SAFE HANDLING OF LABORATORY GLASSWARE - Training · PDF file106 Capitola Drive Durham, NC 27713 (P) 919-544-6663 (F) 919-544-5800 Trainingnetwork.com PRESENTER'S GUIDE" SAFE HANDLING

106 Capitola Drive Durham, NC 27713

(P) 919-544-6663 (F) 919-544-5800 Trainingnetwork.com

PRESENTER'S GUIDE

" SAFE HANDLING OF

LABORATORY GLASSWARE "

Part of the "LABORATORY SAFETY SERIES" Quality Safety and Health Products, for Today...and Tomorrow



THE "LABORATORY SAFETY SERIES" This education program is part of a comprehensive series of programs addressing laboratory safety. This series includes the following twelve programs:

Handling Compressed Gas Cylinders in the Laboratory.

Preventing Contamination in the Laboratory.

Electrical Safety in the Laboratory.

Planning for Laboratory Emergencies.

Laboratory Ergonomics.

Flammables and Explosives in the Laboratory.

The OSHA Formaldehyde Standard.

Safe Handling of Laboratory Glassware.

Laboratory Hoods.

Material Safety Data Sheets in the Laboratory.

Orientation to Laboratory Safety.

Safety Showers and Eye Washes in the Laboratory.



TABLE OF CONTENTS Section

- INTRODUCTION TO THE PROGRAM 1

— Structure and organization — Background — Objectives — Reviewing the program

- PREPARING FOR THE PRESENTATION 2

— Structuring the presentation — Setting up the class and classroom

- CONDUCTING THE SESSION 3

— The initial steps — Showing the program — Conducting the discussion — Concluding the presentation — "Wrapping up" the paperwork

- OUTLINE OF MAJOR POINTS IN THE PROGRAM 4

- ACCOMPANYING MATERIALS 5

— Scheduling and Attendance Form — Quiz — Training Certificate — Employee Training Log



INTRODUCTION TO THE PROGRAM Structure and Organization Information in this program is presented in a definite order, so that employees will see the relationships between the various groups of information and can retain them more easily. The sections in this program include:

Inspecting glassware before use.

"Compatibility" factors.

Effects of extreme temperatures and pressures.

Matching glassware to the situation.

Using personal protective equipment.

Storage and handling.

Washing and cleanup.

Working with glass tubing.

Assembling apparatus. Each of the sections gives an overview of important information in one topic area, providing employees with the basis for understanding how to use and maintain laboratory glassware safely.



Background Glassware is a marvelous accomplishment. It can be shaped to accommodate any number of uses in our laboratories. However, because it is so fragile, if it bumped or dropped...or if too much pressure is applied...it is easily broken and can often cause injuries in the process. Some glassware accidents don't require much more than a band-aid. Others can result in a lot of blood and the need for a doctor's "needlework". The threat of contamination from the materials in the broken container can also be a serious consideration. Because of its potential to cause injuries and create hazardous situations, laboratory employees need to know the proper procedures for working safely with the glassware they use...as well as how to maintain it.

Objectives To help employees use and maintain laboratory glassware safely, this education and training program is designed to present basic information on glassware, how it should be used and how to work with it safely. Upon completion of the program, employees should:

Know how to check the glassware that they use to spot flaws, damage or other potential problems.

Be able to match the appropriate type and grade of glassware to the jobs they are doing.

Understand how to properly handle various types of glassware.

Be able to select the appropriate personal protective equipment for working with glassware.

Know how to safely make basic modifications to glass tubing.

Be able to safely set up apparatus using tubing and other glassware.



Know how to take the necessary safety precautions for using glassware in hazardous situations.

Be able to clean laboratory glassware properly and safely.

Understand how to properly store glassware when it is not being used.

Reviewing the Program As with any educational program, the "presenter" should go through the entire program at least once to become familiar with the content and make sure the program is consistent with company policy and directives. An "Outline of Major Program Points" section is included in this Presenter's Guide to help with this task and for general reference. As part of this review process, you should determine how you, as the presenter, will conduct your session. The use of materials such as handouts, charts, etc., that may be available to you needs to be well thought out and integrated into the overall program presentation.



PREPARING FOR THE PRESENTATION Structuring the Presentation In conducting this education session, you should proceed with a friendly and helpful attitude. Remember that the "trainees" are looking to your experience and knowledge to help them relate to the situations shown in the program. It is important to let the trainees interact with you and each other during the training session. Stimulating conversation within the group is one of the best things you, as the presenter of the program, can do to help everyone get as much as possible from the session. Be alert for comments that could help in this area in future sessions and make note of them. As the presenter, you also should:

Keep the session related to the topic of safe handling of laboratory glassware.

Relate discussions to safely handling and maintaining laboratory glassware.

Prevent any one person or small group of employees in the session from doing all the talking.

Get everyone involved. Ask questions of those who don't participate voluntarily.

Clarify comments by relating them to the key points in the program.



Use the "Outline of Major Program Points" section in this guide, as well as the information included in the quiz, as the basis for answering any questions. If you don't know the answer, say so. Tragic results may occur should you provide incorrect or inaccurate information. Remember, this is a positive program on the safe handling of laboratory glassware. Make sure your attitude and words reflect this and that the emphasis is always on providing the information needed by the attendees to improve their ability to work safely in their laboratories.

Setting Up the Class and Classroom Remember, there are a number of things that must be done to "set up" the class as well as the classroom. These fall into several groups of activities, and include:

Scheduling and Notification — Use the enclosed form to schedule employees into

the session. — Make sure that the session is scheduled so that it fits

into your attendees' work day. — Send out notification of the session well in advance,

to give people enough time to incorporate it into their schedule for that day.

— If possible, post a notification on bulletin boards in the affected employees' areas.

The Classroom — Schedule the room well in advance. — Make sure the room can accommodate the expected

number of attendees. — Check it again on the day of the program to make

sure there is no conflict. — Make sure the room can be darkened, and won't

create a glare on the television screen.



— Locate the light controls and test them. — Make sure the power for the videotape or DVD player

you are using operates separately from the room light.

— See if you can control the room temperature. — Know where the closest restrooms are. — Assure that the room is free from distracting noises. — Make sure emergency exits are marked and known

to the attendees.

Seating — Make sure everyone can see the screen from their

seat. — Make sure everyone can hear the videotape/DVD

and you (when you speak). — Check to see that seating is such that writing can be

done easily. — Make sure the seating arrangement allows eye

contact between attendees, and between you and attendees.

Equipment and Materials — Make sure videotape or DVD player, monitor, and all

appropriate cables and extension cords are available.

— Make sure a stand or table is available and is of appropriate height for all attendees to easily see the monitor.

— If you plan on using a chartpad, blackboard, or other writing board, make sure it is available, easy to see, and you have the proper writing implements.

— Make sure you have 6" x 8" index cards or other materials to be used as "name tents" for attendees.

— Make sure you have made up a sufficient number of copies of the quiz, as well as any other handouts you are using.



"Final Check" — Make sure equipment is in the room prior to the

scheduled session. — Make sure you have the right program, (look inside

the three-ring binder). — Check to see that the room is set up properly. — Check equipment prior to the presentation to assure

that it works. — Make sure extension cords, etc. are "taped down", if

need be, to avoid tripping. — If you are using the videotape version of the

program, run the "leader" up to the point where the program begins.



CONDUCTING THE SESSION The Initial Steps In conducting the session remember the positive nature of this presentation. Everyone is attending in order to learn more about how to handle laboratory glassware safely and maintain it properly. Initially, you need to:

Introduce yourself as the session leader.

State the title of the program, "Safe Handling of Laboratory Glassware" and the purpose of the session (to learn about how to handle and maintain laboratory glassware safely).

Inform the attendees when there will be breaks (if you plan them) the location of exits and restrooms and if water, coffee, or other refreshments will be available.

Make sure all of the attendees have "signed in" on your scheduling and attendance sheet. Remember, it is very important to document peoples' attendance at the session.

Once this housekeeping is done, it is time to move to the "meat" of the session. First, the attendees need to be informed about the objectives of the session (this is where you can use a flip chart or board to list the objectives, which should be done prior to the class starting). This listing should be preceded with some introductory remarks. Your own words are always best, but the remarks should include information such as the following paragraphs:

"When you look at laboratory glassware you can't help but see what a marvelous accomplishment it is. Artistic, yet efficient, it is almost perfect."



"But it does have one drawback. It can be extremely fragile! And as a result, if it is bumped or dropped... or if too much pressure is applied to it or there is a drastic temperature change...it can easily fracture or even explode, and we can be hurt in the process." "Some glassware accidents don't require much more than a band-aid. But others can result in a lot of blood and much more serious injuries. Also, contamination from the materials in the ruptured container can sometimes be a problem."

"So, how do we protect ourselves from glassware accidents? Well, we need to learn about our equipment, inspect it before we use it, and know the proper handling and maintenance procedures."

"The program we are going to watch today will give us a good overview of how to handle laboratory glassware safely and maintain it properly. To make this the most productive session possible we need to look at what we want to accomplish here today (verbally reference the 'Objectives' list from the first section in this guide, or point to the blackboard or chart where you have written them down)."

Once the objectives have been provided, you are ready to show the program. However, you do need to let the attendees know that they will be taking a quiz at the end of the session (if you are using it). It needs to be emphasized that they are not being "graded", but that the quiz is being used to see if the session is effectively transmitting information to them in a way they will remember.

Showing the Program At this point, you need to introduce the title of the program once again, "Safe Handling of Laboratory Glassware", darken the lights if necessary, and begin the showing of the program.



Conducting the Discussion After the videotape program has been shown, it is time for the group discussion on the information contained in the session. Care must be taken to make sure that the discussion is kept to the general topic of handling and maintaining laboratory glassware safely. There are several ways to conduct this discussion. These include:

Calling for questions from the attendees and using these questions as the basis for the discussion.

"Leading" the discussion through the points covered in the program using statements such as:

— One of the sections that we saw in the videotape discussed how to properly carry glassware when moving it from one surface or set-up to another. Who can review these techniques for us?"

— We saw an interesting sequence discussing the different types of gloves that should be worn when handling glassware in different situations. Who can review this for us?"

You should use the discussion format that you are most comfortable with. The "Outline of Major Program Points" section in this guide, and the questions and answers in the master copies of the quiz can also be very useful as a basis for discussion. Remember, you have allocated a limited amount of time in which this discussion can take place. It is important to blend the attendees' questions and areas of obvious interest with the objective of trying to touch on each major area within the session in the discussion. By touching on each area, the attendees are much more likely to retain the information presented in the session.



Concluding the Presentation Once discussion has concluded, whether naturally or you have had to bring the discussion to a close in order to complete the session within the time allowed, it is time to give the quiz (if you are using it). Again, remind the attendees that the quiz is only meant to help determine how effective the presentation of the information is, and that they will not be graded on it. Let them know that they have approximately five minutes to complete the quiz. At the end of the five minute period, remind the attendees to date and sign their quizzes, and then collect them. The attendees should be thanked for attending the session and reminded of any other sessions in the educational program that they may be attending. They can then be dismissed to return to their normal activities. *(An alternative to this approach is to give the quiz immediately after showing the program, then use a review of the quiz as a basis for your group discussion.)

"Wrapping Up" the Paperwork Before much time has passed, and the subject matter is fresh in your mind, several areas of "paperwork" must be completed. First, check to make sure that all attendees signed the scheduling and attendance form. Next, make sure that you have a quiz from every attendee, dated and signed. Also, depending upon what you have decided to do, a copy of the attendance sheet, along with the quiz for each attendee should be either filed in your files, or turned over to the attendee's department manager or the personnel office so that this paperwork can be included in their personnel file. The attendees' training logs should also be updated, and each attendee should be given a filled out and signed training certificate, signifying that they have successfully completed the course.



OUTLINE OF MAJOR PROGRAM POINTS The following outline summarizes the major points of information presented in the program. The outline can be used to review the program before conducting a classroom session, as well as in preparing to lead a class discussion about the program.

Glassware is a marvelous accomplishment. It is: — Designed efficiently. — Shaped "by science, for science".

But glassware is fragile and can break or shatter under a

number of conditions: — If it is bumped. — If it is dropped. — If too much pressure is applied. — If temperatures change too drastically.

Any of these problems can cause accidents. — Some accidents are minor. — Others can result in serious injuries. — Contamination can also be a problem.

How do we protect ourselves from glassware accidents? — Learn about our equipment. — Inspect it before use. — Follow proper procedures.

Glassware is everywhere. — Beakers. — Flasks. — Bottles and jars. — Tubing. — And more.



Each type of glassware is made for a specific purpose. — They should be used only for that purpose. — "Makeshift" apparatus is unstable and can lead to

accidents.

You should always determine the compatibility of

glassware with the chemicals you are using. — Especially acids and alkalies. — Many chemicals react with glass.

Only certain grades of glassware can stand up to lab

environments.

Labware can often be heated to extreme temperatures. — Inferior/flawed material can shatter or crack.

Certain operations require specifically designed

glassware: — Vacuum operations. — Gas-producing reactions.

Before working with glassware, always inspect it for

flaws. — Glass should be pulled from service if defects are

present. — Discard or send defective glassware to a glass

blower for repair.

Proper handling of glassware is also important. — Never carry a flask by its neck. — Never carry a beaker by its side. — Always use two hands carrying any glassware

(position one hand under the glass for support).



Gloves should be worn whenever glassware is handled. — Cut-resistant gloves are best. — Wear lab gloves underneath to keep out liquids. — Use insulated gloves with extreme temperatures. — Compromises must sometimes be made when a fine

sense of touch is required.

Never heat or cool glassware unless it is designed for

those processes. — Round-bottom flasks are best for boiling liquids. — Never set hot glass on a cold bench top.

Scratches in glass can grow to cracks later on. — So don't use glass/metal stirring rods.

Avoid any physical stresses to glassware. — Where necessary, stabilize it. — Use clamps and platforms to relieve pressure.

Ground-glass joints are crafted for a perfect fit. — Because of this they sometimes stick. — Never force a joint free (the glass can shatter). — Lubricate surfaces or use a teflon sleeve. — A heat gun can gently loosen the joints.

Cutting and bending tubing can also cause problems. — Make sure you are wearing gloves and safety

glasses.

Several specific steps should be followed to cut tubing: — Position a triangular file where the cut is to be. — Score the tube with your a single, light stroke.



— Grip the tube with your fingers on either side of the score mark (with the score facing away from your body).

— Gently pull the ends of the tube toward you. — The glass should snap at the score mark.

Remember to fire-polish the tube's ends. — Removes sharp edges. — Keeps cracks from appearing.

Bending tubing has its own procedures: — Heat it in a flame until the glass turns red. — Pull the ends toward you to form desired angle.

Setting up apparatus can involve pushing glass tubes

through a cork or stopper. — This should be approached with caution. — Determine that holes are the correct size for the

tubing. — Lubricate the hole and tube (with water or glycerin). — Hold the tubing with a towel. — Position the tube close to the insertion point. — Gently twist the tube into the stopper.

Using proper techniques when stirring materials is also

important. — Make sure that electrodes, tubing, etc. are placed

high enough to avoid the stir bar. — Avoid contact with any portion of the apparatus.

Some glassware can present unusual safety risks. — Make sure you have had the necessary training

before working with specialized equipment.

Vacuum operations can severely test glassware. — Container walls must be able to withstand pressure

differences.



— Containers can implode if they are not strong enough.

— Round-bottomed or thick-walled flasks should always be used.

Glassware that is showing repairs should be avoided. — It is more apt to break through thermal shock. — Checking for flaws before use is very important.

Often, protective measures should also be taken. — Place all vacuum apparatus behind a blast shield. — Always wear appropriate protective equipment

(goggles, gloves and even a face shield). — Cover flasks, dewers and desiccators with tape or

mesh, or use PVC coated containers.

Using containers made of other materials can also

prevent accidents. Alternatives include: — Metal. — Plastic. — Teflon.

Make sure the containers you select are appropriate for

the task.

More glassware accidents occur during clean-up than any

other activity. — Keep glassware clear of the sides of sinks. — Never use worn out cleaning brushes (they can

scratch the glass). — Avoid cleaning with "aqua-regia", "chromic acid" or

other caustics.

Be careful when drying glassware. — Place small articles on towels or in lined baskets.



— Large containers should be hung on pegs.

It is also important to know how to store glassware

properly. — Keep it well away from shelf edges. — Don't let instruments roll around in drawers (use

drawer pads). — Place glassware well back in hoods or on benches.

Know proper procedures in case of a mishap. — If something is falling, let it drop.

Use common sense when doing cleanup. — Wear leather or other cut-resistant gloves. — Never pick up fragments with your fingers… use a

dustpan and broom instead. — Dispose of glass pieces in "glass-only" receptacles.

Also be aware of any spilled substances. Look for: — The substance itself. — Contaminated broken glassware

Spilled materials may have to be disposed of as a

hazardous/biological waste. — The situation could conceivably require evacuation.

Know the location of eye washes and safety showers. — Make sure you can use them effectively.



* * * SUMMARY * * *

Remember the major principles for avoiding glassware

accidents

Learn about your equipment.

Inspect all glassware before use.

Follow proper procedures.

Use common sense!

1

ACCOMPANYING MATERIALS In order to assist you in conducting your session on laboratory safety, we have provided some materials that can be used with this program. These materials have been furnished in "master" form. This will enable you to make as many copies of these forms as you need. If you have colored paper available to you, it is often useful to put each form on a different color. This enables you to easily differentiate between the materials. The materials enclosed with this guide include:

Scheduling and Attendance Form This form is provided so you can easily schedule your attendees into each session of the program. It is important that you have each attendee sign in on the appropriate form, documenting their attendance at the session. Typically, a copy of this form is filed in the employee's personnel file.

Quiz The quiz is normally given after viewing the program. However, if you want an indication of the "increase" in the attendees' knowledge of how to handle laboratory glassware safely, you can give the quiz both before and after the program is shown. You can also use the quiz as the basis for class discussion. If you have decided to give the quiz both before and after the attendees view the program, it is often interesting to have the attendees compare their "before" and "after" answers as part of the session. Typically, the quiz is filed in the employee's personnel file.

Training Certificate This form allows you to give each employee their own "certificate of completion" showing that they have attended the course and taken the quiz. Space is provided to insert the employee's name, the course instructor and the date of completion.



Employee Training Log This log helps you to keep track of when each employee has taken this course, as well as associated courses or training. Space is provided to list pertinent data about the employee, as well as information such as the date the course was taken, and the instructor conducting the course. A copy of this form should be kept in each employee's training or personnel file.



QUIZ

"SAFE HANDLING OF LABORATORY

GLASSWARE" Name: Date: 1. Which of the following are commonly used types of laboratory

glassware? Tubing. Pipettes. Funnels. All of the above.

2. True or False... Acids often react with glass, resulting in damage and

contamination? True False

3. True or False... Alkalies never react with glass, so you don't have to

worry about damage or contamination? True False

4. Which of the following can be done to prevent ground glass joints from

sticking? Lubricate the ends before joining. Use a teflon sleeve at the joints. Both of the above.

5. True or False... "Fire polishing" the ends of a piece of cut tubing

removes sharp edges and prevents cracks? True False



6. Which of the following types of flasks are considered to be most suitable

for vacuum operations? Round-bottomed. Thick-walled. Both of the above.



QUIZ

"SAFE HANDLING OF LABORATORY GLASSWARE"

PRESENTER'S COPY...WITH ANSWERS 1. Which of the following are commonly used types of laboratory

glassware? Tubing. Pipettes. Funnels. X All of the above.

2. True or False... Acids often react with glass, resulting in damage and

contamination? X True False

3. True or False... Alkalies never react with glass, so you don't have to

worry about damage or contamination? True X False

4. Which of the following can be done to prevent ground glass joints from

sticking? Lubricate the end before joining. Use a teflon sleeve at the joints. X Both of the above.

5. True or False... "Fire polishing" the ends of a piece of cut tubing

removes sharp edges and prevents cracks? X True False



6. Which of the following types of flasks are considered to be most suitable

for vacuum operations? Round-bottomed. Thick-walled. X Both of the above.



SCHEDULING AND ATTENDANCE FORM TRAINING SESSION SCHEDULE

ATTENDEE DATE

TIME

SIGNATURE



EMPLOYEE TRAINING LOG

“SAFE HANDLING OF LABORATORY GLASSWARE” Employee: Employee #: Social Security #: Department: Date of Next Required Training:

DATE

TYPE OF TRAINING

OR COURSE DESCRIPTION

LOCATION OF COURSE MATERIALS

INSTRUCTOR'S NAME AND ADDRESS

CERTIFICATION OF TRAINING AND TESTING (Instructor's Signature)



TRAINING CERTIFICATE

This is to certify that ___________________________________________________________ (Employee Name)

has completed the laboratory safety course "SAFE HANDLING OF

LABORATORY GLASSWARE" and has been tested on the contents of the

course, as required.

This training, as well as the associated testing was conducted by

___________________________________ and was (Instructor Name)

completed on ___________. (Date)

Documents

SAFE HANDLING OF LABORATORY GLASSWARE - Training · PDF file106 Capitola Drive Durham, NC 27713 (P) 919-544-6663 (F) 919-544-5800 Trainingnetwork.com PRESENTER'S GUIDE" SAFE HANDLING