Safety Equipment and Supplies
Districts must adequately budget for laboratory and field safety equipment. Students playing sports
are given helmets, pads, and other equipment to keep them safe, and those same students engaging in
laboratory or field experiences must be provided science safety equipment.
This chapter discusses personal protective equipment, which students wear during some science
activities, and emergency safety equipment, which should be available in laboratories where students use
chemicals. American National Standards Institute (ANSI) standards describe the proper design and
use of some equipment discussed in this chapter, and those standards are referenced where appropriate.
Districts must create policies that clearly state when and how to use safety equipment and that provide
for regular maintenance of the equipment, including testing, cleaning, disinfecting, and replacing.
Personal Protective Equipment
Personal protective equipment is equipment worn for protection during laboratory and field
activities. This includes laboratory aprons and coats, eyewear, protective gloves, and other devices.
Figure 3.1 shows the availability of safety goggles and laboratory aprons to students during laboratory
investigations and experiments.
Personal Protective Safety Equipment Available for All Students
Percent of
Teachers
100
80
19%
81%
60
40
56%
No
Yes
20
0
Figure 3.1
44%
Laboratory
Apron
Safety
Goggles
Type of Personal Safety Equipment
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Laboratory Aprons and Coats
Laboratory aprons and coats are designed to protect clothing and skin from splashed or spilled
chemicals and biological materials. Students should wear chemical-resistant laboratory aprons or coats
when handling chemicals. Laboratory aprons should be required in all laboratories where students and
teachers handle chemicals.
Figure 3.2
Rubberized chemical-resistant apron
Laboratory aprons usually contain a fire-retardant chemical and are made of rubberized cotton muslin
cloth, polyvinyl plastic, or polyethylene. A polyethylene apron is designed to be disposable and can be
discarded at the end of the laboratory activity, but it does not provide the same level of protection as a
rubberized apron.
Laboratory aprons and coats must be cleaned and inspected for damage on a regular basis. Damaged
aprons must be discarded and replaced immediately. Chemical-resistant aprons can be cleaned
periodically (possibly even after every use) with sanitary wipes to remove any chemical residue that
could come into contact with the next person to wear the apron.
At the conclusion of each semester, all chemical-resistant aprons should be removed from the laboratory
and cleaned in a washing machine. After the aprons have been cleaned, immediately run the empty
washing machine through another cycle to remove any residual chemicals.
Protective Eyewear
Protective eyewear used in school science investigations should meet ANSI/ASSE1 Z87.1-2003,
“Occupational and Educational Eye and Face Protection Devices.” Eyewear meeting this standard bears
markings such as Z87.1 on the frames, and the lenses have the manufacturer’s trademark.
The Occupational Safety & Health Administration (OSHA) provides general recommendations for
selecting eye protection in workplaces in 29 CFR, Part 1910, Subpart I, Appendix B, “Non-mandatory
The American Society of Safety Engineers
1
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Compliance Guidelines for Hazard Assessment and Personal Protective Equipment Selection” and in
29 CFR, Part 1926.102, “Personal Protective and Life Saving Equipment.” These recommendations can
help school districts assess the best protective eyewear for their science investigations.
In general, protective eyewear should be durable, easily cleanable, and able to be disinfected. It should fit
snugly and be reasonably comfortable. Most important, protective eyewear should protect against the
specific hazards students encounter during science investigations. Table 3.1 provides some guidelines for
specific situations.
Some types of eye protection used in school science investigations are face shields, safety goggles, and
safety glasses or spectacles.
A face shield, usually plastic, fits over the head and covers the entire face, from the forehead to the chin
or neck. It curls around the sides of the face as well.
Safety goggles cover the entire area around the eyes and form a seal that prevents chemicals from
entering the eyes. Goggles are usually held on by an elastic or rubber strap around the head.
Figure 3.3
Splash-proof safety goggles
Safety glasses fit over the ears like regular glasses and generally protect only the front of the eye.
Sometimes glasses have side shields, but they do not fit directly against the face like goggles.
Figure 3.4
Shatter-proof safety glasses
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Table 3.1
Guidelines for Selecting Protective Eyewear
Protective Eyewear
Functions
Face shield
Protects entire face (forehead, eyes, cheeks, nose,
mouth, chin) and neck from glare, flying debris, and
sprays of hazardous liquids
Chipper’s model—protects eyes from flying debris
Goggles
Dust and splash models—protect eyes from fine dust
particles and liquid splashes
Welder’s and cutter’s models—protect eyes from
glare and injurious radiation
Glasses
Protect the front of the eyes from flying debris, glare,
and injurious radiation
Splash-proof safety goggles are required for science laboratory investigations and field activities
involving ANY chemical or object that could damage eyes. The safety goggles used in science
investigations must provide eye protection from fine dusts, liquids, splashes, mists, and sprays.
Safety goggles should be large enough to protect and form a seal around the eyes. Students who wear
corrective glasses should be able to fit the goggles over their glasses comfortably without interference
with sight. Find out if the straps on the goggles are made of latex; some students are allergic to
latex and can have an allergic reaction to the straps. (See Chapter 5, Hazard Concerns, for more
information about allergies.)
Eye protection may also be provided by safety glasses with shatter-proof lenses. However, safety
glasses, even with side shields, do NOT provide adequate protection against chemical splashes; they
are designed primarily to protect the eyes from flying objects.
Face shields can provide full-face protection, especially if coupled with splash-proof safety goggles.
However, plastic shields or devices can be severely affected by certain chemicals and, in some cases,
easily scratched.
Make sure students understand that if a chemical splashes onto glasses or goggles, they should not
immediately pull the glasses or goggles off. Instead, they should rinse in the face/eye wash with the
goggles on for 15 minutes. Students can get chemicals in the eye when they pull off splashed goggles
and the chemicals run down into the eye.
Keeping Protective Eyewear Clean
Face shields and safety goggles and glasses should be sanitized after each use. There are several ways
to sanitize protective eyewear, including placing them under ultraviolet (UV) lamps in a safety goggle
sanitizing cabinet for 15 minutes, the length of time necessary to destroy bacteria and other diseasecausing organisms. Glasses can be cleaned with disinfectant wipes, but this disinfectant is not as
effective as a UV lamp. Disinfectant wipes are good, however, for removing dirt and body oils that
accumulate on the eyewear.
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Figure 3.5
Safety goggle sanitizing cabinet
Splash-proof safety goggles, face shields, and safety glasses should always be disinfected after
each use.
Sanitizing cabinets that have been on campus for more than a year should be inspected. Consult the
manufacturer’s recommendation on the life expectancy of the UV lamp. When they begin wearing
out, some UV lamps emit light but not intensely enough to destroy organisms on the protective
eyewear. UV lamps not working at full capacity should be replaced.
If safety goggle sanitizing cabinets are not available, submerging protective eyewear in a 10% solution
of chlorine bleach for 15 minutes can also be effective. Goggles soaked in a bleach solution must
be rinsed thoroughly afterward with clean water and allowed to dry before use. Caution should be
taken to prevent chlorine gas, found in the bleach, to linger on the goggles; this can irritate eyes.
After goggles are sanitized in this manner, store them in zipper-type plastic bags for protection from
contamination until they are needed.
Protective Gloves
Gloves protect hands from heat, absorb perspiration, and provide a shield from body fluids and
corrosive chemicals. They also prevent the transmission of microorganisms from one person to another.
Certain gloves can dissolve when they come into contact with solvent or other chemicals. The glove
selected for an activity should match the nature of the job.
When choosing the type of glove needed in science laboratories, consider what students will be doing
that requires gloves:
• What types of chemicals will the gloves be exposed to?
• Is a puncture-resistant type of glove needed?
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Also consider how the gloves affect the students:
• Do the gloves allow the wearer to pick up equipment and materials easily?
• Do the gloves contain materials that can cause allergic reactions?
Table 3.2 summarizes some types of chemical-resistant protective gloves and their uses.
Table 3.2
Chemical-Resistant Protective Gloves and Their Uses
Glove Type
Plastic
(polyethylene)
Description
Uses/Limitations
powder free
handling acids, alkalines,
bases, caustics, alcohols
thin, flat, loose fitting
disposable
cleaning up bodily fluids
powdered or powder free
handling bases, acids,
alcohols, dilute water solutions
hypoallergenic or regular
Latex
(natural rubber)
conforms to the hand
suitable for tasks that require
fine finger dexterity
ambidextrous
powder free
puncture resistant
Neoprene
(synthetic rubber)
conforms to the hand
suitable for tasks that require
fine finger dexterity
ambidextrous
powder free
puncture resistant
Nitrile
(synthetic rubber)
conforms to the hand
suitable for tasks that require
fine finger dexterity
best protection against HIV
and hepatitis B viruses
handling oils, bases, acids,
most alcohols
handling nitric or hydrofluoric
acid
not recommended for use with
toluene or chlorinated solvents
handling oils, bases, acids,
most alcohols
not recommended when
handling nitric or hydrofluoric
acid
ambidextrous
not recommended for use with
toluene or chlorinated solvents
powdered or powder free
protecting against splashes
only
shaped to fit the hand
conforms to the hand
Vinyl
(polyvinyl chloride)
best protection against mineral
acids (nitric acid)
ambidextrous
suitable for tasks involving
liquids, moisture, and
contaminants
susceptible to cuts and tears
utility-type glove for cleaning
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Texas Safety Standards
Chapter 3
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Figure 3.6
Nitrile gloves
To remove gloves safely, peel them off the hands starting at the wrists and working toward the fingers.
Keep the working surface of the gloves from making contact with the skin during removal; this
protects the skin from any chemicals that remain on the gloves. Make sure students understand this
safety procedure.
The heat-resistant glove is another type of protective glove that should be provided in laboratories.
Heat-resistant gloves are typically made of terrycloth material and can protect the hands from
o
temperatures up to 250 F.
Figure 3.7
Heat-resistant gloves
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Chapter 3
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Silicone rubber hand protectors are used when handling beakers or flasks filled with hot solutions.
Hand protectors can be used to grasp and manipulate hot laboratory ware at temperatures up to 260oF.
Figure 3.8
Silicone rubber hand protector
Protective gloves such as the nitrile gloves are strong enough to be used several times before discarding.
At the conclusion of the laboratory activity, students can wash their hands with soap and warm water
before removing the gloves. After washing, dry gloves with a clean paper towel and store in a zipper-type
plastic bag. Always check gloves before each activity to ensure they have no tears or punctures.
Emergency Safety Equipment
Emergency safety equipment is the equipment in a laboratory (or taken on a field investigation)
that should be available for use during emergencies. This includes eye/face wash stations, safety
showers, drench hoses, fire blankets, fire extinguishers, first-aid kits, and utility shutoff controllers. All
emergency equipment should be readily visible in the laboratory. In addition, an individual should be
able to reach any emergency equipment within 10 seconds regardless of where he or she is in the room.
Figure 3.9 shows the emergency equipment available in rooms where science is taught. They include a
standard classroom, laboratory, and combination classroom/laboratory.
Emergency Safety Equipment Available in Room Where Science Is Taught
100
Percent of Teachers
90
80
70
60
No
50
Yes
40
30
20
10
0
xti
E
re
Fi
Figure 3.9
36
h
as
ew
Ey
er
h
ish
u
ng
or
Fa
e/
Ey
ce
s
Wa
id
Fi
r
A
st-
t
Ki
F
ire
t
ke
an
Bl
er
ow
et
f
Sa
h
yS
al-
ic
em
Ch
ll
i
Sp
t
us
m
ste
Sy
ha
Ex
ge
er
Em
y
nc
t
Ki
Type of Emergency Safety Equipment
Texas Safety Standards
Chapter 3
Safety Equipment and Supplies
Most of this emergency equipment requires regular maintenance, such as flushing water lines. Consider
keeping a log of maintenance and equipment checks.
Eye/Face Wash Stations
Eye/face wash stations are required in all science laboratories where students and teachers are exposed
to chemicals or other hazardous substances that could splash into their eyes or onto their faces.
Although splash-proof safety goggles provide protection for the eyes when worn properly, they do not
protect other areas of the face from harmful chemicals.
The first response (prior to medical treatment) for students or teachers with hazardous material in the
eyes or on the face should be flushing the affected area with water to dilute chemicals, wash off debris,
and irrigate the eyes. Emergency eye/face washes are built to do this very efficiently. When using an
eye wash, it is very important to hold the eyelids open and roll the eyeball so that water can flow over
all surfaces of the eyeball. If the student is wearing contact lens, rinse the eye for 5 minutes and then
remove the contacts. Continue rinsing for 15 minutes.
Figure 3.10
Eye/face wash station
Eye/face washes come in several different designs. Guidelines for eye/face wash stations are in ANSI/
ISEA2 Z358.1-2009, “Emergency Eyewash and Shower Equipment.” Eye/face wash stations in school
facilities should conform to this ANSI standard. Eye/face wash stations are required to be built-in
stations in science laboratories if the construction of the building was after January 1, 2004.
The best option for school laboratories is to hook up eye/face wash stations to the school’s water lines
(see Figure 3.10). These stations should be properly installed so that they
2
• drain into the sewer lines;
• have sufficient water pressure to operate correctly (0.4 gallons per minute);
• wash both eyes simultaneously and the face with tepid water (60–90oF); and
• supply an instantaneous flow of tepid water for at least 15 minutes.
International Safety Equipment Association
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Chapter 3
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For the first time ever, a student had to use one of our eye washes. The eye washes, as in many
schools, only have cold water going to them. As a result, the 15 minutes of eye irrigation became
quite painful to the student. Fortunately, the student suffered no eye damage from either the
material that got into her eye or from the cold water. The cold water diminished the student’s
willingness to continually irrigate her eyes. I wonder how many schools have thought to ensure
o
that the water is at an appropriate (60–100 F) temperature?
David Hoyler, Director,
Middle and Upper Schools,
Locust Valley, New York, 2002
An eye/face wash station should have a water control valve that remains on so that the user has both
hands free. At least one station in each room should comply with Americans with Disabilities Act
(ADA) regulations on accessibility.
Once the emergency eye/face wash station has been installed properly, teachers must receive training
on the proper use and maintenance of it. Teachers are responsible for instructing their students on
the proper use of the eye/face wash. The station should be clearly marked, and the teacher should
ensure that it is unobstructed.
Eye/face wash stations should have spray head covers to prevent dust, airborne bacteria, and mold
spores from contaminating them. The stations should be flushed for 5 minutes once a week to
remove any contaminants and limit the growth of bacteria and fungi.
A temporary solution for older buildings or science classes held in portable buildings that do not
have built-in eye/face washes is a self-contained eyewash station (see Figure 3.11). It meets all the
requirements of the built-in eye/face wash, but it can be moved from one room to another. The water
in the self-contained unit has a chemical that prevents the growth of bacteria and fungi in the water.
A self-contained station should not be a permanent solution for rooms not properly equipped.
Figure 3.11
Self-contained eyewash station
There is a smaller eye rinse unit that is more like a bottle of eye drops (see Figure 3.12). This unit is for
removing a solid particle from the eye, not for flushing chemicals. The eye rinse is not to be used in
science laboratories in place of a proper eye/face wash station.
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Figure 3.12
Eye rinse
Safety Showers
Emergency safety showers are designed to rinse contaminants from the body. These showers are
required in all high school chemistry and advanced chemistry laboratories as well as in any laboratory
where hazardous chemicals are used. An emergency shower located in a separate room, such as the
preparation room, is not acceptable for use by chemistry students.
ANSI/ISEA Z358.1-2009 provides guidelines for safety showers. To ensure that the safety showers
in your science facilities meet safety requirements, they should conform to this standard.
Emergency safety showers must
o
• meet the standards for height, spray pattern, tepid water temperature (60–90 F), and water flow (20 gallons per minute at 30 pounds per square inch [psi]); and
• supply an instantaneous flow of tepid water for at least 15 minutes.
The shower should have a water control valve that remains on so that the user has both hands free.
The water control valve should have a handle or a chain with a large ring that can be pulled to start
the flow of water.
The shower should comply with ADA regulations on accessibility, and it should be large enough to
accommodate an injured student and a teacher helping the student. The shower should be clearly
marked, and the teacher should ensure that it is unobstructed.
Teachers are responsible for instructing students on the proper use of the safety shower.
Emergency safety showers can be a single unit or combined with an eyewash or eye/face wash station
(see Figure 3.13). Floor drains for the water are not required. However, approximately 300 gallons
of water flows from the emergency safety shower in 15 minutes, the required time for rinsing off
hazardous chemicals. Without a properly installed floor drain, damage to the floor and laboratory
furniture can occur.
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Chapter 3
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Figure 3.13
Combination safety shower and eye/face wash station
If a student needs to use the emergency safety shower due to hazardous chemicals being splashed
on the clothing and skin, the student must remove the contaminated clothing. Clothing soaked in
the hazardous chemical can keep the chemical in contact with the skin and cause more damage.
Removing clothing in the presence of other people can be embarrassing. Curtains can be installed
that give a person some privacy if clothing must be removed, and if no curtains are available, the
teacher should send a student for another teacher, who can supervise the rest of the students outside
the room.
The shower should be flushed for 5 minutes once a month to remove contaminants and limit the
growth of bacteria and fungi in the system. If there is no drainage system, find a container, such as
a 5-gallon bucket, to collect the flushed water. Since the shower provides water at 20 gallons per
minute, plan to collect and dispose of 100 gallons of water.
Some manufacturers offer vinyl-coated rayon sleeves or funnels to direct the flow of water to a
container resting on the floor (see Figure 3.14).
Figure 3.14
Safety shower with vinyl-coated rayon sleeve
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Texas Safety Standards
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Handheld Drench Hoses
Handheld drench hoses can provide additional protection for students and teachers. ANSI/ISEA
Z358.1-2009 provides guidelines for drench hoses. The standard states that drench hoses are not
meant to replace emergency eye/face wash stations and safety showers, which are required in all
chemistry and advanced chemistry laboratories.
The drench hose line must be long enough to reach an injured person in a prone position or to reach
areas of the face and body inaccessible to the fixed stream of water from an eyewash or emergency
shower.
Handheld drench hoses must
o
• meet the standards for tepid water temperature (60–90 F) and water flow (3 gallons per minute); and
• produce a continuous flow of tepid water for at least 15 minutes.
The hose should have a valve that is easy to operate and resistant to corrosion. The hose should be
clearly marked, and the teacher should ensure that it is unobstructed.
Figure 3.15
Countertop-mounted handheld drench hose
Teachers are responsible for instructing students on the proper use of the drench hose.
Drench hoses should be flushed for 5 minutes once a week to remove any contaminants and limit the
growth of bacteria and fungi.
School districts may install handheld drench hoses in physical science, physics, and biology laboratories,
and they are appropriate in some junior high laboratories as an extra precaution in addition to the eye/
face wash station.
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Chapter 3
Safety Equipment and Supplies
First-Aid Kits
First-aid kits should be kept in a conspicuous place in science laboratories and preparation rooms—
preferably near a sink. Mark the kits’ location clearly, and make students aware of the locations and
procedures for using the kits.
Figure 3.16
First-aid kit
Table 3.3
Recommendations for First-Aid Kit Materials
Recommended
Not Recommended
box of disposable gloves (latex or plastic)
iodine (can cause tissue damage)
antiseptic and disinfectant
ice pack compress (have swelling of soft tissue
examined by a physician)
bottle of bleach—prepare solution at the
time it is needed (dilute 1 part bleach
to 10 parts water)
disposable towels
bandage strips for covering small wounds
ammonia inhalants (get help if student is
unconscious)
tourniquet (use pressure until medical assistance
is available)
sterile gauze for covering large wounds
medical tape
scissors
plastic bags for holding contaminated waste
Teachers should also have a portable first-aid kit for use during field investigations. Several types of
portable kits are available that can be worn around the waist.
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Fire Blankets
Emergency fire blankets, which are made of specially treated fabric, should be located in accessible
areas in all science laboratories and rooms where open flames are used. Fire blankets should be used if a
student’s clothing catches on fire.
To use an emergency fire blanket correctly, wrap the body in the blanket, drop to the floor, and roll
around to extinguish the flames (see Figure 3.17). Once the flames are extinguished, remove the blanket.
Trapped heat can further damage the body.
Figure 3.17
Correct use of emergency fire blanket
Never cover the head of someone whose clothing is on fire. This can trap smoke and heat under the
blanket and put the victim in danger of inhaling smoke and hot air and damaging the lungs.
The emergency fire blanket should be kept clean and in a container (see Figure 3.18) mounted on the
wall with a sign identifying its contents.
Figure 3.18
Emergency fire blanket storage
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Chapter 3
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Fire Extinguishers
Uncontrolled fire is one of the most frequent mishaps in the science laboratory. In many cases,
laboratory fires occur when students are using Bunsen burners. Loose clothing can come into contact
with the flame, and/or the flame can come into contact with flammable liquids students might be using.
Other fires can be caused by clothing or other material having prolonged contact with something hot,
like a hotplate.
Fires are classified by the chemical properties of the fuel. The basic fire classifications are as follows:
Class A—Ordinary combustible (paper, wood, etc.)
Class B—Organic solvents (acetone, alcohols, ethers)
Class C—Electrical wiring or static charges
Class D—Active metals (sodium, potassium, magnesium)
The symbols A, B, C, and D are accepted for the different classifications of fire. These symbols appear
on fire extinguishers to show which extinguisher should be used for which type of fire (see Figure 3.19).
Figure 3.19
Classes of fires
The appropriate class of fire extinguisher must be mounted on a wall inside the science laboratory,
classroom, or preparation room near an exit or immediately outside the exit.
Figure 3.20
ABC fire extinguisher
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Texas Safety Standards
Chapter 3
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Clearly marked signs must be placed by the fire extinguisher so that it can be located easily. The travel
distance to the extinguisher from any point in the room should be no more than 75 feet.
Teachers should inspect fire extinguishers on a regular basis. Instructions for inspection should come
with the extinguisher. Teachers should also receive training on the use of all types of fire extinguishers in
the laboratory, and teachers in nearby classrooms should also know how to use the extinguishers.
How to Use a Fire Extinguisher
Pull the pin that keeps the handles from accidentally being pressed.
Aim the nozzle at the base of the fire and approach no closer than 10 feet from the fire.
Squeeze the handle to discharge the extinguisher’s contents.
Sweep the nozzle from side to side, aiming at the base of the fire, until the fire is out.
Watch to make sure the fire does not reignite.
The following precautions should be taken to prevent fires from occurring in the science classroom,
laboratory, storage room, and preparation area.
• Be aware of ignition sources in the laboratory area (open flames, heat, electrical equipment).
• Purchase all chemicals in the smallest quantities possible.
• Store flammable liquids in appropriate safety cabinets.
• Store flammable liquids requiring low temperatures in spark-proof refrigerators.
• Store hazardous chemicals in compatible families.
• Make sure that all electrical cords are in good condition and electrical outlets are grounded and can accommodate a three-pronged plug.
R
Rescue anyone in immediate danger.
A
Turn in the Alarm by calling 911.
C
Close the doors and windows.
E
Extinguish the fire.
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Chapter 3
Safety Equipment and Supplies
Emergency Utility Control
An emergency shutoff control regulates utility services and devices such as water, natural gas, and
electrical outlets within a classroom, laboratory, preparation room, or storage room. The teacher can
control when these utilities are available for use by students and, in the event of an emergency, shut
off the natural gas, water, and electricity before evacuating the room. This should be accomplished
by using a single panel containing individual controls for each utility or by engaging a single control
switch to shut off all utilities.
Figure 3.21
Utility controller
The utility controller is an example of a safety device that can regulate the control of various utility
services and devices (see Figure 3.21). Anyone can use the controller to deactivate utilities, but the
keyed switch ensures that only the teacher can activate them.
Some utility controllers have a building alarm system. When the panic button is pressed, all utilities
are shut off and an alarm alerts staff that an emergency is occurring.
A utility controller should be located behind the demonstration desk in the laboratory or in a
location that is not easily accessible by students. The controller should never be located by an exit.
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Texas Safety Standards