Chapter 2: Emergency ResponseA. Section 2.1.1 Responding to Laboratory Emergencies

1. Incident 2.1.1.1 Sulfuric Acid Spill

2. Emergencies Requiring Evacuation—fires and chemical spillsa. Introductory Labs generally use small amounts of chemicals, so evacuation is rareb. Likely response is to panic when confronted with a fire or large chemical spill

i. Take a moment to calm downii. Then decide how to respond

3. When Do You Need to Leave?a. If a fire alarm goes off in a laboratory building (especially), get outb. If the emergency happens near to you

i. Call out loudly to let others near you know of the dangerii. Must decide to deal with it or to leave

iii. If you decide to leave, make sure you notify someone in charge quickly- Teaching assistant, instructor, other faculty, or staff member- Turn off gas and/or burners; Call 911 if no one found to notify

iv. Don’t put yourself at unnecessary risk—professional responders will helpc. Priorities in a hazardous situation:

i. Life Safetyii. Minimize property lossiii. “Everybody goes home” is the motto of the US Fire Serviceiv. No one should ever die trying to save a building

d. Other considerationsi. Pull fire alarm?

- Generally near main exits and/or stairwell doors- If the smoke or flame is too heavy, don’t put yourself at risk to do this- May not alert fire department, so go ahead and call 911 also

ii. Know where the exits are!- Not just for laboratory buildings, but any building you go into- True for hotels, movie theaters, airplanes, etc…- Sometimes nearest exit is not the one you entered from

iii. Is there a predetermined meeting place? Did someone you know get left?iv. Don’t go back in until given the all clear by emergency personnel.

4. Mitigating the Emergencya. Sometimes, quick action by a student can prevent a fire/spill from becoming worseb. We will specifically discuss these actions laterc. Don’t clean up chemical spills; notify instructor for helpd. Tough choice sometimes if someone is injured and can’t get out themselvese. Must decide, but becoming a second victim doesn’t help anyone

5. Non-Laboratory Related Emergencies (SWOSU Alert System)a. Some emergencies cause you to seek shelter, rather than to evacuate

i. Tornadoes and other stormsii. Usually designated “shelter-in-place” locations

- Hallways, Basements, Stairwells, Closets- Avoid windows and glass doors

iii. Should be aware of where to go prior to the emergencyiv. May need to assist people with disabilities; if you can’t help, notify responders

b. Police Emergencies (SWOSU Procedure)i. Follow instructions from law enforcementii. Universities may have protocols to follow; faculty should know the planiii. Turn off laboratory equipment, gas, heaters, etc… before you leave

c. Electrical Outages: turn off equipment anyway; cap bottles in hoods if you can

B. Section 2.1.2 Fire Emergencies in Introductory Labs1. Incident 2.1.2.1 Fire from Frayed Electrical Wiring

2. Dangers of Fires in Laboratoriesa. Burns and destruction as in “normal fires”b. Burning chemicals can produce toxic fumesc. Some chemicals may be explosived. Worst Case Scenario not very likely in Introductory Labse. Knowing what kind of fire you are facing makes it more likely you can put it out

3. Classes of Fires

a. Class A Firesi. Most common fire in non-laboratory situations—burning house or businessii. Most easily extinguished with wateriii. Not always the type of laboratory fireiv. Most labs don’t use water fire extinguishers

b. Class B Firesi. Burning Organic Liquids—gasoline, acetone, ethers, etc…ii. Common in Organic Chemistry and sometimes Introductory labsiii. Water does not mix with these liquids, so is not very effectiveiv. A stream of water might just splash the solvent and spread the fire

c. Class C Firesi. Any class A or B fire that also involves electricity—burning computerii. Water conducts electricity, so you may spread the electrical chargeiii. Never use water on this type of fire

d. Class D Firesi. “Active Metal” firesii. Alkali Metals (sodium, potassium, etc…) react strongly with wateriii. Hot magnesium or aluminum may also ignite with water

e. Lab fires generally involve Type B and Type C, so we don’t use water to put out

4. The Fire Triangle and Tetrahedrona. Using the fire triangle to understand how to prevent fires

i. Fuelii. Heat or Ignition Sourceiii. Oxygeniv. Fire can’t start with out all three of these

b. Using the fire tetrahedron to understand how to extinguish firesi. Fuel: wood (A), acetone (B)

- Not always easy to remove- Moving the fuel or non-burning fuel away from fire can help

ii. Oxygen (or oxidizing agent)- Almost always O2 gas from air- Place a beaker over the fire, or Put a lid on a trash can- Put a book on a burning piece of paper- Stop, drop, and roll is aiming to remove O2 - Coat with a powder or foam

iii. Heat/Energy- Keep away from flammables- Cool with water

iv. Chain Reaction- Fires are chemical reactions that propagate themselves - Catalytic Chain Reaction = products cause more reactants to react- Some fire extinguishers interfere with this process to stop the fire

5. How Fires Burna. Solids and Liquids don’t burn, they must be vaporized to gas b. Flammable vapors combine with gaseous Oxygen to burnc. Pyrolysis = “pyro = fire” “lysys = breaking down”

i. Bonds are broken and smaller components are given offii. The small components are volatile and become the gaseous fuel of the fireiii. Same process is used to process petroleum to smaller components (but no

fire)e. Momentary cooling may be enough to stop the production of gases and extinguish

the fire (stopping the chain reaction and/or removing the fuel)i. Works well for class B firesii. Solid fuels are often hot enough that momentary cooling doesn’t help

6. Matching Fire Extinguishers and Fires

7. Using Water to Extinguish a Firea. Not usually preferred for lab fires, which are often Type B and/or Type Cb. Water works primarily by cooling the burning fuel, stopping gasification, no heat

8. Carbon Dioxide Extinguishersa. Red, heavy, metal fire extinguisher with a big black coneb. Works for Class B or Class C firesc. Filled with liquid CO2, which vaporizes instantly at atmospheric pressured. Works by smothering fire (removing Oxygen by surrounding with CO2)e. This also momentarily cools the fire and reduces vaporous fuel as flame goes outf. Most liquids have low heat capacities, so they aren’t hot enough themselvesg. If another source of heat is present, however, the solvent might reigniteh. Doesn’t work as well on Class A fires, as solid wood remains hot enough to reignitei. For Class C fires, you must turn off electricity to keep from reigniting

CO2 PhaseDiagram

9. Dry Chemical Extinguishersa. BC Dry Chemical Extinguishers

i. Powder that coats the surface of a flammable liquid to eliminate vaporii. Extinguishes the fire for lack of fuel

b. ABC Dry Chemical Extinguishersi. Works like BCii. Also forms a sticky solid layer on Class A materials to prevent O2 reaction

10. Choosing a Fire Extinguishera. Fire codes require that buildings have the appropriate extinguisher for the most

likely kinds of fire to occur thereb. Most science buildings will have ABC extinguishersc. Some will have BC and/or CO2 extinguishers—don’t use on Class A firesd. Dry powder will seriously damage computers/instruments: Use CO2 insteade. IN REALITY: USE WHATEVER IS THERE!f. NOTE: Don’t assume a beaker of clear liquid is water—in a lab it may be Class B!

10. Using Fire Extinguishersa. Nothing substitutes for practice with the real thingb. All extinguishers are meant to work the same

i. Pull the pin—safety pin prevents accidental activation- Pin may be secured by plastic tie- Can break the tie by pulling or twisting the pin

ii. Aim the nozzle or cone at the base of the fire- Aiming above the fire doesn’t necessarily accomplish the goal- Small extinguishers have the nozzle right at the top- Some have a flexible hose, other have a solid pipe that swings up

iii. Squeeze the handle to discharge- Dry powder extinguishers make a little noise- CO2 extinguishers make a lot of noise; don’t let it scare you

iv. Sweep the discharge back and forth horizontally over the firev. Releasing the squeezed handle will stop the discharge

c. Most extinguishers only last 30 seconds to a couple of minutesd. Better off using it all up than having the fire reignite (use common sense)e. Have to know where it is before you can use an extinguisher

i. Fire code requires conspicuous locations—in labs, in hall outside lab, by exitii. Whenever you work in a lab, know where the extinguisher is

11. What if you are on fire?a. Fast response is the best responseb. Burning clothing/skin is a Class A firec. Safety showers must be available in all modern labs

i. The water will be cold (this is not a bathroom shower)ii. You may have to run to the safety shower, it might be a little ways offiii. Get burning or contaminated clothing off

- Don’t let modesty get you injured worse- Clear the room for safety and privacy

d. Drench Hoses = long flexible hose coming from a sink in some labsi. May be an option for small fireii. May have eye-wash capability

e. STOP, DROP, and ROLLi. Still an effective techniqueii. Works best if other pat out the fire on top—use jacket, towel, gloves

f. Covering with a fire blanket also very effectivei. May make worse if they are still standing—chimney effect (knock them

down)ii. Also can use to cover someone after they’ve been under a safety shower

g. Fire extinguisher?i. May not be for Class A, May also be toxic (but better than nothing)

12. Other Considerationsa. Should you fight the fire yourself? Yes if…

i. It is a small fire (flames floor to ceiling is not a small fire)ii. You can get the “correct” extinguisher quickly and you know how to use itiii. You can keep an exit available from the fire at all times

b. What else should you do?i. Let others (instructor) know what is going on: yell if you need toii. Have someone call 911iii. Get someone to start evacuating the buildingiv. Pull the fire alarm if you need to; this is not a prank, the firefighters won’t

mind if you put out the fire before they get there. They can make sure its out.

13. RAMP for Fires:a. Recognize: organic solvents, electrical equipment, reactive metalsb. Assess: How much is on hand? What are the ignition sources?c. Minimize: Store flammables and active metals in flammables cabinets. Get frayed

wiring or faulty electrical equipment fixed.d. Prepare: Know where fire extinguishers, safety showers, exits are located. Know

how to use fire extinguishers and fire alarms.

C. Section 2.2.1 Fire Emergencies in Advanced Labs1. Incident 2.2.1.1 Lithium Aluminum Hydride

2. Incident 2.2.1.2 Solvent Fire

3. Class B Fires: Organic Liquidsa. Likely to be present in large amounts in Advanced and Research Labsb. Remember that water is not a good way to fight these firesc. Chlorinated Solvents are often used in Organic reactions

i. Oxidized C atoms (attached to Cl) are not as flammable as reduced Cii. Hydrocarbons are very flammableiii. Chorinated Solvents are notiv. Halons (Halogenated Hydrocarbons of methane and ethane) were once used as

fire extinguishing agentsv. Damage to the Ozone Layer has greatly reduced their use

4. Class C Fires: Electrical Firesa. Usually have Class A materials burning, but were started by electricityb. Remember not to use water, because you may shock yourself/othersc. ABC Extinguisher is best, but may damage electrical equipmentd. A CO2 extinguisher might work, but not always. Won’t damage equipmente. Some computer labs and instrument rooms will have their own fire suppression

a. CO2 or some other inert gas displaces the oxygen in the roomb. Won’t harm electronicsc. You might not be able to breathe!

DichloromethaneChloroformCarbon Tetrachloride

CAMEO = database of computer programsused for planning emergency response

NFPA = National Fire ProtectionAssociation

5. What chemicals are used in fire extinguishers?a. Components

i. Propellant = pressurized gas to push active ingredient out (often N2, CO2)ii. Extinguishing Agent = material that puts out the fire

b. Dry Chemical Extinguishersi. ABC = Ammonium Dihydrogen Phosphate = (NH4)H2PO4

- Mildly corrosive combined with water (H3PO4)- Produces Metaphosphoric Acid Polymer when heated (HPO3)n - Coats fuel and starves it of oxygen to put out the fire

ii. BC = Sodium or Potassium Carbonate (NaHCO3)- Cleanup is easier (not corrosive)- Won’t work on Class A fires

c. Dry Powder Extinguishers for use on Class D firesi. Sand, Salt (NaCl) used to smother fireii. May not be in an extinguisher, but in a bucket!

d. Halon Extinguishersi. Historically: CBrClF2 or CBrF3 (but damaged ozone)ii. Dichlorotrifluorethane is a “greener” alternative using Argon as propellantiii. Expensive, but don’t damage equipment

e. Carbon Dioxide = propellant and extinguishing agent; good for Class B/C Fires

6. Class D Fires: Active Metalsa. Good reducing agents (easily oxidized)b. Na, K, Li—Alkali Metals (2 Na + 2H2O -----> H2 + 2NaOH)c. NaH (sodium hydride), LiAlH4 (LAH), RMgX, RLi (Grignard or Alkyl Lithium)d. Water is the worst thing to add to one of the fires: makes it worse!e. Often are used in flammable organic solvents for reactionsf. A bucket of sand may be your best betg. The sand may put out the metal fire, but you might need a BC or ABC extinguisher

to put out the burning organic solvent that often accompanies this fire

7. What if you have a fire in a Chemical Hooda. Recommended: Close the hood and evacuate if you don’t think you can put it outb. Hoods draw air from the room and expel it out the top of the building—feeds firesc. Hoods may automatically turn off if fire alarms are activatedd. If the fire alarm goes off and you are working in a fume hood, you may no longer be

safe to use hazardous chemicals any more

D. Section 2.1.3 Chemical Spills on You and the Lab1. Incident 2.1.3.1 Phenol Chemical Burn

2. Chemical Spill Basicsa. Run a wide range of severity: 1 M NaCl(aq) vs. Conc. HNO3 vs. 4L Acetoneb. For introductory labs: don’t try to clean up spills, notify instructor for helpc. Toxic fumes or chemical burns on skin may require evacuation or calling 911

3. Spills that Don’t Contaminate Peoplea. Solid spills

i. Usually aren’t that hazardous, since they don’t fume or spread easilyii. Have someone guard the area and notify an instructoriii. Brush into a dustpan to remove most solid and dispose of properly

- Don’t put it back into the bottle because it is now contaminated- Don’t put it in a trash can, unless directed by instructor (NaCl(s))

iv. Wipe down area with wet towels to remove final traces—dispose of properly

b. Liquid Spills: always notify instructor immediately for helpi. Most aqueous solutions won’t be flammable or toxicii. Organic liquids may be toxic and/or flammable

- Don’t let a spill turn into a fire: remove ignition sources, turn off heat- Cleanup may result in being overcome by vapors: always get help

iii. If properties aren’t known or are toxic/flammable: evacuate the roomiv. Contain the liquid so it doesn’t spread: use sand or another absorbent

- If you use up a spill kit, let someone know so it can be replaced- Paper towels can be used, but they must be disposed of properly

4. Splashes in Your Eyesa. You are required to wear goggles/safety glasses to avoid just thisb. Each lab should have an Eyewash Station

i. Need to know where it is; you may not be able to see well (can get help)ii. Get the eyewash activated (it should stay on by itself)iii. Stations should be checked out weekly

- Let water run for 3 minutes to flush out debris/bacteria- Make sure water flows evenly from both sides- Make sure no equipment is blocking the station- Let someone in charge know if it is not working properly

iv. Flush your eyes for at least 15 minutes (will seem like forever)- Get assistance- Need to hold eyelids open or have someone help (natural to close them)- Remove contacts- Move your eyeball around so it is all flushed

v. Seek medical attention immediately- Make sure all chemical out- Determine if any damage done- Determine if further treatment is needed- Find out what the chemical was; MSDS Sheet helpful

5. Spills that Contaminate Peoplea. Introductory Labs would likely have Strong Acids and Strong Basesb. Wear appropriate clothing to avoid skin contamination

i. Glovesii. Lab Coatiii. Goggles

c. Remove the contaminant as soon as possiblei. Scrape solid off of your skin immediatelyii. Then wash with copious amounts of water in a sink

d. Report the incident to an instructor after you start washing (have someone else tell)6. Using the Emergency Shower

a. Each lab (or just outside the door) should have an emergency showerb. Use if you spill a large amount of a chemical on you and your clothingc. Deluge Shower dispenses >75 L before it stops; Others have a off/on controlsd. The water is not heated! It will be cold! Cold is better than Dead!e. Can also be used in case of firef. Remove the contaminated clothing ASAP, then rinse your skin moreg. Clear the room and encourage safety over modestyh. Removed Clothing should be considered contaminated = hazardous wastei. Seek medical assistance as soon as possible; take MSDS sheet with you

E. Section 2.2.2 Causes and Prevention of Chemical Spills1. Incident 2.2.2.1 A Little Spill But a Big Impact

2. Causes of Chemical Spills: virtually all spills are preventable with RAMPa. Just like in everyday life, Human Errors are a common cause of chemical spills

i. Dropping containers, bumping bench or door frame, tripping, pouring/spillingii. Hurrying, being tired, poor housekeeping, not using safe techniques

b. Not implementing effective spill-prevention methodsi. Secure condenser tubing with wire or clamps—lab flooding overnightii. Use of funnels, clamping glassware when stirring, etc…

c. Equipment failurei. Shelving giving out, glassware cracking, pressure building in stored chemicalii. Tubing becoming brittle/old, valves sticking/leaking

d. Local Environment—Earthquakes, storms, etc…e. Violent Chemical Reactions/Explosions

i. Too much heat, lack of stirring, incompatible reactantsii. Usually comes down to Human Error again

Two students were carrying out a chemical reaction in the basement of a building when they dropped a container with about 5 grams of 2-chloroethyl isocyanate. This is a combustible, moisture-sensitive compound that could be harmful if swallowed, inhaled, or absorbed through the skin. The students experienced burning eyes and irritated lungs. The campus police arrived and pulled the alarm. A loud, low-pitched alarm sounded and scared some people in the building and confused others who were unsure what it really was and they did not know if they should evacuate. “Our professor initially thought we should stay in class” said one student. Eventually they evacuated. The building and adjoining restaurants were closed and classes were suspended. Traffic was blocked from a lane of the street for an hour and a half and buses had to be diverted. The environmental health and safety emergency response team cleaned up the spill.

3. Spill Preventiona. Preventing Human Error

i. Awareness: hazardous chemicals require focus and concentration on taskii. Good Housekeeping Practices:

- Clean, neat work area- Don’t store solvents or chemicals on the floor- Return chemicals to proper storage location- Nothing heavy stored above reactions or stored chemicals

iii. Transporting Chemicals- Recognize possibility of spillage is heightening during transport- Use secondary containers made for transporting chemicals safely- Use carts or hand trucks for heavy containers

iv. Transferring/Pouring Chemicals- Use spill containment tray under receiving vessel- Use pumps to transfer, rather than pour- Secure receiving vessel with clamp or weighted ring- Use funnels if compatible with chemical and right size

3. Spill Prevention—Other Tips and Best Practicesa. Never work alone—help with pouring/receiving and if you have a spillb. Minimize chemical amounts needed—and put away large bottles as soon as donec. Never perform a reaction in flask more than half full—room for heating/gasesd. Examine glassware for cracks before using—especially if heating/vacuum usede. Vigorous stirring prevents over heating in spots, which leads to splashes/bumping

4. Prevent Equipment Failuresa. May not be in charge, but can report cracked glassware, bad shelving, etc…b. State preference for non-mercury thermometersc. Suggest plastic bottles and/or smaller volume bottles of chemicals if possible

5. Prevent Adverse Chemical Reactionsa. Ask questions about new reactions you may performsb. Don’t be afraid to speak up if you aren’t comfortable with equipment or procedurec. Use RAMP before doing reaction

E. Section 2.2.3 Containment and Cleanup of Chemical Spills1. Incident 2.2.2.1 Mixed Solutions Spill

2. Who should clean up a major spill?a. Generally, student and even instructors should not be the cleanup teamb. OSHA requires HAZWOPER (Hazardous Waste Operations and Emergency

Response) training for most hazmat (hazardous material) spillsc. Sometimes, waiting may make the situation worse, so cleaning up is the best action

3. General Proceduresa. Evacuate—either the room or the whole building if needed (Pull Fire Alarm)b. Communicate—alert instructor or supervisor that a spill has occurred (ask for help)

i. Appropriate authorities may need calledii. Action should be taken to keep others out of the area of the spill

c. Isolate—limit the spreading out of the spill with sand, absorbent, paper towelsd. Mitigate—if the risk is low, you may participate in cleaning up the spill

4. Containment and Cleanupa. Never hesitate to ask for help (>100 ml probably should involve others)b. Chemical Spill Kits

i. Supplies for cleaning up certain kinds of spills are sold commercially as kitsii. Usually contain written instructionsiii. Don’t use if you haven’t been trained

c. Containing spillsi. Commercial “pillows”, “socks”, “pads” can absorb many times their massii. Absorbing ≠ Neutralizing; chemical will still be toxic/hazardousiii. Don’t use “pillows” for highly reactive compoundsiv. Use sand or kitty litter to build a “dike” around the spill if you need to

5. Acid and Base Spillsa. “Universal Chemical Absorbent” = 1:1:1 kitty litter/Na2CO3/sandb. Vermiculite = expanded mineral (with heat) to make absorbentc. Neutralizing agent can be used

i. Na2CO3, NaHCO3, or CaCO3 are often used to neutralize acidsii. Commercial agents (Neutrasorb, Spill-X-A, or Hazorb) may contain indicatoriii. Don’t use on highly reactive spills (HF, Fuming H2SO4, RCOOOH)iv. Vinegar (Acetic Acid), Hazorb, Spill-X-C, or Neutracrit can be used for bases

6. Solvent and Flammable Liquid Spillsa. Small spills can be cleaned up with paper towels left in the hood to evaporateb. Larger spills

i. Vermiculite, kitty litter, activated charcoal can be usedii. Spill-X-S, Solusorb, or Chemsorb are commercial absorbentsiii. Need to act quickly to prevent vapors from becoming concentratediv. May need to wear respirators to avoid fumes when cleaning upv. Must be trained to use a respirator correctly

7. Mercurya. Spill kits are availableb. Generally an absorbent bonds to the mercury to make it a solidc. Indicators can color any remaining mercury so you can see it better

8. If you decide to clean up a spill…a. Wear appropriate safety equipment: goggles, gloves, respirator, etc…b. Contain it before cleaning it upc. Add an absorbentd. Transfer the contaminated absorbent to a bucket or designated containere. Wipe up with paper towels; put them with the rest of the cleaned up absorbentf. Close the container, label it with what is in it, call authorities to dispose of

9. Leaking Gas Cylindersa. Find out what gas it is (N2 not a big deal, HCN a very big deal!)

i. N2, O2, He, Ar—not safety hazardsii. CO, HCN, NH3, HCl—are hazardous

b. Large leak of hazardous gas should prompt evacuationc. Used soapy water to pinpoint the leak (bubbles form over the leak)d. Turn off main cylinder valve; tighten any connections; turn back on (if safe!)e. If cylinder is leaking where it joins the main valve

i. You won’t be able to fix thisii. Call for professional help (Environmental Health and Safety, EHS)iii. Try to move cylinder outside, or into a hood if small

f. Flammable gas leak: don’t turn off any switches, sparks may ignite gasEvacuate immediately and call for help; do not attempt to fix or clean up

E. Section 2.2.2 Causes and Prevention of Chemical Spills1. Incident 2.3.1.1 Explosion During Undergraduate Research

2. Research is “real chemistry” with “real emergencies” possible

3. Preparing for Emergencies—questions to know the answers toa. Where are the exits? Can you find them in the dark? Or if building filled w/smoke?b. Where is nearest fire extinguisher? What type is it (probably A/B/C)? Class D fire?c. Where is eye wash station? Can you get to it if blinded by chemical in eyes?d. Where is safety shower? Are scissors available to get clothing off quick?e. Where is the first aid kit? What is in the kit?f. How do you call fire department? Police? Is there a landline and where?g. Where are fire alarms? Does that contact police? What do you do next?h. Where are the spill kits? What kind do we have?i. How do you turn off the equipment you are using? Is there a gas shut-off valve?j. Where is electrical panel? k. Who else is in lab? What safety training do they have?

Two undergraduates were involved working together on an independent research project. As they were finishing at the end of the day's work, a flask exploded – one student was burned on an arm and the other student was burned on a leg. A flask containing nitric acid was used in experiments and at the end of the day it was cleaned and sealed. Shortly thereafter the flask exploded causing the injuries. There was no fire with the explosion

4. Hazard Analysisa. What chemicals are in the lab and how much?b. Are flammables stored properly?c. Are there pyrophorics? Water reactives? Air sensitive chemicals?d. What equipment is used in this lab and what hazards are associated with it?e. Is the safety signage and communication adequate?

5. Practice Makes Perfecta. Walk to nearest fire extinguisher (and practice using if possible)?b. Walk to nearest eyewash, safety shower, with eyes closed (with supervision).c. Assist another person to eyewash or safety shower.d. Walk/crawl to exit as in smoke filled lab.e. Walk to spill kit location.f. Walk to first aid kit.g. Walk to gas and/or electrical shutoff.

F. Section 2.1.4 First Aid in the Lab1. Incident 2.1.4.1 CPR Revives Researcher after Electrical Shock

2. Injuries Do Happena. Statistically impossible to avoid all injuriesb. You should be ready to help when the inevitable injuries do occurc. Knowing what not to do may be as important as knowing what to dod. “Good Samaritan” laws generally protect you from liability if rendering aid

3. Inhalation of Gases and Vaporsa. Lack of oxygen may lead to asphyxiationb. Remove the person from the lab and get them to fresh airc. Don’t become the next victim

i. Assess the safety of the situation before going into the labii. Call for help before you go it iii. Give CPR if needed and you have been trained

4. Skin and Eye Exposure to Chemicalsa. Rinse the eye or skin with copious amounts of water for at least 15 minutesb. Some solids are water reactive, scrape off the skin prior to washing the skinc. Get to a doctor for any eye or large skin exposures

5. Burns (thermal burns only discussed here)a. Remove the source of heatb. Remove clothing, jewelry, etc… from affected areac. Cold tap water can cool burns (not if open blisters) and d. limit further damagee. Don’t apply creams or salvesf. Don’t apply ice, as you may cause frostbiteg. Transport to an emergency room ASAP

6. Electric Shocka. Turn off the source of electricity and be sure it is off before rendering aidb. You may be shocked by touching a victim still in contact with electricityc. Administer CPR if needed and you are trainedd. Call 911 and/or get to medical attention ASAP

7. Exposure to Extreme Colda. Liquid Nitrogen (77K) and Dry Ice (-78 oC) are ubiquitous in many labsb. Brief contact generally causes no damagec. Remove the cooling agent and warm the effected area with warm (not hot) waterd. Frostbite may exhibit hard, white skin—transport to emergency roome. Don’t rub the area to warm it up—causes more damage

8. Cuts or Open Woundsa. Small cuts can be cleaned and bandagedb. Large wounds: apply direct pressure and call 911c. Don’t remove any impaling objectd. Treat for shock

i. Keep patient warmii. Elevate their feetiii. Have them lie down (so as not to faint)

9. Traumatic Injuries (Explosion, Fall, Broken Bone)a. Call 911 immediatelyb. Assume spinal cord injury and don’t move the patient unless necessaryc. Stabilize the head and neckd. Don’t try to reset a broken bone!

10. Exposure to Biological Agenta. Don’t become the next victim; don’t render aid unless you will be safe from

exposureb. Separate the patient from the pathogenc. Transport to an emergency room for assessmentd. Have as much information about the exposure as possible for medical personnel

11. Radiation Exposurea. Not much you can do as “first aid”b. Separate the patient from the source of radiation and get to emergency room

12. General Issuesa. Don’t become a victim yourselfb. Have as much information for medical personnel as possiblec. Wear gloves—should be available in most labsd. Let someone else know before rendering aide. Call 911 (they’d rather have a false alarm than a dead patient)