IB Chemistry
Inquiry-based Activity 1: Introduction to
the Experimental Programme
Tool 1: Experimental Techniques
Addressing safety of self, others and the environment
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Recognize and address relevant safety, ethical or environmental issues in an
investigation.
Introduction
We are exposed to potentially harmful chemicals on a daily basis. By understanding how
these chemicals are classified, serious injuries can be prevented especially considering that
as part of the IB chemistry programme, practical investigations constitute a big part of our
curriculum.
The Globally Harmonised System of Classification and Labelling of Chemicals (GHS) is a
system for chemical classification and hazard communication through harmonised
provisions for standardised labels and Safety Data Sheets (SDS) developed by the United
Nations (UN).
Safety data sheets (SDS) provide information on the potential hazards posed by a particular
chemical, and the safe handling, storage and emergency measures in case of accidents. All
users, inclusive of teachers, laboratory staff and students, should know how and where they
can access the specific SDS for the chemical they work with. All users must be familiar with
the characteristics of the chemical/substance before use so that with this important
knowledge, we would be able to conduct the practical in a safe manner, for ourselves, others
as well as the environment.
In the respective SDS of the chemicals as well as the containers containing the chemicals,
standardised GHS labels are used. The objective of labelling hazardous chemicals is to
enable users to know the identities of the chemicals, the hazards involved and the
precautionary measures to take. Full GHS labels would have a fixed set of GHS pictograms,
signal words, hazards and precautionary statements while reduced workplace labels on
smaller containers would have just the chemical name and GHS pictograms, and all users
should then be familiar with the associated hazards and precautionary statements.
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IB Chemistry
Learning Objectives
At the end of this activity, the student will be able to:
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Recognize important elements of a Safety Data Sheet (SDS).
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Understand the importance of SDS in a laboratory and classroom safety protocol.
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Read and analyze a SDS relevant to the practical investigation.
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Rank chemicals in order of hazard by using the SDS to evaluate the safety of the
chemical.
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Conduct a risk assessment of the practical investigation by completing relevant sections
of the Materials and Equipment Request (MER) Form (Appendix A) i.e. Safety Hazards,
Precautions and the Overall Risk Level (Severity x Likelihood) of chemicals used with
reference to the Risk Assessment tables in the form.
Part 1: How to read and analyze a Safety Data Sheet (SDS)
Refer to either one of the attached links for the completion of this activity worksheet.
CLEAPPS
SDS | Safety Data Sheets Chemistry | Flinn Scientific
Instruction
1. Obtain the SDS information for three chemicals: aspirin (acetylsalicylic acid), acetic
anhydride and salicylic acid. These are the chemicals you will be using in Experiment 3 Synthesis of Aspirin.
2. In groups of 3 or 4, analyze the SDS of the 3 chemicals against each other and consider
the following questions as you assess these chemicals’ toxicological and potential
hazards:
a) Does the chemical have a human health impact, ecological impact or both?
b) How does it affect the storage and disposal of the chemical after use?
c) What pictograms do you see on the SDS? Pictograms tell you about the hazards
without using words.
d) What are the routes of exposure and how does it impact whether the chemical is
harmful or not?
3. Using criteria established by your group, rank the 3 chemicals from safest to most
hazardous i.e. lowest overall risk level to highest overall risk level. Record the reasoning
you used to justify your ranking.
4. Complete the risk assessment table (excerpt from the MER Form) below.
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IB Chemistry
Name
Safety Hazards
(of chemical)
(human/ecology)
Precautions
(proper handling and
disposal)
Overall Risk Level
(Severity x
Likelihood)
Discussion
1. Discuss the ranking as a class. Did everyone have the same rankings? What are some of
the main sections in the SDS that groups used to classify safety?
2. Share with your group mates 1 thing you learnt from this activity.
Part 2: Acknowledgement of the General Laboratory Safety Regulations
Read through the General Laboratory Safety Regulations (Appendix B) for compliance.
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Materials and Equipment Request Form
Appendix A
Student Name:
Teacher Name
and Signature:
Day, Date and
Time Required:
Date Submitted:
Subject:
Title:
Brief Description:
Name
(of material or equipment)
Source
(home or
lab)
Quantity
(e.g. number,
mass, volume,
concentration)
Safety Hazards
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Precautions
Overall Risk
Level
(Severity x
Likelihood)
Status
(to be completed by lab technician)
Available
Pending
Not
Available
Name
(of material or equipment)
Source
(home or
lab)
Quantity
(e.g. number,
mass, volume,
concentration)
Safety Hazards
Precautions
Overall Risk
Level
(Severity x
Likelihood)
Status
(to be completed by lab technician)
Available
Pending
Not
Available
Risk Assessment
Risk Level
Severity
Description
5
Catastrophic
4
Major
3
Moderate
2
Minor
1
Negligible
No or negligible injury, low environmental impact.
Risk Level
Likelihood
Description
5
Frequent
4
Likely
3
Occasional
2
Seldom
Not likely to occur but possible.
1
Remote
Unlikely to occur.
May result in death, fatal disease or large number of serious injuries, environmental disaster.
Serious/extensive injury (e.g., amputations, major fractures, multiple injuries, acute poisoning, fatal diseases), severe environmental
damage.
Injury requiring medical treatment or ill-health leading to disability (e.g., lacerations, burns, stains, minor fractures, dermatitis,
deafness, work-related upper limb disorders), high environmental impact.
Injury requiring first aid treatment (e.g., minor cuts and bruises, irritation and temporary discomfort), some environmental impact.
Common or repeating occurrence.
Quite likely to occur.
Possible or known to have occurred.
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Overall Risk Level
Risk Level
Risk
Acceptability
1-3
Low
Acceptable
4-12
Medium
Tolerable
>= 13
High
Not acceptable
= Severity x Likelihood
Recommended Actions
Student is allowed to work under supervision.
Demonstrated by the teacher before student is allowed to work under close supervision.
Not allowed to be performed in the laboratory.
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Appendix B
General Laboratory Safety Regulations
School laboratories should be safe environments for students to carry out scientific experiments and
investigations. Accidents can be avoided if safety regulations are conscientiously observed and enforced.
The following general laboratory safety regulations apply to all laboratory activities.
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Only enter or work in laboratories when a teacher is present.
Laboratory storerooms and preparation rooms are out of bounds.
Long hair should be tied back to avoid any interference with laboratory work.
Eating and drinking are prohibited.
Covered shoes should be worn in the laboratories at all times.
Articles of clothing must not pose a safety risk in the conducting of lab activities (e.g., ties are not allowed).
Personal Protective Equipment (PPE)
Students should wear proper protective clothing. This includes, but is not limited to, splash resistant spectacles and
protective gloves when using chemicals, appropriate safety spectacles for certain experiments involving lasers, heating
or stress testing materials.
Safety goggles should be worn whenever there is any risk of injury to the eyes.
Protective gloves and clothing should be worn when handling hazardous materials.
Communication
Report damaged equipment, breakages, accidents and spillage to the teacher immediately.
Seek clarification from the teacher if instructions for an experiment are not thoroughly understood.
Report unlabelled chemicals to the teacher immediately. Unlabelled chemicals should not be used.
Following procedures
Work thoughtfully and purposefully. Playing around and other acts of carelessness are strictly prohibited.
Only carry out activities or investigations that are authorized and supervised by teachers.
Using tools and equipment
Keep electrical wiring away from naked flames and heaters. Keep areas around electrical equipment dry and far from
water.
Inspect equipment used to handle or transfer hazardous materials for leaks, cracks and other forms of damage before
use.
Follow the correct procedures when handling equipment, e.g., positioning of hand when using a pipette.
Discard sharp waste objects such as needles, razors or pins in a sturdy puncture- proof container designated for sharps,
not in waste-bins or trash bags.
Visual focusing
Be aware of the evacuation route in the event of emergencies such as fire.
Be aware of the location and use of first aid and emergency facilities, such as emergency eye-washers, showers, first-aid
boxes and fire extinguishers, in the laboratory.
Material handling
Chemicals or other materials must never be tasted unless you are specifically directed to by the teacher.
Wash hands thoroughly before leaving the laboratory, regardless of whether or not gloves were worn.
Students should not take apparatus or chemicals out of the laboratory without the permission of a teacher.
Body positioning and equipment
Be mindful of where you stand in the laboratory, e.g., never stand facing a test- tube that is being heated by the Bunsen
burner.
For activities that involve specific procedures, equipment or materials (like chemicals or microorganisms),
additional measures need to be taken.
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