Write a risk assessment for Part B: Conducting the Practical You will carry out the experiment using the method below: Materials: Water baths (30oC, 40oC, 50oC, 60oC) 200mL Sodium percarbonate solution 4 x Pre-stained cloth swatches 1 x Stirring rods 1 x Timers 4 x Beakers (100mL) 1 x 100mL measuring cylinder Thermometer Method: 1. Label 4 beakers with appropriate temperature (30oC, 40oC, 50oC, 60oC) and your initials. 2. Measure out and add 50mL of sodium percarbonate solution into each beaker. 3. Place beakers in water baths with a thermometer. 4. Label 4 cloth swatches with appropriate temperatures and take a photo with appropriate labels. 5. When beaker has reached desired temperature, place labelled pre stained cloth swatch into beaker and stir. Make sure cloth is completed submerged in the solution. 6. After 20mins, remove beakers from water baths and stir again. 7. Remove cloth swatch from beaker and dry. 8. Once cloth is dry, take a photo with appropriate labels. 9. Import photos and calculate CYMK value from centre of stain from both before and after photos.
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Published by SALUSLaboratory Risk Assessment and COSHH Safety Guidance for Sodium Percarbonate Cleaning Experiment ================================================================================================
Assessment Date: \[DATE]
Assessor: \[ASSESSOR NAME]
Department/Area: \[DEPARTMENT/AREA]
Review Date: \[REVIEW DATE]
1\. Assessment Scope
This assessment covers the preparation, handling, use, heating, stirring, removal, drying, and disposal of sodium percarbonate solution used with pre-stained cloth swatches in beakers placed in 30°C to 60°C water baths during a school laboratory practical. It includes associated activities such as labeling containers, measuring and transferring solution, using thermometers and stirring rods, handling hot water baths and glassware, responding to spills, and managing waste after the experiment. The assessment applies to students, teachers, technicians, and any supervising staff involved in setting up, conducting, or clearing away the practical. It excludes unrelated laboratory activities, large-scale chemical storage, and any use of equipment or chemicals not specified in the practical unless they are introduced as part of local school procedures.
2\. Risk Assessment Methodology
A task-based job hazard analysis was used to identify hazards at each stage of the practical and evaluate the likelihood and severity of harm before and after controls. Controls were selected using the hierarchy of controls, prioritizing elimination, substitution, engineering controls, administrative controls, and PPE. Chemical hazards were considered using COSHH principles, including safe handling, exposure prevention, spill preparedness, and waste control. Risk ratings are expressed using a consistent qualitative scale: likelihood (Rare, Unlikely, Possible, Likely, Almost Certain), severity (Negligible, Minor, Moderate, Major, Catastrophic), and overall risk rating (Low, Medium, High, Extreme).
3\. Risk Matrix Reference
The following matrix is used to evaluate risk levels based on likelihood and severity:
| Likelihood |
|---|
| Rare | Unlikely | Possible | Likely | Almost Certain | | Severity | Catastrophic | Low | Low | Low | Medium | Medium | | Major | Low | Low | Medium | Medium | High | | Moderate | Low | Medium | Medium | High | High | | Minor | Medium | Medium | High | High | Extreme | | Negligible | Medium | High | High | Extreme | Extreme |
4\. Hazard Identification and Risk Evaluation
1\. Contact with sodium percarbonate solution, which is an oxidising cleaning chemical, during weighing, mixing, transfer, or use in beakers.
Potential Consequences: The solution may cause eye irritation, skin irritation, or aggravation of existing dermatitis. Splashes may contaminate clothing or surfaces and may damage some materials if not promptly cleaned. Incompatible mixing or poor handling may increase the likelihood of exposure.
Affected Persons: Students, teachers, technicians, and nearby persons in the laboratory.
Initial Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Possible | Moderate | Medium |
Control Measures
- Eliminate unnecessary handling by preparing only the minimum quantity required for the practical.
- Use a clearly labeled, dedicated container and avoid decanting into unmarked vessels.
- Use engineering controls such as stable bench setup and secondary containment trays during transfer.
- Apply administrative controls including teacher demonstration, clear instructions, and supervision during all chemical handling.
- Wear suitable PPE including safety glasses or chemical splash goggles, laboratory coat or apron, and chemical-resistant gloves matched to the task.
Residual Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Unlikely | Minor | Low |
2\. Eye exposure from splashes of sodium percarbonate solution or hot liquid during pouring, stirring, or removing swatches from beakers.
Potential Consequences: Eye irritation, pain, temporary vision impairment, or more serious injury if a hot or concentrated splash occurs.
Affected Persons: Students, teachers, technicians, and anyone standing close to the work area.
Initial Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Possible | Major | High |
Control Measures
- Use chemical splash goggles rather than ordinary safety glasses where splash risk exists.
- Keep beakers below eye level and pour slowly to reduce splash generation.
- Use a funnel or pouring aid where appropriate and keep containers stable on the bench.
- Restrict the number of people working at the bench to reduce crowding and accidental contact.
- Provide immediate access to an eyewash station and ensure users know how to activate it.
Residual Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Unlikely | Moderate | Low |
3\. Skin contact with pre-stained cloth swatches, contaminated solution, or wet surfaces during handling and drying.
Potential Consequences: Minor skin irritation, staining, contamination of clothing, and transfer of chemical residue to eyes or face through hand contact.
Affected Persons: Students, teachers, technicians, and cleaners handling the materials after use.
Initial Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Likely | Minor | Medium |
Control Measures
- Use tongs, forceps, or stirring rods to handle wet swatches rather than bare hands where practicable.
- Wear gloves suitable for chemical handling and wet materials.
- Keep hands away from the face and enforce handwashing after glove removal.
- Use absorbent pads or trays for drying to prevent spread of contamination.
- Remove contaminated gloves carefully and replace them if damaged or heavily soiled.
Residual Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Unlikely | Negligible | Low |
4\. Burns or scalds from 30°C to 60°C water baths, hot beakers, heated solution, and steam during heating and removal.
Potential Consequences: Contact burns to hands and forearms, scalding from spilled hot water, and secondary injury from dropping hot glassware.
Affected Persons: Students, teachers, technicians, and anyone assisting with the water bath.
Initial Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Possible | Major | High |
Control Measures
- Use the lowest temperature that achieves the learning objective and avoid unnecessary heating.
- Use a thermostatically controlled water bath or monitored hot-water container rather than open heating where possible.
- Handle hot beakers with tongs, heat-resistant gloves, or beaker carriers.
- Keep the work area clear and dry to reduce the chance of slipping while carrying hot items.
- Mark hot equipment clearly and instruct students not to touch glassware until it has cooled sufficiently.
Residual Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Unlikely | Moderate | Low |
5\. Breakage of glass beakers, thermometers, or stirring rods during setup, stirring, transport, or cleaning.
Potential Consequences: Cuts from broken glass, contamination of the experiment, and possible splashes of chemical or hot liquid if breakage occurs while heated.
Affected Persons: Students, teachers, technicians, and cleaners.
Initial Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Possible | Major | High |
Control Measures
- Inspect glassware before use and remove chipped, cracked, or damaged items from service.
- Use appropriate-sized beakers and avoid overfilling to reduce breakage and spill risk.
- Transport glassware on trays and keep it away from bench edges.
- Use gentle stirring with a glass rod or alternative non-metallic stirrer and avoid forceful contact with the beaker base.
- Provide a brush and dustpan or glass disposal container for safe cleanup of broken glass.
Residual Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Unlikely | Moderate | Low |
6\. Spills or splashes of sodium percarbonate solution, hot water, or contaminated rinse water onto benches or floors.
Potential Consequences: Slip hazards, skin or eye exposure, damage to surfaces, and delayed cleanup leading to secondary incidents.
Affected Persons: Students, teachers, technicians, and anyone walking through the laboratory.
Initial Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Likely | Moderate | High |
Control Measures
- Use spill trays or secondary containment under beakers and water baths.
- Keep containers capped or covered when not actively in use.
- Clean spills immediately using the correct local spill procedure and warn others to keep clear.
- Place absorbent materials and waste containers within easy reach before starting the practical.
- Maintain dry walking routes and prohibit running or unnecessary movement in the laboratory.
Residual Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Unlikely | Minor | Low |
7\. Incorrect labeling, misidentification, or unsafe storage of sodium percarbonate solution, stained swatches, or waste containers.
Potential Consequences: Accidental misuse, incompatible mixing, exposure to unknown contents, and improper disposal of chemical waste.
Affected Persons: Students, teachers, technicians, cleaners, and waste handlers.
Initial Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Possible | Moderate | Medium |
Control Measures
- Label all prepared solutions and waste containers clearly with contents and hazard information according to local school procedures.
- Keep chemicals in their original containers where possible and do not transfer to unmarked vessels.
- Segregate waste from clean materials and keep stained swatches in designated containers.
- Provide verbal and written instructions on what each container is for and who may handle it.
- Dispose of waste promptly after the practical rather than leaving it on benches or in sinks.
Residual Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Rare | Minor | Low |
8\. Poor use of thermometers and stirring rods, including splashing, breakage, or contact with hot liquid while measuring temperature or mixing.
Potential Consequences: Minor burns, eye splashes, broken glass, inaccurate results, and increased likelihood of spills.
Affected Persons: Students and supervising staff.
Initial Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Possible | Minor | Medium |
Control Measures
- Demonstrate correct thermometer insertion depth and safe stirring technique before the practical begins.
- Use a thermometer suitable for the temperature range and ensure it is intact before use.
- Stir slowly and keep the rod below the liquid surface to avoid splashing.
- Do not use excessive force when placing or removing the thermometer or rod from the beaker.
- Supervise closely when students are measuring temperature or transferring equipment.
Residual Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Unlikely | Negligible | Low |
9\. Waste handling and disposal of used sodium percarbonate solution, stained cloth swatches, and contaminated consumables after the experiment.
Potential Consequences: Exposure during cleanup, blocked sinks, environmental contamination, and contact with residual chemical on waste materials.
Affected Persons: Students, teachers, technicians, cleaners, and waste contractors.
Initial Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Possible | Moderate | Medium |
Control Measures
- Collect used swatches and contaminated disposables in a designated waste container rather than leaving them on benches.
- Follow local school and COSHH waste procedures for disposal of chemical residues and contaminated materials.
- Do not dispose of waste in a way that creates splashes or aerosolization.
- Rinse equipment only if local procedures permit and ensure rinse water is managed safely.
- Wash hands after cleanup and before leaving the laboratory.
Residual Risk Assessment
| Likelihood | Severity | Risk Rating |
|---|---|---|
| Unlikely | Minor | Low |
5\. General Control Measures
- Apply the hierarchy of controls before relying on PPE, using engineering and administrative controls to reduce exposure wherever practicable.
Use stable benches, secondary containment, supervised workstations, and clear task sequencing so that students handle the minimum amount of chemical and hot liquid necessary. [3] [7]
- Complete a hazard assessment before the practical and review it whenever equipment, processes, or chemicals change.
Document the task, hazards, controls, and PPE requirements before the lesson and update the assessment if the water bath temperature range, chemical concentration, or apparatus changes. [4] [10]
- Provide suitable eye, hand, body, and foot protection matched to the hazards present.
At minimum, use eye protection for splash risk, gloves for chemical and wet handling, lab coats or aprons for body protection, and closed-toe footwear with long trousers in the laboratory. [7] [1] [2]
- Maintain good laboratory housekeeping, clear labeling, and controlled access to the work area.
Keep benches dry and uncluttered, label all containers, restrict access to active workstations, and ensure only trained persons handle chemicals and hot equipment. [6] [7]
- Ensure emergency equipment and spill response materials are available and that users know the response procedure before starting.
Provide access to eyewash, first aid, spill kit materials, and a clear route to the sink or emergency wash area. Brief students on what to do if a spill, splash, burn, or breakage occurs. [7] [8]
6\. Emergency Preparedness
- Eye splash response: Immediately flush the affected eye(s) at the eyewash station with clean water for the time required by local school procedure, hold eyelids open, and seek medical assessment if irritation persists or if a significant splash occurred.
- Skin contact response: Remove contaminated clothing or gloves, rinse the affected skin with plenty of water, and wash with mild soap if appropriate. Escalate to first aid if redness, pain, or blistering develops.
- Hot liquid or burn response: Cool the burn under cool running water for an appropriate period, do not apply ice or creams unless directed by first aid guidance, and report all significant burns immediately to the supervising teacher or first aider.
- Spill response: Stop work, warn others, isolate the area, and clean the spill using the approved spill kit and local procedure. Prevent spread to floors or drains and dispose of cleanup materials as contaminated waste.
- Glass breakage response: Do not pick up broken glass by hand. Use brush and dustpan or tongs, place fragments in a designated sharps or broken-glass container, and inspect the area for small shards before resuming work.
- Emergency escalation: If there is a serious injury, uncontrolled spill, fire, or suspected chemical exposure beyond first aid, stop the practical, alert the supervisor, and follow the school emergency communication and evacuation procedure.
7\. Training Requirements
- Chemical Safety and COSHH Awareness: Students and staff must be trained to understand the hazards of sodium percarbonate solution, safe dilution and transfer methods, exposure routes, and the importance of avoiding skin and eye contact. Training should also cover reading labels and following local COSHH procedures for storage, use, and disposal. [5]
- Recognize oxidising and irritant properties.
- Follow label instructions and local school rules.
- Report spills, splashes, and damaged containers immediately.
- PPE Selection, Use, and Limitations: Users must be trained to select and wear PPE that matches the hazard, including when to use safety glasses versus chemical splash goggles, how to wear gloves correctly, and how to remove contaminated PPE without self-contamination. Training should also explain that PPE is the last line of defense and does not replace safe work practices. [4]
- Inspect PPE before use.
- Replace damaged or contaminated PPE.
- Do not wear laboratory PPE outside the laboratory.
- Hot Water Bath and Glassware Handling: Training must cover safe handling of hot water baths, hot beakers, thermometers, stirring rods, and glassware. Users should know how to transport hot items, how to avoid splashing during stirring, and how to check glassware for damage before use. [6]
- Use tongs or heat-resistant gloves for hot items.
- Keep glassware away from bench edges.
- Allow equipment to cool before drying or packing away.
- Spill, Breakage, and Emergency Response: All participants must be instructed in the local response to chemical spills, hot liquid burns, and broken glass incidents. Training should include when to stop work, how to isolate the area, and how to summon help promptly. [7]
- Know the location of eyewash and first aid equipment.
- Use the correct cleanup tools for broken glass.
- Report all incidents and near misses.
- Laboratory Housekeeping and Waste Disposal: Training should cover safe drying of samples, segregation of contaminated waste, and disposal routes approved by the school. Users must understand that waste and contaminated materials should not be left on benches or disposed of casually in sinks unless local procedures explicitly allow it. [6]
- Use designated waste containers.
- Keep benches dry and uncluttered.
- Wash hands after cleanup.
8\. Monitoring and Review
Review Frequency: Annually and after any incident, near miss, change in chemicals, equipment, or procedure
| Monitoring Type | Frequency | Responsible Party | Description |
|---|---|---|---|
| Pre-use inspection | Before each practical session | Teacher or laboratory technician | Check beakers, thermometers, stirring rods, water bath setup, labels, spill kit availability, and PPE condition before students begin work. Remove damaged glassware or unsuitable PPE from service immediately. |
| Supervisory observation | During each practical session | Teacher | Observe student handling of chemicals, hot water baths, and glassware to confirm that safe stirring, transfer, and removal methods are being followed and that crowding around the bench is controlled. |
| Housekeeping and spill check | During work and at the end of each session | Teacher or technician | Verify that benches and floors remain dry, spills are cleaned promptly, waste is segregated correctly, and contaminated materials are removed from the work area. |
| PPE compliance check | Each session | Teacher | Confirm that required eye protection, gloves, lab coats or aprons, and closed-toe footwear are worn correctly and that damaged or contaminated PPE is replaced. |
| Periodic review of controls | Termly and after any incident or near miss | Science department lead or designated safety coordinator | Review incident reports, near misses, student feedback, and any changes to the experiment to confirm that controls remain effective and proportionate to the risk. |
9\. Special Circumstances
- Higher temperatures within the 30°C to 60°C range increase the likelihood of burns, splashes, and glassware stress, so additional supervision and stricter handling controls are required as temperature rises.
- Night work or reduced-light conditions can make labeling, spill detection, and glassware inspection more difficult; improve lighting and supervision before starting the practical.
- Lone working should not be permitted for this practical because hot water, glassware, and chemical handling require immediate assistance in the event of a spill, burn, or breakage.
- Wet floors, crowded benches, or hurried movement increase slip and collision risk, especially when carrying hot beakers or transferring swatches.
- Students with skin sensitivity, visual impairment, or reduced dexterity may require additional controls, adapted equipment, or closer supervision.
Approval and Sign-off
This risk assessment has been reviewed and approved by:
Assessor: _________________________ Date: __________
Manager/Supervisor: _________________________ Date: __________
Safety Representative: _________________________ Date: __________
This risk assessment must be reviewed annually and after any incident, near miss, change in chemicals, equipment, or procedure or when significant changes occur.
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Sources used for this answer
[1] PPE Hazard Assessment Certification Form
Page 1
Open source documentSource excerpt
# PPE Hazard Assessment Certification Form Laboratory location: Assessment conducted by: Investigator: - Date of assessment: Work area(s): Job/Task(s): (Use a separate sheet for each job/task or work area) ## EYES Work activities, such as: [ ] abrasive blasting [ ] sanding [ ] chopping [ ] cutting [ ] drilling [ ] chipping [ ] computer work [ ] other: <empty> Work-related exposure to: [ ] airborne dust [ ] dirt [ ] UV [ ] flying particles/objects [ ] blood splashes [ ] hazardous liquid chemicals mists [ ] chemical splashes [ ] glare/high intensity lights [ ] laser operations [ ] intense light [ ] hot sparks [ ] other: <empty> Can hazard be eliminated without the use of PPE? Yes [ ] No [ ] If no, use: With: [ ] Safety glasses [ ] Side shields [ ] Safety goggles [ ] Face shield [ ] Dust-tight goggles [ ] Shaded [ ] Impact goggles [ ] Prescription [ ] Chemical goggles [ ] Chemical splash goggles [ ] Laser goggles [ ] Shading/Filter (#_____) [ ] Welding shield [ ] Other: <empty> FACE Work activities, such as: [ ] cleaning [ ] siphoning [ ] painting [ ] mixing [ ] pouring [ ] other: <empty> Work-related exposure to: [ ] hazardous liquid chemicals [ ] extreme heat [ ] extreme cold [ ] potential irritants: [ ] other: <empty> Can hazard be eliminated without the use of PPE? Yes [ ] No [ ] If no, use: [ ] Face shield [ ] Shading/Filter (#_____) [ ] Welding shield [ ] Other: <empty> HANDS/ARMS Work activities, such as: [ ] material handling [ ] sanding Work-related exposure to: [ ] blood [ ] irritating chemicals Can hazard be eliminated without the use of PPE? Yes [ ] No [ ]
[2] Personal Protective Equipment (PPE) Guide
Page 28
Open source documentSource excerpt
# Option 2 A high risk priority means that there is a reasonable to high probability that an employee will be killed or permanently disabled doing this task step and/or a high probability that the employee will suffer severe illness or injury! 4. Select PPE: Try to reduce employee exposure by first implementing effective controls that do not primarily rely on individual employee behavior (such as using PPE). Follow the "Hierarchy of Controls" (p. 38). a. For each hazard you identified, ask the question: "Can we change the way this job is done to eliminate or reduce this hazard?" Ideas might include combining steps, changing the sequence, a different tool, a change in the workstation, ventilation etc. The employees who do this job may have some good practical ideas. b. If none of these will work, what personal protective equipment (PPE) is needed? If PPE is needed, it must be appropriately matched to the hazard to provide effective protection against the hazard. c. Write down your solution in the Control Method column opposite the hazard. If you still aren't satisfied that the hazard is under control, you may need to consider not doing this job or doing it less often. 5. Certify the hazard assessment: Make sure you sign and fill in the required information (indicated by *) at the bottom of the form for proper documentation of the hazard assessment. The following pages show two examples of completed JHA hazard assessments for PPE. 28
[3] Safety Data Sheet - Cresol
Page 3
Open source documentSource excerpt
# SAFETY DATA SHEET (cont.) ## SECTION 4. FIRST AID MEASURES (cont.) C0412:Cresol Version 1.1 Revision Date: 12/16/2024 ## SECTION 5. FIRE-FIGHTING MEASURES Suitable extinguishing media : Dry powder, Foam, Water spray, Carbon dioxide (CO2) Specific hazards during fire : No information available. fighting Specific extinguishing methods : Use extinguishing measures that are appropriate to local circum- stances and the surrounding environment. Immediately evacuate personnel to safe areas. Remove undamaged containers from fire area if it is safe to do so. Special protective equipment for : Use personal protective equipment. fire-fighters ## SECTION 6. ACCIDENTAL RELEASE MEASURES Personal precautions, protective : Wear suitable protective equipment.Keep people away from and up- equipment and emergency proce- wind of spill/leak. Ensure adequate ventilation.Entry to non-involved dures personnel should be controlled around the leakage area by roping off, etc. Environmental precautions : Should not be released into the environment. Methods and materials for contain- : Collect as much of the spill as possible with a suitable absorbent mate- ment and cleaning up rial. ## SECTION 7. HANDLING AND STORAGE Technical measures : Prevent generation of vapor or mist. Take precautionary measures against static discharge. Use explosion-proof equipment. Local/Total ventilation : Ensure adequate ventilation. Handle product only in closed system or provide appropriate exhaust ventilation at machinery. Use a local exhaust ventilation. Advice on safe handling : Avoid contact with skin, eyes and clothing. Wear personal protective equipment. Keep away from heat, hot surfaces, sparks, open flames and other ignition sources. No smoking. Do not subject to grinding, shock or friction. Wash hands and face thoroughly after handling. Conditions for safe storage : Keep container tightly closed. Store in a cool and shaded area. Keep in a well-ventilated place. Store locked up. ## SECTION…
[4] Rules for the Administration of the Oregon Safe Employment Act (General Occupational Safety and Health, Division 2, OSHA Oregon)
Page 3589
Open source documentSource excerpt
# NATIONAL RESEARCH COUNCIL RECOMMENDATIONS CONCERNING CHEMICAL HYGIENE IN LABORATORIES (cont.) Z # NATIONAL RESEARCH COUNCIL RECOMMENDATIONS CONCERNING CHEMICAL HYGIENE IN LABORATORIES Oregon Administrative Rules Oregon Occupational Safety and Health Division Determine the physical and health hazards associated with chemicals before working with them. This determination may involve consulting literature references, laboratory chemical safety summaries (LCSSs), SDSs, or other reference materials. Consider how the chemicals will be processed and determine whether the changing states or forms will change the nature of the hazard. Review your plan, operating limits, chemical evaluations and detailed risk assessment with other chemists, especially those with experience with similar materials and protocols. Before working with chemicals, know your facility's policies and procedures for how to handle an accidental spill or fire. Emergency telephone numbers should be posted in a prominent area. Know the location of all safety equipment and the nearest fire alarm and telephone. ## 3. Adhere to the Hierarchy of Controls The hierarchy of controls prioritizes intervention strategies based on the premise that the best way to control a hazard is to systematically remove it from the workplace, rather than relying on employees to reduce their exposure. The types of measures that may be used to protect employees (listed from most effective to least effective) are: engineering controls, administrative controls, work practices, and PPE. Engineering controls, such as chemical hoods, physically separate the employee from the hazard. Administrative controls, such as employee scheduling, are established by management to help minimize the employees' exposure time to hazardous chemicals. Work practice controls are tasks that are performed in a designated way to minimize or eliminate hazards. Personal protective equipment and apparel are additional protection provided under special c…
[5] Occupational Safety and Health Standards (OSHA 29 CFR 1910) - 1910.1450 App A - National Research Council Recommendations Concerning Chemical Hygiene in Laboratories (Non-Mandatory)
Page 5
Open source documentSource excerpt
# Occupational Safety and Health Administration (cont.) ## A. General Principles (cont.) - Chemical splash goggles are more appropriate than regular safety glasses to protect against hazards such as projectiles, as well as when working with glassware under reduced or elevated pressures (e.g., sealed tube reactions), when handling potentially explosive compounds (particularly during distillations), and when using glassware in high- temperature operations. Do not allow laboratory chemicals to come in contact with skin. Select gloves carefully to ensure that they are impervious to the chemicals being used and are of correct thickness to allow reasonable dexterity while also ensuring adequate barrier protection. Lab coats and gloves should be worn when working with hazardous materials in a laboratory. Wear closed-toe shoes and long pants or other clothing that covers the legs when in a laboratory where hazardous chemicals are used. Additional protective clothing should be used when there is significant potential for skin-contact exposure to chemicals. The protective characteristics of this clothing must be matched to the hazard. Never wear gloves or laboratory coats outside the laboratory or into areas where food is stored and consumed. 4. Provide Laboratory Ventilation The best way to prevent exposure to airborne substances is to prevent their escape into the working atmosphere by the use of hoods and other ventilation devices. To determine the best choice for laboratory ventilation using engineering controls for personal protection, employers are referred to Table 9.3 of the 2011 edition of "Prudent Practices." Laboratory chemical hoods are the most important components used to protect laboratory personnel from exposure to hazardous chemicals. a. (a) Toxic or corrosive chemicals that require vented storage should be stored in vented cabinets instead of in a chemical hood. b. (b) Chemical waste should not be disposed of by evaporation in a chemical hood. C. (…
[6] Personal Protective Equipment (PPE) Hazard Assessment Tool
Page 6
Open source documentSource excerpt
# Hazard assessment worksheet: Head protection (cont.) ## Potential hazards (cont.) OSHA Oregon OSHA Department of Consumer and Business Services # Hazard assessment worksheet: Foot protection Salem Central Office [redacted street address]. NE Salem, OR [redacted postal code] Phone: [redacted phone] Toll-free: [redacted phone] osha.oregon.gov Work task: Date ## Potential hazards - No hazards requiring foot protection - Heavy objects such as barrels or tools that might roll onto or fall on a worker's feet - Sharp objects such as nails or spikes that could pierce the soles or uppers of ordinary shoes - Molten metal Hot, wet, or slippery surfaces Energized electrical equipment Other hazard: ## PPE required None required Steel toe shoes Boots or shoes metatarsal guards Slip resistant soles Puncture resistant soles Chemical resistant boots Insulated boots or shoes Other PPE: 440-5871 (07/23/COM)
[7] FACT SHEET: Personal Protective Equipment
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Open source documentSource excerpt
## Why use PPE? (cont.) PERSONAL PROTECTIVE EQUIPMENT # Employer responsibility Survey your workplace Conduct a hazard assessment to determine if employees need PPE. OAR [redacted phone](1) requires a written document that certifies that the workplace has been evaluated, the dates of the hazard assessment, ## Table 1 and who performed the evaluation. Hazard assessments should be re-evaluated whenever there are changes to equipment, processes, or chemicals in the workplace. See an example of a hazard assessment in Table 1, below. Another example is our PPE Hazard Assessment and Certification Form. <table><tr><th colspan="4">PPE Hazard Assessment (example)</th></tr><tr><td colspan="2">Department: Building maintenance</td><td colspan="2">Job title: Maintenance specialist</td></tr><tr><td colspan="4">Job duty location: Plant-wide</td></tr><tr><td colspan="4">Analysis performed by: Jada Robinson Date: Dec. 19, 2023</td></tr><tr><td>Activity/tools</td><td>Potential hazards</td><td>Body parts</td><td>PPE required</td></tr><tr><td>Replace glass</td><td>1,7</td><td>c, g, h</td><td>III, VII (cut resistant)</td></tr><tr><td>Remove trash</td><td>7</td><td>C</td><td>III</td></tr><tr><td>Replace light bulbs</td><td>1, 4, 7</td><td>c, h</td><td>III, VII (cloth/leather)</td></tr><tr><td>Welding</td><td>3,7,8</td><td>c, e, f, g, h</td><td>X (welding helmet/lens) IX (fume) X (welding vest) VII (welding gloves)</td></tr></table> ## Hazard key 1. Cut 2. Abrasion 3. Burn 4. Fall 5. Flying object 6. Noise 7. Flying particles 8. Inhalation 9. Slip 10. Splash 11. Other Body part key a. Head b. Face c. Eye(s) d. Ear(s) e. Respiratory f. Trunk g. Arm(s) h. Hand(s) i. Finger(s) j. Leg(s) k. Foot/feet I. Toe(s) m. Other PPE required key I. Hard hat - II. Chemical goggles - III. Safety glasses - IV. Ear plugs V. Ear muffs - VI. Body harness - VII. Gloves (list type) - VIII. Shoes/boots (list type) - IX. Respirator X. Other OSHA Oregon OSHA Departm…
[8] Personal Protective Equipment (PPE) Checklist
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Open source documentSource excerpt
# Personal Protective Equipment (PPE) Checklist <table><tr><th>General PPE Requirements</th><th>Yes</th><th>No</th><th>Comments</th></tr><tr><td>1. Has a hazard assessment to identify and control physical and health hazards been completed? If not, perform a hazard assessment.</td><td></td><td></td><td></td></tr><tr><td>2. Have engineering and/or administrative controls been applied prior to the use of PPE? If not, apply them first if applicable and appropriate.</td><td></td><td></td><td></td></tr><tr><td>3. Has appropriate PPE that matches the hazard been identified and provided to employees for use?</td><td></td><td></td><td></td></tr><tr><td>4. Has the effectiveness of the PPE program been reviewed, updated and evaluated periodically?</td><td></td><td></td><td></td></tr><tr><td>5. Have employees been trained on the use and care of the PPE?</td><td></td><td></td><td></td></tr><tr><td>6. Have employees been trained on the limitations of the PPE?</td><td></td><td></td><td></td></tr><tr><td>7. Is the PPE training documented and kept on file?</td><td></td><td></td><td></td></tr><tr><td>8. Are supervisors enforcing the use of required PPE?</td><td></td><td></td><td></td></tr><tr><td>9. Is PPE inspected regularly and properly maintained?</td><td></td><td></td><td></td></tr><tr><td>10. Is worn and damaged PPE removed from service and replaced?</td><td></td><td></td><td></td></tr><tr><td>11. When the following type of PPE is necessary, is the employer providing and paying for the PPE as stated by the OSHA standard 1910.132? Metatarsal foot protection - Rubber boots with steel toes Non-specialty-toe footwear (i.e. steel toe shoes/boots) if the employer does not permit it to be worn off the job site Non-prescriptive eye protection Prescriptive eyewear inserts/lenses for full face respirators Goggles and face shields Firefighting PPE (i.e. helmet, boots, gloves, full gear, proximity suits, etc.) Hard hats Hearing protection Welding PPE</td><td></td><td></td><td></td></tr></t…
[9] Personal Protective Equipment Hazard Assessment
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Open source documentSource excerpt
# What types of PPE may be necessary? Your hazard assessment should determine if your employees need any of the following types of PPE: - Eye and face protection ◆ Fall protection - Foot protection • Hand/general skin protection - Head protection • Hearing protection • Leg protection ● Personal floatation device • Respiratory protection • Torso/general body protection ## How to do a PPE hazard assessment ## Do a baseline survey to identify workplace hazards A baseline survey is a thorough evaluation of your entire workplace - including work processes, tasks, and equipment - that identifies safety and health hazards. A complete survey will tell you what the hazards are, where they are, and how severe a potential injury could be. ## Suggestions: Use safety data sheets (SDS) to identify chemical hazards. A safety data sheet has detailed information about a hazardous chemical's health effects, its physical and chemical characteristics, and safe handling practices. Review equipment owner and operator manuals to determine the manufacturer's safety warnings and recommended PPE. Conduct a job-hazard analysis (JHA) - a method of identifying, assessing, and controlling hazards associated with specific jobs. A JHA breaks down a job into tasks. You evaluate each task to determine if there is a safer way to do it. A job-hazard analysis works well for jobs with difficult-to-control hazards and jobs with histories of accidents or near misses. JHAS for complex jobs can take a considerable amount of time and expertise to develop. You may want to have a safety professional help you. Have an experienced safety professional survey your workplace with you. 4
[10] Personal Protective Equipment (PPE) Guide
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Open source documentSource excerpt
# Option 1 ## HANDS/ARMS Work activities, such as: [ ] baking [ ] material handling [ ] cooking [ ] sanding [ ] grinding [ ] sawing [ ] welding [ ] hammering [ ] working with glass [ ] using computers [ ] using knives [ ] dental and health care services [ ] other: <empty> Work-related exposure to: [ ] blood [ ] irritating chemicals [ ] tools or materials that could scrape, bruise, or cut [ ] extreme heat/cold [ ] other: <empty> Can hazard be eliminated without the use of PPE? Yes [ ] No [ ] If no, use: [ ] Gloves [ ] Chemical resistance [ ] Liquid/leak resistance [ ] Temperature resistance [ ] Abrasion/cut resistance [ ] Slip resistance [ ] Protective sleeves [ ] Other: <empty> FEET/LEGS Work activities, such as: [ ] building maintenance [ ] construction [ ] demolition [ ] food processing [ ] foundry work [ ] logging [ ] plumbing [ ] trenching [ ] use of highly flammable materials [ ] welding [ ] other: <empty> Work-related exposure to: [ ] explosive atmospheres [ ] explosives [ ] exposed electrical wiring or components [ ] heavy equipment [ ] slippery surfaces [ ] tools [ ] other: <empty> Can hazard be eliminated without the use of PPE? Yes [ ] No [ ] If no, use: [ ] Safety shoes or boots [ ] Toe protection [ ] Metatarsal protection [ ] Electrical protection [ ] Heat/cold protection [ ] Puncture resistance [ ] Chemical resistance [ ] Leggings or chaps [ ] Foot-Leg guards [ ] Other: <empty> BODY/SKIN Work activities such as: [ ] baking or frying [ ] battery charging [ ] dip tank operations [ ] fiberglass installation [ ] irritating chemicals [ ] sawing [ ] other: <empty> Work-related exposure to: [ ] chemical splashes [ ] extreme heat/cold [ ] sharp or rough edges [ ] other: <empty> Can hazard be eliminated without the use of PPE? Yes [ ] No [ ] If no, use: [ ] Vest, Jacket [ ] Coveralls, Body suit [ ] Raingear [ ] Apron [ ] Welding leathers [ ] Abrasion/cut resistance [ ] Other: <empty> 19
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