Described are case studies illustrating chemical hazards in a photography lab due to compounds containing cyanide. Suggestions for preventing problems including proper procedures, housekeeping, facilities, and ventilation are considered. (RH)

Four questions chemistry teachers should regularly ask are How well informed am I on safety? Do I instruct students about safety in an appropriate manner? How well do I plan for safety? Do I accept my responsibility to supervise personally all laboratory activities? Answers to these questions are provided. (JN)

Presents a scenario related to the disposal of potentially dangerous ether. Several suggestions for dealing with peroxide-forming compounds are included. (JN)

Offers suggestions and outlines ten easy steps for assuring a safer science classroom environment. Includes such recommendations as: scheduling a safety inspection; displaying safety posters; enforcing a laboratory dress code; establishing a safety reference library; and updating safety report forms and procedures. (ML)

Presents two scenarios to illustrate the difference between liability and negligence. Also presents highlights of four actual cases related to laboratory security, appropriate facilities, proper instructions, and protective gear. (JN)

Provides safety considerations related to chemistry experiments and demonstrations. Includes procedures for a volcano demonstration (which does not use ammonium dichromate) and three clock reactions, a list of hazardous chemicals, and a list of questions to help decide whether the risk of an experiment is acceptable for a class. (JN)

The purpose of this document is to identify potentially hazardous substances that may be in use in many school laboratories and to provide an inventory of these substances so that science teachers may take the initiative in providing for the proper storage, handling, use, and if warranted, removal of hazardous materials. The document consists of…

A workshop was designed to (1) train teachers to become experts on chemical safety and storage; (2) examine and evaluate chemical storage in 12 Carroll County (Maryland) schools; and (3) develop a safety guide for all county science classrooms. Development, implementation, evaluation, and implications of the workshop are addressed. (JN)

Discusses six common problems which may occur when using temporary labels on chemicals, samples, or mixtures in teaching or research laboratories. Solutions to each of these problems are offered. (JN)

Describes a method for the preparation of hydrogen gas which is safer than conventional procedures. The procedure and equipment are described in detail. (BR)

Provides information on updating older fume hoods. Areas addressed include: (1) adjustment of the hood's back baffle; (2) hood air leakage; (3) light level; (4) hood location in relation to room traffic and room air; and (5) establishing and maintaining hood performance. (JN)

Highlights guidelines that should be implemented in administering a plan for the proper storage of chemicals. They include housing chemicals in multiple locations within a building to lessen the accident potential, not grouping them in alphabetical order, and storing them according to six major chemical classes. (JN)

Reviews the dangers of benzene as a toxin as well as a flammable substance. (CS)

Suggests that Experiment 13.2 (c) of the Nuffield 0-Level Chemistry Course be banned since the oxidation of lithium under very humid conditions can cause an explosion. (LS)