GAMO BAYRA BOARDING SECONDARY SCHOOL

DEPARTMENT OF CHEMISTRY

GENERAL GUIDELINES MANUAL FOR HIGH SCHOOL STUDENTS IN CHEMISTRY LAB

Prepared by:- BEREKET FELEKE (CHEM.LAB TECHNICIAN)

September, 2016 E. C
Arba Minch, Ethiopia
Table of Contents Pages
The Outline of This Manual ....................................................................................... 2
GENERAL GUIDELINES FOR PRACTICAL CLASSES IN CHEMISTRY LAB .................................. 1
INTRODUCTION .................................................................................................................................. 1
1.1 Preparation for Laboratory Activities ................................................................. 1
1. 11 Before coming to the laboratory .................................................................................................. 2
1.12 During Performing the Experiment ............................................................................................... 2
1. 13 After the Laboratory Session ....................................................................................................... 2
1.2 General Chemistry Laboratory Safety Rules. .................................................... 3
1.21 Apparel in the Laboratory ............................................................................................................. 3
1.22 Housekeeping .............................................................................................................................. 4
1.23 Emergency Procedure .................................................................................................................. 4
1.24 Hygiene Practices ........................................................................................................................ 4
1.25 Chemical Handling ....................................................................................................................... 5
1.26 Demonstrate safe behavior .......................................................................................................... 6
1.3 Common Chemistry Laboratory Apparatus and Their Uses ............................. 7
1.4 Some of common chemistry laboratory chemicals their hazards and handling
precautions. .................................................................................................................................. 31
1.41 Internationally accepted Pictograms or graphic symbols used to communicate specific
information about the hazards of a chemical ...................................................................................... 41
1.42 Know the hazards of the materials being used and how to interpret data from a MSDS ............ 42
1.43 General Rules for Chemical Storage .......................................................................................... 43
1.5 Writing a Laboratory Report.............................................................................. 45
1.51 The Pre-laboratory Report .......................................................................................................... 45
1.52 The Laboratory Report ............................................................................................................... 45
Appendix. Glossary ................................................................................................. 49
REFERENCE: - ......................................................................................................... 55
The Outline of This Manual

This manual is prepared for high school students who are offering chemistry subject.

In this manual the intention is to:-

 Introduce General guidelines for practical class in Chemistry Laboratory which is very essential
that the students must understand before going to practical experiments.
GENERAL GUIDELINES FOR PRACTICAL CLASSES IN CHEMISTRY LAB

General objectives: - At the end of this laboratory general guidelines students will be able to:-

 Demonstrate an understanding of the basic skills of laboratory activities, & acquaint you with the
necessary laboratory activities before, during & after the laboratory work

 Demonstrate a knowledge of general laboratory safety rules and basic laboratory apparatuses

 Handling and using science apparatuses and laboratory chemicals correctly

 Demonstrate a knowledge of laboratory procedures, data collections, interpretations ,and write a report
Using computer

INTRODUCTION

Chemistry is a discipline based on observation (as are all sciences). In lecture, you will learn the principles and
theories. The problem is that, if all you have is lecture, then it is all too easy to forget that these theories apply
to the „‟real world‟‟. The laboratory experience is, by design, your opportunity to see these principles and
theories in practice. These laboratory manual has been written not only to enhance your understanding of
chemistry, but also to utilize the computing device that you have. The practical activities are intended to
support conceptual development. Proficiency in handling of apparatus is the result of continual practice.

1.1 Preparation for Laboratory Activities

At the end of this session students will be able to:-

 Acquaint you with the necessary laboratory activities before, during & after the laboratory work
Chemistry is a vital, dynamic & experimental science
This session includes three main things

Before coming to the laboratory

During performing the experiment
After the laboratory session
1. 11 Before coming to the laboratory

 Independent or personal duties

A trainer must:

 Read the manual & understand what to do & what not do

 Make himself/herself familiar with the laboratory technique(s) & equipment(s) that he/she going to use
 Know very well the safety rules concerning the chemicals, & equipment‟s that he/she going to use
 Prepare a working scheme (flow chart)
 A flow chart- is one‟s own personal list of steps of procedures prepared by oneself for his/her personal
use
Group Work or Duties

 Discuss the necessary aspects of laboratory activities together

1.12 During Performing the Experiment

 Personal duties
A student must:

 Exactly follow the flow chart for the experiments

 Do not do unauthorized experiments
 Observe carefully & record all your observations
 [Discuss your observation together & try to explain „how‟ & „why‟ questions associated with your
observations]
 For your personal & other‟s safety, strictly obey all the safety rules

 Group Duties

 Always keep your working area clean

 Be economical
 Everybody should be acquainted with the
 Necessary skills of a practical experiment

1. 13 After the Laboratory Session

 Clean your working apparatus & place

 Wash your hands with soap or detergent & water
 Sign the lab attendance & leave the laboratory with silence
 Write the lab report & Submit when you come to the next lab session
Attention: - Copying Results from other group strictly is forbidden!
1.2 General Chemistry Laboratory Safety Rules.

At the end of this session students will be able to:-

 Demonstrate knowledge of lab safety rules and procedures;

 Implement appropriate safety procedures when working in the laboratory

A chemistry Laboratory can be considered as a place of discovery, learning and should be a safe place to work

However, by the very nature of laboratory work, it can be a place of danger if proper scientific precautions are
not taken.

Accidents can be prevented if you think about what you are doing at all times, observe safety rules, & follow
directions

 Be sure to read these rules & keep the warnings in mind as you perform each experiment
 Do not deviate from the procedures given in the instruction manual unless you are instructed to do so

Follow the followings laboratory safety rules precautions when you perform a activity in laboratory

So what are these safety rules?

NB: - Learn and observe these safety rules at all times:

1.21 Apparel in the Laboratory

 Always wear appropriate eye protection (i.e., chemical splash goggles) in the laboratory.
 Wear disposable gloves, as provided in the laboratory, when handling hazardous materials.
 Remove the gloves before exiting the laboratory.
 Wear a full-length, long-sleeved laboratory coat or chemical-resistant apron.
 Wear shoes that adequately cover the whole foot; low-heeled shoes with non-slip soles are preferable.
 Do not wear sandals, open-toed shoes, open backed shoes, or high-heeled shoes in the laboratory.
 Avoid wearing shirts exposing the torso, shorts, or short skirts; long pants that completely cover the legs
are preferable.
 Secure long hair and loose clothing (especially loose long sleeves, neck ties, or scarves).
 Remove jewelry (especially dangling jewelry).
 Synthetic finger nails are not recommended in the laboratory; they are made of extremely flammable
polymers which can burn to completion and are not easily extinguished
1.22 Housekeeping

 Keep work area neat and free of any unnecessary objects.

 Thoroughly clean your laboratory work space at the end of the laboratory session.
 Do not block the sink drains with debris.
 Never block access to exits or emergency equipment.
 Inspect all equipment for damage (cracks, defects, etc.) prior to use; do not use damaged equipment.
 Never pour chemical waste into the sink drains or wastebaskets.
 Place chemical waste in appropriately labeled waste containers.
 Properly dispose of broken glassware and other sharp objects (e.g., syringe needles) immediately in
designated containers.
 Properly dispose of weigh boats, gloves, filter paper, and paper towels in the laboratory.

1.23 Emergency Procedure

 Know the location of all the exits in the laboratory and building.
 Know the location of the emergency phone.
 Know the location of and know how to operate the following:
o Fire extinguishers
o Alarm systems with pull stations
o Fire blankets
o Eye washes
o First-aid kits
o Deluge safety showers
 In case of an emergency or accident, follow the established emergency plan as explained by the teacher
and evacuate the building via the nearest exit.

1.24 Hygiene Practices

 Keep your hands away from your face, eyes, mouth, and body while using chemicals.
 Food and drink, open or closed, should never be brought into the laboratory or chemical storage area.
 Never use laboratory glassware for eating or drinking purposes.
 Do not apply cosmetics while in the laboratory or storage area. Because these activities are ways by
which you can accidentally ingest harmful chemicals.
 Wash hands after removing gloves, and before leaving the laboratory.
 Remove any protective equipment (i.e., gloves, lab coat or apron, chemical splash goggles) before
leaving the laboratory.
1.25 Chemical Handling

 Check the label to verify it is the correct substance before using it.
 Wear appropriate chemical resistant gloves before handling chemicals.
 Gloves are not universally protective against all chemicals.
 If you transfer chemicals from their original containers, label chemical containers as to the contents,
concentration, hazard, date, and your initials.
 Always use a spatula or scoopula to remove a solid reagent from a container.
 Do not directly touch any chemical with your hands.
 Never use a metal spatula when working with peroxides.
 Metals will decompose explosively with peroxides.
 Hold containers away from the body when transferring a chemical or solution from one container to
another.
 Use a hot water bath to heat flammable liquids.
 Never heat directly with a flame.
 Add concentrated acid to water slowly.
 Never add water to a concentrated acid.
 Weigh out or remove only the amount of chemical you will need.
 Do not return the excess to its original container, but properly dispose of it in the appropriate waste
container.
 Never touch, taste, or smell any reagents.
 Never place the container directly under your nose, use your hand to fan the vapor towards your nose.
 Never mix or use chemicals not called for in the laboratory exercise
 Use the laboratory chemical hood, if available, when there is a possibility of release of toxic chemical
vapors, dust, or gases.
 When using a hood, the sash opening should be kept at a minimum to protect the user and to ensure
efficient operation of the hood.
 Keep your head and body outside of the hood face.
 Chemicals and equipment should be placed at least six inches within the hood to ensure proper air flow.
 Clean up all spills properly and promptly as instructed by the teacher.
 Dispose of chemicals as instructed by the teacher.
 When transporting chemicals (especially 250 mL or more), place the immediate container in a
secondary container or bucket (rubber, metal or plastic) designed to be carried and large enough to hold
the entire contents of the chemical.
 Never handle bottles that are wet or too heavy for you.
 Never place chemicals directly on the pan balances.
 Use equipment (glassware, Bunsen burner, etc.) in the correct way, as indicated by the teacher.
 Know the hazards of the materials being used.
 Know how to interpret data from a MSDS (Material Safety Data Sheets)
 Read the labels on the reagent bottles carefully to make sure that you are using the right chemical
  Do not suck the solutions in the pipette by mouth! Use a rubber suction bulb (pipette bulb) or other device
to fill a pipette
 Add boiling chips to liquid to be boiled Point test tubes that are being heated away from you and others
 For minor skin burns, immediately plunge the burned portion into cold water and inform the teacher.
 If you get any chemical in your eye, immediately wash the eye with the eyewash fountain and notify the
teacher.

1.26 Demonstrate safe behavior

 Obey all safety instructions given by your teacher or found in you experimental procedure.
 Clean up spills immediately if you know.
 If you are uncertain how to clean up a spill or if a large spill occurs, notify your teacher
immediately.
 Before leaving the lab be sure to replace the lids to all containers, return equipment and
chemicals to their proper places and clean up your work area.
 Know how to dispose off waste.
 Dispose of all waste materials according to your instructional procedure or your teacher s
instructions.
 Remember that the lab is a place for serious work!
 Careless behavior may endanger yourself and others and will not be tolerated!

NOTE THAT: - THE RIGHT WAY IS SAFE WAY SO DO IT RIGHT!

 LABORATORY SAFETY IS EVERYONE'S RESPONSIBILITY

1.3 Common Chemistry Laboratory Apparatus and Their Uses

At the end of this session students will be able to:-

 Identify different laboratory tools (such as Balance, Beaker; Tongs, Bunsen burner, Test tubes, Petri
dishes, etc.), and describe their uses;

Laboratory equipment comprises different sets of apparatus, which are designed to perform various tasks in the
laboratory by students, teachers and scientists.

The students can conduct laboratory work smoothly and more efficiently only when they are familiar with the
apparatus commonly used in the laboratory

On the basis of their use, these apparatus can be broadly classified into three categories:

1. Reaction vessels (Beakers, flasks, boiling tubes and test tubes etc.).
2. Measuring equipment (Pipettes, burettes, balances and thermometers etc.).
3. Support and heating devices (Stand and clamp, tripod and gauze, spirit burner and Bunsen burner etc.)
Beaker

Beakers are used to mix chemicals, dissolve solids into solutions, heat or cool solutions and Measure liquid
volume in mL.
They have very poor accuracy and should only be used to estimate volumes.

Erlenmeyer flask

Like beakers, Erlenmeyer flasks can be used to mix, dissolve solids into solutions, and heat or cool solutions.
Unlike beakers, Erlenmeyer flasks were developed for swirling solutions with minimum loss and they can be
plugged with stoppers and used to catch vapor or condensed liquid.
Their graduations are not very accurate.
Graduated Cylinder

Graduated Cylinders are used to more accurately measure volumes of liquids in milliliters (mL).
Measurement readings should be taken at eye level from the bottom of the meniscus, the concave curved
surface formed at the top of the liquid.

Volumetric Flask

A Volumetric Flask is used to accurately prepare solutions.

A weighed amount of solid chemical is placed at the bottom, and the liquid solvent is added until the fill line is
reached.
The volumetric flask shown here is used to prepare a 250-mL solution at the fill line.
Pipet (Pipette)

Pipets are used to measure or transfer liquids.

Mohr pipets (shown) are graduated pipets used for precise measurement.
A pipet pump (top) or a pipet bulb (bottom) is attached to the end of the pipet to help draw up
And release liquid.

Micro pipet (Micropipette)

A micro pipet is a precise method used to transfer small volumes of liquids in chemical, biological and
Medical laboratories.
Pressing on a plunger button at the top of the micro pipet will pull the liquid in, and a second press will
dispense it. The tips are disposable.
Dropper

A dropper is a glass tube with a hollow rubber bulb at one end and a small opening at the other, for drawing in
a liquid and expelling it in drops.

Buret (Burette)

A Buret is an extremely accurate device with a stopcock at the bottom used to measure volumes of reagents.
Burets are often used to determine the concentration of a solution by dispensing a solution with a known
concentration in a process known as titration.
(Shown with Ring Stand and Double Buret Clamp)
Ring Stand

A ring stand is a metal stand consisting of a long upright rod attached to a heavy rectangular base that is used
with rings and clamps for supporting laboratory apparatus.

Double Buret Clamp

A double buret clamp is attached to a ring stand to hold up to two burets.

Support Ring

An iron support ring is mounted to a ring stand and is used in chemistry labs to stabilize flasks, beakers and
other glassware and support them over the work area
.
Test Tube Clamp

A test tube clamp is attached to a ring stand and is used to hold test tubes and other cylindrical pieces of
Equipment such as burets, gas collection tubes, data-collection probes, etc.

Test Tube Rack

Test tube racks are used for holding test tubes upright when they contain chemicals, and also hold test tubes
Upside down to dry. They can be made of wood, metal, or plastic.
Test Tube

Test tubes are narrow glass cylinders, closed at one end, that are used for mixing, heating, and storing small
quantities of chemicals.
They are usually made of a type of glass (such as Pyrex®) that can withstand high temperatures.
Test tubes come in many different sizes.

Test Tube Brush

A test tube brush is used for cleaning test tubes and narrow mouth laboratory glassware, such as Beakers and
flasks.
Funnel Buchner funnels

Funnels are used to pour liquids into narrow- mouth containers such as flasks and bottles.
Buchner funnels (pictured right) are special two-piece funnels for filtering mixtures through filter paper into a
filtering flask

.Mortar and Pestle

A mortar and pestle is a device used since ancient times to prepare ingredients or substances by Crushing and
grinding them into a fine paste or powder.
The mortar is a bowl, typically made of hard wood, ceramic or stone.
Crucible and Cover

A crucible is used to heat solid chemicals over a burner at high temperatures.

They are made from heat- resistant ceramics to prevent breakage.
A cover is used to contain any smoke particles.

Clay Triangle

A clay triangle is used to hold a crucible while it is being heated.

Watch Glass

Watch glasses can be used to cover beakers, evaporate water from solutions, weigh out solid chemicals, or
observe samples under a stereo microscope
Evaporating Dish

An evaporating dish is used to separate water and solids from a solution by allowing the water to evaporate
off into the air. This is usually done by heating the evaporating dish over a burner or hot plate.

Bunsen burner

A Bunsen burner is attached to a gas line and lit to provide heat for performing experiments
Hot Plate

Hot plates are generally used to heat glassware or its contents.

Some hot plates also contain a magnetic stirrer, allowing the heated liquid to be stirred automatically

Hot Mitt

A hot mitt is used to grip and transfer hot glassware.

Test Tube Holder

A test tube holder is used to hold and transport hot test tubes

Crucible Tongs

Crucible tongs are used to hold and transport hot crucibles

Wire Gauze

Wire gauze is a sheet of thin metal that has net-like crosses or a wire mesh.
The purpose of wire gauze is to be placed on the support ring that is attached to the ring stand between the
Bunsen burner and the beakers to diffuse the heat and to support the beakers or other glassware or flasks during
heating.

Beaker Tongs

Beaker tongs are used to hold and transport hot beakers.

They have a plastic coating which should be kept away from heat/flames.
Weigh Boat

A weigh boat is an open container, often disposable, used for weighing samples.

Scoopula (Metal Scoop)

Scoopula, or metal scoop, is an instrument used to transfer solids from one place to another.

Thermometer

A thermometer is used to measure temperature in degrees Celsius or Fahrenheit.

Top-Loading Balance

Electronic balances are used to measure the mass of substances accurately. The balance is calibrated so that the
amount of resistance placed on the balance pan corresponds to a given mass value (which is then displayed on
the LCD readout).
Top-Loading balances can usually mass substances to the nearest gram, tenth of a gram or hundredth of a gram
.Do not place chemicals directly on the balance pan. Use a weigh boat.

Analytical Balance

Analytical balances are much more precise and cost much more than top- loading balances.
They are sensitive to vibrations (be still and do not lean on the lab bench) and to air flow (close the glass
doors).
Most of the analytical balances provided by AL Science in Motion can mass substances to 4 decimal places
(0.0001g).
Well Plate

The well plate is a flat plate that looks like a tray with multiple wells that are used as small test tubes.

Forceps

Forceps (tweezers) are a handheld, hinged instrument used for grasping and holding objects.
Forceps are used when fingers are too large to grasp small objects or when many objects need to be held at one
time while the hands are used to perform a task.
Most sold today are filled with alcohol instead of mercury.
Ruler

A metric ruler also called a rule or, especially in the printing industry, a line gauge, is a measuring instrument
used in technical drawing, geometry, engineering, printing and construction to rule straight lines and calculate
distances in centimeters and inches.

Stirring Rod

Stirring rods are used to stir mixtures and facilitate the pouring of liquids.
Stirring rods are usually made of glass.
Wash Bottle

A wash bottle is used to store and dispense distilled or deionized water.

Goggles

Goggles are to be worn to protect your eyes when handling chemicals or glass.
Make sure that there is a good seal at the forehead to prevent chemical splashes from running down into your
eyes.
Apron

An apron is personal protection equipment (PPE) worn to protect clothing from chemical spills.

Three-Prong Clamp

A three-prong clamp is attached to a ring stand and is used to secure lab equipment.
Graduated Pipet

A graduated pipet is made of disposable plastic with graduated marking on it so that a precise volume of
liquid can be transferred.

Thin Stem Pipet

A thin stem pipet is made of disposable plastic and is used for transferring small amounts of liquid, usually
one drop at a time
Stopwatch

A stopwatch is a watch that can be started and stopped for exact timing.
It is used in the science lab to time how long something takes to complete such as a chemical reaction or the
motion of a moving object.

Centrifuge

A centrifuge is a machine with a rapidly rotating container that applies centrifugal force to its contents,
typically to separate fluids of different densities or liquids from solids.

Petri Dish

Petri dishes are used to hold specimens for observation and to grow cultures.
Triangular File

A triangular file is used in the chemistry lab to score glass tubing to create clean breaks in the glass.

Fire extinguisher

A fire extinguisher is a handheld active fire protection device usually filled with a dry or wet chemical used to
extinguish or control small fires, often in emergencies
Fume hood

A fume hood is a piece of laboratory equipment that is used to protect scientists from the possible negative
effects of an experiment.

Water distiller

A water distiller leaves the impurities behind in the boiler, and the pure water vapor condenses
back into liquid form.
1.4 Some of common chemistry laboratory chemicals their hazards and handling
precautions.

At the end of this session students will be able to:-

 Understanding about what is chemical, their hazards and precautions.

Among the most important concepts in science are chemicals. Understanding what chemicals are and how they
influence our daily lives is key to studying chemistry, biology, and other fields of science. But what are
chemicals, and why are they so important?
Chemicals are defined as single elements or combinations of elements bonded to one another. Elements are the
basic building blocks of matter. All known elements can be found on the periodic table, which organizes them
according to their properties and behavior.
The following table contains a list of the chemicals used in science activities in the hazards and handling
precautions.

Chemical Hazards Precautions

Acetic acid (concentrated, Corrosive, flammable. Dilute solutions Keep away from bases and
glacial), CH3COOH (such as vinegar) are less hazardous. oxidizing agents.

Acetone, C3H6O Highly flammable, irritant. Keep away from oxidizing agents.

Aluminum, Al (forms other Keep away from oxidizing agents,

than powder) The powdered form is highly reactive acids and halogens.
and flammable.

The anhydrous compound is corrosive Avoid contact with water or

Aluminum chloride, and reacts vigorously with water to moisture. Keep a supply of dry
AlCl3 produce corrosive and toxic acidic sand available in the work area.
vapors. The hydrated compound is less
hazardous.
Aluminum sulfate, Low hazard. Avoid contact with skin, eyes,
Al2(SO4)3 and clothing.
Ammonia (ammonium Keep away from acids, metals,
hydroxide),concentrated, Corrosive, releases toxic ammonia gas. halogens (reacts with halogens to
NH3(aq) produce highly explosive
products).
Ammonium acetate, Low hazard. Keep away from strong oxidizing
NH4CH3COO agents and acids.
Ammonium Also called sal ammoniac. Causes skin Keep away from acids, bases,
chloride,NH4Cl and eye irritation. silver and lead salts.
 Ammonium dihydrogen Also called monobasic ammonium Ensure good ventilation of the
phosphate, NH4H2PO4 phosphate. Low hazard. work station. Wear personal
protective equipment. Avoid
contact with skin and eyes.
Ammonium hydrogen Also called dibasic ammonium Ensure good ventilation of the
phosphate,(NH4)2HP4 phosphate. Low hazard work station. Wear personal
protective equipment. Avoid
contact with skin and eyes.
Ammonium hydroxide See ammonia.
Highly reactive and explosive if Keep away from oxidizing
Ammonium nitrate, NH4NO3 heated. Can explode at lower agents, reducing agents, metals
temperatures if contaminated. and organic materials.

Ammonium Low hazard.

sulfate,(NH4)2S4
Antifreeze See ethylene glycol.
Antimony, Sb (forms other than Keep away from oxidizing
powder) Toxic, flammable in powdered form agents, acids. Keep only as a
permanently sealed sample for
display purposes.
Arsenic, As (forms other than Highly toxic, powdered form is Keep awayfrom acids, oxidizing
powder) flammable agents. Keep only as a
permanently sealed sample for
display purposes.
Baking soda See sodium hydrogen carbonate.
Barium chloride, BaCl2 Highly toxic. Keep away from acids, oxidizing
agents.
Highly toxic, oxidizing agent. Keep away from reducingagents
Barium nitrate, Ba(NO3)2 and organic and combustible
materials.
Basic copper(II) carbonate See copper (II) carbonate, basic.
Benzoic acid, C6H5COOH Keep away from bases, oxidizing
Low hazard. agents and reducing agents.
Bismuth, Bi (forms other than Toxic, flammable in powdered form. Keep only as a permanently sealed
powder) Keep away from acids, oxidizing sample for display purposes.
agents.
A mixture of copper (II) sulfate and Wear protective gloves/protective
Biuret reagent sodium hydroxide in water solution. clothing/eye protection/face
The solution is basic and corrosive. protection. Avoid contact with
 skin.

Bluestone See copper (II) sulfate.

Highly corrosive, irritating vapor. Keep only as a permanently sealed

Bromine, Br2 Keep away from ammonia, metals, sample for display purposes.
reducing agents, organic materials.
Bromothymol blue, Low hazard if dilute solutions are Wear self-contained breathing
C27H28Br2O5S used. apparatus.
1-Butanol, C4H9OH Flammable, irritant. Keep away from oxidizing agents,
reactive metals.
Cadmium, Cd (forms other than Highly toxic, carcinogenic, can cause Keep away from oxidizing agents,
powder) allergic reaction. Powder is acids and potassium metal.
flammable.
Cadmium sulfate, CdSO4 Highly toxic, carcinogenic.
Flammable solid, reacts vigorously Keep away from water, acids,
Calcium, Ca with water to produce flammable oxidizing agents.
hydrogen gas.
Also called limestone, chalk, marble Avoid contact with skin, eyes, and
Calcium carbonate, CaCO3 chips. Reacts with acids to generate clothing.
carbon dioxide gas.
Irritant, low hazard. Avoid contact with skin, eyes, and
Calcium chloride, CaCl2 clothing. Keep container closed
Also called slaked lime. The saturated Wear protective gloves and
Calcium hydroxide, Ca(OH)2 aqueous solution of calcium hydroxide
clothing.
is called limewater. Irritant
Keep away from reducing agents,
Calcium nitrate, Ca(NO3)2 Oxidizing agent. organic material and acids.
Also called lime. Corrosive reacts Keep away from water, acids.
Calcium oxide, CaO vigorously with water.

Calcium sulfate, CaSO4 Also called gypsum, plaster. Low Keep away from aluminum
hazard. powder.
Carbon, C (forms other than Also called graphite, charcoal. The Keep away from oxidizing agents.
powder) powdered form is more reactive and is
a fire hazard.
The solid form is known as dry ice. Handle with tongs or gloves.
Carbon dioxide, CO2 This is very cold and will cause
frostbite
Carbon disulfide, CS2 Highly flammable, toxic to nervous Keep away from oxidizing agents
system. and metals.

Carbon tetrachloride, CCl4 Suspected carcinogen, toxic. Keep away from oxidizing agents
and metals.
Chlorine, Cl2 (gas) Gas is a highly toxic, corrosive and Keep away from reducing agents,
(aqueous solution) reactive oxidizing agent. The aqueous metals, acids and bases.
solution is less hazardous but should
be handled with care.
Chromium, Cr (forms other than Powdered form is a fire hazard. Keep away from acids and
powder) oxidizing agents. Keep only as a
permanently sealed sample for
display purposes.
Citric acid, C6H8O7 Low hazard. Keep away from acids and
oxidizing and reducing agents.
Cobalt(II) chloride, CoCl2 The hexahydrate is less toxic than the Wear appropriate protective eye
anhydrous form. glass.
Cobalt(II) nitrate, Co(NO3)2 Keep away from reducing agents
Oxidizing agent. and organic material.

Copper, Cu (forms other than Avoid breathing dust or fumes

powder) Powdered form is a fire hazard. .provide adequate ventilation if
dusts are created.
Copper(II) carbonate, basic, Also called cupric carbonate, basic Reacts with acids to produce
CuCO3.Cu(OH)2 copper (II) carbonate. Toxic. carbon dioxide gas.

Also called cupric chloride. Toxic. Keep away from drains, surface and
Copper(II) chloride, CuCl2 ground water. Retain contaminated
washing water and dispose of it.

Also called cupric nitrate. Oxidizing Keep away from reducing agents
Copper(II) nitrate, Cu(NO3)2 agent. and organic material.

Copper(II) oxide, CuO Also called cupric oxide . Keep away from reducing agents,
metals.
Also called bluestone, cupric sulfate. Handle in enclosed or controlled
Copper(II) sulfate, CuSO4 Toxic, irritant. Available as the pent processes. Avoid creating dust.
hydrate or the anhydrous compound. Avoid breathing dust or fumes.
Provide adequate ventilation if
dusts are created.
Cupric carbonate See copper (II) carbonate.
Cupric chloride See copper (II) chloride.
Cupric nitrate See copper (II) nitrate.
Cupric oxide See copper (II) oxide.
Cupric sulfate See copper (II) sulfate.

Dichloromethane, CH2Cl2 Also called methylene chloride. Keep away from metals.
Possible carcinogen.

Epsom salts See magnesium sulfate.

Also called ethyl alcohol. Flammable, Keep away from oxidizing agents,
Ethanol, C2H5OH denatured ethanol is poisonous. metals, acids.

Ethyl acetate, CH3COOC2H5 Highly flammable. Keep away from oxidizing agents.

Ethyl alcohol See ethanol.

Ethylene glycol, C2H6O2 Also called antifreeze. Toxic if Keep awayfrom oxidizing
ingested. agents.
Ferric chloride See iron (III) chloride.
Ferric nitrate See iron (III) nitrate.
Ferric oxide See iron (III) oxide.
Ferrous sulfate See iron (II) sulfate.
The 37% aqueous solution containing Keep away from oxidizing agents,
Formaldehyde, HCHO 15% methanol is called formalin. hydrochloric acid (reacts with HCl
Carcinogen, flammable, toxic. to form carcinogenic products).
Formalin See formaldehyde.
Glucose, C6H12O6 Also called dextrose. Low hazard. Wear PPE
Glycerin See glycerol.
Glycerol, C3H8O3 Also called glycerin. Low hazard. Keep away from oxidizing agents
as violent reactions can occur.
Graphite See carbon.
Gypsum See calcium sulfate.
Hydrochloric acid, concentrated, Also called muriatic acid. Corrosive. Avoid contact with eye or skin.
HCl(aq) Keep away from bases, metals. Dilute Avoid inhalation of dust.alwayas
solutions are less hazardous. use inside fume hood.
Hydrogen (3%) Oxidizing agent. Do not store 30% Keep away from reducing agents,
peroxide, H2O2 solutions in schools. organic material, metals.
(30%)
Iodine, I2 Corrosive, irritating vapour. Keep away from metals, ammonia.
Iron, Fe (forms other than Often in form of steel wool. Powdered Keep away from oxidizing agents,
powder) form is a fire hazard. acids, non- metals.
Also called ferric chloride. Corrosive. Keep away from oxidizing agents,
Iron(III) chloride, FeCl3 Anhydrous compound reacts alkali metals.
vigorously with water, producing
acidic vapors.
Also called ferric nitrate. Oxidizing Keep away from reducing agents,
Iron(III) nitrate, Fe(NO3)3 agent, irritant organic material.
Iron(II) sulfate, FeSO4 Also called ferrous sulfate. Low Wear PPE
hazard.
Isopropanol See 2-propanol.
Lead, Pb (forms other than Powdered form is a fire hazard. Use rubber gloves and a dust mask
powder) Chronic exposure can cause poisoning. with special filters for lead when
handling solid lead
Lead(II) nitrate, Pb(NO3)2 Oxidizing agent. Chronic exposure can Keep from contact with clothing
cause poisoning. and other combustible materials.
Do not breathe dust
Lead(II) oxide, PbO Chronic exposure can cause Keep away from drains, surface and
poisoning. ground water. Retain contaminated
washing water and dispose of it.
Limestone See calcium carbonate.
Limewater See calcium hydroxide.
Flammable solid. Reacts with water to Store under mineral oil. Keep away
Lithium, Li form flammable H2 gas. from air, water, oxidizing agents,
acids.
Lithium chloride, LiCl Low hazard.
Litmus Low hazard.
Magnesium, Mg (forms other Powdered form is highly reactive and Keep away from water, oxidizing
than powder) flammable. Reacts with water to form agents, acids.
flammable H2 gas.
Magnesium sulfate, MgSO4 The heptahydrate also called Epsom Avoid contact with eye, skin and
salts. Low hazard. clothing. Store in cool and dry
place.
Manganese dioxide See manganese (IV) oxide.
Also called manganese dioxide. Keep away from other oxidizing
Manganese(IV) oxide, MnO2 Oxidizing agent. agents, reducing agents, organic
material.
Marble chips See calcium carbonate.
Mercuric chloride See mercury (II) chloride.
Mercuric oxide See mercury (II) oxide.
Keep away from oxidizing agents,
Mercury, Hg Vapor highly toxic. metals, ammonia. Keep only as a
permanently sealed sample for
display purposes.
Mercury(II) chloride, HgCl2 Also called mercuric chloride. Highly Use PPE. Avoid contact with eye,
 toxic, can be absorbed through the skin and clothing.
skin.

Mercury(II) oxide, HgO Also called mercuric oxide. Highly Keep away from reducing agents,
toxic, oxidizing agent. Can be metals.
absorbed through the skin.
Methane, CH4 Flammable gas, simple asphyxiates. Keep away from oxidizing agents.
Also called methyl alcohol, wood Keep away from oxidizing agents,
Methanol, CH3OH alcohol. Flammable, toxic. Ingestion metals.
can cause blindness.
Methyl alcohol See methanol.
Wear protective clothing, gloves,
Methylene blue, C16H18ClN3S Dilute solutions are low hazard. eye and face protection
Methylene chloride See dichloromethane.
Also called paraffin oil. Possibly Keep away from oxidizing agents.
Mineral oil carcinogenic if inhaled. Combustible.
Muriatic acid See hydrochloric acid.
Nickel, Ni (forms other than Powdered form is a fire hazard and Keep away from oxidizing agents.
powder) possible carcinogen.
Nickel(II) chloride, NiCl2 Use PPE. Always use inside fume
Toxic, irritant. hood.
Nickel(II) nitrate, Ni(NO3)2 Oxidizing agent, toxic. Keep away from reducing agents,
organic material.
Nitric acid, concentrated, HNO3 Corrosive, oxidizing agent. Dilute Keep away from reducing agents,
solutions are less hazardous, but still organic materials and metals.
require care.
Nitrogen, N2 Simple asphyxiate. The liquid form is Handle with insulated gloves.
extremely cold.
Paraffin oil See mineral oil.
Paraffin wax, C25H52 Combustible solid. Avoid dust formation. Avoid
breathing vapors, mist or gas.
Perchloroethylene See tetrachloroethene.
Phenolphthalein, C20H14O4 Dilute solutions are low hazard. Ensure adequate ventilation.
Avoid contact with skin, eyes, and
clothing. Do not inhale gases,
fumes, dust, mist, and vapor.
Phenyl 2-hydroxy-benzoate, Also called salol, phenyl salicylate. Use PPE and work in well-
Low hazard. ventilated area.
Phenyl salicylate See phenyl 2-hydroxybenzoate.
Phosphoric acid, concentrated, Corrosive. Keep away from metals, bases.
H3PO4
Phosphorus, red, P4 Flammable solid, toxic. Keep away from oxidizing agents,
metals, organic material, bases.
 Highly toxic, ignites spontaneously Must be stored under water. Do
Phosphorus, white, P4 when exposed to air. not store this material in schools.
Must be stored under mineral oil.
Flammable solid, reacts vigorously Oxide coating can be explosive.
Potassium, K with water to produce flammable H2. Do not store this material in
Can ignite spontaneously in moist air. schools.
Potassium bitartrate See potassium hydrogen tartrate.
Potassium bromide, KBr Low hazard.
Potassium chlorate, KClO3 Oxidizing agent. May form explosive Keep away from reducing agents,
mixtures with combustible material organic material, metals, and non-
metals.
Potassium chloride, KCl Low hazard. Use only with adequate ventilation.
Potassium chromate, K2CrO4 Oxidizing agent, carcinogen. Keep away from reducing agents,
organic material.
Potassium dichromate, K2Cr2O7 Oxidizing agent, carcinogen. Keep away from reducing agents,
organic material.
Potassium hydrogen tartrate, Also called potassium tartrate, cream Keep away from heat
KHC4H4O6 of tartar. Low hazard.
Potassium iodide, KI Low hazard. Keep away from oxidizing agents.
Potassium nitrate, KNO3 Oxidizing agent. Can form explosive Keep away from reducing agents
mixtures with combustible material. and organic material.
Potassium permanganate, Oxidizing agent. Keep away from
KMnO4 reducing agents, organic material,
acids.
Potassium thiocyanate, KSCN Toxic. Keep away from acids.
Propane, C3H8 Flammable gas, simple asphyxiate Keep away from oxidizing agents.
Also called isopropanol, rubbing
2-Propanol, (CH3)2CHOH alcohol. Flammable, toxic if ingested. Keep away from oxidizing agents.

Silica gel See silicon dioxide.

Silicon, Si (forms other than Powdered form is flammable. Keep away from oxidizing agents.
powder) Keep only as a permanently sealed
sample for display purposes.
Also called silicon (IV) oxide, silica Use PPE .Avoid breathing dust or
Silicon dioxide, SiO2 gel, sand. Finely powdered form can fume.
cause lung damage if inhaled.
Silicon(IV) oxide See silicon dioxide.
Silver, Ag (forms other than Powdered form is a fire hazard and Use PPE
powder) toxic by inhalation
Silver nitrate, AgNO3 Oxidizing agent, toxic, corrosive Keep away from reducing agents,
organic material, and ammonia.
Slaked lime See calcium hydroxide.
 Sodium, Na Flammable solid, reacts vigorously Store under mineral oil, away from
with water to produce flammable H2 air, water, acids, oxidizing agents.
gas. Can spontaneously ignite in moist
air.
Sodium acetate, CH3COONa Low hazard Keep away from oxidizing agents.
Sodium bicarbonate See sodium hydrogen carbonate.
Sodium bisulfate See sodium hydrogen sulfate.
Sodium bromide, NaBr Low hazard.
Sodium carbonate, Na2CO3 Also called washing soda. Corrosive Reacts vigorously with acids to
and basic. produce CO2 gas.
Sodium chloride, NaCl Low hazard.
Sodium chromate, Na2CrO4 Oxidizing agent, carcinogen. Keep away from reducing agents,
organic material.
Sodium dihydrogen phosphate, Also called sodium phosphate, Wear appropriate eye glass.
NaH2PO4 monobasic. Low hazard.
Sodium hydrogen carbonate, Also called sodium bicarbonate, Avoid breathing vapors, mist or
NaHCO3 baking soda. Low hazard. Reacts gas.
vigorously with acids to produce CO2
gas.
Sodium hydrogen phosphate, Also called sodium phosphate, dibasic. Use PPE.
Na2HPO4 Low hazard.
Sodium hydrogen sulfate, Also called sodium bisulfate. Acidic, Use PPE
NaHSO4 corrosive.
Sodium hydroxide, NaOH Also called lye. Highly corrosive. Keep away from acids, metals.
Sodium iodide, NaI Low hazard. Keep away from oxidizing agents.
Sodium nitrate, NaNO3 Oxidizing agent. Can form explosive Keep away from reducing agents,
mixtures with combustible material. organic materials, metals.
Sodium phosphate, Na3PO4 Also called sodium phosphate,
tribasic, trisodium phosphate, TSP. Use PPE
Basic, corrosive.
Sodium phosphate, monobasic See sodium dihydrogen phosphate.
Sodium phosphate, dibasic See sodium hydrogen phosphate.
Sodium phosphate, tribasic See sodium phosphate.
Sodium sulfate, Na2SO4 Low hazard.
Sodium sulfite, Na2SO3 Reducing agent reacts with acids to Keep away from oxidizing agents,
produce toxic SO2 gas. acids.
Sodium thiosulfate, Na2S2O3 Low hazard. Reacts with acids to produce toxic
SO2 gas.
 Starch Low hazard.
Steel wool See iron.
Strontium chloride, SrCl2 Low hazard.
Sucrose, C12H22O11 Also called table sugar Low hazard.
Sulfur, S8, S Combustible solid. Keep away from oxidizing agents,
reducing agents and metals.
Sulfuric acid, concentrated, Highly corrosive and reactive. Dilute Keep away from bases, reducing
H2SO4 solutions are less hazardous. agents, organic material, metals,
and oxidizing agents.
Table sugar See sucrose.
Tetrachloroethene, C2Cl4 Also called perchloroethylene, Keep away from metals and bases.
tetrachloroethylene. Carcinogen.
Tetrachloroethylene See tetrachloroethene.
Tin, Sn (forms other than Powdered form is a fire hazard Avoid dust formation. Ensure
powder) adequate ventilation. Evacuate
personnel to safe areas. Avoid
breathing dust
Tin(II) chloride, SnCl2 Irritant. Also called stannous chloride. Keep away from reducing agents,
oxidizing agents, metals.
1,1,1-Trichloroethane, C2H3Cl3 Irritant Keep away from metals, bases.
1,1,2-Trichlorotrifluoroethane, Keep away from metals.
C2Cl3F3
Washing soda See sodium carbonate.
Zinc, Zn (forms other than Powdered form is reactive. Mixtures Keep away from non-metals,
powder) with combustible materials may ignite oxidizing agents, acids, organic
in contact with moist air. material.
Zinc nitrate, Zn(NO3)2 Oxidizing agent. Keep away from reducing agents,
organic material, non-metals.
Zinc sulfate, ZnSO4 Use PPE Wash contaminated skin
Low hazard. thoroughly after handling. Avoid
release to the environment.
1.41 Internationally accepted Pictograms or graphic symbols used to communicate specific
information about the hazards of a chemical

Depending upon the scientific investigation being conducted, a lab can be filled with dangerous chemicals,
Biological specimen, sharp instrument, breakable objects. In order to safe workplace and avoid accidents, lab
safety symbols and signs need to be posted throughout the workplace
1.42 Know the hazards of the materials being used and how to interpret data from a MSDS

Material Safety Data Sheets (MSDS) contains information regarding the proper procedures for handling, storing, and disposing of
chemical substances.

An MSDS accompanies all chemicals or kits that contain chemicals.

For instance:-
1.43 General Rules for Chemical Storage

Ideally, the chemicals used in high school science activities should be stored

 In a separate, locked room adjoining the science labs, although this may not be possible in all schools.
 Students should not have direct access to stored chemicals - if chemicals must be stored in the science
lab, make sure they are in locked cupboards.

Criteria for Storage Area

 Store chemicals inside a closeable cabinet or on a sturdy shelf with a front-edge lip
to prevent accidents and chemical spills; a ¾-inch front edge lip is recommended.
 Secure shelving to the wall or floor.
 Ensure that all storage areas have doors with locks.
 Keep chemical storage areas off limits to all students.
 Ventilate storage areas adequately.

Organization

 Organize chemicals first by COMPATIBILITY—not alphabetic succession because it can create a

situation in which violent reactions can occur between incompatible chemicals stored close to each
other.
 Store alphabetically within compatible groups.

Chemical Segregation

 Store acids in a dedicated acid cabinet. Nitric acid should be stored alone unless the
cabinet provides a separate compartment for nitric acid storage.
 Store highly toxic chemicals in a dedicated, lockable poison cabinet that has been
labeled with a highly visible sign.
 Store volatile and odoriferous chemicals in a ventilated cabinet.
 Store flammables in an approved flammable liquid storage cabinet (refer to section
titled Suggested Shelf Storage Pattern).
 Store water sensitive chemicals in a water-tight cabinet in a cool and dry location
segregated from all other chemicals in the laboratory.
Storage Don’ts

 Do not place heavy materials, liquid chemicals, and large containerson high shelve
 Do not store chemicals on tops of cabinets.
 Do not store chemicals on the floor, even temporarily.
 Do not store items on bench tops and in laboratory chemical hoods, except when in use.
 Do not store chemicals on shelves above eye level.
 Do not store chemicals with food and drink.
 Do not store chemicals in personal staff refrigerators, even temporary.
 Do not expose stored chemicals to direct heat or sunlight, or highly variable
temperatures.

Proper Use of Chemical Storage Containers

 Never use food containers for chemical storage.

 Make sure all containers are properly closed.
 After each use, carefully wipe down the outside of the container with a paper towel before
returning it to the storage area. Properly dispose of the paper towel after use.
1.5 Writing a Laboratory Report

At the end of this session students will be able to:-

 Describe the procedures of writing laboratory report.

The purpose of writing an introductory laboratory experiment is to give practice in writing

laboratory reports that answer the general questions:

 What did you do?

 Why did you do it?
 How did you do it?
 What happened?

THER IS TWO WAY OF WRITING A LABORATORY REPORT

1.51 The Pre-laboratory Report

 The pre-lab report is to be completed before the experiment is begun in the laboratory.
 Its purpose is to ensure familiarity with the procedure and provide for a more efficient
utilization of limited laboratory time.
 The pre-lab questions can be answered after a careful reading of the introduction and
procedure of the experiment.
 Sample calculations are sometimes included to provide awareness of data that needs to be
collected and how it is treated.
 Your teacher may prefer to administer pre-lab quizzes instead of collecting pre-lab
reports.

1.52 The Laboratory Report

 A good laboratory report is the essential final step in performing an experiment.

 It is in this way that you communicate what you have done and what you have
discovered. Since it is the only means, in many instances, of reporting results, it is
important that it be prepared properly.
 Is a written composition of the results of an experiment.
 It should be written precisely and clearly, using good grammar and punctuation.
 Is your permanent document of what you did during experimental sessions.
  A laboratory report is a final draft. As such it is always written in ink or typed.
 A typed laboratory report is necessary if your handwriting is hard to read.
 There must be no erasures or crossed out areas.
 It is essential that a laboratory report be neat.
 Studies have shown that when the same work is submitted in both neat and sloppy form,
the neat version makes the better impression.
 Neat work indicates that the writer knows and cares about the subject matter.
 All data should be presented with the correct significant figures and units.
 The omission of units makes it difficult for the reader to know the size of the numbers
being reported. And writing down the wrong number of significant figures amounts to
lying about the precision of the data.
 Too many significant figures imply that you know a number more precisely than you
actually do.
 All questions should be answered with complete and grammatically correct sentences.
Abbreviations should not be included in written answers. Read the sentence out loud to
make sure that it makes sense.
 Your sample computations should be labeled with their purpose, for example; “mass of
the liquid”. Within the computation, all numbers must have the correct units and the
correct number of significant figures.
 Laboratory reports that extend to more than one page should either be stapled together or
have your name and the page number at the top right of each page.
For example:- Fikadeab Habtamu, page 2 of 4 pages.
 This makes it more difficult for the instructor to inadvertently misplace pages. Using a
paper clip or tearing corners to hold pages together is not acceptable. Reports should also
be dated.
The initial draft of a laboratory report belongs in your laboratory notebook for two reasons

1, it is unlikely that you will get everything correct on the first attempt and, thus, a first
draft written on the report form itself could be very messy.

2, if the report itself is lost or destroyed, you can easily and quickly rewrite the report
from the notebook.
  it Contain two parts:-1, Cover page
2, Inner page

1, Cover page includes:-

1. Name of the school

2. Department (stream)
3. Year------Semester------Group/section-----Subgroup (lab group) ----
4. Name and ID.no of the group members
5. Name of instructor:-
6. Experiment no:-
7. Date of an experiment:-

2, Inner page (The Main body of the report) Includes:-

1. Title of the experiment: -

 Create a title in words that reflects the factual content of your report.

2. Objectives of the experiment:-

 States the purpose of your experiment.

 Be specific about the outcomes that you plan to achieve when you designed your
experiment.

3. Theory:-

 Short summary about your experiment background.

 You can refer and analyze written documents and the laboratory manual to write the
theory.

4. Chemicals:-

 List chemical used in the experiment.

5. Apparatus:-

 List of apparatuses used in the experiment.

6. Procedure: this section includes

 Describe how you performed the experiment, and mention each step in chronological
order.
 Write all the steps you have followed to conduct the experiment in passive and
impersonal form I.e. avoid personalization or using pronouns such as as, I, we, she, he,
us, her, him etc. in the statement.
Example: - we have added 10ml of ethanol into distillation flask.(incorrect)
-10ml of ethanol was added into distillation flask.(correct)

7. Data/Observations: this section includes:-

 color change
 precipitate formation
 gas evolution,
 numerical values of measurement
 Tabulated data, etc. are included.

NB: - The person reading your report should find it clear and convincing enough to take your
experimental results seriously.

8. Result and Discussion:- In this section of the report, includes

 expected calculation,
 Balanced chemical equations
 Present your results and discuss them.
 Also report possible errors in the procedure and results, including possible inaccuracies.
 Include any problems that you encountered during your work.
 Present them objectively.
 If possible suggest ways in which such problems could be reduced at least if not
overcome.
9. Conclusion:- This section includes:-

 Should be brief, as it refers back to the objectives and considers how and to what degree
they have been met.
 Review the purpose of the experiment, and
 Summarize the implications of the results.
 Write the final result of the Experiment briefly and new experiences, knowledge and
skills you have gained.
10. Answer to review questions (if any).

11. Reference’s you used

Appendix. Glossary

Acid
A substance that dissolves in water and releases hydrogen ions (H+); acids cause irritation, bums, or
more serious damage to tissue, depending on the strength of the acid, which is measured by pH.

Acute toxicity
Adverse effects resulting from a single dose, or exposure to a substance for less than 24 hours.

Allergy
An exaggerated immune response to a foreign substance causing tissue inflammation and organ
dysfunction.

Asphyxiant
A substance that interferes with the transport of an adequate supply of oxygen to the body by either
displacing oxygen from the air or combining with hemoglobin thereby reduces the blood‟s ability
to transport oxygen.

Base
A substance that dissolves in water and releases hydroxide ions (OH−); bases cause irritation,
burns, or more serious damage to tissue, depending on the strength of the base, which is
measured by pH.

Carcinogen
A substance that causes cancer.

CAS Registry number

An internationally recognized unique registration number assigned by the Chemical Abstracts
Service to a chemical, a group of similar chemicals, or a mixture.

Ceiling limit
The maximum permissible concentration of a material in the working environment that should
never be exceeded for any duration.

Chemical hygiene plan

A written program that outlines procedures, equipment, and work practices that protect employees
from the health hazards present in the workplace.

Chemical hygiene officer

A designated person who provides technical guidance in the development and implementation of
the Chemical Hygiene Plan.

Chronic toxicity
Adverse effects resulting from repeated doses of, or exposures to, a substance by any route for more
than three months.
Combustible liquid
A liquid with a flashpoint at a temperature lower than the boiling point; ac- cording to the
National Fire Protection Association and the U.S. Department of Transportation, it is a liquid with
a flash point of 100 °F (37.8 °C) or higher.

Compatible materials
Substances that do not react together to cause a fire, explosion, violent reaction or lead to the
evolution of flammable gases or otherwise lead to injury to people or danger to property.

Compressed gas
A substance in a container with an absolute pressure greater than 276 kilopascals (kPa) or 40
pounds per square inch (psi) at 21oC, or an absolute pressure greater than 717kPa (40 psi) at
54oC.

Corrosive
A substance capable of causing visible destruction of, and/or irreversible changes to living tissue by
chemical action at the site of contact (i.e., strong acids, strong bases, dehydrating agents, and
oxidizing agents).

Environmental Protection Agency (EPA)

U.S. Federal agency that develops and enforces regulations to protect human health and the
natural environment.

Explosive
A substance that causes a sudden, almost instantaneous release of pressure, gas, and
heat when subjected to sudden shock, pressure, or high temperature.
Exposure limits
The concentration of a substance in the workplace to which most workers can be exposed during a
normal daily and weekly work schedule without adverse effects.

Flammable
As defined in the FHSA regulations at 16 CFR § 1500.3(c)(6)(ii), a substance having a
flashpoint above 20oF (−6.7oC) and below 100oF (37.8oC). An extremely flammable
substance, as defined in the FHSA regulations at 16 CFR § 1500.3(c)(6)(i), is any substance with
a flashpoint at or below 20oF (−6.7oC).

Flashpoint

The minimum temperature at which a liquid or a solid produces a vapor near its surface sufficient to
form an ignitable mixture with the air; the lower the flash point, the easier it is to ignite the
material.
Hazardous substance
As defined in the Federal Hazardous Substances Act (FHSA) at 16 CFR § 1500.3(b) (4) (i) (A),
any substance or mixture of substances that is toxic, corrosive, an irritant, a strong sensitizer,
flammable or combustible, or generates pressure through decomposition, heat or other means, if it
may cause substantial personal injury or illness during or as a proximate result of any customary
or reasonably foreseeable handling or use, including reasonably foreseeable ingestion by children.

Hepatotoxin
A chemical that can cause liver damage.

Ignitable
Capable of bursting into flames; ignitable substances pose a fire hazard

Incompatible materials
Substances that can react to cause a fire, explosion, violent reaction or lead to the evolution of
flammable gases or otherwise lead to injury to people or danger to property.

Ingestion
Taking a substance into the body by mouth and swallowing it.

Inhalation
Breathing a substance into the lungs; substance may be in the form of a gas, fume, mist, vapor,
dust, or aerosol.

Irritant
A substance that causes a reversible inflammatory effect on living tissue by chemical action at
the site of contact.

Known human carcinogen

A substance for which there is sufficient evidence of a cause and effect relation- ship between
exposure to the material and cancer in humans.

Lacrimation
Excessive production of tears when the eye is exposed to an irritant.

LC50 (Median Lethal Concentration 50)

The concentration of a chemical that kills 50% of a sample population; typically expressed in mass
per unit volume of air.

LD50 (Median Lethal Dose 50)

The amount of a chemical that kills 50% of a sample population; typically ex- pressed as
milligrams per kilogram of body weight.
Mutagen
A substance capable of changing genetic material in a cell.

National Fire Protection Association (NFPA)

An organization that provides information about fire protection and prevention and developed a
standard outlining a hazard-warning labeling system that rates the hazard(s) of a material during a fire
(health, flammability, and reactivity hazards).

Neurotoxin
A substance that induces an adverse effect on the structure and/or function of the central and/or
peripheral nervous system.

Oxidizer
A substance that causes the ignition of combustible materials without an external source of
ignition; oxidizers can produce oxygen, and therefore support combustion in an oxygen free
atmosphere.

Peroxide former
A substance that reacts with air or oxygen to form explosive proxy compounds that are shock,
pressure, or heat sensitive.

Personal Protective Equipment (PPE)

Any clothing and/or equipment used to protect the head, torso, arms, hands, and feet from
exposure to chemical, physical, or thermal hazards.
Ph
A measure of the acidity or basicity (alkalinity) of a material when dissolved in water; expressed
on a scale from 0 to 14.

Radioactive material
A material whose nuclei spontaneously give off nuclear radiation.

Reactivity
The capacity of a substance to combine chemically with other substances.

Secondary containment
An empty chemical-resistant container/dike placed under or around chemical storage containers
for the purpose of containing a spill should the chemical container leak.

Short Term Exposure Limit (STEL)

The maximum concentration to which workers can be exposed for a short pe- riod of time (15
minutes).

Systemic
Affecting many or all body systems or organs; not localized in one spot or area.
Teratogen
A substance which may cause non-heritable genetic mutations or malformations in the
developing embryo or fetus when a pregnant female is exposed tothe substance.

Time Weighted Averages (TWA)

The average concentration to which an average worker can be exposed for a normal, 8 hour
workday.

Water reactive material

A substance that reacts with water that could generate enough heat for the item to spontaneously
combust or explode. The reaction may also release a gas that is either flammable or presents a health
hazard.
REFERENCE: -

 NEW CURRICULUM GRADE(9-12)CHEMISTRY STUDENTS TEXTBOOK,

 CHEM.LAB TREANING MANUALS PREPARED BY ARBAMINCHUNIVERSITY

FOR HIGH SCHOOLS,

 EXTREME BOOK CHEMISTRY GRADE9-12

 REVISED-GCL-I-LAB-MANUAL (1)

 K12_CURRICULUM_DOCUMENTS_SCIENCE_LABSAFETYGUIDELINES

 LABORATORY-SAFETY-MANUAL-FLFN_KMR_V3_FINAL (1)