Subject: Period:

Name: Date:August 21,

2019
SAFETY IN THE LABORATORY
Objective:

Bell Ringer:

Standards:Inquiry
Component 2.1 Investigating Systems: Develop the knowledge and skills
necessary to do scientific inquiry
GLE 2.1.2 Planning and Conducting Safe Investigations
● Identify and explain safety requirements that would be needed
in an investigation
Objectives:
● Identify, locate and know how to use laboratory safety equipment.
● Understand and demonstrate:
o Safety rules for science laboratory
o Laboratory safety cautions
o MSDS information (material safety data sheet)
o Safe techniques and procedures
● Understand and demonstrate emergency procedures in the science
laboratory

A. Location and use of safety equipments

No. Safety Equipment Location Use

208 use for your eyes
1 Chemical Splash
goggles

208 flush , eyes

2 Eye Wash Station

208 when your clothes catch on fire in the

3 Safety Shower lab u can get under there
 208 use too put out fire
4 Fire Blanket

208 use to put fires out

5 Fire Extinguisher

208 use for if u injured or something

6 First Aid Kit

208 use for liquids and other stuff

7 Chemical Spill Kit

208 vapors and dust

8 Fume Hood

208 when something on fire

9 Fire Alarm

208 exit the build or some when its on fire

10 Emergency Exit
B. Emergency Procedures: s a plan of actions to be conducted in a certain order or manner,
in response to a specific class of reasonably foreseeable emergency, a situation that poses an
immediate risk to health, life, property, or the environment. ... The emergency plan should
allow for these possibilities.

1. Thermal Burns: from heat or fire, causes, symptoms, diagnosis, and prevention.

2. Chemical Burns: occurs when your skin or eyes come into contact with an irritant, such
as an acid or a base

3. Cuts: make an opening, incision, or wound in (something) with sa sharp-edged

tool or object.

4. Fainting: comes from the French feindre, for being cowardly or shirking duties. We usually
use it to mean without great strength.

5. Poisoning: the action of administering poison to a person or animal.

6. Fire: combustion or burning, in which substances combine chemically with oxygen from the air and
typically give out bright light, heat, and smoke.
C. Demonstrate your knowledge of safe laboratory practices:

1. When should safety\be worn?

At all times

2. What should you do if glassware breaks?

Contact your teacher

3. If you accidentally spill water near electrical equipment, what should you
do?
Throw a towel over it.

4. What precautions should you take when working near an open flame?
No loose hair
 5. After you clean up your work area, what should you do before leaving the
laboratory?
Put everything up

6. It is always appropriate to dispose chemicals by flushing them down the

sink? Explain.

Don't put them in the trash because it can cause smell in the air which can be
dangerous

7. What precautions should you take when using sharp objects like scissors?

Wear safety glasses and gloves.

8. What steps should you take when performing an experiment that involves
poisonous or unpleasant vapors?

Wear a fume hood or gas mask.

D. Analyze and conclude:

Bill, Tom and Betty are conducting several experiments in the lab as you can see
from the picture below:
Task: Your job is to do the following:
1. Circle the mistakes each is making. (This checks your understanding of
appropriate lab situations)
2. Make a chart showing the safety rules that Bill, Tom and Betty are breaking
and explain the potential hazard. You can use the chart below for this
exercise.

Safety Rule Broken Potential Hazard

Bill
Spilled the bottles Can possible melt through the
floor.

Can kill or seriously make him sick

Tom
Tasting the chemicals

Can catch on fire

Betty
Lose hair

E. Critical Thinking and Applications

In each of the following situations, write ‘yes’ if the proper safety procedures are
being followed and ‘no’ if they are not. Then give reasons for your answer.

1. Gina is thirsty. She rinses a beaker with water, refills it with water, and takes
a drink.

No. because it was still chemicals in it.

2. Bram notice that the electrical cord on his hotplate is frayed near the plug.
He takes the hotplate to his teacher and asks for permission to use another
one.

Yes. because it can be a safety hazard

3. The printed direction in the lab sheet tells a student to pour a small amount
of hydrochloric acid into a beaker. Jamal puts on safety goggles before
pouring the acid into the baker.
Yes. so the acid doesnt pop at his eyes.

4. It is rather warm in the laboratory during a late spring day. Anna slips off her
shoes and walk barefoot to the sink to clean her glassware.

No. you need to have the appropriate clothes

5. While washing glassware, Mike splashes some water on Evon. To get even,
Evon splashes him back.
No. no horse playing.
6. During an experiment, Lindsey decides to mix two chemicals that the lab
procedure does not say to mix, because she is curious about what will
happen.
F. Projects

1. Draw a Poster Contest

The class will be divided into lab groups. Each lab group will be randomly
assigned a safety rule. The lab group will be responsible for creating a poster
illustrating the lab rule and present it to class. They need to explain why they
chose to illustrate the rule as they did. The poster and presentation will be due
the day after it is assigned to its group. These posters will be displayed in the
lab.

2. What’s wrong with this picture?

Students will be assigned “what’s wrong with this picture?” activities, in which
they will have to visually identify and document rules being broken in the
picture.

After this, each group will be responsible for generating their own “what’s wrong
with this picture?” activity, which will then be evaluated and graded by peer
groups. Evaluations will be done using a rubric that identifies the number of
rules broken in the drawing and the clarity of the hazardous situation in the
drawing.

3. What-if safety scenarios

The teacher will distribute a card to each lab group describing a safety scenario that
requires some type of action. The assignment is for the group to draft an
action-plan to correct the problem, taking into account their location in the lab
and the safety equipment immediately available.

4. Character rule-breakers

In this activity the student will be responsible for writing a short story or drawing a
cartoon depicting characters in unsafe lab situations. The story will then be read
by another student who will have to identify the unsafe situations. You can find
an example in the Science Spot website at
http://sciencespot.net/Media/scimthdsafety.pdf
 5. Multimedia Project
In this activity you will complete a Multimedia Project using web presentation
software to identify and illustrate lab safety rules or proper lab techniques.
Student groups may create web pages to add to the science website. Possible
topics for the Multimedia Project include:

● Lab safety equipment

● Importance of wearing safety goggles during labs
● What to do in case of fire in the laboratory
● Proper handling of a Bunsen burner

The project will need to be presented to the class for full extra credit. Additional
extra credit will be awarded to students who research actual cases involving
personal injury in the lab and include them in their presentation.

6. Why Not? Game

At the end of the Lab Safety lesson, the class will play the “Why Not?” Game. The
rules are as follows: The class will be divided into three groups. The lab rules
are divided into several categories such as

● Safety equipment
● Safety procedures
● Protective apparel
● Emergency actions

Each group will take turns selecting a category. The teacher then reads a possible
lab rule and asks “Why?” or “Why not?” For example, a possible lab rule might
be: “Always add acid to water; never add water to acid.” Why?

Once the rule is stated, the group has 30 seconds to confer. At the end of this time,
if the group gives a valid answer they will score 10 points. If a group of students
cannot think of a reason, the next group can answer the question for double
points.