School Science Laboratory Management and Safety Handbook For Primary and Secondary Schools, and Junior Colleges in Singapore Science Unit, Sciences Branch Curriculum Planning and Development Division 1 Ministry of Education
I Published by Curriculum Planning and Development Division 1 Ministry of Education 1 North Buona Vista Drive MOE Building Singapore 138675 Revised October 2020 While every effort has been made to acknowledge copyright holders of materials reproduced, we have been unsuccessful in some instances. To these copyright holders, we offer our sincere apologies and hope that they will take our liberty in good faith. We welcome any information that will enable us to acknowledge the copyright holders concerned. © 2016 Curriculum Planning and Development Division 1. This publication is not for sale. FOR RESTRICTED CIRCULATION ONLY. All rights reserved. No part of this publication may be reproduced without the prior permission of the Ministry of Education, Singapore. ISBN 978-981-11-1066-5
School Science Laboratory Management and Safety Handbook II PREFACE Laboratory work and investigations are an integral part of effective science teaching and learning. Practical work is a gateway for teachers to make science come alive and demonstrate its relevance in daily life. By leveraging on practical work to deepen student learning, schools are also increasingly offering science research opportunities that engage students in more in-depth and complex investigations. In recent years, students and teachers have been engaging in experiments and activities beyond the traditional or routine. Some schools have established specialised laboratories such as photonics laboratories, nanoscience laboratories and Science and Technology centres. In light of the increased variety of science activities in schools, there is a need to constantly review existing laboratory safety regulations and recommend safety measures to mitigate the potential risks that could arise. Therefore, a committee comprising practitioners from schools and professionals from the institutes of higher learning, government ministries and government agencies was formed to review and refine this 3rd edition of the handbook. This edition guides HODs, teachers and laboratory staff on the management of school science laboratories and safe working practices within them, with emphasis on safety being everyone’s responsibility. New to this edition are sections that explicate the importance of managing a school laboratory using a common framework. The content in the section on laboratory safety has also been reorganised to make it more user-friendly. These changes to the handbook will make it easier for teachers and laboratory staff to develop appropriate management and safety guidelines that will ensure the safe and professional execution of laboratory work, including curriculum-guided activities and extension or specialised investigations. No publication, however, can completely describe the procedures for ensuring safety under all conditions. Teachers have to exercise professional judgement and take precautions when dealing with less familiar procedures, equipment, hazardous chemicals and microorganisms. The School Science Laboratory Management and Safety Handbook will, however, support teachers as much as possible in their role of teaching and learning by ensuring that their laboratories are safe and conducive places for students to pursue the learning and investigation of science.
School Science Laboratory Management and Safety Handbook III WORKING COMMITTEE1 CHAIRPERSON Mr Sin Kim Ho Director, Sciences Curriculum Planning and Development Division 1 (CPDD1) Ministry of Education MEMBERS Dr Se Thoe Su Yun Deputy Director, Biosafety Public Health Group Ministry of Health Mr Chia Guo Hao Senior Assistant Director, Sciences Curriculum Planning and Development Division 1 (CPDD1) Ministry of Education Ms Quek Hui Leng Senior Assistant Director, Institutional Administration Environmental Health Institute National Environment Agency Ms Cindy Goh Assistant Director Institutional Biosafety Committee SingHealth Mr Cheong Kim Fatt Senior Curriculum Specialist, Biology Curriculum Planning and Development Division 1 (CPDD1) Ministry of Education Ms Soo Sze Mun Senior Specialist Occupational Safety and Health Specialist Department Ministry of Manpower A/P Yan Yaw Kai Head Natural Sciences and Science Education National Institute of Education Mr Saravanan s/o Gunaratnam Head Safety & Health Management Division National University of Singapore Mrs Koh Siok Im Senior Lecturer School of Chemical and Life Sciences Singapore Polytechnic Mr Tommy Hsu Vice Principal (Admin) Millennia Institute 1 Committee composition as at 2016. Dr Tan Guo Xian Head 3D Printing Research Programme Raffles Institution Mrs Har-Chia Hui Peng Director of Studies Hwa Chong Institution Ms Wong Su May Head of Department, Sciences Hua Yi Secondary School Ms Leong Chin Ling Head of Department, Science Victoria Junior College Mr Charles Maxim Wong Senior Manager, Data Analysis/Policy School Safety Unit Ministry of Education Mr Watson Teo Assistant Manager Institutional Biosafety Committee SingHealth Mr Terence Ong Senior Curriculum Planning Officer, NT Science Curriculum Planning and Development Division 1 (CPDD1) Ministry of Education Ms Sharon Tan Assessment Officer, Biology Singapore Examinations and Assessment Board Ms Seow Ratnakumari Technical Support Officer Jurong Junior College Ms Joanne Tan Lay Kwee Technical Support Officer Anderson Junior College
School Science Laboratory Management and Safety Handbook IV SECRETARIAT Officers from Curriculum Planning and Development Division 1 (CPDD1), Ministry of Education, who supported the review committee: Mr Gary Neo Curriculum Planning Officer, Biology Dr Chok Yew Keong Curriculum Planning Officer, Chemistry Mr Eric Tan Senior Curriculum Planning Officer, Physics Ms Julieanne Choy Curriculum Resource Development Officer, Biology Mr Serwin Leong Curriculum Planning Officer, Chemistry Ms Sylvia Wang Curriculum Resource Development Officer, Primary Science Mr Ang Keng Kiat Senior Curriculum Planning Officer, Physics RESOURCE PANEL The working committee would like to acknowledge the input from our resource panel: A/P Lim Tit Meng Chief Executive Science Centre Board Prof Sow Chorng-Haur Head Department of Physics National University of Singapore Mr Lee Seng Hai Superintendent West 3 Schools Division Ministry of Education
School Science Laboratory Management and Safety Handbook V CONTENTS 1. INTRODUCTION .................................................................................................................. 1 1.1. ORGANISATION OF HANDBOOK ............................................................................................................................................. 1 2. SCIENCE LABORATORY MANAGEMENT FRAMEWORK – PEOPLE, PLACE, PRACTICES ......................................................................................................................... 3 2.1. MANAGEMENT OF PEOPLE……................................................................................................................ 4 2.1.1. Professional development of laboratory staff and teachers ............................................................. 4 2.1.2. Inculcating in students and staff that safety is everyone’s responsibility ..................................... 4 2.1.3. Managing student research and science enrichment activities .................................................. 4 2.2. MANAGEMENT OF PLACE……................................................................................................................... 5 2.2.1. Maintenance plan for equipment, apparatus and laboratories ................................................... 5 2.2.2. Labelling of chemicals, equipment and apparatus ...................................................................... 5 2.2.3. Displaying of safety information .................................................................................................... 5 2.2.4 Ensuring schools are explosive precursors (EP)-free………………………………….…………… 5 2.3. MANAGEMENT OF PRACTICES……............................................................................................................. 5 2.3.1. Purchasing and discarding of obsolete equipment and apparatus.......................................... 5 2.3.2. Borrowing/use of equipment and apparatus ........................................................................... 5 2.3.3. Budget planning ...................................................................................................................... 6 2.3.4. Safety guidelines for the conduct of laboratory lessons ......................................................... 6 2.3.5. Stocktake checklist ................................................................................................................. 7 3. GENERAL ROLES OF SCIENCE TEACHERS AND LABORATORY TECHNICIANS ...... 9 4. SCIENCE LABORATORY SAFETY MANAGEMENT......................................................... 11 4.1. LEADERSHIP ............................................................................................................................................................................. 11 4.2. MOTIVATION ............................................................................................................................................................................. 11 4.3. CULTURE................................................................................................................................................................................... 12 4.4. PRACTICES ............................................................................................................................................................................... 12 5. GENERAL LABORATORY SAFETY GUIDELINES ............................................................ 13 5.1. GENERAL LABORATORY SAFETY GUIDELINES..................................................................................................................... 13 5.2. SAFETY PRECAUTIONS RELATED TO HEATING .................................................................................................................... 15 5.3. SAFETY PRECAUTIONS RELATED TO GLASSWARE ............................................................................................................. 16 5.4. SAFETY PRECAUTIONS RELATED TO SHARP OBJECTS ...................................................................................................... 16 5.5. SAFETY PRECAUTIONS RELATED TO USING ELECTRICAL EQUIPMENT ............................................................................. 16 5.6. USE OF MERCURY THERMOMETERS..................................................................................................................................... 17 5.7. USE OF 3D PRINTING MACHINES .......................................................................................................................................... 18 6. ASSESSMENT OF RISKS IN SCHOOL SCIENCE LABORATORIES................................ 21 6.1. HAZARDS AND RISKS............................................................................................................................................................. 21 6.2. CONDUCTING RISK ASSESSMENTS ..................................................................................................................................... 21 6.2.1. Identifying and analysing safety and health hazards associated with work ............................ 21 6.2.2. Evaluating the risks involved ........................................................................................................ 22 6.2.3. Prioritising measures to control hazards and reduce risks......................................................... 24 7. FIRE PREVENTION AND CONTROL .................................................................................. 27 7.1. FIRE PREVENTION.................................................................................................................................................................... 27 7.2. FIRE CONTROL IN THE EVENT OF A FIRE .............................................................................................................................. 27 7.3. USE OF FIRE EXTINGUISHERS................................................................................................................................................ 28

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School Science Laboratory Management and Safety Handbook VI 8. ACCIDENTS AND EMERGENCIES..................................................................................... 31 8.1. ACCIDENTS IN THE LABORATORY............................................................................................................... 31 8.2. EMERGENCY RESPONSE CONTACT LIST ..................................................................................................... 31 8.3. REPORTING AND INVESTIGATION OF INCIDENTS .......................................................................................... 31 8.3.1. Reporting of incidents ............................................................................................................................ 31 8.3.2. Incident investigation ........................................................................................................................................ 31 9. GLOBALLY HARMONISED SYSTEM OF CLASSIFICATION AND LABELLING OF CHEMICALS (GHS) .................................................................................................... 33 9.1. BACKGROUND ........................................................................................................................................ 33 9.2. UNDERSTANDING SAFETY DATA SHEETS (SDS) .......................................................................................... 33 9.3. GHS LABELLING ........................................................................................................................................ 33 9.4. REDUCED WORKPLACE LABELLING .......................................................................................................... 36 10. BIOLOGY-RELATED EQUIPMENT, APPARATUS AND SAFETY GUIDELINES ............. 37 10.1. HIGH TEMPERATURE EQUIPMENT .............................................................................................................. 37 10.1.1. Autoclaves ......................................................................................................................................... 37 10.1.2. Hot bead sterilisers ........................................................................................................................... 38 10.1.3. Incubators ........................................................................................................................................ 38 10.1.4. Ovens: conventional and microwave ovens ..................................................................................... 38 10.1.5. Thermocyclers (polymerase chain reaction machines) .................................................................... 39 10.1.6. Water baths...................................................................................................................................... 39 10.2. OTHER EQUIPMENT ........................................................................................................................................... 39 10.2.1. Electrophoresis chambers ......................................................................................................................... 39 10.2.2. Biosafety cabinets ............................................................................................................................ 40 10.2.3. Laminar flow cabinets....................................................................................................................... 40 10.2.4. Ultraviolet transilluminators ....................................................................................................................... 40 10.2.5. Sharps .......................................................................................................................................... 41 10.3. MICROORGANISMS ................................................................................................................................. 41 10.3.1. Risk classification of microorganisms............................................................................................... 42 10.3.2. Handling of microorganisms in the laboratory ................................................................................. 43 10.3.3. Culturing microorganisms in the laboratory ...................................................................................... 44 10.3.4. Recombinant DNA involving microorganisms ................................................................................... 46 10.3.5. Storage and labelling of microorganisms and culture media............................................................. 46 10.3.6. Handling and storage of tissue and body fluids ................................................................................ 47 10.3.7. Disposal of biological materials ........................................................................................................ 48 10.3.8. NACLAR guidelines on the use of vertebrate animals ..................................................................... 49 10.4. SAFETY GUIDELINES FOR HANDLING ACCIDENTS RELATED TO MICROORGANISMS ............................................... 49 10.4.1. Dealing with microorganism spills .................................................................................................... 49 10.4.2. Safety guidelines for minor microorganism spills .................................................................................... 50 10.4.3. Safety guidelines for major microorganism spills .................................................................................... 50 10.4.4. Safety guidelines for spills due to breakage in centrifuges .............................................................. 50 10.4.5. Other safety guidelines ..................................................................................................................... 50 10.4.6. Administering first aid for specific accidents involving microorganisms ........................................... 51 10.5. HANDLING PROCEDURES FOR COMMONLY USED HAZARDOUS CHEMICALS IN LIFE SCIENCES EXPERIMENTS..... 52 10.5.1. Ethidium bromide (EtBr) .......................................................................................................... 52 10.5.2. Polyacrylamide/acrylamide ..................................................................................................... 52 10.5.3. Ethanol ................................................................................................................................... 52 10.5.4. Methylated spirit ..................................................................................................................... 52 10.5.5. Tris powder ............................................................................................................................ 52 10.5.6. Disposal of chemicals............................................................................................................. 53

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School Science Laboratory Management and Safety Handbook VII 11. CHEMISTRY-RELATED EQUIPMENT, APPARATUS AND SAFETY GUIDELINES......... 55 11.1. EQUIPMENT USED IN THE CHEMISTRY LABORATORY .................................................................................... 55 11.1.1. Hot plates and isomantles .............................................................................................................. 55 11.1.2. Centrifuges and micro-centrifuges.......................................................................................................... 55 11.1.3. Vortex mixers .................................................................................................................................. 55 11.2. EXPLOSIVE PRECURSORS (EPS)....................................................................................................... 56 11.2.1. Background .................................................................................................................................. 56 11.2.2. For School Compliance .................................................................................................................. 56 11.2.3 Principles of Risk Management .................................................................................................... 57 11.3. CHEMICALS USED IN THE CHEMISTRY LABORATORY ................................................................................... 59 11.3.1. Classification of hazardous chemicals .................................................................................... 59 11.3.2. Safety guidelines for the handling of commonly used chemicals in the laboratory ................. 60 11.3.3. General guidelines for the storing of chemicals ...................................................................... 61 11.3.4. Moving and transporting hazardous materials in the school ................................................... 63 11.3.5. Disposal of chemicals.............................................................................................................. 64 11.4. SAFETY GUIDELINES FOR HANDLING ACCIDENTS RELATED TO CHEMICALS................................................... 64 11.4.1. Dealing with chemical spills .................................................................................................... 64 11.4.2. Safety guidelines for minor chemical spills ............................................................................. 65 11.4.3. Safety guidelines for small spills of flammable substances .................................................... 65 11.4.4. Safety guidelines for major chemical spills ............................................................................. 65 11.4.5. Administering first aid for accidents involving chemicals ........................................................ 65 12. PHYSICS-RELATED EQUIPMENT, APPARATUS AND SAFETY GUIDELINES ............. 67 12.1. HIGH POWER LASER DEVICES ................................................................................................................. 67 12.2. ELECTRICAL DEVICES IN PHYSICS-RELATED EXPERIMENTS ........................................................................ 69 12.3. RADIOACTIVE MATERIALS AND IRRADIATING APPARATUS* (REVISED 3 AUGUST 2017 AND TO SUPERCEDE THE EXISTING VERSION WITH IMMEDIATE EFFECT) ......................................................................................................... 69 Annex A....................................................................................................................................................................................... 71 Annex B....................................................................................................................................................................................... 72 Annex C ................................................................................................................................................................................................ 73 Annex D ...................................................................................................................................................................................... 74 Annex E................................................................................................................................................................................................. 76 Annex F ....................................................................................................................................................................................... 80 Annex G ...................................................................................................................................................................................... 81 Annex H ...................................................................................................................................................................................... 82 Annex I ........................................................................................................................................................................................ 84 Annex J ................................................................................................................................................................................................. 89 Annex K....................................................................................................................................................................................... 90 Annex L (For Compliance) ...................................................................................................................................................................... 91 Annex M (For Compliance)..................................................................................................................................................................... 92 Annex N (For Compliance) ...................................................................................................................................................................... 104 Annex O ...................................................................................................................................................................................... 105 Annex P...................................................................................................................................................................................... 107 Annex Q ...................................................................................................................................................................................... 110 AnnexR...................................................................................................................................................................................... 111 REFERENCES......................................................................................................................... 112

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School Science Laboratory Management and Safety Handbook ~1~ 1. INTRODUCTION The conduct of science practical lessons is an essential part of science education. Apart from theory- based lessons in the classroom, science practical lessons allow for concepts to be brought to life. Additionally, through these practical lessons, students experience what it is like to be a scientist and thereby develop the necessary key competencies and experimental skills. In order for an effective curriculum to be enacted in science laboratories, teachers and lab technicians need to know how to manage a school laboratory effectively, and how to conduct activities safely. Although safety should begin with the individual, school laboratories are complex environments that require adult figures (i.e., laboratory technicians and teachers) to play an active role in managing the planned activities that occur within them. Apart from knowledge of the physical infrastructure and equipment, laboratory technicians and teachers must be aware of the affordances and possible dangers of conducting planned activities in the laboratory. The information in this handbook thus seeks to guide laboratory technicians and teachers on the proper and safe use of laboratories. Teachers and laboratory technicians should also regularly refer to the online version of the handbook for updates to safety guidelines. 1.1. Organisation of handbook The handbook provides a user-friendly interface by organising the information according to chapters that cover a few broad topics. Users can refer to the content page for a detailed breakdown of each chapter. Do note that Chapters 5 to 12 are for compliance. The topics discussed in the handbook include: a. Science laboratory management framework – People, Place, Practices (Chapter 2). This framework will provide teachers and lab technicians with common guidelines in the management of a laboratory. The framework articulates the scope of managing a laboratory in terms of the people who use it, the equipment and infrastructure of the laboratory, and the systems and processes that should be put in place for the safe and effective operation of the laboratory. b. Role of science teachers and laboratory technicians (Chapter 3). This chapter spells out the specific roles and responsibilities of teachers and laboratory technicians. The list is not exhaustive as the expectations could differ from school to school depending on the specific needs of each school. c. Science laboratory safety management (Chapter 4). This chapter discusses the general management strategies schools should follow to ensure safety in the laboratory. It will touch on continual review and evaluation of safety procedures, as well as how to develop robust and feasible SOPs to follow in the event of an incident/emergency. d. General safety guidelines and incident management (Chapters 5, 6, 7 and 8). These chapters detail the general safety guidelines for experiments carried out in laboratories, as well as how to carry out risk assessment. There is also an in-depth elaboration of the steps to take for fire prevention and control, and what to do in the event of accidents and emergencies. These safety guidelines are applicable to all science laboratories. e. Globally Harmonised System (GHS) (Chapter 9). This chapter will provide details on the GHS, an internationally agreed-upon system for the classification and labelling of chemicals, under the Workplace Safety and Health Act 2006. f. Subject-specific safety guidelines (Chapters 10, 11 and 12). These chapters describe safety guidelines that are specific to biology, chemistry or physics laboratories. These include subject-specific equipment and safety practices unique to each discipline.
School Science Laboratory Management and Safety Handbook ~2~
School Science Laboratory Management and Safety Handbook ~3~ 2. SCIENCE LABORATORY MANAGEMENT FRAMEWORK – PEOPLE, PLACE, PRACTICES A well-managed science laboratory is necessary to provide students with the best possible learning experience. In considering the affordances of a laboratory, teachers and laboratory technicians must not only take into account the physical infrastructure of the laboratory, but must also inculcate in students the right safety culture for the conduct of laboratory activities through established guidelines and practices. It is hoped that through this, students will come to appreciate and develop the right attitudes and values for the conduct of science experiments in the laboratory. To that end, the handbook proposes a laboratory management framework, shown below in Fig. 1, that schools can adopt in the managing of school laboratories. Purpose Every science laboratory an enriching and safe learning environment People • Planning for professional development of laboratory staff and teachers • Inculcating in students and staff that safety is everyone’s responsibility • Managing student research and science enrichment activities Place • Having a maintenance plan for laboratories, apparatus and equipment • Labelling of chemicals, equipment and apparatus • Displaying of safety information Practices • Purchasing of new and discarding of obsolete equipment and apparatus • Borrowing/using equipment and apparatus • Setting aside budget for the maintenance and obtaining of new equipment and apparatus • Implementing safety guidelines for the conduct of laboratory lessons Anchored on safe laboratory culture Supported by school leadership committed to safety as priority Fig. 1 Science Laboratory Management Framework In order for every science laboratory to be a safe and enriching learning environment, schools are to strictly adhere to safety guidelines (from Chapters 5 to 12) in the handbook. The representation of the framework using the shape of a house envisages the need for a strong foundation in the management of laboratories which will support the pillars (People, Place, Practices) for an enriching practical experience. In order for learning to be maximised in the laboratory, the onus is on the People – teachers and laboratory technicians – to continually update themselves on the most current developments in laboratory safety. Additionally, Heads of Departments (HODs) and key appointment holders are also responsible for the professional development of their staff (refer to HOD handbook for guidelines on staff development) and inculcating a culture of safety in staff and students.
School Science Laboratory Management and Safety Handbook ~4~ HODs, teachers and laboratory technicians should be mindful about how the laboratory (Place) can be made non-threatening and conducive by ensuring regular maintenance of equipment is done, information is clearly displayed and items are properly labelled for ease of use (Practices). Schools should also ensure that laboratories are equipped with a folder that contains key information (e.g., risk assessments of all experiments, stocktaking lists, safety guidelines) for ease of reference. However, all this is not possible without the support of a school leadership committed to a culture of safety and SOPs that are aligned within the school. School leaders should also be involved in the management of laboratories through regular updates by HODs. This will consequently signal the importance of a culture of safety in schools. 2.1. Management of People 2.1.1. Professional development of laboratory staff and teachers The importance of being updated with the developments in laboratory safety cannot be overemphasised. HODs are best positioned to manage and support the professional development of their staff (i.e., both teachers and laboratory technicians) in terms of their skills and knowledge. That being said, the prerogative is very much on the individual to regularly update oneself. Courses on laboratory safety are available on a regular basis. Laboratory technicians can also tap on the laboratory technician Network Learning Community (NLC) to get in touch with the relevant updates on laboratory safety and management. 2.1.2. Inculcating in students and staff that safety is everyone’s responsibility It is the responsibility of all individuals who use the laboratory to be mindful of safety. The mantra of “safety begins with me” holds true in the school laboratory. Duty of care for students however, rests with teachers and laboratory technicians when activities are conducted in laboratories. They must always be mindful of safety SOP that should be strictly adhered to at all times. To inculcate a culture of safety, HODs can consider platforms such as induction programmes for new staff, or use time- tabled time to discuss case studies on a periodic basis. HODs should also ensure regular safety briefings for all students in their Scheme Of Work (SOW). Teachers and laboratory technicians can leverage on resources on the Student Learning Space (SLS), OPAL, or information found within this book to impart the importance of safety in the laboratory to students. It is mandatory for teachers to conduct a short safety briefing before the start of every laboratory activity. Case studies in Annex P have been provided for use in discussions on laboratory safety. 2.1.3. Managing student research and science enrichment activities Apart from the conduct of science practical lessons, school laboratories are increasingly used for varied programmes such as science research, science workshops and the display of interactive science exhibits. Teachers and laboratory technicians must be actively involved in evaluating the purpose and safety aspects of each activity. Any activity that is not a typical science practical lesson must be accompanied with a Risk Assessment Management System (RAMS) document to ensure that an evaluation of risks for the proposed activity has been conducted. The RAMS document should also spell out the corrective measures that need to be taken to manage the incident should a lapse in safety occur. Refer to Chapter 6 for more information on RAMS.
School Science Laboratory Management and Safety Handbook ~5~ 2.2. Management of Place 2.2.1. Maintenance plan for equipment, apparatus and laboratories HODs and laboratory technicians should work together to produce a maintenance plan for all equipment, apparatus and laboratories. This plan will vary between schools as each school will have their own unique equipment and apparatus apart from the standard Furniture & Equipment (F&E) list. The maintenance plan should include regular checks (e.g., checking glassware for cracks), as well as more complex checks (e.g., the servicing of equipment). It is recommended that all equipment and apparatus be checked at least once a year. 2.2.2. Labelling of chemicals, equipment and apparatus Laboratory technicians should ensure that chemicals in the laboratory are labelled in accordance with GHS regulations (refer to Chapter 9 for more details). Additionally, it is useful for all equipment and apparatus to be properly labelled for ease of preparation for daily experiments and stocktaking when the time arises. 2.2.3. Displaying of safety information Teachers and laboratory technicians should ensure that useful safety information is prominently displayed in the laboratory. Safety information includes evacuation routes for each laboratory, safety posters, the GHS, emergency contact list and any other relevant information related to safety. This must be done for all laboratories. At the beginning of the year, students should be briefed on the laboratory evacuation routes, so that they will be familiar with them in the event of an emergency. Do note that all doors and passageways must be free of obstacles and fully accessible at all times. 2.2.4 Ensuring schools are explosive precursors (EP)-free From 1 August 2020, all schools have been declared as EP-free. Schools must not store, use nor purchase any EPs henceforth. Should an EP be used in the end of year national practical examination, schools would be required to ensure its safekeeping during the 14-days period and proper disposal within 5 days after the last paper. Schools will be notified to do an annual declaration to maintain this EP-free status after the national practical assessment. Details of the EP-free regime is elaborated in Para 11.2. 2.3. Management of Practices 2.3.1. Purchasing and discarding of obsolete equipment and apparatus HODs should establish an SOP for the purchasing of new equipment and apparatus. The SOP should be aligned to procurement procedures of the school. The SOP should also include guidelines on how teachers can request for the purchase of new equipment and apparatus. Laboratory technicians should put in place guidelines for the discarding of obsolete equipment and apparatus. These guidelines can be part of the maintenance plan in Section 2.2.1. and should be in line with the general school SOP for condemning equipment. 2.3.2. Borrowing/use of equipment and apparatus Key to the learning of science is the use of demonstrations to illustrate concepts. It is therefore not uncommon for teachers to borrow equipment and apparatus from laboratories for demonstrations in class. Additionally, as mentioned in Section 2.1.3, as the uses of the laboratory go beyond science practical lessons, laboratory technicians might see an increase in the usage of equipment and apparatus by students trying to borrow equipment for their science research projects or enrichments classes. Thus, it is advisable that a system of restricted borrowing and
School Science Laboratory Management and Safety Handbook ~6~ returning be established for each laboratory, to keep track of the equipment and apparatus used in or taken out of the laboratory. A simple “sign-in, sign-out” logbook should suffice for most school laboratories. 2.3.3. Budget planning HODs and key appointment holders should be mindful about setting aside budget for two areas of expenditure: the maintenance and upgrading of laboratory facilities, equipment and apparatus; and the storage and disposal of hazardous materials. Such planning should be taken into account annually to ensure the best possible facilities to maximise the learning in a laboratory. It is recommended budget be set aside for maintenance (including disposal), and for purchase of new equipment and new apparatus. This will allow HODs and key appointment holders to be more strategic in the usage of funds to support teaching and learning. Table 1 below proposes budget considerations for HODs. Do note that this list is not exhaustive. Table 1: Considerations for science laboratory budget Consumables Equipment Apparatus Enrichment • Enzymes • Glucose • Starch • Agarose powder • Chemicals • Batteries • Buying of new equipment • Equipment certification (e.g., annual safety check and certification of autoclaves, fume hood) • Equipment replacement (e.g., replacement of faulty microscope, data loggers) • Glassware (e.g., test tubes, beakers, conical flasks, Petri dishes) • Replacement of faulty apparatus (e.g., electrical meters, wires, thermometers, retort stands) • Modelling kits • School programmes (e.g., life science programme, environmental programme, science week) 2.3.4. Safety guidelines for the conduct of laboratory lessons Proper guidelines and processes must be put in place in order for the laboratory to be a safe environment for all users. This handbook serves as a guide on how activities can be conducted safely in the laboratory. As suggested in Section 2.1.2., teachers need to constantly find opportunities to emphasise the importance of personal safety in the laboratory in order to build a culture of safety in schools. The frequent application of the standard safety guidelines referred to in this handbook can serve as useful reminders to teachers, laboratory technicians and students. This can come in the form of posters put up in every laboratory; a quiz on laboratory safety at the start of each academic year; a safety briefing at the start of each activity; or questions in student worksheets. Schools should regularly refine the guidelines and dedicate time in the Scheme of Work (SOW) for them to be communicated and emphasised to students. In situations which call for additional safety measures in the special rooms e.g. COVID-19, schools will be notified in a timely manner.
School Science Laboratory Management and Safety Handbook ~7~ 2.3.5. Stocktake checklist A checklist of all equipment and apparatus should accompany the maintenance plan from Section 2.2.1. Schools should conduct at least one stocktake each year. Having a stocktake checklist to accompany the maintenance plan will streamline both processes, as equipment and apparatus stock can be checked and maintained simultaneously. The checklist will also ensure that all equipment and apparatus in the list are included in the maintenance plan. Refer to Annex A for a sample.
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School Science Laboratory Management and Safety Handbook School Science Laboratory Management and Safety Handbook 3. GENERAL ROLES OF SCIENCE TEACHERS AND LABORATORY TECHNICIANS General upkeep of science laboratories • Maintain a safe and tidy lab environment. • Display general laboratory safety guidelines clearly for all laboratories. • Display the evacuation route prominently in each laboratory. • Ensure that all apparatus and equipment are safe for use. • Ensure that chemicals are labelled properly in accordance to GHS in Chapter 9. • Ensure that spills are handled in accordance with guidelines. • Ensure that chemicals (see Section 11.3.5.) and biological materials (see Section 10.3.7.) are disposed of appropriately. • Store, use and handle chemical explosive precursors (EP) in accordance with the regulations stated in Section 11.2. Role of Science Teachers • Brief students on general laboratory safety during the first laboratory lesson in the year and at other appropriate junctures. • Be present in the laboratory at all times when students are present. • Demonstrate good safety practices at all times in the laboratory. • Give clear instructions, highlighting particular safety precautions to be taken by students where appropriate, including the use of Personal Protection Equipment (PPE) before students begin their laboratory work. • Ensure that students are kept at a safe distance when viewing a demonstration (especially those that have potential risks), or through a safety screen where appropriate. • Brief students on appropriate actions to take during emergencies such as accidents or fire. • Ensure that students know the evacuation route in the event of emergencies such as fire. ➢ The HOD of Science should note that the table above is not exhaustive and ensure that all processes take into account the local design and use of the laboratories. ➢ Laboratory technicians may also perform other duties assigned by the school leaders, the HOD of Science and science teachers, which are related to general safety. ➢ Refer to the principals’ handbook for a more comprehensive list of the roles of lab technicians. ~9~ Role of Laboratory Technicians • Maintain laboratory equipment, apparatus, PPE, materials and specimens in good working condition. • Report all faulty machines and equipment immediately, and display an "Out of Order" sign prominently on the machines/equipment. • Check that safety devices in the laboratory, such as emergency eye- washers, showers and fire extinguishers, are in working condition. • Inspect gas and water systems and initiate necessary repair or maintenance work. • Maintain a record or file of the Safety Data Sheets (SDS) that accompany purchased chemicals (see also Section 11.3.1. on the classification of hazardous chemicals). • Keep a stock book and breakage record and indicate necessary replacement. • Prepare an inventory of stocks annually. • Maintain a usage record. • Check and replenish first aid supplies (see Annex B for the minimum contents of a First Aid Kit). • Guide or supervise laboratory attendants, or other personnel working in the lab, on laboratory safety.
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School Science Laboratory Management and Safety Handbook ~11~ 4. SCIENCE LABORATORY SAFETY MANAGEMENT Science laboratory safety management takes reference from the School Safety Handbook to align safety practices within a school. The MOE school safety guiding principles as stated in the School Safety Handbook are: • Every school to have a School Safety Committee headed by a school leader to ensure the safety of staff and students. • Schools to adopt reasonably practicable measures to prevent all foreseeable incidents in schools. • Schools to take a whole school approach to ensure every individual takes personal responsibility for their own safety and to look out for the safety of others. • Schools to build staff capacity in safety-related competencies. Additionally, school safety is a result of the dynamic interaction between four key dimensions – Leadership, Culture, Practices and Motivation.1 To that end, science departments should align their practices to the school safety framework in order to ensure consistency in managing laboratory safety, which is part of school safety. 4.1. Leadership Science HODs are advised to set up a laboratory safety committee to oversee all matters pertaining to lab safety. The committee could involve all laboratory technicians and a representative (preferably a teacher with experience) from each subject. This HOD will lead the committee as Chief of Safety. The roles and responsibilities of the committee are as follows: a. Put in place safety guidelines for all activities related to the laboratory. b. Inculcate a culture of safety and personal accountability in the school. c. Lead the department to review and refine all SOPs pertaining to laboratory safety. d. Conduct or arrange for laboratory safety training sessions. The roles and responsibilities listed above are guidelines and are non-exhaustive. The list could vary depending on individual school needs. 4.2. Motivation The laboratory safety committee are the champions of laboratory safety. Their leadership will generate the necessary motivation for the science department to develop structures and processes that will ensure every activity conducted in the laboratory prioritises safety above all else. The responsibility of developing the necessary SOPs does not rest solely on the laboratory safety committee. It should be the duty of all science teachers to be involved. However, it is the prerogative of the committee to lead the department in this process. 1 Refer to school safety framework for more information: http://intranet.moe.gov.sg/science/labsafety/labsafety.htm

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School Science Laboratory Management and Safety Handbook ~12~ 4.3. Culture A culture of safety is defined by the actions and values that individuals abide by. Every individual must believe in the value of safe practices in the laboratory and display this value through the actions of each individual. The laboratory safety committee should note that a culture of safety does not happen overnight. Apart from the physical structures and processes put in place to ensure a safe environment, it is important for teachers, laboratory technicians and students to internalise the value of laboratory safety before a culture of safety can be said to exist in a school. To do this, the committee must make use of multiple platforms to engage users of the laboratory on laboratory safety. These could range from scheduled laboratory safety briefings, to emergency exercises. 4.4. Practices SOPs can help to shape practices in managing safety in the laboratory. HODs and key appointment holders should make it a point to regularly review and refine current SOPs such as the maintenance plans, processes of stocktaking, and laboratory safety guidelines. The review could be built into the department work plan for the year and involve key stakeholders. Additionally, the review and refinement of SOPs should ideally be done immediately following an incident in order to tighten the processes within the school to minimise the possibility of a similar recurrence. Thus, the laboratory safety committee should consider using multiple platforms to target all users of the laboratory and ensure the safety message communicated is consistent. Table 2 provides some possible good practices that can be adopted by the committee. Table 2: Practices to spread the message of laboratory safety Practices • Develop, review and refine safety SOPs. • Ensure RAMS is updated once every three years for typical laboratory activities. • Conduct RAMS for atypical laboratory activities, experiments involving hazardous substances. • Conduct/organise training for handling of new equipment. • Create platforms in the curriculum to infuse the message of safety. • Ensure there are open feedback channels on laboratory safety. • Maintain records for the borrowing, disposing, and repairing of all equipment and apparatus. • Discuss case studies (refer to Annex P) in department safety reviews. • Conduct induction for all new science teachers.
School Science Laboratory Management and Safety Handbook ~13~ 5. GENERAL LABORATORY SAFETY GUIDELINES Accidents in the laboratory can be avoided if safety guidelines are conscientiously observed and enforced. This section describes general laboratory safety guidelines that are applicable across all sciences. Teachers and laboratory technicians must be familiar with all guidelines and make use of the relevant sections during the various activities conducted in the laboratory. Additionally, students must be briefed on general laboratory safety guidelines at the beginning of an academic year and whenever necessary. 5.1. General laboratory safety guidelines a. The laboratory environment should be free of hazards at all times (e.g., proper storage of flammable and hazardous supplies, proper storage of cardboard boxes that are fire hazards and obstruct movement). b. Safety briefings to students must be tailored to each specific group of students, in terms of age appropriateness, any special needs, subject-specific requirements, etc. It is important that all students be briefed on general laboratory safety prior to carrying out any laboratory work. It is also important for teachers to conduct a short safety briefing for every activity in the laboratory to point out key risks and safety precautions to take relating to the specific activity. c. Schools laboratories are designed to be naturally ventilated. However, teachers and laboratory technicians should always ensure the laboratory is indeed well-ventilated. When experiments involve heating or the production of chemical fumes, the following precautions should be taken: i. Windows and curtains should be open/unobstructed to allow for ventilation of air. ii. Exhaust/ventilation fans should be switched on. iii. Ceiling fans could be set at low speed to provide some thermal comfort while minimising disruption to the heating experiments. d. All labs are NOT to be air-conditioned where live town gas and/or LPG feed is present without the installation of gas detectors/auto air-extractors as per SCDF regulations. e. There should be adequate space between each student during practical lessons to minimise instances of students colliding with each other while handling equipment and apparatus. f. Appropriate Personal Protection Equipment (PPE) such as gloves, goggles, masks and lab coats should be used where required. g. All laboratories must be equipped with the following first aid and emergency facilities: i. Dry powder fire extinguisher ii. First aid kit (refer to Annex B for contents of kit) iii. Fire blanket iv. Eye wash v. Emergency shower in all labs h. The following general laboratory safety guidelines in Table 3 apply to all laboratory
School Science Laboratory Management and Safety Handbook ~14~ activities for students. When younger students are involved, closer supervision by teachers is required. Table 32: General laboratory safety guidelines for students Housekeeping • 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 • 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. 2 Refer to online copy for latest updates on guidelines and regulations
School Science Laboratory Management and Safety Handbook ~15~ 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. 5.2. Safety precautions related to heating a. Teachers need to remind students on safety measures prior to experiments involving heating. b. Teachers need to remind students to notify them of any injury due to heating (even minor burns). c. When using heating equipment (e.g., hotplates, isomantles, portable burners, Bunsen burners), users are to take note of the following: i. Ensure that heating equipment is switched off when not in use. ii. Always assume that a hotplate is hot. Never touch hotplates with bare hands. iii. Portable gas burners must be stored separately from flammable materials. d. The following precautions should be taken note of during heating: i. Never leave hot equipment unattended. ii. Use tongs or clamps to handle hot glassware. However, care must be taken not to clamp test tubes too tightly as expansion may cause the glass to crack. iii. Test tubes must be heated from the side rather than from the bottom to avoid superheating. iv. Never heat a closed or stoppered container. v. Never look into the open end of a test tube during heating. vi. Do not reach or lean over a flame. vii. Ensure that the mouth of the test tube faces away from other students.
School Science Laboratory Management and Safety Handbook ~16~ viii. Use glassware of the appropriate type and volume size when heating solutions or substances. 5.3. Safety precautions related to glassware a. Glassware should be stored or assembled in a secure and convenient manner. Do not store glassware too high or with heavy apparatus. b. Chipped or broken glassware should never be used. c. Broken glassware should be carefully discarded, for example, by using a puncture-proof container (with lid) meant for sharp objects. d. Glassware should be used for its intended design and purpose. For example, conical flasks and beakers may be used to contain liquids for heating, whereas volumetric flasks should not be used to heat liquids. 5.4. Safety precautions related to sharp objects a. Some examples of sharp objects (i.e., sharps), include scalpel blades, knives, hypodermic syringe needles, microscopic glass slides, glass coverslips and broken glassware. b. Sharp objects should only be used if there are no alternative tools and must be used only as designed. c. Teachers need to remind students on the proper usage of sharp objects. d. Sharp objects should be kept away from students when not in use and accounted for by teachers. e. Students should not be asked to bring pen-blades for any activities in the science laboratory. Schools should issue blades, if required, during the lesson and retrieve and account for them at the end of the lesson, or ensure they are discarded. Pen-blades are not designed to cut hard objects/specimens (e.g., potatoes or woody stems) in a safe manner. f. Care should be taken when handling instruments with pointed ends or sharp edges. It is advisable for these instruments to be kept in a safe storage box when not in use. g. Scalpel blades must never be pushed into the handle by hand. This should be done using a pair of forceps. Used blades must always be removed with the aid of forceps or blade removers and disposed of immediately. h. Discard sharps carefully using a puncture-proof container with lid. i. For disposal of contaminated sharps used in Life Sciences experiments, see Annex C. 5.5. Safety precautions related to using electrical equipment a. All mains of electrical apparatus are potentially lethal. It is very important to maintain any equipment and its accompanying cables in good condition. Maintenance of equipment should only be carried out by qualified personnel. b. Electrical faults often cause fires. Electrical equipment should be inspected and tested regularly, including its earthing (grounding). All laboratory electrical equipment should be earthed, preferably through three-prong plugs. Double-insulated devices with 2-prong
School Science Laboratory Management and Safety Handbook ~17~ plugs may require separate earthing. Equipment that is intended to be earthed should never be used without an earth connection. An earth-free supply may become live as a result of an undetected fault. c. Circuit breakers protect wiring from overheating and thus prevent fires. Earth fault interrupters protect against electric shock. These devices provide additional protection. However, they should not be relied upon as the first line of defence against electrocution. d. Switches or electrical cables must never be handled with wet hands. e. Voltages may vary in different countries. Singapore uses a 230V outage. Care should always be taken to ensure that fuses of the correct rating are used. f. Teachers and students should be aware of the following potentially hazardous situations: i. Wet or moist surfaces near electrical equipment. ii. Long electrical cables (which may cause tripping). iii. Damaged insulation on cables. iv. Overloading of circuits when using adapters. v. Sparks from equipment near flammable substances and vapours. vi. Electrical equipment left switched on and unattended. vii. Use of the wrong type of fire extinguisher on electrical fires (i.e., water or foam instead of carbon dioxide or dry powder). g. The following steps should be taken in the event faulty equipment is encountered during use: i. Turn off the main switch. ii. Unplug the equipment from the electric socket. iii. Clearly label the equipment with a hazard warning such as "FAULTY EQUIPMENT, DO NOT USE." iv. Send the equipment for repair. Do not try to repair it yourself. 5.6. Use of mercury thermometers a. Mercury must not be used as a chemical in the laboratory as it is toxic to the nervous system and other organs such as the liver and gastrointestinal tract. b. The National Environment Agency (NEA) has banned the import and sale of mercury thermometers since 2009. Schools are encouraged to buy alcohol thermometers when replacing broken mercury thermometers. c. When using mercury thermometers, teachers must put in place the necessary precautions to ensure students do not come into contact with the mercury if breakage of the thermometer occurs. d. All spills must be documented. e. Do not try to clean up the spill with a broom or vacuum cleaner. f. If mercury has spilled onto a hot surface (e.g., hotplate, mantle, heating element),
School Science Laboratory Management and Safety Handbook ~18~ evacuate the room immediately as high concentrations of vapour could be present. g. Laboratory technicians and teachers should familiarise themselves with the method of proper disposal of mercury as stated below: i. Assess the extent of the spillage. If the spill is minor (e.g., a broken mercury thermometer) and confined to a small area, clear the area of students and restrict access; proceed with the clean-up using nitrile gloves and ensure maximum ventilation. If the spill is more extensive, clear the room of students and ensure that ventilation is sufficient. Placing plastic bags over shoes may be advisable to avoid extending the mercury contamination beyond its original area. Contact a toxic waste disposal vendor for large spillage. ii. Use index cards to push drops of mercury together into pools. Take note that droplets may scatter a considerable distance and adhere to vertical surfaces as well. iii. Use a medicine dropper with a fine point to pick up the mercury and place it in a plastic bottle. Continue gathering and confining the mercury until all visible droplets have been found. iv. Areas that have been affected by fine droplets of mercury should then be treated with a slurry composed of equal parts of slaked lime (calcium hydroxide) and flowers of sulfur mixed with enough water to make a yellow wash. The slurry should normally be left in place for between 24–48 hours, after which it should be cleaned away by careful sweeping with a dustpan and brush, then washed away with water to remove all traces of the slurry (this will often require several washes). v. Use commercially available mercury sponges to continue to clean up tiny and hidden droplets. Caution: if zinc metal powder is in the sponge or used in the clean-up process, keep the powder dry because it is spontaneously combustible when wet and may even explode if confined. (Zinc metal reacts with mercury to form a safe amalgam, which is easier to collect and dispose of than the mercury itself.) Mercury indicators (detectors) and mercury clean-up kits, which would be effective for small or modest spills, are available at relatively low cost through chemical and safety supply companies. Special attention should be given to larger spills. Mercury must be disposed of as hazardous waste. A list of licensed toxic/hazardous waste collectors can be obtained from the Internet website maintained by the National Environment Agency (NEA). The website can be accessed via the hyperlink below: https://www-nea-gov-sg-admin.cwp.sg/docs/default-source/our-services/pollution-control/hazardous-waste/list-of-tiw-collectors-(24-sep-20).pdf 5.7. Use of 3D printing machines a. Teachers and students are to abide by Intellectual Property Regulations and use the 3D printer only for legitimate purposes. b. Students must be taught to use the machine safely and responsibly. c. Teachers are to supervise students on the use of the 3D printer. d. All users of the machine are to record their usage in a logbook, which is to be checked regularly by a key personnel in school.

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School Science Laboratory Management and Safety Handbook ~19~ e. 3D printers should be encrypted with a password to restrict usage to authorised personnel only. f. 3D printers should be operated in a well-ventilated room. g. It is an offence under the Arms and Explosives Act and the Arms Offences Act for anyone to use a 3D printer to print or attempt to print any arms or any component part of any arms without a licence.
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School Science Laboratory Management and Safety Handbook ~21~ 6. ASSESSMENT OF RISKS IN SCHOOL SCIENCE LABORATORIES Schools are to set up a risk assessment team to look into potential hazards and put in place processes to mitigate and minimise the risks by taking all reasonably practicable steps to eliminate any foreseeable risk to any person. Risk assessments of generic laboratory activities must be reviewed and updated once every three years and records of risk assessments must be kept in the interim, in accordance with MOM guidelines on workplace safety and health. Risk assessments must be updated if there are changes in processes or new incidents. Risk assessments should be properly filed for easy reference and retrieval. In the laboratory, risk assessment must be done for new activities and procedures, and routine work that involves a certain amount of risk, such as activities dealing with concentrated acids/alkalis. Additionally, safety briefings must be conducted prior to carrying out such activities and closer supervision by teachers and laboratory technicians during the activity is necessary. A risk assessment refers to a careful examination of the factors (i.e., physical, mechanical, electrical, chemical, biological and psychological) that could possibly cause harm to personal safety or health. The objective of a risk assessment is to mitigate or adequately control the risks posed by possible hazards to As Low As Reasonably Practicable (ALARP). 6.1. Hazards and risks a. A hazard is something with the potential to cause harm or injury. Some examples of hazards in school science laboratories include flammable substances, noxious fumes, infectious biological agents and slippery surfaces. b. A risk refers to the likelihood of a hazard causing harm to persons or damage to property. 6.2. Conducting risk assessments Risk assessments involve: a. identifying and analysing safety and health hazards associated with work; b. evaluating the risks involved; and c. prioritising measures to control hazards and reduce risks. Each of these points is elaborated on in the following sections. 6.2.1. Identifying and analysing safety and health hazards associated with work a. A general risk assessment that is representative of school science laboratories has been carried out by MOE. Please see Annex D for a suggested risk assessment template. Annex E provides a list of possible hazards, incidents and health risks. The possible risks posed by potential hazards associated with laboratory activities were identified to include those guided by the curriculum and some specialised extension activities. b. Teachers should refer to Chapter 5 of this handbook for guidance on measures for safe laboratory work. c. In situations where the laboratory investigations are new (or outside of regular activities or the guided curriculum) or involve concentrated acids/alkalis, schools are required to carry out a risk assessment prior to the activity to adequately reduce risks to a reasonable level. It is recommended that
School Science Laboratory Management and Safety Handbook ~22~ members of the school laboratory safety committee be part of the committee evaluating the risk assessment of the activity. d. Table 4 below provides a reference for the different categories of hazards and their examples that can be present when students carry out activities in the science laboratories. Teachers can use this table to aid them in conducting risk assessments. Table 4: Types of hazards and some examples Hazard Examples Physical Fire, noise, ergonomics, heat, radiation and manual handling, glassware Mechanical Moving parts, rotating parts Electrical Voltage, current, static charge, magnetic fields Chemical Flammables, toxics, corrosives, reactive materials Biological Blood-borne pathogens, virus Psychological Stress, fatigue 6.2.2. Evaluating the risks involved a. In evaluating the risks of a potential hazard, it would be useful to consider the severity of the hazard and the likelihood of an accident occurring. Tables 5 and 63 elaborate on the classification levels for the severity of the injury and likelihood of occurrence. Table 5: Level, severity of injury and description Level Severity Description 5 Catastrophic May result in death, fatal disease or large number of serious injuries, environmental disaster. 4 Major Serious/extensive injury (e.g., amputations, major fractures, multiple injuries, acute poisoning, fatal diseases), severe environmental damage. 3 Moderate 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. 2 Minor Injury requiring first aid treatment (e.g., minor cuts and bruises, irritation and temporary discomfort), some environmental impact. 1 Negligible No or negligible injury, low environmental impact. 3 Tables 5 – 7 were closely based on or extracted from a publication by Workplace Safety and Health Council in collaboration with MOM, Code of Practice on Workplace Safety and Health (WSH) Risk Management (2011).
School Science Laboratory Management and Safety Handbook ~23~ Table 6: Level, likelihood of occurrence and description Level Likelihood Description 1 Rare Not expected to occur but still possible. 2 Remote Not likely to occur under normal circumstances. 3 Occasional Possible or known to occur. 4 Frequent Common occurrence. 5 Almost Certain Continual or repeating experience. b. Upon establishing the severity and likelihood, the risk level can be determined. One approach is to use the “Risk assessment matrix” shown in Table 7 below. For example, if the severity of a hazard is “Moderate” and the likelihood of occurrence is “Remote”, then the risk level would be “Medium”. c. The corresponding risk acceptability and recommended actions are provided in Table 8 (see p.24) as reference. d. When designing a laboratory practical, the associated risk for the activities involved must be kept As Low As Reasonably Practicable (ALARP). School laboratories are prohibited from conducting any practical or activity that is under the high risk category. For a laboratory practical that is of medium risk, the risk assessment document must state the risk control method used to reduce risks using the hierarchy of risk control methods shown in Table 9 (see p.24). Table 7: Risk assessment matrix Likelihood Severity Rare (1) Remote (2) Occasional (3) Frequent (4) Almost Certain (5) Catastrophic (5) 5 Medium 10 Medium 15 High 20 High 25 High Major (4) 4 Medium 8 Medium 12 Medium 16 High 20 High Moderate (3) 3 Low 6 Medium 9 Medium 12 Medium 15 High Minor (2) 2 Low 4 Medium 6 Medium 8 Medium 10 Medium Negligible (1) 1 Low 2 Low 3 Low 4 Medium 5 Medium
School Science Laboratory Management and Safety Handbook ~24~ Table 8: Recommended actions for risk levels Risk level Risk acceptability Recommended actions Low Acceptable • No additional risk control is needed. • Conduct frequent review and monitoring to ensure that the risk assessment is accurate and does not increase over time. Medium Tolerable • Careful evaluation of the hazards should be carried out to ensure that the risk level is reduced to As Low As Reasonably Practicable (ALARP). • Temporary risk control measures may be implemented but longer term methods need to be established. • School management attention is required. High Not acceptable • Risk level must be reduced to medium before activity can commence. • If practicable, hazard should be eliminated before activity begins. • If the above two actions are not possible, schools MUST NOT proceed with the activity. 6.2.3. Prioritising measures to control hazards and reduce risks a. When considering the best method for addressing medium to high risk levels, teachers may use the hierarchy of risk control methods listed b e l o w in Table 9 as a guide. Generally, it may be more effective to use multiple control measures. Table 9: Hierarchy of risk control methods (a) Elimination: Remove the hazard or activity totally if it is not essential. Once risk is eliminated, the hazard/task does not appear in subsequent risk assessments. (b) Substitution: Replace the process or a product with a less hazardous process or product. (c) Engineering control: Isolate the hazard or process by introducing reasonable distance or barriers. Use protective equipment (e.g., a fume cupboard, biosafety cabinet) where appropriate.
School Science Laboratory Management and Safety Handbook ~25~ (d) Administrative control: i. Establish safe work practices such as: • restricting access to the area of work; • keeping the area free of clutter; and • warning signs for hazardous objects/items. ii. Provide a safety briefing and supervision to people involved in carrying out the activity. (e) Personal Protective Equipment (PPE): Use the correct PPEs required for the task (e.g., use safety goggles during heating experiments). b. More information on risk assessments may be obtained from the Workplace Safety and Health Council website. The website can be accessed via the hyperlink below: https://www.wshc.sg/files/wshc/upload/cms/file/CodeOfPractice_RiskManage ment_SecondRevision.pdf

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School Science Laboratory Management and Safety Handbook ~26~
School Science Laboratory Management and Safety Handbook ~27~ 7. FIRE PREVENTION AND CONTROL 7.1. Fire prevention a. All labs are NOT to be air-conditioned where live town gas/LPG feed is present without the installation of gas detectors/auto air-extractors as per SCDF regulations. b. All school laboratories are designed to promote natural cross ventilation, e.g., with fixed open louvres on windows. c. Combustible materials, potentially explosive substances, fuel sources, electrical supplies, and reactions evolving large amounts of heat and mechanical energy constitute the main fire hazards within the laboratory. d. There should be an awareness of the physical and chemical properties of substances. Highly reactive chemicals constitute a major hazard in the laboratory setting. e. Many commonly used organic solvents have properties that constitute a serious fire hazard. The following are common hazards of organic solvents: i. Low flash point – The flash point is the lowest temperature at which a liquid gives off vapour in sufficient quantity to ignite with air when a spark or flame is applied. For example, the flash point of ethanol (ethyl alcohol) is 16.6 °C. ii. Ease of ignition of vapour – Vapour-air mixtures can be ignited by a very small amount of electrical energy, such as a static discharge, the sparking of relay contacts, or even the shorting of small dry cell batteries. iii. Explosive in confined spaces – Volatile solvents kept in confined spaces readily vaporise to produce an air/vapour mixture that is explosive. For example, ethanol, diethyl ether and propanone (acetone) at percentages as low as one or two percent of vapour in air are explosive. These solvents should be kept in a well- ventilated area. Due to these hazardous properties of organic solvents, if they are ever spilled in large amounts, the Singapore Civil Defence Force (SCDF) recommends the immediate evacuation of the area and notification of SCDF. f. Gases such as hydrogen, methane and propane pose explosion hazards because of the ease of their ignition and wide limits of concentration of explosive gas/air mixtures. g. Precautions similar to those of flammable gases should be taken for oxygen as well. 7.2. Fire control in the event of a fire a. In the event of a fire, the first concern and responsibility of the teacher should be to evacuate students from the fire area. The potential danger from the fire must be determined immediately. If there is a possibility that the fire might spread or present a danger to the students in the room, the fire alarm must be sounded and the General Office notified. b. If clothing or hair is on fire: i. Water is the most effective remedy. Never use a fire extinguisher on an individual. ii. A fire blanket should be used to smother the fire by wrapping the blanket around the burning individual.
School Science Laboratory Management and Safety Handbook ~28~ c. If there is an explosion in the laboratory, the following measures should be followed: i. Extinguish all burners and heaters. ii. Evacuate the room immediately since toxic gases may be present. iii. Assist the injured by giving the necessary first aid. iv. Follow the school’s fire evacuation procedures or in-place protection procedures. d. Follow these procedures when fighting fires: i. For small fires e.g., fires contained within a beaker, test-tube or other small container), smother with an incombustible mat or an appropriate cover. ii. For larger fires, cool the physical area immediately surrounding the fire with an extinguisher to prevent the flames from spreading. Then, extinguish the base of the blaze and smother the scattered remains of the fire. Please see Section 7.3.b. for some examples of the different types of fire extinguishers and their uses. iii. For electrical fires, turn off the main switch or pull the plug, if it can be done safely. Do not use water to extinguish the fire. iv. Help should be sought from the SCDF where and when necessary, and as soon as possible. 7.3. Use of fire extinguishers a. Fire extinguishers should be regularly inspected and maintained on an annual basis. The shelf-life should also be noted. b. The different types of fire extinguishers and their corresponding uses are described below in Table 10. Table 10: Types and uses of fire extinguishers Type Used for NOT to be used for Water Paper, wood, fabric Electrical fires, flammable liquids, burning metals CO2 Flammable liquids and gases, electrical fires Alkali metals, paper Wet Chemical Cooking oil and fatty materials Dry Powder Flammable liquids and gases, alkali metals, electrical fires Foam Flammable liquids Electrical fires c. Schools are advised to equip all laboratories with dry powder fire extinguishers. d. The following four steps are generally applicable to operating any fire extinguisher – Pull, Aim, Squeeze and Sweep (PASS):
School Science Laboratory Management and Safety Handbook ~29~ • P - Pull out the safety device of the fire extinguisher. • A- Aim the nozzle at the base of the fire. • S - Squeeze the top lever of the fire extinguisher. • S- Sweep the discharge over the entire area that is on fire.
School Science Laboratory Management and Safety Handbook ~30~
School Science Laboratory Management and Safety Handbook 8. ACCIDENTS AND EMERGENCIES 8.1. Accidents in the laboratory a. If an accident occurs in a laboratory, the teacher in the laboratory or laboratory staff should take reasonable and appropriate measures to contain the situation. Teachers and laboratory staff should also know and follow the school ’s SOP for emergencies. b. First aid and emergency procedures could save lives. The general guidelines listed below can help laboratory users respond to medical emergencies. i. Remain calm. ii. Do not move the casualty unless he or she is in immediate danger. iii. Call for a doctor or an ambulance. iv. Initiate life saving measures if required. c. A list of emergencies and the immediate follow-up action required is provided in Table 11 (see p.32) for reference. 8.2. Emergency response contact list a. Each laboratory should have an emergency response contact list. The list should be located near the exit of the laboratory and near a telephone. An example of the information that could be included in the list is given in Annex F. b. The contact list should also include the contact numbers of members of the school laboratory safety committee. 8.3. Reporting and investigation of incidents 8.3.1. Reporting of incidents a. Reporting of incidents is essential for the identification of hazards in the laboratory. Remedial action can then be taken to address the identified hazards and prevent any recurrence of the incident. All incidents, including serious incidents and near misses, should be recorded in the school incident reporting system in School Cockpit. b. The incident report also acts as a record for future reference should there be any subsequent complication, e.g., a delayed health effect. c. Reported incidents can be used as case studies for the review of SOPs and to ensure preventive measures have been put in place. 8.3.2. Incident investigation a. Reported incidents should be promptly investigated by the school. The investigation should identify the cause of the incident and any hazards involved. b. The school should then take action to control the hazards that have been identified. ~31~
School Science Laboratory Management and Safety Handbook Table 11: Possible accidents and immediate follow-up actions Fainting Electrical injury Heat burns and scalds Cuts and bleeding Gas poisoning a. Let the casualty lie down with feet slightly raised. b. Clothing should be loosened at the neck, chest and waist. c. The casualty should be kept adequately warm. d. Verbal reassurance should be given. e. On recovery, sips of water may be given. (No attempt should be made to give liquids to an unconscious or drowsy casualty.) f. If the injury has resulted in unconsciousness, the casualty should be placed in the Recovery Position. g. If breathing becomes difficult, the casualty should be turned on his side to facilitate drainage of any liquid from the mouth. h. If breathing stops, apply artificial resuscitation by qualified personnel and seek medical attention immediately. a. Switch off the supply affecting the casualty using a non-electrical conducting object, and remove him from contact with the apparatus. b. Artificial resuscitation and cardiac massage must be started immediately if the shock has produced asphyxia and cardiac arrest. It should be noted that recovery from electric shock is 90% certain if artificial resuscitation is started not later than one minute after the electric shock has been suffered. Recovery is only 10% certain if there is a delay of as little as six minutes. c. Check the body contact area for burns, which may be severe. Seek medical attention. a. The injured area should be cooled with lots of room temperature water to reduce pain. b. Do not remove any burnt clothing unless it comes off easily. c. Do not apply any chemicals like ointments or sprays. Use dry, sterile gauze or lint dressing and then apply a bandage to cover the area. d. Seek medical treatment immediately. If necessary, call for an ambulance by dialling 995. a. Remove dirt or glass, wash under running water and apply clean, dry, sterile dressing for minor cases. b. For serious cases, let the casualty lie down. Apply pressure to the wound with a thick pad of gauze and a firm bandage. Do not apply tourniquet. Call for an ambulance immediately by dialling 995. a. Call for an ambulance by dialling 995. b. Without putting yourself in danger, enter the area with a wet towel covering your nose and mouth. c. Move the casualty into the open. If casualty is unconscious, check for obvious injuries before doing so. d. At the open space, check conscious level of casualty and presence of spontaneous breathing by observing if there is any chest rise and fall. e. If casualty is unconscious, start chest compressions by qualified personnel. f. Ensure adequate supply of fresh air while waiting for the arrival of ambulance. Do not give casualty anything by mouth. ~32~ School Science Laboratory Management and Safety Handbook
School Science Laboratory Management and Safety Handbook ~33~ 9. GLOBALLY HARMONISED SYSTEM OF CLASSIFICATION AND LABELLING OF CHEMICALS (GHS) 9.1. Background a. 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). b. The GHS is essentially a hazard communication system for identifying and conveying chemical hazards and for providing information related to chemical hazards and their control and prevention.4 c. All schools are required to adhere to the regulations stated in this section in accordance with the Workplace Safety and Health Act (2006). 9.2. Understanding Safety Data Sheets (SDS) a. All chemicals purchased must be accompanied by their respective SDS (also formerly known as Materials Safety Data Sheet or MSDS). b. 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. c. In the event of assessment, exclusions to Section 9.2.b. shall be applied to students only. Teachers and laboratory staff are still required to be familiar with the characteristics of the examined chemical/substance. 9.3. GHS labelling a. 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. b. The labels would have a fixed set of GHS pictograms, signal words, hazards and precautionary statements. There are seven information items required in a GHS label: i. Product identifier/name; ii. Pictogram; iii. Signal word – there are two signal words used: “Danger” is for a more severe hazard while “Warning” is for a less severe hazard; iv. Hazard statement – phrases describing the nature and the degree of hazard of a chemical; v. Precautionary statement; vi. Supplementary information – provided by the supplier to include additional useful information on the chemical; and vii. Supplier information. 4 Workplace Safety and Health Council, Globally Harmonised System (GHS): https://www.wshc.sg/ghs

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School Science Laboratory Management and Safety Handbook ~34~ c. A sample GHS label is depicted in Fig. 2 below. Fig. 2: Sample GHS label5 d. In order to ensure that labels can be read clearly, guidelines have been given for the size of label relative to the capacity of the container as shown below in Table 12. Table 12: Dimensions of GHS label relative to container size Capacity of container Dimensions (in millimetres) Not exceeding 3 litres At least 52 x 74 Greater than 3 litres but not exceeding 50 litres At least 74 x 105 Greater than 50 litres but not exceeding 500 litres At least 105 x 148 Greater than 500 litres At least 148 x 210 e. There are nine pictograms assigned to different classes and categories of chemical hazards. Every product should be properly classified and assigned appropriate pictograms. The nine pictograms are shown in Table 13 on p.35. 5 Extracted from: https://www.wshc.sg/files/wshc/upload/cms/file/GHS_Booklet.pdf

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6 Extracted from: https://www.wshc.sg/files/wshc/upload/cms/file/GHS_Booklet.pdf ~35~ School Science Laboratory Management and Safety Handbook Table 13: GHS pictograms6 Pictogram Hazard classes Oxidiser Flammable, Aerosols, Self-reactive, Pyrophoric, Self-heating, Emits flammable gas, Organic peroxides Explosive, Self-reactive, Organic peroxide Acute toxicity (severe) Corrosive to metals, Skin corrosion, Serious eye damage Gases under pressure Carcinogen, Respiratory sensitiser, Reproductive toxicity, Target organ toxicity, Mutagenicity, Aspiration toxicity Environmental toxicity Irritant, Skin sensitiser, Acute toxicity, Narcotic effects, Respiratory tract irritation, Hazardous to the ozone layer

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7 Extracted from: https://www.wshc.sg/files/wshc/upload/cms/file/GHS_Booklet.pdf ~36~ School Science Laboratory Management and Safety Handbook 9.4. Reduced Workplace Labelling a. If a full GHS Label is not feasible, a reduced workplace label should be provided. b. A reduced workplace label will indicate only: i. product identifier/name; and ii. pictogram. c. The conditions under which a reduced workplace label is to be used are only for: . hazardous chemicals in containers ≤ 125ml; ii. hazardous chemicals that are decanted, transferred or dispensed to secondary containers; iii. hazardous chemicals used in laboratories; and iv. hazardous chemicals to be sent for research and analysis. d. A sample of the reduced workplace label is found below in Fig. 3. Isopropyl Alcohol Fig. 3: A reduced workplace label7 e. In cases where labelling the container is impractical due to size constraints or its conditions for use, the information can be provided via other means, for example: i. using a fold-out label, a swing or tie-on tag; ii. affixing the label to a supporting apparatus; or iii. labelling the outer packaging container.

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~37~ School Science Laboratory Management and Safety Handbook 10. BIOLOGY-RELATED EQUIPMENT, APPARATUS AND SAFETY GUIDELINES 10.1. High temperature equipment 10.1.1. Autoclaves a. Autoclaves can be dangerous unless properly used and serviced. Laboratory staff or teachers should be conversant in their use and be aware that there are procedural differences among different makes and models. b. Students must not operate autoclaves. c. Autoclaves should be located in a well-ventilated room. For safety against explosions, autoclaves should be positioned beside solid walls and not partitions. d. Foreign objects or substances must not be placed directly into the chamber. Instead, baskets or buckets must be used for loading. e. The autoclave should not be overloaded. f. Never autoclave discarded sharps or hazardous chemicals such as flammable, reactive or corrosive materials. Dried bleach and bleach- associated materials should not be autoclaved as this can lead to the release of toxic gases. g. Before use, the exhaust bottle must be filled with water to at least the “LOW WATER LEVEL” mark if applicable. The exhaust bottle should be emptied when it reaches the maximum water level to prevent overflow. It is also important to check that the heating coil under the base plate is covered with sufficient water before operating. Users should refer to the manual accompanying the autoclave for model-specific operating instructions. h. Heat-proof gloves and safety googles should be worn when filling or emptying an autoclave. In situations where personnel hurry to remove flasks or bottles from the autoclave, superheated liquids may boil out of their containers, or the disturbance of the liquid could cause some of it to violently evaporate into steam or splash out. i. Autoclave bags should be partially opened to prevent bursting and to allow for steam circulation. j. Autoclave tape, chemical or biological indicator should be used to validate the autoclaving cycle. k. Flasks and tubes used in an autoclave should not be sealed with rubber or silicon caps to avoid bursting. Caps on screw cap bottles should be loosened prior to autoclaving. Bottles, flasks and beakers must be loaded in an upright position. l. The chamber lid must be securely sealed before the autoclave power is switched on. Failure to do so may cause steam to escape and this may injure the user. m. Users must not touch the autoclave or go near the chamber lid immediately after sterilisation. The pressure gauge should indicate room pressure before opening the autoclave. Caution should be exercised when opening the autoclave lid after sterilisation in view of possible residual pressure
~38~ School Science Laboratory Management and Safety Handbook which may expel hot water or steam. n. Use a separate (or designated) autoclave for sterilising clean materials and biological waste, whenever possible. o. Safety checks and certification must be carried out on all autoclaves biennially by a licensed service provider accredited by the Ministry of Manpower (MOM). Please refer to the Internet website maintained by MOM for more information. The website can be accessed via the following hyperlink: http://www.mom.gov.sg/workplace-safety-and-health/wsh-professionals/find- wsh-professionals/find-authorised-examiner-for-pressure-vessels p. Please refer to the owner’s manual for the details in operation, safety and maintenance of the autoclave. 10.1.2. Hot bead sterilisers a. Items to be sterilised, such as forceps and streaking loops, must only be immersed for a few seconds and not left in contact with the hot beads for prolonged periods. b. Other apparatus which may obstruct the user when using the steriliser should be cleared away. c. Flammable substances must be kept away from the steriliser. 10.1.3. Incubators a. Incubators should not be operated in an environment containing flammable vapours. Greater caution should be exercised when handling volatile samples or organic solvents. b. The temperature setting applied must adhere to the temperature range specified for the incubator. c. Materials or containers placed in the incubator should be clearly labelled (e.g., date, time, contents). d. Items should be removed after the appropriate duration of incubation to avoid overcrowding and possible contamination of the incubator. e. The incubator should be cleaned and disinfected regularly, for example, monthly. 10.1.4. Ovens: conventional and microwave ovens a. Metal components or parts must not be used in a microwave oven. Containers used must be microwave-safe. b. Heat-proof gloves must be worn when moving items in or out of ovens for protection against burns. When heated in a microwave oven, liquids may undergo super-heating and cause scalding owing to the “hot water eruption” phenomenon. c. Bottles or any containers used for boiling liquids in a microwave oven should not be closed too tightly. For example, when melting agarose gel or microbiological media in a microwave oven, a small gap should be left between the cover and the container so as to avoid pressure accumulation

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~39~ School Science Laboratory Management and Safety Handbook due to hot air expansion. d. Ovens must be cleaned and disinfected regularly, for example, monthly. e. Ovens must not be used for heating food. f. Microwave radiation may interfere with the functioning of pacemakers. Persons with pacemaker implants should not go near a microwave oven in view of possible stray microwave radiation. 10.1.5. Thermocyclers (polymerase chain reaction machines) a. A thermocycler should be positioned in such a way that there is no obstruction to any of its air vents for the purpose of heat dissipation. b. The lid must be closed before starting an operation and should not be opened while the thermocycler is in operation. c. Care should be exercised to avoid touching the top of reaction vessels and the surfaces of the heated lid assembly (in particular the inner surface) as they can be very hot immediately after operation. Refer to the thermocycler instruction manual for model-specific information. 10.1.6. Water baths a. Any bath fluids other than water should not be used. The water bath should be filled to at least half the height of the inner chamber before use. b. A “HIGH TEMPERATURE, DO NOT TOUCH” sign should be displayed to alert users if the temperature setting is higher than 60 ºC. c. Whenever possible, the water bath should be equipped with a low water level and overheat shut-off function. Otherwise, there should be a requirement for the water bath to be turned off at the end of the day to prevent overheating/drying out, which could result in fire. d. For water baths that rely on liquid-in-bulb thermometers for temperature measurements, extra caution should be taken to avoid breaking the thermometer in the bath. e. The water bath must be emptied, cleaned and disinfected regularly, for example, monthly. 10.2. Other equipment 10.2.1. Electrophoresis chambers a. Sufficient buffer in the chamber must be present while operating the apparatus for gel electrophoresis. It is important to ensure that there are no leaks in the chamber. b. Electrodes must be connected to their respective sockets and the metal components must not be touched. c. The apparatus (chambers and cover) should be thoroughly rinsed with warm water after each use to prevent build-up of salt that will erode the electrical parts.
~40~ School Science Laboratory Management and Safety Handbook 10.2.2. Biosafety cabinets a. A biosafety cabinet is an enclosed ventilated laboratory workspace designed to protect the operator and the surrounding environment from biological contaminants and other hazardous materials. b. Biosafety cabinets should be positioned in an area of low traffic away from the air-con diffuser. c. The working area should not be overcrowded. Air circulation at the rear plenum must not be blocked. The glass-viewing panel of the biosafety cabinet must not be opened when the cabinet is in use. All work should be carried out in the middle or rear part of the working surface where visibility is convenient through the viewing panel. d. The work surface, side walls and inner back of a biosafety cabinet should be decontaminated before and after work, for example, using 70% isopropyl alcohol. Apparatus and materials should be surface-decontaminated before placing them inside the working area of the cabinet. e. Cabinet blowers should also be allowed to operate at least three to five minutes before beginning work to allow the cabinet to get rid of any residual agents. f. Bunsen burners must not be used in the cabinet. The buoyancy effect due to the flame will distort the airflow and affect containment. g. An authorised service provider should service the biosafety cabinets annually. 10.2.3. Laminar flow cabinets a. At a glance, a laminar flow cabinet may be mistaken for a biosafety cabinet as they are similar in many ways. A laminar flow cabinet protects samples inside the working area from external airborne contamination. It does not protect the user against contamination that may arise from working on the sample. If you are unable to confidently identify the type of cabinet, please refer to the specifications in the instruction manual that comes with the equipment. b. Biohazardous activities should never be carried out in the laminar flow cabinet as it offers no protection to the user. The laminar flow cabinet should never be used as a fume cupboard or for storing biohazardous materials. c. Ultraviolet (UV) lamps are a feature of laminar flow cabinets. In the presence of fluorescent lighting or sunlight, it may not be noticeable that the UV lamp is on. To prevent accidental burns, it is a good practice to ensure that the UV lamp is switched off before using the laminar flow cabinet. 10.2.4. Ultraviolet transilluminators a. An ultraviolet (UV) transilluminator should be fitted with a UV blocking cover. The UV light source must not be viewed directly and steps must be taken to protect the eyes and skin from UV exposure. For example, laboratory coats and gloves should be worn to provide added protection against skin burns. b. The UV blocking cover should be in a closed position whenever the UV light is switched on. Alternatively, a full face shield or visor must be used.
~41~ School Science Laboratory Management and Safety Handbook c. Switch off the ultraviolet lamp immediately after use. Avoid touching the equipment surface as it may be hot, especially after long use. 10.2.5. Sharps a. Pen blades should not be used as a cutting tool in biology experiments (e.g., in the cutting of potatoes) as the blade can snap when excessive force is exerted on it. Instead, scalpels, which are designed for better cutting action, should be used. 10.3. Microorganisms The range of microorganisms is wide and includes protozoans, fungi, algae, bacteria, and viruses. Some pose low risks to individuals and the community, whilst others are known to cause human diseases. The National Institutes of Health (NIH), Centres for Disease Control and Prevention (CDC)8 and World Health Organisation (WHO) in their assessment and management of risks posed by microorganisms, provide definitions and categorisations of Risk Groups (RG) for microorganisms and the associated Biological Safety Level (BSL) containment. It must be noted that the guidelines were written in the context of research laboratories and hospital facilities, with the BSL recommendations being regarded as a minimum set of practices. Guidelines for biosafety therefore need to take into consideration the entire environment that the BSL laboratories are situated in. For example, biosafety precautions go beyond the laboratories to the entire hospital and research centre environment where the laboratories are normally situated. While there are slight differences in definitions and categorisations across the three organisations, the overall thrust is for all potential hazards and processes to be taken into account so as to mitigate risks to laboratory users when handling microorganisms. The school environment poses additional risks in the handling of microorganisms. In schools, we are dealing with minors who are less able to appreciate the potential risks involved when working on microorganisms. Unlike full-time adult researchers, who are required to be very disciplined in implementing safety measures on a regular basis in laboratories, we must bear in mind that students are minors and are more likely to compromise on safety. The density of student traffic in the school environment adds to the complexity of containment. In particular, the risks posed by Risk Group 2 (RG-2) and higher categorisation microorganisms demand the need for greater expertise and caution. Risk Group 2 microorganisms are pathogens that can cause human disease. Under normal circumstances, these microorganisms are unlikely to pose a serious hazard, but can infect handlers who, for example, have low immunity or an open wound. Examples of RG-2 microorganisms include human herpes, hepatitis and rubella viruses. In addition, the use of fresh tissue or blood/body fluids obtained from humans and vertebrates have also been linked to risks of causing disease as these may host human pathogens. Overall, having considered the need to strike a balance in enabling schools to explore a wide range of investigations and experiments involving microorganisms and the safety of staff and students, MOE has decided that: 8 The NIH and CDC are organisations based in the United States of America.
~42~ School Science Laboratory Management and Safety Handbook • Schools must restrict work involving microorganisms to those in Risk Group 1 listed in Annex G while ensuring Biosafety Level 1 containment and practising proper disposal; • The use of human or vertebrate/mammalian cell and tissue cultures in schools is prohibited; and • The use of human or animal blood/blood products is prohibited. 10.3.1. Risk classification of microorganisms a. All microorganisms should be treated as potential human pathogens. Human pathogens are classified into four Risk Groups – 1 to 4 (4 being the most dangerous), based on the following factors: i. pathogenicity of the agent (that is, the degree of harm the agent has on humans); ii. infectious dose (this is the amount of pathogen required to cause an infection in the host. A pathogen with a lower infectious dose is generally considered as having a higher risk.); iii. mode of transmission of the agent; iv. host range (this means the range of host species or cell types which a particular pathogen, e.g., virus, bacteria, or parasite, is able to infect or parasite. A pathogen with a broader host range is generally considered as having a higher risk.); v. availability of effective preventive measures; and vi. availability of effective treatment. b. This classification also determines the type of laboratories that should be used, ranging from those which can be adequately handled by teaching and research laboratories to those which require containment laboratory facilities. c. The risk levels of microorganisms in Risk Groups 1 to 49 and the types of laboratories capable of handling them are given in Table 14 on p.43. Examples of microorganisms in each of the risk groups and the corresponding type of laboratory required can be found in Annex H. d. The Ministry of Health (MOH) is the regulatory authority for the import, use, possession and/or handling of human pathogens in Singapore. The import of microorganisms of Risk Groups 2 to 4 (or Schedule 1, 2, 4 biological agents) 10 requires permits; and the possession and/or handling of Risk Groups 3 and 4 (or Schedule 1 and 2) microorganisms requires additional approvals from the Biosafety Branch, MOH. Pathogens of zoonotic origin (which could cause disease in humans and animals) are co-regulated by MOH and Agri-Food & Veterinary Authority of Singapore (AVA). e. Schools must restrict work involving microorganisms to those in Risk Group 1 that are listed in Annex G. 9 Adapted from the World Health Organisation publication, Laboratory Biosafety Manual, 3rd edition (2004). 10 Please refer to the MOH publication, Guidelines on the Import, Transport, Handling and Disposal of Human Pathogens for Diagnosis, Scientific Research and Industrial Uses in Singapore (2004), and the Biological Agents and Toxins Act Chapter 24A, for more information.
~43~ School Science Laboratory Management and Safety Handbook Table 14: Description of Risk Groups and types of laboratories capable of handling them Risk Group 1 Risk Group 2 Risk Group 3 Risk Group 4 • Low risk to the individual and the community. • Unlikely to cause diseases in healthy individuals. • Can be handled in teaching laboratories, including those in schools. • Moderate risk to the individual but of low risk to the community. • Can cause human diseases, but under normal circumstances, are unlikely to be a serious hazard to laboratory users, the community, livestock, or the environment. Laboratory exposures rarely cause infection leading to serious disease. Effective treatment and preventive measures are available and the risk of the disease spreading is limited. • Requires laboratories with appropriate biosafety cabinets. • High risk to the individual but of low risk to the community. • Usually cause human diseases but do not ordinarily spread by casual contact from one individual to another, and can be treated by anti- microbial agents. • Requires special containment facilities available in diagnostic or research laboratories. • High risk to the individual and the community. • Usually produce very serious human diseases, often untreatable, and may be readily transmitted from one individual to another or from animal to human or vice-versa, directly or indirectly, or by casual contact. • Requires maximum containment laboratories. 10.3.2. Handling of microorganisms in the laboratory a. Microorganisms are a potential hazard to persons performing microbiological experiments. Working with microorganisms requires special handling, storage and disposal techniques. b. All work must be supervised by a trained teacher or qualified supervisor. Teachers and students must be aware of the importance of safety precautions associated with microbiological experiments and must ensure the use of proper aseptic handling techniques at all times. The teacher should exercise professional judgement when deciding whether teacher demonstration for a particular procedure is to be used over students working on individual experiments. c. Teachers must be aware of the hazards presented by the infectious/pathogenic microorganisms and their possible sources. Occurrences of accidental laboratory-acquired infections may be caused by the following: i. Hand-to-mouth operations such as chewing, sucking, licking labels or mouth pipetting. These should be strictly prohibited during microbiological experiments. Pipette fillers should be used when transferring liquid cultures by pipettes. ii. Entry of microorganisms from used glassware and dissecting instruments through cuts and scratches on the body. All cuts on the body surface should be covered with water-proof dressing before starting microbiological experiments.
~44~ School Science Laboratory Management and Safety Handbook iii. Contact and exposure to spills of microbial cultures. Airborne contaminants can enter the body through the respiratory tract via inhalation of the aerosols11 formed above the microbial cultures. iv. Accidental syringe inoculation or sprays from syringes. d. All work surfaces should be swabbed with a cloth/absorbent towel soaked in an appropriate disinfectant (refer to the section on disinfectants in Annex I) before and after all microbiological operations. Sufficient time should be allowed for the disinfection to occur. e. Liquid disinfectants and germicidal agents generally have limited effectiveness. For complete sterilisation, all apparatus used in microbiological experiments must be autoclaved. f. Specially designed bins provided by licensed waste collectors must be used for the disposal of used pipette tips and syringes after autoclaving. g. Microorganisms should never be isolated from potentially dangerous sources such as polluted water, human mucus, pus and faeces. Blood agar culture media should never be used. Only known microorganisms from recognised suppliers should be used for inoculation. Microorganisms of unknown pathogenicity or from unknown sources should not be brought into a school laboratory without proper precautions and authorisation. h. An investigation using unknown microorganisms that are unlikely to cause disease in humans or animals may be treated as a BSL-1 study and carried out in a school science laboratory under the following conditions: i. The microorganism is cultured in a plastic Petri dish (or other standard non-breakable container) and sealed. ii. The experiment involves only procedures in which the Petri dish remains sealed throughout the experiment (such as counting the organisms or colonies). iii. The sealed Petri dish is disposed of in the appropriate manner under the supervision of the teacher or trained laboratory technician. iv. A culture must not be opened for identification, sub-culturing or isolation. In this context, the culture should be treated as containing RG-2 or higher risk level microorganisms. Working with this culture is therefore prohibited in the school. Please refer to Section 10.3.7. for information on the disposing of microbial cultures. 10.3.3. Culturing microorganisms in the laboratory a. All work involving microbial cultures should be performed using aseptic techniques. b. Microbial cultures may sometimes be contaminated by microorganisms that may be potentially pathogenic. Cultures should always be handled with 11 Fine droplets of water containing cells and/or spores of microorganisms that are released into the air can be formed whenever liquid surfaces are broken or materials are crushed. The resulting particles, which are very minute, are easily carried by air currents and can penetrate the respiratory system.
~45~ School Science Laboratory Management and Safety Handbook caution. c. Microbial cultures used for class inspection should be kept in the sealed containers in which they are grown to prevent contamination and infection. The containers should be autoclaved before disposal. d. When culturing bacteria, it is recommended that disposable Petri dishes be used. After the experiment, the dishes should be autoclaved before disposal. e. If it is necessary for students to open cultures for examination, the cultures must first be killed. This can be done by placing a filter paper moistened with 40% (v/v) methanal (formalin) solution in the culture dish, in an inverted position, 24 hours before the examination. Eye protection, gloves, masks or face protection and careful handling are necessary. f. A pipette should never be used to bubble air through liquid cultures or contaminated liquids. One should also not blow liquid out of the pipette forcefully. Both of these actions will produce microbial aerosols. Contaminated pipettes should be immersed in a germicidal solution immediately after use and then autoclaved. g. During the inoculation of cultures, precautions must be taken to prevent the contamination of persons and work surfaces as well as the contamination of the culture media with unwanted microorganisms. h. Culture media, Petri dishes, pipettes, droppers and glass rods used in the inoculation process should be pre-sterilised or sterilised by autoclaving before use. i. Inoculating loops and spreaders should be sterilised before and after inoculation. They can be sterilised by immersing in 70% (v/v) alcohol first, followed by flame heating. Loops must be extinguished of flame before being immersed in alcohol as this is a common source of lab fire. j. The film held by an inoculating loop used for the transfer of microorganisms may break and contaminate the atmosphere. Any action that might result in producing a microbial aerosol must be avoided (e.g., jerky motion, shaking the loop and agitating the liquid). A contaminated loop, when placed immediately into a flame for sterilisation, may also produce an aerosol through volatilisation. To prevent aerosol production, use disposable loops for samples potentially containing hazardous materials. k. The mouths of all containers, tubes, flasks and McCartney bottles should also be heat-sterilised using a flame after removing the caps and before the caps are replaced. This should be done with caution and away from flammable materials. l. The lids of Petri dishes should be opened only just enough to allow the inoculating tool to be manipulated and for as short a time as possible. m. Petri dishes should be incubated in an inverted position to avoid condensation dripping onto cultures. n. During incubation, the lid of the Petri dish should be secured to the base with tape or paraffin film so that the lid cannot be accidentally removed. o. Yeast cultures generate considerable quantities of carbon dioxide gas. Therefore, the incubation containers should be plugged with cotton wool to allow excess gas to escape.
~46~ School Science Laboratory Management and Safety Handbook 10.3.4. Recombinant DNA involving microorganisms a. All recombinant DNA (rDNA) technology studies involving RG-1 microorganisms and RG-1 host vector systems may be conducted in a BSL- 1 laboratory under the supervision of a trained teacher or qualified scientist. Examples include cloning of DNA in Escherichia coli K-12, Saccharomyces cerevisiae, and Bacillus subtilis host-vector systems. Students must be properly trained in standard microbiological practices before starting work. b. Work involving host-vector systems with non-conjugative plasmids as vectors may be conducted in a BSL-1 laboratory, under the supervision of a trained teacher or qualified scientist. c. Biological expression systems are vectors and host cells that fulfil a number of criteria that make them safe to use. A good example of a biological expression system suitable for use in schools is plasmid pUC18 (or derivatives thereof), which is frequently used as a cloning vector in combination with E. coli K-12 cells. The pUC18 plasmid and its derivatives have been entirely sequenced. More importantly, all genes required for efficient transfer to other bacteria have been deleted from the precursor plasmid pBR322 providing significant containment, that is, the plasmid is non- conjugative. E. coli K-12 is a strain that lacks the genes known to render some E. coli strains pathogenic. Furthermore, E. coli K-12 cannot permanently colonise the gut of healthy humans or animals. Thus, most routine genetic engineering experiments can be performed safely in E. coli K-12/pUC18 at BSL-1 provided the inserted foreign DNA sequences do not require a higher BSL. d. Work involving rDNA is prohibited when: i. the expression of DNA sequences is derived from pathogenic organisms (which may increase the virulence of the genetically modified organism); ii. inserted DNA sequences are not well characterised (e.g., during preparation of genomic DNA libraries from pathogenic microorganisms); iii. gene products have potential pharmacological activity; and iv. recombinants containing DNA coding for oncogenes or other human, plant or animal toxins (including viruses) are involved. These conditions would warrant biosafety levels higher than BSL-1. 10.3.5. Storage and labelling of microorganisms and culture media a. It is unwise to store microorganisms in schools for any length of time except perhaps to maintain cultures for future microbiological work. Such microorganisms should be sub-cultured every three months or so. Aseptic techniques must be used each time. b. Prepared culture media should be properly sterilised by autoclaving to prevent possible contamination by spores of pathogenic bacteria from the atmosphere. Once sterilised by autoclaving, the culture media may be stored for several months in tightly-sealed screw-capped bottles. c. For long-term storage, culture media should be stored as dry powder or tablets. d. All containers containing microorganisms must be properly labelled. Petri
~47~ School Science Laboratory Management and Safety Handbook dishes containing microbial cultures must be clearly labelled with permanent- ink markers. The following should be included on the label: i. name of the microorganism and culture medium; ii. date of start of culture; iii. date of completion of culture; and iv. names of student and teacher. e. All containers for microorganisms must display the biohazard symbol. The international biohazard symbol is: Infectious substance f. The above biohazard symbol should also be displayed where Petri-dishes containing microorganisms are stored. For example, the symbol could be displayed on an incubator. 10.3.6. Handling and storage of tissue and body fluids a. Studies involving fresh tissue, blood or body fluids obtained from humans or vertebrates are prohibited in schools as these may contain microorganisms and have the potential of causing disease. To elaborate: i. Any study involving body fluids which contain RG-2 or higher categorisation biological agents are prohibited in schools. ii. Studies involving human or animal blood/blood products should be considered as BSL-2 studies and are therefore prohibited in schools. b. Studies involving human or vertebrate/mammalian cell and tissue cultures should also be considered as BSL-2 studies and are prohibited in schools. c. Studies involving human breast milk of unknown origin, unless certified free of HIV and Hepatitis C, should be considered as BSL-2. Studies involving domestic animal milk may be considered as BSL-1. d. The following types of tissues do not need to be treated as potentially hazardous biological agents: i. Plant tissue. ii. Human cheek cells. DNA is easily obtained from human cheek cells, for example, through a mouth wash. Extraction of human cheek cells should be done from healthy individuals. Individuals who are unwell (e.g., have a cough, cold or fever) should not perform the procedure. The procedure must be designed to minimise possible risks of transmission of infective agents between individuals (e.g., having students work only with their
~48~ School Science Laboratory Management and Safety Handbook own DNA samples). Parental consent must be sought if any genetic typing work is to be done using human cheek cells. Annex J provides a sample of a consent form that may be used. Culturing of human cheek cells is prohibited. iii. Meat or meat by-products obtained from food stores, restaurants, or packing houses. iv. Hair. v. Teeth that have been sterilised to kill any blood-borne pathogen that may be present (chemical disinfection or autoclaving at 121 °C for 20 minutes is recommended). vi. Fossilised tissue or archaeological specimens. vii. Prepared fixed tissue slides 10.3.7. Disposal of biological materials a. Laboratory waste must be decontaminated so that it will leave the laboratory premises or be recycled without posing significant health risks. If the waste contains toxic chemicals, it is not recommended to be autoclaved. Annex C illustrates the various methods of treatment of contaminated materials and apparatus. b. Reusable glassware (e.g., flasks and pipettes) and laboratory coats that are not heat sensitive should be autoclaved. Items that are heat sensitive should be disinfected. c. All biohazardous waste (e.g., agar plates, plastic pipettes, glass slides), including biological liquid waste should be autoclaved or disinfected. After decontamination, if the waste contains toxic chemical waste, it should be collected and disposed of by an NEA-licensed toxic chemical waste collector. If the disinfected waste contains no toxic chemicals, it can be disposed of as normal waste. d. To decontaminate via autoclave, place contaminated apparatus or materials in a doubled-layered autoclave bag (i.e., one bag placed inside another to prevent leakage into the autoclave) and heat sterilise them. Heat sterilisation at 121 °C for 20 minutes should be adequate in most cases. e. To decontaminate via disinfectants, contaminated apparatus and materials should be soaked in either 10% (v/v) Lysol or 15–20% (v/v) chlorine bleach for at least 15 minutes. For contaminated liquid cultures, household bleach (5.25% (w/v) sodium hypochlorite) should be added up to a concentration of 10% (v/v) and left to stand for one hour. f. Contaminated sharp or pointed objects (e.g., needles, disposable pipettes, glass slides, cover slips, micropipette tips, razor blades, scalpels, broken glass) should be properly disposed of into specially designed bins provided by an NEA-licensed biohazardous waste collector. g. Dead animals should be properly packed and frozen until collection by a licensed biohazardous waste collector for disposal. h. It is not necessary to disinfect materials that have come into contact with DNA and restriction enzymes (e.g., from gel electrophoresis). These materials can be disposed of as normal waste.
~49~ School Science Laboratory Management and Safety Handbook i. A list of licensed toxic waste collectors can be obtained from the Internet website maintained by the National Environment Agency (NEA). The website can be accessed via the hyperlink below: https://www-nea-gov-sg-admin.cwp.sg/docs/default-source/our-services/pollution-control/hazardous-waste/list-of-tiw-collectors-(24-sep-20).pdf 10.3.8. NACLAR guidelines on the use of vertebrate animals a. The Agri-Food and Veterinary Authority (AVA) has introduced licensing requirements to regulate the care and use of animals for research. From 15 November 2004, the Animals and Birds (Responsible Care and Use of Animals for Scientific Purposes) Rules came into effect, requiring any research facility that uses animals for scientific purposes to apply for a licence from AVA. The research facility must comply with Guidelines set by the National Advisory Committee for Laboratory Animal Research (NACLAR) before being issued a licence. The Guidelines cover all live fish, amphibians, reptiles, birds and mammals. b. Schools are not licensed to deal with a large number of animals used frequently for testing. If, and when, students work on investigations involving animals, they are to do so in the context of participation in the Singapore Science & Engineering Fair or attachments to universities or A*STAR research institutes. In these cases, the projects would have to be reviewed and approved by the Institutional Animal Care and Use Committee (IACUC). Staff handling animals are required to attend NACLAR-approved courses such as Responsible Care and Use of Laboratory Animals (RCULA). c. Schools should raise the awareness of staff and students on the importance of care, concern and respect for animal life as provided in the NACLAR Guidelines. A brief summary of the Guidelines is as follows: i. The purpose of the Guidelines is to promote the humane and responsible care and use of animals for scientific purposes. ii. The key is to always examine whether there is a justifiable scientific purpose and value for using animals. The following “3 R’s” of the NACLAR Guidelines are always useful to consider before using animals in experiments: • Replace the need for animal use by alternative means. • Reduce the number of animals used to an unavoidable minimum. • Refine investigation procedures to minimise the impact on animals. For more information on the NACLAR Guidelines, please refer to the Internet website maintained by the AVA. The website can be accessed via the hyperlink below: https://www.nparks.gov.sg/avs/animals/animals-in-scientific-research/naclar-guidelines/naclar-guidelines 10.4. Safety guidelines for handling accidents related to microorganisms 10.4.1. Dealing with microorganism spills

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~50~ School Science Laboratory Management and Safety Handbook a. When pursuing investigations involving microorganisms, schools are restricted to using the Risk Group 1 microorganisms listed in Annex G. b. Students must be reminded to always report any spillage of microorganisms to their teacher. c. Microorganism spills should be cleaned up immediately by the teacher or laboratory staff. In addition, other laboratory users must be alerted or warned of the spill. d. Appropriate PPE (e.g., laboratory coat, disposable gloves, safety goggles and footwear) should be used for all decontamination and clean-up operations. This will minimise contact with contaminated surfaces and protect the eyes and skin surfaces from exposure to spilled materials. 10.4.2. Safety guidelines for minor microorganism spills a. A minor spill is when a small amount of liquid containing microorganisms spills gently, without splashing. b. The spill should be covered with a piece of cloth or paper towel. Disinfectant (e.g., Dettol or Lysol) should be poured over the spill and left to stand for at least 30 minutes. c. Absorbents and any broken material should be autoclaved before disposal. 10.4.3. Safety guidelines for major microorganism spills a. A major spill is when containers with liquid cultures of microorganisms are dropped on the floor and splashing occurs. b. Do not inspect the spill or damage at very close range so as to avoid coming into contact with the aerosol cloud. If the spill is extensive, all persons in the room should leave the laboratory immediately. c. Laboratory staff or teachers involved in the clean-up procedure must wear protective clothing. d. The spill should be contained by covering with pieces of cloth or paper towels. Disinfectant should be applied concentrically, beginning at the outer margin of the spill area and working towards the centre. The materials may be cleared after at least 30 minutes. e. Any clothing that has been affected by the spill should be removed immediately and autoclaved. 10.4.4. Safety guidelines for spills due to breakage in centrifuges a. If breakage occurs to the tubes in a centrifuge, the centrifuge buckets and rotor must be removed for disinfection and autoclaving. b. The centrifuge bowl should also be disinfected after removing any glass fragments. 10.4.5. Other safety guidelines a. All broken containers (e.g., glass fragments from a Petri dish) or damaged packages containing microorganisms should be picked up using forceps and
~51~ School Science Laboratory Management and Safety Handbook properly disinfected before disposal. b. The contaminated area that resulted from the spill or leakage from the package should be disinfected immediately. c. Protective gloves that are worn for the clean-up operations should be properly disinfected before disposal. Hands should be thoroughly washed with soap and water. 10.4.6. Administering first aid for specific accidents involving microorganisms First aid after exposure to microorganisms consists of three steps: • removal or dilution of infectious material and application of first aid; • assessment of the infection risk; and • referral to a doctor or hospital, if necessary. Hands must always be washed before and after giving first aid to avoid the risk of infection and transmission of disease. If possible, protective gloves should be worn before rendering first aid. a. First aid for injections, cuts and abrasions: i. Clothing around the affected part should be removed. Gently squeeze the wound to encourage slight bleeding. Hands and the affected part should be washed and an appropriate antiseptic should be applied. ii. Consult a doctor. The doctor should be informed of the nature of the wound and the microorganism involved. b. First aid for accidental ingestion of microorganisms: i. If microbiological materials are swallowed, several glasses of water should be drunk and then vomiting induced. This can be done by stimulating the back of the throat with the tip of a finger. Consult a doctor immediately. The doctor should be informed of the material that was ingested. c. First aid when microorganism comes into contact with skin: i. The affected area should be washed immediately with soap and water. Contaminated clothing should be removed and disinfected. ii. If the contamination involves broken skin, thoroughly wash the affected area immediately with copious amounts of water and soap. iii. Obtain medical attention if necessary. d. First aid when microorganism comes into contact with eyes: i. Flush the eyes with running water (e.g., using the eye-washers in the laboratory) for a minimum of 15 minutes. ii. Call or consult a doctor for further advice.
~52~ School Science Laboratory Management and Safety Handbook 10.5. Handling procedures for commonly used hazardous chemicals in Life Sciences experiments The handling procedures for some commonly used hazardous chemicals in Life Sciences experiments are described in the following sections. 10.5.1. Ethidium bromide (EtBr) a. The use of EtBr is prohibited. b. EtBr, especially in powder form, is mutagenic. It should also be regarded as a possible carcinogen and reproductive toxin. c. Safer alternatives for nucleic acid staining include Methylene Blue, SYBR Green, GelRed and GelGreen. 10.5.2. Polyacrylamide/acrylamide a. Acrylamide and bisacrylamide are neurotoxins. The purchase and use of acrylamide and bisacrylamide in powder form to prepare polyacrylamide are strictly prohibited. Schools are permitted to handle and use only precast polyacrylamide (gel) from a reliable supplier. b. Schools are permitted to handle and use only precast polyacrylamide (gel) from a reliable supplier. Annex K must be filled up and filed before use of polyacrylamide can be permitted. c. Appropriate impermeable gloves should always be worn to protect the skin when handling polyacrylamide. 10.5.3. Ethanol a. Ethanol is a flammable liquid and its vapour can travel a considerable distance to an ignition source and cause a “flash back”. Ethanol vapour also forms explosive mixtures with air at concentrations of 4–19% (by volume). b. Quantities greater than one litre should be stored in tightly sealed metal containers in areas separate from oxidisers. Ethanol should not come into contact with strong oxidisers and peroxides as this may result in fires and explosions. 10.5.4. Methylated spirit a. Methylated spirit is a highly flammable liquid. It is harmful by inhalation and is irritating to the eyes and skin. b. Methylated spirit has a low flash point (below 23 oC) and should not come into contact with flames or sparks as this may result in fires and explosions. Its vapour may travel a considerable distance to a source of ignition and cause a “flash back”. 10.5.5. Tris powder a. A mask must always be worn over the nose and mouth to avoid inhaling Tris powder.
~53~ School Science Laboratory Management and Safety Handbook 10.5.6. Disposal of chemicals a. The Environmental Public Health (Toxic Industrial Waste) Regulations require certain chemical waste to be collected for disposal by licensed toxic chemical waste collectors approved by the National Environment Agency (NEA). b. All chemical waste bottles should be disposed of by NEA-licensed toxic chemical waste collectors. A list of licensed toxic chemical waste collectors can be found at the Internet website maintained by the NEA. The website can be accessed via the hyperlink below: https://www-nea-gov-sg-admin.cwp.sg/docs/default-source/our-services/pollution-control/hazardous-waste/list-of-tiw-collectors-(24-sep-20).pdf c. Chemical waste from laboratories includes used chemicals, expired laboratory chemicals, used oil and coolant, and used organic solvent waste. Organic waste must be separated from aqueous waste. Waste organic solvents used in DNA extraction (e.g., phenol, chloroform and isoamyl- alcohol) are to be collected in clearly labelled chemical waste bottles, separating phenol-chloroform waste from alcohol waste. d. Special care must be taken for the disposal of Polyacrylamide. The used precast forms of polyacrylamide should be collected in a biohazard bag and disposed of by an NEA-licensed toxic chemical waste collector.

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School Science Laboratory Management and Safety Handbook ~54~
School Science Laboratory Management and Safety Handbook ~55~ 11. CHEMISTRY-RELATED EQUIPMENT, APPARATUS AND SAFETY GUIDELINES 11.1. Equipment used in the Chemistry laboratory 11.1.1. Hot plates and isomantles a. Hot plates and isomantles must never be left unattended. b. Flammable substances such as alcohol should not be warmed or heated directly on a hot plate. A water or steam bath should be used. c. When using hot plates or isomantles, always assume the equipment is hot as there may be no visible signs (e.g., a red glow or an operation light) to indicate that it is on. It is advisable to put a sign such as “HOT SURFACE – PLEASE BE CAREFUL”, next to the equipment. 11.1.2. Centrifuges and micro-centrifuges a. Users must ensure that the tubes are balanced (e.g., using dummy tubes or tubes filled with an appropriate amount of water) and the rotor is secured in the spindle. Non-standard tubes must never be used. Two examples of correct loading of tubes are shown below: Two tubes Three tubes b. The centrifuge/micro-centrifuge should never be moved while it is in operation. The safety catches must be in place to prevent the opening of the centrifuge/micro-centrifuge lid while the rotor is moving. c. In the event of a power failure or if the machine stops suddenly, the main power supply must be switched off. The rotor must be allowed to come to rest before the lid is opened. d. Care must be taken to avoid inhaling aerosols generated from the centrifugation process. e. After use, the centrifuge/micro-centrifuge must be cleaned and the rotor stored, if appropriate. Any condensation should be wiped off from the centrifuge bowl. The lid should be left open to allow any moisture to evaporate. 11.1.3. Vortex mixers a. The vortex mixer must not be used next to any breakable item as it causes vibration. b. If flammable chemicals like alcohol are being mixed, ensure that ignition sources are absent.
School Science Laboratory Management and Safety Handbook ~56~ c. Care must be taken to avoid inhaling aerosols generated by the mixing. Users should also ensure that the contents do not spill out of the container when the vortex mixer is used. 11.2. Explosive Precursors (EPs) 11.2.1. Background The Arms and Explosives Act (AEA), was amended in 2020 to regulate the manufacture, use, sale, storage, transport, importation, exportation and possession of arms, explosives and explosive precursors, to give effect to the Convention on the Marking of Plastic Explosives for the Purpose of Detection concluded in Montreal on 1st March 1991 and for purposes connected therewith. The Arms and Explosives Act regulates a list of 15 chemicals (Annex L) classified as EPs. A chemical can fall into or out of the EP classification depending on its concentration. The Arms and Explosives Act requires every person in possession or who uses arms or EPs to be licensed or expressly exempted. While schools are exempted from having to apply for a license to purchase these EPs, the Singapore Police Force (SPF) requires MOE schools to observe recommended security measures (Annex M) in order to be granted continued licence-exemption. 11.2.2. For School Compliance a. Of the 15 chemicals in the Arms and Explosives Act, only 7 are used for teaching and learning (T&L) purposes in school science laboratories (see Annex L, EP numbers 9–15). b. For the remaining eight chemicals in the list of EPs (see Annex L, EP numbers 1–8), schools cannot purchase these chemicals for use in the science laboratories. Where possible, schools should consider safer alternatives or tap on the affordances of ICT for T&L purposes. Schools will need to arrange with licensed disposal companies (refer to Section 11.3.5.) for the safe disposal of any existing stocks of these eight chemicals. c. EP-free approach: In response to the evolving security environment, MOE has implemented an EP-free approach where the use of EPs for teaching and learning will cease in schools with effect from 31 July 2020. MOE schools must adopt an EP-free approach for teaching and learning from 1 Aug 2020 to meet the stepped-up security requirements. The EP-free approach involves adjusting curriculum requirements in teaching and learning, so that schools need not store the listed chemicals in quantities for concentrations that are classified as EPs. Using the diluted chemicals or substitutes still allows appropriate science knowledge and skills to be tested, and schools should continue to remain EP-free in school-based assessments, e.g. Preliminary Examinations. However, there may be specific circumstances during the preparation of national practical examinations that require the presence of EPs in schools. See Annex M for more details on the roles and responsibilities for
School Science Laboratory Management and Safety Handbook ~57~ various personnel during National Practical examination. In the EP-free approach, existing control measures (e.g. CCTVs, EP cabinet) should still be operational since EPs may still be stored before being diluted to below threshold concentrations during the national practical assessment period. 11.2.3. Principles of Risk Management The use of EPs is guided by the 3 risk management principles of limiting “time”, “space” and “amount” as shown in the table, according to T&L and National Practical Assessment Principle For Teaching & Learning For National Practical Assessment - If EPs are given to schools 1. Limit Time EPs can be used only within a strict limited time window for preparation of chemical solutions during national practical assessments. EPs shall not be used upon submission of the EP-free declaration by Principal. Schools can only purchase and use chemicals below the threshold levels or use alternatives, e.g. 3% hydrogen peroxide is below the threshold concentration of 20%, and thus not classified as an EP. This applies to all school-based practical assessments, including Preliminary Examinations. (Please note that by using below threshold concentrations, as well as substitutes and alternative chemicals, our students are not short-changed in their practical activities and experience, should EPs be used in the national practical assessment.) EPs can be stored and used only within the 14 working day national practical assessment period for preparation of chemical solutions. Schools are to dilute remaining EPs to below the threshold concentration immediately after the practical assessment and declare to MOE the EP-free status again. 2. Limit Amount The buffer amounts of EPs to be given to schools for preparation are reduced. Reduced buffer amounts to be given to schools for preparation to reduce amount of EPs leftover after the examination. 3. Limit Space EP stocks are stored mainly by SEAB and schools for preparation during national practical assessments. Storage space will be required by schools as per current control measures e.g. EP cabinet. EP stocks in schools must be stored securely inside the EP cabinet (under lock and key). CCTVs are in place in preparation for national practical assessments. a. Eliminating EP stocks: Drawing down and eliminating existing EP stocks is as follows: In the event that EPs are used during a national practical examination, schools will need to dilute any remaining EPs to below threshold concentrations or properly dispose the EPs through licensed vendors within 5 working days after the last day of the national practical examination. Before disposal, the storage of these chemicals must comply with the security measures in Annex M. Schools will be notified to re-declare their EP-free status. b. Installation of CCTVs: As EPs may still be present in schools during the
School Science Laboratory Management and Safety Handbook ~58~ national practical examination period, installation of CCTVs with specific requirements and numbers to monitor access points to where EPs are stored is necessary. The installation of CCTVs is a requirement by SPF as part of the conditions for storage and use of EPs in schools e.g. should EPs be used during the laboratory preparation stage for national practical assessments and prior to disposal. Schools are to ensure the installation of CCTVs at the EP cabinet and entrances to EPs storage room. CCTVs focussing on the entrances of the rooms containing the EP cabinet should only focus on the people entering/leaving the EP storage room and avoid capturing chemical preparation process (for national practical assessment due to confidentiality reasons). The CCTVs should be standalone systems that are password protection-enabled with access restricted to authorised personnel only. They must be operational and switched on at all times. This could be an additional safeguard on unauthorised access to other chemicals in the preparation or storage room. c. Senior Subject Supervisor / Subject Supervisor must continue to use the EP log book to record use of EPs if they are used in the national exam period (see Annex N for a template). The form must be countersigned by the Senior Subject Supervisor and filed for record purposes. d. In the event of theft or loss of EPs, The Principal shall immediately notify the Police by calling ‘999’ and also inform CPDD and the Superintendent (see Annex M).
School Science Laboratory Management and Safety Handbook ~59~ 11.3. Chemicals used in the Chemistry Laboratory 11.3.1. Classification of hazardous chemicals a. Chemicals may be corrosive, toxic or harmful by inhalation, skin absorption or ingestion. In the following sections, some hazardous chemicals commonly encountered in the laboratory are described and the appropriate precautions to take are outlined. b. Safety Data Sheets (SDS) accompany all commercially available chemicals and contain information necessary for the safe handling of hazardous or potentially hazardous chemicals. Some examples of the types of information provided by an SDS for a chemical include: i. the product name, chemical name and formula; ii. physical and chemical properties; iii. hazard identification – types of hazards posed by the chemical, adverse health effects and symptoms of overexposure; and iv. measures to deal with spillage or accidental release. Specific SDS for chemicals may also be obtained from the supplier. c. Some chemicals show acute effects upon contact and may cause irritation or corrosion after short-term exposure. Chemicals like heavy metals may have high chronic toxicity. Others may be carcinogenic, mutagenic or teratogenic (damaging to the embryo or foetus). Examples of these chemicals available in some school laboratories are ethidium bromide, methanal (formaldehyde) and chloroform. d. A summary of some broad hazard classifications and corresponding effects is given in Table 15 below. Table 15: Classifications of hazards and their effects Classification Effect Oxidising Flammable properties even when not in contact with other combustible materials Flammable Low flash point Corrosive Can cause skin burns Irritant Can cause significant skin inflammation Mutagenic Can cause heritable genetic damage Carcinogenic Can cause cancer
School Science Laboratory Management and Safety Handbook ~60~ 11.3.2. Safety guidelines for the handling of commonly used chemicals in the laboratory a. The following measures should be observed when handling hazardous chemicals in general: i. Care should be taken in selecting suitable protective equipment to ensure that it is fitting and appropriate for protection against the hazardous chemical. ii. The work area involving hazardous chemicals should be clearly designated and labelled. iii. All work surfaces should be covered with stainless steel or plastic trays, dry absorbent plastic-backed paper or other impervious material in order to contain any spills. Please see Section 11.4. on how to manage chemical spills. iv. Procedures that involve volatile chemicals or may result in the release of airborne contaminants should be performed in a chemical fume cupboard. This includes the weighing of hazardous chemicals. v. Hands must be thoroughly washed after any contact with chemicals. b. The following measures should be observed when handling concentrated acids: i. Proper PPE (e.g., protective gloves, safety goggles and laboratory coats) must be worn when handling concentrated acids. Work should be carried out in a fume cupboard. Any contact of the chemical with the skin should immediately be washed with plenty of water. ii. When diluting acids, always add the acid slowly to water. Never add water to the acid, as this produces heat, which in turn may result in splashes or the formation of hazardous mists. c. The following measures should be observed when handling concentrated ammonia: i. Work involving concentrated ammonia must be performed in a fume cupboard as ammonia vapour is highly pungent, severely irritating and tear-inducing. Proper PPE must be worn. ii. Bottles containing concentrated ammonia should be opened with care, as pressure may have accumulated inside the bottles. d. The following measures should be observed when handling hydrogen peroxide: i. Hydrogen peroxide is a strong oxidiser. Although pure hydrogen peroxide is fairly stable, it decomposes into water and oxygen (which in turn supports combustion) when heated above about 80°C. It also decomposes in the presence of catalysts like most metals and acids. ii. It is advisable to put on gloves and safety goggles when handling hydrogen peroxide as it irritates the skin and can cause eye burns. e. The following measures should be observed when handling sodium, lithium and potassium: i. These metals react violently when exposed to moisture and should
School Science Laboratory Management and Safety Handbook ~61~ therefore be stored in oil, in a cool and dry environment. The metals should only be purchased when required for use. Do not store the metals for long periods in the laboratory as superoxides of the metals may form and explode when subject to friction or shock. f. The following measures should be observed when handling organic chemicals: i. In general, organic chemicals are flammable and often carcinogenic. Gloves and safety goggles must be worn when handling organic chemicals. Naked flames and ignition sources must be kept away from organic chemicals. Work should be performed in a fume cupboard or a well-ventilated area. g. The following measures should be observed when handling potassium dichromate(VI) and phenolphthalein: i. Potassium dichromate (VI) and phenolphthalein must NOT be used as a chemical in the laboratory. ii. The International Agency for Research on Cancer (IARC), part of World Health Organisation has classified potassium dichromate (VI) and phenolphthalein as carcinogens. iii. Schools will need to arrange with licensed disposal companies for the safe disposal of their existing stocks of phenolphthalein and potassium dichromate (VI). Refer to Section 11.3.5. for disposal procedures. Before disposal, these chemicals must be stored under appropriate facilities according to the recommended safety guidelines for the toxicity of the chemicals found in the SDS. h. A list of commonly used chemicals in school laboratory experiments together with more information on the handling, storage and disposal of these chemicals is given in Annex I. 11.3.3. General guidelines for the storing of chemicals a. Good housekeeping, regular inspection as well as clear and exact labelling are essential for minimising accidents resulting from the storage of chemicals. The following precautions should be closely observed when storing chemicals in general: i. Chemicals should be stored in a cool and well-ventilated place. Chemicals, especially hazardous chemicals, should be stored for easy access by laboratory staff. It is not advisable to store chemicals on high shelves. ii. Chemical stores should be examined regularly and checked for their date of expiry. Chemicals that show signs of deterioration or are redundant must be disposed of according to established procedures. Refer to the SDS accompanying each chemical for information on disposal procedures. If schools decide to use expired chemicals, RAMS should be conducted to ensure that all hazards are taken into consideration and control measures are in place before use. iii. Chemicals should be stored according to hazard classification (e.g., oxidising, flammable, corrosive and explosive) rather than according to alphabetical order. Incompatible classes of chemicals must be physically separated from each other, for example, by placing them on different shelves or by using a secondary container.
School Science Laboratory Management and Safety Handbook ~62~ b. Any flammable chemicals present in the school science labs must adhere to either of the following requirements in the table below. For compliance (adapted from SCDF fire safety guidelines): Quantity/ litre Storage requirements for compliance 1. 0 to below 25 (i.e. total amount of all flammable chemicals) • Metal filing cabinet of appropriate size to accommodate all the flammable chemicals • Containers of flammable chemicals to be kept on a metal spill tray • Metal filing cabinet of appropriate size to accommodate all the flammable chemicals • Containers of flammable chemicals to be kept on a metal spill tray 2. Above 25 (i.e. total amount of all flammable chemicals) • Fire-resistant chemical cabinet up to 30 minutes fire rating of appropriate size based on SCDF requirements for school preparation rooms (non-sprinkler) • Containers must be kept on a metal spill tray c. The following precautions should be closely observed when storing flammable chemicals: i. Flammable chemicals should not be stored on open shelves but should instead be stored in a place where there is no likelihood of ignition from a naked flame. It is advisable to store flammable chemicals in a fire-resistant metal cabinet. Flammable chemicals should never be left exposed. ii. Flammable liquids (e.g., alcohol, diethyl ether and propanone) should be stored in a cool place away from heat sources and direct sunlight. Their containers should not be completely filled. iii. Highly flammable volatile liquids must be labelled “HIGHLY FLAMMABLE” and should not be stored in refrigerators because vapour from flammable liquids may potentially ignite due to electrical sparks from the refrigerator. iv. Flammable solids must be kept dry or in suitable "immersion" liquids (e.g., sodium in paraffin and phosphorus in water). Some flammable solids, such as sodium perchlorate, are unstable and potentially explosive when they comes into contact with combustible materials, and should be clearly labelled. d. The following precautions should be closely observed when storing unstable chemicals: i. Unstable chemicals should be stored in a fire-resistant metal cabinet, away from heat and moisture, and regularly inspected. Two examples of unstable chemicals are chlorates(V) and peroxides. ii. It is always advisable to keep only a minimum amount that is
School Science Laboratory Management and Safety Handbook ~63~ sufficient for current use. e. The following precautions should be closely observed when storing moisture-absorbing chemicals: i. Chemicals which readily absorb moisture must be kept in tightly sealed containers or desiccators. Some examples are aluminium chloride, calcium chloride, phosphorus(V) chloride, phosphorus(V) oxide, sodium peroxide and thionyl chloride. f. The following precautions should be closely observed when storing acids and alkalis: i. Main stocks of concentrated sulfuric, nitric and hydrochloric acids, ammonia, and inflammable liquids should be stored as near to floor level as possible. g. The following precautions should be closely observed when storing incompatible hazard classes of chemicals: i. Incompatible chemicals refer to chemicals that can possibly react violently with each other to produce heat, flammable products or toxic products. ii. Table 16 shows two lists of chemical types commonly found in school laboratories. The chemicals in List A are incompatible with those in List B and should not be stored together. Table 16: Incompatibility of chemicals in school laboratories List A List B Organic Oxidiser Flammable Oxidiser Flammable Poison Poison Corrosive Acid Base Acid Cyanide Acid Sulfide Organic acid Oxidising acid Water reactive Aqueous solution iii. For a comprehensive list of incompatible chemicals, please refer to the “Guidelines on Prevention and Control of Chemical Hazards” that can be obtained from the WSCH Internet website. The website can be accessed via the hyperlink below: https://www.wshc.sg/files/wshc/upload/cms/file/2014/WSH_Guidelines_MHCP.pdf 11.3.4. Moving and transporting hazardous materials in the school a. Risks often arise from the careless handling of hazardous materials that are not properly contained during transport or movement. b. Trolleys should be used to transport heavy items. Caution must be exercised when lifting heavy items on or off trolleys. For example, a 2.5 litre bottle of acid or alkali should be lifted with two hands, with one hand under

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School Science Laboratory Management and Safety Handbook ~64~ the base. A heavy duty carrier or the original packaging should be used for transporting bottles. c. Gloves should be removed before transportation to avoid possible contamination on door handles and other objects. d. Crowded locations in the school, such as the canteen and common corridors, should be avoided in the transport route of hazardous materials. e. All hazardous materials must be properly labelled and packaged before transporting. The packaging should provide containment in the event of an accident. Please see Chapter 9 for more information on the proper labelling of hazardous materials (GHS). f. When transporting hazardous chemicals in lifts (e.g., during delivery), it is advisable to have personnel at the receiving end, and for the lift to be cordoned off. No other persons should be in the lift at the same time as the hazardous chemicals. 11.3.5. Disposal of chemicals a. The Environmental Public Health (Toxic Industrial Waste) Regulations require certain chemical waste to be collected for disposal by licensed toxic chemical waste collectors approved by the National Environment Agency (NEA). b. All chemical waste bottles should be disposed of by NEA-licensed toxic waste collectors. A list of licensed toxic chemical waste collectors can be found at the Internet website maintained by NEA. The website can be accessed via the hyperlink below: https://www-nea-gov-sg-admin.cwp.sg/docs/default-source/our-services/pollution-control/hazardous-waste/list-of-tiw-collectors-(24-sep-20).pdf c. Chemical waste from laboratories includes used chemicals, expired laboratory chemicals, used oil and coolant, used organic solvent and ethidium bromide waste. Organic waste must be separated from aqueous waste. Waste organic solvents used in DNA extraction (e.g., phenol, chloroform and isoamyl-alcohol) are to be collected in clearly labelled chemical waste bottles, separating phenol-chloroform waste from alcohol waste. d. Special care must be taken for the disposal of polyacrylamide. Refer to Section 10.5.6 for disposal procedures. 11.4. Safety guidelines for handling accidents related to chemicals 11.4.1. Dealing with chemical spills a. The range and quantity of hazardous substances used in laboratories require pre-planning to respond safely to chemical spills. The clean-up of a chemical spill should only be done by knowledgeable and experienced teachers or laboratory staff. b. Spill kits with instructions, absorbents, reactants, and protective equipment should be available to clean up minor spills. c. Solid sodium hydrogen carbonate may be used to contain acid spills.

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School Science Laboratory Management and Safety Handbook ~65~ d. A minor chemical spill is one that the laboratory staff is capable of handling safely without the assistance of safety and emergency personnel. All other chemical spills are considered major. 11.4.2. Safety guidelines for minor chemical spills a. Alert all laboratory users of the spill and its location. b. PPE (e.g., laboratory coat, disposable gloves, safety goggles and footwear) must be worn for the clean-up operation. c. Avoid breathing in vapour from the spill. d. Contain or cover the spill with absorbents. e. Ventilate the affected area (e.g., by opening windows). f. If the spilled chemical is an inorganic acid or base, use an appropriate spill kit to neutralise and absorb the chemical spill. For other chemicals, absorb the spill with vermiculite, dry sand or diatomaceous earth. g. Collect the residue and dispose of it as chemical waste. 11.4.3. Safety guidelines for small spills of flammable substances a. Alert all laboratory users and evacuate students from the immediate vicinity until the area is cleaned up. b. Extinguish all flames immediately and turn off any motors and electrical equipment that are nearby. c. Turn on ventilation equipment or open all windows. d. Absorb liquids with paper towels, cloths, or other absorbent material and dispose of these using closed containers. e. Flush down a drain with large amounts of water, if the substance is not reactive to water and is not toxic. f. Clean contaminated area with soap and water, then mop dry. If a commercial laboratory spill kit is available (e.g., for flammable solvents), use that instead. 11.4.4. Safety guidelines for major chemical spills a. Attend to any casualties and remove them from further exposure. b. Alert other laboratory users to evacuate. c. Turn off ignition and heat sources if the spilled material is flammable. d. Cordon off the affected area by closing all doors. e. Call the Singapore Civil Defence Force by dialling 995. 11.4.5. Administering first aid for accidents involving chemicals a. First aid when chemical spills come into contact with skin:
School Science Laboratory Management and Safety Handbook ~66~ i. Flush the exposed area with running water from the tap or safety shower for at least 15 minutes. Remove contaminated clothing and footwear. ii. Seek medical attention. b. First aid when chemical spills come into contact with eyes: i. Flush the eyes with running water (e.g., using the eye-washers in the laboratory) for a minimum of 15 minutes. Eyelids have to be forcibly opened to ensure that the water/eye solution goes behind the eyelids. Washing should be done from the direction of the nose out to the ear, so as to avoid washing chemicals back into the eye or into an unaffected eye. ii. If the victim is wearing contact lenses, remove them as soon as possible, then rinse the eyes again to wash out any remaining chemicals. Cover both of the victim's eyes with clean or sterile gauze. iii. Call for an ambulance by dialling 995. c. First aid for accidental ingestion of poisonous solids or liquids: i. Get the victim to spit the poison out if it is still in the mouth. Wash the mouth with plenty of water. Induce vomiting by stimulating the back of the throat with the tip of a finger. ii. Seek medical attention immediately. d. First aid for chemical burns: i. If a victim is burned by contact with chemicals, remove the victim's clothes and shoes if necessary. ii. Use water only for treating chemical burns. Wash the injured area with running water for at least 15 minutes. This can prevent further damage to the burnt tissue. iii. Minor burns are best treated by soaking the affected area in cold water. Do not apply burn ointments/sprays to affected areas. Cover with sterile gauze or a dry and clean material. iv. For extensive burns, seek medical attention immediately. v. PPE (e.g., protective gloves, safety goggles and laboratory coat) should be worn when attempting to assist a casualty covered in chemicals. This will prevent the person assisting the victim from him/herself sustaining injuries while coming into contact with the chemicals.
School Science Laboratory Management and Safety Handbook ~67~ 12. PHYSICS-RELATED EQUIPMENT, APPARATUS AND SAFETY GUIDELINES 12.1. High power laser devices a. High power lasers (Class 3B and Class 4) may be part of specialised school science laboratory equipment, such as optical tweezers. Optical tweezers make use of a focused laser beam to manipulate microscopic objects through the gradient force that arises from the interaction between the beam and the microscopic objects. b. Lasers are classified according to the power of the emitted light. The classification for commercially purchased lasers can usually be found on the equipment. Annex O provides a classification of lasers for reference. c. Proper eyewear (e.g., laser shields) must be worn at all times when operating a laser. These offer protection against accidental exposure to stray or diffused reflection of laser beams. Protective eyewear is designed to filter out specific wavelengths which are characteristic of certain types of laser beams. It is very important to check and use the appropriate protective eyewear. d. Never look directly into the path of a laser beam even when using protective eyewear, as some may only offer partial protection. e. Remove any metallic or reflective items (e.g., wristwatch, ring) during the operation of the laser as these items can reflect or scatter intense beams towards the user. f. Warning signs should be attached to the laser equipment and prominently displayed at the location where the equipment is used. g. High power laser devices come under the control of the Radiation Protection (Non- Ionising Radiation, NIR) Regulations 1991. The Regulations specify that: i. licences are required for the possession and use of high power laser apparatus; and ii. personnel operating NIR equipment must be adequately trained, possess an operating license and have special knowledge on the safe use of lasers. h. According to the National Environment Agency, owners of NIR irradiating apparatus need to apply for an N2 licence for each of the NIR apparatus. If the NIR apparatus is a Class 3B or Class 4 laser, personnel using the laser will have to apply for an N3 licence. i. Please see the Internet website maintained by the Radiation Protection and Nuclear Science Department (RPNSD), NEA, for updated information. The website can be accessed via the hyperlink below: https://www.nea.gov.sg/our-services/radiation-safety/lasers/general-information

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~69~ School Science Laboratory Management and Safety Handbook 12.2. Electrical devices in physics-related experiments a. For general guidelines on safety precautions pertaining to the use of electrical equipment, refer to Section 5.5. b. Induction coils of any type should be clearly marked for low-voltage and high-voltage connections to avoid the possibility of shocks. c. Make certain that the current is off before putting hands into a radio or any electronic equipment. d. Be sure that there is a bleeder (high resistance) across the output of a power supply; otherwise, a severe shock from a charged condenser may result. e. Exercise extreme caution in demonstrating, adjusting, or using image tubes of television receivers or cathode-ray oscilloscopes when the tubes are removed from their protective housing. Such tubes should be removed only when necessary to the experiment. f. When using batteries, always inspect them first for damage, including cracks or leakage. Proper disposal of batteries should be followed. g. When storing batteries, never allow the terminals to touch or short circuit. h. The use of an electrostatic generator (e.g., the Van de Graaff generator) should only be operated by teachers. The following precautions should be taken: i. Electronic circuits or devices such as cell phones, computers and cameras can be permanently damaged by the machine’s sparks. Keep them at least 15 metres away. ii. Always use a surge protector in line with the generator’s power cord. iii. Students with epilepsy, pacemakers, or heart or nervous system conditions should never be in the proximity of an electrostatic generator. iv. Never operate the generator near flammable or combustible materials. v. Never leave the machine operating unattended. 12.3. Radioactive materials and irradiating apparatus* (revised 3 August 2017 and to supersede the existing version with immediate effect) a. All schools in possession of radioactive materials or irradiating apparatus for teaching purposes must adhere to the Radiation Protection (Ionising Radiation) Regulations under Radiation Protection Act. b. The school will be exempted from licensing if: i. For radioactive sources with activity between 1x104 to 1x106 Bq, schools can legally possess them without licence. Schools must not dispose radioactive sources without NEA approval. Upon approval, schools will be required to properly dispose these sources at the end of their useful life. The approved disposal method would be to send the source back to the country of origin or to re-export the source for radioactive material recycling (reuse). Schools possessing such radioactive sources are to send an email
~70~ School Science Laboratory Management and Safety Handbook (NEA_RPNSD_Licence@nea.gov.sg and cc Darren_TAN@moe.gov.sg) to acknowledge that they will be responsible for the proper disposal of those sources until the sources have decayed to a level below 1x104 Bq or when another entity or organisation takes over the possession of those sources. They are also to keep proper records of the disposal/taking over. ii. the radioactive substances are to be used solely for demonstration, teaching or research purposes in the school laboratories; iii. the radioactive substances must be locked and are under the control of a key personnel (KP), typically the Science HOD or Physics SH/LT/ST, designated by the Principal; iv. any theft or loss of radioactive substances must be reported to NEA immediately; v. the name of the KP and the complete details of the radioactive substances are recorded using the template in Annex Q (softcopy is available on OPAL) and submitted to the Radiation Projection and Nuclear Science Department of the National Environment Agency at NEA_RPNSD_Licence@nea.gov.sg and carbon copy MOE CPDD at Darren_TAN@moe.gov.sg. c. The exemption above excludes Plutonium, Uranium, Thorium and Radium sources. d. No student should handle any radioactive materials or irradiating apparatus without the close supervision by a teacher. e. Schools, which fulfil the above criteria, are reminded to comply with the regulations pertaining to the storage, accounting, transport and disposal of radioactive materials in Annex R. For more details pertaining to the possession and use of radioactive materials and irradiating apparatus in educational institutions, please contact the Radiation Protection and Nuclear Science Department licensing team at NEA_RPNSD_Licence@nea.gov.sg.

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School Science Laboratory Management and Safety Handbook ~71~ SAMPLE CHECKLIST FOR STOCKTAKING Annex A S/N ITEM QTY DATE OF CHECK QTY ISSUES AND ACTIONS, IF ANY 1. STOOL 123 2. RETORT STAND 240 3. DIGITAL BALANCE 12 4. BEAM BALANCE 1 5. STOP WATCH 80 6. DATA LOGGER 21 7. SOUND FREQUENCY METER 2 8. DIGITAL MULTIMETER 11 9. HYPSOMETER 1 10. SONOMETER 1 11. SOUND LEVEL METER 1 12. AMMETER (0-1A) 40 13. AMMETER (0-2.5A) 40 14. HEATING COIL CALORIMETER 2 15. CALORIMETER 40 16. GALVANOMETER 40 17. MANOMETER 2 18. SPHEROMETER 2 19. VOLTMETER (0-3V) 40 20. VOLTMETER (0-5V) 40 21. VOLTAMETER 1 22. HYDROMETER 9 23. RADIOMETER 1 24. HYGROMETER 1 25. SPECTROMETER 1 26. MICROMETER (METRIC) 40 27. MICROMETER (DIGITAL DISPLAY) 2 28. STEEL CALLIPER 40 29. VERNIER CALLIPER (METRIC) 40 30. VERNIER CALLIPER (DIGITAL DISPLAY) 2 31. PRESSURE GAUGE 20 32. OSCILLOSCOPE (DUAL TRACE) 10 Checked by: Endorsed by: Signature: Signature: Date checked: Date endorsed:
School Science Laboratory Management and Safety Handbook ~72~ Annex B MINIMUM CONTENTS IN A FIRST AID BOX S/N Contents Quantity 1. Individually wrapped sterile adhesive dressings 20 2. Crepe bandage 5.0 cm 1 3. Crepe bandage 10 cm 1 4. Absorbent gauze (packet of 10 pieces) 5 5. Hypoallergenic tape 1 6. Triangular bandages 4 7. Scissors 1 8. Safety pins 4 9. Disposable gloves (one pair) 2 10. Eye shield 2 11. Eye pad 2 12. Resuscitation mask (one-way) 1 13. Sterile water or saline in 100 ml disposable containers (only where tap water is not available) 1 14. Torch light 1 15. Ice packs 2 16 Chlorhexidine cream 1 Notes: a. Ice packs should be kept in a refrigerator and the location of their availability should be communicated to users of first aid items. b. Chlorhexidine cream does not cause allergic contact dermatitis. Schools are reminded that oral medications or other forms of topical medications should not be included in the first aid kit. c. Schools should take note of the shelf-life of items within the first aid box.
School Science Laboratory Management and Safety Handbook Annex C METHODS OF TREATMENT OF MATERIALS AND APPARATUS CONTAMINATED IN LIFE SCIENCES EXPERIMENTS The choice of the method of treatment is determined by the nature of the materials and apparatus to be treated, and the intended uses after treatment. Contaminated Materials and Apparatus Re-usable Single-use Heat objects ( safety Heat objects ( laboratory flasks, Small amount liquid waste one or two pipettes, Liquid and solid e.g., papers, agar plastic disinfected Place in container Contaminated sharps pointed (e.g., needles, pipettes, glass coverslips, razor blades, broken e.g., Wash and re-use Contaminated with toxic chemicals? No Dispose of as normal waste ~73~ Yes Dispose of with NEA-licensed toxic chemical waste collector Dispose of with NEA-licensed biohazardous waste collector
School Science Laboratory Management and Safety Handbook ~74~ Severity Likelihood Risk level Annex D SAMPLE RISK ASSESSMENT TEMPLATE FOR SCHOOL SCIENCE LABORATORY ACTIVITIES RAMS Team RAMS FORMSchool Name: Location: Leader: Vetted by: Approved by: Designation: Designation:Activity/Process: Member(s): Date: Date: Last Review Date: Signature: Signature: Next Review Date: Description of Hazard identification Risk evaluation Implementation Action Officer, No. activities/work processes Possible accident Hazard /ill-health Risk control methods designation (follow-up date) Remarks 1. Give a short description of the activity/process State the hazards in the following based on Table 4 (see Section 6.2.1.): Physical Mechanical Electrical Chemical Biological Psychological Refer to Annex E for examples of possible accident/ill-heath. State the existing risk control methods in the following based on Table 9 (see Section 6.2.3.): • Elimination: NA (state not applicable ‘NA’ if the activity cannot be eliminated.) • Substitution: NA (state not applicable ‘NA’ if the hazardous chemical/process cannot be substituted) • Engineering Control • Administrative Control • PPEs
~75~ School Science Laboratory Management and Safety Handbook 2 Heating of substance X. (Science rooms in primary schools) Physical Students may accidentally scald/burn their hands during the heating process. 2 3 6 • Elimination: Teacher to do a class demonstration of the heating process. • Substitution: Use of the heating plate for heating instead of direct heating over the Bunsen flame. • Administrative Control: Students should keep their work stations free of clutter. Teachers to ensure that students are briefed on the safety precautions before the start of the activity. Science teacher 3. Heating of substance X in a test tube. (Science laboratories) Physical Students may accidentally scald/burn their hands during the heating process. 2 2 4 • Administrative Control: Students should keep their work stations free of clutter. Students should ensure that the mouth of the test tube does not face themselves or anyone else during the heating process. Teachers to ensure that students are briefed on the safety precautions before the start of the activity. • PPEs: Students should wear safety goggles • during the heating process to protect their eyes. Science teacher
School Science Laboratory Management and Safety Handbook ~76~ Annex E ASSESSMENT OF RISKS FOR SCHOOL SCIENCE LABORATORIES Equipment, hazardous materials and processes Hazards and possible accidents/ health risks Safety precautions/guidelines 1. Acids and alkalis Irritant. Concentrated acids or alkalis are corrosive and can cause chemical burns. Main stocks of concentrated acids or alkalis such as sulfuric acid, nitric acid, hydrochloric acid and ammonia should be stored as near to floor level as possible to prevent accidental toppling. Concentrated acids and bases should be stored in separate cabinets. Safety eye-washers and showers are available in the laboratory. PPE (e.g., gloves, safety goggles) should be worn when handling concentrated acids and bases. 2. Agarose gel electrophoresis system Electric wiring. Short-circuiting, electric shock. Metal components should not be touched. Electrodes must be connected to their respective sockets. Gloves and lab coats must be worn when handling the gels. 3. Autoclaves Heat and high pressure. Danger of burns. Injury by firing lid. Students must not operate autoclaves. The chamber lid must be properly sealed before operation. Otherwise, steam may escape and possibly injure the user. Heat-proof gloves should be worn when filling or emptying the autoclave. 4. Bacterial culture Infection. Accidental ingestion of culture. Entry of bacteria into open wounds or cuts in skin. Accidental inhalation of aerosols. Residue in used apparatus or culture may be source of infection. Adult supervision is essential. Gloves and laboratory coats must be worn. Pipette fillers must be used when transferring liquid cultures to minimise contact and exposure to microbial cultures. All cuts on body surfaces should be covered with water-proof dressing. All used apparatus and culture media must be autoclaved after the experiment. All containers containing microorganisms must be properly labelled. 5. Barometers Mercury spill. Mercury vapour is harmful if inhaled. Caution should be observed in using barometers. Students should be reminded to report any breakage, accident or spill immediately to the teacher. The general precautions when handling glassware apply. 6. Boyle’s Law apparatus Mercury spill. Mercury vapour is harmful if inhaled. Caution should be observed in using the apparatus. Students should be reminded to report any breakage, accident or spill immediately to the teacher. The general precautions when handling glassware apply. 7. Bunsen burner A source of ignition and fire. Place it on a stable surface and away from any obstruction. Goggles should be worn when students are conducting heating experiments. 8. Centrifuges Projectiles may cause bodily injury. Physical injury may also result from moving heavy rotors. The centrifuge lid must not be opened until it comes to a complete stop. Tubes must be balanced, for example, using dummy tubes filled with water. When a power failure occurs and the centrifuge comes to a stop, turn off the main switch immediately in case the power comes back on, for example, while users are taking out or putting in centrifuge tubes. 9. Electric circuits and wires Fraying. Electric shock. The initial resistance of rheostats should be set to the maximum for each resistance setup. Students should wear safety goggles for experiments involving wires under tension. Equipment, switches and electrical wires must not be handled with wet hands.
School Science Laboratory Management and Safety Handbook ~77~ Equipment, hazardous materials and processes Hazards and possible accidents/ health risks Safety precautions/guidelines 10. Electric kettles Electric shock. Steam scalds. The general guideline is to exercise proper care and observe all safety precautions. The kettle should be positioned in a stable position. The wires should not cause obstruction to work. 11. Fractional distillation and reflux system Heat source. Open flames should be kept away when distilling flammable liquids. Keep ignition sources away. An isomantle should be used instead of naked flames. Adult supervision is essential during initial setup. 12. Fungal spores Inhalation of allergens. Exposure to pathogenic fungi. All work should be done in a laminar flow cabinet. Ensure all containers for media, such as Petri dishes or glass flasks, are sealed. 13. Gas Chromatography System Pressurised gas cylinders. Struck by propelling/falling cylinder. Gas leak from cylinder connection. Cylinders containing pressurised gases (e.g., nitrogen, air and hydrogen) must be secured firmly by steel brackets. The storage area should not be accessible to students. Teflon tape should never be used for straight threaded connections such as CGA. 14. Gas cylinders – used in place of Bunsen burners A source of ignition and fire. Precautions similar to those exercised when using Bunsen burners should be observed. Place it on a stable surface and away from any obstruction. 15. Glass slides and cover slips Sharp objects. Possibility of cuts and bodily injury. Adult supervision is essential. 16. Heavy weights (for Physics experiments) Possible injury to hands and feet directly beneath suspended weights. The general guideline is to exercise proper care and observe all safety precautions. Ensure apparatus are arranged in a stable manner and positioned without obstruction. 17. He-Ne lasers May damage the eyes. Possibility of blinding increases for Class 2 and above lasers. The laser apparatus, when not in use, should be kept under lock and key so that it is accessible only to authorised members of the staff. Students are to put on goggles when Class 3 lasers are used. 18. High Performance Liquid Chromatography System Flammable solvents (mobile phase). Fire can occur in the presence of ignition sources. Keep ignition sources (e.g., naked flames) away, ensure there is no spillage. Dispose of spent liquids in proper disposal bottles. Adult supervision is essential. 19. Hot air ovens Heat. Danger of burns. Hot air ovens should not be placed near volatile substances or operated in environments containing flammable vapours. Greater care should be observed when handling ignitable samples or organic solvents. 20. Hot bead sterilisers Heat. Danger of burns. Adult supervision is essential. Metal implements must not be left too long in the hot bead steriliser. 21. Incubators (30 to 70 °C) Heat. Danger of fire for chemicals with low flash points. Danger of burns. Incubators should not be placed near volatile substances. Heat-proof gloves should be used when moving things in or out, especially when the temperature setting is above 40 °C. Incubators must not be operated in environments containing flammable gas vapours. Great care should be taken when handling ignitable samples or organic solvents. Materials or containers placed in incubators should be labelled (e.g., date, time. contents). 22. Infrared lamps Heat from lamps. Danger of burns. Explosion possible if it comes into contact with water. Do not allow contact with water as the lamp tends to get very hot. 23. Laminar flow hood Ultraviolet radiation. Harmful to the eyes. Skin burns. Adult supervision is essential. Ensure that all switches are turned off at the end of the day.
School Science Laboratory Management and Safety Handbook ~78~ Equipment, hazardous materials and processes Hazards and possible accidents/ health risks Safety precautions/guidelines 24. Microwave ovens Explosion of sealed containers. Scalds from hot liquids or steam. Bottles/containers should not be closed tightly. A small gap should be left between the cap/cover and the bottle/container. Heat-proof gloves should be worn when taking items in and out of the microwave oven. Persons with pacemaker implants should not go near a microwave when it is in operation, in case of stray radiation that could interfere with the working of the pacemaker. 25. Open-air orbital shakers Spilling of chemicals. Evolution of fumes. Beakers or flasks should not be over-filled. Work should be done in a fume cupboard, especially if the shaking action could result in evolution of gases or fumes. 26. Optical fibres Fibres are transparent and brittle. Broken pieces are sharp and could pierce and penetrate the skin. The pieces may be difficult to remove from the skin. Handle optical fibres as you would glass. Fibres should be disposed of carefully and not left lying around on the bench. 27. Organic chemicals and solvents (e.g., alcohols, hexane and propanone) Flammable. Possibility of fire or explosion in the presence of ignition sources. Flammable liquids should be stored in steel cabinets, away from heat sources. Do not store in refrigerators. Fire-fighting equipment is present in each laboratory. Personal protective equipment (PPE) should be worn when handling these chemicals. If heating is required, a water bath or hot plate should be used. 28. Pollen grains Inhalation of allergens. All work must be done in a laminar flow cabinet. Ensure all containers for media, such as Petri dishes, are sealed. Face masks should be worn. 29. Protein electrophoresis system Electric wiring. Short-circuiting. Electric shock. Gel is toxic. Metal components should not be touched. Electrodes must be connected to their respective sockets. Gels are made of neurotoxic acrylamide and must not be handled with bare hands. Gloves and lab coats must be worn. 30. Pulley system Structural collapse. May cause bodily injury. The general guideline is to exercise proper care and observe all safety precautions. Ensure apparatuses are arranged in a stable manner and positioned without obstruction. 31. Pumps Electric shock. The general guideline is to thoroughly understand the operating instructions before using the equipment. Equipment, switches and electrical wires must not be handled with wet hands. 32. Rotary evaporators Equipment involves the use of a partial vacuum. Cracking of glassware may hurt user. Adult supervision is essential. Heavy-walled vacuum flasks should be used to avoid implosions. Do not operate in environments containing flammable gas vapours or exposed flames. Greater care should be exercised when handling ignitable samples or organic solvents. 33. Scalpels and blades Sharp objects. Possibility of cuts and bodily injury. Adult supervision is essential. Store away from students' reach when not in use. 34. Soldering irons High heat. Must be lead-free. Danger of burns or electric shock from poor earth connection or melted insulation. Laboratory staff should ensure that equipment and cables are maintained in good condition. Regularly check for any damage to cables. 35. Stains for biological tissues or materials Potential carcinogen and mutagen on prolonged contact. Adult supervision essential. Gloves and lab coats must be worn. In the event of contact with bare skin, wash area of contact thoroughly. 36. Stroboscopes (light) Spinning discs. May cause bodily injury. The general guideline is to thoroughly understand the operating instructions before using the equipment. Ensure apparatuses are arranged in a stable manner and positioned without obstruction.
School Science Laboratory Management and Safety Handbook ~79~ Equipment, hazardous materials and processes Hazards and possible accidents/ health risks Safety precautions/guidelines 37. Syringe needles Sharp objects. Possibility of cuts and punctures. Adult supervision is essential. Store away from students' reach when not in use. 38. Thermometers Mercury vaporised from broken thermometer is harmful if inhaled. All breakages, accidents and spillage must be reported immediately to the teacher. The mercury must not come into contact with the body. 39. Ultraviolet transilluminators Ultraviolet radiation. Harmful to the eyes. May cause skin burns. A full face shield or safety face mask must be used. Gloves and laboratory coats should be worn in addition to full face shields or goggles. Avoid touching the equipment surface as it may be hot. The lamp should be turned off after use. 40. Vacuum concentrators Toxic or flammable vapours. Harmful if inhaled. Fire can occur in the presence of ignition sources. The equipment must not be used to evaporate substances with low flash points. A suitable chemical or cooling trap should be used when evaporating poisonous liquids, explosive liquids or infectious materials. 41. Van de Graff generators Electric shock. It is important for users to thoroughly understand the operating instructions before using the equipment. Equipment, switches and electrical wires must not be handled with wet hands. 42. Water baths Electric wiring. Short-circuiting. Electric shock. Danger of scalding. Fill the bath to at least half the height of the inner chamber. A “HIGH TEMP, DO NOT TOUCH” sign should be displayed to alert users if the temperature setting is higher than 60 ºC. Ensure that the bath is turned off at the end of the day. If liquid-bulb thermometers are used to determine the bath temperature, caution must be exercised to avoid breaking the thermometers and possibly having the liquid (mercury or alcohol) spilling into the bath. Note: Risk of hazard(s) should be evaluated according to the context of the activity.
~80~ School Science Laboratory Management and Safety Handbook Annex F SAMPLE TEMPLATE – CONTACT LIST FOR EMERGENCIES Telephone numbers of agencies Agency Contact person (where applicable) Telephone number Ambulance/Fire 995 Ambulance (non-emergency) 1777 SCDF Fire Hazard Reporting 1800 2800 0000 Police 999 SCDF General Enquiries (office hours only) 1800 286 5555 Nearest neighbourhood police post Nearest hospital/clinic Telephone numbers of school key personnel Designation Name Telephone number Principal Vice Principal Chief Safety Officer HOD Science
School Science Laboratory Management and Safety Handbook ~81~ Annex G MICROORGANISMS ALLOWED FOR USE IN SCHOOL LABORATORY WORK Bacteria Viruses Fungi Protozoa (including slime mould), Algae and Lichens Acetobacter aceti Agrobacterium tumefaciens Alcaligenes eutrophus Azotobacter vinelandii Bacillus megaterium Bacillus stearothermophilus Bacillus subtilis Cellulomonas species (except C.humilata) Chromatium species Erwinia carotovora (E. atroseptica) Escherichia coli strains K12, MM294, cI, cII, CR63, BE Lactobacillus species (except L. viocosus) Lactobacillus bulgaricus Leuconostoc mesenteroides Methylophilus methylotrophus Micrococcus luteus (= Sarcina lutea) Photobacterium phosphoreum Pseudomonas fluorescens Rhizobium leguminosarum Rhodopseudomonas palustris Spirillum serpens Streptococcus (= Enterococcus) faecalis (except SF260, WH257, G-KL[153]) Streptococcus (= Lactococcus) lactis) Streptococcus thermophilus Streptomyces griseus (except subspecies griseus (Krainsky), Waksman and Henrici strains) Thiobacillus ferrooxidans Vibrio natriegens (= Beneckea natriegens) Bacteriophage (T type)(host E.coli) Cucumber Mosaic Virus Potato Virus X Potato Virus Y (Not the virulent strain) Tobacco Mosaic Virus Turnip Mosaic Virus Saccharomyces cerevisiae Some protozoa are known to be pathogenic. However, samples obtained from school suppliers or derived from hay infusions are acceptable for use in schools. All species of algae and lichens are acceptable for use in schools. For more information on Biosafety Classification, please refer to the American Type Culture Collection at the Internet site: www.atcc.org

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School Science Laboratory Management and Safety Handbook ~82~ Annex H CLASSIFICATION OF MICROORGANISMS BY RISK GROUP IN RELATION TO CATEGORY OF LABORATORY+ Risk Group Type of Laboratory Microorganisms* Viruses Bacteria Fungi I. Low risk to individual and community Teaching laboratories, including schools Nil Bacillus subtilis, Escherichia coli K12, Agrobacterium tumafaciens Brewer’s yeast II. Moderate risk to individual, low risk to community Laboratories with biosafety cabinets Adenoviruses, human herpes viruses, enteroviruses, rhinoviruses, rubella virus, rotavirus, Chikungunya virus Bacillus cereus, Fusobacterium spp., Proteus spp., Actinomyces spp. Aspergillus spp., Candida albicans III. High risk to individual, low risk to community Special diagnostic or research laboratories with containment facilities Japanese encephalitis virus, St. Louis encephalitis virus, West Nile virus, Yellow Fever virus Yersinia pestis, Bacillus anthracis, Clostridium botulinum, Francisella tularensis, Mycobacterium tuberculosis, Coxiella burnetii Blastomyces dermatitidis, Coccidioides immitis, Histoplasma capsulatum, Paracoccidiodes brasiliensis IV. High risk to individual and community Maximum containment laboratories Lassa, Marburg, Ebola, Crimean-Congo, Machupo and Junin haemorrhagic fever viruses, variola, Venezuelan equine encephalitis virus, simian herpes virus and Nipah virus Nil Nil
~83~ School Science Laboratory Management and Safety Handbook + Pathogenic microorganisms are classified into various categories, ranging from those which can be adequately handled by routine service and research laboratories, to those which should be totally prohibited from being imported into Singapore unless maximum containment laboratory facilities are available. * Examples of microorganisms classified in each Risk Group are given. Please note that the list is not exhaustive. For a useful reference of material safety data sheets for infectious substances, please refer to the Internet website maintained by the Public Health Agency of Canada. The website can be accessed via the following hyperlink: http://subjects.opal.moe.edu.sg/sciences/science-laboratory-safety This table is adapted from the “Guidelines on the Import, Transport, Transfer, Handling and Disposal of Human Pathogens for Diagnosis, Scientific Research and Industrial Uses in Singapore (2004)”, published by the Ministry of Health (MOH).

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~84~ School Science Laboratory Management and Safety Handbook LIST OF COMMONLY USED CHEMICALS IN SCHOOL LABORATORY EXPERIMENTS The information provided is not exhaustive. Please refer to the SDS accompanying each chemical for more details. Annex I Classification Examples Highlights of properties Storage Handling Disposal Antibiotics Kanamycin, tetracycline, ampicillin, streptomycin Antibiotics are drugs used to kill or harm specific bacteria. Some bacteria can adapt and become resistant to antibiotics. Store in a cool and dry place, away from sources of light, and under lock and key. Antibiotics in the laboratory should never be consumed. They are strictly for use during science activities only and should not be taken out of the laboratory without the teacher’s permission. Do not throw antibiotics into the rubbish bins or flush them down the sink. Either return antibiotics to the supplier or engage an NEA- licensed toxic biohazardous waste collector for disposal. Concentrated acids Concentrated nitric acid Highly corrosive. Concentrated acids and acid fumes cause severe injury when in contact with living tissue and also attack other materials like metals. Store away from: ethanoic acid, propanone, ethanol, phenylamine. Wear protective gloves, safety goggles and laboratory coats at all times during handling. Work should be done in a fume cupboard. Any contact of the chemical with the skin should immediately be washed with plenty of water. When diluting acids, always add the acid slowly to water, never add water to the acid. Mixing with water produces heat, which may result in splashes or the formation of hazardous mists. Neutralise acids with sodium hydrogencarbonate before disposal. This should be done with caution as acids react violently with sodium hydrogencarbonate to produce carbon dioxide. The neutralised mixture (pH 6–8) can be poured down the sink. Flush with water for a few minutes. Concentrated hydrochloric acid Store away from: oxidising agents like nitric acid, methanal and chlorates. Methanal and hydrochloric acid can react to form bis- chloromethyl ether (BCME), a powerful carcinogen. Concentrated sulfuric acid Store away from: chlorates, perchlorates and permanganates. Concentrated alkalis Concentrated ammonia Highly pungent. Ammonia vapour is severely irritating and tear-inducing. Store in a cool place. Ammonia is incompatible with chemicals like halogens and calcium chlorate (I). Bottles containing concentrated ammonia should be opened with care as pressure may have accumulated inside the Dilute with large volumes of water before pouring down the sink. Flush the drain with water.
~85~ School Science Laboratory Management and Safety Handbook Classification Examples Highlights of properties Storage Handling Disposal bottles. Work should be done in a fume cupboard. Disinfectants Clear phenolics (such as Dettol and Lysol) These compounds are effective against vegetative bacteria. However, they are not effective against spores and non-lipid-containing viruses. Most phenolics are active in the presence of considerable amounts of proteins but are inactivated by rubber, wood and plastics. These compounds are often used for disinfecting laboratory benches. Store in a cool and dry place, away from sunlight and other chemicals. These phenolics are usually used at the highest concentration (i.e., 2–5%) for situations of high contamination, where they will encounter large amounts of organic matter. If dilution is needed, the mixture should be freshly prepared. Do not use with cationic detergents. Avoid contact with skin and eyes. Dilute with plenty of water before disposal. Alcohol and alcohol mixtures High volatility. Highly flammable. Low flash points and auto-ignition points. Store in a cool and dry place. Avoid storing near oxidisers, toxic chemicals, ignition and heat sources. Containers should never be filled completely. Avoid handling near naked flames, ignition or heat sources. Only use in a well-ventilated area. Keep organic waste separate from aqueous waste. Collect in clearly labelled waste bottles in appropriate holding area. Engage an NEA-licensed toxic chemical waste collector for disposal.
~86~ School Science Laboratory Management and Safety Handbook Classification Examples Highlights of properties Storage Handling Disposal Disinfectants (continued) Hypochlorites The active ingredient is chlorine. It is effective against vegetative cells, spores, fungi and viruses. However, hypochlorites are easily inactivated by proteins and to some extent by natural non-protein materials and plastics. They are also not compatible with cationic detergents. Hypochlorites may be used as a surface disinfectant but caution should be exercised as they are corrosive to metals. Store in a cool and dry place, and away from other chemicals and sunlight. Household bleaches contain 50,000 ppm of available chlorine and dilutions of 1:20 and 1:5 are necessary. For situations with high contamination levels, higher concentrations of available chlorine are recommended. As hypochlorites decay rapidly by loss of its active chlorine, diluted solutions should be replaced after 24 hours. Hypochlorites may cause irritation to skin, eyes and lungs so care must be taken when handling them. Dilute with plenty of water before disposal. Dyes / Stains / pH indicators Acetocarmine, Benedict's reagent, bromothymol blue, bromophenol blue, Congo Red solution, iodine solution, methylene blue, safranin Toxic. Properties may change in the presence of strong acids, strong bases, strong oxidising and reducing agents. Most dyes are light sensitive. Store in a cool, dry place away from sunlight and heat sources, and in a tightly closed container. Avoid storing near strong acids and bases, and strong oxidising and reducing agents. Wash hands thoroughly after handling. Avoid contact with eyes, skin and clothing. Some mixtures contain alcohol and hence, may be flammable. Use only in a well-ventilated area. Non-flammable, non- corrosive, non-metallic, non-toxic, odourless, water-soluble substances may be neutralised and diluted with plenty of water and discarded down laboratory sinks. Dyes / Stains / pH indicators (continued) Ethidium bromide (EtBr) Mutagenic. Possible carcinogen and reproductive toxin. Irritates the eyes, skin mucous membranes and upper respiratory tract. No incompatibility is known. Only pre-mixed solutions of 5 mg/ml ethidium bromide are allowed. Only trained personnel can handle ethidium bromide. Do not allow students to handle ethidium bromide solutions. Treat electrophoresis buffer waste contaminated with ethidium bromide with EtBr Green bags (activated carbon bags) for at least 12 hours before discharging into the dilution tank. Place agarose gels and EtBr Green bags contaminated with ethidium bromide dyes in a biohazard bag (double-
~87~ School Science Laboratory Management and Safety Handbook Classification Examples Highlights of properties Storage Handling Disposal Wear protective gloves and laboratory coats at all times during handling. bagged) and engage an NEA-licensed toxic chemical waste collector for disposal. Gelling agents Acrylamide, bisacrylamide Acrylamide is a human carcinogen and neurotoxin. Bisacrylamide is a neurotoxin. It is used as a cross-linking agent to prepare polyacrylamide. Schools are not allowed to store or use acrylamide and bisacrylamide. Schools are not allowed to use acrylamide and bisacrylamide to prepare polyacrylamide. Acrylamide and bisacrylamide should be disposed of by an NEA- licensed toxic chemical waste collector. Polyacrylamide Irritant. Incompatible with strong oxidising agents, aluminium, copper, iron and iron salts. Avoid storing near strong oxidisers, metals and their salts. Schools should use only precast polyacrylamide (gel) and should not use polyacrylamide solutions. Only trained personnel can handle polyacrylamide. Students are not allowed to handle polyacrylamide. Wear protective gloves and laboratory coats at all times during handling. Collect gels in a biohazard bag and engage an NEA-licensed toxic chemical waste collector for disposal. Metals Sodium, lithium, potassium May ignite spontaneously on exposure to moist air. Combustible solid. Corrosive. Water-reactive. Store in oil, in a cool, dry, well-ventilated area. Keep away from water and chlorinated hydrocarbons. The metals should only be purchased when required for immediate use. Do not store the metals required for long periods in the laboratory. Superoxides of the metal may form and explode when subject to friction or shock. Engage an NEA-licensed toxic chemical waste collector for disposal. Mercury A cumulative poison. The vapour is poisonous in concentrations as low as 1 ppm. Mercury should never be allowed to stand exposed in the atmosphere. Mercury must not be used as a chemical in school laboratories. Mercury spills usually arise from broken mercury-filled thermometers. Spills should be cleared by collecting mercury drops using a capillary tube and covering Recovered mercury should be collected in a waste bottle. Engage an NEA-licensed toxic chemical waste collector for disposal.
~88~ School Science Laboratory Management and Safety Handbook Classification Examples Highlights of properties Storage Handling Disposal any remaining drops with sulfur. Note that salts of mercury are also toxic. Organic solvents Propanone, ethanol, ether, isopropanol Very volatile. Highly flammable and with low flash points and auto-ignition points. Store in a cool and dry place. Avoid storing near oxidisers. Keep away from ignition and heat sources. Containers should never be filled completely. Avoid handling near naked flames, and ignition or heat sources. Protective gloves must be worn. Use only in a fume cupboard or a well-ventilated area. Keep organic waste separate from aqueous waste. Collect in clearly labelled waste bottles in an appropriate holding area. Engage an NEA-licensed toxic chemical waste collector for disposal. Others Dichlorophenol indophenol (DCPIP) Stable but combustible. Store away from strong oxidising agents, acid chlorides and acid anhydrides. Wear laboratory coat, gloves and goggles. Use only in a fume cupboard or a well-ventilated area. Collect in clearly labelled waste containers in an appropriate holding area. Engage an NEA-licensed toxic chemical waste collector for disposal. Hydrogen peroxide Strong oxidiser. Skin irritant. Contact with other material may cause a fire as one of its decomposition products is oxygen. Sensitive to light. It is fairly stable when pure but may decompose explosively, for example, in the presence of metals. Store in dark brown bottles. Keep away from heat, sparks, and flame. Do not store near combustible materials. Wear gloves and goggles, especially when handling samples of higher concentration. Dilute with water before pouring down the sink. Flush the drain with water. Potassium cyanide Extremely toxic. Sensitive to light and moisture. Generates extremely toxic hydrogen cyanide gas with acid. Store in a poisons cupboard, under lock and key. Do not store with acids, iodine, peroxides, permanganates, alkaloids, chloral hydrate and metallic salts. Do not breathe in the dust. Wear suitable protective clothing, gloves and goggles. In case of inhalation or ingestion, seek medical advice immediately. Collect in clearly labelled waste containers in an appropriate holding area. Engage an NEA-licensed toxic chemical waste collector for disposal.
School Science Laboratory Management and Safety Handbook ~89~ SAMPLE PARENTAL CONSENT FORM – USE OF HUMAN CHEEK CELLS FOR SCHOOL SCIENCE LABORATORY EXPERIMENTS School : Date : Annex J To the parent/guardian of : (enter student’s name) As part of the school’s curriculum, your child/ward will have the opportunity to conduct an experiment using his/her DNA. The DNA sample will be collected from cells that normally exist in saliva. We will be asking students to perform a mouth wash with a saline solution and spit the sample into a cup. The DNA sample obtained from these cells will be amplified by a process called polymerase chain reaction (PCR) and examined for specific DNA markers. Please note that: • The DNA markers to be examined play no role in the individual’s health. • Each student will only work with his/her own DNA sample. • No culturing of the samples will be carried out. • The sample will be discarded after completing the experiment. • The sample will not be used for any other purpose. The experiment will be explained clearly beforehand and your child/ward will be given the option to agree or not agree to participate. Please sign below, indicating authorization for your child’s/ward’s participation in this experiment. If you have any question or require clarification, please contact: . (insert teacher’s name and contact number) Yours sincerely, (Signature of Teacher) …………………………………………………………………………………………………………………….. (please tear along this line) Parent’s/Guardian’s response: I, , parent/guardian of, consent to his/her participation in the above-mentioned experiment. Signature of parent/guardian : Date:
School Science Laboratory Management and Safety Handbook ~90~ Annex K CHECKLIST FOR USE OF POLYACRYLAMIDE This is a checklist t h a t schools might wish to use regarding the use of polyacrylamide. No. Knowledge-check for usage of polyacrylamide Yes / No 1. Are you aware of the mutagenic and toxic properties of polyacrylamide? 2. Have you any experience using and handling polyacrylamide? 3. Do you know how to deal with contamination by polyacrylamide? 4. Do you know how to deal with polyacrylamide spills? 5. Do you know how to dispose of waste polyacrylamide? 6. Do you know that students are not to handle polyacrylamide? Name the organisation from which you learned the above information, procedures or precautions. Declaration I declare my answers to all of the above questions are “Yes”. I will take all the necessary safety precautions when using polyacrylamide. Name of teacher(s) : Name of school : Name and signature of school safety officer: Date:
School Science Laboratory Management and Safety Handbook ~91~ LIST OF 15 EXPLOSIVE PRECURSORS (EPS) Annex L (For Compliance) The following are the Explosive Precursors (EPs) and their updated allowed threshold levels. S/N Substance Exclusions 1. Ammonium Perchlorate Not to be purchased by schools 2. Guanidine Nitrate Not to be purchased by schools 3. Potassium Chlorate Not to be purchased by schools 4. Potassium Perchlorate Not to be purchased by schools 5. Sodium Chlorate Not to be purchased by schools 6. Sodium Perchlorate Not to be purchased by schools 7. Perchloric Acid Not to be purchased by schools 8. Tetranitromethane Not to be purchased by schools 9. *Ammonium Nitrate a. Aqueous solutions containing less than 60% weight in weight of ammonium nitrate. b. Any material in solid form comprising a mixture of components, one of which is ammonium nitrate, where the nitrogen content derived from ammonium nitrate is less than 28% by weight of the said mixture. 10. *Barium Nitrate Preparations and solutions containing less than 10%, weight in weight, of barium nitrate 11. *Hydrogen Peroxide Preparations and solutions containing less than 20%, weight in weight, of hydrogen peroxide 12. *Potassium Nitrate Preparations and solutions containing less than 5%, weight in weight, of potassium nitrate and sodium nitrate 13. *Potassium Nitrite Aqueous solutions containing less than 5%, weight in weight, of potassium nitrite 14. *Sodium Nitrate Preparations and solutions containing less than 5%, weight in weight, of sodium nitrate and potassium nitrate 15. *Sodium Nitrite Aqueous solutions containing less than 5%, weight in weight, of sodium nitrite * EPs commonly found in schools # For EPs 9 to 15 - dilute solutions, preparations and mixtures with concentrations/% composition by weight below the threshold levels as indicated are excluded from regulation.The following are the Explosive Precursors (EPs) and the updated allowed threshold levels. * Chemicals commonly found in schools # For EPs 9 to 15 - dilute solutions, preparations and mixtures with concentrations/% composition by weight below the threshold levels as indicated are excluded from regulation.
School Science Laboratory Management and Safety Handbook ~92~ Annex M (For Compliance) Roles and Responsibilities of EP Chemical Users Chemical users may be involved in these following areas: 1. Regulating/Recording Amount Used 2. Control Access 3. Reporting Irregularities/Incidents 4. Safety and Security Measures 5. Use/Prepare and Disposal Principal Roles and Responsibilities (Teaching and Learning) Roles and Responsibilities (National Practical Examination) Safety and Security measures 1. Ensure CCTV cameras and CCTV recording system(s) are installed, maintained and remain in good working condition at all times. 2. The Principal shall hand over any or all of the CCTV camera recordings to the Licensing Officer or Police Officer when directed to do so. 3. The Principal shall ensure that all non-MOE personnel to the approved storage premises are escorted by a staff member at all times whilst on the premises. Regulating/Recording Amount Used 1. The Principal shall maintain a log book to record the movement of metal cabinet key for storage of EPs. The record shall include: a) Date & time the key was deposited into or withdrawn from the safe; b) Name and NRIC/Passport number of the person depositing or handing over the storage premises key; and c) Name and NRIC/Passport number of the person withdrawing or taking over the storage premises key. 2. Ensure all log books related to records of audits and documents relating to the purchase, possession or disposal of explosive precursor shall be retained by the school for a period of at least 3 years from the last date of entry 3. Ensure annual audits are conducted by third parties approved by Police Licensing & Regulatory Department (PLRD) and results submitted to PLRD (Note: PLRD/SPF will not be compelling schools to carry out the audit if the storage is only for 14 days or less. Instead, they will require schools to submit a declaration form signed by the Principal to notify PLRD that all EPs have been properly disposed within 5 working days after the last day of the national practical examination.) 4. Seek PLRD’s approval for any change in or modification to storage location. Control Access 1. The Principal shall ensure that authorised staff follows the security guidelines to control access to EPs: a) Restrict storage of EPs to specified quantity and type on the EP list b) Chemical Explosive Precursors (EPs) are stored in locked metal cabinets when not in use. c) Key to the metal cabinet for storage of EPs is held by HOD Science and in the Principal’s office. Apart from the Principal, the Principal shall allow only HOD Science to be able to access the safe where the key is kept. The Principal shall ensure that the storage premises key is not taken out of the school premises or handed over to any unauthorised personnel. o The Principal shall ensure that the storage premises key is always securely kept in an immovable safe, unless they are needed to lock or unlock the approved storage premises. Reporting Irregularities/Incidents 1. The Principal shall immediately notify the Police by calling ‘999’ and also inform CPDD and the Superintendent if there is any:
School Science Laboratory Management and Safety Handbook ~93~ Principal Roles and Responsibilities (Teaching and Learning) Roles and Responsibilities (National Practical Examination) a) loss of explosive precursor; b) loss of any key to the metal cabinet for storage of EPs storage premises key; c) unlicensed explosive precursor found on the premises; d) unauthorised entry of any person onto the storage premises; e) unauthorised issuance of explosive precursor; f) security or safety related incident; or g) circumstance that would reasonably raise a security concern. Follow-up action a) Report to be made by Principal by calling 999 b) Next, inform Licensing Officer in SPF by providing a detailed report covering the circumstances leading to the theft/loss, and measures taken to prevent a recurrence of the theft/loss. Email to: Spf_licensing_feedback@spf.gov.sg Attn to: OC Licensing, Arms and Explosives Division, Police Licensing & Regulatory Department 391, New Bridge Road #02-701, Singapore 088762 c) School is also to inform: Cheong Kim Fatt, LS/Bio. Email: cheong_kim_fatt@moe.gov.sg Tel: 6879 6642 Safety and Security measures 1. Allow and facilitate any audit or inspection (including any surprise check) of the explosive precursor, or licensed premises by the Licensing Officer or any officer authorised by the Licensing Officer in writing. 2. Schools should ensure that the security and confidentiality aspects related to the national examinations are upheld. Specifically, please adhere to the following points: a) During the lab closure period and until the end of the Science Practical exam periods, o Access to the server room (housing the video recordings from the CCTV) should be restricted to School Principals only. o Viewing any recorded footage of this period (e.g. in 2019 would be from 23 September to 15 October 2019 for schools offering O-Level science subjects) would not be allowed unless in the event of investigations by the police or by SEAB. The school must consult and seek permission from SEAB before viewing the footage. All schools must safeguard and ensure compliance of this condition. b) The video images recorded by the CCTV must be saved on a server and should be password-protected or encrypted. c) In addition, the following measures should be practised as far as possible: o Apparatus and materials to be used for the science practical exams should not be in line of sight of the CCTV. o Apparatus and materials should be covered to conceal the identity if these need to be moved to other labs and come into line of sight of the CCTV.

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School Science Laboratory Management and Safety Handbook ~94~ School Chief Safety Officer Roles and Responsibilities (Teaching and Learning) Roles and Responsibilities (National Practical Examination) To assist Principal in the following areas: Safety and Security measures 1. Ensure CCTV cameras and CCTV recording system(s) are installed, maintained and remain in good working condition at all times. 2. Hand over any or all of the CCTV camera recordings to the Licensing Officer or Police Officer when directed to do so. 3. Ensure that all non-MOE personnel to the approved storage premises are escorted by a staff member at all times whilst on the premises. To assist Principal in the following areas: Control Access 1. Restrict storage of EPs to specified quantity and type. Safety and Security measures 1. Access to the CCTV recordings, the Science labs and lab preparation areas where the CCTVs are installed is not allowed from the start of lab closure until the end of national practical examinations. 2. Allow and facilitate any audit or inspection (including any surprise check) of the explosive precursor, or licensed premises by the Licensing Officer or any officer authorised by the Licensing Officer in writing.
School Science Laboratory Management and Safety Handbook ~95~ Operations Manager Roles and Responsibilities (Teaching and Learning) Roles and Responsibilities (National Practical Examination) To assist Principal to Safety and Security measures 1. Ensure CCTV cameras and CCTV recording system(s) are installed, maintained and remain in good working condition at all times. o Installation of CCTV cameras (minimum of 12 frames per second, records colour images at the resolution of HD 1080p: 1920x1080 pixels or its equivalent for at least 30 days) is recommended to monitor the EP storage. 2. Conduct routine check at least once in 3 months to ensure that the CCTV in science lab areas are in good working condition, except during the period when the laboratories are closed for the conduct of national practical examination till the end of the national practical examinations. The CCTV should be checked just prior to the 14 day national practical assessment period, where EPs may be stored in the school. 3. Hand over any or all of the CCTV camera recordings to the Licensing Officer or Police Officer when directed to do so. 4. Ensure that all non-MOE personnel to the approved storage premises are escorted by a staff member at all times whilst on the premises. 5. Ensure the alarm for the Science Preparation Room is activated after school hours o School to arm system after school hours. To assist Principal to Safety and Security measures 1. During the lab closure period and until the end of the Science Practical exam periods, o Access to the server room (housing the video recordings from the CCTV) should be restricted to school leaders only. o Viewing any recorded footage of this period (e.g. in 2019 would be from 23 September to 15 October 2019 for schools offering O-Level science subjects) would not be allowed unless in the event of investigations by the police or by SEAB. The school must consult and seek permission from SEAB before viewing the footage. All schools must safeguard and ensure compliance of this condition. 2. The video images recorded by the CCTV must be saved on a server and should be password-protected or encrypted. 3. Allow and facilitate any audit or inspection (including any surprise check) of the explosive precursor, or licensed premises by the Licensing Officer or any officer authorised by the Licensing Officer in writing.
School Science Laboratory Management and Safety Handbook ~96~ HOD Science Roles and Responsibilities (Teaching and Learning) Roles and Responsibilities (National Practical Examination) To assist Principal to Implement EP-free Approach in Teaching and Learning 1. Ensure that there are no EP stocks in the EP cabinet. 2. No EPs are to be procured or used outside of the 14 working day* national practical examination period. 3. Allow only the use of diluted EPs below the regulatory thresholds. Control Access 1. Restrict access of the Science Preparation Rooms, where chemicals are stored, to authorised personnel. 2. Ensure that the Science Preparation rooms are locked when unattended. 3. Ensure the alarm for the Science Preparation Room is activated after school hours. To assist Principal to Regulating/Recording Amount Used 1. Submit a declaration form signed by HOD Science, Senior Subject Supervisor and the Principal to notify SPF that all EPs have been properly disposed within 5 working days after the last day of the national practical examinations Control Access 1. Restrict storage of EPs to specified quantity and type. 2. Chemical Explosive Precursors (EPs) are stored in locked metal cabinets when not in use. 3. Key to the metal cabinet for storage of EPs is held by the HOD Science, and in the Principal’s office. The key to the metal storage cabinet should always be securely kept in the safe when not in use. 4. If HOD Science is not the Senior Subject Supervisor, Senior Subject Supervisor to draw and return key to metal cabinet for storage of EPs to HOD Science on a daily basis. The key to the metal storage cabinet should always be securely kept in the safe when not in use. Reporting Irregularities/Incidents 1. Notify the Principal immediately if any of the following incidents occur: a) loss of explosive precursor; b) loss of any storage premises key; c) unlicensed explosive precursor found on the premises; d) unauthorised entry of any person onto the storage premises; e) unauthorised issuance of explosive precursor; f) security or safety related incident; or g) circumstance that would reasonably raise a security concern. Safety and Security measures 1. Reporting procedures for theft/loss of EPs is established. Use/Prepare 1. Ensure safe usage/handling of EPs (e.g. no usage other than for official curriculum; no leaving of EPs unattended; no handling over of EPs to unauthorised persons etc.) Use and Disposal 1. Licensed disposal companies are engaged for safe disposal of EPs. Before disposal, the storage of the EPs must comply with the security measures. 2. HOD Science ensure that any remaining EPs is either diluted to below the regulatory threshold or disposed of via licensed disposal company within 5 working days after the last day of the national practical examination. 3. The amount (in mass) of EPs and its bottles are to be clearly labeled and to be handed over to the licensed disposal company. The amount of EPs handed over should be documented and signed by HOD Science
School Science Laboratory Management and Safety Handbook ~97~ HOD Science Roles and Responsibilities (Teaching and Learning) Roles and Responsibilities (National Practical Examination) and acknowledged by the personnel from the disposal company collecting the EPs in the log book. Note for HOD Science: HOD Science to ensure that the officers nominated as examination personnel in the national practical examination have been informed of their roles and responsibilities regarding handling, storing and preparing EPs for national examination as detailed in this document.
School Science Laboratory Management and Safety Handbook ~98~ Science Laboratory Technical Support Officer (TSO) Roles and Responsibilities (Teaching and Learning) Roles and Responsibilities (National Practical Examination) To assist HOD Science to Implementing EP-free Approach in Teaching and Learning 1. Ensure that there are no EP stocks in the EP cabinet. 2. No EPs are to be procured or used outside of the 14 working day national practical examination period. 3. Allow only the use of diluted EPs below the regulatory thresholds. Control Access 1. Restrict access of the Science Preparation Rooms, where chemicals are stored, to authorised personnel. 2. Ensure that the Science Preparation rooms are locked when unattended. To assist HOD Science to Regulating/Recording Amount Used 1. Use log books to record use of EPs. The log book should record the following information: a) date, time and purpose of purchase; b) description and quantity of EPs being deposited or drawn from cabinet c) starting volume/mass of EPs; d) date and volume/mass of EPs used; e) volume/mass of EPs left; f) endorsement of log book by Senior Subject Supervisor. Control Access 1. Restrict storage of EPs to specified quantity and type. 2. Chemical Explosive Precursors (EPs) are stored in locked metal cabinets when not in use. 3. Keys to the metal cabinet for storage of EPs can only be held by the HOD Science and the Principal. If HOD Science is not the Senior Subject Supervisor, Senior Subject Supervisor to draw and return key to metal cabinet for storage of EPs to HOD Science on a daily basis. Reporting Irregularities/Incidents 1. Notify the HOD Science immediately if any of the following incidents occur: a) loss of explosive precursor; b) loss of any storage premises key; c) unlicensed explosive precursor found on the premises; d) unauthorised entry of any person onto the storage premises; e) unauthorised issuance of explosive precursor; f) security or safety related incident; or g) circumstance that would reasonably raise a security concern. Safety and Security measures 1. Apparatus and materials to be used for the science practical exams should not be in line of sight of the CCTV. 2. Apparatus and materials should be covered to conceal the identity if these need to be moved to other labs and come into line of sight of the CCTV. Use/Prepare 1. Ensure safe usage/handling of EPs (e.g. no usage other than for official curriculum; no leaving of EPs unattended; no handling over of EPs to unauthorised persons etc.) 2. Lab TSO conduct lab preparation involving EPs in the presence of the Subject Supervisor. 3. Responsible for preparing all bench reagents which may include EPs. Use and Disposal 1. Licensed disposal companies are engaged for safe disposal of EPs. Before disposal, the storage of the EPs must comply with the security measures. 2. The amount (in mass) of EPs and its bottles to be handed over to the licensed disposal company are documented and signed by HOD Science and the personnel collecting the EPs in the log book.
School Science Laboratory Management and Safety Handbook ~99~ Science Laboratory Operations Support Officer (OSO) Roles and Responsibilities (Teaching and Learning) Roles and Responsibilities (National Practical Examination) To assist the TSO to Control Access 1. Restrict access of the Science Preparation Rooms, where chemicals are stored, to authorised personnel. 2. Ensure that the Science Preparation rooms are locked when unattended. To assist the Lab TSO if required. Control Access 1. Chemical Explosive Precursors (EPs) are stored in locked metal cabinets when not in use. Safety and Security measures 1. Apparatus and materials to be used for the science practical exams should not be in line of sight of the CCTV. 2. Apparatus and materials should be covered to conceal the identity if these need to be moved to other labs and come into line of sight of the CCTV.
School Science Laboratory Management and Safety Handbook ~100~ Senior Subject Supervisor Roles and Responsibilities (Teaching and Learning) Roles and Responsibilities (National Practical Examination) Regulating/Recording Amount Used 1. Purchase the amount of EPs for use as required 2. As far as practically possible, there should not be excess stock. 3. Use log books to record use of EPs. The log book should record the following information: a) date, time and purpose of purchase; b) description and quantity of EPs being deposited or drawn from cabinet (i) starting volume/mass of EPs; (ii) date and volume/mass of EPs used; (iii) volume/mass of EPs left; c) endorsement of log book by Senior Subject Supervisor. 4. Procurement of EPs within the 14 working day national practical examination period are purchased in minimal necessary quantities 5. Senior Subject Supervisor should only procure EPs for national practical examinations. 6. Procurement and subsequent storage of EPs should be within the 14 working day national practical examination period. 7. Submit a declaration form signed by HOD Science, Senior Subject Supervisor and the Principal to notify SPF that all EPs have been properly disposed within 5 working days after the last day of the national practical examination. Control Access 1. Restrict access of the Science Preparation Rooms, where chemicals are stored, to authorised personnel. 2. Ensure that the Science Preparation rooms are locked when unattended. 3. Restrict storage of EPs to specified quantity and type. 4. Chemical Explosive Precursors (EPs) are stored in locked metal cabinets when not in use. 5. Key to the metal cabinet for storage of EPs is only held by HOD Science and the Principal. 6. If Senior Subject Supervisor is not HOD Science, Senior Subject Supervisor to draw and return key to metal cabinet for storage of EPs to HOD Science on a daily basis. Reporting Irregularities/Incidents 1. Notify the Principal immediately if any of the following incidents occur: a) loss of explosive precursor; b) loss of any storage premises key; c) unlicensed explosive precursor found on the premises; d) unauthorised entry of any person onto the storage premises; e) unauthorised issuance of explosive precursor; f) security or safety related incident; or g) circumstance that would reasonably raise a security concern. Use/Prepare 1. Ensure safe usage/handling of EPs (e.g. no usage other than for official curriculum; no leaving of EPs unattended; no handling over of EPs to unauthorised persons etc.) Use and Disposal
School Science Laboratory Management and Safety Handbook ~101~ Senior Subject Supervisor Roles and Responsibilities (Teaching and Learning) Roles and Responsibilities (National Practical Examination) 1. At the end of the 14 working day national practical examination period, the Senior Subject Supervisor should hand over all remaining EPs to the HOD Science for disposal or dilution to below threshold concentration. The amount (in mass) of EPs and its bottles handled over to the HOD Science should be documented in the log book and signed by the Senior Subject Supervisor and the HOD Science. If the HOD Science is also the Senior Subject Supervisor, the Subject Supervisor would be required to hand over all remaining EPs to the HOD Science. The amount (in mass) of EPs and its bottles handled over to the HOD Science should be documented in the log book and signed by the Subject Supervisor and the HOD Science.
School Science Laboratory Management and Safety Handbook ~102~ Subject Supervisor Roles and Responsibilities (Teaching and Learning) Roles and Responsibilities (National Practical Examination) Regulating/Recording Amount Used 1. Purchase the amount of EPs for use as required. 2. As far as practically possible, there should not be excess stock. 3. Use log books to record use of EPs. The log book should record the following information: a) date, time and purpose of purchase; b) description and quantity of EPs being deposited or drawn from cabinet (i) starting volume/mass of EPs; (ii) date and volume/mass of EPs used; (iii) volume/mass of EPs left; c) endorsement of log book by Senior Subject Supervisor. 4. Procurement and subsequent storage of EPs should be within the 14 working day national practical examination period, and purchased in minimal necessary quantities. Control Access 1. Restrict storage of EPs to specified quantity and type. 2. Keys to the metal cabinet for storage of EPs can only be held by the HOD Science and the Principal. If HOD Science is not the Senior Subject Supervisor, Senior Subject Supervisor to draw and return key to metal cabinet for storage of EPs to HOD Science on a daily basis. Safety and Security measures 1. Apparatus and materials to be used for the science practical exams should not be in line of sight of the CCTV. 2. Apparatus and materials should be covered to conceal the identity if these need to be moved to other labs and come into line of sight of the CCTV. Use/Prepare 1. Ensure safe usage/handling of EPs (e.g. no usage other than for official curriculum; no leaving of EPs unattended; no handling over of EPs to unauthorised persons etc.) 2. Responsible for preparing EPs listed in the “Confidential Instructions” for their specific subjects. 3. Supervise lab TSOs in preparation of chemicals using EPs, such as bench reagents. Use and Disposal 1. Inform Senior Subject Supervisor if there is any EPs remaining during the examination period. At the end of the 14 working day national practical examination period, the Senior Subject Supervisor should hand over all remaining EPs to the HOD Science for disposal or dilution to below threshold concentration. The amount (in mass) of EPs and its bottles handled over to the HOD Science should be documented in the log book and signed by the Senior Subject Supervisor and the HOD Science. If the HOD Science is also the Senior Subject Supervisor, the Subject Supervisor would be required to hand over all the remaining EPs to the HOD Science. The amount (in mass) of EPs and its bottles handled over to the HOD Science should be documented in the log book and signed by the Subject Supervisor and the HOD Science.
School Science Laboratory Management and Safety Handbook ~103~ Note: • CCTVs related to EPs are password protected. The password is kept with the School Principal. • CPE, PE and Liaison Officers would not have any roles and responsibilities with regard to EPs due to exam confidentiality issues.
School Science Laboratory Management and Safety Handbook ~104~ Annex N (For Compliance) STOCKTAKE FOR EPs S/N Substance Volume/Mass last recorded in Log Book Volume/Mass checked 1. Ammonium Perchlorate* 2. Guanidine Nitrate* 3. Potassium Chlorate* 4. Potassium Perchlorate* 5. Sodium Chlorate* 6. Sodium Perchlorate* 7. Perchloric Acid* 8. Tetanitromethane* 9. Ammonium Nitrate 10. Barium Nitrate 11. Hydrogen Peroxide 12. Potassium Nitrate 13. Potassium Nitrite 14. Sodium Nitrate 15. Sodium Nitrite *Schools should not purchase these EPs Date of stocktake/audit : ________________________ Conducted by : ________________________ (signature & name of Subject Supervisor) Conducted by : ________________________ (signature & name of Senior Subject Supervisor)
School Science Laboratory Management and Safety Handbook ~105~ Annex O CLASSES OF LASERS Classification Description Class 1 Lasers in this class are of very low risk (i.e., “eye safe”), even with optical-aided viewing; incapable of causing eye damage; and exempt from labelling requirements. Examples of such products include laser printers and compact disc players. Class 1M Lasers in this class produce either a highly divergent beam or a large-diameter beam. Therefore, only a small part of the whole laser beam can enter the eye. However, these laser products can be harmful to the eye if the beam is viewed using magnifying optical instruments. Some of the lasers used for fibre-optic communication systems are Class 1M laser products. Class 2 Lasers in this class are limited to a maximum output power of 1 milliwatt (mW), which is one-thousandth of a Watt, and the beam must have a wavelength in the visible region between 400 and 700 nanometres (nm). A person receiving an eye exposure from a Class 2 laser beam, either accidentally or as a result of someone else’s deliberate action (misuse), will be protected from injury by his or her own natural aversion response (0.25 sec). This natural, involuntary response causes the individual to blink and avert his or her head, thereby terminating the eye exposure. Deliberate exposure to the laser beam may not be safe. Some laser pointers and bar-code scanners are Class 2 laser products. Class 2M Lasers in this class produce either a highly divergent beam or a large-diameter beam within the wavelength range of 400 to 700 nm. Therefore, only a small part of the whole laser beam can enter the eye. Their maximum power output is limited to 1 mW, similar to a Class 2 laser product. However, these products can be harmful to the eye if the beam is viewed using magnifying optical instruments or for long periods of time. Some lasers used for civil engineering applications, such as level and orientation instruments, are Class 2M laser products. Class 3R These lasers are higher-powered devices than Class 1 and Class 2 lasers and may have a maximum output power of 5 mW in the visible region. Class 3R lasers that emit outside the visible spectrum may be limited to lower power output. Class 3R laser beams exceed the maximum permissible exposure for accidental viewing and can potentially cause eye injuries, but the actual risk of injury following a short, accidental exposure is still small. Safety features of Class 3R lasers include the safety requirements for Class 2 lasers (e.g., a key switch and a connector for optional remote-control operation). Examples of Class 3R lasers include laser pointers and some alignment products used for home improvement work.
School Science Laboratory Management and Safety Handbook ~106~ Classification Description Class 3B Class 3B lasers may have sufficient power to cause an eye injury, both from the direct beam and from reflections. The higher the output power of the device, the greater the risk of injury. Class 3B lasers are therefore considered hazardous to the eye. Lasers in this class are capable of causing eye damage from short-duration (< 0.25s) viewing of the direct beam. Examples of Class 3B products include lasers used for physiotherapy treatments and many research lasers. Class 4 The lasers in this class have an output power greater than 500 mW (half a watt). There is no upper restriction on output power. Class 4 lasers are capable of causing injury to both the eye and skin and will also present a fire hazard if sufficiently high output powers are used. Many Class 4 laser products are safe during normal use, but they may not have all the protection measures required for a Class 1 product. Lasers used for many laser displays, laser surgery and cutting through metals may be Class 4 products.
School Science Laboratory Management and Safety Handbook ~107~ Annex P CASE STUDIES Case Study 1: Decolourising Leaves Using Methylated Spirit As part of a practical to test for starch in a variegated leaf, Student A boiled a beaker of water using the Bunsen burner. She added a leaf to the boiling water for a few minutes before taking it out and submerging it in a boiling tube of methylated spirit. Next, she placed the boiling tube of methylated spirit containing the leaf back into the beaker of boiling water without switching off the Bunsen burner. The methylated spirit suddenly splattered out towards Student B. Student B’s arm was scalded. The teacher immediately washed Student B’s arm under a running tap. Discussion questions: 1. Identify the potential hazards in this experiment. 2. What can be done to eliminate these potential hazards or to reduce the risks of boiling leaves using methylated spirit? 3. As the teacher, how would you conduct this lesson safely? Case Study 2: Metal Ball and Ramp A physics practical required students to examine the relationship of the motion of a metal ball rolling down a ramp. Mr Su, the physics teacher, briefed his students on the activity and did a short demonstration of how to collect one set of readings before allowing them to begin collecting data. The activity was to be done individually. During the practical, Mr Su walked around the laboratory to facilitate his students in their work. After the students finished collecting their data, they were tasked to analyse their data and answer the questions in the worksheet. At the end of the practical, students were instructed to return their apparatus to the teacher’s bench. Student A and Student B were discussing the results of their experiment and walking towards the teacher’s bench when student A slipped and fell. He was immediately attended to and Mr Su followed the school’s safety protocol in managing the incident. Student A was subsequently treated at the nearby hospital as an outpatient. A post incident investigation revealed that the student had slipped on a metal ball that had fallen onto the floor. Discussion questions: 1. What are the possible hazards of this activity? 2. What could the teacher have done prior to the practical to minimise the chances of the incident occurring? 3. What can the department do for future activities of a similar nature to prevent such incidents from occurring?
School Science Laboratory Management and Safety Handbook ~108~ Case Study 3: Paper Chromatography As part of the Scheme of Work for Lower Secondary Science, a teacher was supposed to carry out a laboratory practical on paper chromatography. Prior to the practical, the teacher notified the laboratory technician on the preparations of the resources needed. The solvent to be used for the activity was alcohol. The teacher left the preparation of the solvent (i.e., dilution to the required concentration) to the laboratory technician as this was the practice from previous years. At the beginning of the practical, students were informed that they will be carrying out a group activity on paper chromatography. They were shown a set-up of the separation process. The teacher explained and demonstrated how the students should go about carrying out the procedure. After the demonstration, she instructed the students to get into groups of four and go to the teacher’s table to collect the apparatus and materials. She then helped each of the students to pour about 1.5 cm of alcohol, from a bottle on the teacher’s bench, into their test tubes and instructed them to cover the test tube with a cork. Throughout the practical, the teacher went around the laboratory to facilitate group discussions. In the middle of the practical, the laboratory technician noticed that the amount of alcohol in the bottle had severely depleted. At the end of the practical, the students were instructed to discard the alcohol in the sink. As two students poured away the alcohol into the sink, two neighbouring students smelled the vapour and felt unwell. The teacher attended to the students immediately and brought them to the General Office. As a precautionary measure, an ambulance was called to send the four students to hospital for further checks. The form teachers accompanied them to the hospital. They were then checked by the doctor and discharged. Discussion questions: 1. What could have caused the four students to feel unwell? 2. What considerations should have been taken when preparing for the practical? 3. What should the teacher have been aware of while conducting the group activity? 4. What were some good practices that the teacher carried out? Case Study 4: Chemical Spills Science laboratory technicians and support staff were preparing bulk chemicals for science lessons. Bottles of concentrated acids were carried from the storage cabinet to the fume-hood for dilution. During the transfer, one staff missed a step and the bottle fell from his hand. The bottle of concentrated acid broke and spilt over the floor. Fumes were observed. The staff felt dizzy and suffered minor burns as some of the acid splashed over his pants and shoes. The Science laboratory staff evacuated the laboratory and called for assistance. No one was familiar with handling the large spill and the laboratory was cordoned off while the staff discussed on the actions to manage the spill. Discussion questions: 1. Identify the potential hazards when transporting or transferring chemicals.
School Science Laboratory Management and Safety Handbook ~109~ 2. What can be done to eliminate these potential hazards or to reduce the risks of chemical exposure? 3. How could science teachers and science laboratory technicians work together to strengthen processes and protocols in chemical preparation?
School Science Laboratory Management and Safety Handbook School Science Laboratory Management and Safety Handbook Annex Q TEMPLATE FOR NOTIFICATION OF RADIOACTIVE SUBSTANCES IN EDUCATIONAL INSTITUTIONS School*: Key Personnel in-charge 1*: Key Personnel in-charge 2: Name: Name: Email Address: Email Address: Phone No: Phone No: No Isotope* Half-life (days)* Manufactured Activity (Bq)* Date of Radioactivity Label* Current activity (Bq)^ Serial Number Other identification Physical Form * Manufacturer Date of Receipt Storage location 1 2 3 4 5 E.g Ir-192 73.83 3.70E+04 19/4/2016 IR192P046 Demo Lab Ir- 192 A15 Button check source EXAMPLE CO. 2/11/2016 Demo Lab *Required fields ^Auto calculated based on manufactured activity, half-life and Date of Radioactivity Label Note: 1. Please email the completed form to NEA_RPNSD_Licence@nea.gov.sg and carbon copy MOE CPDD at Darren_TAN@moe.gov.sg. 2. Please print a copy of this form and keep it in the school laboratory for record purposes. ~ 110~ School Science Laboratory Management and Safety Handbook

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~111~ School Science Laboratory Management and Safety Handbook Annex R STORAGE, ACCOUNTING, TRANSPORT AND DISPOSAL OF RADIOACTIVE MATERIALS 1. Radioactive materials should be stored in such a manner as to prevent unauthorised access. 2. The room wherein any radioactive material is stored should be well-ventilated. 3. The school must keep a record and conduct annual stock takes of the radioactive materials, which are verified by the appointed key personnel (KP) mentioned in para 12.3 b (iv), as per process for general lab equipment. The record should include the following particulars in respect of the radioactive material: • the name of radioactive material (sealed source); • the date of receipt; • the activity of the sealed source at the date specified by the manufacturer; • the serial number and other identification; • the whereabouts of the sealed source; • the date and particulars of person performing annual stock-take; • the date and the manner of disposal of the sealed source (if applicable). 4. Radioactive materials can be temporarily brought off-site such as during a short term loan. NEA need not be notified about such movements. However, for the permanent transfer of ownership, schools should write to NEA to update the ownership status of the relevant radioactive sources. 5. If the KP has reasonable grounds for believing that any radioactive material has been lost, he/she shall notify the Radiation Projection and Nuclear Science Department (RPNSD) of the National Environment Agency immediately. 6. Schools will be responsible for the ultimate disposal/export of the radioactive substances at the end of their useful life. During the procurement of radioactive sources, it is advisable to obtain a written agreement that the manufacturer will accept the return of the radioactive sources. For sources that have decayed to background levels, the KP may contact NEA for local disposal request. NEA will assess each disposal request on a case-by-case basis. The date and the manner of disposal of the sealed sources must be updated in the record book upon disposal.
School Science Laboratory Management and Safety Handbook ~112~ REFERENCES 1. American Type Culture Collection (ATCC). (2001). Internet reference: www.atcc.org. 2. Department for Education and Employment. (1996). Safety in Science Education. London: The Stationery Office. 3. Ministry of Health. (2004). Guidelines on the Import, Transport, Handling and Disposal of Human Pathogens for Diagnosis, Scientific Research and Industrial Uses in Singapore. Singapore. 4. Ministry of Manpower. (2006). A Guide to the Workplace Safety and Health (Risk Management) Regulations. Singapore. 5. Ministry of Manpower. (2006). Guidelines on Prevention and Control of Chemical Hazards. Singapore. 6. Ministry of Manpower. (2006). Workplace Safety and Health. Risk Management: Risk Assessment Guideline. Singapore. 7. Office of Safety, Health and Environment, National University of Singapore. Internet reference: www.nus.edu.sg/osh/osheservices.htm. 8. Public Health Agency of Canada, Office of Laboratory Security – MSDS. Internet reference: www.phac-aspc.gc.ca/msds-ftss/index.html#menu 9. Roy, K. R. (2012). The NSTA ready-reference guide to safer science: Vol. 2. Arlington, Virginia: NSTA Press. 10. Roy, K. R. (2012). The NSTA ready-reference guide to safer science: Vol. 3. Arlington, Virginia: NSTA Press. 11. School of Chemical and Biomedical Engineering, Nanyang Technological Institute. Internet reference: www.ntu.edu.sg/scbe/Safety.htm. 12. Stroud, L. M. (2008). Science laboratory safety manual. Raleigh, NC: Science & Safety Consulting Services. 13. The Association for Science Education. (2000). A collection of safety articles and notes from ‘School Science Review’ and ‘Education in Science’. UK: The Association for Science Education. 14. The Association for Science Education. (1996). Safeguards in the School Laboratory. UK: The Association for Science Education. 15. The Association for Science Education, Laboratory Technicians Task Group. (1997). The Prep Room Organiser. UK: The Association for Science Education. 16. The Health and Safety Commission, Advisory Committee on Dangerous Pathogens. (1995). Supplement to: Categorisation of Biological Agents according to Hazard and Categories of Containment. UK: HSE Books. 17. U.S. Department of Health and Human Services, Centres for Disease Control and Prevention and National Institutes of Health. (1999). Biosafety in microbiological and biomedical laboratories. USA: U.S. Government Printing Office.

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School Science Laboratory Management and Safety Handbook ~113~ 18. World Health Organisation, Division of Emerging and Other Communicable Diseases Surveillance and Control. (1997). Guidelines for the Safe Transport of Infectious Substances and Diagnostic Specimens. Geneva: WHO. 19. World Health Organisation (2004). Laboratory Biosafety Manual, 3'" edition. Geneva: WHO.