ela954 unit 1 - introduction and globally harmonized

Copyright ©American Institute of Chemical Engineers 2019. All rights reserved.

1

SAChE® Certificate Program Level 1, Course 5: Laboratory Safety

Unit 1 – Introduction and Globally Harmonized System (GHS)

Narration:

[No narration]


2

Getting Started

Narration (male voice):

If this is your first time taking a SAChE course, please take a few minutes to explore the interface.

This slide will explain how to use the controls to navigate through the course. All of the units in

the course use the same interface.

This interface has four main features that you should be aware of:

• Here is the left navigation bar. It contains a list of the slides as well as the narrative

transcript. At any point in the course, if you would like to revisit any content, click the

slide title to jump back.

• You may also use the Previous button on the bottom of the player. To advance forward,

use the Next button.

• The Search feature allows you to search for content using any word in the current unit.

• On the top menu bar you will find the Help, Abbreviations, Glossary, Resources and Exit

options. The resources included in this course include any unit-specific attachment as


3

well as a printable copy of the unit slides and narrative. Use the Exit tab to leave this

unit at any time.

Click the arrows if you want to learn more about the interface features. Click ‘Next’ when you’re

ready to continue.


4

About This Training Program

Narration (female voice):

Welcome to the American Institute of Chemical Engineers’ online Process Safety training

program. This course will introduce you to laboratory safety. It is divided into five units:

• Unit 1 – Introduction and Globally Harmonized System (GHS);

• Unit 2 – Chemical and Biological Hazards;

• Unit 3 – Equipment Hazards;

• Unit 4 – Industrial Hygiene and Personal Protective Equipment (PPE); and

• Unit 5 – Chemical Handling.

Each unit takes about 30 to 45 minutes to complete. At the end of each unit, you will be

presented with a quiz. You must pass the quiz in order to have the unit marked as complete, so

be sure to pay close attention to the content and answer all of the review questions along the

way. After completing all of the units in the course, you will take a final exam. You must pass the

exam to have the course marked as completed.


5

Objectives


This is the first of five units in the Laboratory Safety course. By the end of this unit, titled

“Introduction and Globally Harmonized System (GHS),” you will be able to:

• List responsibilities of laboratory workers and supervisors;

• Define the term "safety culture;"

• Give examples of the four strategies of inherently safer design;

• Give examples of preventive and mitigative safeguards; and

• Describe the purpose and contents of the Globally Harmonized System safety data sheet

(SDS) and GHS label and compare the GHS hazard identification method with the

National Fire Protection Association (NFPA) diamond.


6

SECTION 1: Introduction

Narration:

[No narration]


7

A Tragic Laboratory Accident


On December 29, 2008, Sheharbano (Sheri) Sangji, age 23, a graduate research assistant at the

University of California, Los Angeles (UCLA) sustained third degree burns over 40% of her body.

She was working with t-butyl lithium, a highly reactive chemical that spontaneously burns when

exposed to air.

The plunger in the syringe that she was using to transfer the chemical dislodged, spraying the

chemical onto her sweater and spontaneously igniting.


8

A Tragic Laboratory Accident (continued)


Sheri died 18 days later from her burns.


9

Laboratory Incidents


Between 2001 and 2010, the U.S. Chemical Safety Board (CSB) identified 120 explosions, fires

and chemical releases in academic and research laboratories causing death, serious injuries and

extensive property damage.

In the CSB video, titled "Experimenting with Danger," presented on the next slide, you will learn

about Sheri's accident and two others...the chemical poisoning of a Dartmouth professor in

1997 and a chemistry laboratory explosion at Texas Tech University in 2010.


10

Video: 3 Laboratory Incidents

Narration:

[Narration embedded in video]


11

Laboratory Safety and the AIChE Code of Ethics


Laboratory safety is included as part of the AIChE Code of Ethics, which states that all AIChE

members must:

1. “Hold paramount the safety, health and welfare of the public and protect the

environment in performance of their professional duties.

2. Formally advise their employers or clients (and consider further disclosure, if warranted)

if they perceive that a consequence of their duties will adversely affect the present or

future health or safety of their colleagues or the public.”

More information about ethics is provided in the SAChE course Process Safety and Ethics – A

Brief Introduction.


12

Laboratory Worker Responsibilities


All laboratory workers – including students – have the following responsibilities:

1. Follow all regulations and rules on safety.

2. Develop a positive and participatory attitude with respect to safety to continuously

improve the safety of their own actions and coworkers.

3. Review new equipment and procedures to identify hazards and to establish appropriate

controls.

4. Participate in all training and meetings on safety.

5. Follow all safe work procedures.

6. Wear designated personal protective equipment (PPE).

7. Report all hazardous situations.

8. Report all accidents and near misses.

[Male voice]

Click the printer icon if you would like to open a printable version of this list.


13

Laboratory Supervisor Responsibilities


All laboratory supervisors – including faculty – have the following responsibilities:

1. Foster a safe work culture into the daily activities of all laboratory workers they

supervise.

2. Assist in the review of new equipment and procedures to identify hazards and to

establish appropriate controls.

3. Provide training and education on safety.

4. Provide required personal protective equipment.

5. Provide safety equipment, such as a laboratory hoods, and other equipment, to improve

the safety of any experiments.

6. Provide emergency response equipment, such as safety showers and eyewashes, as

required.

7. Investigate all accidents – including near misses – and take appropriate steps to prevent

the accident from repeating.

[Male voice]

Again, you can print this list.


14

Safety Culture – Defined


Safety culture is the most important part of any safety program.

Safety culture is defined as “the common set of values, behaviors, and norms at all levels in a

facility or in the wider organization that affect safety.”

Klein and Vaughen define safety culture as “the normal way things are done at a facility,

company or organization, reflecting expected organizational values, beliefs and behaviors, which

set the priority, commitment and resource levels for safety programs and performance.”

Almost all accidents, either large or small, can be attributed to a failure in safety culture since

safety culture is such an essential and over-reaching part of any safety program.


15

Page 2


16

Laboratory Safety, Personal Safety and Process Safety


Laboratory safety is part of personal safety addressing higher frequency but lower consequence

events.

Process safety addresses the control and prevention of high consequence, low frequency events

(such as fires, explosions and accidental releases of hazardous materials causing significant

damage to chemical plants).

A lab safety accident is almost always localized to the lab in which it occurs due to the small

amount of chemicals and energy involved. A process safety incident in a chemical plant involves

larger amounts of chemicals and energy than those encountered in a laboratory setting. For this

reason, the consequences of process safety incidents in chemical plants are often significantly

higher than the consequences experienced in lab safety accidents. Despite this observation,

there can be high consequence lab safety events as shown in the CSB video earlier in this unit.


17

Definitions


In this course, we’re going to be frequently using the terms listed here. Click the icon next to

each term to review its definition.


18

Safety (Slide Layer)

[When “Safety” is clicked…]

Safety is a strategy for accident prevention; however, this term is not very well defined.


19

Accident (Slide Layer)

[When “Accident” is clicked…]

An accident is an unplanned event or sequence of events that results in an undesirable

consequence, including injury to people, damage to the environment, and damage to

equipment.


20

Incident (Slide Layer)

[When “Incident” is clicked…]

An incident is an event, or series of events, resulting in one or more undesirable consequences,

such as harm to people, damage to the environment, or asset/business losses. Such events

include fires, explosions, and releases of toxic or otherwise harmful substances. This normally

applies to accidents of much larger scope, such as an explosion in a chemical plant.


21

Risk (Slide Layer)

[When “Risk” is clicked…]

Risk is a measure of an accident or incident in terms of both the incident likelihood (frequency

or probability) and the magnitude of the loss or injury (consequence).


22

Hazard (Slide Layer)

[When “Hazard” is clicked…]

A hazard is an inherent chemical or physical characteristic that has the potential for causing

damage to people, environment or property. Hazards may be constantly present or change with

time.


23

Hazards


Laboratories contain many hazards. These typically include:

• Chemical hazards, due to the toxic, flammable and reactive properties of chemicals;

• Biological hazards, due to infectious organisms;

• Equipment hazards, due to high temperatures or pressures; and

• Procedural hazards, due to the operation of equipment, such as stopping or starting a

pump at the incorrect time.

• Laboratories can also include physical hazards, due to high or low temperature or

pressure, noise, ionizing radiation, laser beams, and other conditions and equipment.


24

Part 2


25

Accidents Due to Loss of Control of Material or Energy


Most accidents are due to the loss of control of material or energy.

• Examples include the following:

• A chemical spilling from an overturned beaker (loss of material control);

• Unexpected reaction of a chemical resulting in gas evolution and rupture of the

container (loss of energy control);

• Sudden disconnection of a hose containing high pressure nitrogen (loss of material

control); and

• Fire in a beaker (loss of energy control).


26

Inherently Safer Design


In any laboratory we should always consider inherently safer design. Inherently safer design uses

the elimination or reduction of hazards rather than provide complex safeguards around the

hazards.

There are four strategies to inherently safer design:

1. Minimize – reduce the hazard;

2. Substitute – replace hazardous materials with less hazardous materials;

3. Moderate – use under less hazardous conditions; and

4. Simplify – reduce the complexity of equipment or procedures.


27

Inherently Safer Design (continued)


Examples of inherently safer design include:

• Substituting a toxic solvent with a less toxic solvent;

• Reducing the temperature or pressure of the apparatus;

• Reducing the quantities of chemicals in the apparatus; and

• Reducing the quantity of chemicals by using a smaller container.


28

Part 2


29

Part 3


30

Part 4


31

Safeguarding Against Accidents


Hazards do not always result in an accident. However, accidents do require something to

happen – an initiating event – as shown in the diagram.

Preventive safeguards prevent the accident from occurring and mitigative safeguards reduce

the magnitude of the consequences.

An accident requires the failure of all of the preventive safeguards. Failure of any of the

mitigative safeguards increases the magnitude of the consequences.


32

Safeguards Are Not Perfect


In reality, the safeguards are not perfect, as represented by the holes in the “Swiss cheese”

diagram shown here. An accident requires all the holes in the preventive safeguards to line up.

Holes in any of the mitigative safeguards increase the consequences.


33

Examples of Laboratory Safeguards


Click the two categories of safeguards – preventive and mitigative – for some examples of each

in a laboratory environment.


34

Preventive safeguards list (Slide Layer)

[When “Preventive Safeguards” is clicked…]

Examples of preventive safeguards include:

• Computer control versus manual control to identify and correct experimental

excursions;

• Emergency shutoff systems;

• Pressure relief systems;

• Emergency cooling systems;

• Robust design to withstand higher temperatures and pressures; and

• Emergency procedures exist and are understood by all lab workers.


35

Mitigative safeguards list (Slide Layer)

[When “Mitigative Safeguards” is clicked…]

Examples of mitigative safeguards include:

• Placing the apparatus in a hood for containment;

• Using PPE; and

• Availability of safety equipment, such as fire extinguishers and safety showers.


36

General Concept for Laboratory Safety


The general concept for laboratory safety is to identify the hazards prior to designing and

operating any experiment and then to apply:

• Inherently safer design to eliminate or reduce hazards; and

• Preventive and mitigative safeguards to control the hazards.


37

SECTION 2: The Globally Harmonized System (GHS)

Narration:

[No narration]


38

Globally Harmonized System (GHS)


The Globally Harmonized System (GHS) is an international system that the United Nations

created for the unified development of “safety data sheets” (SDS) and a unified label

development for substances and mixtures (the “GHS Label”).

The main purpose behind the GHS is to provide a world-wide system that all countries can use

to identify the hazardous properties of chemicals and to provide unified labeling to facilitate

shipping chemicals between countries.

In 2013, the U.S. Occupational Safety and Health Administration (OSHA) adopted the GHS for

classification and labeling of chemicals.

Additional information on GHS can be found at www.un.org and elsewhere on the internet.


39

GHS Requirements


GHS has three main requirements:

1. Hazard classification;

2. GHS SDSs; and

3. GHS Labels.

[Male voice]

Click each requirement for a brief description.


40

Hazard classification (Slide Layer)

[When “Hazard classification” is clicked…]

Hazard classification: The standard requires chemical manufacturers and importers to

determine the hazards associated with the chemicals they produce or import. The specific

health and physical hazards of these chemicals must be provided to the consumer.


41

GHS SDSs (Slide Layer)

[When “GHS SDSs” is clicked…]

GHS Safety Data Sheets: The standard requires SDSs to have 16 specific sections, ensuring

consistency in the presentation of important safety information about a chemical.


42

GHS Labels (Slide Layer)

[When “GHS Labels” is clicked…]

GHS Labels: Chemical labels must include the name of the chemical as well as a signal word,

pictograms, hazard statements, and precautionary statements that describe the hazards

associated with the chemical.


43

GHS SDS Sections 1-8


The GHS SDS is divided into sections.

Sections 1 through 8 (listed here) provide general information about the chemical. This includes

its name, hazards, composition, safe handling practices and emergency response measures.

These first eight sections are helpful when information is quickly required for an emergency

situation.

[Male voice]

Click the image of this sample SDS for ammonia to open the full document. Take a few minutes

to locate and read Sections 1 through 8. When done, close the document and click ‘Next’ to

continue.


44

GHS SDS Sections 9-11, 16


Sections 9 through 11 and Section 16 of the SDS contain other technical and scientific

information, such as the chemical’s physical and chemical properties, information about the

chemical’s stability and reactivity, toxicological information and the date the safety data sheet

was prepared or last revised.

[Male voice]

Again, click the image of the sample SDS to open it and then locate and read Sections 9 through

11 and Section 16.


45

GHS SDS Sections 12-15


Sections 12 through 15 contain information related to the chemical’s effect on the environment,

its proper disposal and transport, and additional regulations governing its use.

Sections 12 through 15 are considered “non-mandatory” by OSHA in the U.S. because the

content of these sections is enforced by other federal and state government agencies.

[Male voice]

Read Sections 12 through 15 of the sample SDS before continuing.


46

GHS Hazard Group Classifications


The GHS classifies chemicals into the nine major hazard groups shown in this table, including the

pictogram used to identify each group. A specific chemical may appear in more than one group.

[Male voice]

You can open a printable version of this table by clicking the printer icon.


47

Hazard Classes


These nine groups are further subdivided into 29 hazard classes, including 17 physical hazards,

10 health hazard classes and 2 environmental hazard classes. A chemical may be classified with

more than one group or hazard class.

For each hazard class a table exists to classify the chemical.

[Male voice]

Take a few minutes to read through the hazards in each column. Click the printer icon if you

would like to open a printable version of the table.


48

Hazard Classes – Flammable Liquids


This table shows the detailed categories for the hazard class of flammable liquids. The table has

four elements:

1. Signal word;

2. Hazard classification;

3. Hazard category number; and

4. Pictogram.

The Hazard Category is numbered from 1 to 4 or 5 with the number 1 representing the most

severe category.

Equivalent tables exist for all 29 hazard classes.

There are only two signal words: “Danger” and “Warning.”


49

GHS Label


The GHS label is designed to provide the worker the most important information related to safe

handling of the chemicals. This is a typical label meeting the GHS requirements.

The GHS label has six elements. Click each numbered element to learn about it.


50

1 – Product Name or Identifier (Slide Layer)

[When “1 – Product Name or Identifier” is clicked…]

The product name or identifier provides information on the chemical substance or mixture that

is in the container.


51

2 – Signal Word (Slide Layer)

[When “2 – Signal Word” is clicked…]

There are only two words used as signal words: “Danger” and “Warning.” Danger is used for the

most severe circumstances and Warning is for less severe.


52

3 – GHS Pictograms (Slide Layer)

[When “3 – GHS Pictograms” is clicked…]

Refer to the table presented previously to review the nine GHS pictograms.


53

4 – Hazard Statements (Slide Layer)

[When “4 – Hazard Statements” is clicked…]

Hazards statements are phrases that describe the nature of hazardous material and the degree

of the hazard. Hazard statements include “highly flammable liquid and vapor,” “may be fatal if

swallowed and enters airways,” “causes skin irritation,” “causes serious eye irritation,” and

“may cause cancer,” to name a few.


54

5 – Precautionary Statements/First Aid (Slide Layer)

[When “5 – Precautionary Statements/First Aid” is clicked…]

Precautionary statements and first aid are instructions (and/or pictograms) to prevent or

minimize the effects of exposure to the hazardous product. Examples include special

instructions (from the manufacturer) before use, such as “do not handle until all safety

precautions have been read and understood,” “keep away from heat/sparks/open flames/hot

surfaces,” “no smoking in the area,” “wear protective gloves/eye protection/face protection,”

and “if swallowed, immediately call a poison center or doctor.”


55

6 – Manufacturer Information (Slide Layer)

[When “6 – Manufacturer Information” is clicked…]

Manufacturer information identifies the manufacture’s company name, address, and telephone

number.


56

Labeling of Primary Containers


There are two main categories of containers we’re going to introduce: primary containers and

secondary containers.

Primary containers are the bags, barrels, bottles, and cans that are received from the

manufacturer. These containers must have GHS labels. The supplier labels cannot be removed,

altered or defaced. If the label needs to be replaced, then the new label must contain the same

information as the original.

On the next slide, we’ll describe secondary containers.


57

Labeling of Secondary Containers


Secondary containers are usually smaller than primary containers; they typically include spray

bottles, jugs, and jars. These are containers that hold the material taken from the primary

container. Secondary containers must comply with the GHS label requirements except when the

following criteria are met:

• The material is used within the work shift of the person making the transfer;

• The worker making the transfer is in the work area the entire time during use; and

• The container stays within the work area and in the possession of the worker who filled

the container.

These requirements are so rigorous that labeling of all chemicals at all times is the best

approach.


58

GHS Label and GHS SDS


The six required elements of a GHS label are also included in a GHS SDS. For example, in this SDS

for fluorine, the six elements are identified as follows:

1. The product name or identifier is “Fluorine Specialty Gas Mixture.”

2. The signal word is “Danger.”

3. The pictograms representing “compressed gas,” “acute toxicity,” “corrosive” and

“oxidizer” are shown.

4. Multiple hazard statements are given on the first two pages of the SDS.

5. Several precautionary statements are given on page 2; these are grouped by

“Prevention,” “Response” and “Storage” categories.

6. The manufacturer information is listed in the first section on page 1 of the SDS.

[Male voice]

If you would like to open and read this SDS, click the image of either page shown.


59

Part 2


60

Part 3


61

Part 4


62

Part 5


63

Part 6


64

Part 7


65

Part 8


66

NFPA Diamond


Another hazard identification method that is commonly used in the U.S. is the NFPA diamond,

shown here. NFPA stands for “National Fire Protection Association,” a non-profit organization

that deals with fire protection.

Each hazard category is assigned a number from 0 to 4, with 4 being the most severe – note that

this numbering system is opposite of the GHS numbering system!

These signs are placed on storage vessels and shipping containers and provide an easy and quick

recognition of the hazards of the chemical.


67

Job Safety Assessment (JSA) and Laboratory Inspection Form


The GHS and NFPA methods provide information to assist with identifying chemical, equipment

and other hazards and to take appropriate steps to eliminate or control these hazards properly

prior to using chemicals or equipment in the laboratory. There are two common methods to

assist with this (please check with your health and safety department – your organization might

require a different approach):

The Job Safety Assessment (JSA) is a multi-page form that prompts the user to identify typical

hazards and lists personal protective and other safety equipment. It is recommended that this

form be completed and reviewed by committee.

The Laboratory Inspection Form assists in identifying common laboratory hazards and safety

equipment present in the laboratory.

[Male voice]

Click the image of each document if you would like to open a sample for viewing or printing.

Remember, it is essential that the hazards be identified and addressed prior to using any

chemicals in the laboratory.


68

Unit 1 Summary


We’ve reached the end of the first unit in the Laboratory Safety course. Having completed this

unit titled “Introduction and Globally Harmonized System,” you should now be able to:

• List responsibilities of laboratory workers and supervisors;

• Define the term "safety culture;"

• Give examples of the four strategies of inherently safer design;

• Give examples of preventive and mitigative safeguards; and

• Describe the purpose and contents of the GHS safety data sheet (SDS) and GHS label

and compare the GHS hazard identification method with the National Fire Protection

Association (NFPA) diamond.

In Unit 2, we’ll discuss chemical and biological hazards. But first, please take the quiz for Unit 1

beginning on the next slide.

ela954 unit 1 - introduction and globally harmonized

Documents