TSCA Chemical Substance Transfer Form” and a “Preliminary Health and Safety Information Sheet” When Hand Carried Or Shipped to Another Laboratory

Total Page：16

File Type：pdf, Size：1020Kb

TSCA Chemical Substance Transfer Form” and a “Preliminary Health and Safety Information Sheet” When Hand Carried Or Shipped to Another Laboratory

Toxic Substance Control Act - Chemical Substance Transfer Form Chemical substances imported or synthesized in the laboratory for which little or no health, safety or environmental information exists, must be accompanied by a “TSCA Chemical Substance Transfer Form” and a “Preliminary Health and Safety Information Sheet” when hand carried or shipped to another laboratory. A copy of these forms must also be retained in the laboratory initiating the transfer. The following chemical substance(s) are being transferred to: Name: Address: Print Title: Phone: Chemical Name CAS Registry Number Percentage Number of (if available) Containers Note: If chemical substance is a mixture, list each chemical separately and include the approximate percentage of each, as well as CAS numbers if known. These chemical substances have been imported into this country or have been synthesized in a US laboratory and little is known about the environmental, health or safety hazards associated with them. The attached Preliminary Health and Safety Information Sheet conveys whatever is known. The substance(s) listed are being provided to you with the understanding that they will be used solely for scientific experimentation, analysis, or research. Certain provisions of the EPA Toxic Substance Control Act may apply to the handling of these materials. You should consult with your institution's environmental health and safety coordinator or staff to identify your institution's specific policies. Please do not hesitate to contact me if you have questions concerning this material or require additional information concerning it. Name: Date: Signature Name: Address: Print Title: Phone: .

Copy Link

Recommended publications

The Spontaneous Generation Controversy (340 BCE–1870 CE)
270 4. Abstraction and Unification ∗ ∗ ∗ “Oùen êtes-vous? Que faites-vous? Il faut travailler” (on his death-bed, to his devoted pupils, watching over him). The Spontaneous Generation Controversy (340 BCE–1870 CE) “Omne vivium ex Vivo.” (Latin proverb) Although the theory of spontaneous generation (abiogenesis) can be traced back at least to the Ionian school (600 B.C.), it was Aristotle (384-322 B.C.) who presented the most complete arguments for and the clearest statement of this theory. In his “On the Origin of Animals”, Aristotle states not only that animals originate from other similar animals, but also that living things do arise and always have arisen from lifeless matter. Aristotle’s theory of sponta- neous generation was adopted by the Romans and Neo-Platonic philosophers and, through them, by the early fathers of the Christian Church. With only minor modifications, these philosophers’ ideas on the origin of life, supported by the full force of Christian dogma, dominated the mind of mankind for more that 2000 years. According to this theory, a great variety of organisms could arise from lifeless matter. For example, worms, fireflies, and other insects arose from morning dew or from decaying slime and manure, and earthworms originated from soil, rainwater, and humus. Even higher forms of life could originate spontaneously according to Aristotle. Eels and other kinds of fish came from the wet ooze, sand, slime, and rotting seaweed; frogs and salamanders came from slime. 1846 CE 271 Rather than examining the claims of spontaneous generation more closely, Aristotle’s followers concerned themselves with the production of even more remarkable recipes.
[Show full text]
Questions & Answers for the New Chemicals Program
Note: Effective January 19, 2016, PMNs must be submitted electronically. Learn more about the new e-PMN requirements. Questions & Answers for the New Chemicals Program (Q&A) U.S. Environmental Protection Agency Office of Pollution Prevention and Toxics Washington, DC 20460 2004 -1- TABLE OF CONTENTS Page 1. GENERAL PROGRAM INFORMATION 100. General ............................................................................................................ 1-1 101. Guidance for Completion of §5 Submission Form ......................................... 1-6 102. Inventory Searches/Bona Fides ....................................................................... 1-17 103. Chemical Identification ................................................................................... 1-22 104. Nomenclature .................................................................................................. 1-26 105. Inventory Issues ................................................................................................ 1-31 106. Review Process ............................................................................................... 1-31 107. Notice of Commencement .............................................................................. 1-33 108. User Fee .......................................................................................................... 1-35 109. Consolidated Notices ...................................................................................... 1-39 110. Joint Submissions ..........................................................................................
[Show full text]
TSCA Inventory Representation for Products Containing Two Or More
mixtures.txt TOXIC SUBSTANCES CONTROL ACT INVENTORY REPRESENTATION FOR PRODUCTS CONTAINING TWO OR MORE SUBSTANCES: FORMULATED AND STATUTORY MIXTURES I. Introduction This paper explains the conventions that are applied to listings of certain mixtures for the Chemical Substance Inventory that is maintained by the U.S. Environmental Protection Agency (EPA) under the Toxic Substances Control Act (TSCA). This paper discusses the Inventory representation of mixtures of substances that do not react together (i.e., formulated mixtures) as well as those combinations that are formed during certain manufacturing activities and are designated as mixtures by the Agency (i.e., statutory mixtures). Complex reaction products are covered in a separate paper. The Agency's goal in developing this paper is to make it easier for the users of the Inventory to interpret Inventory listings and to understand how new mixtures would be identified for Inventory inclusion. Fundamental to the Inventory as a whole is the principle that entries on the Inventory are identified as precisely as possible for the commercial chemical substance, as reported by the submitter. Substances that are chemically indistinguishable, or even identical, may be listed differently on the Inventory, depending on the degree of knowledge that the submitters possess and report about such substances, as well as how submitters intend to represent the chemical identities to the Agency and to customers. Although these chemically indistinguishable substances are named differently on the Inventory, this is not a "nomenclature" issue, but an issue of substance representation. Submitters should be aware that their choice for substance representation plays an important role in the Agency's determination of how the substance will be listed on the Inventory.
[Show full text]
History of Microbiology: Spontaneous Generation Theory
HISTORY OF MICROBIOLOGY: SPONTANEOUS GENERATION THEORY Microbiology often has been defined as the study of organisms and agents too small to be seen clearly by the unaided eye—that is, the study of microorganisms. Because objects less than about one millimeter in diameter cannot be seen clearly and must be examined with a microscope, microbiology is concerned primarily with organisms and agents this small and smaller. Microbial World Microorganisms are everywhere. Almost every natural surface is colonized by microbes (including our skin). Some microorganisms can live quite happily in boiling hot springs, whereas others form complex microbial communities in frozen sea ice. Most microorganisms are harmless to humans. You swallow millions of microbes every day with no ill effects. In fact, we are dependent on microbes to help us digest our food and to protect our bodies from pathogens. Microbes also keep the biosphere running by carrying out essential functions such as decomposition of dead animals and plants. Microbes are the dominant form of life on planet Earth. More than half the biomass on Earth consists of microorganisms, whereas animals constitute only 15% of the mass of living organisms on Earth. This Microbiology course deals with • How and where they live • Their structure • How they derive food and energy • Functions of soil micro flora • Role in nutrient transformation • Relation with plant • Importance in Industries The microorganisms can be divided into two distinct groups based on the nucleus structure: Prokaryotes – The organism lacking true nucleus (membrane enclosed chromosome and nucleolus) and other organelles like mitochondria, golgi body, entoplasmic reticulum etc. are referred as Prokaryotes.
[Show full text]
Epa–Hq–Oppt–2019–0131
Federal Register / Vol. 84, No. 55 / Thursday, March 21, 2019 / Notices 10491 Organizations 6100–09 ENVIRONMENTAL PROTECTION delivery of boxed information, please • Promotional partners 6100–09 AGENCY follow the instructions at http:// Annual Reporting Form—Online and www.epa.gov/dockets/contacts.html. Hard-copy Confidential Business [EPA–HQ–OPPT–2019–0131; FRL–9991–06] Additional instructions on commenting Information (CBI) Forms or visiting the docket, along with more • Initiation of Prioritization Under the Plumbing Manufacturers 6100–09 Toxic Substances Control Act (TSCA) information about dockets generally, is • Non-plumbing Manufacturers available at http://www.epa.gov/ 6100–09 AGENCY: Environmental Protection dockets. • Retailers/Distributors 6100–09 Agency (EPA). FOR FURTHER INFORMATION CONTACT: For Provider Quarterly Reporting Form ACTION: Notice. technical information about the • Licensed Certification Providers candidates for high priority contact: 6100–09 SUMMARY: As required under the Toxic Ana Corado, Chemical Control Division, Award Application Form Substances Control Act (TSCA) and Office of Pollution Prevention and • Builders 6100–17 related implementing regulations, EPA Toxics, Office of Chemical Safety and • Licensed Certification Providers is initiating the prioritization process for 6100–17 Pollution Prevention, Environmental 20 chemical substances as candidates Protection Agency (Mailcode 7408M), • Manufacturers 6100–17 for designation as High Priority • Professional Certifying 1200 Pennsylvania Ave. NW, Substances
[Show full text]
Formation of New Substance
TEACHER NOTES Chemistry > Big idea CCR: Chemical reactions > Topic CCR1: Chemical change Key concept (age 11-14) CCR1.1: Formation of new substance What’s the big idea? A big idea in chemistry is that during a chemical reaction, atoms are rearranged, resulting in the formation of a new substance or substances which have different properties. How does this key concept develop understanding of the big idea? This key concept develops the big idea by introducing chemical reactions, at the macroscopic scale, as a type of process that results in the formation of a new substance or substances (a chemical change). The conceptual progression starts by checking understanding of physical and chemical change. It then supports the development of a macroscopic understanding of the concept of chemical reaction starting with observational evidence of the formation of a new substance. This leads to an understanding of why decomposition is a chemical reaction, even though it has one reactant. Using the progression toolkit to support student learning Use diagnostic questions to identify quickly where your students are in their conceptual progression. Then decide how to best focus and sequence your teaching. Use further diagnostic questions and response activities to move student understanding forwards. Developed by the University of York Science Education Group and the Salters’ Institute. 1 This key concept may have been edited. Download the original from www.BestEvidenceScienceTeaching.org © University of York Science Education Group. Distributed under a Creative Commons Attribution-Non-commercial (CC BY-NC) license. TEACHER NOTES Progression toolkit: Formation of new substance Learning focus During a chemical reaction a new substance (or substances) are formed which have different properties.
[Show full text]
Generic Names for Confidential Chemical Substance Identities
APPENDIX B GENERIC NAMES FOR CONFIDENTIAL CHEMICAL SUBSTANCE IDENTITIES The following list contains generic chemical names for some generic names as submitted in the preinanufacture the substances included in the category “Chemical Sub- notices, accompanied by the word PROVISIONAL in stances with Confidential Identities,” which appears in parentheses after the name. If the claims of confidentiali- the TSCA Inventory. The identities of these substances ty are neither dropped by the submitter nor held invalid have been claimed as confidential business information by EPA, EPA will publish the final generic names for by submitters to the Inventory. The fact that these these substances in future updates or supplements to the substance identities are listed as confidential does not Inventory. mean that EPA has made a determination that all of With the exception of the provisional generic names, these claims of confidentiality are valid. the generic names in this appendix were created accord- Some of the substances that appeared as confidential in ing to the guidelines presented in the following pages. Volume I of the Initial Inventory or Cumulative Supple- These guidelines were publish~d in the introduction to ment II may have been transferred to the non-confiden- Appendix B of the TSCA Initial Inventory and made tial portion of the TSCA Chamical Substance Invento- available by EPA to assist persons who wished to claim ry: 1985 Edition. This is because either EPA determined the precise identity of a chemical substance as confiden- that the chemical identity fails to meet the standard for tial for purposes of the Inventory. Such persons were confidential treatment in section 14 of TSCA, or submit- required to submit a proposed generic name for the ters decided to withdraw their claims of confidentiality.
[Show full text]
Using Chemical Hazard Assessment for Alternative Chemical Assessment and Prioritization
Using Chemical Hazard Assessment for Alternative Chemical Assessment and Prioritization Prepared by the Outdoor Industry Association Chemicals Management Working Group and the Zero Discharge of Hazardous Chemicals Programme Draft Document: Version 1 March 2013 Contents Section Page Using Chemical Hazard Assessment for Alternative Chemical Assessment and Prioritization ................................ v Purpose ...................................................................................................................................................... 1 Chemical Hazard Assessment ..................................................................................................................... 2 Essential Attributes of the Hazard Assessment Approach ........................................................................... 2 Benefits of Conducting a Hazard Assessment ................................................................................. 3 Scientific Basis ............................................................................................................................................ 3 Hazard Endpoints ........................................................................................................................... 3 Recommended Hazard Data Sources .......................................................................................................... 4 Data Gaps .....................................................................................................................................
[Show full text]
Study and Interpretation of the Chemical Characteristics of Natural Water Second Edition
Study and Interpretation of the Chemical Characteristics of Natural Water Second Edition GEOLOGICAL SURVEY WATER-SUPPLY PAPER 1473 Study and Interpretation of the Chemical Characteristics of Natural Water Second Edition By JOHN D. HEM GEOLOGICAL SURVEY WATER-SUPPLY PAPER 1473 A review of chemical, geologic, and hydrologic principles and processes that control the composition of natural water, with methods for studying and interpreting chemical analyses UNITED STATES GOVERNMENT PRINTING OFFICE, WASHINGTON : 1970 UNITED STATES DEPARTMENT OF THE INTERIOR WALTER J. HICKEL, Secretary GEOLOGICAL SURVEY William T. Pecora, Director Library of Congress catalog-card No. 73-606921 For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.G. 20402 - Price $2.25 (paper cover) PREFACE Most of the text of the first edition of this publication, U.S. Geologi cal Survey Water-Supply Paper 1473, was written in 1955 and 1956. When the plans were being made for the report a few years earlier, the expectation was that it would be used within the U.S. Geological Survey for the most part as a guide for field investigators to help in determining and interpreting the chemical quality of water resources. At the same time, however, a substantial increase of interest and activity in the fields of natural-water chemistry and waterrpollution control was beginning to be noticeable, and, as a result, when the report was published in 1959, it soon attained a considerably wider circulation than had originally been anticipated. A series of reprintings was necessary. This revision of the earlier book has been prepared because of the continued and still-growing interest in the subject matter.
[Show full text]
Chapter 3: the Chemical Basis for Life Lesson 2: Organic Compounds
Chapter 3: The Chemical Basis for Life Lesson 2: Organic Compounds We have already learned that water is the primary substance for life on Earth, but we will now explore the element found in most of the molecules from which living organisms are made. That element is carbon and it is found in all organic compounds. The picture above is a graphic depiction of the organic compounds: carbohydrates, proteins, lipids, and nucleic acids. These are all large complex molecules that have contributed to the great diversity of life on Earth. Lesson Objectives • Define and explain elements and compounds; the relationships from atom to molecule to macromolecule. • Explain why carbon is essential to life on Earth and uniquely suited to form biological macromolecules. • Describe and compare the structure and function of the four major types of organic compounds. Vocabulary • atom biochemical conversion biological macromolecule carbohydrate DNA (deoxyribonucleic acid) isomers lipids macromolecules molecule monomer nucleic acid organic molecule polymer protein 63 INTRODUCTION If you look at your hand, what do you see? Of course, you see skin, which consists of cells. But what are skin cells made of? Like all living cells, they are made of matter. In fact, all things are made of matter. Matter is anything that takes up space and has mass. Matter, in turn, is made up of chemical substances. In this lesson you will learn about the chemical substances that make up living things. CHEMICAL SUBSTANCES A chemical substance is matter that has a definite composition. It also has the same composition throughout. A chemical substance may be either an element or a compound.
[Show full text]
User:Smallman12q/Articles/Chemistry 1 User:Smallman12q/Articles/Chemistry
User:Smallman12q/articles/Chemistry 1 User:Smallman12q/articles/Chemistry Chemistry (from Egyptian kēme (chem), meaning "earth"[1] ) is the science concerned with the composition, structure, and properties of matter, as well as the changes it undergoes during chemical reactions.[2] It is a physical science for studies of various atoms, molecules, crystals and other aggregates of matter whether in isolation or combination, which incorporates the concepts of energy and entropy in relation to the spontaneity of chemical processes. Modern chemistry evolved out of alchemy following the chemical revolution (1773). Disciplines within chemistry are traditionally grouped by the type of matter being studied or the kind of study. These include inorganic chemistry, the study of inorganic matter; organic chemistry, the study Chemistry is the science concerned with the composition, structure, and properties of matter, of organic matter; biochemistry, the study of substances found in as well as the changes it undergoes during biological organisms; physical chemistry, the energy related studies of chemical reactions. chemical systems at macro, molecular and submolecular scales; analytical chemistry, the analysis of material samples to gain an understanding of their chemical composition and structure. Many more specialized disciplines have emerged in recent years, e.g. neurochemistry the chemical study of the nervous system (see subdisciplines). Summary Chemistry is the scientific study of interaction of chemical [3] substances that are constituted of
[Show full text]
ED106105.Pdf
DOCONENT RESUME ED 106 105 SE 018 837 AUTHOR Ring, Donald G. TITLE Science Curriculum Format. INSTITUTION Pount Prospect Township High School District 214, Ill. PUB DATE Jan. 75 NOTE 166p.; Not available in hard copy due to quality of print on colored pages -- AVAILABLE FROMERIC/SNEAC, The Ohio State University, 400 Lincoln Tower, Columbus, Ohio 43210 (on loan) EDRS PRICE BF-SO.76 HC Not Available from EDRS. PLUS POSTAGE DESCRIPTORS *Conceptual Schemes; Curriculun Enrichnent; *Curriculum Guides; *Interdisciplinary Approach; Models; *Science Curriculum; Science Edication; Secondary Education; *Secondary School Science ABSTRACT This document presents.a curriculum base for a particular school system comprised of eight high schools. Its purpose is to provide a conceptual base which encourages flexibility and diversity. The format is based on the conceptual schemes identified in the NSTA publication, Theory Into Action. Included in the publication is the philosophy of the science curriculum for this school district as well as a detailed description of the minimun required experiences in science to be fulfilled by students wishing to graduate from schools within the prescribed. district. Conceptual schemes are presented in the content of biological sciences, physical science, earth and space science, chemistry, and physics. (Author/11M , t, . te , i' " ' a()Wye& -goo i tutclawl-ao-sw $ Ira'00guat,.wzo,a. t z,.w ww Giv2w.4ww.oizx SI-Orl:g!Ilw.ig-.0,2-Mi° zwotlwrwcz 4 , w E0-42g2zig 242 12gt428G2 2: ,fintek. o 80:tot.,:i 2 wsow, tutufZ22z,_wo .0.4..W k, I ..' C . -4$ k -or; ow- 40 7 "0:,447', ' f kt 50190103 4 e If o SS' ,="- TABLE OF-CONTENTS PAGE I.
[Show full text]