Chemical Safety Lecture Hierarchy Of Control

CHEMICAL SAFETY LECTURE HIERARCHY OF CONROL The hierarchy of control is a system for prioritizing the most effective methods for controlling hazards in the workplace. It is a widely accepted and used system that is based on the idea that the most effective way to control a hazard is to eliminate it completely. If elimination is not possible, the next best option is to use engineering controls, followed by administrative controls, and finally, personal protective equipment (PPE). 1. Elimination: This is the most effective method of control because it removes the hazard completely. 2. Engineering controls: These are physical changes to the workplace that reduce or eliminate the hazard. 3. Administrative controls: These are policies and procedures that are put in place to reduce the risk of exposure to a hazard 4. Personal protective equipment (PPE): This is the least effective method of control because it does not eliminate the hazard. PPE is used to protect workers from hazards that cannot be eliminated or controlled by other methods. PERSONAL PROTECTIVE EQUIPMENT Personal protective equipment (PPE) is essential for protecting laboratory workers from a variety of hazards, including chemicals, biological agents, and physical hazards. PPE can include items such as gloves, safety glasses, lab coats, and respirators. The type of PPE required for a particular laboratory will depend on the specific hazards present. For example, a laboratory that works with chemicals will require different PPE than a laboratory that works with biological agents. Eye and Face Protection Eye protection is achieved by wearing eyewear specifically designed to reduce the risk of exposure to chemical splashes, laser radiation, and/or flying debris. There are four primary types of eye protection — of which each has its own limitations — including general safety glasses, laser safety glasses, chemical splash goggles and impact goggles. Full face protection is achieved by wearing face shields. Type Use • General safety glasses • • • Laser safety glasses • Must have side shields, or a one-piece lens that wraps around the temple. Are the minimum level of eye protection that must be worn in the laboratory. Selection is based on the laser wavelength and power. Protective properties can be found printed on the eyewear. Are not as effective as laser safety goggles at filtering all light entering the eyes. Type Use • Chemical splash goggles • • • Offer protection from flying debris only. Often have ventilation holes on the sides that render the user susceptible to chemical splashes and dust or small debris. • Required when splashes from chemicals that can cause immediate skin damage are handled (e.g. working with concentrated acids, dispensing liquid nitrogen, sonicating tissue samples, etc.). Impact goggles Face shields Are recommended any time a splash of chemicals or infectious substances could reach the eyes. Can act as impact goggles to prevent flying debris from reaching the eyes. Hand Protection Appropriate selection of gloves is essential to protecting hands. Chemically protective gloves are one of the most important tools to minimize dermal exposures to chemicals in research laboratories. Gloves should only be used under the specific conditions for which they are designed, as no glove is impervious to all chemicals. Type Use Disposable latex (powdered or unpowdered) Light latex, vinyl or nitrile gloves Working with biological hazards (human blood, body fluids, tissues, bloodborne pathogens, specimens) Disposable nitrile (puncture and Working with biological abrasion resistant, hazards and chemical protection from splash splash hazards hazards) Disposable vinyl Working with biological (economical, durable, hazards similar to latex) Light chemical resistant gloves Natural rubber latex (chemical resistant, liquid-proof) Working with small volumes of corrosive liquids, organic solvents, flammable compounds Light to heavy chemical resistant gloves Nitrile (chemical resistant, good puncture, cut and abrasion resistance) Using apparatus under pressure, air or waterreactive chemicals Working with large volumes of organic Butyl (high permeation solvents; small to large resistance to most volumes of dangerous chemicals) solvents, acutely toxic or hazardous materials Heavy chemical Viton® II (high Same as butyl gloves, resistant gloves permeation resistance plus hazardous material to most chemicals) spills Same as butyl and Silver shield (extra Viton® II gloves, added chemical and mechanical protection, mechanical protection) hazardous material spills Terrycloth autoclave (heat resistant) Working with hot liquids and equipment, open flames, water bath, oil bath Cryogen (waterresistant or waterproof, protection against ultra-cold temperatures) Handling cryogenic liquids Wire mesh (cut resistant) Working with live animals and exposed to potential cuts Insulated gloves Wire mesh gloves Body Protection All wet labs require lab coats. For labs, cotton or cotton/poly blends are adequate without posing a fire risk. Nomex coats are necessary when handling pyrophoric, flammable chemicals in quantities greater than 4 liters or when working with flammable liquids and an ignition source, such as a burner. When handling contagious items, barrier coats are required. Barrier coats can be autoclaved by putting them in a pan and adding an additional pan of water to the autoclave. Type Use Traditional (cotton/cottonpolyester blend - protects skin and clothing from dirt, inks, non-hazardous chemicals) General use; chemical, biological, radiation, and physical hazards Working with water or air Flame resistant (e.g. Nomex or reactive chemicals, large other flame-resistant volumes of organic cotton — resists ignition) solvents, and potentially explosive chemicals Barrier (predominantly polyester — offers splash protection, not flame resistant) Working with infectious materials Respiratory Protection Respiratory protective equipment is only used as a "last line of defense," and as a result, requires individual assessment and training by EH&S personnel. Proper fitting and use is key to respirator efficacy, so EH&S requires all individuals who believe one or more of their job tasks require respiratory protective equipment to contact EH&S. Type Use Working with live animals; working with infectious Surgical material in BSL-2+ level masks labs but only protects your sample from you, not the other way around. Working with live animals or infectious materials in BSL-2 level labs with N-95 known airborne respirator transmissible disease s (e.g. tuberculosis, also required for influenza (flu)); dusty environments Working with live animals or infectious materials Half-mask with known airborne respirator transmissible disease; s dusty environments; chemical vapors; particulates Working with live animals or infectious materials Full-face with known airborne respirator transmissible disease; s dusty environments; chemical vapors; particulates • Respirator cartridges P-100: for dust only • Organic Vapor (OV): for fumes of organic solvents only • Acid Gas: vapors of hydrochloric acid, sulfuric acid, etc CHEMICAL SAFETY MANAGEMENT COMMON LABORATORY HAZARDS 1. Chemical hazards Chemicals can be hazardous in a variety of ways, including: o o o o Toxic: Chemicals that can cause harm if ingested, inhaled, or absorbed through the skin. Corrosive: Chemicals that can cause damage to skin or tissue. Flammable: Chemicals that can easily catch fire. Explosive: Chemicals that can explode under certain conditions. 2. Physical hazards* Physical hazards include: o o o o o Electrical hazards: Hazards associated with electricity, such as electrical shock or burns. Mechanical hazards: Hazards associated with moving machinery or equipment, such as cuts or bruises. Thermal hazards: Hazards associated with heat or cold, such as burns or frostbite. Radiation hazards: Hazards associated with exposure to radiation, such as cancer or birth defects. Fire hazards: Hazards associated with situation, substance, or event that has the potential to cause a fire or increase the likelihood of a fire occurring. Identifying hazards 1. Sources of ignition - sources of heat that can become hot enough to ignite materials found at the premises. 2. Source of fuel - anything that burns. 3. Sources of oxygen - which is present in the air around us. 3. Biological hazards Biological hazards include: o o o Infectious agents: Organisms that can cause disease, such as bacteria, viruses, or fungi. Toxins: Substances produced by living organisms that can cause harm if ingested, inhaled, or absorbed through the skin. Allergens: Substances that can cause an allergic reaction in some people. 4. Environmental Hazards are crucial factors to take into account for industries that discharge chemicals that could be hazardous to the environment. These primarily have an impact on the aquatic ecosystem. o o o The amount of a chemical that is absorbed by and dispersed throughout an organism is known as its bioavailability. The cumulative effect of an agent's uptake, transformation, and removal by an organism as a result of all routes of exposure is known as bioaccumulation. Intake, modification, and removal of a material by an organism as a result of exposure to aquatic contaminants result in bioconcentration. Laboratory Safety Precautions To protect yourself from laboratory hazards, it is important to follow these safety precautions: a. Wear appropriate personal protective equipment (PPE), such as gloves, safety glasses, and lab coats. b. Handle chemicals with care. Read and understand the Material Safety Data Sheet (MSDS) for each chemical before using it. c. Never mix chemicals unless you are specifically instructed to do so. d. Dispose of chemicals properly. Follow the instructions on the MSDS for disposing of each chemical. e. Keep the laboratory clean and organized. Clean up spills immediately and put away equipment when you are finished using it. f. Report any accidents or injuries immediately. Additional Safety Tips ▪ ▪ ▪ ▪ Be aware of your surroundings. Pay attention to the location of emergency exits, fire extinguishers, and first aid kits. Never work alone in the laboratory. Always have someone else with you in case of an emergency. Follow all safety procedure. Do not take shortcuts or ignore safety rules. Stay alert and focused*. Do not work in the laboratory if you are tired or distracted. By following these safety precautions, you can help to prevent accidents and injuries in the laboratory. PRINCIPLES OF GREEN CHEMISTRY 1: Waste Prevention The environmental factor, or E factor for short, was designed as a metric to assess how much waste a process generated. 2: Atom Economy Atom economy refers to how many atoms from the initial substance are still present in the useful products after a chemical reaction. 3: Less Hazardous Chemical Synthesis The best case scenario is for any compounds we develop to not be harmful to people's health. 4: Designing Safer Chemicals The design of safer chemical targets necessitates an understanding of how chemicals behave in both the environment and human bodies. 5: Safer Solvents & Auxiliaries In most processes, solvents may be unavoidable, but they should be selected to minimize the energy required for the reaction, have low toxicity, and, if possible, be recyclable. 6: Design for Energy Efficiency Green chemistry discourages the use of energy-intensive procedures. When it is attainable, it is preferable to carry out chemical reactions at room temperature and pressure in order to reduce the amount of energy required to produce a chemical product. 7: Use of Renewable Feedstocks The concept primarily focuses on petrochemicals, which are compounds made from crude oil. These are non-renewable and potentially dwindling starting materials for a variety of chemical reactions. 8: Reduce Derivatives Protecting groups are frequently utilized in chemical synthesis because they are capable of preventing some sections of a molecule's structure from changing during a reaction while enabling other parts of the structure to undergo changes. 9: Catalysis Catalyst usage can facilitate reactions with greater atom economy. Chemical reactions do not consume catalysts directly, therefore they can be recycled numerous times and do not add to trash. 10: Design for Degradation Chemicals should ideally be created in a way that, after serving their purpose, they decompose into harmless components with little detrimental environmental effects. 11: Real Time Pollution Prevention In order to avoid the release of harmful and polluting compounds as a result of problems or unanticipated reactions, it is important to monitor chemical reactions as they take place. 12: Safer Chemistry for Accident Prevention There is always some risk involved when working with chemicals. The risk can be reduced, though, if hazards are properly controlled. This principle logically connects to a lot of the other principles that talk about potentially harmful goods or chemicals. . INVENTORY OF CHEMICALS ▪ ▪ ▪ ▪ ▪ Encourages the efficient use of chemicals by making it feasible to quickly ascertain which ones are on hand. When a chemical is available, it saves time and money to prevent having to buy new supplies. Can be used to generate a breakdown of the different chemical kinds stored and potential risks. The locations of the materials can be easily found for a vast storage area. Assists in ensuring regulatory compliance QUESTIONS 1. A. B. C. D. Which of the following is an example of substitution in a laboratory? Using a less toxic chemical in place of a more toxic chemical Using a fume hood to protect against hazardous fumes Wearing gloves to protect against skin contact with chemicals Washing your hands after handling chemicals 2. A. B. C. D. Which of the following is an example of an administrative control in a laboratory? Using a fume hood to protect against hazardous fumes Wearing gloves to protect against skin contact with chemicals Washing your hands after handling chemicals Posting safety signs and labels 3. A. B. C. D. Which of the following is the most important principle of laboratory safety? Substitution Elimination PPE Administrative controls 4. A. B. C. D. What type of gloves should you wear when working with chemicals? Latex gloves Nitrile gloves Vinyl gloves Rubber gloves 5. A. B. C. D. What is the best way to protect yourself from chemical spills? Wear a lab coat. Wear gloves. Wear safety glasses. All of the above. 6. A. B. C. D. What is the best way to protect yourself from chemical fumes? Wear a respirator. Work in a well-ventilated area. Both A and B. None of the above. 7. A. B. C. D. What is the best way to protect yourself from chemical splashes? Wear a face shield. Wear goggles. Both A and B. None of the above. 8. A. B. C. D. What should you do if you feel dizzy or lightheaded in a chemical laboratory? Sit down and rest. Get some fresh air. Drink a glass of water. All of the above. 9. A. B. C. D. What should you do if you break a glass beaker in a chemical laboratory? Pick up the broken glass with your hands. Use a broom and dustpan to sweep up the broken glass. Use a dustpan and brush to sweep up the broken glass. Use a wet mop to clean up the broken glass. 10. What should you do if you smell a chemical fume in a chemical laboratory? A. Alert the nearest person. B. Leave the area immediately. C. Both A and B. D. None of the above. 11. Which of the following is a physical hazard in a chemical laboratory? A. Toxic chemicals B. Flammable liquids C. Corrosive substances D. Biohazardous materials 12. Which of the following is a chemical hazard in a chemical laboratory? A. Slipping on a wet floor B. Exposure to loud noise C. Contact with an electrical outlet D. Inhalation of toxic fumes 13. Which of the following is an environmental hazard in a chemical laboratory? A. Cuts from broken glass B. Burns from chemical spills C. Contamination of water sources D. Electric shock from faulty equipment 14. Which of the following is an example of a physical hazard in a chemical laboratory? A. Chemical spills B. Biohazardous materials C. Electrical shock D. Loud noise 15. Which of the following is an example of a chemical hazard in a chemical laboratory? A. Slipping on a wet floor B. Cuts from broken glass C. Exposure to toxic fumes D. Prolonged standing or sitting 16. Which of the following is a principle of green chemistry? A. Use of renewable feedstocks B. Use of toxic chemicals C. Generation of hazardous waste D. Use of non-renewable energy sources 17. Which of the following is a green chemistry principle? A. Use of non-renewable energy sources B. Use of renewable energy sources C. Generation of hazardous waste D. Use of toxic chemicals 18. What is the purpose of an inventory of chemicals? A. To track the quantity of chemicals on hand B. To identify the location of chemicals C. To ensure that chemicals are properly stored D. All of the above 19. How often should an inventory of chemicals be updated? A. Daily B. Weekly C. Monthly D. Annually 20. What is the purpose of a fire extinguisher? A. To put out a fire B. To prevent a fire from starting C. To control a fire D. To extinguish a fire 21. What is the difference between a fire extinguisher and a fire sprinkler? A. A fire extinguisher is used to put out a fire, while a fire sprinkler is used to prevent a fire from starting. B. A fire extinguisher is a portable device, while a fire sprinkler is a fixed device. C. A fire extinguisher is used by a person, while a fire sprinkler is activated automatically. D. All of the above. 22. What is the proper way to use a fire extinguisher? A. Pull the pin, aim at the base of the fire,squeeze the handle and sweep. B. Pull the pin, aim at the top of the fire, and squeeze the handle. C. Pull the pin, aim at the middle of the fire, and squeeze the handle. D. Pull the pin, aim at the side of the fire, and squeeze the handle. 23. What are the different types of fire extinguisher ratings? A. Class A, Class B, and Class C B. Class A, Class B, Class C, and Class D C. Class A, Class B, and Class D D. Class A, Class C, and Class D 24. What is the difference between a fire extinguisher and a fire blanket? A. A fire extinguisher is used to put out a fire, while a fire blanket is used to smother a fire. B. A fire extinguisher is a portable device, while a fire blanket is a fixed device. C. A fire extinguisher is used by a person, while a fire blanket is used by a team of people. D. All of the above. 25. What is the difference between a fire extinguisher and a fire alarm? A. A fire extinguisher is used to put out a fire, while a fire alarm is used to warn people of a fire. B. A fire extinguisher is a portable device, while a fire alarm is a fixed device. C. A fire extinguisher is used by a person, while a fire alarm is activated automatically. D. All of the above.