Science: Lab Safety Rules, MSDS Sheets, and Emergency Procedures
Using safety rules, chemical safety information, and emergency response steps
Science: Lab Safety Rules, MSDS Sheets, and Emergency Procedures
Using safety rules, chemical safety information, and emergency response steps
Science - Grade 9-12
- 1
Before beginning a chemistry lab, a student notices that their safety goggles are scratched and do not fit tightly. What should the student do before handling any materials?
Think about whether damaged safety equipment can still do its job.
The student should tell the teacher and get properly fitting goggles before handling any materials. Eye protection must fit correctly to protect against splashes, fumes, and flying particles. - 2
A bottle of hydrochloric acid has a label showing the pictogram for corrosion. What does this hazard warning mean, and what personal protective equipment should be used?
The corrosion pictogram means the chemical can damage skin, eyes, metals, or other materials. The student should wear safety goggles, chemical-resistant gloves, a lab apron, and follow teacher instructions for handling the acid. - 3
A student spills a small amount of an unknown liquid on the lab bench. The student thinks it is just water and starts wiping it up with a paper towel. Explain what the student should do instead.
Unknown chemicals should be treated as hazardous until identified.
The student should stop, move away from the spill if needed, and notify the teacher immediately. Unknown liquids should not be touched or cleaned without proper identification and spill cleanup instructions. - 4
An MSDS or SDS lists the chemical's flash point as 12 degrees Celsius. What safety concern does this create in a lab?
A flash point of 12 degrees Celsius means the chemical can give off flammable vapors at a low temperature. It should be kept away from flames, sparks, hot plates, and other ignition sources. - 5
Use the SDS section names to identify where you would find each piece of information: first-aid measures, accidental release measures, handling and storage, and exposure controls and personal protection.
SDS documents use numbered sections to organize safety information.
First-aid measures are found in Section 4. Accidental release measures are found in Section 6. Handling and storage information is found in Section 7. Exposure controls and personal protection are found in Section 8. - 6
During a lab, a student's sleeve catches fire from a burner flame. Describe the correct emergency response.
The student should stop moving, drop to the floor if needed, and use the safety shower or fire blanket as directed by the teacher. Other students should alert the teacher immediately and keep the area clear. - 7
A student gets a chemical splash in one eye. What should happen immediately, and for how long should the eye be rinsed?
Chemical exposure to eyes requires fast and continuous rinsing.
The student should use the eyewash station immediately and rinse the eye with water for at least 15 minutes, holding the eyelids open. The teacher should be notified right away so medical follow-up can occur. - 8
Explain why eating, drinking, or applying lip balm in the lab is unsafe, even if no dangerous chemicals are being used that day.
Eating, drinking, and applying lip balm are unsafe because hands, benches, or containers may be contaminated. Chemicals, biological materials, or residues can accidentally enter the body. - 9
A classmate begins smelling a chemical directly from a beaker to identify it. What is the safer method, and why is direct smelling dangerous?
The goal is to detect a small amount of vapor, not inhale a strong dose.
The safer method is wafting, which means gently moving vapors toward the nose from a distance. Direct smelling is dangerous because concentrated vapors can irritate or injure the nose, throat, lungs, or eyes. - 10
A student finds broken glass on the floor near a lab table. Describe the correct way to handle this situation.
The student should warn nearby classmates, avoid touching the glass, and notify the teacher. Broken glass should be cleaned with a brush and dustpan or other approved tools and placed in a designated broken glass container. - 11
An SDS lists a chemical with the signal word Danger instead of Warning. What does this tell you about the hazard level?
GHS labels use signal words to compare hazard severity.
The signal word Danger means the chemical has a more severe hazard level than a chemical labeled Warning. It does not mean the chemical is always unsafe to use, but it requires careful handling and strict safety procedures. - 12
A student wants to pour leftover copper sulfate solution back into the original stock bottle to avoid wasting it. Explain why this is not allowed and what should happen instead.
Leftover solution should not be poured back into the stock bottle because it could contaminate the entire supply. The student should follow the teacher's disposal instructions and use the correct labeled waste container if one is provided. - 13
The lab fire alarm sounds while students are heating solutions at their stations. List three actions students should take during the evacuation.
Evacuation procedures prioritize people over equipment.
Students should turn off burners or hot plates if it is safe and quick to do so, leave materials behind, and evacuate using the assigned route. They should follow teacher directions and report to the meeting location for attendance. - 14
A lab partner is not wearing gloves while transferring a solution labeled toxic by skin contact. The partner says they will be careful and not spill. Write a safety response you could say to them.
A safe response is: Please stop and put on the required gloves before handling that solution because the label says it is toxic by skin contact. Being careful is not a substitute for required personal protective equipment. - 15
Create a short emergency plan for a chemical splash on a student's forearm. Include what the student should do, what classmates should do, and what the teacher should do.
A good emergency plan includes immediate action, communication, and follow-up.
The student should go to the sink or safety shower and rinse the affected skin with plenty of water while removing contaminated jewelry or clothing if safe. Classmates should alert the teacher and keep the area clear. The teacher should supervise rinsing, check the SDS first-aid instructions, and arrange medical help if needed.