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 ~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.
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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.