This document provides an overview of chemical safety concepts and procedures. It discusses four key components of a chemical safety education module: safe chemical concepts, safe use and storage of chemicals, hazardous waste handling, and emergency procedures. It outlines important regulations and covers topics like toxicity, hazards, personal protective equipment, WHMIS labeling, safety data sheets, health hazards, exposure routes, and controlling exposure. The document emphasizes following proper protocols, using safety equipment like fume hoods correctly, and the importance of personal protective equipment for working safely with chemicals in a laboratory environment.
Chemical safety at laboratories & Chemical industriesNikesh Banwade
Presentation on Chemical Safety at Laboratory and Chemical Industries.The PPT includes
OHSA’s Haz-Com Standard, Chemical Labels and Identification, Chemical Procurement, Chemical Storage, Chemical Transporting and Emergency Response Procedure.
Confined Space Presentation University of Technology,MauritiusTarun Kumar Cheddy
Presentation for Industrial Toxicology Module
Confined Space Presentation University of Technology,Mauritius
Message me if u want me to send u the power point
A 2000+ slide PowerPoint presentation from www.sciencepowerpoint.com becomes the roadmap for an amazing learning experience. Complete with homework package, built-in activities with directions, built-in quizzes, unit notes, follow along worksheets, answer keys, video links, review games, rubrics, and much more.
Also included are directions on how create a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals and will only take you a few minutes to create.
This is a great introductory unit that covers science topics associated with Lab Safety, Magnification, Base Units of the Metric System, Scientific Method, Inferences, and Observation Skills (See list below for more topics covered). This unit includes an interactive and engaging PowerPoint Presentation of 2000 slides with built in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments (Quiz Wiz), and challenge questions with answers.
Text is in large print (32 font) and is placed at the top of each slide so it can seen and read from all angles of a classroom. A shade technique, as well as color coded text helps to increase student focus and allows teacher to control pace of the lessons. Also included is a 10 page assessment / bundled homework that chronologically follows the slideshow for nightly homework and end of the unit assessment, as well as a 9 page modified assessment. 14 pages of class notes with images are also included for students who require modifications, as well as answer keys to both of the assessments for support professionals, teachers, and home school parents. Several video links are provided and a slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes. One PowerPoint review game (125+ slides)is included. Answers to the PowerPoint review game are provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating of 5 (Ten is most difficult)
Thank you for time and if you have any questions please feel free to contact me at www.sciencepowerpoint@gmail.com. Best wishes.
Teaching Duration = 4+ Weeks
Sincerely,
Ryan Murphy M.Ed
Science PowerPoints
Chemical safety at laboratories & Chemical industriesNikesh Banwade
Presentation on Chemical Safety at Laboratory and Chemical Industries.The PPT includes
OHSA’s Haz-Com Standard, Chemical Labels and Identification, Chemical Procurement, Chemical Storage, Chemical Transporting and Emergency Response Procedure.
Confined Space Presentation University of Technology,MauritiusTarun Kumar Cheddy
Presentation for Industrial Toxicology Module
Confined Space Presentation University of Technology,Mauritius
Message me if u want me to send u the power point
A 2000+ slide PowerPoint presentation from www.sciencepowerpoint.com becomes the roadmap for an amazing learning experience. Complete with homework package, built-in activities with directions, built-in quizzes, unit notes, follow along worksheets, answer keys, video links, review games, rubrics, and much more.
Also included are directions on how create a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals and will only take you a few minutes to create.
This is a great introductory unit that covers science topics associated with Lab Safety, Magnification, Base Units of the Metric System, Scientific Method, Inferences, and Observation Skills (See list below for more topics covered). This unit includes an interactive and engaging PowerPoint Presentation of 2000 slides with built in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments (Quiz Wiz), and challenge questions with answers.
Text is in large print (32 font) and is placed at the top of each slide so it can seen and read from all angles of a classroom. A shade technique, as well as color coded text helps to increase student focus and allows teacher to control pace of the lessons. Also included is a 10 page assessment / bundled homework that chronologically follows the slideshow for nightly homework and end of the unit assessment, as well as a 9 page modified assessment. 14 pages of class notes with images are also included for students who require modifications, as well as answer keys to both of the assessments for support professionals, teachers, and home school parents. Several video links are provided and a slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes. One PowerPoint review game (125+ slides)is included. Answers to the PowerPoint review game are provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating of 5 (Ten is most difficult)
Thank you for time and if you have any questions please feel free to contact me at www.sciencepowerpoint@gmail.com. Best wishes.
Teaching Duration = 4+ Weeks
Sincerely,
Ryan Murphy M.Ed
Science PowerPoints
Chemical Safety Guidelines with hazard and risk controlsDecentN
This course briefly covers chemical hazard and risk associated with appropriate safety controls. This presentation also cover chemical labeling and classification as per GHS system.
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
Richard's aventures in two entangled wonderlandsRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
What is greenhouse gasses and how many gasses are there to affect the Earth.moosaasad1975
What are greenhouse gasses how they affect the earth and its environment what is the future of the environment and earth how the weather and the climate effects.
Comparing Evolved Extractive Text Summary Scores of Bidirectional Encoder Rep...University of Maribor
Slides from:
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Track: Artificial Intelligence
https://www.etran.rs/2024/en/home-english/
This presentation explores a brief idea about the structural and functional attributes of nucleotides, the structure and function of genetic materials along with the impact of UV rays and pH upon them.
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
Observation of Io’s Resurfacing via Plume Deposition Using Ground-based Adapt...Sérgio Sacani
Since volcanic activity was first discovered on Io from Voyager images in 1979, changes
on Io’s surface have been monitored from both spacecraft and ground-based telescopes.
Here, we present the highest spatial resolution images of Io ever obtained from a groundbased telescope. These images, acquired by the SHARK-VIS instrument on the Large
Binocular Telescope, show evidence of a major resurfacing event on Io’s trailing hemisphere. When compared to the most recent spacecraft images, the SHARK-VIS images
show that a plume deposit from a powerful eruption at Pillan Patera has covered part
of the long-lived Pele plume deposit. Although this type of resurfacing event may be common on Io, few have been detected due to the rarity of spacecraft visits and the previously low spatial resolution available from Earth-based telescopes. The SHARK-VIS instrument ushers in a new era of high resolution imaging of Io’s surface using adaptive
optics at visible wavelengths.
THE IMPORTANCE OF MARTIAN ATMOSPHERE SAMPLE RETURN.Sérgio Sacani
The return of a sample of near-surface atmosphere from Mars would facilitate answers to several first-order science questions surrounding the formation and evolution of the planet. One of the important aspects of terrestrial planet formation in general is the role that primary atmospheres played in influencing the chemistry and structure of the planets and their antecedents. Studies of the martian atmosphere can be used to investigate the role of a primary atmosphere in its history. Atmosphere samples would also inform our understanding of the near-surface chemistry of the planet, and ultimately the prospects for life. High-precision isotopic analyses of constituent gases are needed to address these questions, requiring that the analyses are made on returned samples rather than in situ.
Deep Behavioral Phenotyping in Systems Neuroscience for Functional Atlasing a...Ana Luísa Pinho
Functional Magnetic Resonance Imaging (fMRI) provides means to characterize brain activations in response to behavior. However, cognitive neuroscience has been limited to group-level effects referring to the performance of specific tasks. To obtain the functional profile of elementary cognitive mechanisms, the combination of brain responses to many tasks is required. Yet, to date, both structural atlases and parcellation-based activations do not fully account for cognitive function and still present several limitations. Further, they do not adapt overall to individual characteristics. In this talk, I will give an account of deep-behavioral phenotyping strategies, namely data-driven methods in large task-fMRI datasets, to optimize functional brain-data collection and improve inference of effects-of-interest related to mental processes. Key to this approach is the employment of fast multi-functional paradigms rich on features that can be well parametrized and, consequently, facilitate the creation of psycho-physiological constructs to be modelled with imaging data. Particular emphasis will be given to music stimuli when studying high-order cognitive mechanisms, due to their ecological nature and quality to enable complex behavior compounded by discrete entities. I will also discuss how deep-behavioral phenotyping and individualized models applied to neuroimaging data can better account for the subject-specific organization of domain-general cognitive systems in the human brain. Finally, the accumulation of functional brain signatures brings the possibility to clarify relationships among tasks and create a univocal link between brain systems and mental functions through: (1) the development of ontologies proposing an organization of cognitive processes; and (2) brain-network taxonomies describing functional specialization. To this end, tools to improve commensurability in cognitive science are necessary, such as public repositories, ontology-based platforms and automated meta-analysis tools. I will thus discuss some brain-atlasing resources currently under development, and their applicability in cognitive as well as clinical neuroscience.
2. Working Safely With Chemicals
Lawson Health Research Institute’s
Chemical Safety Education Module
3. Program Components
1. Safe Chemical Concepts
2. Safe Use and Storage of Chemicals
3. Hazardous Waste
4. Emergency Procedures
4. Important Regulations for
Chemical Safety
Occupational Health and Safety Act – Part IV (Toxic Substances), sections 34 to 42;
Ontario Regulation 67/93 - Health Care, sections 98 to 117 (Flammable Liquids,
Material Handling & Housekeeping and Waste);
Ontario Regulation 833 – Control of Exposure to Biological or Chemical Agents;
Ontario Regulation 860 – Workplace Hazardous Materials Information System;
Ontario Regulation 350/06 – Building Code; and
NFPA 45 – Standard Fire Protection for Laboratories Using Chemicals.
6. Toxicity Toxicity is a measure of the poisoning strength of a chemical; weakly
toxic chemicals require large doses to cause poisoning & strongly toxic chemicals
only need small doses to cause poisoning.
• With proper handling, even highly toxic chemicals can be used safely.
Hazard any real or potential condition, practice, behavior, act or thing that can
cause injury, illness or death or damage to or loss of equipment, property or the
environment.
• Less toxic chemicals can be extremely hazardous if handled improperly.
Safe Chemical Concepts
7. Chemical Realities
Exposures to toxic agents in the laboratory
can have severe consequences, including
death.
These injuries can occur in any laboratory
where toxic chemicals are handled.
All chemical injuries are preventable.
If laboratory workers use the proper equipment & PPE, if
they use the correct analytical techniques and if they have
adequate chemical knowledge and training, chemical
exposures will not occur.
8. Best Practice Methodology
• Keep lab worker’s exposure to chemicals below the regulatory levels (O.Reg
833);
• Substitute, eliminate or isolate hazardous chemicals where possible;
• Designate a person to manage chemical safety in your lab; ALWAYS ask your
supervisor or senior lab technician for help when you are unsure about how to
use a chemical or conduct a procedure or protocol!
• Train / inform workers (on high risk chemicals as well as general laboratory
etiquette);
• Label ALL chemical containers, even decanted ones (WHMIS 2015); and
• Keep all SDS’s up to date.
9. Lab Attire and Safety in Labs
The basic required Personal Protective
Equipment (PPE) for working in the lab:
Lab Coat
Full length pants
Closed toe shoes
Safety eyewear
Gloves appropriate for the work being conducted
Ensure long hair is tied up and back in such a
way as to avoid it falling into your experiment.
Review the chemical SDS to get more
information about additional PPE that may be
required.
NO FOOD OR DRINKS IN THE LABS!!!
10. Lab Attire and Safety in Labs
Food, drinks and personal items are not allowed in lab areas and
containment zones.
Food and/or drinks provide the opportunity to accidentally ingest chemicals and
biologicals that you or others in the lab may be working with.
Personal items, such as cell phones, provide the opportunity for them to
become contaminated and you can bring this contamination home with you.
Use designated food and drink areas within your area to store, eat and drink
your food and drinks.
Do not store your food inside fridges and freezers that are used to store cells,
cultures, chemicals, pharmaceuticals, etc. Use a designated lunch room fridge.
11. Working with Chemicals Safely
Know the Hazards;
Read the SDS;
Use effective labelling (WHMIS 2015);
Know your EMERGENCY RESPONSE PROCEDURES;
Use the PPE listed on the SDS, or perform a hazard analysis to determine the
best PPE for your procedure;
Know the most effective First Aid procedures; and
Understand ACUTE vs. CHRONIC effects.
15. WHMIS Workplace Label Example
Additional Information:
A fold-out or accordion style label is allowed if there is not enough space on the
product to provide a label that meets the legibility requirements of the Hazardous
Products Regulations.
Note that:
the required pictogram(s), signal word and hazard statement(s) must be grouped
together on the label,
the label must be clearly and prominently displayed on a surface that is visible
under normal conditions of use, and
the label must, under normal conditions of transport and use, remain affixed to,
printed or written on, or attached to the product or its container and remain
legible.
16. WHMIS Workplace Label Example
Exceptions/Exemptions:
100 mL or less – Exempt only from requirement to have precautionary or hazard
statements on the label.
3mL or less – Where the label will interfere with normal use of the product, the
product would be required to have a label that is durable and legible for transport
and storage, but may be removable for when you need to use the container.
17. Safety Data Sheet (SDS)
Always be familiar with the hazards of a product before you start using it. You
should look at an SDS, and match the name of the product on the container to the
one on the SDS. Know the hazards, understand safe handling and storage
instructions, as well as understand what to do in an emergency.
The SDS has four main purposes. It provides information on:
a. Identification: of the product and supplier.
b. Hazards: physical (eg. fire and reactivity) and health hazards.
c. Prevention: steps you can take to work safely, reduce or prevent exposure, or in
an emergency.
d. Response: appropriate responses in various situations (e.g., first-aid, fire,
accidental release).
18. Safety Data Sheet (SDS)
SDS’s contain very important information on chemicals that you may use in the lab.
Below are the headings contained within an SDS:
1. Identification – Product identifier / Product Name
2. Hazard Identification – Class of hazard, category or subcategory
3. Composition / Information on Ingredients
4. First Aid Measures
5. Fire-fighting Measures
6. Accidental Release Measures
7. Handling and Storage
8. Exposure Controls / Personal Protection
9. Physical and Chemical Properties
10. Stability and Reactivity
11. Toxicological Information
19. Safety Data Sheet (SDS)
Other information that may be contained in SDS’s, but are not mandatory under
Canadian Regulations:
12. Ecological Information
13. Disposal Consideration
14. Transport Information
15. Regulatory Information
16. Other Information.
20. Health Hazards
Carcinogen - causes or is suspected to cause cancer
Toxic Agent - poisonous; causes acute or chronic effects
Reproductive Toxin - could have harmful effect on male or female reproductive
system or on developing fetus
Irritant - can cause inflammation of skin or eyes
Corrosive - cause irreversible damage to living tissue
Sensitizer - cause exposed persons to develop allergies to the substance
Organ-specific agents - hazardous to specific organs in body (e.g., lungs, liver,
blood, kidneys, nervous system)
21. Routes of Entry
Routes of entry will determine the required PPE that is
necessary to keep you safe.
22. Exposure to Hazards
Dose – the amount of a chemical or agent that
actually enters the body. The actual dose that a
person receives depends on the concentration,
frequency and duration of the exposure:
In general, the greater the dose, the more
severe the health effects
Individual variability – not all people exhibit the
same signs and symptoms (especially to chronic
effects)
23. Exposure to Hazards
Acute effect (acute exposure)
• occurs rapidly following brief exposure
(e.g., acid burn)
Chronic effect (chronic exposure)
• develops/recurs slowly, over long
periods following repeated, long-term,
low-level exposure (e.g., benzidine
linked to bladder cancer, mesothelioma
caused by asbestos exposure)
26. Safe Use of Chemicals
Personal Protective Equipment (PPE):
The PPE that you require should be detailed in the lab Standard Operating
Procedures for that particular experiment or procedure. Remember that PPE is
your last line of defense!
Remember the basics of PPE:
Lab coat, full length pants, closed toe shoes, safety eyewear and gloves.
If you don’t wear a lab coat, you may take chemicals or agents home on your
clothing.
If it is listed on the SDS, the Ministry of Labour expects you to use it!
Chemical goggles vs. Glasses
Face Shield
Chemical Apron
Nitrile vs Urethane gloves
Fire Retardant Clothing
CSA Approved Clothing
27. Safe Use of Chemicals
Laboratory Safety Equipment:
Fume Hoods
• Fume Hoods are ventilated enclosures that protect you from being exposed to
chemical fumes, gases and aerosols generated within the hood.
• Room air drawn into the hood is vented out the stack to outside.
Use:
• Hood should always be ON. Ensure it is functioning by closing the sash almost
completely and put a tissue at the opening. The tissue should be drawn into
the hood.
• If equipped, test that the air flow alarm is functioning by opening the sash
completely. After a few moments, the alarm should sound. OR use the test
button if the fume hood is equipped with one.
• Lower sash to marked (working level) position – at 6 to 12 inches (15 – 30cm).
29. Fume Hoods
Do not use fume hoods
as storage areas.
This increases the risk
of violent reactions and
is poor lab practice.
Ensure once you have
finished using the hood,
chemicals should be
returned to their proper
storage area.
30. Fume Hoods vs
Biological Safety
Cabinets
They may look very similar, however they should never be
used inappropriately for items they were not intended for.
Fume Hood
Used for chemicals only
NO BIOLOGICALS
Biological Safety Cabinet
Used for work with cells,
cultures, & biological agents.
NO VOLATILE CHEMICALS
31. Fume Hoods & Biological
Safety Cabinets
Fume Hoods and Biological Safety Cabinets are inspected
yearly to ensure they work within the required parameters.
Inspections:
Annually
Tested for adequate flow
Results are labeled on the hood and indicate next inspection date
Safe sash level marked with a sticker
Never use an unsafe fume hood and report issues to your
supervisor
32. Avoid Turbulence caused by:
• Rapid hand movements in / out of the
hood;
• Obstructions at airfoil; and
• Persons walking by creating
disturbances.
Limit sash area:
• Performance improves as sash
opening decreases; and
• Keep at or below the “safe” sash level
(below 12” or 30cm).
Fume Hoods & Biological
Safety Cabinets
33. Safe Chemical Storage
Reduces risk of:
Accidents
Spills
Fire
Explosions
Do Not Store Chemicals like this
Proper Way to Store Chemicals
34. Safe Chemical Storage
General Considerations:
Dry Chemicals and Liquids
Storage Groups vs Alphabetical
Storage Locations
Flammable Liquids
Corrosive Materials
Reactive Chemicals (Oxidizers and Reducers)
Cryogenics
Compressed Gases
35. Safe Chemical Storage:
General Considerations
Liquid and solid chemicals must NEVER be stored together.
Organic and inorganic chemicals must NEVER be stored together.
Know your Chemical Incompatibilities.
Store dry chemicals together (separating the organic and inorganic).
NEVER store chemicals alphabetically (unless they are compatible).
36. Safe Chemical Storage: General
Considerations
Chemicals that are liquid or highly toxic must
be stored no higher than the chest height
of the shortest person in the lab.
Every high-risk chemical and agent in the
laboratory needs to have its own training
program and documentation. This includes
dates and signatures of who provided the
training, who the training was provided to, and
when (date).
37. Safe Chemical Storage: General
Considerations
If other chemicals do need to be stored on
higher shelves, ensure a proper stool is used
to access and return the chemical container.
A proper stool is one that has 4 feet and
rubber shoes, and also has a handle to grab
onto when you are on the steps.
Ensure containers are capped, and are fully
on the shelves (not hanging over the edge of
the shelf).
If you are unsure of where to find
a stool, ask your supervisor or
senior lab tech!
38. Flammable Liquids
Store flammable liquids in an approved
storage cabinet (per NFPA 45).
Handle only in fume hood or outside the fume
hood using approved methods.
Store away from oxidizers / peroxides.
39. Corrosive Materials
Store corrosive liquids in corrosive (ULC)
cabinets only (do not store under a sink or
over-head).
Store incompatible liquids using time and
distance in secondary spill containment.
Always add the corrosive material to water
(acid to water rule) while stirring as heat is
usually generated.
Wear your PPE as needed. Did you read the
SDS?
40. Corrosive Materials:
Special Consideration
Glacial Acetic Acid
If storing Glacial Acetic Acid, it must be kept in
a ULC approved flammable cabinet.
It must be kept segregated from xylene and its
isomers (incompatible).
Care must be used when stored in metal cabinets (flammable cabinets) due to
corrosive vapors – It can eventually degrade the metal shelves.
Glacial Acetic Acid will solidify if stored in a fridge below 16°C.
41. Reactives: Oxidizers & Reducers
Oxidizers are chemicals that react with other
substances leaving them electron-deficient; can result
in fire or explosion (rapid oxidation).
Oxidizers supply oxygen to a fire. This is why they
should never be stored with flammables.
Reducers are elements or compounds in an oxidation-
reduction (redox) reaction that donate an electron to
another species.
Because the reducing agent is losing electrons, we
say it has been oxidized.
42. Other Reactive Chemicals
Water-Reactive are chemicals that react with water, water vapor, or moist air.
Produces a flammable or toxic gas (hydrogen, phosgene).
Pyrophorics are chemicals that ignite on contact with air.
Flames may often be invisible (white phosphorus).
Common Water Reactive Chemicals
• Sodium
• Potassium
• Lithium Metals
• Aluminum Alkyls
Common Pyrophoric Chemicals
• Grignard reagents
• Organozincs
• Aluminum Alkyls
• Metal Cabonyls
43. Other Reactive Chemicals
Organic Peroxides:
An organic peroxide is any organic (carbon-containing) compound having two
oxygen atoms joined together (-O-O-).
This chemical group is called a "peroxy" group.
Organic peroxides are severe fire and explosion hazards.
They can auto-decompose and can also be shock-sensitive (time or temperature).
Extra care and consideration must be made for the proper storage of these
chemicals as well as special attention to expiry dates.
44. Storage of Reactives
Segregate (store separately):
Oxidizing agents from reducing agents and all organic compounds;
Reducing agents from readily reducible substances;
Pyrophoric compounds from flammables;
Perchloric acid from reducing agents and organics;
45. Storage of Reactives
Segregate (store separately):
Water from water-reactive chemicals;
Segregate Sodium/Phosphorus & aqueous material [fire danger];
Segregate Acid with Cyanide compounds [toxic gas release]; and
Segregate Chlorine & Ammonia [toxic chloramines release].
Finally, store thermally unstable materials in an approved refrigerator.
46. Chemicals Requiring Special
Attention, Handling and Training
Any chemical that poses a greater danger (reactive, highly toxic, carcinogenic,
mutagen, etc.) must have a separate training program that is documented with
dates, who provided the training, and signature of trainee.
The program must include:
i. Basic Chemical Hazards (Material Knowledge);
ii. Storage;
iii. Material and Waste Handling;
iv. Movement Through the Hospital;
v. Engineering Controls & PPE;
vi. Emergency Response; and
vii. Reference to the MSDS.
47. Cryogenics
Cold vapors can instantly freeze and damage
human tissue [Ar (-186°C), O2 (-173°C), N2 (-
196°C)].
Cryogenic liquids create large volumes of gas that
can displace breathable oxygen.
Materials can be embrittled.
Boiling / splashing occurs when charging or filling a
warm container.
Wear face shields, loose fitting, dry leather or
cryogenic gloves and long pants during all transfers.
48. Compressed Gases
Chain or strap cylinders to a wall or use a cylinder holder.
Always use a cart & safety chain when transporting
cylinders.
Store flammable gas lectern bottles in vented flammable
storage cabinet.
Keep non-compatible gases separate [O2 and CH4].
Store multiple cylinders by “nesting” (see next slide).
No more than 3 flammable, oxygen or hazardous gas
cylinders per lab (Best Practice).
49. Compressed Gas Cylinder
Storage
X X
A X X
A
Nested Cylinders
Aligned Cylinders
Cylinders have 2 points of contact Cylinders have 3 points of contact
• Nested cylinders are more stable
• If cylinder “A” was removed from each group, how stable are the “X”
cylinders?
51. Hazardous Waste Management
Waste disposal is very costly.
Reduce waste by:
i. Buying as little of a chemical as you need;
ii. Make up only as much working solutions as you need;
iii. Keep all wastes correctly segregated (i.e.: mixing halogenated solvents in with
regular solvents increases the disposal cost);
iv. Completely empty reagent bottles; and
v. Keep biological waste separate from chemical.
52. Reducing the Waste
Recycle where possible.
Share with other labs (before you buy
chemicals).
Use all the chemicals in a container before
new ones are opened.
Write the date on the Supplier Label of
chemicals with known shelf life.
Opened May 1, 2020.
Dispose of no later
than Nov. 1, 2020.
53. Chemical Waste Management
Correctly label your waste (unknowns will be rejected from the disposal company).
Use workplace labels on the waste container.
Dispose of waste often from the lab (don’t hold it).
Most non-WHMIS-controlled salts (sodium chloride, sodium sulphate, sodium
carbonate) can be disposed of in regular garbage providing they are not
contaminated (read the SDS).
Follow correct waste disposal methods (paperwork / inventory / tracking / labelling).
54. Empty Reagent Bottles
Non-toxic volatile organic bottles (ex. acetone,
alcohol) can be dried in a fume hood with the
lid removed. Once the liquid has completely
evaporated, it can be placed in the garbage.
Empty containers from toxic, reactive,
corrosive or flammable chemicals must be
sent out as waste.
If reusing reagent bottles, only use acid
bottles for waste acid, flammable bottles for
flammable waste, on so on. Failure can
result in a violent reaction. Ensure waste
containers are labelled accordingly.
56. Chemical Spill Classification
There are 2 types of spills you need to be aware of:
1) Spills that are WITHIN your control;
2) Spills that are NOT WITHIN your control
In both cases, ensure you:
Notify other personnel within the lab about the spill (call out: SPILL, SPILL)
Remain calm
Ask for assistance from colleagues/lab personnel if needed
Notify your supervisor or senior lab technician about the spill
Locate the SDS for the spilled material, if it is safe to do so (this will assist
you with the WITHIN your control spill response. If it is NOT WITHIN your
control, you can pass off the SDS to emergency responders on the CODE
BROWN team).
57. Chemical Spill Classification
Spills WITHIN your control
A spill that you can safely clean up yourself based on training, experience and
knowledge of the materials involved.
Ask for assistance from colleagues when needed.
Consider your knowledge of the material and the training you’ve received on it.
Consider the quantity and hazards of the spilled material (look up the SDS!).
Notify your senior lab technician and supervisor when possible and safe to do so.
Ensure you notify everyone else in the lab that a spill has occurred, and secure the
area so that no one accidentally comes in contact with the spilled material.
58. Chemical Spill Classification
Spills NOT WITHIN your control
A spill that you can not safely clean up yourself and requires the attention of
Trained Specialists.
Notify everyone in the lab and evacuate if necessary.
You must initiate a CODE BROWN by calling x55555 on any hospital phone.
Notify your supervisor as soon as you can however your first priority is to notify
everyone in the lab and initiate a CODE BROWN to get a response from the
CODE BROWN team.
More information about CODE BROWN will be covered in hospital Emergency
Code learning module.
59. Chemical Spill Classification
Spills NOT within your control
An acronym to remember for a spill NOT WITHIN your control is: S.P.I.L.L.
S - Safely evacuate everyone from the immediate area
P - Prevent any further injuries, damage to property or environment and the spread
of fumes
I - Initiate notification to the Emergency Response Team, from a safe location by
calling x55555 and state CODE BROWN
L - Leave electrical equipment; do not turn switches on or off
L - Locate the "Safety Data Sheet (SDS)" of the spilled substance(s)
60. Remember, in the event of a spill:
Keep yourself and others safe (safe location away from the spill and vapors that
may be emitted).
Where needed, provide first aid (in a safe location), only if you are trained.
Prevent the spread of fumes by closing doors and windows (if possible).
Provide the location, size and make-up of the spill when calling x55555.
Assist the Spill Response team as needed (with more information, or by keeping
people out of the area where the spill occurred).
61. You have now completed this education module.
Please complete the Chemical Management Safety Quiz.
Editor's Notes
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