Identifying and Evaluating Hazards in Research Laboratories

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1. SCOPE AND APPLICATION1.1. ScopeThis guide can be used by an individual researcher or an institution in the development ofprocesses to effectively integrate the identification or recognition of hazards and the evaluation ofthe risks of those hazards with the aim of using this information to formulate a plan to minimize ormanage the risk presented by those hazards prior to the start of work. It also provides strategiesfor: (1) identifying and responding to changing conditions that can affect a hazard evaluation, (2)implementing processes in an institution not accustomed to the use of the techniques provided inthis document, and (3) assessing implementation of hazards identification and evaluationmethodologies.1.2. ApplicationThis guide was written for the researcher without deference to the point in their careers—undergraduate students, graduate students, postdoctoral scholars, instructors, principalinvestigators (PIs), or department chairs for implementation in a scientific research laboratory.Particular consideration was given to the variable nature of research in the choice and presentationof the techniques provided. Furthermore, recognizing the variable nature of research, this guideseeks to provide assessment approaches that are relatively easy to implement and use. Whileresearch laboratories and researchers are the primary audience for this guidance, other audiencesmay find it equally useful.2. DEFINITIONSChange control: The management process for requesting, reviewing, approving, and carrying outand controlling changes to agreed-upon deliverables or operational boundaries. It is sometimesreferred to as "Change Management."Chemical exposure hazard: A chemical for which there is evidence that acute (immediate) orchronic (delayed) health effects may occur in an exposed population. Exposure is related to thedose (how much), the duration and frequency of exposure (how long and how often), and the routeof exposure (how and where the material gets in or on the body), whether through the respiratorytract (inhalation), the skin (absorption), the digestive tract (ingestion), or percutaneous injectionthrough the skin (accidental needle stick). The resulting health effects can be transient, persistent,or cumulative; local (at the site of initial contact with the substance), or systemic (after absorption,distribution, and possible biotransformation, at a site distant from initial contact with thesubstance).Chemical Safety Levels (CSLs): Defined levels of hazard (1 through 4):7
• CSL Level 1: Minimal chemical or physical hazard. No concentrated acids or bases, toxics,carcinogens or teratogens. Less than 4 liters of flammable liquids. No fume hood required.Typical examples include science undergraduate teaching and demonstration labs, researchlab with minor chemical usage, laser labs (below Class 2B), and microscopy rooms.• CSL Level 2: Low chemical or physical hazard. Small amounts, less than 1 liter ofconcentrated acids or bases, possesses none or limited amounts of toxic or high hazardchemicals. Less than 40 liters of flammable liquids in use. May need a fume hood for someactivities. Typical examples include: chemistry/biochemistry teaching and demonstrationlabs and standard biomedical research labs.• CSL Level 3: Moderate chemical or physical hazard. Lab contains concentrated acids, bases,toxic, other high hazard chemicals, or cryogenic liquids. Carcinogens or reproductive toxinsare handled. Corrosive, flammable, toxic compressed gases in cabinets or fume hoods.Larger volumes of flammable liquids in the lab. Special hazards in limited quantities may bein the lab with Environmental Health and Safety (EH&S) approval (for example,hydrofluoric acid, pyrophoric chemicals, or cyanides). Labs are fume hood or local exhaustintensive.Some uses of a glove box for air reactive chemicals or quality control. Examplesinclude chemistry research, pharmacology, chemical engineering, and pathology labs, aswell as other chemical-intensive research labs.• CSL Level 4: High chemical or physical hazard. Work with explosives or potentiallyexplosive compounds, frequent use or larger quantities of pyrophoric chemicals. Use oflarge quantities or extremely high hazard materials with significant potential forImmediately Dangerous to Life and Health (IDLH) conditions in the event of uncontrolledrelease or foreseeable incident. Use of glove box for pyrophoric or air-reactive chemicals.Consequence: The most probable result of a potential incident.Exposure: The concentration or amount of a particular agent (chemical, biological, electrical,electromagnetic field (EMF), or physical) that reaches a target organism, system or subpopulationin a specific frequency for a defined duration.Failure modes and effects analysis (FMEA): An evaluation of the means that equipment can failor be improperly operated and the effects the failures can have on the process. 4Fault tree analysis (FTA): A graphical model that illustrates combinations of failures that willcause one specific failure of interest. It is a deductive technique that uses Boolean logic symbols tobreak down the causes of an event into basic equipment and human failures. 4Globally Harmonized System (of Classification and Labeling of Chemicals) [known commonlyas GHS]: A worldwide initiative to promote standard criteria for classifying chemicals according totheir health, physical, and environmental hazards. It uses pictograms, hazard statements, and thesignal words “Danger” and “Warning” to communicate hazard information on product labels andsafety data sheets in a logical and comprehensive way.8
Page 2 and 3: Identifying and Evaluating Hazards
Page 4 and 5: FOREWORDBefore 2008 the U.S. Chemic
Page 6 and 7: ACKNOWLEDGEMENTSThe ACS’s Committ
Page 10 and 11: Hazard: A potential for harm. The t
Page 12 and 13: asic elements of a hazards identifi
Page 14 and 15: or substitution of materials; prima
Page 16 and 17: Safety Cultures in Academic Institu
Page 18 and 19: They must also be committed to perf
Page 20 and 21: 4. Unconscious competence: You are
Page 22 and 23: thresholds are understood and who h
Page 24 and 25: 8. CHEMICAL SAFETY LEVELS - AN APPR
Page 26 and 27: Table 8-1 is designed to help you d
Page 28 and 29: Table 8-1 Suggested Approach for Es
Page 30 and 31: • Chemical identity and Globally
Page 32 and 33: 9.2. JHA Template and InstructionsR
Page 34 and 35: Table 9-1: Example Job Hazard Analy
Page 36 and 37: 9.4. How to Assess Effective JHA Us
Page 38 and 39: Since it is based on a style of thi
Page 40 and 41: Determining the Scope of the Review
Page 42 and 43: In many cases the equipment may bev
Page 44 and 45: Material too concentratedValve/stop
Page 46 and 47: • If you have valves or stopcocks
Page 48 and 49: Department:ChemistryDescription of
Page 50 and 51: Table 10-4. Hazardous Gas ExampleDe
Page 52 and 53: This example illustrates the value
Page 54 and 55: Other measures of success include i
Page 56 and 57: year in the United States and are f
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hazard assessments associated with
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As previously referenced, developin
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higher level of granularity than at
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• User variability is minimized b
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Benefits and Limitations:The benefi
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Benefits and Limitations:The benefi
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produce a better hazard analysis. I
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Evaluate EachStep or TaskRegulatory
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for the use? has cylinder been main
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• Preparing for the experiment -
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14. Dougherty, T. M. DiBerardinis,
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APPENDIX B: RISK RATINGRisk is the
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Table B-3. Example Hazard Risk Rati
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In order to provide a better strati
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APPENDIX C: SUPPORTING INFORMATION
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SummaryThe use of one control metho
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HAZARD TYPEGeneralChemicalChemicalC
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HAZARD TYPEGeneralMechanicalSpecifi
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Table E-1: Sample Portion of a Work
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Table E-2: Sample Portion of a Work
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Table F-1: Traditional Laboratory S
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Traditional Laboratory Safety Check
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Table F-2: Laboratory Hazard Risk A
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Hazard and ExposureCategoryAdequate
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Hazard and ExposureCategoryAdequate
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Table F-3: Laboratory Process Risk
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Hazard and ExposureCategoryAcute To
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Hazard and ExposureCategoryFall Haz
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Laboratory ProcessRisk AssessmentCh
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Laboratory ProcessRisk AssessmentCh
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USE AND STORAGEAuthorized personnel
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Table F-6: Chemical Hazard Assessme
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Are specific First-Aid supplies/pro
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APPENDIX G: SUPPORTING INFORMATION
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Table G-1a: Example of Completed Ma
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Table G-1b: Example of Completed Ma
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G-2: Example Standard Operating Pro
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Training Records“By my signature,
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