steps of an be practical to preweigh materials for them. experiment. In that case the process will not only Students’ laboratory productivity can be increased reduce the need for off-site disposal but also by reducing the time spent waiting for each increase students’ awareness of proper waste student to weigh his or her materials. Preweighing management and waste reduction. A thorough chemicals also helps to prevent the contamination reference on this strategy is Prudent Practices of substances, a problem that becomes more likely for Disposal of Chemicals from Laboratories when many people are obtaining samples from the (Washington, D.C.: National Academy Press, same bottle. Trained and properly supervised 1983), Chapters 5 and 6. laboratory assistants who have reviewed the 4. Scale-down experiments. The volume of chemi­ pertinent MSDS for each hazardous substance to cals used in experiments can be reduced by be handled may perform the preweighing tasks. practicing microscale chemistry (described in the 3. Use less-hazardous chemicals. Substituting less- following subsection). hazardous chemicals for chemicals that present health and environmental risks can reduce the use After the laboratory experiment of more harmful chemicals. A reference on this 1. Recycle experimental products. Recycling chemi­ strategy is New Chemicals for Old, Preserving the cals by using the product of one experiment in the Student Lab Experiment, by R. Benedict (Minne­ student’s next experiment is an effective way sota Department of Education, 1987). greatly to diminish the amounts of fresh chemicals 4. Reduce metal-bearing waste. Experiments that used in the laboratory. An entire college-level generate metal-bearing waste can be expensive laboratory curriculum that focuses on using cyclic because of the high cost of the processing treat­ experiments is presented in The No Waste Lab ments for heavy metals. Any commingling of less- Manual: A Procedure That Eliminates Toxic Waste hazardous waste with heavy metals causes the Production from Introductory Chemistry Labora­ entire mixture to be classified as a heavy-metal tory Courses (California Department of Health waste and greatly increases the cost of disposal. Services, 1989). Many heavy metals, such as hexavalent chro­ 2. Clean containers according to state regulations. mium, have recently been placed on the list titled Costly disposal fees may be reduced by thor­ “Extremely Hazardous Chemicals for Prompt oughly emptying all used chemical containers. Disposal” because of their carcinogenic or toxic California Code of Regulations, Title 22, Section nature (see Chapter 5, Table 2, of this handbook). 66261.7, addresses the handling of contaminated Therefore, experiments that call for their use containers and encourages recycling and other should be either modified or removed from the options for disposal of “empty” containers. laboratory curriculum. Experiments that generate Containers once filled with hazardous waste can heavy metals should be carefully monitored so be disposed of as nonhazardous waste provided that waste streams are not mixed. If nonmetallic certain stipulations are met. See Appendix T for reagents are substituted for those containing definitions of empty containers and disposal metals, the district will probably encounter lower options. disposal costs. 3. Reuse solvents. Use spent solvents for the initial cleaning of glassware; use fresh solvent only for During the laboratory experiment the final rinsing. 1. Use efficient dispensers. Using containers that Waste reduction through microscale chemistry. dispense their contents through pumps and spigots One of the most effective ways in which to achieve will reduce the likelihood of spills and measure­ waste reduction is by using smaller volumes of chemi­ ment errors. cals to perform microscale laboratory experiments. In 2. Reduce wet chemistry. In some circumstances the most microscale experiments the chemical quantities use of instrument methods instead of wet-chemis- can be reduced to between one-tenth and one- try procedures will help in reducing waste because thousandth of the usual scale. The main advantages instrument analysis requires much smaller quanti­ of this approach include the following: (1) less money ties of chemicals. J. Employees’ Exposure to Hazardous Chemicals 105

is spent on chemicals; (2) less waste is produced; standards (all sections cited here are from California (3) exposure to hazardous chemicals is reduced; Code of Regulations, Title 8): (4) reduction in the volume of reagents for ecological and safety reasons can be modeled to students; and Exposure Limits (5) the results of the experiment can often be deter­ The employer must ensure that an employee’s mined more quickly. exposure to substances regulated by Cal/OSHA does The transformation of a laboratory from not exceed the exposure limits specified under “Gen­ macroscale to microscale is easily accomplished. eral Industry Safety Orders” (GISO), Section 5139. Some new materials must be purchased but these are relatively inexpensive. One cost-effective way of Determination of Employees’ Exposure converting is to purchase reuseable plastic or polysty­ The employer must measure an employee’s rene tissue-culture plates and plastic pipettes. Because exposure to regulated substances if there is reason to water is the solvent used most often in high school believe that exposure levels for those substances experiments, the chemical stability of the plastic is not exceed the action levels or permissible exposure limits usually a problem. If plastic is unsuitable for organic (Section 5191 [c] and [d]). Monitoring must be done chemistry, microscale glassware can be substituted, by a person competent in industrial hygiene practice although it is slightly more expensive. Nearly all and must occur periodically if the employee’s expo­ chemical suppliers now carry the equipment necessary sure level proves to be over the action level or permis­ for microscale experiments. sible exposure limit. The results of the monitoring Several publications are available on experiments must be made available to the employee in writing using microscale chemistry. Most focus on organic within 15 working days. chemistry because minimization efforts are most cost- Chemical Hygiene Plan effective with those kinds of chemicals. Some refer­ If the workplace contains hazardous chemicals, ence books on the chemistry laboratory are as follows: employers should have developed and implemented a Mayo, D. W.; R. Pike; and S. S. Butcher. Microscale written chemical hygiene plan (CHP) by October 31, Organic Laboratory (Second edition). New York: John 1991. The purpose of the CHP is to protect employees Wiley and Sons, 1989. from exposure to harmful levels of hazardous sub­ Microscale Experiments for the High School Chemistry Class. (Public domain experiments developed under an stances (Section 5191[e]). The plan must be made NSF- and Dreyfus-sponsored program.) Available from available to employees, employee representatives, and, Woodrow Wilson Foundation, P.O. Box 642, Princeton, on request, the Chief of the Division of Occupational NJ 08542; telephone (609) 924-4666. Safety and Health and must provide for the following Mills, J. L., and M. D. Hampton. Microscale Experiments actions by the employer: for General Chemistry (Second edition). New York: 1. Provide standard laboratory operating procedures McGraw-Hill, Inc., 1991. Thompson, S. Chemtrek: Small-Scale Experiments for that are relevant to the safety and health of General Chemistry. Englewood Cliffs, N.J.: Prentice employees using hazardous chemicals. Hall, 1990. 2. Explain control measures that reduce employees’ exposure to hazardous chemicals; for example, engineering controls, protective equipment, and J Employees’ Exposure to hygiene practices. Hazardous Chemicals 3. Provide properly functioning fume hoods and biological safety cabinets that comply with Safety in school laboratories is a high priority to sections 5154.1 and 5154.2 (see Appendix B) and Cal/OSHA, as evidenced by the addition of laboratory check them regularly to ensure proper and ad­ standards issued in the California Code of Regula­ equate performance. tions, Title 8, Section 5191 (see Appendix B). That 4. Provide each employee with information and section of the law requires employers (e.g., school training about the CHP and all hazardous chemi­ districts) to take specific action toward minimizing cals in the workplace at the time of an employee’s employees’ exposure to hazardous chemicals. The initial assignment and each time a new hazardous following is a summary of the major changes in the substance is used. The frequency of the presenta­ 106 Chapter 7. Additional Safety Practices

tion of refresher information and training must be Recordkeeping decided by the employer (Section 5191[f]). The The employer must establish and maintain accu­ employer must inform all employees of the new rate records and monitor employee exposures and regulations contained in Section 5191, the con­ examinations. tents of the employer’s CHP, the Cal/OSHA exposure limits for regulated substances, the recommended exposure limits for hazardous Employees’ Exposure substances not regulated by Cal/OSHA, medical K to Bloodborne Pathogens information on symptoms associated with expo­ sure, and the location of references (e.g., MSDS) The California Code of Regulations, Title 22, that provide information about the hazardous Section 5193 (see excerpts in Appendix B), requires chemicals with which employees work. The that each employer whose employees, in the course of employer must also provide training on methods their occupation, may be exposed to bloodborne used to detect the presence or release of hazardous pathogens must establish a written exposure control chemicals, the hazards of each chemical used, and plan designed to eliminate or minimize such exposure. measures that can be taken to avoid exposure. Selected school district employees may have such 5. Define the circumstances under which particular occupational exposure. The following material sum­ laboratory operations require prior approval from marizes the regulation: the employer. 6. Provide free medical consultation and examina­ Background tions on suspicion of exposure to hazardous Certain pathogenic organisms can be found in the substances (Section 5191[g]). The employer must blood of infected individuals and may be transmitted obtain the written opinion of the physician about to other individuals by blood or certain body fluids. conditions of the employee relating only to the The human immunodeficiency virus (HIV) and the exposure. hepatitis B virus (HBV) are the two most significant 7. Designate personnel responsible for the imple­ bloodborne pathogens. Individuals whose occupational mentation of the CHP, including a chemical duties may expose them to blood or other potentially hygiene officer. The officer must be qualified by infectious materials are at risk of being infected with training or experience to provide guidance in these bloodborne pathogens and developing disease, developing and implementing the CHP. infecting others, and, in some cases, dying. 8. Provide additional employee protection when particularly hazardous substances will be handled. Exposure Control Plan Note: Substances on the list titled “Extremely The written exposure control plan (ECP) must Hazardous Chemicals for Prompt Disposal” contain the following elements: (Table 2) should already have been removed from 1. Exposure Determination. The employer shall school laboratories. maintain a list of all job classifications in which 9. Review and analyze the effectiveness of the CHP employees have or may have occupational expo­ annually and update it as necessary. sure and a list of the tasks and procedures that A useful reference for developing a CHP for your place them at risk. school or school district is the Model Chemical 2. Methods of Compliance. Universal precautions Hygiene Plan for Kentucky School Districts, produced shall be observed, as follows, to prevent contact by Kentucky Science and Technology Council, Inc., with blood or other potentially infectious materi­ the Kentucky Department of Education, and the als. If differentiation between types of body fluids Fayette County Public School District. Copies may be is difficult, all shall be considered potentially obtained for $10 each, plus shipping costs, from infectious. Kentucky Science and Technology Council, Inc., P.O. • Engineering controls (for example, provid­ Box 1049, Lexington, KY 40588; telephone (606) ing sharps-disposal containers with which to 233-3502. The text is also available on disk for use isolate or remove the hazard from the work­ with Macintosh or IBM-compatible computers. place) and work practice controls (dealing with handwashing; handling of sharps; eating, K. Employees’ Exposure to Bloodborne Pathogens 107

drinking, smoking, and so forth in the work blood or other potentially infectious material, whether area; control of splashes and droplets; prohi­ or not a specific exposure incident occurred, shall be bition of mouth pipetting; leakproof contain­ offered vaccination against the hepatitis B virus. ers; and labeling practices). These controls Incident reports shall be maintained about each such shall be established to eliminate or minimize occurrence, and arrangements shall be made for a employee exposure. confidential medical evaluation, counseling, and • Personal protective equipment, when occu­ appropriate postexposure prophylaxis. pational exposure exists. Personal protective equipment may include, but is not limited to, Hazard Communication (Training) gloves, gowns, laboratory coats, face shields All designated employees are to be trained at the or masks, eye-protective devices, mouth­ time of their initial assignments and at least annually pieces, resuscitation bags, pocket masks, and thereafter. The training is to include information on other ventilation devices. and an explanation of the following: • Housekeeping. The work site shall be • The contents of the regulatory text and its accessi­ maintained in a clean and sanitary condition; bility to employees equipment and environmental and working • Bloodborne diseases and their modes of transmis­ surfaces shall be cleaned and decontaminated sion after exposure; and regulated waste shall be • The exposure control plan appropriately stored and disposed of. Warning • Recognition of tasks that may involve exposure labels in fluorescent orange or orange-red • Ways in which to prevent or reduce exposure shall either be securely affixed to containers • Use and handling of protective equipment of regulated waste or be an integral part of • Appropriate action to be taken and procedures to be the container. The label shall include the followed if an exposure incident occurs following symbol and legend: • The availability, free of charge, of the hepatitis B vaccine • Postexposure evaluation and follow-up An opportunity for interactive questions and answers is also required. Recordkeeping The medical record of each designated employee shall include (1) the employee’s hepatitis B vaccina­ tion status; (2) the results of related examinations, medical testing, and follow-up procedures; (3) copies BIOHAZARD of any health-care professional’s written opinion or or, in the case of regulated waste, the legend: other information; (4) an incidents log of all first-aid incidents; and (5) the employee’s training records. BIOHAZARDOUS WASTE The employee’s medical records shall be kept confidential and maintained for at least the duration of Hepatitis B Virus Vaccination employment plus 30 years. Training records shall be After appropriate training and within 10 days of maintained for three years from the date on which the their initial working assignment, designated employees training occurred. shall be offered, at no cost to themselves, vaccination All required records shall be made available to the against the hepatitis B virus. A record shall be kept of Chief of Cal/OSHA and the National Institute of designated employees’ acceptance or declination of the Occupational Safety and Health (NIOSH) for exami­ vaccine. nation and copying. Postexposure Evaluation and Follow-up All unvaccinated employees who have rendered assistance in any situation involving the presence of APPENDIXES

A. Liability and the Science Teacher 109 Liability of Teachers for Laboratory Safety and Field Trips 110 B. Legal Citations 111 C. Reimbursement for Removal and Disposal of Chemicals 137 D. Science Classroom First-Aid and Safety Materials 140 Sample Accident Report 141 E. Regional Poison Centers 142 F. Sample Safety Regulations for Science Students 143 Student Science Safety Contract 145 G. Sample Science Laboratory Safety Test 146 H. Sample Safety Checklist for Science Instruction, Preparation, and Storage Areas 151 I. End-of-Year Safety and Energy-Savings Procedures 154 J. Sample Biological Science Laboratory Regulations 155 Student Safety Contract—Biological Science 157 K. Toxic Substances Control Regional Offices 158 L. Science Laboratory Safety/Liability Checklist 159 M. Sample Chemical Inventory 161

A

N. Department of Transportation Hazard Classes 162 PPENDIXES O. Carcinogen “Report of Use” Form 164 P. Sample Physical Science Laboratory Regulations 167 Student Safety Contract—Physical Science 169 Q. Safety Precautions for Rocket Launchings on School Sites 170 R. Sample Permission Slip: Field Trip 172 S. Outbreaks of Coccidioidomycosis Associated with Field Work 173 T. Disposal of Empty Containers 174

Note: Procedures discussed in this handbook involve potential dangers to persons, animals, and other living things and, therefore, should be performed only by persons who are technically trained and qualified. APPENDIX A LIABILITY AND THE SCIENCE TEACHER A Self-Examination

During the past few years, teacher liability has been 5. A teacher asked two students to clean a chemical discussed in faculty lounges, staff meetings, and profes­ stockroom, warning them of an unlabeled jar of acid on sional journals. By now, most teachers are aware of the a high shelf. A scuffle caused the acid to fall, and the factors that contribute to gross negligence and thus to students were seriously burned. liability for accidents that occur in the classroom or the 6. A student was sent to the drugstore in his own car to field. purchase some hydrogen peroxide. While returning, he In each of the cases described below, a science teacher hit another car when he ran a red light. He had no was being sued for liability. As a member of the jury, would insurance, and the accident victim sued the teacher. you judge these teachers guilty or not? Assume that the relevant facts have been given. Place a check in front of 7. A student was asked to water the plants in the green­ each case in which you would vote for a guilty verdict. The house lab adjoining the botany classroom. The student answers will be given below. carried a glass full of water, tried to climb a chair, and was seriously injured when the chair collapsed. The 1. A biology teacher requested a student to bring a glass chair was in good repair. beaker from the back of the room to his demonstration table. The student slipped and fell and received serious 8. Three students in a chemistry class were making up a wounds from the broken beaker. lab exercise on the preparation and properties of oxygen. The teacher told them to gather the materials 2. A student in a chemistry laboratory injured himself necessary to the experiment and to follow the safety while inserting a piece of glass tubing into a rubber directions in the write-up. Contrary to the directions in stopper. The teacher had previously demonstrated and the write-up, the students mixed potassium chlorate properly instructed all the students concerning the with red phosphorus and ferric oxide and heated them method and danger involved. The student attempted to with a Bunsen burner. An explosion resulted, and force the glass tubing into the stopper and was injured several students were injured. when the tubing snapped and went through the palm of his hand.

3. During a physics lab a teacher stepped out of the Answers: The jury voted guilty in numbers three; four; classroom for a few minutes to obtain a reference book six; and eight. Did you? from the library. In his absence, a serious accident occurred. 4. On a field trip a science teacher led his students across a precarious-looking footbridge. The bridge collapsed, Reprinted with the permission of the Connecticut Journal of Science Education. causing serious injury to several students.

109 110 Appendix A

LIABILITY OF TEACHERS FOR LABORATORY SAFETY AND FIELD TRIPS A National Science Teachers Association Position Statement

Laboratory investigations and field trips are essential to IV. School districts should provide liability and tort effective science instruction. Teachers should be encouraged insurance for the teachers. to use these instructional techniques as physical on-site V. Teachers, acting as agents of the school districts, activity is important to the development of knowledge, should utilize laboratory investigations and field concept, processes, skills, and scientific attitudes. Inherent trips as instructional techniques. in such physical activities is the potential for injury and VI. Teachers should learn safe procedures for possible resulting litigation. All such liability must be laboratory activities and field trips and follow shared by both school districts and teachers, utilizing clearly them as a matter of policy. defined safety procedures and a prudent insurance plan. The VII. Teachers should exercise reasonable judgment National Science Teachers Association (NSTA) recommends and supervision during laboratory activities and that school districts and teachers adhere to the following field trips. guidelines: VIII. Teachers should expect to be held liable if they I. School districts should develop and implement fail to follow district policy and litigation ensues. safety procedures for laboratory investigations IX. School districts and teachers should share the and field trips. responsibilities of establishing safety standards II. School districts should be responsible for the and seeing that they are adhered to. actions of their teachers and be supportive of the —Adopted by the NSTA Board of use of laboratory activities and field trips as Directors in July, 1985. teaching techniques. III. School districts should look to NSTA for help in informing teachers about safety procedures and From the NSTA Handbook, 1994-95. Arlington, Va.: National Science Teachers Association, 1994, p. 242. Used with permission. encouraging them to act responsibly in matters of safety and related liability. 111

APPENDIX B LEGAL CITATIONS

Excerpts from the Education Code, the California Code Education Code of Regulations, and the Health and Safety Code on topics that are of special significance to science educators are cited School Eye Safety in this appendix, as indicated in the following list: 32030. Duties regarding eye protective devices Education Code It shall be the duty of the governing board of every school district, and of every county superintendent of School Eye Safety: Sections 32030, 32031, 32032, 32033 schools, and of every person, firm, or organization maintain­ Alternatives to Dissection: Sections 32255.1, 32255.3, ing any private school, in this state, to equip schools with 32255.4, 32255.5 eye protective devices as defined in Section 32032, for the Earthquake Emergency Procedures: Sections 35295, 35296, use of all students, teachers, and visitors when participating 35297, 40041.5 in the courses which are included in Section 32031. It shall Hazardous Materials Education: Sections 49340, 49341, be the duty of the superintendents, principals, teachers or 49401.5, 49411 instructors charged with the supervision of any class in Instruction in Personal and Public Health and Safety: which any such course is conducted, to require such eye Section 51202 protective devices to be worn by students, teachers, or Use of Animals in Public Instruction: Section 51540 instructors and visitors under the circumstances prescribed in Section 32031. California Code of Regulations, Title 8, General Industry Safety Orders 32031. Courses in which devices are to be used; substances Ventilation Requirements for Laboratory-Type Hood and activities dangerous to eyes Operations: Section 5154.1 The eye protective devices shall be worn in courses Ventilation Requirements for Biological Safety Cabinets: including, but not limited to, vocational or industrial arts Section 5154.2 shops or laboratories, and chemistry, physics or combined Emergency Eyewash and Shower Equipment: Section 5162 chemistry-physics laboratories, at any time at which the Spill and Overflow Control: Section 5163 individual is engaged in, or observing, an activity or the use Storage of Hazardous Substances: Section 5164 of hazardous substances likely to cause injury to the eyes. Occupational Exposure to Hazardous Chemicals in Labora­ Hazardous substances likely to cause physical injury to tories (Chemical Hygiene Plan): Section 5191 the eyes include materials which are flammable, toxic, Bloodborne Pathogens: Section 5193 corrosive to living tissues, irritating, strongly sensitizing, Hazard Communication; Material Safety Data Sheets: radioactive, or which generate pressure through heat, Section 5194 decomposition or other means as defined in the California Hazardous Substances Labeling Act.1 California Code of Regulations, Title 22 Activity or the use of hazardous substances likely to Specific Requirements for Milkrun Operations: Section cause injury to the eyes includes, but is not necessarily 66263.42 limited to, the following: Health and Safety Code 1. Working with hot molten metal. Humane Care of Animals: Sections 1650, 1651, 1660, 1662 2. Milling, sawing, turning, shaping, cutting, grinding, Repeal of Requirement for Obtaining an Extremely Hazard­ and stamping of any solid materials. ous Waste Disposal Permit: Sections 25153, 25205.7(o) 3. Heat treating, tempering, or kiln firing of any metal or Transporting Hazardous Waste: Sections 25163, 25163.1 other materials. Hazardous Materials Release Response Plans and Inven­ 4. Gas or electric arc welding. tory: [Summary of] Section 25500 et seq.

1Health and Safety Code Section 28740 et seq.

111 112 Appendix B

5. Repairing or servicing of any vehicles, or other in order to receive credit for that course of study. However, machinery or equipment. if tests require the harmful or destructive use of animals, a 6. Working with hot liquids or solids or with chemicals pupil may, similarly, seek alternative tests pursuant to this which are flammable, toxic, corrosive to living tissues, chapter. irritating, strongly sensitizing, radioactive, or which (f) A pupil’s objection to participating in an educational generate pressure through heat, decomposition, or other project pursuant to this section shall be substantiated by a means. note from his or her parent or guardian.

32032. Standards for devices 32255.3. Teacher’s determination whether pupil may pursue alternative educational project; pursuit of grievance proce­ For purposes of this article the eye protective devices dures utilized shall be industrial quality eye protective devices which meet the standards of the American National Stan­ (a) A teacher’s decision in determining if a pupil may dards Institute for “Practice for Occupational and Educa­ pursue an alternative educational project or be excused from tional Eye and Face Protection” (Z87.1–1968), and subse­ the project shall not be arbitrary or capricious. quent standards that are adopted by the American National (b) Nothing in this chapter shall prevent any pupil from Standards Institute for “Practice for Occupational and pursuing the grievance procedures in existing law. Educational Eye and Face Protection.” 32255.4. Duty to inform pupils of rights 32033. Sale of devices at cost to pupils and teachers Each teacher teaching a course that utilizes live or dead The eye protective devices may be sold to the pupils animals or animal parts shall also inform the pupils [and and teachers or instructors at a price which shall not exceed their parents] of their rights pursuant to this chapter. the actual cost of the eye protective devices to the school or 32255.5. Application of chapter to all levels of instruction governing board. Notwithstanding any provision of law to the contrary, Alternatives to Dissection this chapter applies to all levels of instruction in all public schools operating programs from kindergarten through 32255.1. Notice to teacher of objection; development of grades 1 to 12, inclusive. alternate education project; prohibition of discrimination against pupil; note from parent or guardian Earthquake Emergency Procedures (a) Except as otherwise provided in Section 32255.6, 35295. Legislative findings and declarations any pupil with a moral objection to dissecting or otherwise harming or destroying animals, or any parts thereof, shall The Legislature finds and declares the following: notify his or her teacher regarding this objection, upon (a) Because of the generally acknowledged fact that notification by the school of his or her rights pursuant to California will experience moderate to severe earthquakes in Section 32255.4. the foreseeable future, increased efforts to reduce earth­ (b) If the pupil chooses to refrain from participation in quake hazards should be encouraged and supported. an education project involving the harmful or destructive (b) In order to minimize loss of life and disruption, it is use of animals, and if the teacher believes that an adequate necessary for all public or private elementary schools and alternative education project is possible, then the teacher high schools to develop school disaster plans and specifi­ may work with the pupil to develop and agree upon an cally an earthquake emergency procedure system so that alternate education project for the purpose of providing the students and staff will act instinctively and correctly when pupil an alternate avenue for obtaining the knowledge, an earthquake disaster strikes. information, or experience required by the course of study (c) It is therefore the intent of the Legislature in in question. enacting this article to authorize the establishment of (c) The alternative education project shall require a earthquake emergency procedure systems in kindergarten comparable time and effort investment by the pupil. It shall and grades 1 through 12 in all the public or private schools not, as a means of penalizing the pupil, be more arduous in California. than the original education project. 35296. Establishment of systems (d) The pupil shall not be discriminated against based upon his or her decision to exercise his or her rights The governing board of each school district and the pursuant to this chapter. county superintendent of schools of each county shall establish an earthquake emergency procedure system in (e) Pupils choosing an alternative educational project every public school building under its jurisdiction having shall pass all examinations of the respective course of study occupant capacity of 50 or more pupils or more than one Appendix B 113

classroom. The governing board of each private school shall ous materials in these laboratories, educational efforts are establish an earthquake emergency procedure system in needed to increase the awareness of persons dealing with every private school building under its jurisdiction having these materials in these settings so that possible losses of an occupant capacity of 50 or more pupils or more than one life, injuries, loss of property, and social disruption which classroom. Governing boards and county superintendents could result from the improper and unsafe use of hazardous may work with the Office of Emergency Services and the materials will be minimized. Seismic Safety Commission to develop and establish the (b) Effective safety in school laboratories requires earthquake emergency procedure systems. informed judgment, decision making, and operating 35297. Components of system procedures by those responsible for laboratory and related instruction. It is desirable that each high school and junior The earthquake emergency procedure system shall high, middle, or elementary school offering laboratory work include, but not be limited to, all of the following: have a trained member of the professional staff who is (a) A school building disaster plan, ready for implemen­ designated as the building laboratory consultant and who is tation at any time, for maintaining the safety and care of responsible for the review, updating, and carrying out of the students and staffs. school’s adopted procedures for laboratory safety. [empha­ (b) A drop procedure. As used in this article, “drop sis added] procedure” means an activity whereby each student and (c) Efforts by state and local agencies to implement staff member takes cover under a table or desk, dropping to training programs designed to provide qualified individuals his or her knees, with the head protected by the arms, and with the necessary information, organizational skills, and the back to the windows. A drop procedure practice shall be materials to assist schools and teachers in the development held at least once each school quarter in elementary schools of their laboratory safety policies and procedures are and at least once a semester in secondary schools. nonexistent or inadequate, and it is necessary that this (c) Protective measures to be taken before, during, and situation be remedied. The state should assume leadership following an earthquake. through the policy and guidance of the State Department of Education in the development, support, and implementation (d) A program to ensure that the students and that both of a statewide training program. the certificated and classified staff are aware of, and properly trained in, the earthquake emergency procedure (d) The Legislature requests that the Department of system. Education consider making this program a part of the department’s energy and environmental education program 40041.5. Mass care and welfare shelters which is conducted pursuant to Chapter 4 (commencing Notwithstanding Section 40043, the governing board of with Section 8700) of Part 6. any school district shall grant the use of school buildings, 49401.5. Use and storage of hazardous materials; consulta­ grounds, and equipment to public agencies, including the tion services American Red Cross, for mass care and welfare shelters during disasters or other emergencies affecting the public (a) It is the intent of the Legislature in enacting this health and welfare. The governing board shall cooperate section to express its concern for the health and safety of with these agencies in furnishing and maintaining such school pupils and school personnel at schools where services as the governing board may deem necessary to hazardous materials are stored on the school premises, and meet the needs of the community. to encourage school districts to take steps to ensure hazard­ ous materials are properly used and stored. Hazardous Materials Education (b) The governing board of any school district may request consultation services from the California Occupa­ 49340. This article shall be known and may be cited as the tional Safety and Health Consultation Service to ensure California Hazardous Materials Education Act of 1982. hazardous materials are being used and stored safely in Section 3 of Stats. 1982, c. 785, p. 3046, provides: school laboratories. “This act shall not be construed to impose any change in the 49411. Listing of chemical compounds used in school duty of care required of school districts.” programs; guidelines for removal 49341. The Legislature hereby finds and declares as (a) The State Department of Education, in cooperation follows: with the Division of Occupational Safety and Health within (a) Because school science laboratories pose a poten- the Department of Industrial Relations, shall formulate a tially serious threat to the health and safety of school pupils listing of chemical compounds used in school programs that and school personnel due to the use and storage of hazard­ includes the potential hazards and estimated shelf life of each compound. [emphasis added] 114 Appendix B

(b) The Superintendent of Public Instruction, in California Code of Regulations, Title 8 cooperation with the Division of Occupational Safety and Health within the Department of Industrial Relations, shall General Industry Safety Orders develop guidelines for school districts for the regular removal and disposal of all chemicals whose estimated shelf Ventilation Requirements for Laboratory-Type life has elapsed. Hood Operations (c) The county superintendent of schools may imple­ 5154.1. ment a system for disposing of chemicals from schools . . . Laboratory-Type Hood. A device enclosed except within the county or may permit school districts to arrange for necessary exhaust purposes on three sides and top and for the disposal of the chemicals. bottom, designed to draw air inward by means of mechani­ [See Appendix C for reimbursable costs of implement­ cal ventilation, operated with insertion of only the hands and ing Education Code Section 49411. Ed.] arms of the user, and in which hazardous substances are used. These devices are also known as laboratory fume Instruction in Personal and Public Health and Safety hoods. (c) Ventilation Rates. Laboratory-type hood face 51202. Personal and public safety and accident prevention velocities shall be sufficient to maintain an inward flow of The adopted course of study shall provide instruction at air at all openings into the hood under operating conditions. the appropriate elementary and secondary grade levels and The hood shall provide confinement of the possible hazards subject areas in personal and public safety and accident and protection of the employees for the work which is prevention, including emergency first aid instruction, performed. The exhaust system shall provide an average instruction in hemorrhage control, treatment for poisoning, face velocity of at least 100 linear feet per minute (lfm) with resuscitation techniques, and cardiopulmonary resuscitation a minimum of 70 lfm at any point, except where more when appropriate equipment is available; fire prevention; stringent special requirements are prescribed in other the protection and conservation of resources, including the sections of the General Industry Safety Orders, such as necessity for the protection of our environment; and health, Section 5209. The minimum velocity requirement excludes including venereal disease and the effects of alcohol, those measurements made within 1 inch of the perimeter of narcotics, drugs, and tobacco upon the human body. The the work opening. health instruction may include prenatal care for pregnant (d) Operation. Mechanical ventilation shall remain in women and violence as a public health issue. operation at all times when hoods are in use and for a sufficient time thereafter to clear hoods of airborne hazard­ Use of Animals in Public Instruction ous substances. When mechanical ventilation is not in operation, hazardous substances in the hood shall be 51540. Treatment of Animals covered or capped off. In the public elementary and high schools or in public (e) Special Requirements. elementary and high school school-sponsored activities and classes held elsewhere than on school premises, live (1) The face velocity required by subsection (c) should vertebrate animals shall not, as part of a scientific experi­ be obtainable with the movable sashes fully opened. Where ment or any purpose whatever: the required velocity can be obtained by partly closing the sash, the sash and/or jamb shall be marked to show the (a) Be experimentally medicated or drugged in a maximum opening at which the hood face velocity will meet manner to cause painful reactions or induce painful or lethal the requirements of subsection (c). Any hood failing to meet pathological conditions. requirements of subsection (c) and this paragraph shall be (b) Be injured through any other treatments, including, considered deficient in airflow and shall be posted with but not limited to, anesthetization or electric shock. placards, plainly visible, which prohibit use of hazardous Live animals on the premises of a public elementary or substances within the hood. high school shall be housed and cared for in a humane and (2) When flammable gases or liquids are used, or when safe manner. combustible liquids are heated above their flashpoints, The provisions of this section are not intended to hoods that are not bypassed shall have permanent stops prohibit or constrain vocational instruction in the normal installed which will restrict closure of the sash so that practices of animal husbandry. sufficient airflow is maintained to prevent explosions. Concentrations in the duct shall not exceed 20% of the lower explosive limits. Appendix B 115

(3) In addition to requirements in Section 5143(a)(5), a by reference, may support plumbed or self-contained units means shall be provided at the hood to continuously indicate but shall not be used in lieu of them. that air is flowing into the exhaust system during operation. (b) An emergency shower which meets the require­ The ability of the hood to maintain an inward flow as ments of sections 4 or 9 of ANSI Z358.1-1981, incorporated required by (c) above shall be demonstrated using smoke herein by reference, shall be provided at all work areas tubes or other suitable qualitative methods upon initial where, during routine operations or foreseeable emergen­ installation; repairs or renovations of the facility, hood or cies, areas of the body may come into contact with a ventilation system; or the addition of large equipment into substance which is corrosive or severely irritating to the skin the hood. or which is toxic by skin absorption. (4) Exhaust stacks shall be located in such a manner (c) Location. Emergency eyewash facilities and deluge with respect to air intakes as to preclude the recirculation of showers shall be in accessible locations that require no more laboratory-type hood emissions within a building. . . . than 10 seconds for the injured person to reach. If both an eyewash and shower are needed, they shall be located so Ventilation Requirements for Biological that both can be used at the same time by one person. The Safety Cabinets area of the eyewash and shower equipment shall be main­ 5154.2. tained free of items which obstruct their use. . . . (4) Biological safety cabinet. A ventilated cabinet (d) Performance. Plumbed and self-contained eyewash which serves as a primary containment device for operations and shower equipment shall supply potable water at the flow involving biohazard agents or biohazardous materials. Three rate and time duration specified in ANSI Z358.1-1981. The classes of biological safety cabinets are described below: control valve shall be designed so that the water flow Class I. The Class I biological safety cabinet is an remains on without requiring the use of the operator’s open-fronted, negative pressure, ventilated cabinet. Exhaust hands, and so that the valve remains activated until inten­ air from the cabinet is filtered by a high-efficiency particu­ tionally shut off for all but hand-held drench hoses. Personal late air (HEPA) filter and discharged without internal eyewash units shall deliver potable water or other eye- recirculation. This cabinet may be used in three operational flushing solution approved by the consulting physician. modes: with a full width open front, with an installed front (e) Maintenance. Plumbed eyewash and shower closure panel not equipped with gloves, and with an equipment shall be activated at least monthly to flush the installed front closure panel equipped with arm-length line and to verify proper operation. Other units shall be protective gloves. maintained in accordance with the manufacturer’s instruc­ Class II. The Class II vertical laminar flow biological tions. safety cabinet is an open-fronted, ventilated cabinet. Exhaust air is filtered with a high-efficiency particulate air Spill and Overflow Control filter (HEPA). This cabinet provides HEPA-filtered down­ 5163. ward air flow within the work space. . . . (a) Where a corrosive substance is handled in an open Class III. The Class III biological safety cabinet is a container or drawn from a reservoir or pipe line, safe means totally enclosed, negative pressure, ventilated cabinet of shall be taken to neutralize or dispose of spills and over­ gas-tight construction. . . . flows promptly. . . .

Emergency Eyewash and Shower Equipment Storage of Hazardous Substances 5162. 5164. (a) Plumbed or self-contained eyewash or eye/facewash (a) Substances which, when mixed, react violently, or equipment which meets the requirements of sections 5, 7, or evolve toxic vapors or gases, or which in combination 9 of ANSI Z358.1-1981, Emergency Eyewash and Shower become hazardous by reason of toxicity, oxidizing power, Equipment, incorporated herein by this reference, shall be flammability, explosibility, or other properties, shall be provided at all work areas where, during routine operations separated from each other in storage by distance, by or foreseeable emergencies, the eyes of an employee may partitions, or otherwise, so as to preclude accidental contact come into contact with a substance which can cause between them. . . . corrosion, severe irritation, or permanent tissue damage or (b) Hazardous substances shall be stored in containers which is toxic by absorption. Water hoses, sink faucets, or which are chemically inert to and appropriate for the type showers are not acceptable eyewash facilities. Personal and quantity of the hazardous substance. eyewash units or drench hoses which meet the requirements of sections 6 or 8 of ANSI Z358.1-1981, incorporated herein (c) Containers of hazardous substances shall not be stored in such locations or manner as to result in damage to 116 Appendix B

the container. Containers shall not be stored where they are (1) Are capable of protecting employees from the health exposed to heat sufficient to rupture the containers or to hazards presented by hazardous chemicals used in that cause leakage. particular work place and (d) Containers used to package a substance which (2) Meet the requirements of subsection 5191(e). . . . gives off toxic, asphyxiant, suffocant, or anesthetic fumes in Designated area. An area which may be used for work hazardous amounts (e.g., fuming sulfuric acid, hydrofluoric with “select carcinogens,” reproductive toxins or substances acid, compressed or liquefied toxic gases) shall not be which have a high degree of acute toxicity. A designated stored in locations where it could be reasonably anticipated area may be the entire laboratory, an area of a laboratory or that employees would be exposed. . . . a device such as a laboratory hood. . . .

Occupational Exposure to Hazardous Chemicals in Laboratory use of hazardous chemicals. Handling or Laboratories (Chemical Hygiene Plan) use of such chemicals in which all of the following condi­ 5191. tions are met: (a) Scope and Application. (1) Chemical manipulations are carried out on a “laboratory scale”; (1) This section shall apply to all employers engaged in the laboratory use of hazardous chemicals as defined below. (2) Multiple chemical procedures or chemicals are used; (2) Where this section applies, it shall supersede, for laboratories, the requirements of Title 8 of the California (3) The procedures involved are not part of a production Code of Regulations Section 5190 and Article 110, Regu­ process, nor in any way simulate a production process; and lated Carcinogens of the General Industry Safety Orders, (4) “Protective laboratory practices and equipment” are except as follows: available and in common use industry-wide to minimize the (A) The requirement to limit employee exposure to the potential for employee exposure to hazardous chemicals. . . . specific exposure limit. Physical hazard. A chemical for which there is scientifi­ (B) When that particular regulation states otherwise, as cally valid evidence that it is a combustible liquid, a in the case of Section 5209(c)(6). compressed gas, explosive, flammable, an organic peroxide, an oxidizer, pyrophoric, unstable (reactive) or water- (C) Prohibition or prevention of eye and skin contact reactive. . . . where specified by any health regulation shall be observed. Reproductive toxins. Chemicals which affect the (D) Where the action level (or in the absence of an reproductive capabilities, including chromosomal damage action level, the exposure limit) is exceeded for a regulated (mutations) and effects on fetuses (teratogenesis). substance with exposure monitoring and medical surveil­ lance requirements. Select carcinogen. Any substance which meets one of the following criteria: (E) The “report of use” requirements of Article 110 (Section 5200 et seq.), Regulated Carcinogens regulations. (1) It is regulated by Cal/OSHA as a carcinogen; or (F) Section 5217 shall apply to anatomy, histology and (2) It is listed under the category “known to be carcino- pathology laboratories. . . . gens” in the Annual Report on Carcinogens published by the National Toxicology Program (NTP) . . . ; or (b) Definitions. (3) It is listed under Group 1 (“carcinogenic to hu- Action level. A concentration designated in Title 8, mans”) by the International Agency for Research on Cancer California Code of Regulations, for a specific substance, Monographs (IARC) . . . ; or calculated as an eight (8)-hour time weighted average, which initiates certain required activities such as exposure (4) It is listed in either Group 2A or 2B by IARC or monitoring and medical surveillance. . . . under the category “reasonably anticipated to be carcino­ gens” by NTP, and causes statistically significant tumor Chemical Hygiene Officer. An employee who is incidence in experimental animals in accordance with any of designated by the employer, and who is qualified by training the following criteria: or experience, to provide technical guidance in the develop­ ment and implementation of the provisions of the Chemical (A) After inhalation exposure of 6–7 hours per day, 5 Hygiene Plan. . . . days per week, for a significant portion of a lifetime to dosages of less than 10 mg/m3; Chemical Hygiene Plan. A written program developed and implemented by the employer which sets forth proce­ (B) After repeated skin application of less than 300 mg/ dures, equipment, personal protective equipment and work kg of body weight per week; or practices that Appendix B 117

(C) After oral dosages of less than 50 mg/kg of body hazardous chemicals, including engineering controls, the weight per day. . . . use of personal protective equipment and hygiene practices; (c) Exposure limits. For laboratory uses of Cal/OSHA particular attention shall be given to the selection of control regulated substances, the employer shall ensure that measures for chemicals that are known to be extremely laboratory employees’ exposures to such substances do not hazardous; exceed the exposure limits specified in Title 8, California (C) A requirement that fume hoods comply with Section Code of Regulations, Group 16, Section 5139 et seq., of the 5154.1, that all protective equipment shall function properly General Industry Safety Orders. and that specific measures shall be taken to ensure proper (d) Employee exposure determination. and adequate performance of such equipment; (1) Initial monitoring. The employer shall measure the (D) Provisions for employee information and training employee’s exposure to any substance regulated by a as prescribed in subsection 5191(f); standard which requires monitoring if there is reason to (E) The circumstances under which a particular believe that exposure levels for that substance exceed the laboratory operation, procedure or activity shall require action level (or in the absence of an action level, the prior approval from the employer or the employer’s desig­ exposure limit). . . . nee before implementation; (2) Periodic monitoring. If the initial monitoring (F) Provisions for medical consultation and medical prescribed by subsection 5191(d)(1) discloses employee examinations in accordance with subsection 5191(g); exposure over the action level (or in the absence of an action (G) Designation of personnel responsible for implemen- level, the exposure limit), the employer shall immediately tation of the Chemical Hygiene Plan, including the assign­ comply with the exposure monitoring provisions of the ment of a Chemical Hygiene Officer and, if appropriate, relevant regulation. establishment of a Chemical Hygiene Committee; and (3) Termination of monitoring. Monitoring may be (H) Provisions for additional employee protection for terminated in accordance with the relevant regulation. work with particularly hazardous substances. These include (4) Employee notification of monitoring results. The “select carcinogens,” reproductive toxins and substances employer shall, within 15 working days after the receipt of which have a high degree of acute toxicity. Specific consid­ any monitoring results, notify the employee of these results eration shall be given to the following provisions which in writing either individually or by posting results in an shall be included where appropriate: appropriate location that is accessible to employees. 1. Establishment of a designated area; (e) Chemical hygiene plan. 2. Use of containment devices such as fume hoods or (1) Where hazardous chemicals as defined by this glove boxes; regulation are used in the workplace, the employer shall 3. Procedures for safe removal of contaminated waste; develop and carry out the provisions of a written Chemical and Hygiene Plan which is: 4. Decontamination procedures. (A) Capable of protecting employees from health hazards associated with hazardous chemicals in that (4) The employer shall review and evaluate the effec­ laboratory and tiveness of the Chemical Hygiene Plan at least annually and update it as necessary. (B) Capable of keeping exposures below the limits specified in subsection 5191(c). (f) Employee information and training. (2) The Chemical Hygiene Plan shall be readily (1) The employer shall provide employees with available to employees, employee representatives and, upon information and training to ensure that they are apprised of request, to the Chief. the hazards of chemicals present in their work area. Infor­ mation and training may relate to an entire class of hazard­ (3) The Chemical Hygiene Plan shall include each of ous substances to the extent appropriate. the following elements and shall indicate specific measures that the employer will take to ensure laboratory employee (2) Such information shall be provided at the time of an protection: employee’s initial assignment to a work area where hazard­ ous chemicals are present and prior to assignments involv­ (A) Standard operating procedures relevant to safety ing new exposure situations. . . . and health considerations to be followed when laboratory work involves the use of hazardous chemicals; (3) Information. Employees shall be informed of: (B) Criteria that the employer will use to determine and (A) The contents of this regulation and its appendices implement control measures to reduce employee exposure to which shall be available to employees; 118 Appendix B

(B) The location and availability of the employer’s 1. Any recommendation for further medical follow-up; Chemical Hygiene Plan; 2. The results of the medical examination and any (C) The exposure limits for Cal/OSHA regulated associated tests; . . . substances or recommended exposure limits for other 3. Any medical condition . . . which may place the hazardous chemicals where there is no applicable Cal/ employee at increased risk . . .; and OSHA regulation; 4. A statement that the employee has been informed by (D) Signs and symptoms associated with exposure to the physician of the results of the consultation or hazardous chemicals used in the laboratory; and medical examination and any medical condition that (E) The location and availability of known reference may require further examination or treatment. material on the hazards, safe handling, storage and disposal (B) The written opinion shall not reveal specific of hazardous chemicals found in the laboratory, including, findings of diagnoses unrelated to occupational exposure. but not limited to, Material Safety Data Sheets received from the chemical supplier. (h) Hazard identification. (4) Training. (1) With respect to labels and material safety data sheets: (A) Employee training shall include: (A) Employers shall ensure that labels on incoming 1. Methods and observations that may be used to detect containers of hazardous chemicals are not removed or the presence or release of a hazardous chemical . . . ; defaced. 2. The physical and health hazards of chemicals in the (B) Employers shall maintain in the workplace any work area; and material safety data sheets that are received . . . and ensure 3. The measures employees can take to protect them­ that they are readily accessible to laboratory employees. . . . selves from these hazards, including specific proce­ (i) Use of respirators. dures the employer has implemented to protect employees from exposure to hazardous chemicals. . . . Where the use of respirators is necessary to maintain exposure below permissible exposure limits, the employer (B) The employee shall be trained on the applicable shall provide, at no cost to the employee, the proper details of the employer’s written Chemical Hygiene Plan. respiratory equipment. . . . (g) Medical consultation and medical examinations. (j) Recordkeeping. (1) The employer shall provide all employees who work (1) The employer shall establish and maintain for each with hazardous chemicals an opportunity to receive medical employee an accurate record of any measurements taken to attention, including any follow-up examinations which the monitor employee exposures and any medical consultation examining physician determines to be necessary . . . ; and examinations, including tests or written opinions (2) All medical examinations and consultations shall be required by this regulation. performed by or under the direct supervision of a licensed (2) The employer shall ensure that such records are physician and shall be provided without cost to the em­ kept, transferred, and made available in accordance with ployee, without loss of pay and at a reasonable time and Section 3204. place; (k) Dates. (3) . . . The employer shall provide the following information to the physician: (1) Employers shall have developed and implemented a written Chemical Hygiene Plan no later than October 31, (A) The identity of the hazardous chemical(s) to which 1991. . . . the employee may have been exposed; (B) A description of the conditions under which the Bloodborne Pathogens exposure occurred, including quantitative exposure data, if 5193. available; and (a) This section applies to all occupational exposure to (C) A description of the signs and symptoms of expo­ blood or other potentially infectious materials as defined by sure that the employee is experiencing, if any. subsection (b) of this section. (4) Physician’s written opinion. (b) Definitions. For the purposes of this section, the (A) . . . The employer shall obtain a written opinion following shall apply: . . . from the examining physician, which shall include the “Blood” means human blood, human blood compo­ following: nents, and products made from human blood. Appendix B 119

“Bloodborne Pathogens” means pathogenic microor­ (2) Any unfixed tissue or organ (other than intact skin) ganisms that are present in human blood and can cause from a human (living or dead); and disease in humans. These pathogens include, but are not (3) HIV-containing cell or tissue cultures, organ limited to, hepatitis B virus (HBV) and human immunodefi­ cultures, and HIV or HBV-containing culture medium or ciency virus (HIV). . . . other solutions; and blood, organs, or other tissues from “Contaminated” means the presence or the reasonably experimental animals infected with HIV or HBV. . . . anticipated presence of blood or other potentially infectious “Parenteral” means piercing mucous membranes or the materials on a surface or in or on an item. skin barrier through such events as needlesticks, human “Contaminated Sharps” means any contaminated object bites, cuts, and abrasions. . . . that can penetrate the skin, including, but not limited to, “Personal Protective Equipment” is specialized clothing needles, scalpels, broken glass, broken capillary tubes, and or equipment worn or used by an employee for protection exposed ends of dental wires. . . . against a hazard. General work clothes (e.g., uniforms, “Decontamination” means the use of physical or pants, shirts or blouses) not intended to function as protec­ chemical means to remove, inactivate, or destroy tion against a hazard are not considered to be personal bloodborne pathogens on a surface or item to the point protective equipment. . . . where they are no longer capable of transmitting infectious “Regulated Waste” means liquid or semi-liquid blood or particles and the surface or item is rendered safe for other potentially infectious materials in a liquid or semi­ handling, use, or disposal. Decontamination includes liquid state if compressed; items that are caked with dried procedures regulated by Health and Safety Code Section blood or other potentially infectious materials and are 25090. capable of releasing these materials during handling; “Engineering Controls” means controls (e.g., sharps contaminated sharps; and pathological and microbiological disposal containers, self-sheathing needles) that isolate or wastes containing blood or other potentially infectious remove the bloodborne pathogens hazard from the work­ materials. Regulated Waste includes “medical waste” place. regulated by Health and Safety Code Chapter 6.1. . . . “Exposure Incident” means a specific eye, mouth, other “Source Individual” means any individual, living or mucous membrane, non-intact skin, or parenteral contact dead, whose blood or other potentially infectious materials with blood or other potentially infectious materials that may be a source of occupational exposure to the employee. results from the performance of an employee’s duties. Examples include, but are not limited to, . . . trauma “Handwashing Facilities” means a facility providing an victims. . . . adequate supply of running potable water, soap and single- “Sterilize” means the use of a physical or chemical use towels or hot-air drying machines. procedure to destroy all microbial life, including highly “HBV” means hepatitis B virus. resistant bacterial endospores. Sterilization includes procedures regulated by Health and Safety Code Section “HIV” means human immunodeficiency virus. . . . 25090. “Occupational Exposure” means reasonably anticipated “Universal Precautions” is an approach to infection skin, eye, mucous membrane, or parenteral contact with control. According to the concept of Universal Precautions, blood or other potentially infectious materials that may all human blood and certain human body fluids are treated result from the performance of an employee’s duties. . . . as if known to be infectious for HIV, HBV, and other “One-Hand Technique” means a procedure wherein the bloodborne pathogens. needle of a reusable syringe is capped in a sterile manner “Work Practice Controls” means controls that reduce during use. The technique employed shall require the use of the likelihood of exposure by altering the manner in which a only the hand holding the syringe so that the free hand is not task is performed (e.g., prohibiting recapping of needles by exposed to the uncapped needle. a two-handed technique). “Other Potentially Infectious Materials” means: (c) Exposure Control. (1) The following human body fluids: semen, vaginal (1) Exposure Control Plan. secretions, cerespinal fluid, synovial fluid, pleural fluid, pericardial fluid, peritoneal fluid, amniotic fluid, saliva in (A) Each employer having an employee(s) with dental procedures, any other body fluid that is visibly occupational exposure as defined by subsection (b) of this contaminated with blood, such as saliva or vomitus, and all section shall establish a written Exposure Control Plan body fluids in situations where it is difficult or impossible to which is designed to eliminate or minimize employee differentiate between body fluids, such as emergency exposure . . . and which is also consistent with Section 3203. response; 120 Appendix B

(B) The Exposure Control Plan shall contain at least the occupational exposure remains after institution of these following elements: controls, personal protective equipment shall also be used. 1. The exposure determination required by subsection (B) Engineering controls shall be examined and (c)(2); maintained or replaced on a regular schedule to ensure their 2. The schedule and method of implementation for each effectiveness. of the applicable subsections: (d) Methods of Compliance, (C) Employers shall provide handwashing facilities (e) HIV and HBV Research Laboratories and Production which are readily accessible to employees. . . . Facilities, (f) Hepatitis B Vaccination and Post-exposure (E) Employers shall ensure that employees wash their Evaluation and Follow-up, (g) Communication of Hazards hands immediately or as soon as feasible after removal of to Employees, and (h) Recordkeeping, of this standard; and gloves or other personal protective equipment. 3. The procedure for the evaluation of circumstances (F) Employers shall ensure that employees wash hands surrounding exposure incidents as required by subsection and any other skin with soap and water, or flush mucous (f)(3)(A). membranes with water immediately or as soon as feasible (C) Each employer shall ensure that a copy of the following contact of such body areas with blood or other Exposure Control Plan is accessible to employees . . . in potentially infectious materials. accordance with Section 3204(e). (G) Contaminated needles and other contaminated (D) The Exposure Control Plan shall be reviewed and sharps shall not be bent, recapped, or removed . . . except as updated at least annually and whenever necessary to reflect noted in subsections (d)(2)(G)1 and (d)(2)(G)2 below. new or modified tasks and procedures which affect occupa­ Shearing or breaking of contaminated needles is tional exposure, to reflect new or revised employee posi­ prohibited. . . . tions with occupational exposure, and to review the expo­ (I) Eating, drinking, smoking, applying cosmetics or lip sure incidents which occurred since the previous update. balm, and handling contact lenses are prohibited in work (E) The Exposure Control Plan shall be made available areas where there is a reasonable likelihood of occupational to the Chief or NIOSH or their respective designee upon exposure. request for examination and copying. (J) Food and drink shall not be kept in refrigerators, (2) Exposure Determination. freezers, shelves, cabinets, or on countertops or benchtops (A) Each employer who has an employee(s) with where blood or other potentially infectious materials are occupational exposure shall prepare an exposure determina­ present. tion. This exposure determination shall contain the follow­ (K) All procedures involving blood or other potentially ing: infectious materials shall be performed in such a manner as 1. A list of all job classifications in which all employees to minimize splashing, spraying, spattering, and generation in those job classifications have occupational exposure; of droplets of these substances. 2. A list of job classifications in which some employees (L) Mouth pipetting/suctioning of blood or other have occupational exposure; and potentially infectious materials is prohibited. 3. A list of all tasks and procedures . . . in which (M) Specimens of blood or other potentially infectious occupational exposure occurs and that are performed by materials shall be placed in a container which prevents employees in job classifications listed in accordance with leakage during collection, handling, processing, storage, the provisions of subsection (c)(2)(A)2 of this standard. transport, or shipping. (B) This exposure determination shall be made without (1) The container for storage, transport, or shipping regard to the use of personal protective equipment. shall be labeled or color-coded according to subsection (g)(1)(A). . . . (d) Methods of Compliance. (3) Personal Protective Equipment. (1) General. Universal precautions shall be observed to prevent contact with blood or other potentially infectious (A) Provision. When there is occupational exposure, the materials. Under circumstances in which differentiation employer shall provide, at no cost to the employee, appro­ between body fluid types is difficult or impossible, all body priate personal protective equipment such as, but not limited fluids shall be considered potentially infectious materials. to, gloves, gowns, laboratory coats, face shields or masks and eye protection, and mouthpieces, resuscitation bags, (2) Engineering and Work Practice Controls. pocket masks, or other ventilation devices. Personal (A) Engineering and work practice controls shall be protective equipment will be considered “appropriate” used to eliminate or minimize employee exposure. Where only if it does not permit blood or other potentially infec­ Appendix B 121

tious materials to pass through to or reach the employee’s l. Disposable (single use) gloves, such as surgical or work clothes, street clothes, undergarments, skin, eyes, examination gloves, shall be replaced as soon as practical mouth, or other mucous membranes under normal condi­ when contaminated or as soon as feasible if they are torn, tions of use and for the duration of time which the protective punctured, or when their ability to function as a barrier is equipment will be used. . . . compromised. (B) Use. The employer shall ensure that the employee 2. Disposable (single use) gloves, shall not be washed uses appropriate personal protective equipment unless the or decontaminated for re-use. employer shows that the employee temporarily and briefly 3. Utility gloves may be decontaminated for re-use if declined to use personal protective equipment when, under the integrity of the glove is not compromised. However, rare and extraordinary circumstances, it was the employee’s they must be discarded if they are cracked, peeling, torn, professional judgment that in the specific instance its use punctured, or exhibit other signs of deterioration or when would have prevented the delivery of health care or public their ability to function as a barrier is compromised. . . . safety services or would have posed an increased hazard to the safety of the worker or coworker. When the employee (J) Masks, Eye Protection, and Face Shields. Masks in makes this judgment, the circumstances shall be investi­ combination with eye protection devices, such as goggles or gated and documented in order to determine whether glasses with solid side shields, or chin-length face shields, changes can be instituted to prevent such occurrences in the shall be worn whenever splashes, spray, spatter, or droplets future. The employer shall encourage employees to report of blood or other potentially infectious materials may be all such instances without fear of reprisal in accordance with generated and eye, nose, or mouth contamination can be Section 3203. reasonably anticipated. These requirements are in addition to the provisions of Section 3382. Where respiratory (C) Accessibility. The employer shall ensure that protection is used, the provisions of Section 5144 apply. appropriate personal protective equipment in the appropriate sizes is readily accessible at the worksite or is issued to (K) Gowns, Aprons, and Other Protective Body employees. Hypoallergenic gloves, glove liners, powderless Clothing. Appropriate protective clothing, such as, but not gloves, or other similar alternatives shall be readily acces­ limited to, gowns, aprons, lab coats, clinic jackets, or similar sible to those employees who are allergic to the gloves outer garments, shall be worn in occupational exposure normally provided. situations. The type and characteristics will depend upon the task and degree of exposure anticipated. These requirements (D) Cleaning, Laundering and Disposal. The employer are in addition to the provisions of Section 3383. . . . shall clean, launder, and dispose of personal protective equipment required by subsections (d) and (e) of this (4) Housekeeping. standard, at no cost to the employee. (A) General. Employers shall ensure that the worksite is (E) Repair and Replacement. The employer shall repair maintained in a clean and sanitary condition. . . . The or replace personal protective equipment as needed to employer shall determine and implement an appropriate maintain its effectiveness, at no cost to the employee. written schedule for cleaning and method of decontamina­ tion based upon the location within the facility, type of (F) If a garment(s) is penetrated by blood or other surface to be cleaned, type of soil present, and tasks or potentially infectious materials, the garment(s) shall be procedures being performed in the area. removed immediately or as soon as feasible. (B) All equipment and environmental and working (G) All personal protective equipment shall be removed surfaces shall be cleaned and decontaminated after contact prior to leaving the work area. with blood or other potentially infectious materials. . . . (H) When personal protective equipment is removed it 1. Contaminated work surfaces shall be decontaminated shall be placed in an appropriately designated area or with an appropriate disinfectant after completion of proce­ container for storage, washing, decontamination, or dis­ dures; immediately or as soon as feasible when surfaces are posal. overtly contaminated or after any spill of blood or other (I) Gloves shall be worn when it can be reasonably potentially infectious materials; and at the end of the work anticipated that the employee may have hand contact with shift if the surface may have become contaminated since the blood, other potentially infectious materials, mucous last cleaning. membranes, and non-intact skin; when performing vascular 2. Protective coverings, such as plastic wrap, aluminum access procedures except as specified in subsection foil, or imperviously-backed absorbent paper used to cover (d)(3)(I)4; and when handling or touching contaminated equipment and environmental surfaces, shall be removed items or surfaces. . . . These requirements are in addition to and replaced as soon as feasible when they become overtly the provisions of Section 3384. contaminated or at the end of the workshift if they may have become contaminated during the shift. 122 Appendix B

3. All bins, pails, cans, and similar receptacles intended d. Reusable containers shall not be opened, emptied, or for reuse which have a reasonable likelihood for becoming cleaned manually or in any other manner which would contaminated with blood or other potentially infectious expose employees to the risk of percutaneous injury. materials shall be inspected and decontaminated on a 2. Other Regulated Waste Containment. regularly scheduled basis and cleaned and decontaminated immediately or as soon as feasible upon visible contamina­ a. Regulated waste shall be placed in containers which tion. are: 4. Broken glassware which may be contaminated shall i. Closable; not be picked up directly with the hands. It shall be cleaned ii. Constructed to contain all contents and prevent up using mechanical means, such as a brush and dust pan, leakage during handling, storage, transport, or tongs, or forceps. shipping; 5. Reusable sharps that are contaminated with blood or iii. Labeled and color-coded in accordance with other potentially infectious materials shall not be stored or subsection (g)(1)(A) of this section; and processed in a manner that requires employees to reach by iv. Closed prior to removal to prevent spillage or hand into the containers where these sharps have been protrusion of contents during handling, storage, placed. transport, or shipping. (C) Regulated Waste. b. If outside contamination of the regulated waste 1. Contaminated Sharps Discarding and Containment. container occurs, it shall be placed in a second con­ a. Contaminated sharps shall be discarded immediately or tainer. The second container shall be: as soon as feasible in containers that are: i. Closable; i. Closable; ii. Constructed to contain all contents and prevent ii. Puncture resistant; leakage during handling, storage, transport, or shipping; iii. Leakproof on sides and bottom; and iii. Labeled and color-coded in accordance with iv. Labeled in accordance with subsection (g)(1)(A) subsection (g)(1)(A) of this section; and of this section. iv. Closed prior to removal to prevent spillage or b. During use, containers for contaminated sharps shall protrusion of contents during handling, storage, be: transport, or shipping. i. Easily accessible to personnel and located as 3. Handling, storage, treatment and disposal of all close as is feasible to the immediate area where regulated waste shall be in accordance with Health and sharps are used or can be reasonably anticipated Safety Code Chapter 6.1 and other applicable regulations of to be found; the United States, the State, and political subdivisions of the ii. Maintained upright throughout use; and state. . . . iii. Replaced routinely and not be allowed to (D) Laundry. overfill. . . . 1. Contaminated laundry shall be handled as little as c. When moving containers of contaminated sharps from possible with a minimum of agitation. the area of use, the containers shall be: a. Contaminated laundry shall be bagged or container­ i. Closed immediately prior to removal or replace­ ized at the location where it was used and shall not be sorted ment to prevent spillage or protrusion of contents or rinsed in the location of use. during handling, storage, transport, or shipping; b. Contaminated laundry shall be placed and trans- ii. Placed in a secondary container if leakage is ported in bags or containers labeled or color-coded in possible. The second container shall be: accordance with subsection (g)(1)(A) of this standard. When A. Closable; a facility utilizes Universal Precautions in the handling of all soiled laundry, alternative labeling or color-coding is B. Constructed to contain all contents and prevent leakage sufficient if it permits all employees to recognize the during handling, storage, transport, or shipping; and containers as requiring compliance with Universal Precau­ C. Labeled according to subsection (g)(1)(A) of this tions. section. c. Whenever contaminated laundry is wet and repre­ sents a reasonble likelihood of soak-through of or leakage Appendix B 123

from the bag or container, the laundry shall be placed and blood or other potentially infectious material, an transported in bags or containers which prevent soak- exposure incident, as defined in subsection (b) through and/or leakage of fluids to the exterior. occurred. 2. The employer shall ensure that employees who have B. This determination is necessary in order to contact with contaminated laundry wear protective gloves ensure that the proper post-exposure evaluation, and other appropriate personal protective equipment. prophylaxis and follow-up procedures required 3. When a facility ships contaminated laundry off-site by subsection (f)(3) are made available immedi­ to a second facility which does not utilize Universal ately if there has been an exposure incident, as Precautions in the handling of all laundry, the facility defined in subsection (b). generating the contaminated laundry must place such ii. The report shall be recorded on a list of such first aid laundry in bags or containers which are labeled or color- incidents. It shall be readily available to all employees coded in accordance with subsection (g)(1)(A). . . . and shall be provided to the Chief upon request. (f) Hepatitis B Vaccination and Post-exposure Evalua­ b. Provision for the bloodborne pathogens training tion and Follow-up. program, required by subsection (g)(2), for designated first (1) General aiders to include the specifics of the reporting requirements of subsection (f)(3) and of this exception. (A) The employer shall make available the hepatitis B vaccine and vaccination series to all employees who have c. Provision for the full hepatitis B vaccination series to occupational exposure, and post-exposure evaluation and be made available as soon as possible, but in no event later follow-up to all employees who have had an exposure than 24 hours, to all unvaccinated first aid providers who incident. . . . have rendered assistance in any situation involving the presence of blood or other potentially infectious material Exception: Designated first aid providers who have occupa­ regardless of whether or not a specific exposure incident, as tional exposure are not required to be offered pre-exposure defined by subsection (b), has occurred. hepatitis B vaccine if the following conditions exist: 3. The employer must implement a procedure to ensure 1. The primary job assignment of such designated first that all of the provisions of subsection 2 of this exception aid providers is not the rendering of first aid. are complied with if pre-exposure hepatitis B vaccine is not a. Any first aid rendered by such persons is rendered to be offered to employees meeting the conditions of only as a collateral duty responding solely to injuries subsection 1 of this exception. resulting from workplace incidents, generally at the location (B) The employer shall ensure that all medical evalua­ where the incident occurred. . . . tions and procedures including the hepatitis B vaccine and 1.b.2. The employer’s Exposure Control Plan, subsec­ vaccination series and post-exposure evaluation and follow- tion (c)(1), shall specifically address the provision of up, including prophylaxis, are: hepatitis B vaccine to all unvaccinated first aid providers 1. Made available at no cost to the employee; who have rendered assistance in any situation involving the presence of blood or other potentially infectious material 2. Made available to the employee at a reasonable time (regardless of whether an actual exposure incident, as and place; defined by subsection (b), occurred) and the provision of 3. Performed by or under the supervision of a licensed appropriate post-exposure evaluation, prophylaxis and physician or by or under the supervision of another licensed follow-ups for those employees who experience an exposure healthcare professional; and incident as defined in subsection (b), . . . including: 4. Provided according to recommendations of the U.S. a. Provisions for a reporting procedure that ensures that Public Health Service current at the time these evluations all first aid incidents involving the presence of blood or and procedures take place, except as specified by this other potentially infectious material shall be reported to the subsection (f). employer before the end of the work shift during which the (C) The employer shall ensure that all laboratory tests first aid incident occurred. are conducted by an accredited laboratory at no cost to the i. The report must include the names of all first aid employee. providers who rendered assistance, regardless of (2) Hepatitis B Vaccination. whether personal protective equipment was used and must describe the first aid incident, including time and (A) Hepatitis B vaccination shall be made available date. after the employee has received the training required in subsection (g)(2)(G)9 and within 10 working days of initial A. The description must include a determination of assignment to all employees who have occupational whether or not, in addition to the presence of exposure unless the employee has previously received the 124 Appendix B

complete hepatitis B vaccination series, antibody testing has within 90 days of the exposure incident, the employee elects revealed that the employee is immune, or the vaccine is to have the baseline sample tested, such testing shall be contraindicated for medical reasons. done as soon as feasible. (B) The employer shall not make participation in a 3. Additional collection and testing shall be made prescreening program a prerequisite for receiving hepatitis available as recommended by the U.S. Public Health B vaccination. Service (C) If the employee initially declines hepatitis B (D) Post-exposure prophylaxis, when medically vaccination but at a later date while still covered under the indicated, as recommended by the U.S. Public Health standard decides to accept the vaccination, the employer Service; shall make available hepatitis B vaccination at that time. (E) Counseling; and (D) The employer shall assure that employees who (F) Evaluation of reported illnesses. decline to accept hepatitis B vaccination offered by the employer sign the statement in Appendix A. (4) Information Provided to the Healthcare Profes- sional. (E) If a routine booster dose(s) of hepatitis B vaccine is recommended by the U.S. Public Health Service at a future (A) The employer shall ensure that the healthcare date, such booster dose(s) shall be made available in professional responsible for the employee’s hepatitis B accordance with section (f)(1)(B). vaccination is provided a copy of this regulation. (3) Post-exposure Evaluation and Follow-up. (B) The employer shall ensure that the healthcare professional evaluating an employee after an exposure Following a report of an exposure incident, the em­ incident is provided the following information: ployer shall make immediately available to the exposed employee a confidential medical evaluation and follow-up, 1. A copy of this regulation; including at least the following elements: 2. A description of the exposed employee’s duties as (A) Documentation of the route(s) of exposure, and the they relate to the exposure incident; circumstances under which the exposure incident occurred; 3. Documentation of the route(s) of exposure and (B) Identification and documentation of the source circumstances under which exposure occurred, as required individual, unless the employer can establish that identifica­ by subsection (f)(3)(A); tion is infeasible or prohibited by state or local law; 4. Results of the source individual’s blood testing, if 1. The source individual’s blood shall be tested as soon available; and as feasible and after consent is obtained in order to deter­ 5. All medical records relevant to the appropriate mine HBV and HIV infectivity. If consent is not obtained, treatment of the employee, including vaccination status, the employer shall establish that legally required consent which are the employer’s responsibility to maintain, as cannot be obtained. When the source individual’s consent is required by subsection (h)(1)(B)2. not required by law, the source individual’s blood, if (5) Healthcare Professional’s Written Opinion. available, shall be tested and the results documented. The employer shall obtain and provide the employee 2. When the source individual is already known to be with a copy of the evaluating healthcare professional’s infected with HBV or HIV, testing for the source written opinion within 15 days of the completion of the individual’s known HBV or HIV status need not be re­ evaluation. peated. (A) The healthcare professional’s written opinion for 3. Results of the source individual’s testing shall be hepatitis B vaccination shall be limited to whether hepatitis made available to the exposed employee, and the employee B vaccination is indicated for the employee, and if the shall be informed of applicable laws and regulations employee has received such vaccination. concerning disclosure of the identity and infectious status of the source individual. (B) The healthcare professional’s written opinion for post-exposure evaluation and follow-up shall be limited to (C) Collection and testing of blood for HBV and HIV the following information: serological status; 1. That the employee has been informed of the results 1. The exposed employee’s blood shall be collected as of the evaluation; and soon as feasible and tested after consent is obtained. 2. That the employee has been told about any medical 2. If the employee consents to baseline blood collection, conditions resulting from exposure to blood or other but does not give consent at that time for HIV serologic potentially infectious materials which require further testing, the sample shall be preserved for at least 90 days. If, evaluation or treatment. Appendix B 125

(C) All other findings or diagnoses shall remain 7. Individual containers of blood or other potentially confidential and shall not be included in the written report. infectious materials that are placed in a labeled container (6) Medical Recordkeeping. during storage, transport, shipment, or disposal are ex­ empted from the labeling requirement. Medical records required by this standard shall be maintained in accordance with subsection (h)(1) of this 8. Labels required for contaminated equipment shall be section. in accordance with this subsection and shall also state which portions of the equipment remain contaminated. (g) Communication of Hazards to Employees. 9. Regulated waste that has been decontaminated need (1) Labels and Signs. not be labeled or color-coded. . . . (A) Labels. (2) Information and Training. 1. Warning labels shall be affixed to containers of (A) Employers shall ensure that all employees with regulated waste; refrigerators and freezers containing blood occupational exposure participate in a training program or other potentially infectious material; and other containers which must be provided at no cost to the employee and used to store, transport, or ship blood or other potentially during working hours. infectious materials, except as provided in subsection (g)(1)(A)5, 6, and 7. . . . (B) Training shall be provided as follows: Note: Other labeling provisions such as Health and Safety 1. At the time of initial assignment to tasks where Code Sections 25080–25082 may be applicable. occupational exposure may take place; 2. Labels required by this section shall include either 2. At least annually thereafter. . . . the following legend as required by Section 6004: (C) For employees who have received training on bloodborne pathogens in the year preceding the effective date of the standard, only training with respect to the provisions of the standard which were not included need be provided. (D) Annual training for all employees shall be provided within one year of their previous training. (E) Employers shall provide additional training when BIOHAZARD changes such as modification of tasks or procedures or or, in the case of regulated waste, the legend: institution of new tasks or procedures affect the employee’s BIOHAZARDOUS WASTE occupational exposure. The additional training may be as described in Health and Safety Code Sections limited to addressing the new exposures created. 25080–25082. (F) Material appropriate in content and vocabulary to 3. These labels shall be fluorescent orange or orange- educational level, literacy, and language of employees shall red or predominantly so with lettering and symbols in a be used. contrasting color. (G) The training program shall contain at a minimum 4. Labels required by subsection (g)(1)(A) shall either the following elements: be an integral part of the container or shall be affixed as 1. An accessible copy of the regulatory text of this close as feasible to the container by string, wire, adhesive, standard and an explanation of its contents; or other method that prevents their loss or unintentional 2. A general explanation of the epidemiology and removal. symptoms of bloodborne diseases; 5. Red bags or red containers may be substituted for 3. An explanation of the modes of transmission of labels except for sharp containers or regulated waste red bloodborne pathogens; bags. . . . Bags used to contain regulated waste shall be color-coded red and shall be labeled in accordance with 4. An explanation of the exposure control plan and the subsection (g)(1)(A)2. Labels on red bags or red containers means by which the employee can obtain a copy of the do not need to be color-coded in accordance with subsection written plan; (g)(1)(A)3. 5. An explanation of the appropriate methods for 6. Containers of blood, blood components, or blood recognizing tasks and other activities that may involve products that are labeled as to their contents and have been exposure to blood and other potentially infectious materials; released for transfusion or other clinical use are exempted 6. An explanation of the use and limitations of methods from the labeling requirements of subsection (g). that will prevent or reduce exposure including appropriate 126 Appendix B

engineering controls, work practices, and personal protec­ 1. Kept confidential; and tive equipment; 2. Not disclosed or reported without the employee’s 7. Information on the types, proper use, location, express written consent to any person within or outside the removal, handling decontamination and disposal of personal workplace except as required by this section or as may be protective equipment; required by law. 8. An explanation of the basis for selection of personal (D) The employer shall maintain the records required protective equipment; by subsection (h)(1) for at least the duration of employment 9. Information on the hepatitis B vaccine, including plus 30 years in accordance with Section 3204. information on its efficacy, safety, method of administration, (2) Training Records. the benefits of being vaccinated, and that the vaccine and (A) Training records shall include the following vaccination will be offered free of charge; information: 10. Information on appropriate actions to take and 1. The dates of the training sessions; persons to contact in an emergency involving blood or other potentially infectious materials; 2. The contents or a summary of the training sessions; 11. An explanation of the procedure to follow if an 3. The names and qualifications of persons conducting exposure incident occurs, including the method of reporting the training; and the incident and the medical follow-up that will be made 4. The names and job titles of all persons attending the available; training sessions. 12. Information on the post-exposure evaluation and (B) Training records shall be maintained for 3 years follow-up that the employer is required to provide for the from the date on which the training occurred. employee following an exposure incident; (3) Availability. 13. An explanation of the signs and labels and/or color (A) The employer shall ensure that all records required coding required by subsection (g)(1); and to be maintained by this section shall be made available 14. An opportunity for interactive questions and upon request to the Chief and NIOSH for examination and answers with the person conducting the training session. . . . copying. (H) The person conducting the training shall be (B) Employee training records required by this subsec- knowledgeable in the subject matter covered by the ele­ tion shall be provided upon request for examination and ments contained in the training program as it relates to the copying to employees to employee representatives, to the workplace that the training will address. Chief, and to NIOSH. (h) Recordkeeping. (C) Employee medical records required by this subsec- (1) Medical Records. tion shall be provided upon request for examination and copying to the subject employee, to anyone having written (A) The employer shall establish and maintain an consent of the subject employee, to the Chief, and to accurate record for each employee with occupational NIOSH in accordance with Section 3204. exposure, in accordance with Section 3204. . . . (4) Transfer of Records. (B) This record shall include: (A) The employer shall comply with the requirements 1. The name and social security number of the em­ involving transfer of records set forth in Section 3204. ployee; (B) If the employer ceases to do business and there is 2. A copy of the employee’s hepatitis B vaccination no successor employer to receive and retain the records for status, including the dates of all the hepatitis B vaccinations the prescribed period, the employer shall notify NIOSH at and any medical records relative to the employee’s ability to least three months prior to their disposal and transmit them receive vaccination as required by subsection (f)(2); to the NIOSH, if required by the NIOSH to do so, within 3. A copy of all results of examinations, medical testing, that three-month period. and follow-up procedures as required by subsection (f)(3); (i) Dates. 4. The employer’s copy of the healthcare professional’s (1) The Exposure Control Plan required by subsection written opinion as required by subsection (f)(5); and (c)(1) of this section shall be completed within 60 days of 5. A copy of the information provided to the healthcare the effective date of this standard. professional as required by subsections (f)(4)(B)2, 3, and 4. (2) Subsection (g)(2) Information and Training and (h) (C) Confidentiality. The employer shall ensure that Recordkeeping shall take effect within 90 days of the employee medical records required by subsection (h)(1) are: effective date of this standard. Appendix B 127

(3) Subsections (d)(2) Engineering and Work Practice and emergency procedures associated with the use of the Controls, (d)(3) Personal Protective Equipment, (d)(4) particular hazardous substances involved, and who conveys Housekeeping, (e) HIV and HBV Research Laboratories and this knowledge to employees in terms of safe work practices. Production Facilities, (f) Hepatitis B Vaccination and Post- [emphasis added] Such excepted laboratories must also Exposure Evaluation and Follow-up, and (g)(1) Labels and ensure that labels of incoming containers of hazardous Signs shall take effect 120 days after the effective date of substances are not removed or defaced . . . and must this standard. maintain any material safety data sheets that are received (j) Appendix. with incoming shipments of hazardous substances and ensure that they are readily available to laboratory Appendix A to this section is incorporated as a part of employees. . . . this section and the provision is mandatory. (d) Hazard Determination. Appendix A - Hepatitis B Vaccine Declination (1) Manufacturers and importers shall evaluate (MANDATORY) substances produced in their workplaces or imported by The employer shall assure that employees who decline them to determine if they are hazardous. Employers are not to accept hepatitis B vaccination offered by the employer required to evaluate substances unless they choose not to sign the following statement as required by subsection rely on the evaluation performed by the manufacturer or (f)(2)(D): importer for the substance to satisfy this requirement. . . . [emphasis added] I understand that due to my occupational exposure to blood or other potentially infectious materials I may be at (e) Written Hazard Communication Program. risk of acquiring hepatitis B virus (HBV) infection. I have (1) Employers shall develop, implement, and maintain been given the opportunity to be vaccinated with hepatitis B at the workplace a written hazard communication program vaccine, at no charge to myself. However, I decline hepatitis for their employees which at least describes how the criteria B vaccination at this time. I understand that by declining specified in sections 5194 (f), (g), and (h) for labels and this vaccine, I continue to be at risk of acquiring hepatitis B, other forms of warning, material safety data sheets, and a serious disease. If in the future I continue to have occupa­ employee information and training will be met, and which tional exposure to blood or other potentially infectious also includes the following: materials and I want to be vaccinated with hepatitis B (A) A list of the hazardous substances known to be vaccine, I can receive the vaccination series at no charge to present using an identity that is referenced on the appropri­ me. . . . ate material safety data sheet (the list may be compiled for the workplace as a whole or for individual work areas); Hazard Communication; Material Safety Data Sheets 5194. (B) The methods the employer will use to inform employees of the hazards of nonroutine tasks (for example, [See Chapter 5, Section E, for information about the cleaning of reactor vessels) and the hazards associated meeting the requirements of this section. Ed.] with substances contained in unlabeled pipes in their work (b) Scope and Application areas. (l) This section requires . . . all employers to provide (2) . . . the written hazard communication program information to their employees about the hazardous sub­ shall include the methods employers will use stances to which they may be exposed, by means of a hazard to inform any employers sharing the same work area of the communication program, labels and other forms of warning, hazardous substances to which their employees may be material safety data sheets, and information and training. . . . exposed while performing their work, and any suggestions (2) This section applies to any hazardous substance for appropriate protective measures. . . . which is known to be present in the workplace in such a (3) The employer shall make the written hazard manner that employees may be exposed under normal communication program available, upon request, to employ­ conditions of use or in a reasonably foreseeable emergency ees, their designated representatives, the Chief, and NIOSH, resulting from workplace operations. in accordance with the requirements of Section 3204(e). (3) This section applies to laboratories that primarily (f) Labels and Other Forms of Warning. provide quality control analyses for manufacturing pro­ Note to (f): The requirements at sections 5225–5230 for cesses or that produce hazardous substances for commercial labeling of all containers containing highly toxic, corrosive, purposes, and to all other laboratories except those under the flammable, oxidizing or pyrophoric substances apply to all direct supervision and regular observation of an individual employers, and apply regardless of any exception or who has knowledge of the physical hazards, health hazards, allowance in Section 5194(f). 128 Appendix B

(1) The manufacturer, importer, or distributor shall tion in their language to the material presented, as long as ensure that each container of hazardous substances leaving the information is presented in English as well. the workplace is labeled, tagged, or marked with the (9) The manufacturer, importer, distributor, or em­ following information: ployer need not affix new labels to comply with this section (A) Identity of the hazardous substance(s); if existing labels already convey the required information. (B) Appropriate hazard warnings; and (g) Material Safety Data Sheets. (C) Name and address of the manufacturer, importer, or (1) . . . Employers shall have a material safety data other responsible party. . . . sheet for each hazardous substance which they use. (2) Manufacturers, importers, or distributors shall Note to (g)(1): Employers should also refer to Section 3204 ensure that each container of hazardous substances leaving concerning information to be retained after a particular the workplace is labeled, tagged, or marked in accordance substance is no longer in use. with this section in a manner which does not conflict with (2) Each material safety data sheet shall be in English the requirements of the Hazardous Materials Transportation and shall contain at least the following information: Act (18 U.S.C. 1801 et seq.) and regulations issued under that Act by the Department of Transportation. (A) The identity used on the label, and, except as provided for in Section 5194(i) on trade secrets: (3) If the hazardous substance is regulated by these orders in a substance-specific health standard, the manufac­ 1. If the hazardous substance is a single substance, its turer, importer, distributor, or employer shall ensure that the chemical and common name(s) and CAS number(s); labels or other forms of warning used are in accordance with 2. If the hazardous substance is a mixture which has the requirements of that standard. been tested as a whole to determine its hazards, the chemi­ (4) Except as provided in sections 5194(f)(5) and (f)(6) cal, common name(s), and CAS number(s) of the ingredi­ the employer shall ensure that each container of hazardous ents which contribute to these known hazards, and the substances in the workplace is labeled, tagged, or marked common name(s) of the mixture itself; or, with the following information: 3. If the hazardous substance is a mixture which has (A) Identity of the hazardous substance(s) contained not been tested as a whole: therein; and a. The chemical and common name(s), and CAS (B) Appropriate hazard warnings. number(s) of all ingredients which have been determined to be health hazards, and which comprise 1% or greater of the (5) The employer may use signs, placards, process composition, except that substances identified as carcino­ sheets, batch tickets, operating procedures, or other such gens under subsection 5194(d)(4) shall be listed if the written materials in lieu of affixing labels to individual concentrations are 0.1% or greater; stationary process containers, as long as the alternative method identifies the containers to which it is applicable and b. The chemical and common name(s), and CAS conveys the information required by Section 5194(f)(4) to number(s) of all ingredients which comprise less than 1% be on a label. The written materials shall be readily (0.1% for carcinogens) of the mixture, if there is evidence accessible to the employees in their work area throughout that the ingredient(s) could be released from the mixture in each work shift. . . . concentrations which would exceed an established OSHA permissible exposure limit or ACGIH Threshold Limit (6) The employer is not required to label portable Value, or could present a health hazard to employees; and, containers into which hazardous substances are transferred from labeled containers, and which are intended only for c. The chemical, common name(s) and CAS number(s) the immediate use of the employee who performs the of all ingredients which have been determined to present a transfer. . . . physical hazard when present in the mixture; (7) The employer shall not remove or intentionally (B) Physical and chemical properties of the hazardous deface existing labels on incoming containers of hazardous substance (such as vapor pressure, flashpoint); substances, unless the container is immediately marked with (C) The physical hazards of the hazardous substance, the required information. including the potential for fire, explosion, and reactivity; (8) The employer shall ensure that labels or other (D) The health hazards of the hazardous substance, forms of warning are legible, in English, and prominently including signs and symptoms of exposure, and any medical displayed on the container, or readily available in the work conditions which are generally recognized as being aggra­ area throughout each work shift. Employers having vated by exposure to the substance; employees who speak other languages may add the informa­ (E) The potential route(s) of entry; Appendix B 129

(F) The OSHA permissible exposure limit, ACGIH (12) If the material safety data sheet, or any item of Threshold Limit Value, and any other exposure limit used or information required by Section 5194(g)(2), is not provided recommended by the manufacturer, importer, or employer by the manufacturer or importer, the employer shall: preparing the material safety data sheet, where available; (A) Within 7 working days of noting this missing (G) Whether the hazardous substance is listed in the information, either from a request or in attempting to National Toxicology Program (NTP) Sixth Annual Report comply with Section 5194(1), make written inquiry to the on Carcinogens or has been found to be a potential carcino­ manufacturer or importer of a hazardous substance respon­ gen in the International Agency for Research on Cancer sible for the material safety data sheet, asking that the (IARC) Monographs, Vols. 1–53 and Supplements 1–8, or complete material safety data sheet be sent to the employer. by OSHA; If the employer has made written inquiry in the preceding (H) Any generally applicable precautions for safe 12 months as to whether the substance or product is subject handling and use which are known to the manufacturer, to the requirements of the Act or the employer has made importer, or employer preparing the material safety data written inquiry within the last 6 months requesting new, sheet, including the appropriate hygienic practices, protec­ revised or later information on the material safety data sheet tive measures during repair and maintenance of contami­ for the hazardous substance, the employer need not make nated equipment, and procedures for cleanup of spills and additional written inquiry. leaks; (B) Notify the requestor in writing of the date that the (I) Any generally applicable control measures which inquiry was made, to whom it was made, and the response, are known to the manufacturer, importer, or employer if any, received. Providing the requestor with a copy of the preparing the material safety data sheet, such as appropriate inquiry sent to the manufacturer, producer or seller and a engineering controls, work practices, or personal protective copy of the response will satisfy this requirement. equipment; (C) Notify the requestor of the availability of the (J) Emergency and first-aid procedures; material safety data sheet within 15 days of the receipt of the material safety data sheet from the manufacturer, (K) The date of preparation of the material safety data producer or seller or provide a copy of the material safety sheet or the last change to it; data sheet to the requestor within 15 days of the receipt of (L) The name, address and telephone number of the the material safety data sheet from the manufacturer, manufacturer, importer, employer, or other responsible party producer or seller. preparing or distributing the material safety data sheet, who (D) Send the Director [of Industrial Relations] a copy can provide additional information on the hazardous of the written inquiry if a response has not been received substance and appropriate emergency procedures, if within 25 working days. necessary; and, (13) The preparer of a material safety data sheet shall (M) A description in lay terms, if not otherwise provide the Director with a copy of the material safety data provided, on either a separate sheet or with the body of the sheet. Where a trade secret claim is made, the preparer shall information specified in this section, of the specific potential submit the information specified in Section 5194(i)(15). health risks posed by the hazardous substance intended to alert any person reading the information. . . . (h) Employee Information and Training. (8) The employer shall maintain copies of the required (1) Employers shall provide employees with informa­ material safety data sheets for each hazardous substance in tion and training on hazardous substances in their work area the workplace, and shall ensure that they are readily at the time of their initial assignment, and whenever a new accessible during each work shift to employees when they hazard is introduced into their work area. Information and are in their work area(s). . . . training may relate to general classes of hazardous sub­ stances to the extent appropriate and related to reasonably (10) Material safety data sheets may be kept in any foreseeable exposures of the job. form, including operating procedures, and may be designed to cover groups of hazardous substances in a work area (2) Information and training shall consist of at least the where it may be more appropriate to address the hazards of following topics: a process rather than individual hazardous substances. . . . (A) Employees shall be informed of the requirements (11) Material safety data sheets shall also be made of this section. readily available, upon request, to designated representa­ (B) Employees shall be informed of any operations in tives, and to the Chief, in accordance with the requirements their work area where hazardous substances are present. of Section 3204(e). NIOSH and the employee’s physician (C) Employees shall be informed of the location shall also be given access to material safety data sheets in and availability of the written hazard communication the same manner. program. . . . 130 Appendix B

(D) Employees shall be trained in the methods and Appendix B: Hazard Determination (Mandatory) observations that may be used to detect the presence or [outlines the principles and procedures of hazard assess­ release of a hazardous substance in the work area (such as ment] monitoring conducted by the employer, continuous monitor­ Appendix C: Information Sources (Advisory) [gives a ing devices, visual appearance or odor of hazardous list of data sources that may be consulted to evaluate the substances when being released, etc.). hazards of substances] (E) Employees shall be trained in the physical and Appendix D: Definition of “Trade Secret” (Mandatory) health hazards of the substances in the work area, and the measures they can take to protect themselves from these hazards, including specific procedures the employer has California Code of Regulations, Title 22 implemented to protect employees from exposure to Specific Requirements for Milkrun Operations hazardous substances, such as appropriate work practices, 66263.42. emergency procedures, and personal protective equipment (a) The following may be transported in accordance to be used. with the requirements of this section: (F) Employees shall be trained in the details of the (1) Spent photographic solutions; hazard communication program developed by the employer, including an explanation of the labeling system and the (2) Ethylene glycol automotive antifreeze; material safety data sheet, and how employees can obtain (3) Sludge containing sodium hydroxide and heavy and use the appropriate hazard information. metals; (G) Employers shall inform employees of the right: (4) Dry cleaning solvents (including perchloroethyl- 1. To personally receive information regarding hazard­ ene); ous substances to which they may be exposed, according to (5) Asbestos; the provisions of this section; (6) Inks from the printing industry; 2. For their physician or collective bargaining agent to (7) Chemicals and laboratory packs collected from receive information regarding hazardous substances to school districts; which the employee may be exposed according to provi­ sions of this section; (8) Automotive parts cleaning solvents. 3. Against discharge or other discrimination due to the (b) This section applies only to hazardous wastes that employee’s exercise of the rights afforded pursuant to the are either: provisions of the Hazardous Substances Information and (1) Subject to reclamation agreements with generators Training Act. of greater than 100 kilograms per month but less than 1,000 (3) Whenever the employer receives a new or revised kilograms per month pursuant to the requirements of Title material safety data sheet, such information shall be 40 of the Code of Federal Regulations, sections 262.20(e) provided to employees on a timely basis not to exceed 30 and 263.20(h), as of July 1, 1988; or days after receipt, if the new information indicates signifi­ (2) Collected from generators who meet the require- cantly increased risks to, or measures necessary to protect, ments of Title 40 of the Code of Federal Regulations, employee health as compared to those stated on a material sections 261.5(a) and 251.5(9), as of July 1, 1988; or safety data sheet previously provided. (3) Collected from generators of non-RCRA hazardous (i) Trade Secrets. wastes totaling less than 100 kilograms per calendar month. [Note: The text is not included here. This section (c) A transporter operating in accordance with this provides for the withholding of the specific chemical section may transport from any number of generators. identity of trade secrets on material safety data sheets as (d) A Uniform Hazardous Waste Manifest (Form DHS long as information concerning the properties and effects of 8022A [now DTSC 8022A]) completed pursuant to the the hazardous substance is disclosed. If a physician or nurse following instructions prior to the first collection shall be in determines that a medical emergency exists and the chemi­ the driver’s possession when transporting the above- cal identity of the substance is necessary for treatment, the mentioned hazardous waste. A new manifest shall be chemical identity must be disclosed immediately. A confi­ completed whenever the driver changes, transport vehicle dentiality agreement may be a provision of the disclosure. changes, a new day begins, or upon the last delivery of the Ed.] hazardous waste to the designated facility. The modified Appendixes A through D to Section 5194 are not manifesting procedures are as follows: reprinted here. The titles of those appendixes are as follows: (1) The transporter shall be responsible for completing Appendix A : Health Hazard Definitions (Mandatory) both the generator and transporter section of the manifest. Appendix B 131

(2) The transporter’s name and EPA Identification (5) The transporter shall sign and date both generator Number shall be entered in both the generator information and transporter sections of the manifest and shall submit the and transporter information spaces of the manifest. generator copy of the manifest to the Department within 30 (3) The transporter shall attach to the front of the days of the acceptance of the waste by the transporter. manifest legible copies of the receipts or shipping papers for (6) All copies of the manifest shall be submitted to the the waste collected. The receipts or shipping papers shall be treatment, storage or disposal facility (TSDF) operator upon used to determine the total quantity of waste in the vehicle. delivery of the waste. After the waste is delivered, the receipts or shipping papers (7) After completion of the TSDF portion, the original shall be affixed to the transporter’s copy of the manifest. manifest shall be submitted to the Department of Toxic The manifest and receipts or shipping papers shall be kept Substances Control within 30 days. The copy of the mani­ for three years. The receipts or shipping papers shall contain fest (Labeled: “Yellow: TSDF SENDS THIS COPY TO GENERATOR the following information: WITHIN 30 DAYS”) which is otherwise returned to the genera­ (A) Each generator’s name, address and EPA Identifica­ tor by the TSDF operator shall instead be returned to the tion Number; transporter. (B) The name of each generator’s contact person, (e) The transporter shall leave a receipt or shipping telephone number and signature of the generator’s represen­ paper with the generator for the waste collected. Generators tative; shall keep these receipts or shipping papers for three years. (C) The transporter’s name, address and EPA Identifica­ (f) The period of retention referred to in this section is tion Number; extended automatically during the course of any unresolved (D) The proper shipping name, hazard class and United enforcement action regarding the regulated activity or as Nations/North America (UN/NA) identification number, as requested by the Department. applicable; (g) The hazardous waste shall be delivered to a permit­ (E) The quantity of waste collected from each genera­ ted hazardous waste facility or to a facility which has been tor; granted interim status, or to a facility which has been otherwise authorized to receive hazardous wastes pursuant (F) The date the waste was accepted by the transporter; to Chapter 6.5 of Division 20 of the Health and Safety Code (G) The name, address and EPA Identification Number, and implementing regulations. if applicable, of the authorized facility to which the hazard­ (h) Handling practices and storage time of the hazard- ous waste will be transported; ous wastes shall be allowed the same exemptions described (H) In the case of school chemical collections, the drum in Section 66263.18 of this chapter, when applied to number which contains the accepted waste; handling and storage at transfer facilities. (I) The manifest document number. Note: Authority cited: Sections 208, 25143, 25150, and (4) At the completion of each day, the transporter shall 25161, Health and Safety Code. Reference: Sections enter the total volume or weight of the waste on the mani­ 25117.9, 25143, 25160, 25168, 25169, and 25169.1, Health fest. The total volume or weight shall be the cumulative and Safety Code. amount of waste collected from the generators listed on the attached receipts or shipping papers.

Ordering Information (for manifests) Note: Manifests are not necessary when (1) a noncommercial waste producer transports small quantities of waste (Health and Safety Code Section 25163[c]); and (2) the waste is disposed of by “milkrun,” in which case the trans­ porter provides the manifest (California Code of Regulations, Title 22, Section 66263.42). When necessary, order a packet of Uniform Hazardous Waste Manifests from: Department of General Services—Publications P.O. Box 1015 North Highlands, CA 95660 Send a check in the amount of $15 and include a street address for United Parcel Service (UPS) delivery. 133 134

134 Appendix B 135

Health and Safety Code Retrograde Material 25121.5. Humane Care of Animals “Retrograde material” means any hazardous material 1650. which is not to be used, sold, or distributed for use in an The public health and welfare depend on the humane originally intended or prescribed manner or for an originally use of animals for scientific advancement in the diagnosis intended or prescribed purpose and which meets any one or and treatment of human and animal diseases, for education, more of the following criteria: for research in the advancement of veterinary, dental, (a) Has undergone chemical, biochemical, physical, or medical and biologic sciences, for research in animal and other changes due to the passage of time or the environmen­ human nutrition, and improvement and standardization of tal conditions under which it was stored. laboratory procedures of biologic products, pharmaceuticals and drugs. (b) Has exceeded a specified or recommended shelf life. (c) Is banned by law, regulation, ordinance, or decree. 1651. (d) Cannot be used for reasons of economics, health or The State Department of Health Services shall adminis­ safety, or environmental hazard. ter the provisions of this chapter. Every provision of this chapter shall be liberally Repeal of Requirement for Obtaining an Extremely construed to protect the interests of all persons and animals Hazardous Waste Disposal Permit affected. 25153. As used in this chapter, “person” includes: laboratory, The offsite storage, treatment, transportation, and firm, association, corporation, copartnership, and educa­ disposal of extremely hazardous waste is subject to the same tional institution. requirements specified in this chapter that are applicable to As used in this chapter, “board” or “department” means hazardous waste and the department shall not require any the State Department of Health Services. special or additional permits for the offsite handling of extremely hazardous waste. 1660. 25205.7(o). The department shall make and promulgate, and may thereafter modify, amend or rescind, reasonable rules and Any person producing or transporting extremely regulations to carry out the purposes of this chapter, hazardous waste shall pay a fee of two hundred dollars including the control of the humane use of animals for the ($200) per calendar year, in addition to any other fee diagnosis and treatment of human and animal diseases, for imposed by this section. The fee shall be collected annually. research in the advancement of veterinary, dental, medical and biologic sciences, for research in animal and human Transporting Hazardous Waste nutrition, and for the testing and diagnosis, improvement 25163. and standardization of laboratory specimens, biologic (c) Persons transporting hazardous wastes to a permitted products, pharmaceuticals and drugs. Such rules and hazardous waste facility for transfer, treatment, recycling, or regulations shall include requirements for satisfactory disposal, which wastes do not exceed a total volume of five shelter, food, sanitation, record keeping, and for the humane gallons or do not exceed a total weight of 50 pounds, are treatment of animals by persons authorized by the board to exempt from the requirements . . . concerning possession of a raise, keep or to use animals under the provision of this manifest while transporting hazardous waste, upon meeting chapter. The department shall not make or promulgate any all of the following conditions: rule compelling the delivery of animals for the purpose of (1) The hazardous wastes are transported in closed research, demonstration, diagnosis, or experimentation. containers and packed in a manner that prevents containers from tipping, spilling, or breaking during the transporting. 1662. (2) Different hazardous waste materials are not mixed The department is hereby authorized to inspect any within a container during the transporting. premises or property on or in which animals are kept for experimental or diagnostic purposes, for the purpose of (3) If the hazardous waste is extremely hazardous waste investigation of compliance with the rules and regulations or acutely hazardous waste, the extremely hazardous waste adopted hereunder. Such inspection or other method of or acutely hazardous waste was not generated in the course control shall be enforced only by employees of the depart­ of any business and is not more than 2.2 pounds. ment and such power and authority may not be delegated to (4) The person transporting the hazardous waste is the any other persons or agency. producer of that hazardous waste, and the person produces 136 Appendix B

not more than 100 kilograms of hazardous waste in any pressure for compressed gas, shall establish and implement month. a business plan for emergency response to a release or (5) The person transporting the hazardous waste does threatened release of a hazardous material. not accumulate more than a total of 1,000 kilograms of hazardous waste onsite at any one time. . . . 25504. (e) It is unlawful for any person to transport hazardous Business plans shall include a chemical inventory as waste in any truck, trailer . . . not inspected by the Depart­ required by Section 25509, emergency response plans in the ment of the California Highway Patrol. . . . event of a reportable release or threatened release of hazardous material, and training for all new employees and 25163.1. annual training regarding release or threatened release of hazardous materials. The Department shall not adopt any regulations requiring a person hauling hazardous wastes who is not in 25505. the business of hauling hazardous wastes or who is not hauling these wastes as part of, or incidental to, any busi­ Each handler shall submit its business plan to the ness to obtain the registration specified if that person meets administering agency. the conditions specified in subsection (c) of Section 25163. 25507. Hazardous Materials Release Response Plans and Handlers shall immediately report any release or Inventory threatened release to the administering agency and provide [The following is a summary of the relevant sections of fire, health, safety, and/or rescue personnel access to the Chapter 6.95. Ed.] facilities.

25500. 25509. In order to protect public health and safety and the (a) The annual inventory form shall include, but shall environment, it is necessary to establish business and area not be limited to, information on all of the following which plans relating to the handling and release of hazardous are handled in quantities equal to or greater than the materials. Basic information on location, type, quantity, and quantities specified in Section 25503.5: the health risks of hazardous materials handled, used, stored, (1) A listing of the chemical name and common names or disposed of is necessary to prevent or mitigate the of every hazardous substance or chemical product handled damage to the health and safety of persons and the environ­ by the business. ment from the release or threatened release of hazardous (2) The category of waste, including the general materials into the workplace and environment. chemical and mineral composition of the waste listed by probable maximum and minimum concentrations, of every 25502. hazardous waste handled by the business. Every county is required, through a designated adminis­ (3) A listing of the chemical name and common names tering agency, to implement the establishment of business of every other hazardous material or mixture containing a and area plans as to the handling of hazardous materials and hazardous material handled by the business which is not assure availability and access of information to emergency otherwise listed, pursuant to paragraph (1) or (2). rescue personnel and other appropriate entities. A city may assume that responsibility within its boundaries, coordinat­ (4) The maximum amount of each hazardous material ing its activities with the county in which it is located. or mixture containing a hazardous material disclosed in paragraphs (1), (2), and (3) which is handled at any one time 25503.3 by the business over the course of the year. Businesses handling hazardous materials shall annually (5) Sufficient information on how and where the complete a hazardous materials reporting form and submit it hazardous materials disclosed in paragraphs (1), (2), and (3) to the administering agency. are handled by the business to allow fire, safety, health, and other appropriate personnel to prepare adequate emergency 25503.5 responses to potential releases of the hazardous materials. Any business which handles a quantity of hazardous (6) The name and phone number of the person repre­ material which at any time during the year is equal to or senting the business and able to assist emergency personnel greater than a total weight of 500 lbs or a total volume of 55 in the event of an emergency involving the business during gallons, or 200 cubic feet at standard temperature and nonbusiness hours. APPENDIX C REIMBURSEMENT FOR REMOVAL AND DISPOSAL OF CHEMICALS

On July 28, 1988, the Commission of State Mandates the most current Department of Education guidelines. determined that the following costs incurred by school The costs of regular removal and disposal may include, districts to implement Education Code Section 49411 are but are not limited to, the following: reimbursable: (1) the cost of complying with guidelines for a. Consultant fees for supervision of lab-packing, the regular removal and disposal of all chemicals whose loading, and so forth. shelf life has elapsed; and (2) the cost of certifying to the Superintendent of Public Instruction whether the district is b. Contractor fees and charges for the packing of in compliance with the guidelines. laboratory chemicals and transportation of waste For each eligible claimant (which certified its compli­ and the charges associated with the final disposi­ ance with the guidelines by June 30, 1988), reimbursable tion of the waste material, including treatment, costs are all costs for the regular removal and disposal of recycling, incineration, and landfill disposal. chemicals that have not yet reached a “retrograde” condition c. All costs incurred by the school district for (Health and Safety Code Section 25121.5; see the list under packing the chemicals in-house, using district section G of this appendix) but still pose a significant threat personnel. These costs may include disposable to the health and safety of teachers, staff, and students, as body suits; protective gloves; shipping containers established by the most current Department of Education (drums, liners, etc.) approved by the Department guidelines. of Transportation (DOT); absorbent materials for The actual costs for one fiscal year shall be included in spill containment and lab-packing; DOT- each claim. The estimated costs for the subsequent year may approved shipping labels for DOT containers; be included in the same claim, if applicable. All claims for publications used for reference by and training of the reimbursement of costs shall be submitted within 120 district personnel, including this document, days of notification by the State Controller of the enactment Science Safety Handbook for California Public of the claims bill. Schools. If the total costs for a given fiscal year do not exceed d. Other miscellaneous costs incurred by the district $200, no reimbursement shall be allowed, except as other­ that are imposed by local, state, and federal wise allowed by Government Code Section 17564. governmental agencies. These costs are normally charged by the particular agency as taxes or A. Reimbursable Costs surcharges, such as excise tax fees, generator Reimbursement is available for elementary, secondary, fees, and superfund taxes. These costs are and unified school districts. The costs of ongoing removal reimbursable only to the extent that they are and disposal may include, but are not limited to, the incurred for the disposal of chemicals that have following: not yet reached a “retrograde” condition, as 1. Salaries and benefits of personnel at school sites, specified above. district offices, and county offices of education, both certificated and classified, who perform any duties B. Nonreimbursable Activities related to compliance with this mandate; salaries and benefits of substitute employees who provided cover­ All costs incurred after June 30, 1988, associated with age for employees performing duties related to said the removal of chemicals that meet the definition of mandates. “retrograde materials,” as defined in Health and Safety Code Section 25121.5, are nonreimbursable. 2. Consultant fees for preparation of initial chemical inventories, preparation of chemical profile inventories C. Claim Preparation for chemical disposal purposes, supervision (monitor­ ing) of contractor during on-site related activities. Each claim for reimbursement pursuant to this mandate must be filed in time and must set forth a list of each item 3. All contractor fees/charges for review and computer for which reimbursement is claimed under this mandate. entry of inventories. The claim must contain the following information: 4. All costs for the regular removal and disposal of 1. Description of activity chemicals that have not yet reached a “retrograde” condition (Health and Safety Code Section 25121.5) 2. Supporting documentation but still pose a significant threat to the health and Claimed costs should be supported by the following safety of teachers, staff, and students, as established by information:

137 138 Appendix C

a. Employee salaries and benefits. Identify the G. Chemicals to Be Removed from School Science employee(s) and show the classification of the Laboratories employee(s) involved; describe the mandated The following list identifies three groups of chemicals: functions performed; and specify the number of 1. Those chemicals included on lists of hazardous hours devoted to each function, the productive chemicals that were recommended for removal and hourly rate, and the related benefits. disposal in the 1987 edition of this handbook and b. Services and supplies. Only those expenditures that which, at this time, are considered “retrograde materi­ can be identified as a direct cost of the mandate als” are identified with an asterisk (*). (See definition may be claimed. Make a list of the cost of materials of retrograde materials in Appendix B, Health and that have been consumed or expended specifically Safety Code Section 25125.5.) The costs for disposal of for the purpose of this mandate. these “retrograde materials” are not considered c. Allowable overhead cost. School districts may use reimbursable. the “J-380” nonrestrictive indirect cost rate. County 2. Chemicals that have been added to the previous lists of offices of education may use the “J-580” rate. hazardous chemicals recommended for immediate or prompt removal and disposal (see tables 1, 2, and 3) D. Supporting Data are identified with two asterisks (**). The costs for disposal of these chemicals are considered reimburs­ For auditing purposes, all costs claimed must be able. traceable to source documents or work sheets that show 3. Chemicals that are subject to regular removal and evidence of the validity of such costs. These documents must disposal, on approaching their estimated shelf life, be kept on file by the agency submitting the claim for a because they pose a significant threat to the health and period of not less than three years from the date of the final safety of teachers, staff, and students but have not yet payment of the claim, pursuant to this mandate, and made reached a “retrograde” condition have no asterisk. The available on the request of the State Controller or his or her costs for disposal of these materials are reimbursable. agent. Acetic Acid (glacial) E. Offsetting Savings and Other Reimbursements *2-Acetylaminofluorine Any offsetting savings the claimant experiences as a *4-Aminodiphenyl direct result of this statute must be deducted from the costs Acetone claimed. In addition, reimbursement for this mandate **Acrylamide received from any source (e.g., federal, state, or local Aluminum (powder) agencies) shall be identified and deducted from this claim. Aluminum Chloride Reimbursement for taxes paid for the removal and disposal Aluminum Sulfate of chemicals to comply with the certification requirement of Chapter 1107, Statutes of 1984, which taxes were waived by Ammonium Carbonate the Department of Health Services, must be sought pursuant Ammonium Chloride to Government Code Section 16302.1. Ammonium Hydroxide Ammonium Nitrate F. Required Certification Ammonium Persulfate The following certification must accompany the claim: *Aniline I DO HEREBY CERTIFY under penalty of perjury: **Antimony THAT the foregoing is true and correct; *Arsenic compound (any) THAT Sections 1090 through 1096, inclusive, of the *Arsenic powder Government Code and other applicable provisions of the law *Arsenic Trioxide have been complied with; and *Asbestos THAT I am the person authorized by the local agency to Barium (soluble compounds) file claims for funds with the State of California. Barium Chloride Barium Hydroxide Barium Nitrate Signature of Authorized Representative Date Bismuth and alloys (powder) *Benzene *Benzidine (and salts) Title Telephone Appendix C 139

*Benzoyl Peroxide Ferrous Sulfate *Perchloric Acid **Beryllium **Formaldehyde **Phenol (carbolic acid) **Beryllium Compounds Formic Acid **Phosphorous (red) Boric Acid Hexane *Phosphorous (yellow/white) **Bromine *Hydrazine (anhydrous) *Picric Acid Hydrochloric Acid Potassium Bromide Butyl Alcohols *Hydrofluoric Acid **Potassium Chlorate *Cadmium powder **Hydrogen Peroxide (35%) Potassium Hydroxide *Cadmium salts Iodine Potassium Iodide **Calcium Carbide Isobutyl Alcohol *Potassium metal Calcium Chloride Isopropyl Alcohol Potassium Nitrate Calcium Hydroxide Kerosene Potassium Permanganate Calcium Hypochlorite **Lead (powder) Resorcinol Calcium metal **Lead Acetate *Beta-Propiolactone Calcium Nitrate *Lead Arsenate *Sodium Arsenate Calcium Oxide **Lead Carbonate *Sodium Arsenite Camphor **Lead Chloride *Sodium Azide *Carbon Disulfide **Lead Nitrate Sodium Chlorate *Carbon Tetrachloride **Lead Oxide Sodium Chromate **Lead Peroxide (dioxide) Sodium Hypochlorite *Chloroform **Lead Sulfate Sodium metal *Chromium (VI) Oxide **Lead Sulfide Sodium Nitrate **All hexavalent chromium compounds Lithium Nitrate Sodium Peroxide Magnesium Chloride Sodium Thiosulfate **Cobalt Magnesium Metal (powder/ Styrene Cobalt Chloride ribbon) **Cobalt II Oxide Sulfur Magnesium Nitrate Sulfuric Acid Cobalt Nitrate Magnesium Oxide **Toluene Cobalt Sulfate Manganese Dioxide Cupric Chloride Turpentine Manganous Sulfate *Vinyl Chloride Cupric Nirate **Mercurous/Mercuric Nitrate Xylene Cupric Oxide **Mercury metal Cupric Sulfate Zinc, metal powder **Mercury compounds Zinc Nitrate Cyclohexane Methanol **p-Dichlorobenzene Methyl Ethyl Ketone *3,3-Dichlorobenzidene (and Methyl Cellulose salts) *Diisopropyl Ether (if stored *Methylchloromethyl Ether more than 1 year) *4-4-Methylene bis (2­ *Dimethyl Amine chloroanaline) *Methylene Chloride *4-Dimethylaminoazobenzene *Alpha-Naphthylamine **Ethidium Bromide Ethyl Acetate *Beta-Naphthylamine **Nickel compounds Ethyl Alcohol *Nickel powder *Ethyl Ether/Diethyl Ether (if stored more than 1 year) *4-Nitrobiphenyl **Nicotine *Ethylene Dichloride Nitric Acid *Ethylene Oxide *Ethyleneimine *Nitrogen Triiodide Oxalic Acid Ferric Chloride Pentane Ferric Nitrate 140

APPENDIX D SCIENCE CLASSROOM FIRST-AID AND SAFETY MATERIALS

Adhesive bandages Neutralizing agents: Acetic acid (30% [5 M] solution)—for neutralizing Antiseptic spilled bases

Antiseptic applicators Sodium bicarbonate (saturated solution)—for neutraliz­ ing spilled acids Aprons Rubber and nitrile gloves Bucket of sand or commercial absorbent—to smother alkali fires, dam around spills, reduce slippery conditions, and Safety equipment: so on Eyewash/shower unit Face shields Cotton Fire blanket Fire extinguisher(s), multipurpose (2A-10B, C) Earthenware crock—for disposal of solid chemicals (If Safety shield needed, have several crocks labeled to prevent mixing of incompatible chemicals.) Splash-proof goggles—for every student, instructor, and visitor Fume hoods, where appropriate This list is purposely conservative because the school health office (or Mercury clean-up chemicals (e.g., zinc dust, mercury school nurse) should have more extensive supplies. “sponges”*) *See Chapter 5, section K, “Use of Mercury.”

140 Appendix D 141

Sample Accident Report

School: ______

Staff completing report: Room: Date and time of incident: Location of the incident:

Person(s) involved in the incident: Staff Student

Description of the incident:

Immediate action in responding to the emergency:

Action taken (or required) to prevent such incidents in the future:

Witnesses to the incident:

Date/time of report Signature APPENDIX E REGIONAL POISON CENTERS

1. Chevron Emergency Information Center 100 Chevron Way Richmond, CA 94802-0627 (Business) (510) 242-2689 (Facilities Operation) (Emergency) (800) 231-0623 (510) 231-2473 (510) 231-0623 (510) 242-3333

2. Central California Regional Poison Control Center Valley Children’s Hospital 3151 N. Millbrook Fresno, CA 93703 (Business) (209) 241-6040 (Emergency) (800) 346-5922 (central California only) (209) 445-1222 (FAX) (209) 241-6050

3. Los Angeles Regional Drug and Poison Information Center LAC-USC Medical Center 1200 N. State St., Rm. GH 1107 Los Angeles, CA 90033 (Business) (213) 226-2246 (Emergency) (213) 222-8086 (Physicians) (213) 222-3212 (Consumers) (800) 825-2722 (Professionals outside 213 area code) (800) 777-6476 (Consumers outside 213 area code) (FAX) (213) 226-4191 Special note: Serves only the following counties: Los Angeles, Ventura, Santa Barbara, San Bernardino, Inyo

4. San Diego Regional Poison Center UCSD Medical Center 200 W. Arbor Dr. San Diego, CA 92103-8925 (Business) (619) 543-3666 (Emergency) (619) 543-6000 (800) 876-4766 (California only) (FAX) (619) 692-1867

5. San Francisco Bay Area Regional Poison Control Center San Francisco General Hospital 1001 Potrero Ave. Bldg. 80, Rm. 230 San Francisco, CA 94110 (Business) (415) 206-5524 (Emergency) (800) 523-2222 (Northern California) (FAX) (415) 821-8513

142 APPENDIX F SAMPLE SAFETY REGULATIONS FOR SCIENCE STUDENTS

While working in the science laboratory, you will have 13. Never taste anything or touch chemicals with the certain important responsibilities that do not apply to other hands, unless specifically instructed to do so. classrooms. You will be working with materials and 14. Test for odor of chemicals only by waving your hand apparatus which, if handled carelessly or improperly, have above the container and sniffing cautiously from a the potential to cause injury or discomfort to someone else distance. as well as yourself. 15. Eating or drinking in the laboratory or from laboratory A science laboratory can be a safe place in which to equipment is not permitted. work if you, the student, are foresighted, alert, and cautious. 16. Use a mechanical pipette filler (never the mouth) when The following practices will be followed: measuring or transferring small quantities of liquid 1. Report any accident to the teacher immediately, no with a pipette. matter how minor, including reporting any burn, 17. When heating material in a test tube, do not look into scratch, cut, or corrosive liquid on skin or clothing. the tube or point it in the direction of any person during 2. Prepare for each laboratory activity by reading all the process. instructions before coming to class. Follow all direc­ 18. Never pour reagents back into bottles, exchange tions implicitly and intelligently. Make note of any stoppers of bottles, or lay stoppers on the table. modification in procedure given by the instructor. 19. When diluting acids, always pour acids into water, 3. Any science project or individually planned experiment never the reverse. Combine the liquids slowly while must be approved by the teacher. stirring to distribute heat buildup throughout the 4. Use only those materials and equipment authorized by mixture. the instructor. 20. Keep hands away from face, eyes, and clothes while 5. Inform the teacher immediately of any equipment not using solutions, specimens, equipment, or materials in working properly. the laboratory. Wash hands as necessary and wash 6. Clean up any nonhazardous spill on the floor or work thoroughly at the conclusion of the laboratory period. space immediately. 21. To treat a burn from an acid or alkali, wash the affected 7. Wear appropriate eye protection, as directed by the area immediately with plenty of running water. If the instructor, whenever you are working in the laboratory. eye is involved, irrigate it at the eyewash station Safety goggles must be worn during hazardous without interruption for 15 minutes. Report the incident activities involving caustic/corrosive chemicals, to your instructor immediately. heating of liquids, and other activities that may injure 22. Know the location of the emergency shower, eyewash the eyes. and facewash station, fire blanket, fire extinguisher, 8. Splashes and fumes from hazardous chemicals present fire alarm box, and exits. a special danger to wearers of contact lenses. There­ 23. Know the proper fire- and earthquake-drill procedures. fore, students should preferably wear regular glasses 24. Roll long sleeves above the wrist. Long, hanging (inside splash-proof goggles, when appropriate) during necklaces, bulky jewelry, and excessive and bulky all class activities or purchase personal splash-proof clothing should not be worn in the laboratory. goggles and wear them whenever exposure to chemi­ 25. Confine long hair during a laboratory activity. cals or chemical fumes is possible. 26. Wear shoes that cover the toes, rather than sandals, in 9. Students with open skin wounds on hands must wear the laboratory. gloves or be excused from the laboratory activity. 27. Keep work areas clean. Floors and aisles should be 10. Never carry hot equipment or dangerous chemicals kept clear of equipment and materials. through a group of students. 28. Light gas burners only as instructed by the teacher. Be 11. Check labels and equipment instructions carefully. Be sure no volatile materials (such as alcohol or acetone) sure correct items are used in the proper manner. are being used nearby. 12. Be aware if the chemicals being used are hazardous. 29. Use a burner with extreme caution. Keep your head Know where the material safety data sheet (MSDS) is and clothing away from the flame and turn it off when and what it indicates for each of the hazardous chemi­ not in use. cals you are using. 30. Use a fire blanket (stop, drop, and roll) to extinguish any flame on a person.

143 144 Appendix F

31. Dispose of laboratory waste as instructed by the stopper hole and glass tubing with water or glycerin to teacher. Use separate, designated containers (not the ease insertion, using towels to protect the hand. wastebasket) for the following: Carefully twist (never push) glass tubing into stopper • Matches, litmus paper, wooden splints, tooth­ holes. picks, and so on 37. Remove all broken glass from the work area or floor as • Broken and waste glass soon as possible. Never handle broken glass with bare hands; use a counter brush and dustpan. • Rags, paper towels, or other absorbent materials used in the cleanup of flammable solids or 38. Report broken glassware, including thermometers, to liquids the instructor immediately. • Hazardous/toxic liquids and solids 39. Operate electrical equipment only in a dry area and with dry hands. 32. Place books, purses, and such items in the designated storage area. Take only laboratory manuals and 40. When removing an electrical plug from its socket, pull notebooks into the working area. the plug, not the electrical cord. 33. Students are not permitted in laboratory storage rooms 41. Treat all animals in the science laboratory humanely; or teachers’ workrooms without the approval of the that is, with respect and consideration for their care. teacher. 42. Always approach laboratory experiences in a serious 34. To cut small-diameter glass tubing, use a file or tubing and courteous manner. cutter to make a deep scratch. Wrap the tubing in a 43. Always clean the laboratory area before leaving. paper towel before breaking the glass away from you 44. Students and teacher wash hands with soap and water with your thumbs. Fire polish all ends. before leaving the laboratory area. 35. When bending glass, allow time for the glass to cool before further handling. Hot and cold glass have the same visual appearance. Determine whether an object Note: Persistent or willful violation of the regulations is hot by bringing the back of your hand close to the will result in the loss of laboratory privileges and possible object. dismissal from the class. Please see the “Student Science Safety Contract” on 36. Match hole sizes and tubing when inserting glass the following page. tubing into a stopper. If necessary, expand the hole first by using an appropriate size cork borer. Lubricate the Appendix F 145

Student Science Safety Contract

School: ______Teacher: ______Date: ______Student’s name: ______

The student has received specific instruction regarding the use, function, and location of the following:

Aprons, gloves ❑ Chemical-spill kit ❑ Eye-protective devices (goggles, face shield, safety shield) ❑ Eyewash fountain, drench spray, and drench shower ❑ Fire extinguisher ❑ Fire blanket ❑ First-aid kit ❑ Heat sources (burners, hot plate, microwave) and techniques in their use ❑ Material safety data sheets (MSDSs) ❑ Waste-disposal containers for glass, chemicals, matches, paper, wood ❑

The student will abide by the “Safety Regulations for Science Students” to prevent accidents and injury to herself or himself and others and will:

• Follow all additional instructions given by the teacher. • Conduct herself or himself in a responsible manner at all times in the laboratory. List below any special allergies or sensitivities (e.g., to plants, animals, pollen, foods, chemicals, bee stings) that may affect the student’s safety in the laboratory or on field trips:

______

Check this box if the student wears contact lenses: ❑

Student’s Statement

I have in my possession and have read the “Safety Regulations for Science Students” (pages 143–44) and agree to abide by them at all times while in the laboratory. I have received specific safety instruction as indicated above.

______Signature of student Date

Parent’s or Guardian’s Statement

I have read the “Safety Regulations for Science Students” (pages 143–44) and give my consent for the student who has signed the preceding statement to engage in laboratory activities using a variety of science equipment and materials, includ­ ing those described. I pledge my cooperation in urging that she or he observe the safety regulations prescribed.

______Signature of parent or guardian Date

Return the completed and signed form to ______by ______. 146

APPENDIX G SAMPLE SCIENCE LABORATORY SAFETY TEST

The following questions were developed to provide teachers with suggested questions from which they might prepare tests for specific courses. The list of questions is not intended to be comprehensive; each teacher is expected to supplement the sample items. Note that although there are only 40 questions in the sample test, the answer sheet that follows the ques­ tions has spaces for 100 items. Thus the answer sheet may be used for a variety of teacher-developed safety tests.

1. If you see something in the classroom or laboratory that is dangerous, tell the teacher— a. When you have time c. After class b. At once d. After school

2. Rags or paper towels with flammable liquids or solids on or in them must be put in— a. A cardboard box c. A wastebasket b. A metal or crockery container with a lid d. A trash can 3. Any spill on the floor can cause an accident. Always clean it up— a. At once c. When you have time b. During clean-up time d. At the end of the period

4. Alcohol, acetone, and other volatile materials that can burn easily should never be used near— a. Another person c. A laboratory counter b. An open flame d. A work table

5. When you work with laboratory chemicals and Bunsen burners, long hair must be— a. Cut off c. Kept out of the way by wearing a band, hat, or hairnet b. Held with both hands d. Combed nicely 6. When you work with laboratory chemicals, equipment, or burners, you must wear— a. Loose clothes c. Contact lenses b. Goggles d. Loose jewelry

7. If you are hurt (cut, burned, and so on) tell the— a. Nurse at once c. Class at once b. Teacher at once d. Doctor after school

8. Whenever you are in the classroom or laboratory, you should wear— a. Sandals c. Open-toed shoes b. Closed shoes d. No shoes 9. If you think there is something wrong with a piece of equipment you are using, stop, turn it off, and tell— a. The class leader c. Another student b. The teacher d. The custodian

10. If you break a piece of glassware or other equipment, tell the teacher— a. The next period c. At once b. At clean-up time d. Never

11. All floors, aisles, and passageways should be kept clear of— a. Teacher and students c. Laboratory equipment only b. Laboratory equipment and chemicals d. Chemicals only 12. If you see a fire in an apparatus assembly or a burning liquid, such as alcohol, it is best to put it out with— a. The fire blanket c. Your coat b. Water from the sink d. The ABC fire extinguisher

146 Appendix G 147

13. To put out a fire in a person’s clothing, use— a. The fire blanket c. The wind from running

b. A handy chemical d. The CO2 fire extinguisher 14. The correct way to move about the classroom or laboratory is to— a. Run c. Hurry b. Walk d. Skip

15. Helping to clean up the classroom or laboratory is the job of— a. New students c. Each student b. Old students d. The teacher

16. When you use laboratory equipment or chemicals, you should give the procedure all of your— a. Interest c. Effort b. Attention d. All of these (a, b, and c) 17. Chemicals, small parts, glassware, and stirring rods are not to be — a. Used in the laboratory c. Put on the bench b. Put in your mouth d. Taken from boxes

18. To prevent accidents during laboratory activities with chemicals and equipment, you should— a. Use shortcuts c. Hurry ahead of teachers b. Follow your teacher’s directions d. Ask someone else to do the work

19. Playing (as opposed to working) in the laboratory or bothering another person is— a. Always against the rules c. Not dangerous b. All right d. All right (if you are working) 20. To be able to put out a fire quickly and safely, you should know— a. How to use extinguishers c. Which extinguisher is used for each class of fire b. Where the extinguishers are located d. All of the above

21. If flammable liquids, such as alcohol, are spilled, you should first— a. Let them dry up c. Tell the teacher b. Use a fire extinguisher d. Pour water on them

22. Before you touch an electrical switch, plug, or outlet— a. Your hands must be dry c. Your hands must be clean b. Ask the custodian d. Ask the nurse 23. Eyeglasses do not provide as much protection as— a. A face shield c. Splash-proof goggles b. Safety glasses d. Any of these (a, b, or c)

24. Laboratory aprons, when provided, are for— a. The protection of you and your clothes c. Others to hang up b. Wiping your hands on d. When you are wearing your best clothes

25. Cabinet drawers and doors that are left open cause a hazard and should be— a. Walked around c. Left alone b. Closed by you d. Closed by the teacher only 26. If there is a fire in the laboratory, notify the teacher at once; then prepare to— a. Evacuate the building or laboratory c. Open the windows b. Remove flammable materials d. Rapidly clean the laboratory

27. All chemicals should be stored in— a. Tin cans c. Clear glass bottles b. Dark brown bottles d. Properly labeled containers 148 Appendix G

28. When preparing dilute solutions of an acid, carefully pour— a. The acid into water c. Water into the acid b. The acid into the container d. Both liquids at once 29. If acid gets on your skin or clothes, wash at once with— a. Sulfuric acid c. Water b. Soap d. Oil

30. Small quantities of spilled acids can be made safe with— a. Gasoline c. Water b. Alcohol d. Sodium bicarbonate solution

31. Small amounts of spilled bases can be neutralized and made safe with— a. Gasoline c. Water b. Alcohol d. Dilute acetic acid solution (vinegar) 32. You must wear approved eye protection while working in the laboratory— a. To improve your vision c. To avoid myopia b. Sometimes d. Whenever the laboratory instructions tell you to

33. Disturbing other students while they are working in the laboratory is— a. Helpful c. Dangerous b. Poor manners d. The quickest way to do a job

34. You should prepare for each laboratory activity by reading all instructions— a. After school c. Before you start to work b. While you are working d. Next week 35. When measuring small amounts of liquids with a pipette, draw the liquid into the tube by using— a. Your mouth c. A mechanical pipette filler b. Your thumb d. The palm of your hand

36. When heating substances in a test tube, be sure the open end of the tube points toward— a. Yourself c. Your partner b. No one d. A classmate

37. After heating glass tubing to bend it, the soonest you may safely handle the tubing is— a. Within 30 seconds c. After school b. After you are sure it is cool d. The next day 38. To insert glass tubing into a rubber stopper, you should (after fire polishing and cooling)— a. Lubricate with water or glycerin c. Twist carefully b. Use a towel for protection d. All of these (a, b, and c)

39. To remove an electrical plug from its socket, you should— a. Pull the plug itself c. Pull on the appliance b. Pull on the cord d. None of these (a, b, or c)

40. On the back of your answer sheet, draw a diagram of your science laboratory or classroom and label the location of the following: Fire blanket Fire extinguisher Exits Safety goggles storage (or dispensing area) Eyewash station Safety shower Closest fire alarm Waste-disposal containers (label the type of waste for which each container is suitable) Appendix G 149

Student’s Answer Sheet for Science Laboratory Safety Test

Name Period Test No. Score

Directions: Read each statement in your safety test. Under each question you will find four answers. Choose the one correct answer and fill in the box that represents the answer. Example: Read question 1. The correct answer is “b. at once.” Note that the “b” box beside number 1 (see example below) is darkened. Continue marking all the answers in this manner.

a b c d a b c d a b c d 1. ■ ■ ■ ■ 39. ■ ■ ■ ■ 77. ■ ■ ■ ■ 2. ■ ■ ■ ■ 40. ■ ■ ■ ■ 78. ■ ■ ■ ■ 3 ■ ■ ■ ■ 41. ■ ■ ■ ■ 79. ■ ■ ■ ■ 4. ■ ■ ■ ■ 42. ■ ■ ■ ■ 80. ■ ■ ■ ■ 5. ■ ■ ■ ■ 43. ■ ■ ■ ■ 81. ■ ■ ■ ■ 6. ■ ■ ■ ■ 44. ■ ■ ■ ■ 82. ■ ■ ■ ■ 7. ■ ■ ■ ■ 45. ■ ■ ■ ■ 83. ■ ■ ■ ■ 8. ■ ■ ■ ■ 46. ■ ■ ■ ■ 84. ■ ■ ■ ■ 9. ■ ■ ■ ■ 47. ■ ■ ■ ■ 85. ■ ■ ■ ■ 10. ■ ■ ■ ■ 48. ■ ■ ■ ■ 86. ■ ■ ■ ■ 11. ■ ■ ■ ■ 49. ■ ■ ■ ■ 87. ■ ■ ■ ■ 12. ■ ■ ■ ■ 50. ■ ■ ■ ■ 88. ■ ■ ■ ■ 13. ■ ■ ■ ■ 51. ■ ■ ■ ■ 89. ■ ■ ■ ■ 14. ■ ■ ■ ■ 52. ■ ■ ■ ■ 90. ■ ■ ■ ■ 15. ■ ■ ■ ■ 53. ■ ■ ■ ■ 91. ■ ■ ■ ■ 16. ■ ■ ■ ■ 54. ■ ■ ■ ■ 92. ■ ■ ■ ■ 17. ■ ■ ■ ■ 55. ■ ■ ■ ■ 93. ■ ■ ■ ■ 18. ■ ■ ■ ■ 56. ■ ■ ■ ■ 94. ■ ■ ■ ■ 19. ■ ■ ■ ■ 57. ■ ■ ■ ■ 95. ■ ■ ■ ■ 20. ■ ■ ■ ■ 58. ■ ■ ■ ■ 96. ■ ■ ■ ■ 21. ■ ■ ■ ■ 59. ■ ■ ■ ■ 97. ■ ■ ■ ■ 22. ■ ■ ■ ■ 60. ■ ■ ■ ■ 98. ■ ■ ■ ■ 23. ■ ■ ■ ■ 61. ■ ■ ■ ■ 99. ■ ■ ■ ■ 24. ■ ■ ■ ■ 62. ■ ■ ■ ■ 100. ■ ■ ■ ■ 25. ■ ■ ■ ■ 63. ■ ■ ■ ■ 26. ■ ■ ■ ■ 64. ■ ■ ■ ■ 27. ■ ■ ■ ■ 65. ■ ■ ■ ■ 28. ■ ■ ■ ■ 66. ■ ■ ■ ■ 29. ■ ■ ■ ■ 67. ■ ■ ■ ■ 30. ■ ■ ■ ■ 68. ■ ■ ■ ■ 31. ■ ■ ■ ■ 69. ■ ■ ■ ■ 32. ■ ■ ■ ■ 70. ■ ■ ■ ■ 33. ■ ■ ■ ■ 71. ■ ■ ■ ■ 34. ■ ■ ■ ■ 72. ■ ■ ■ ■ 35. ■ ■ ■ ■ 73. ■ ■ ■ ■ 36. ■ ■ ■ ■ 74. ■ ■ ■ ■ 37. ■ ■ ■ ■ 75. ■ ■ ■ ■ 38. ■ ■ ■ ■ 76. ■ ■ ■ ■ 150 Appendix G

Complete Answer Sheet for Science Laboratory Safety Test

Name Period Test No. Score

Directions: Read each statement in your safety test. Under each question you will find four answers. Choose the one correct answer and fill in the box that represents the answer. Example: Read question 1. The correct answer is “b. at once.” Note that the “b” box beside number 1 (see example below) is darkened. Continue marking all the answers in this manner.

a b c d 39. ■ ■ ■ ■ 77. ■ ■ ■ ■ 1. ■ ■ ■ ■ 40. ■ ■ ■ ■ 78. ■ ■ ■ ■ 2. ■ ■ ■ ■ 41. ■ ■ ■ ■ 79. ■ ■ ■ ■ 3 ■ ■ ■ ■ 42. ■ ■ ■ ■ 80. ■ ■ ■ ■ 4. ■ ■ ■ ■ 43. ■ ■ ■ ■ 81. ■ ■ ■ ■ 5. ■ ■ ■ ■ 44. ■ ■ ■ ■ 82. ■ ■ ■ ■ 6. ■ ■ ■ ■ 45. ■ ■ ■ ■ 83. ■ ■ ■ ■ 7. ■ ■ ■ ■ 46. ■ ■ ■ ■ 84. ■ ■ ■ ■ 8. ■ ■ ■ ■ 47. ■ ■ ■ ■ 85. ■ ■ ■ ■ 9. ■ ■ ■ ■ 48. ■ ■ ■ ■ 86. ■ ■ ■ ■ 10. ■ ■ ■ ■ 49. ■ ■ ■ ■ 87. ■ ■ ■ ■ 11. ■ ■ ■ ■ 50. ■ ■ ■ ■ 88. ■ ■ ■ ■ 12. ■ ■ ■ ■ 51. ■ ■ ■ ■ 89. ■ ■ ■ ■ 13. ■ ■ ■ ■ 52. ■ ■ ■ ■ 90. ■ ■ ■ ■ 14. ■ ■ ■ ■ 53. ■ ■ ■ ■ 91. ■ ■ ■ ■ 15. ■ ■ ■ ■ 54. ■ ■ ■ ■ 92. ■ ■ ■ ■ 16. ■ ■ ■ ■ 55. ■ ■ ■ ■ 93. ■ ■ ■ ■ 17. ■ ■ ■ ■ 56. ■ ■ ■ ■ 94. ■ ■ ■ ■ 18. ■ ■ ■ ■ 57. ■ ■ ■ ■ 95. ■ ■ ■ ■ 19. ■ ■ ■ ■ 58. ■ ■ ■ ■ 96. ■ ■ ■ ■ 20. ■ ■ ■ ■ 59. ■ ■ ■ ■ 97. ■ ■ ■ ■ 21. ■ ■ ■ ■ 60. ■ ■ ■ ■ 98. ■ ■ ■ ■ 22. ■ ■ ■ ■ 61. ■ ■ ■ ■ 99. ■ ■ ■ ■ 23. ■ ■ ■ ■ 62. ■ ■ ■ ■ 100. ■ ■ ■ ■ 24. ■ ■ ■ ■ 63. ■ ■ ■ ■ 25. ■ ■ ■ ■ 64. ■ ■ ■ ■ 26. ■ ■ ■ ■ 65. ■ ■ ■ ■ 27. ■ ■ ■ ■ 66. ■ ■ ■ ■ 28. ■ ■ ■ ■ 67. ■ ■ ■ ■ 29. ■ ■ ■ ■ 68. ■ ■ ■ ■ 30. ■ ■ ■ ■ 69. ■ ■ ■ ■ 31. ■ ■ ■ ■ 70. ■ ■ ■ ■ 32. ■ ■ ■ ■ 71. ■ ■ ■ ■ 33. ■ ■ ■ ■ 72. ■ ■ ■ ■ 34. ■ ■ ■ ■ 73. ■ ■ ■ ■ 35. ■ ■ ■ ■ 74. ■ ■ ■ ■ 36. ■ ■ ■ ■ 75. ■ ■ ■ ■ 37. ■ ■ ■ ■ 76. ■ ■ ■ ■ 38. ■ ■ ■ ■ 151

APPENDIX H SAMPLE SAFETY CHECKLIST FOR SCIENCE INSTRUCTION, PREPARATION, AND STORAGE AREAS

School: ______Date: ______Teacher(s): ______Room or area: ______Science teachers should check their instructional areas periodically to determine whether unsafe conditions exist. Teachers who have concerns about safety conditions related to facilities, equipment, supplies, curriculum, classroom occu­ pant load, and so on should notify their department chairpersons and school-site administrators immediately in writing for assistance in alleviating the condition. The following checklist may be used to determine whether or not a safe environment exists and to indicate possible areas of concern and danger (see also appendixes B and C in Science Facilities Design for California Public Schools, published by the California Department of Education in 1993):

1. Good general housekeeping prevails, and aisles are clear of materials and apparatus. ❑

2. Signs of the locations of first-aid and safety equipment are visible throughout the room (e.g., fire extinguishers, fire blanket, eyewash station). ❑

3. Adequate storage space is provided for chemicals, materials, and apparatus. ❑

4. The classroom/laboratory has no blind spots; that is, areas in which students cannot be supervised by the teacher from anywhere in the room. ❑

5. There is adequate classroom/laboratory space for the various learning activities planned. ❑

6. The following equipment or conditions are adequate: • Counter and work space for all students to do laboratory activities at one time ❑ • Electrical outlets ❑ • Gas outlets ❑ • Sinks and water faucets ❑ • Space between laboratory stations ❑ • Ventilation for the laboratory activities planned (or a manually controlled purge system for the rapid exchange of room air) ❑

7. There are ground fault circuit interrupters (GFCIs) on electrical outlets near sinks. ❑

8. Cabinets and open shelves are equipped with lips or restraining wires to prevent spilling of chemicals or broken glassware during an explosion or earthquake. ❑

9. The room has at least two exits. ❑

10. The light level is adequate (about 75 to 100 foot-candles at work surfaces). ❑

11. Separate designated waste containers are provided for: • Broken glass ❑ • Spent matches, wood splints, toothpicks, and so on ❑ • Flammable waste chemicals ❑ • Nonflammable waste chemicals ❑

151 152 Appendix H

12. Quantities of hazardous chemicals kept on hand are limited to the amounts needed during one school year. ❑

13. Proper labels and signs are kept in place on all chemicals and on the storage area. ❑

14. A chemical-spill kit is available for emergency use. ❑

15. Chemical containers are inspected periodically for leakage or deterioration (such as sediments and discoloration), and approved disposal procedures are followed as necessary. ❑

16. Any cylinder gas is stored according to the required safety code (for example, chained or strapped in a cart or to the wall). ❑

17. Splash-proof safety goggles, face shields, aprons, safety shields, and so on are available to protect the teacher and students when hazardous conditions exist. ❑

18. Goggles and face-shield sterilization facilities are available. ❑

19. Eyewash fountains, hand-held drench hoses, and safety showers (as necessary) are easily accessible and are flushed weekly to remove scale and rust. ❑

20. Fume hoods are clean, are uncluttered, and have a streamer easily visible throughout the room when in operation; the hoods are tested periodically to ensure adequate air flow. ❑

21. All equipment is properly maintained. ❑

22. All electrical equipment is three-wire grounded except for double-insulated tools and equipment. ❑

23. Electrical outlets and extension cords are kept in safe working condition. ❑

24. Electrical equipment, such as the refrigerator and aquarium aerator, is connected directly to a wall outlet and is not serviced through an extension cord. ❑

25. Gas outlets and burners are maintained in safe working condition. ❑

26. A fire extinguisher capable of extinguishing class A, B, and C fires is kept in working condition at all times and in a conspicuous and accessible place. ❑

27. Dry sand or other appropriate means is available to extinguish class D fires. ❑

28. An approved fire blanket (preferably fire-retardant-treated 100 percent wool) is kept in a conspicuous and accessible place. ❑

29. Flammable liquids are held in the classroom in fireproof containers (not glass) and in quantities sufficient only for one day’s supply. ❑

30. Approved fire-retardant storage cabinets (with a bottom pan to contain spills temporarily), separate from the classroom, are used for storing larger quantities of flammable, corrosive, and other dangerous chemicals. ❑

31. The larger storage containers of acids and bases are stored on the lower cabinet shelves. ❑

32. Flammable liquids are not kept in refrigerators, unless the refrigerator is certified as explosion-proof. ❑

33. Food is not kept in refrigerators used for storing science materials. ❑ Appendix H 153

34. Ether on hand was purchased less than one year ago. ❑

35. Ethers are periodically disposed of before they exceed their one-year shelf life. (See “Use and Disposal of Ethers” in Chapter 5 of this handbook.) ❑

36. Sodium is stored under kerosene or oil. ❑

37. Incompatible chemicals are not stored adjacent to one another. (See page 42 for a list of chemical storage compatibility categories for chemicals found in high school laboratories.) ❑

38. All chemical containers are dated on receipt, and a current inventory is maintained. ❑

39. The material safety data sheet (MSDS) is readily available for any chemical being handled or used in school. ❑

40. The locations of the master electrical and gas shut-off controls are labeled and readily accessible. ❑

41. Plumbing fixtures are in correct operating condition. Faucets are equipped with air gaps to prevent backflow. ❑

42. Animals are cared for in an appropriate, safe, and humane environment. ❑

43. Hazardous chemical waste is properly stored, handled, and disposed of. ❑

44. Fire-drill and earthquake-drill procedures are posted and familiar to all teachers and students. ❑

45. The school district’s emergency procedures are prominently posted. ❑

46. An adequate first-aid kit, including the Red Cross Standard First Aid and Personal Safety Manual or appropriate alternate information, is provided. (See Chapter 2, “First Aid,” in this handbook.) ❑

47. The teacher is familiar with first-aid and safety measures related to science instruction as presented in this publication. ❑

48. The Science Safety Handbook for California Public Schools is readily accessible. ❑ Write a summary of the survey and note actions taken to remedy inadequate conditions.

Signature(s) ______Date ______

______Date ______

______Date ______APPENDIX I END-OF-YEAR SAFETY AND ENERGY-SAVINGS PROCEDURES

1. Inventory all chemicals. Remove all outdated, deterio­ 3. Be certain all gas cylinders in high school laboratories rated, potentially dangerous, and not-likely-to-be-used are capped and properly secured for the summer. substances. Pack them in separate boxes by compatibil­ 4. Clean out, defrost, and leave unplugged all refrigera­ ity category and clearly mark the boxes Chemicals for tors during the summer break. Block the doors open to disposal. Attach a list of contents to each box. Call the allow air circulation and prevent growth of mildew. appropriate school district office or waste disposal This recommendation is for both safety and energy agency to pick up the materials; identify the exact conservation. location of the items to be picked up. 5. Arrange for shutoff of any water heaters in the science 2. Dispose of diethyl ether older than one year and ethers department. in containers that are partially used; follow the proce­ dure outlined in Chapter 5, section I. (Any ether may 6. Unplug all electrical items, such as isolated wall form peroxides, as described in the section just cited.) clocks, timers, personal table clocks/radios, hotplates, Only recently received, unopened containers of ethers aquarium pumps, computers, terminals, microscope that were dated on receipt and can be verified as less lights, oscilloscopes, and any other electrically pow­ than one year old by the time of their use in fall ered science instructional item. laboratory activities may be retained and should be 7. Arrange for adequate temperature control and ventila­ locked in the school district’s standard flammable- tion of sensitive equipment and chemicals to ensure liquids cabinet during the summer break. Refer to the their safe storage. safety checklist in Appendix H, items 15, 34, and 35. Recommendation: Order only those supplies of ether necessary for the current school year.

154 APPENDIX J SAMPLE

BIOLOGICAL SCIENCE LABORATORY REGULATIONS ______School District

The following regulations have been compiled for the 11. Place books, purses, and other such items in the safety of students performing laboratory work in biological designated storage area. Take only laboratory manuals science classes. Strict observance of the regulations is and notebooks into the working area. mandatory. All students in the school district are to follow 12. Report any accident to the teacher immediately, no these regulations, rather than any conflicting instructions in matter how minor. Included are reports on any burn, textbooks or laboratory manuals. scratch, cut, or corrosive liquid on skin or clothing. Students and parents are to read the regulations, sign 13. Students with open skin wounds on hands must wear the form, and return the form to the instructor. This proce­ gloves or be excused from the laboratory activity. dure must be completed before a student can begin any 14. Eating or drinking in the laboratory or from laboratory laboratory activity. The student should keep a copy of the equipment is not permitted. regulations in his or her notebook for future reference. 15. Students are not permitted in laboratory storage rooms or teachers’ workrooms without the approval of the General teacher. 1. An instructor must be present during the performance of all laboratory work. Handling Equipment 2. Prepare for each laboratory activity by reading all 16. Inform the teacher immediately of any equipment not instructions before coming to class. Follow all direc­ working properly. tions implicitly and intelligently. Make a note of any 17. Report broken glassware, including thermometers, to modification in procedure given by the instructor. the instructor immediately. 3. Always approach laboratory experiences in a serious 18. Operate electrical equipment only in a dry area and and courteous manner. with dry hands. 4. Use only those materials and equipment authorized by 19. When removing an electrical plug from its socket, pull the instructor. Any science project or individually the plug, not the electrical cord. planned experiment must be approved by the teacher. 20. When heating material in a test tube, do not look into 5. Know the proper fire- and earthquake-drill procedures. the mouth of the tube or point it in the direction of any 6. Roll long sleeves above the wrist. Long, hanging person during the process. necklaces, bulky jewelry, and excessive and bulky 21. When heating volatile or flammable materials, use a clothing should not be worn in the laboratory. water bath; that is, heat the materials in or over heated 7. Confine long hair during a laboratory activity. water, using a hot plate to heat the water. Extinguish all 8. Wear shoes that cover the toes, rather than sandals, in open flames. the laboratory. 22. Know the location and operation of the emergency 9. Wear appropriate eye protection, as directed by the shower, eyewash and facewash fountain, fire blanket, instructor, whenever you are working in the laboratory. fire extinguisher, fire alarm box, and exits. Safety goggles must be worn during hazardous 23. Light gas burners only as instructed by the teacher. Be activities involving caustic/corrosive chemicals, sure no volatile materials (such as alcohol or acetone) heating of liquids, and other activities that may injure are being used nearby. the eyes. 24. Use a burner with extreme caution. Keep your head 10. Splashes and fumes from hazardous chemicals present and clothing away from the flame and turn it off when a special danger to wearers of contact lenses. There­ not in use. fore, students should preferably wear regular glasses 25. Use a fire blanket to extinguish any flame on a person (inside splash-proof goggles, when appropriate) during (see “stop, drop, and roll” procedure in Chapter 2, all class activities or purchase personal splash-proof section C). goggles and wear them whenever exposure to chemi­ 26. Use the fume hood whenever noxious, corrosive, or cals or chemical fumes is possible. toxic fumes are produced or released.

155 156 Appendix J

27. Exercise caution in using scissors, scalpels, dissecting 40. Never handle animals in the laboratory unless directed needles, and other sharp-edged instruments. Pass them to do so by the instructor. with handles extended when handing them to other 41. Never insert your fingers or objects through the wire persons. mesh of animal cages to pet or tease the animals. 28. Wash all sharp-edged and pointed instruments sepa­ 42. Notify the instructor at once if an animal bites you. rately from other equipment. 43. Never bring animals or poisonous plants to school. 29. Match hole size and tubing when inserting glass tubing into a stopper. If necessary, expand the hole first by Bacteria and Fungi using an appropriate size cork borer. Lubricate the 44. Never open petri dishes containing bacterial or fungal stopper hole and glass tubing with water or glycerin to growth unless directed to do so by the instructor. ease insertion, using towels to protect the hand. 45. Dispose of all discarded bacterial and fungal cultures Carefully twist (never push) glass tubing into stopper by sterilization as directed by the instructor. holes. Cleanup and Disposal Handling Chemicals 46. Be sure all glassware is clean before use. Clean 30. Check labels and equipment instructions carefully. Be glassware thoroughly after use. Residue may cause sure correct items are used in the proper manner. errors in new experiments or cause a violent reaction or 31. Be aware if the chemicals being used are hazardous. explosion. Know where the material safety data sheet (MSDS) is 47. Keep work areas clean. Floors and aisles should be and what it indicates for each of the hazardous chemi­ kept clear of equipment and materials. cals you are using. 48. Clean up any spill on the floor or work space immedi­ 32. Never pour reagents back into bottles, exchange ately. stoppers of bottles, or lay stoppers on the table. 49. Dispose of laboratory waste as instructed by the 33. Use great care when working with ether or other teacher. Use separate designated containers (not the volatile liquids. Windows and doors should be opened wastebasket) for the following: for greatest possible ventilation. Be sure that caps or lids of containers used for chemicals are securely • Matches, litmus paper, wooden splints, tooth­ closed. picks, and so on 34. Keep hands away from face, eyes, and clothes while • Broken and waste glass using solutions, specimens, equipment, or materials in • Rags, paper towels, or other absorbent materials the laboratory. used in the cleanup of flammable solids or 35. To treat a burn from an acid or alkali, wash the affected liquids area immediately with plenty of running water. If the • Hazardous/toxic liquids and solids eye is involved, irrigate it at the eyewash station 50. Remove all broken glass from the work area or floor as without interruption for 15 minutes. Report the incident soon as possible. Never handle broken glass with bare to your instructor immediately. hands; use a counter brush and dustpan. 36. Never carry hot equipment or dangerous chemicals 51. Always clean the laboratory area before leaving. through a group of students. 52. Students and teacher wash hands with soap and water 37. Use a mechanical pipette filler (never the mouth) when before leaving the laboratory area. measuring or transferring small quantities of liquid with a pipette. Note: Persistent or willful violation of the regulations 38. Never taste anything or touch chemicals with the hands will result in the loss of laboratory privileges and possible unless specifically instructed to do so. dismissal from the class. Please see the “Student Safety Contract—Biological Plants and Animals Science” on the following page. 39. Rinse dissection specimens occasionally or whenever fumes or chemicals are released in the dissection process. Appendix J 157

Student Safety Contract—Biological Science

School: ______Teacher: ______Date: ______

Student’s name: ______The student has received specific instruction regarding the use, function, and location of the following: Aprons, gloves ❑ Chemical-spill kit ❑ Eye-protective devices (goggles, face shield, safety shield) ❑ Eyewash fountain, drench spray, and drench shower ❑ Fire extinguisher ❑ Fire blanket ❑ First-aid kit ❑ Heat sources (burners, hot plate, microwave) and techniques in their use ❑ Material safety data sheets (MSDSs) ❑ Waste-disposal containers for glass, chemicals, matches, paper, wood ❑ The student will abide by the “Biological Science Laboratory Regulations” to prevent accidents and injury to herself or himself and others and will: • Follow all additional instructions given by the teacher. • Conduct herself or himself in a responsible manner at all times in the laboratory. List below any special allergies or sensitivities (e.g., to plants, animals, pollen, foods, chemicals, bee stings) that may affect the student’s safety in the laboratory or on field trips:

Check this box if the student wears contact lenses: ❑

Student’s Statement I have in my possession and have read the “Biological Science Laboratory Regulations” (pages 155–56) and agree to abide by them at all times while in the laboratory. I have received specific safety instruction as indicated above.

Signature of student Date

Parent’s or Guardian’s Statement I have read the “Biological Science Laboratory Regulations” (pages 155–56) and give my consent for the student who has signed the preceding statement to engage in laboratory activities using a variety of science equipment and materials, including those described. I pledge my cooperation in urging that she or he observe the safety regulations prescribed.

Signature of parent or guardian Date

Return the completed and signed form to by . APPENDIX K TOXIC SUBSTANCES CONTROL REGIONAL OFFICES

REGION 1 10151 Croydon Way, Suite 3 Sacramento, CA 95827-2106 (9160 855-7700

REGION 2 700 Heinz Avenue Second Floor, Suite 200 Berkeley, CA 94710 (510) 540-3753

REGION 3 1405 N. San Fernando Blvd. Suite 300 Burbank, CA 91504 (818) 567-3000 REGION 4 245 West Broadway Suite 350 Long Beach, CA 90802 (310) 590-4868

158 APPENDIX L SCIENCE LABORATORY SAFETY/LIABILITY CHECKLIST

The safety program in the school and school district should be dedicated to preventing and minimizing injury to person­ nel, limiting the liability of schools and school districts and their personnel, and protecting and preserving the facilities and the environment. The following checklist represents some of the main considerations that schools, school districts, and individuals should address in planning and implementing their science laboratory safety program. 1. The school or the school district must have a written plan (if the plan is for the school district, it should be written to include the schools involved) for, or exemption from, each of the following: • Chemical hygiene plan (CHP), California Code of Regulations, Title 8, Section 5191 (required of all employers in workplaces in which there is laboratory use of hazardous chemicals; the CHP is to include safe operating procedures, use of protective equipment, employee information and training, provisions for medical consultations and examinations, and designation of a chemical hygiene officer) ❑ • Bloodborne pathogens exposure control plan, California Code of Regulations, Title 8, Section 5193 (required of all employers with employees reasonably anticipated to have exposure to blood or other potentially infectious materials in the performance of their duties) ❑ • Hazard communication; material safety data sheet (MSDS), California Code of Regulations, Title 8, Section 5194 (may be included in chemical hygiene plan noted above [see also Chapter 5, section E]; required of all employers in workplaces in which hazardous chemicals are used unless all exposed employees are under the direct supervision and regular observation of an individual with knowledge of physical and health hazards and emergency procedures and who conveys this knowledge to employees in terms of safe work practices. Labels and MSDSs received must be maintained and available to employees) ❑ 2. The school or school district has implemented a plan for the safe storage, use, and disposal of hazardous chemicals (Education Code Section 49411). ❑ 3. The implementation of the overall safety plan makes provisions at all levels for instruction and training, responsible supervision, and adequate and well-maintained facilities and equipment. ❑ 4. Safety equipment includes each of the following, as appropriate: • Fire extinguisher for classes A, B, and C fires ❑ • Dry sand or other provision for class D fires ❑ • Fire blanket ❑ • Splash-proof goggles and sterilizer ❑ • Eyewash or eyewash and facewash fountain; drench hose ❑ • Deluge shower ❑ • Chemical-spill kit ❑ • Fume hood ❑ • First-aid kit ❑ 5. Teachers are prepared to safely handle, use, and store science supplies and equipment as well as safety equipment. Documentation of staff training should be maintained on both school and school district sites. ❑ 6. A safety assessment is regularly made of the science classrooms/laboratories and auxiliary rooms (e.g., by using the “Safety Checklist for Science Instruction, Preparation, and Storage Areas,” found in Appendix H) ❑ 7. Each science teacher consciously includes safety as a component in planning and conducting each lesson, demonstration, and activity. ❑ 8. Classrooms are inspected daily for irregularities or dangerous conditions, including, but not limited to, faulty equipment, improper ventilation, and missing or nonfunctional safety supplies. ❑ 9. Potential dangers (safety hazards, defective equipment, or unsafe conditions) that cannot be readily corrected within the department are reported immediately to the site administrator for necessary action. ❑

159 160 Appendix L

10. Each class is provided with proper initial instruction in safety procedures, specific to the subject, which are reviewed regularly. The review includes the following: • Use of safety equipment, devices, and materials ❑ • Proper laboratory preparation, attire, and attitude ❑ • Proper use of material and equipment ❑ • Disposal and clean-up procedures ❑ 11. Documentation files are maintained on the types of instruction given and the dates on which safety-related topics were demonstrated, conducted, or tested. ❑ 12. Student safety consent/contract forms, which attest to initial safety instruction and a knowledge of laboratory regulations and potential dangers, are signed by the student and a parent or guardian and retained by the teacher. ❑ 13. The school and school district fire and earthquake drills and emergency procedures include special provisions relating to science equipment, facilities, and materials. Procedures are included for contacting community resources (fire department, ambulance, paramedics, hospital, doctor). ❑ 14. A report is made of any injury, illness, or incident, including appropriate procedures for remediation. ❑ 15. Safety guidelines adopted by the school and school district are reviewed and updated on a regular basis. ❑

By following the suggestions noted above, instructors, schools, school districts, and students can improve their ability to conduct laboratory activities safely and effectively. Failure to implement the procedures increases the relative degree of liability of school districts and individuals. 161

Notes

MSDS

available

life

Shelf

Storage

compatibility

Date

Storage

location

M

class

Hazard

PPENDIX

A

Room

Sample Chemical Inventory

1 liter

400 ml

Quantity

Type of

Glass

Metal can

container

1.0

/Purity

99.5%

Concentration

name

Chemical

Acetic acid

Acetone

8-94 2-94

Date

acquired

School Inventory prepared by

161 162

APPENDIX N DEPARTMENT OF TRANSPORTATION HAZARD CLASSES

The U.S. Department of Transportation (DOT) has division is comprised of articles which contain only ex­ completed a list of materials that are designated as hazard­ tremely insensitive detonating substances and which ous for the purpose of transportation of those materials in demonstrate a negligible probability of accidental initiation commerce. The list, labeled “Hazardous Materials Table” in or propagation. . . . the Code of Federal Regulations, Title 49, Transportation, specifies for each listed material a hazard class (or division 173.115. Class 2, Divisions 2.1, 2.2, and 2.3—Defini- within the class) that affects the required packaging, tions mailing, and labeling of the material. The hazard class (a) Division 2.1 (Flammable Gas) . . . means any specification is important to anyone who will be shipping material which is a gas at 20°C (68°F) or less and 101.3 kPa those materials either for initial use or for disposal. (14.7 psi) of pressure (a material which has a boiling point In this publication the hazard class/division for each of 20°C [68°F] or less at 101.3 kPa [14.7 psi]) which: chemical listed in Table 3, “Hazardous Chemicals Reference (1) Is ignitable at 101.3 kPa (14.7 psi) when in a Table,” is noted in the column titled Label. The hazard mixture of 13 percent by volume with air; or groups include explosives, combustible liquids, compressed (2) Has a flammable range at 101.3 kPa (14.7 psi) with gases, corrosives, flammable gases, flammable liquids, air of at least 12 percent regardless of the lower limit. . . . flammable solids, and poisons. Excerpts from the Code of (b) Division 2.2 (Nonflammable, Nonpoisonous Federal Regulations, Title 49, Chapter 1 (October 1, 1993, Compressed Gas—including compressed gas, liquefied gas, edition), defining those groups are as follows: pressurized cryogenic gas, and compressed gas in solution) . . . means any material (or mixture) which— 173.50. Class 1—Definitions (1) Exerts in the packaging an absolute pressure of 280 (a) Explosive. . . . An explosive means any substance or kPa (41 psi) at 20°C (68°F), and article, including a device, which is designed to function by (2) Does not meet the definition of Division 2.1 or 2.3. explosion (i.e., an extremely rapid release of gas and heat) (c) Division 2.3 (Gas poisonous by inhalation) . . . or which, by chemical reaction within itself, is able to function in a similar manner even if not designed to function 173.120. Class 3—Definitions by explosion. . . . (a) Flammable liquid . . . means a liquid having a flash (b) Explosives in Class 1 are divided into six divisions point of not more than 60.5°C (141°F), or any material in a as follows: liquid phase with a flash point at or above 37.8°C (100°F). (1) Division 1.1 consists of explosives that have a mass (b)(1). . . a combustible liquid means any liquid that explosion hazard. A mass explosion is one which affects does not meet the definition of any other hazard class almost the entire load instantaneously. specified in this subchapter and has a flash point above (2) Division 1.2 consists of explosives that have a 60.5°C (141°F) but below 93°C (200°F). . . . projection hazard but not a mass explosion hazard. (2) A flammable liquid with a flash point at or above (3) Division 1.3 consists of explosives that have a fire 38°C (100°F) that does not meet the definition of any other hazard and either a minor blast hazard or a minor projection hazard class . . . hazard or both, but not a mass explosion hazard. (c) Flash point. (1) Flash point means the minimum (4) Division 1.4 consists of explosives that present a temperature at which a liquid gives off vapor within a test minor explosion hazard. The explosive effects are largely vessel in sufficient concentration to form an ignitable confined to the package and no projection of fragments of mixture with air near the surface of the liquid. . . . appreciable size or range is to be expected. An external fire must not cause virtually instantaneous explosion of almost 173.124. Class 4, Divisions 4.1, 4.2, and 4.3—Defini- the entire contents of the package. tions (5) Division 1.5 consists of very insensitive explosives. This division is comprised of substances which have a mass (a) Division 4.1 (Flammable Solid) . . . means any of explosion hazard but are so insensitive that there is very the following three types of materials: little probability of initiation or of transition from burning to (1) Wetted explosives that— detonation under normal conditions of transport. (i) When dry are explosives of Class l other than those (6) Division 1.6 consists of extremely insensitive of compatibility group A which are wetted with sufficient articles which do not have a mass explosive hazard. This water, alcohol, or plasticizer to suppress explosive proper­ ties; and

162 Appendix N 163

(ii) Are specifically authorized by name either in the laboratory animals (whenever possible, animal test data that section 172.101 table or have been assigned a shipping has been reported in the chemical literature should be used): name and hazard class by the Associate Administrator for (i) Oral Toxicity. A liquid with an LD50 for acute oral Hazardous Materials Safety under the provisions of— toxicity of not more than 500 mg/kg or a solid with an LD50 (A) An exemption issued under subchapter A of this for acute oral toxicity of not more than 200 mg/kg. chapter; or (ii) Dermal Toxicity. A material with an LD50 for acute (B) An approval issued under section 173.56(i) of this dermal toxicity of not more than 1000 mg/kg. part. (iii) Inhalation Toxicity. (A) A dust or mist with an (2) Self-reactive materials are liable to undergo, at LC50 for acute toxicity on inhalation of not more than 10 normal or elevated temperatures, a strongly exothermal mg/L; or (B) a material with a saturated vapor concentration decomposition caused by excessively high transport in air at 20°C (68°F) of more than one-fifth of the LC50 for temperatures or by contamination; and acute toxicity on inhalation of vapors of not more than 5000 (3) Readily combustible solids are materials that— ml/m3; or (i) Are solids which may cause a fire through friction, (2) Is an irritating material, with properties similar to such as matches; tear gas, which causes extreme irritation, especially in (ii) Show a burning rate faster than 2.2 mm (0.087 confined spaces. . . . inches) per second when tested in accordance with para­ Division 6.2 . . . infectious substance . . . means a graph 2.c.(2) of appendix E to this part; or viable microorganism, or its toxin, which causes or may (iii) Are metal powders that can be ignited and react cause disease in humans or animals. . . . over the whole length of a sample in 10 minutes or less, when tested in accordance with paragraph 2.c.(2) of 173.401–173.48. Class 7 Radioactive appendix E to this part. (b) Division 4.2 (Spontaneously combustible 173.136. Class 8 material) . . . (c) Division 4.3 (Dangerous when wet material) ...... corrosive material (Class 8) means a liquid or solid means a material that, by contact with water, is liable to that causes visible destruction or irreversible alterations in become spontaneously flammable or to give off flammable human skin tissue at the site of contact, or a liquid that has a or toxic gas at a rate greater than 1 liter per kilogram of the severe corrosion rate on steel or aluminum. . . . material per hour . . . 173.140. Class 9 173.127. Class 5, Division 5.1 and 5.2—Definitions . . . miscellaneous hazardous material (Class 9) means . . . Oxidizer (Division 5.1) means a material that may, a material which presents a hazard during transportation but generally by yielding oxygen, cause or enhance the combus­ which does not meet the definition of any other hazard tion of other materials. . . . class. . . . Division 5.2 . . . Organic peroxide . . . 173.144. 173.132. Class 6, Division 6.1—Definitions . . . “ORM-D material” means a material, such as a . . . poisonous material . . . means a material, other than consumer commodity, which, although otherwise subject to a gas, which is known to be so toxic to humans as to afford the regulations of this subchapter, presents a limited hazard a hazard to health during transportation, or which, in the during transportation due to its form, quantity, and packag­ absence of adequate data on human toxicity: ing. . . . (1) Is presumed to be toxic to humans because it falls within any one of the following categories when tested on APPENDIX O CARCINOGEN “REPORT OF USE” FORM

The form on the following page (along with the regulations for which a “Report of Use” is required. Other accompanying questionnaire) should be completed by any means of providing the information required in the indi­ school that uses or has in storage any carcinogen included in vidual regulation that requires report of use is acceptable. the list shown on the form. Butadiene, 5201, is added to the A copy of each report required should also be posted in form effective August 27, 1997. a conspicuous place in the area in which the carcinogen(s) is This is a nonmandatory form developed by Cal/OSHA used. to assist the regulated public in complying with the several

164 Print hardcopy of the report of Carcinogen. Page 165 does not have a folio number. 1. Provide the name(s) of each carcinogen and a brief description of the way in which the regulated carcinogen(s) or carcinogen-containing product(s) is/are manufactured, processed, handled, used, stored, repackaged or transported.

2. The name and address of each workplace; in-plant location, in which the carcinogen(s) is/are present in accor­ dance with that carcinogen’s subsection.

3. A brief description of each process or operation which may result in employee(s) exposure to the carcinogen(s). a. Include, the number of employees engaged in each process or operation. b. Estimate the frequency and level of exposure to the employee(s) during each process or operation.

4. The name and address of any collective bargaining representative(s), or other representatives of the affected employees.

5. For carcinogen(s) listed under the sections that you are reporting as used, please refer to the regulations regarding the quantity of the carcinogen used and the frequency of employee exposure.

6. Nature of Business: Indicate the industry and principal product(s). Examples: agriculture pesticides; construc­ tion, manufacturing, mining, transportation, services, etc., as assigned in the Standard Industrial Classification Manual

If you have questions regarding the sections cited, please call the Occupational Carcinogen Control Unit at (415) 972-8577.

-2-

Cal/OSHA 183A February 1996 APPENDIX P SAMPLE

PHYSICAL SCIENCE LABORATORY REGULATIONS ______School District

The following regulations have been compiled for the goggles and wear them whenever exposure to chemi­ safety of students performing experimental work in physical cals or chemical fumes is possible. science classes. Strict observance of the regulations is 11. Place books, purses, and such items in the designated mandatory. All students in the school district are to follow storage area. Take only laboratory manuals and these regulations, rather than any conflicting instructions in notebooks into the working area. textbooks or laboratory manuals. Students and parents are to read the regulations, sign 12. Report any accident to the teacher immediately, no the form, and return the form to the instructor. This proce­ matter how minor, including reporting any burn, dure must be completed before a student can begin any scratch, cut, or corrosive liquid on skin or clothing. laboratory activity. The student should keep a copy of the 13. Students with open skin wounds on hands must wear regulations in his or her notebook for future reference. gloves or be excused from the laboratory activity. 14. Eating or drinking in the laboratory or from laboratory General equipment is not permitted. 1. An instructor must be present during the performance 15. Students are not permitted in laboratory storage rooms of all laboratory work. or teachers’ workrooms without the approval of the 2. Prepare for each laboratory activity by reading all teacher. instructions before coming to class. Follow all direc­ tions implicitly and intelligently. Make a note of any Handling Equipment modification in procedure given by the instructor. 16. Inform the teacher immediately of any equipment not 3. Always approach laboratory experiences in a serious working properly. and courteous manner. 17. Report broken glassware, including thermometers, to 4. Use only those materials and equipment authorized by the instructor immediately. the instructor. Any science project or individually planned experiment must be approved by the teacher. 18. Operate electrical equipment only in a dry area and with dry hands. 5. Know the proper fire- and earthquake-drill procedures. 19. When removing an electrical plug from its socket, pull 6. Roll long sleeves above the wrist. Long, hanging the plug, not the electrical cord. necklaces, bulky jewelry, and excessive and bulky clothing should not be worn in the laboratory. 20. When heating material in a test tube, do not look into the mouth of the tube or point it in the direction of any 7. Confine long hair during a laboratory activity. person during the process. 8. Wear shoes that cover the toes, rather than sandals, in 21. When working with lasers or apparatus that produce X the laboratory. rays, microwaves, or ultraviolet rays, make certain that 9. Wear appropriate eye protection, as directed by the proper shielding and other precautions are used. instructor, whenever you are working in the laboratory. 22. Know the location and operation of the emergency Safety goggles must be worn during hazardous shower, eyewash and facewash fountain, fire blanket, activities involving caustic/corrosive chemicals, fire extinguisher, fire alarm box, and exits. heating of liquids, and other activities that may injure the eyes. 23. Light gas burners only as instructed by the teacher. Be sure no volatile materials (such as alcohol or acetone) 10. Splashes and fumes from hazardous chemicals present are being used nearby. a special danger to wearers of contact lenses. There­ fore, students should preferably wear regular glasses 24. Use a burner with extreme caution. Keep your head (inside splash-proof goggles, when appropriate) during and clothing away from the flame and turn it off when all class activities or purchase personal splash-proof not in use.

167 168 Appendix P

25. Use a fire blanket to extinguish any flame on a person 36. Never carry hot equipment or dangerous chemicals (see “stop, drop, and roll” procedure in Chapter 2, through a group of students. section C). 37. Use a mechanical pipette filler (never the mouth) when 26. Use the fume hood whenever noxious, corrosive, or measuring or transferring small quantities of liquid toxic fumes are produced or released. with a pipette. 27. To cut small-diameter glass tubing, use a file or tubing 38. Never taste anything or touch chemicals with the hands cutter to make a deep scratch. Wrap the tubing in a unless specifically instructed to do so. paper towel before breaking the glass away from you 39. Test for odor of chemicals only by waving your hand with your thumbs. Fire polish all ends. above the container and sniffing cautiously from a 28. When bending glass, allow time for the glass to cool distance. before further handling. Hot and cold glass have the same visual appearance. Determine whether an object Cleanup and Disposal is hot by bringing the back of your hand close to the object. 40. Be sure all glassware is clean before use. Clean glassware thoroughly after use. Residue may cause 29. Match hole size and tubing when inserting glass tubing errors in new experiments or cause a violent reaction or into a stopper. If necessary, expand the hole first by explosion. using an appropriate size cork borer. Lubricate the stopper hole and glass tubing with water or glycerin to 41. Keep work areas clean. Floors and aisles should be ease insertion, using towels to protect the hand. kept clear of equipment and materials. Carefully twist (never push) glass tubing into stopper 42. Clean up any spill on the floor or work space immedi­ holes. ately. 43. Dispose of laboratory waste as instructed by the Handling Chemicals teacher. Use separate, designated containers (not the 30. Check labels and equipment instructions carefully. Be wastebasket) for the following: sure correct items are used in the proper manner. • Matches, litmus paper, wooden splints, tooth­ 31. Be aware if the chemicals being used are hazardous. picks, and so on Know where the material safety data sheet (MSDS) is • Broken and waste glass and what it indicates for each of the hazardous chemi­ • Rags, paper towels, or other absorbent materials cals you are using. used in the cleanup of flammable solids or 32. Never pour reagents back into bottles, exchange liquids stoppers of bottles, or lay stoppers on the table. • Hazardous/toxic liquids and solids 33. When diluting acids, always pour acids into water, 44. Remove all broken glass from the work area or floor as never the reverse. Combine the liquids slowly while soon as possible. Never handle broken glass with bare stirring to distribute heat buildup throughout the hands; use a counter brush and dustpan. mixture. 45. Always clean the laboratory area before leaving. 34. Keep hands away from face, eyes, and clothes while using solutions, specimens, equipment, or materials in 46. Students and teacher wash hands with soap and water the laboratory. before leaving the laboratory area. 35. To treat a burn from an acid or alkali, wash the affected Note: Persistent or willful violation of the regulations area immediately with plenty of running water. If the will result in the loss of laboratory privileges and possible eye is involved, irrigate it at the eyewash station dismissal from the class. without interruption for 15 minutes. Report the incident Please see the “Student Safety Contract—Physical to your instructor immediately. Science” on the following page. Appendix C 169

Student Safety Contract—Physical Science

School: ______Teacher: ______Date: ______

Student’s name: ______

The student has received specific instruction regarding the use, function, and location of the following:

Aprons, gloves ❑ Chemical-spill kit ❑ Eye-protective devices (goggles, face shield, safety shield) ❑ Eyewash fountain, drench spray, and drench shower ❑ Fire extinguisher ❑ Fire blanket ❑ First-aid kit ❑ Heat sources (burners, hot plate, microwave) and techniques in their use ❑ Material safety data sheets (MSDSs) ❑ Waste-disposal containers for glass, chemicals, matches, paper, wood ❑

The student will abide by the “Physical Science Laboratory Regulations” to prevent accidents and injury to herself or himself and others and will:

• Follow all additional instructions given by the teacher. • Conduct herself or himself in a responsible manner at all times in the laboratory.

List below any special allergies or sensitivities (e.g., to plants, animals, pollen, foods, chemicals, bee stings) that may affect the student’s safety in the laboratory or on field trips:

Check this box if the student wears contact lenses: ❑

Student’s Statement I have in my possession and have read the “Physical Science Laboratory Regulations” (pages 167–68) and agree to abide by them at all times while in the laboratory. I have received specific safety instruction as indicated above.

Signature of student Date

Parent’s or Guardian’s Statement I have read the “Physical Science Laboratory Regulations” (pages 167–68) and give my consent for the student who has signed the preceding statement to engage in laboratory activities using a variety of science equipment and materials, includ­ ing those described. I pledge my cooperation in urging that she or he observe the safety regulations prescribed.

Signature of parent or guardian Date

Return the completed and signed form to by . 170

APPENDIX Q SAFETY PRECAUTIONS FOR ROCKET LAUNCHINGS ON SCHOOL SITES

State fire laws now allow model rockets to be launched c. The launch site shall not be located in a grain on school sites provided that the conditions outlined in this field, in an area of dry grass or bush, or in a appendix are observed. forested area. Activities involving the firing of rockets must be well d. The launch site shall not contain or be located planned. It is recommended that launchings be limited to no near any high-voltage line, major highway, or more than ten rockets if an audience will be present. Only any other obstacle deemed hazardous by the fire authorized classes and clubs may engage in this kind of department. activity. Guidelines for the firing of model rockets on school e. The launch site shall not include any buildings or sites are as follows: other structures, unless approved by an official from the fire department. 1. Purpose. These regulations have been prepared for the purpose of establishing reasonable safety standards for f. The firing area shall not be closer than 25 feet the testing and flying of model rockets. Model rockets (8 m) from the boundary of the launch site. are classified as nonprofessional rockets that are 5. Launching facilities. Model rockets shall be launched propelled by approved, commercially manufactured only from platforms that meet the following conditions: solid propellant engines. a. A launch guide (tube, wire, or other suitable 2. Special permit. At least four weeks before the date device) shall be used to restrict the horizontal selected for the firing of model rockets, the school shall motion of the rocket until sufficient flight submit a firing request to the responsible district office. velocity is achieved to maintain stability during A special permit shall be obtained from the fire flight. Ignition of the model rocket engine shall department for a given period. (Usually, the fire be by remote electrical means and shall be under department’s policy is to issue such a permit to cover a the control only of the person launching the brief time.) The permit is issued in the name of the rocket. The launch shall be properly supervised school administrator. The instructor shall comply with by the instructor in charge. all safety standards and conduct the launching in a b. The launching angle shall not be less than 75 manner that is also acceptable to the school administra­ degrees from the horizontal plane. tor. c. The surface wind at the launch site shall not 3. Size of rockets. Rockets with a class A or smaller exceed 18 miles per hour (30 km per hour), and engine are strongly recommended. Configuration of the vertical visibility from the firing area shall be at rockets is not limited except for weight (four ounces least 715 yards (650 m). [112 gm] with engine) and length (not less than ten inches [25 cm] or greater than 15 inches [38 cm]). The d. The recovery device material (parachute or other) rocket shall contain no metal parts. ejected from the rocket during the flight se­ quence shall be of flame-resistant material. 4. Launch site standards. The following stipulations apply: e. The model rocket shall be launched only during daylight hours (except when specifically ap­ a. The launch site shall consist of a firing area and a proved otherwise by the fire department). recovery area. The firing area shall be considered that area contained within a radius of 25 feet f. All personnel conducting or observing the firing (8 m) from the location of the launching plat­ shall maintain a clear distance of not less than 25 form. The recovery area shall include the firing feet (8 m) from the launch platform during the area and shall be determined to be the minimum countdown and firing. The firing site shall be area necessary in which to retrieve the launched clearly blocked off by rope or some other rocket. temporary measure. b. The minimum size of the launch site shall extend g. Only one source of power shall be used for each to a radius of at least 100 feet (30 m) from the launch site. No vehicles shall be within the firing firing position. area.

170 Appendix Q 171

h. The person launching the rocket shall make all unfired or defective rocket engines. A second adult electrical connections at both the firing platform shall be responsible for the safety of spectators and all and the source of power. other persons who may be present. i. All spectators shall be positioned upwind of the 7. Misfires. After any misfire the rocket shall be allowed firing areas and at a distance of at least 25 feet to remain in the launch position for at least one full (8 m) from the firing site. minute before the rocket is approached. All disarming 6. Supervision. The instructor in charge of the firing site shall be performed under the supervision of the shall supervise the arming of the rocket with the rocket instructor in charge. The person checking the misfire engine, the firing of the rocket, and the disposing of all shall wear a face shield. APPENDIX R SAMPLE

PERMISSION SLIP: FIELD TRIP

School: ______Teacher: ______Date: ______

Student’s name: ______Subject: ______

A field trip has been scheduled for the class, which includes the student named above, on (date)______. Transportation is by (bus, etc.) ______, which will leave the school at ______(a.m./p.m.) and return at approximately ______(a.m./p.m.). The field activities will take place at (location) ______.

The purposes of the trip are as follows: ______

Each student will be expected to: ______

Dress requirements/options are as follows: ______

Possible hazards and necessary precautions are as follows: ______

List below any special allergies or sensitivities (e.g., to plants, animals, pollen, foods, chemicals, bee stings) or other concerns you may have that might affect the student’s safety on the field trip: ______

Parent’s or Guardian’s Statement I have read the description of the proposed field activity noted above and give my consent for this student to engage in the field trip. I pledge my cooperation in making her/him aware of the precautions, as necessary, and in urging that she/he observe the precautions and any other instructions during the trip.

______Signature of parent or guardian Date Telephone number

Return the completed and signed form to ______by ______.

172 APPENDIX S OUTBREAKS OF COCCIDIOIDOMYCOSIS ASSOCIATED WITH FIELD WORK Recommendations for Prevention from the California Department of Public Health

There has been increasing public health concern about immunity to, the soil fungus. However, when groups of outbreaks of coccidioidomycosis (valley fever) among persons from noncontaminated areas enter contaminated archaeology students in California. The purpose of this areas to engage in field activities which include excavation, statement is to place the problem in its proper perspective particularly archaeological digging, a high infection and and to list precautions which we feel should be taken to help illness rate can result from a relatively brief exposure. prevent future outbreaks. Therefore, we recommend the following to all school On November 24, 1970, the Bureau of Communicable programs engaged in any field work involving exposure to Disease Control, State Department of Public Health, wrote dusty soil in areas in which coccidioidomycosis is endemic: anthropology departments of California colleges that 1. No educational institution should require students or susceptible students and faculty were at risk of acquiring faculty to participate in field work in areas in which coccidioidomycosis on archaeologic expeditions and coccidioidomycosis is endemic. Alternative course suggested that this risk be made known to all who might work should be considered to satisfy course require­ participate in field work in areas in which the disease is ments. endemic. Additional outbreaks of coccidioidomycosis have 2. Information on coccidioidomycosis should be made occurred in California among archaeology students since available to all prospective students and faculty. then. Illness rates have exceeded 50 percent in several Recommended references should include at least the student groups, and serious disseminated diseases (which following publications: required protracted hospitalization and treatment) occurred a. Loofbourow, J. C., and D. Pappagianis. Coccid- in a few instances. Outbreaks have continued to occur year ioidomycosis—An Occupational Hazard for after year at sites known to be contaminated with the fungal Archaeologists. Society for California Archaeol­ agent causing coccidioidomycosis. ogy, Special Report No. 2, December, 1971. Coccidioidomycosis can be contracted by minimal b. Coccidioidomycosis (or Valley Fever). Sacra­ exposure to dusty soil in contaminated areas. Almost all of mento: California State Department of Public the millions of people who are lifetime residents in these Health, 1969. areas eventually develop infection from, and a lifetime

173 APPENDIX T DISPOSAL OF EMPTY CONTAINERS

The California Code of Regulations, Title 22, Section 66261.7, addresses the issue of contaminated containers and encourages recycling and other options for disposal of “empty” containers. Containers once filled with hazardous waste can be disposed of as nonhazardous waste provided certain stipulations are met. Definition of empty container: 1. If the container was used to store a hazardous liquid, the container must be completely drained so that no liquid drips from the container when it is tilted or held upside down. 2. If the container was used to store a solid or nonpourable hazardous material (powders, sludges, grease, thick resins), the material must be completely scraped out, leaving no remaining buildup inside the container. 3. Aerosol containers are empty if the contents and pressure are completely dispensed; the spray mechanism is in place and is not defective; and the container is not a reactive waste (i.e., may explode). Please note: Containers that held a listed extremely hazardous material must be managed as hazardous waste or you must obtain authorization from the Department of Toxic Substances Control to triple rinse or treat the container.

Disposal/Recycle Options for “Empty” Container

Container Type and Size

Absorptive container (wood, Empty paper bag, etc.) compressed gas Empty container Empty container which has not cylinder (at Disposal options for 5 gallons or less greater than Empty absorbed any atmospheric empty containers in size 5 gallons in size aerosol can hazardous material pressure)

To the original supplier for refilling OK OK — OK OK

To a drum reconditioner OK OK — — —

To a scrap metal/plastic or other OK OK OK OK OK legitimate authorized recycling (Remove valve facility stem.)

To a solid-waste facility* (top of OK No OK OK OK container must be removed and No container Spray nozzle (Remove valve appointment may be needed for greater than 5 must be in place. stem.) bulk amounts) gallons will be accepted at local landfills.

To a hazardous waste disposal Required if OK Required if spray Required if Required if facility (TSDF) container is not nozzle is broken hazardous material cylinder is not “empty” or the can is not is absorbed into empty empty container *Recycling options should be considered first. Use a solid-waste facility (landfill) only as a last resort. Transportation and packaging of the empty containers must be in accordance with applicable State of California, Department of Transportation (DOT) and Department of Toxic Substances Control (DTSC) regulations. The following additional requirements must be met for “empty” containers greater than five gallons in capacity: 1. The container shall be marked with the date on which it was emptied. 2. The container shall be managed within one year of being emptied. 3. The generator shall provide the name, street address, mailing address, and telephone number of the facility to which the “empty” container has been shipped. The generator shall maintain this information on site for three years.

174 SELECTED REFERENCES

S

ELECTED

R

EFERENCES Note: Procedures discussed in this handbook involve potential dangers to persons, animals, and other living things and, therefore, should be performed only by persons who are technically trained and qualified. SELECTED REFERENCES

Accrocco, J. O., and R. A. Roy. Right-to-Know Pocket ensure a safe science teaching and learning environ­ Guide for School and University Employees. ment. Schenectady, N.Y.: Genium Publishing Corp., 1990. Excellent, quick reference for addressing right-to-know Guide to Hazardous Substances Reporting Requirements. guidelines and requirements. Sacramento: California Environmental Protection Agency, 1991. Benedict, R. New Chemicals for Old: Preserving the Student Laboratory Experiment. St. Paul: Minnesota Depart­ Guidelines for Self-Assessment of High School Science ment of Education, 1987. Programs (Revised edition). Arlington, Va.: National Science Teachers Association, 1989. Byrnes, J. K. “Eyewear: Contact Lenses Are Dangerous in Provides science teachers with a tool for assessing the Laboratory,” Campus Safety Newsletter (Fall, working conditions. 1988). Discusses some of the hazards of wearing contact Guidelines for Self-Assessment of Middle-Junior High lenses in science settings and some considerations in School Science Programs (Revised edition). Arlington, their use. Va.: National Science Teachers Association, 1989. Provides science teachers with a tool for assessing Byrnes, J. K. “Eyewear Meets the Challenge,” Safety and working conditions. Health, Vol. 134, No. 3 (March, 1989), 64, 67–69. Answers many of the questions concerning safety Hall, S. K. Chemical Safety in the Laboratory. Boca Raton, goggles, face shields. and other science laboratory Fla.: CRC Press, 1993. eyewear. Excellent, comprehensive reference addressing OSHA laboratory standards, chemical hygiene plan, general Cronin-Jones, L. “Is Your School a Dumping Ground?” The safety practices, protective equipment, hazardous Science Teacher, Vol. 59 (October, 1992), 26–31. chemical identification, chemical storage, laboratory Excellent article discussing the problems associated ventilation, chemical monitoring, chemical emergen­ with storage of chemicals in schools and options for cies, chemical waste management, employee training, disposal. and recordkeeping.

DiBerardinis, L. J., and others. Guidelines for Laboratory Handbook of Chemical and Environmental Safety in Schools Design: Health and Safety Considerations (Second and Colleges. The Forum for Scientific Excellence. edition). New York: John Wiley & Sons, Inc., 1992. Philadelphia: J. P. Lippincott, 1991. Comprehensive reference addressing laboratory design; Addresses the OSHA Hazard Communication Standard, laboratory support services; administrative procedures; chemical handling, employee safety, hazardous chemi­ and heating, ventilation, and air conditioning systems. cal classes, chemical interactions, chemical storage, and legal liabilities. Fiske, J. R. “The Chemical Hygiene Officer: Piecing Together the Liability Puzzle,” Chemical Health and Horn, Toby M. Working with DNA and Bacteria in Safety, Vol. 1 (June/July, 1994), 12–16. Precollege Science Classrooms. Reston, Va.: National Association of Biology Teachers (NABT), 1993. Addresses many of the most common liability questions of chemical hygiene officers. Excellent as a guide for using bacteria and performing DNA experiments safely in high school laboratories. Fuller, T. C., and E. McClintock. Poisonous Plants of California. Berkeley: University of California Press, Improving Safety in the Chemical Laboratory: A Practical 1987. Guide (Second edition). Edited by J. A. Young. New York: John Wiley & Sons, Inc., 1991. Gerlovich, J., and T. Gerard. “Don’t Let Your Hands-on Excellent publication covering laboratory organization, Science Program Blow Up in Your Face,” American MSDSs, safety inspections, federal regulations for School Board Journal, Vol. 176 (May, 1989), 40–41. laboratories, air sampling of laboratories, and disposal Excellent article outlining the necessity for cooperative of chemicals. efforts between the administration and teachers to

175 176 Selected References

Mayo, D. W., and others. Microscale Organic Laboratory Phillips, L., and J. Gerlovich. 50 Safe Physical Science with Selected Macroscale Experiments (Third edition). Activities for Teachers. Skokie, Ill.: Sargent-Welch New York: John Wiley & Sons, Inc., 1994. Scientific Co., 1988. Excellent teacher’s reference of activities in all classes The Merck Index: An Encyclopedia of Drugs, Chemicals, of the physical sciences. All activities are based on and Biologicals (Twelfth edition). Edited by integral science safety procedures. S. Budavari and others. Rahway, N.J.: Merck & Co., Inc., 1996. Planning and Managing Dissection Laboratories. Arling­ An essential reference for all educators who work with ton, Va.: National Science Teachers Association, 1994. chemicals, drugs, biological stains, and so forth. Encourages careful planning to ensure optimum Includes information about the chemical abstract name, learning in dissection lessons. Includes alternatives to alternate names, molecular formula/weight/percent dissection. composition, references, structure, physical data, derivatives, use, therapeutic categories, indices. Prudent Practices in the Laboratory: Handling and Dis­ posal of Chemicals. Washington, D.C.: National Microscale Experiments for the High School Chemistry Academy Press, 1995. Class. (Public domain experiments developed under an NSF- and Dreyfus-sponsored program.) Available from The Responsible Use of Animals in Biology Classrooms, Woodrow Wilson Foundation, P.O. Box 642, Princeton, Including Alternatives to Dissection. Reston, Va.: NJ 08542; telephone (609) 924-4666. National Association of Biology Teachers, 1990.

Mills, J. L., and M. D. Hampton. Microscale Experiments Includes lessons showing responsible use of animals in for General Chemistry (Second edition). New York: instruction and reflects the policy of encouraging the McGraw-Hill, Inc., 1991. use of alternatives to dissection, whenever possible.

Model Chemical Hygiene Plan for Kentucky School Safe Laboratories: Principle, Practices, Design, Remodel­ Districts. Lexington: Kentucky Science and Technology ing. Edited by P. C. Ashbrook and M. M. Renfrew. Council, Inc., 1991. Boca Raton, Fla.: Lewis Publishers, 1991. Deals with design of laboratories from the user’s, Motz, L. L., and G. M. Madrazo, Jr. Sourcebook for Science architect’s, and safety professional’s perspectives. Supervisors (Fourth edition). Arlington, Va.: National Includes such topics as ventilation plumbing, chemical Science Teachers Association, 1993. waste, fume hoods, and general laboratory renovations. Excellent reference for science supervisors; encom­ passes trends for the 1990s, science supervision, the Safe Storage of Laboratory Chemicals (Second edition). supervisor’s role, safety in laboratory settings, evalua­ Edited by D. A. Pipitone. New York: John Wiley & tion programs, and applied research. Sons, Inc., 1991. Excellent resource addressing federal regulations on The No Waste Lab Manual—A Procedure That Eliminates storage of laboratory chemicals, labeling, emergency Toxic Waste Production from Introductory Chemistry responses, inspections of academic storage facilities, Laboratory Courses. Sacramento: California Depart­ and disposal of chemicals. ment of Health Services, 1989. Saunders, G. T. Laboratory Fume Hoods: A User’s Manual. NSTA Handbook, 1994-95. Arlington, Va.: National Science New York: John Wiley & Sons, Inc., 1993. Teachers Association, 1994. Explains room air patterns, hood design, face velocities, system design, and discipline in the use of the hood. OSHA CD-ROM (OSHA A93-4). Washington, D.C.: U.S. Department of Labor, Occupational Safety and Health Science Facilities Design for California Public Schools. Administration, 1993. Compact disc. Sacramento: California Department of Education, 1992. Excellent reference of ongoing OSHA guidelines and Assists school personnel and architects in the design of requirements. new facilities to allow for the expansion of activity- based lessons and additional science courses as recom­ mended in the Department’s Science Framework. Selected References 177

Science Framework for California Public Schools, K–12. Thompson, S. Chemtrek: Small-Scale Experiments for Sacramento: California Department of Education, 1990. General Chemistry. Englewood Cliffs, N.J.: Prentice Hall, 1990. Science Safety—No Game of Chance: A School Science Safety Manual. Tallahassee: Florida Department of Working Conditions for Secondary Science Teachers. Education, 1992. Washington, D.C.: National Science Teachers Associa­ Excellent, general science safety tool. tion, 1986. Provides an excellent synopsis of general conditions for Steel, M.; P. Conroy; and J. Kaufman. “How to Say ‘No’ to safe science teaching. Overcrowded, Unsafe Science Labs,” NSTA Reports (April, 1993). Excellent publication for addressing one of the most often-asked safety questions of science teachers. Publications Available from the Department of Education This publication is one of over 600 that are available from the California Department of Education. Some of the more recent publications or those most widely used are the following:

Item no. Title (Date of publication) Price 1372 Arts Work: A Call for Arts Education for All California Students: The Report of the Superintendent’s Task Force on the Visual and Performing Arts (1997) ...... $11.25 1436 California Department of Education Early Start Program Guide (1998) ...... 10.00 1498 California Safe Schools Assessment: 1998-99 Results (2000) ...... 20.00 0488 Caught in the Middle: Educational Reform for Young Adolescents in California Public Schools (1987) ...... 9.25 1373 Challenge Standards for Student Success: Health Education (1998) ...... 10.00 1409 Challenge Standards for Student Success: Language Arts Student Work Addendum (1998) ...... 12.75 1435 Challenge Standards for Student Success: Physical Education (1998) ...... 8.50 1429 Challenge Standards for Student Success: Visual and Performing Arts (1998) ...... 12.50 1290 Challenge Toolkit: Family-School Compacts (1997) ...... 9.75* 1375 Children Teaching Children (CD-ROM) (1997) ...... 12.00 1466 Children Teaching Children II (CD-ROM) (1999) ...... 12.00 1491 Collaborative Partners: California’s Experience with the 1997 Head Start Expansion Grants (2000) ...... 12.50 1391 Commodity Administrative Manual (1998) ...... 19.50 1285 Continuity for Young Children (1997) ...... 7.50 1478 Coordinated Compliance Review Training Guide, 2000-2001 (1999) ...... 22.00 1410 Ear-Resistible: Hearing Test Procedures for Infants, Toddlers, and Preschoolers, Birth Through Five Years of Age (1998) .... 10.00 1352 Educational Specifications: Linking Design of School Facilities to Educational Program (1997) ...... 18.50 1476 Educating English Learners for the Twenty-First Century: The Report of the Proposition 227 Task Force (1999) ...... 10.50 1389 English–Language Arts Content Standards for California Public Schools, Kindergarten Through Grade Twelve (1998) ...... 9.25 1468 Enrolling Students Living in Homeless Situations (1999) ...... 8.50 1244 Every Child a Reader: The Report of the California Reading Task Force (1995) ...... 5.25 1367 Family Connections: Helping Caregivers Develop Nutrition Partnerships with Parents (1997) ...... 9.00 1475 First Class: A Guide for Early Primary Education (1999) ...... 12.50 1388 First Look: Vision Evaluation and Assessment for Infants, Toddlers, and Preschoolers, Birth Through Five Years of Age (1998) ...... 10.00 0804 Foreign Language Framework for California Public Schools, Kindergarten Through Grade Twelve (1989) ...... 7.25 1355 The Form of Reform: School Facility Design Implications for California Educational Reform (1997) ...... 18.50 1378 Fostering the Development of a First and a Second Language in Early Childhood: Resource Guide (1998) ...... 10.75 1382 Getting Results, Part I: California Action Guide to Creating Safe and Drug-Free Schools and Communities (1998) ...... 15.25 1493 Getting Results, Part II: California Action Guide to Tobacco Use Prevention Education (2000) ...... 13.50 1482 Getting Results, Update 1, Positive Youth Development: Research, Commentary, and Action (1999) ...... 12.00 1408 Guide and Criteria for Program Quality Review: Elementary Grades (1998) ...... 13.50 1268 Guidelines for Occupational Therapy and Physical Therapy in California Public Schools (1996) ...... 12.50 1465 Handbook on Administration of Early Childhood Special Education Programs (2000) ...... 13.50 1463 Handbook on Assessment and Evaluation in Early Childhood Special Education Programs (2000) ...... 13.50 1464 Handbook on Family Involvement in Early Childhood Special Education Programs (1999) ...... 11.25 1380 Health Careers Education 2000: A Program Guide (1998) ...... 20.00 1064 Health Framework for California Public Schools, Kindergarten Through Grade Twelve (1994) ...... 10.00 1477 Helping Your Students with Homework (1999) ...... 9.25 0737 Here They Come: Ready or Not—Report of the School Readiness Task Force (summary report) (1988) ...... 5.00 1488 History–Social Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve (2000) ...... 9.00 1284 History–Social Science Framework for California Public Schools, 1997 Updated Edition (1997) ...... 12.50 1245 Improving Mathematics Achievement for All California Students: The Report of the California Mathematics Task Force (1995) ...... 5.25 1500 Independent Study Operations Manual (2000 Edition) ...... 30.00 1258 Industrial and Technology Education: Career Path Guide and Model Curriculum Standards (1996) ...... 17.00 1442 Joining Hands: Preparing Teachers to Make Meaningful Home-School Connections (1998) ...... 13.25 1066 Literature for Science and Mathematics, Kindergarten Through Grade Twelve (1993) ...... 11.00 1457 Mathematics Content Standards for California Public Schools, Kindergarten Through Grade Twelve (1999) ...... 8.50 1474 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve (1999) ...... 17.50 1065 Physical Education Framework for California Public Schools, Kindergarten Through Grade Twelve (1994) ...... 7.75 1289 Program Guidelines for Students Who Are Visually Impaired, 1997 Revised Edition ...... 10.00 1502 Programs for Deaf and Hard of Hearing Students: Guidelines for Quality Standards (2000) ...... 12.00

* Other titles in the Challenge Toolkit series are Outline for Assessment and Accountability Plans (item no. 1300), Safe and Healthy Schools (item no. 1299), School Facilities (item no. 1294), Site-Based Decision Making (item no. 1295), Service-Learning (item no. 1291), Student Activities (item no. 1292), and Student Learning Plans (item no. 1296). Call 1-800-995-4099 for prices and shipping charges.

Prices are subject to change. Please call 1-800-995-4099 for current prices and shipping charges. 178 Item no. Title (Date of publication) Price 1462 Reading/Language Arts Framework for California Public Schools, Kindergarten Through Grade Twelve (1999) ...... $17.50 1399 Ready to Learn—Quality Preschools for California in the 21st Century: The Report of the Superintendent’s Universal Preschool Task Force (1998) ...... 8.00 1496 Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve (2000) ...... 9.00 0870 Science Framework for California Public Schools, Kindergarten Through Grade Twelve (1990) ...... 9.50 1445 Science Safety Handbook for California Public Schools (1999 Edition) ...... 17.50 1452 Service-Learning: Linking Classrooms and Communities: The Report of the Superintendent’s Service Learning Task Force (1999) ...... 7.00 1407 Steering by Results—A High-Stakes Rewards and Interventions Program for California Schools and Students: The Report of the Rewards and Interventions Advisory Committee (1998) ...... 8.00 1472 Strategic Teaching and Learning: Standards-Based Instruction to Promote Content Literacy in Grades Four Through Twelve (2000) ...... 12.50 1383 Talking with Preschoolers: Strategies for Promoting First and Second Language Development (video) (1998) ...... 12.00 1255 Taking Charge: A Disaster Preparedness Guide for Child Care and Development Centers (1996) ...... 10.25 1261 Visual and Performing Arts Framework for California Public Schools, Kindergarten Through Grade Twelve (1996) ...... 15.00 1392 Work-Based Learning Guide (1998) ...... 12.50 1390 Work Permit Handbook for California Schools (1998) ...... 13.00 1381 Workforce Career Development Model (1998) ...... 9.50

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