Science Safety Handbook For California Public Schools

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CIENCE

AFETY
HANDBOOK
for
California Public Schools

1999 EDITION

CALIFORNIA DEPARTMENT OF EDUCATION • SACRAMENTO, 1999


T OF
EN ED
M U
T

CA
AR

TIO
DEP

Publishing Information
ST

IA
N

TE
A

R
OF IF O
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. INTRODUCTION
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

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

L
ABORATORY ACTIVITIES AND DEMONSTRATIONS appreciate scientific methods. The National Science
represent an essential part of effective science Teachers Association (NSTA) promotes extensive use
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
vocational education, or home economics classes. assist with the projects.”3
Knowing about possible hazards and taking precau-
2
“Liability of Teachers for Laboratory Safety and Field Trips,” in NSTA
tions are the basis for creating a safe learning environ- 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.
3
practicing safety procedures and from learning to “ISEF Operational Guidelines for Scientific Review Committees and
Institutional Review Boards.” Included with the International Rules for
1 Precollege Science Research: Guidelines for Science Fairs, June 1995–
Science 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

• Correct methods for storing, handling, and dispos-


Responsibilities of Students
A and Parents
ing of surplus, waste, and deteriorated chemical
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
4
Science Framework, p. 178.
administrators to identify and alleviate potential
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

School districts are encouraged to take steps to


State and Federal Legislation
D Affecting Science Instruction
ensure that hazardous materials are properly used
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. FIRST AID

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

U Once assistance is given, it should be continued


NDER NORMAL CIRCUMSTANCES THE SCHOOL
nurse will direct the activities necessary for until the problem is resolved or until the patient is
treatments 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
Bites by Snakes, Spiders,
give CPR, if needed. B Insects, and Mammals
• The presence of bleeding—If necessary, control the
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. Introduction
First 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. First Aid
Introduction

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. Introduction
First 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. GENERAL LABORATORY
SAFETY PRECAUTIONS

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

T
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
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
grinding rocks, use a face shield for protec- receipt or preparation) at all times.5 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-
5
Minimum precautionary labeling standards for injurious substances
signed for that purpose. To avoid eye 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

BIOLOGY LABORATORY
4. SAFETY IN THE

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

B
IOLOGY AND PHYSIOLOGY TEACHERS SHOULD BE
familiar with the following safety practices and
A Human Blood Sampling
all 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 Special Concerns in the Study
inspection of cultures should be bound together E 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 Risks in Use of Acrylamide
and may die, even with medical care. Therefore, it is
H
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
Operation of Pressure Cooker
F for Sterilization
exposure during the weighing of acrylamide powder
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 Instruments and Specimens Used
contaminated rinse water may not be poured down the
K 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


M Handling of Laboratory Animals
helpful in planning and conducting their dissection
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-
tute appropriate assignments, which could be pursued
N Insect-Killing Jars
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.
CHEMISTRY LABORATORY
5. SAFETY IN THE
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

S
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
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 H2, C12, Br2, I2, P4O10, and CO,
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
Steps for Establishing a Safer program by examining the extensive excerpts from the
E 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
containers from tipping, spilling, or breaking during the
waste generated by industrial arts, auto shop, and other
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
business and is not more than 2.2 pounds.
Storage practices must include the following:
• 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
(5) The person transporting the hazardous waste does
district official or consult the yellow pages of the
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).
6
Therefore, it is often efficient to do both at the same
On 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 Labeling of Chemical Reagents
cylinder must be secured against movement; that
F
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
MINUTES AND GET MEDICAL ATTENTION
0 2
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
Hazardous
Label
Chemicals Reference
Hazard
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
metal oxides. water.
1
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
Do not get in eyes, on skin, Flammable. May give off discard materials used to
2 or on clothing. explosive vapors when wipe up spills.
3 0 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
7/1 or 2/2/FLAMMABLE hazardous waste. immediate medical
W 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
organic materials. and water. Seek immediate
0 0 Moderately toxic. medical attention.
0 0 1 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.
May be fatal if swallowed. inhalation, or absorption Wash skin with soap and
3 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
Keep away from acids and Flammable as dust or for 15 minutes. Seek
4 oxidizing agents. fumes. medical attention.
2 0
(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 attention.
2/1 amber glass/3/
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
When making solutions, add attention.
0 sodium hydroxide slowly to
3 1 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

Substances Containing Asbestos Storage and Inventory


H
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
Ether Spills
fraction of petroleum made up of pentanes and hex-
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

PHYSICS LABORATORY
6. SAFETY IN THE
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

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

P
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
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 Model Rocket Launchings
near any source of water or in an area subject to C 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
Skin Hazards
radius.
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
H. Earthquake Preparation 97

SAFETY PRACTICES
7. ADDITIONAL
I. Waste Reduction 102
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

T
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 (CO2), dry-chemical,
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
CO2 extinguisher). mandatory (California Code of Regulations, Title 19,
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
part of a scientific experiment or any purpose whatever:
• Other distressing stimuli
(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
prohibit or constrain vocational instruction in the
fully sustained.
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

operation but does not produce radiation in any


G Ionizing Radiation
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
Determination of Employees’ Exposure
relatively inexpensive. One cost-effective way of
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
Employees’ Exposure to hygiene practices.
J 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

APPENDIXES
N. Department of Transportation Hazard Classes 162
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.

1
Health 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
Title Telephone
*Benzidine (and salts)
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) Sulfur
**Cobalt II Oxide
Magnesium Nitrate Sulfuric Acid
Cobalt Nitrate
Magnesium Oxide **Toluene
Cobalt Sulfate
Manganese Dioxide Turpentine
Cupric Chloride
Manganous Sulfate *Vinyl Chloride
Cupric Nirate
**Mercurous/Mercuric Nitrate Xylene
Cupric Oxide
**Mercury metal Zinc, metal powder
Cupric Sulfate
**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.
APPENDIX M
Sample Chemical Inventory

School Room Date


Inventory prepared by
Date Chemical Concentration Type of Hazard Storage Storage Shelf MSDS
acquired name /Purity container Quantity class location compatibility life available Notes
8-94 Acetic acid 1.0 Glass 1 liter
2-94 Acetone 99.5% Metal can 400 ml

161
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

SELECTED REFERENCES

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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