Safety in Laboratories Basic concepts of safety What

Safety in Laboratories • Basic concepts of safety: What are the Dos & Don’ts to be followed in chemical laboratory. • PPE: Personal protective Equipments used in chemical laboratories & usage, Fire extinguishers & classification. • OSHA (Occupational Safety & Health Administration): Discussion on Hazard identification, chemical hygiene, MSDS, SOPs & Protocols, Fume hoods, Mitigating Hazards, Spillage control, Biological hazards, Radiation hazards, Exposure to toxic chemicals & limits with few examples. • TH (Toxic Hazard concepts & classifications): Basic knowledge of Toxic Hazard classifications and TH details of few chemicals as examples. • Process safety: Thermograms to identify Thermal buildup in exothermic reactions & safety screening by DSC to identify thermal build up.

Basic concepts of safety: What are the Dos & Don’ts to be followed in chemical laboratory: • General Personal Safety • 1. Eating, drinking, smoking, applying cosmetics or lip balm, and handling contact lenses are prohibited in areas where specimens are handled. • 2. Food and drink are not stored in refrigerators, freezers, cabinets, or on shelves, countertops, or bench tops where blood or other potentially infectious materials are stored or in other areas of possible contamination. • 3. Long hair, ties, scarves and earrings should be secured. • 4. Keep pens and pencils OUT OF YOUR MOUTH!!

NEVER • MOUTH PIPETTE!! Mechanical pipetting devices must be used for pipetting all liquids. • 7. Frequent hand washing is an important safety precaution, which should be practiced after contact with patients and laboratory specimens. Proper hand washing techniques include soap, running water and 10 -15 seconds of friction or scrubbing action. Hands should be dried and the • paper towel used to turn the faucets off.

• • Hands are washed: A) After completion of work and before leaving the laboratory. B) After removing gloves. C) Before eating, drinking, smoking, applying cosmetics, changing contact lenses or using lavatory facilities. D) Before all other activities which entail hand contact with mucous membranes or breaks in the skin. E) Immediately after accidental skin contact with blood or other potentially infectious materials. F) Between patient contact and before invasive procedures. G) Laboratory work surfaces must be disinfected daily and after a spill of blood or body fluid with a 1: 10 dilution of Clorox in water.

Eye Safety • 1. KNOW WHERE THE NEAREST EYE WASH STATION IS LOCATED AND HOW TO OPERATE IT. • 2. Eye goggles should be worn: • a. When working with certain caustic reagents and/or solvents, or • concentrated acids and bases. • b. When performing procedures that are likely to generate droplets/aerosols of blood or other body fluid. • c. When working with reagents under pressure. • d. When working in close proximity to ultra-violet radiation (light). • 3. Wearing contact lenses in the laboratory is discouraged and requires extra precaution if worn. Gases and vapors can be concentrated under the lenses and cause permanent eye damage. Furthermore, in the event of a chemical splash into an eye, it is often nearly impossible to remove the contact lens to irrigate the eye because of involuntary spasm of the eyelid. Persons who must wear contact lenses should inform their supervisor to determine which procedures would require wearing no-vent goggles.

When working in the laboratory: • a. Wear protective closing (lab coat, gloves. If you have a • • • cut/abrasion, also wear a band-aid. b. Avoid spillage and aerosol formation. c. Hands should be washed immediately and thoroughly d. Gloves should be removed before handling a telephone, computer keyboard, etc. , and must NOT be worn outside the immediate work area. Hands should always be washed immediately after gloves are removed. e. You should wash your hands after completing laboratory activities and before leaving the area. All protective clothing should be removed prior to leaving the lab. f. All hazardous material should be properly discarded.

Chemical and Gas Safety • To provide a safe working environment, all personnel should be aware of potentially • Hazardous materials and the proper way of handling this material. • Avoid unnecessary exposure to chemicals. Occupational Safety and Health Administration (OSHA) requires any necessary information in the form of MATERIAL SAFETY DATA SHEETS (MSDS) concerning the handling of hazardous materials to be available to all laboratory personnel, so that they may achieve and maintain safe working conditions.

PPE: Personal protective Equipments used in chemical laboratories & usage, Fire extinguishers & classification. • Lab coats or disposable aprons should be worn in the lab to protect you and your clothing from contamination. • Lab coats should not be worn outside the laboratory. • Lab footwear should consist of normal closed shoes to protect all areas of the foot from possible puncture from sharp objects and/or broken glass and from contamination from corrosive reagents and/or infectious materials. • Gloves should be worn while handling of chemicals • Protective eyewear and/or masks may need to be worn when contact with hazardous aerosols, caustic chemicals and/or reagents is anticipated.

Fire extinguishers & classification. • A. Know where all fire exits, fire extinguishers and fire alarms are located! • B. Know how to properly operate appropriate fire alarms and fire safety equipment! • Classification: Portable fire extinguishers are classified by their ability to handle specific classes of fires: • i) For burning combustible materials (wood, paper, clothing, trash). GREEN TRIANGLE WITH THE LETTER ‘A’, uses water or an all-purpose dry chemical. • ii) For burning liquids: RED SQUARE WITH THE LETTER ‘B’, uses foam, a dry chemical or carbon dioxide. • iii) For electrical fires: BLUE CIRCLE WITH THE LETTER ‘C’ uses non-conducting extinguishing agents (carbon dioxide or a dry chemical).

OSHA • OSHA (Occupational Safety & Health Administration): Discussion on Hazard identification, chemical hygiene, MSDS, SOPs & Protocols, Fume hoods, Mitigating Hazards, Spillage control, Biological hazards, Radiation hazards, Exposure to toxic chemicals & limits with few examples.

Material Safety Data Sheets (MSDSs): • Material Safety Data Sheets (MSDSs) for chemicals received by the laboratory must be supplied by the manufacturer, distributor, or importer and must be maintained and readily accessible to laboratory workers. MSDSs are written or printed materials concerning a hazardous chemical. Employers must have an MSDS in the workplace for each hazardous chemical in use. • MSDS sheets must contain: • 1. Name of the chemical; • 2. Manufacturer’s information; • 3. Hazardous ingredients/identity information; • 4. Physical/chemical characteristics; • 5. Fire and explosion hazard data; • 6. Reactivity data; • 7. Health hazard data; • 8. Precautions for safe handling and use; and • 9. Control measures

Chemical Hygiene • Chemical Hygiene Plan (CHP) OSHA’s Occupational Exposure to Hazardous Chemicals in Laboratories standard (29 CFR 1910. 1450), referred to as the Laboratory standard, specifies the mandatory requirements of a Chemical Hygiene Plan (CHP) to protect laboratory workers from harm due to hazardous chemicals. • The CHP is a written program stating the policies, procedures and responsibilities that protect workers from the health hazards associated with the hazardous chemicals used in that particular workplace.

• • • Chemical hygiene plan consist of Following components; Standard Operating Procedures (SOPs): Criteria for Exposure Control Measures Standard Operating Procedures (SOPs): Adequacy and Proper Functioning of Fume Hoods and other Protective Equipment: Information and Training Requirement of Prior Approval of Laboratory Procedures Medical Consultations and Examinations Chemical Hygiene Officer Designation: Particularly Hazardous Substances

Standard Operating Procedures (SOPs): Criteria for Exposure Control Measures Standard Operating Procedures (SOPs): Adequacy and Proper Functioning of Fume Hoods and other Protective Equipment: Chemical hygiene plan consist of Following components; Information and Training Requirement of Prior Approval of Laboratory Procedures Medical Consultations and Examinations Chemical Hygiene Officer Designation: Particularly Hazardous Substances

TH (Toxic Hazard concepts & classifications): Basic knowledge of Toxic Hazard classifications and TH details of few chemicals as examples. • Toxic Materials – Hazards: Toxic materials are substances that may cause harm to an individual if it enters the body. Toxic materials may enter the body in different ways. These ways are called the route of exposure. • Following is the route of exposure ; • Through inhalation: breathing it into the lungs • Through skin contact: Some materials can easily pass through unprotected skin and enter the body • Ingestion : It is less common, route of exposure in the workplace. Ingestion often occurs accidentally through poor hygiene practices (e. g. eating food or smoking a cigarette using contaminated hands). • Toxic materials are often used in the workplace. The table below lists some common workplace materials that meet one or more of the criteria to be considered "toxic" as well as some of potential heath effects associated with that chemical. Keep in mind that toxic materials can also be found in consumer products that come into the home - always read the warning labels and safe use instructions before using any products.

Toxic Hazard classification: • Under the WORK PLACE HAZARDOUS MATERIAL SYSTEM Toxic materials are classified into following types. • 1) Hazard Class D-Poisonous and Infectious materials • Division D 1 : It contains materials causing immediate and Serious Toxic Effect. These material can cause immediate and serious health effects. In this division there are two additional divisional that separate toxic and Very Toxic. • The very toxic are D 1 A and Toxic are D 1 B the main difference between two is to determine acute toxicity (Eg. L D 50 LC 50 • Division D 2: Material causing other toxic effects. The health effect considered for very toxic materials.

Potential Health Effects/Symptoms Associated with Toxicity • Methylene chloride • Mild central nervous system depressant. May cause headache, nausea, dizziness, drowsiness, in coordination and confusion, unconsciousness and death. • Causes skin and eye irritation.

Potential Health Effects/Symptoms Associated with Toxicity • Isopropyl alcohol (2 -propanol) • Mild central nervous system depressant. High vapour concentrations may cause headache, nausea, dizziness, drowsiness, in coordination, and confusion. Very high exposures may result in unconsciousness and death. • May be irritating to the respiratory tract. • Causes eye irritation. • Swallowing or vomiting of the liquid may cause aspiration (breathing) into the lungs.

Potential Health Effects/Symptoms Associated with Toxicity • Acetone • Mild central nervous system depressant. • Very high concentrations may cause headache, nausea, dizziness, drowsiness, in coordination and confusion. • Causes eye irritation. • Swallowing or vomiting of the liquid may result in aspiration into the lungs.

• Mitigating Hazards, Spillage control, Biological hazards, Radiation hazards, Exposure to toxic chemicals & limits with few examples.

SAFETY HAZARDS: • These are the most common and will be present in most workplaces at one time or another. They include unsafe conditions that can cause injury, illness and death. • Safety Hazards include: • Spills on floors or tripping hazards, such as blocked aisles or cords running across the floor • Working from heights, including ladders, scaffolds, roofs, or any raised work area • Unguarded machinery and moving machinery parts; guards removed or moving parts that a worker can accidentally touch • Electrical hazards like frayed cords, missing ground pins, improper wiring Confined spaces

BIOLOGICAL HAZARDS: • Associated with working with animals, people, or infectious plant materials. Work in schools, day care facilities, colleges and universities, hospitals, laboratories, emergency response, nursing homes, outdoor occupations, etc. may expose you to biological hazards. • Types of things you may be exposed to include: • Blood and other body fluids • Fungi/mold • Bacteria and viruses • Plants • Insect bites • Animal and bird droppings

PHYSICAL HAZARDS (RDIATION Hazard) • These the factors within the environment that can harm the body without necessarily touching it. • Physical Hazards include: • Radiation: including ionizing, non-ionizing (EMF’s, microwaves, radiowaves, etc. ) • High exposure to sunlight/ultraviolet rays • Temperature extremes – hot and cold • Constant loud noise

CHEMICAL HAZARDS • These Are present when a worker is exposed to any chemical preparation in the workplace in any form (solid, liquid or gas). Some are safer than others, but to some workers who are more sensitive to chemicals, even common solutions can cause illness, skin irritation, or breathing problems. • Beware of: • Liquids like cleaning products, paints, acids, solvents – ESPECIALLY if chemicals are in an unlabeled container! • Vapors and fumes that come from welding or exposure to solvents • Gases like acetylene, propane, carbon monoxide and helium • Flammable materials like gasoline, solvents, and explosive chemicals. • Pesticides

Why we should use PPT for teaching • Appropriate use of Power. Point can enhance the teaching and learning experience for both staff and students

Table Chart What you can use in power point Smart Graphics Picture from File Clip Art Media Clip

To show observation Table Numerical Value

List Process Cycle Smart Graphics Hierarchy Relatiinship Matrix Pyramid

Entrance Types of Animation Emphasis Exit Motion Path

Entrance • Entrance animations are used to introduce a slide object within a slide. Emphasis • Emphasis animations are used to animate slide objects that are already present on a slide. Exit • Exit animations are used to animate slide objects off a slide. Motion Path • Motion Path animations are used to move slide objects already on a slide on a set path.

emphasize a point What Animation give ? control information flow increase viewer interest

individual slides Objects in the slide Where you can apply Animation effect ? custom slide layouts. Slide master

• It provides encouragement and support to staff by facilitating the structuring of a presentation in a professional manner. The templates provided have been designed to default to good presentation criteria such as the number of lines of information per slide and appropriate font sizes and types, etc: using the styles of the default templates can significantly improve the clarity and structuring of a presentation. This helps to avoid the common use of excessive text often found on overhead transparencies. • By careful mixing of media, a presentation can appeal to a number of different learning styles and be made more stimulating. You are encouraged to incorporate more sophisticated visual and auditory media into presentations although care is required because of the inevitable increase in file sizes and the danger of excessive use. Incorporation can be done, either directly from within the programme or, sometimes more successfully, by appropriate pausing of the Power. Point presentation and using alternative technology (e. g. tape player or VCR). Note that this does not require switching off either the computer system or the projector system, one of the most common perceptions that restrict use – instead, use the ‘B’ character toggle switch during a slide presentation to ‘blank’ the screen temporarily while using other media. • The electronic file format allows distribution and modification for/by students unable to be present or who have impaired visual or auditory difficulties. Power. Point comes with a free viewer programme that can be distributed with the files so that the reader is not required to have Power. Point on their personal system. However, if they do have it, they are able to perform a greater variety of manipulations on the Power. Point file provided, such as editing the text, etc before printing it out. Most Virtual Learning Environments (VLEs) are now capable of including Power. Point presentations if required.

• Editing of each Power. Point file is very easy with minimal associated reprinting costs. This ease and potential immediacy of revision facilitates reflection upon, and evolution of, teaching materials by staff whilst minimising the consequences of any revision in terms of either workload or time. This was a major reason for my own extensive switch of teaching materials to Power. Point, even when the end-product was required to be an overhead projection slide. I also find that I can add a new slide whilst in a lecture if so required: I often use this method to present notices or create a record of the outcome when collecting information from the class so that it can subsequently be made available to the entire class. • The printing of handouts in a variety of formats is facilitated with a number of embedded options to print either the slides themselves (useful if there are graphics involved) or the text from the slides (outlines). The outlines may be saved as. rtf format and opened for further modification within an appropriate word processor. This allows the easy development of more sophisticated handouts based on the Power. Point presentation but with extra interactive elements such as readings and questions added where appropriate. • Extra information can be ‘hidden’ within files for answering predicted questions or for providing feedback to students using the file in a distancelearning context. The use of speakers notes as an automated feedback system was described by Mottley (2003) who also describes other ways to use Power. Point for development of self-study materials • The portability of the files, especially on compact disks (CDs) with their large capacity, allows presentations to be given wherever the technology is available or distributed where appropriate. Presentations can also be set up to run automatically if required e. g. as demonstrations/instructions within a laboratory Common barriers to its use

• Microsoft Power. Point is a powerful presentation software developed by Microsoft. It is a standard component of the company's Microsoft Office suite software, and is bundled together with Word, Excel and other office productivity tools. The program uses slides to convey information rich in multimedia.

• Animation is the process of making the illusion of motion and the illusion of change[Note 1] by means of the rapid succession of sequential images that minimally differ from each other. The illusion—as in motion pictures in general—is thought to rely on the phi phenomenon and beta movement, but the exact causes are still unclear.

• Computer simulations reproduce the behavior of a system using a mathematical model. Computer simulations have become a useful tool for the mathematical modeling of many natural systems in physics (computational physics), astrophysics, climatology, chemistry and biology, human systems in economics, psychology, social science, and engineering

Entrance Boomrang Entrance Descend

• Custom animation effects introduce objects onto a slide – one at a time – all animated. • Bulleted list can appear as – all bullets together, – one bullet at a time, – all bullets together, emphasized one at a time. • Picture or chart can fade gradually into the slide's foreground.

• In Normal view, – right-click the object, – click Custom Animation. • Click the animation scheme item you want to change. • To remove it, click Remove. • To modify it, – click a list arrow (Start, Direction, or Speed), and then click an option you want. • To preview it, click Play. • When done, click the Close button on the task pane.

Custom animations • Custom animations are specific to certain objects. • Bulleted lists: – one bullet at a time – apply different effects to older items (graying out). • Text object can introduce itself – all at once – by one word at a time – by one letter at a time. • Animate charts by – introducing chart series one at a time. – chart categories one at a time.

Animation Effects • • Entrance Effect controls how the object enters the slide Emphasis Effect draw attention to an object already displayed Exit Effect controls how the object leaves the slide Effects have – a speed setting – some have additional settings that control the animation range. • Animation options: – On Click - starts the effect when you press the mouse or press Enter – With Previous - animate two objects at the same time. – After Previous - animate two objects in sequence: starts the effect when the effect immediately before it finishes. • Tips: – If all the effects except the first is set to After Previous the entire slide animations will run automatically once the first animation is started by pressing Enter. – Click Play to preview the animation.

Add Sound to a Transition • In Normal or Slide Sorter view, – click or display the slide to which you want to add a transition sound. – Click the Slide Show menu, – click Slide Transition. – Click the Sound list arrow, – click the sound you want. • To apply the transition effect to all slides, click Apply To All Slides. • When done, click the Close button on the task pane.

Point uses the term Custom Animation for animation added to slide objects -- for most practical purposes, the terms "custom animation" and "animation" can be regarded the same. • All animation in Power. Point can be divided into four types: • Entrance • Emphasis • Exit • Motion Path

• Entrance Animation defines how and when objects enter the slide presentation on each slide. In this course, all objects that are new to the slide presentation, must have entrance animation. If an object continues from the previous slide, do not re-animate.

Entrance Animation

• • Plan your presentation structure carefully and according to the general rules of presentations. • The key to a successful presentation/lecture is to have a clear structure and generally not more than five key topic areas. • Know the level at which the presentation is aimed and develop the content for this level • Do not present too much textual material on each slide and avoid simply reading out what is on the slide: • provide mainly structural headings and subheadings around which the bulk of the verbal presentation takes place so that students still require to be active and take notes of detail, etc • Make sure that you speak at a normal speed and do not allow the use of Power. Point to deliver material too quickly: this is one of the most commonly encountered problems when converting to using Power. Point. • Utilise the visual and other media opportunities offered to enhance your presentation whenever possible • Be careful to avoid excessive use of colour effects, animation effects, transition effects, sound effects, etc.