George H. Wahl, Jr. Department of Chemistry, NC State University, Raleigh, NC 27695-8204
george_wahl@ncsu.edu
The argument is often made about when and where in the curriculum to teach safety. However, rarely do such arguments revolve around what exactly to teach. The National Academy of Sciences has done us a great favor by publishing the "Prudent Practices" volumes. These were written by recognized experts in academia, government and industry to address common issues facing all who dealt with chemicals on a laboratory scale. They were so effective that they gave structure to the 1990 OSHA Lab Standard. This "performance based" standard is recognized by many as the most realistic regulation written in the broad field of safety and the environment. The paper will use the outline of the 1995 "Prudent Practices in the Laboratory" to provide scenarios for treating many different safety topics.
The awareness level has been raised in the academic world regarding environmental, health, & safety issues, especially in light of the initiative brought on by EPA Region 1. When teachers of high school science programs begin to hear about improper management of waste chemicals, they sometimes confuse the "environmental" rules from the "health & safety" rules, or, they consider them interchangeable. Labeling chemicals for use in labs is different than labeling them as hazardous waste. Protecting the environment (EPA) comes under a different set of regulations than protecting the employee (OSHA). Teachers in high schools need to be trained to understand the requirements under the Lab Standard (they need to know what a Chemical Hygiene Officer does), as well as to be told they cannot simply co-mingle all their experimental wastes, and then drive off the volatile fraction to reduce volume. The added benefit is that students are introduced to the concept of regulatory requirements.
This paper will use the real life experiences of one high school, which found itself calling in "9-1-1" for a minor mishap in a chemistry lab, and then realizing that it was the best thing that could have happened to them in bringing to light the lack of regulatory awareness.
Jay A. Young, 12916 Allerton Lane, Silver Spring, MD 20904
chemcon@juno.com
Many users of hazardous chemicals have learned (some of us the hard way) that MSDS's are not completely trustworthy in the information they impart. They may indeed address the hazards encountered when the chemical is used on a large scale in the industrial workplace but most of them say little or nothing about the hazards related to small scale laboratory use. Some MSDS's exaggerate the hazards, some are incomplete and do not describe all of the hazards the chemical presents, and some are simply wrong in their description of the hazards. So where can one turn for reliable information about the hazards of a chemical that one proposes to use? This paper will address the answer to this question and suggest ways to identify reliable vs. unreliable sources of hazard information.
Stephen Stepenuck, Jr., Keene State College, Keene, NH 03435
sstepenu@keene.edu
This paper will describe the history, going back to 1976, of a formal course in chemical safety and health developed by the author. It will trace the evolution of this effort that at first reached only juniors and seniors; and some guiding principles that have evolved for teaching and learning in this area.
In general our efforts in teaching all chemistry labs are now guided by the following three ideas:
1. Have a zero tolerance for unsafe attitudes or practices: If you are serious about safety, you must show it!
2. Require that the safety and health hazards of each chemical be determined and written down BEFORE any one opens the bottle.
3. A safety and health analysis and hazard summary for the entire experiment is required as a part of the lab report in each chemistry course that I teach.
What did and did not work for us will also be addressed.
Walt Volland, Bellevue Community College
vollggw@blarg.net
This paper describes experience with MSDS assignments used to enhance laboratory safety in undergraduate classes. A problem for all of us is to instill an appropriate level of care and respect for chemicals in our students. Some are so intimidated by chemistry and chemicals that they lose perspective and are unable to act reasonably. Others are much too casual and, given the chance, would ignore even basic precautions like goggles. During the past 11 years I have used MSDS data in all courses to promote safety and reinforce the idea that all materials need to be handled with appropriate care. I want to encourage a long-lasting respect for substances at home and in the workplace, as well as in the lab. I want students to carry this attitude into their life beyond the chemistry course.
The basic MSDS exercises show students how to access MSDS information on the web and from hard copy sources. The exercises introduce students to the data available in an MSDS. Assignments are based on the premise that laboratory safety involves informed students who practice the safe handling of both hardware and materials. The exercises differ from course to course, but all are aimed at enhancing a student’s awareness of risk, safe practices, protection, and the appropriate information resources available.
Alton J. Banks
Professor of Chemistry, North Carolina State University, Raleigh, NC 27695-8204 (919) 515-8904(voice); (919) 515-2545 (fax)
Alton_Banks@ncsu.edu
This discussion will attempt to address both practical and legal issues that confront science educators, in general, and chemistry teachers, in particular. Liabilities of teaching science, collection of material safety data sheets, preparation and maintenance of chemical inventories, suggestions for stockroom organization, and some practical hints for proper disposal of unwanted or unneeded chemicals will be addressed
Gary Trammell, University of Illinois at Springfield, Springfield, IL 62794-9243. (217) 206-7344. trammell.gary@uis.edu.
In 1995 the Center on Science Literacy of the Illinois State Board of Education published "Guidebook for Science Safety in Illinois: A Safety Manual for Illinois Elementary and Secondary Schools" to provide the foundation for a safe classroom environment for teaching and learning science. Safety is a very important concern in science courses because students are learning new skills, working with unfamiliar equipment in close quarters, and using materials that can pose some degree of hazard. From the perspective of teachers and administrators, the understanding of regulations, best classroom practice, and facilities preparation may not have held a high priority. It was also recognized that the undergraduate training of most teachers left them unprepared to assume the responsibility for their own safety and that of their students. A partnership of high school and post-secondary science leaders along with representatives from Illinois sections of the American Chemical Society prepared a manual covering topics relevant for elementary and secondary science teachers. A state-wide teleconference was held to provide additional information and serve as a forum for teachers to ask questions concerning classroom safety. The manual is accessible online at http://www.isbe.net/secondaryed/Science%20Ed/Guidebook%20Science%20Safety/science%20education.htm or http://makeashorterlink.com/?T24A22D0.
Harry J. Elston, Ph.D.* Editor, Chemical Health & Safety, helston@bigfoot.com
and William C. Penker, Chemical Hygiene Officer, Neillsville High School, Neillsville, WI
The practice of safe science in secondary and post-secondary education is an essential portion of the overall science education process. However, with curriculum restraints, time limitations and lack of funding designated to safety programs in science, chemical health and safety is often overlooked or inadequately taught. Oftentimes local school boards (secondary schools) or departments (post-secondary) choose to use valuable financial resources where they perceive to get a higher "return on investment," while neglecting that safety is fundamental to all physical science and should be integrated into all curricula.
However, acquisition of the resources necessary to teach science safely is not inexpensive. In order to receive the necessary level of funding, educators must (1) convince management bodies that safety is fundamental to science, (2) demonstrate the necessary level of commitment by management and (3) creatively financial resources are available in order to implement safety into the curricula.
While we should all recognize the necessity for management to be totally committed to safety and the practice of safe science, many may find it difficult to convince management of their need to be 100% committed to safety. We will explore creative and persuasive arguments we can use to convince management of that necessity and suggest creative and often underutilized methods for finding the necessary financial resources to fund safety programs.
Safety is an integral part of the work at the Centers for Disease Control and Prevention (CDC). All new employees at CDC are required to take the safety training course "Safety Survival Skills (SSSs)" that teaches them provides basic information about safety in their workplace. There are three SSSs: a general module for all employees; a module for those people working in laboratories; and a module for supervisors. These courses may be taken in two ways: in the classroom or via the CDC web (internal).
The general course for all employees discusses regulatory mandates and responsibilities, health and safety programs and resources at CDC, office safety, hazard communication and MSDSs, workplace violence, emergency response, working in the field, occupational exposure to blood, and reporting on-the-job injuries and illnesses. The laboratory safety course focuses on biological safety, chemical safety, and laboratory hazards. The last course discusses the responsibilities of supervisors for general safety, hazard communication, laboratory safety, medical management, office safety, personal protective equipment, and safety training.
This paper will discuss the two approaches - classroom and the Web - to providing basic safety training to our employees and the development of these courses. In each course actual incidents are presented to bring realism to the employee so that they know that failure to follow safety procedures can result in injury to one's self or others. Also we will describe how we evaluate the effectiveness of these courses in getting the basic information to employees.
Ralph Stuart, CIH, Environmental Safety Manager, University of Vermont, Environmental Safety Facility, 667 Spear St., Burlington, VT 05405, fax: (802)656-5407
rstuart@esf.uvm.edu
No single individual can stay abreast of all the safety issues involved in educating future chemists. Tracking new regulations, changes in safety codes, and the practical information involved in maintaining a safe chemistry laboratory requires many perspectives and sources of advice. The SAFETY e-mail list has been providing such a resource since 1989, with 3000 subscribers and over 100,000 messages in its archives. This presentation will discuss how to best use this resource to learn what you need to know to stay up to date on this critical issue.
Jim Kapin, UC San Diego
jkapin@ucsd.edu
In the business world, effective safety programs are often modeled on quality management programs. This is difficult in an academic setting. In the academic world there is no single "chain of command", there are frequent divisions between academic personnel and staff, and between instruction and research. There is deeply held belief in academic freedom and no clear "bottom line" to use for justification. As a consequence, many colleges and universities are now in the same position as many businesses were 10 - 20 years ago with respect to their safety programs. Few schools colleges and universities follow best safety management practices and even fewer incorporate these practices into the lessons they teach their students.
The model for an academic safety program must be modified to address the unique aspects of campus life. All levels of administration must understand and accept the roles they play in the overall system. The safety office must focus on customer groups and provide a clear, integrated program that outlines expectations and provides appropriate support. Finally, these activities must be extended into all campus activities, including research labs and student instruction. Few campuses have achieved all of these goals, but many have made significant steps in this direction.
Douglas B. Walters, Ph.D., CSP, CCHO; President, KCP, Inc.; 6807 Breezewood Rd; Raleigh, NC 27607; (919) 851-1465
waltersdb@earthlink.net
Ventilation is the first line of defense used to protect workers in chemistry laboratories. This discussion provides insight on the design and operation of laboratory hoods, and specialized ventilated enclosures. Emphasis is on the "Do's and Don't s" for proper control and containment of the potentially hazardous materials present in chemistry laboratories. Included is a discussion of basic hood and ventilation design, where hoods should be located, and how they should be operated to optimize containment.. Routine testing, monitoring and preventive maintenance is discussed. Specialized vented enclosures such as, balance enclosures, microscope enclosures, and enclosures for high-throughput, automated equipment and other equipment is also discussed. The complicated engineering control known as a laboratory chemical hood is discussed in clear, easy-to-understand language so that everyone from the beginner to those familiar with the dynamics of air flow will be enriched from the discussion.
SACHE Project
Department of Chemical Engineering, Wayne State University
Dr. Joseph Louvar, Melanie Rudnik and Tamer Girgis
jlouvar@eng.wayne.edu ai7058@wayne.edu tamerozo@hotmail.com
Safety is a critical issue in the design, operation and maintenance of a chemical plant. Many chemical engineers acquire these responsibilities within industry. In a chemical engineering undergraduate curriculum, however, safety is a scarce topic. Many times, safety oriented courses are offered as electives, which means that many students never really learn about safety as an undergraduate student.
Safety and chemical engineering education (SACHE), a group within the American Institute of Chemical Engineers (AIChE), has been working on integrating safety into undergraduate chemical engineering curricula for some time now. The ultimate goal of the SACHE organization is to create a safety "culture" for our young engineers by adding elements of safety to the undergraduate curriculum. The idea is that if students are exposed to safety in small doses, it will become a part of their inherent thinking when working as a real-life chemical engineer.
One of SACHE's current projects is called "Text For Textbooks." The goal of this project is to design text materials, examples and problems (with solutions) that can be integrated into the existing textbooks used in chemical engineering courses. The four subjects being addressed are heat transfer, design, stoichiometry and kinetics.
Warren W. Kingsley, P.O. Box 8278, Norfolk, VA 23503
WKK29@aol.com
Safety is an attitude. In order to for the student to develop the proper safety attitude he should be involved in the process and aware of the ramifications of unawareness. The student should become familiar with labels and Material Safety Data Sheets, the definitions and descriptions involved in their text. To do this the course will set up situations where the student will develop a material safety data sheet on a chemical by extracting information from the chemical label and various texts such as the Merck Index and the NIOSH Pocket Guide to Chemical Hazards. The student will be asked to do a safety audit of his workplace to determine its adequacy for use of the chemical for which he developed the MSDS.