Safety in the Chemical Laboratory Chemistry 550 Bill Diesslin, CHMM, CSP Assistant Director, ISU EH&S 294-2105 wmdiess@iastate.edu

Objectives Demonstrate what we know about risk and injury Discuss why safety is a hard sell Outline the importance of this class List a few things you can do to promote a culture of safety

What’s in the box?

What we know about risky behavior People will take risks when the benefit is certain and the hazard is unknown People will take risks when the benefit is certain and the hazard is uncertain People will take greater risks following positive results from previous risk taking People will stop taking risks when the benefit is uncertain or the hazard becomes certain

Laboratory Accidents 10,000 accidents reported in 2005 OSHA recordable 2 of every 100 researchers injured Half resulted in days away from work Some were fatal

Why is Safety a “hard sell”? Safety isn’t “cool” Unknown rules will always be broken There is no “lack of communication” Only “good” or “bad” communication Fixes are more popular than prevention Too much positive experience with taking risks

Too much positive experience with risk Heinrich’s Triangle

Why a class about safety? Fluorine gas inhalation Graduate Student working alone with 5% fluorine gas Gas leak in area with improper ventilation Student suffered pulmonary edema Corrective actions included written fluorine filling and emergency procedures Lab Safety (01/15/09)

Why a class about safety? Drying oven explosion Post-doc researcher processing samples with ethanol Set drying oven for 60C, well above flashpoint Explosion & fire destroyed lab Corrective actions included MSDS training Chemical Hazard Information (1/20/09 &1/22/09)

Why a class about safety? Fume hood explosion Graduate student preparing solutions in a fume hood, but the sash was not lowered Solution got hot and overpressurized Multiple cuts to hands and face Fume Hood Usage (01/27/09)

Why a class about safety? Chemical poisoning Professor spilled dimethyl mercury A few drops came in contact with her gloved hand Chemical penetrated glove and skin Suffered for 10 months and died Laboratory Safety Inspections (01/29/09)

Why a class about safety? Chemical waste explosion Graduate student placed a waste methanol and Nitric acid solution in a sealed bottle Solution got hot and overpressurized Fire and explosion damaged lab Management of Unwanted Materials online training (prior to February 3rd tour of hazardous waste handling facility) Chemical Storage (02/05/09)

Why a class about safety? Electrocution Professor plugs in an electric lamp The lamp was shorted & the ground was disabled with a two-prong adapter Professor received an intense shock Pronounced dead at the hospital Electrical Safety (02/17/09)

Why a class about safety? Lab fire Graduate students were unloading a shipment of hexane into a solvent cabinet The shelf collapsed and the students were drenched in solvent Flash fire occurred while the lab was vacant Lab was a total loss Fire Safety (02/19/09)

Why a class about safety? BLEVE Student capped a liquid nitrogen relief valve Was unaware that someone had capped the secondary relief valve Explosion occurred a 3 AM Lab was a total loss High & Low Pressure Safety (02/24/09)

Why a class about safety? Laser injury Researcher attempted to place a filter in an active laser beam The researcher’s hand moved a mirror The laser flash injured his eye Laser & Radiation Safety (02/26/09)

What can be done to prevent injury? Training Modify behavior Lead by example Right tool for the job Communicate lessons learned Know the “traps” that cause injury

Modify behavior, not just facilities “Swimming pools can be dangerous. To protect people, one can install locks, put up fences, and deploy pool alarms. All of these measures are helpful, but by far the most important thing that one can do is to teach them to swim.” (Thornburgh & Lin ).

Lead by example

Provide the right tool for the job

Communicate lessons learned

Know the Traps

Questions