National Lab Standards for Undergraduate Chemistry (Draft ... · Although the traditional division of chemistry into analytical, biological, inorganic, physical and organic chemistry

1 | P a g e Preparation of Laboratory and Workshop Standards of Undergraduate Science and Engineering

Education program/ Chemistry

National Lab Standards for

Undergraduate Chemistry

(Draft Report)

March 2018



Table of Contents

SECTION ONE: ........................................................................................................................... 10

COMMON IMPORTANT POINTS TO ALL CHEMISTRY LABORATORIES ...................... 10

1 EXECUTIVE SUMMARY .................................................................................................. 10

Terms of Reference for Preparation of Laboratory and Workshop Standards of Undergraduate

Science and Engineering Education program .............................................................................. 10

2 INTRODUCTION ................................................................................................................ 11

2.1 BACKGROUND ............................................................................................................... 14

3 LABORATORY STANDARDS FOR TERTIARY CHEMISTRY EDUCATION

(UNDERGRADUATE) ................................................................................................................ 16

3.1 Lab Planning Module ......................................................................................................... 16

3.1.1 Types of Spaces .............................................................................................................. 16

3.1.1.1 Dry Laboratory ........................................................................................................... 16

3.1.1.2 Wet laboratory ............................................................................................................ 17

3.2 Workshops ......................................................................................................................... 18

3.2.1 Glassblowing Service ..................................................................................................... 19

3.2.2 Mechanical and Electrical/Electronics Workshop ......................................................... 19

3.3 Storage of Chemicals ......................................................................................................... 19

3.3.1 Principles of Safe Storage .............................................................................................. 19



3.3.2 Storage Facilities ............................................................................................................ 20

3.3.3 Storage of Different Materials........................................................................................ 22

SECTION TWO: .......................................................................................................................... 25

Minimum Standards for Undergraduate Inorganic Chemistry Laboratory ................................... 25

1. HUMAN RESOURCES (Inorganic Chemistry) ................................................................... 25

1.1 Teaching and support staff ................................................................................................. 25

1.1.1. English language qualifications ..................................................................................... 27

1.2. Manpower for Laboratory Cleaning .................................................................................. 27

2. INFRASTRUCTURE ........................................................................................................... 28

2.1. Teaching Laboratories ....................................................................................................... 28

3. LABORATORY FACILITIES ............................................................................................. 30

3.1 Major Instruments and Equipment..................................................................................... 30

3.2 Other Facilities/Accessories............................................................................................... 33

3.3 Glassware and Accessories ................................................................................................ 34

3.4 Chemicals and Reagents .................................................................................................... 36

4 LABORATORY SAFETY ................................................................................................... 40

4.1 Storage of Chemicals ......................................................................................................... 40

Introduction ................................................................................................................................... 40

4.2 Physical Location ............................................................................................................... 41



4.3 Chemical Incompatibility................................................................................................... 42

5 SAFETY MANUAL ............................................................................................................. 44

5.1 Elementary Safety Rules .................................................................................................... 44

5.2 General Safety Policies ...................................................................................................... 45

5.3 Responsibility for Safety.................................................................................................... 46

5.3.1 Responsibility of the Chemistry Department and Instructors ........................................ 46

5.3.2 Individual Responsibilities ............................................................................................. 46

5.3.3 University and Occupational and Environmental Safety Office (OESO) Responsibilities

46

5.4 Personal Protection ............................................................................................................ 47

5.4.1 Maintenance ................................................................................................................... 47

5.4.2 Hygiene .......................................................................................................................... 48

5.4.3 Eye Protection ................................................................................................................ 48

5.4.4 Foot Protection ............................................................................................................... 49

5.4.5 Skin Protection ............................................................................................................... 49

5.4.6 Hand Protection .............................................................................................................. 50

5.4.7 Respiratory Protection .................................................................................................... 50

5.5 General Safety Equipment ................................................................................................. 50

5.6 Fire Hazards ....................................................................................................................... 51



5.6.1 Electrical Equipment ...................................................................................................... 51

5.6.2 Flammable Liquids ......................................................................................................... 51

5.6.3 Combustible Liquids ...................................................................................................... 52

5.6.4 Safe Handling and Storage of Flammable and Combustible Liquids ............................ 52

5.7 Types of Fires .................................................................................................................... 52

5.8 Types of Fire Extinguishers ............................................................................................... 53

5.9 Chemical Hazards .............................................................................................................. 54

5.9.1 Labeling .......................................................................................................................... 54

5.9.2 Laboratory Cleanliness ................................................................................................... 55

5.9.3 Transport of Chemicals .................................................................................................. 55

5.10 Rules for Chemical Storage ............................................................................................... 56

SECTION THREE: ....................................................................................................................... 58

Minimum Standards for Undergraduate Organic Chemistry ........................................................ 58

1. Human Resource ................................................................................................................... 58

1.1. Instructors .......................................................................................................................... 59

1.1.1. Role and responsibilities: ............................................................................................... 59

1.2. Laboratory Manager........................................................................................................... 59


1.3. Laboratory Technician (Technical assistant) ..................................................................... 60




2. Infrastructure ......................................................................................................................... 61

2.1.1. Building Design Issues ................................................................................................... 61

2.1.2. Important consideration in designing chemical laboratories.......................................... 61

3. Laboratory Facilities ............................................................................................................. 64

3.1. Fixed chemical cabinets: .................................................................................................... 64

3.2. Metal cabinets for solvents ................................................................................................ 64

3.3. Furniture Design, Location, and Exit Paths ....................................................................... 65

3.4. Cleanability ........................................................................................................................ 66

3.5. Breakrooms ........................................................................................................................ 66

3.6. Entries, Exits, and Passageway Width ............................................................................... 66

3.7. Inside Laboratory Facilities ............................................................................................... 67

4. Equipment, apparatus and chemicals .................................................................................... 68

4.1. Emergency equipment ....................................................................................................... 68

4.2. Other important equipment ................................................................................................ 69

4.3. Instruments:........................................................................................................................ 69

4.4. Apparatus ........................................................................................................................... 69

4.5. Chemicals/reagents ............................................................................................................ 71

5. Chemical Storage .................................................................................................................. 74



5.1. Flammable liquid storage ................................................................................................... 74

5.2. Chemical storage groups .................................................................................................... 74

6. Laboratory Safety.................................................................................................................. 76

6.1. Safety Culture and Your Role in It .................................................................................... 77

6.2. Personal Protective Equipment (PPE) ............................................................................... 77

6.2.1. Hair and clothing (Dressing for the Laboratory) ............................................................ 77

6.2.2. Eye Protection ................................................................................................................ 78

6.2.3. Gloves............................................................................................................................. 79

6.2.3.1. Gloves Comparison Chart .......................................................................................... 79

6.3. Laboratory Protocols .......................................................................................................... 80

6.3.1. Laboratory Environment ................................................................................................ 80

6.3.2. Housekeeping ................................................................................................................. 81

6.3.3. Labeling Chemicals ........................................................................................................ 81

6.3.4. Inhaling Harmful Chemicals .......................................................................................... 81

6.3.5. Hazardous waste containers ........................................................................................... 82

6.3.5.1. Sealing hazardous waste containers ........................................................................... 82

6.3.5.2. Labeling hazardous waste containers ......................................................................... 82

6.3.5.3. Hazardous waste container storage ............................................................................. 82

6.3.6. Disposal of Chemicals .................................................................................................... 83



6.4. Important points to be noted .............................................................................................. 83

7. Guide to Chemical Hazards .................................................................................................. 86

7.1. Important symbols to be noted ........................................................................................... 86

7.4 References ............................................................................................................................... 87

SECTION FOUR: ......................................................................................................................... 88

1..................................................................................................................................................... 88

1.1. Wet lab ................................................................................................................................... 88

1.2. Dry lab ................................................................................................................................... 89

2. Human resources ....................................................................................................................... 90

3. Practical Analytical Chemistry ................................................................................................. 91

3.1. Minimum standards for instrumental analysis ....................................................................... 91

3.2. Chemical reagents required to carry on practical analytical chemistry ................................. 93

3.3. Chemical reagents required to carry on real sample analysis ................................................ 93

4. Laboratory safety ...................................................................................................................... 94

4.1. Good safety practices: Do ...................................................................................................... 94

4.2. Bad safety practices: Don’t .................................................................................................... 95

4.3. Proper labeling and safe storage of chemicals ....................................................................... 95

4.3.1. Labeling .............................................................................................................................. 95

4.3.2. Storage ................................................................................................................................ 96



4.3.2.1. Pattern of organic chemicals in storage cabinets ............................................................. 96

4.3.2.2. Pattern of inorganic chemicals in storage cabinets .......................................................... 97

4.3.2.3. Some important tips for storage ....................................................................................... 98

4.4. Safe use of chemical fume hood ............................................................................................ 98

4.5 References ............................................................................................................................... 99



SECTION ONE:

COMMON IMPORTANT POINTS TO ALL CHEMISTRY LABORATORIES

1 EXECUTIVE SUMMARY

Terms of Reference for Preparation of Laboratory and Workshop

Standards of Undergraduate Science and Engineering Education Program

1.Review best practices of laboratory standards already in use in Ethiopia and elsewhere in

undergraduate programs of science and technology fields, particularly analytical, inorganic,

organic and physical chemistry and submit documentation on the same;

2. Define the minimum standards and norms of laboratories in Analytical, Inorganic, Organic

and Physical Chemistry to be adopted by the Ministry to be implemented by the existing

public universities and the ones to be established;

3. Prepare and present draft reports and standards to group of experts and stakeholders for

feedback and comments;

4. Finalize the draft documents based on the comments and feedback from the Academy,

Experts and stakeholder workshops before submitting the final report to the Ministry.



2 INTRODUCTION

Chemistry is fundamental to understanding our environment, new developments in

technology, and our society. In other words, it is central to our lives. That’s why chemistry is

often called the “Central Science”. Although the traditional division of chemistry into

analytical, biological, inorganic, physical and organic chemistry is still applied, these

distinctions between chemistry sub-disciplines are fading, and chemistry increasingly overlaps

with other sciences. Regardless of the fact that chemistry is usually taught either as a separate

discipline or as a complementary component of science as a whole, the molecular

perspective, i.e. the properties and behavior of matter lies at the heart of chemistry. Thus the

goal of quality chemistry teaching should be to communicate this molecular view to students

and to teach the skills necessary for the students to apply this perspective.

Chemistry programs in higher education should offer their students a wide-ranging and

thorough chemistry education that provides them with the intellectual, experimental, and

communication skills necessary to become successful scientific professionals. Offering such a

program requires an energetic, committed and accomplished faculty/staff, a modern and well-

maintained infrastructure, and a rational chemistry curriculum that develops content

knowledge and broader skills through the utilization of efficient academic approaches.

Since the establishment of the University College of Addis Ababa (1950), renamed Haile

Selassie I University (1962), since 1975 Addis Ababa University (AAU), the number of

public universities under the Ministry of Education (MoE) in Ethiopia has dramatically risen

to well over 40. While the diversity of institutions and the growth of the student population

will significantly contribute to strength in higher education, it is of paramount importance to

ensure that the programs offered in all public higher education institutions in the country are

appropriate to the educational missions of their institutions. Graduates, who attain a

bachelor’s degree in chemistry from the various institutions, must complete all the

requirements of an integrated, thorough program including introductory and foundational

course work in chemistry and in-depth course work in chemistry or chemistry-related fields



with a strong emphasis on laboratory experience and the development of professional skills

needed to be a competent chemist.

In today’s global world, excellent chemistry education opportunities provided by an

institution to its students not only produces competent and qualified chemists, but it also helps

new graduates in the transition from undergraduate studies to graduate/professional studies or

excellent career opportunities. In this regard, it’s worth to note that in many countries,

including Ethiopia, the large majority of undergraduates that complete a bachelor in

chemistry do not go to graduate school but enter the chemical, pharmaceutical, food, textile,

leather and other allied industries. From the industry perspective, “a chemist who

understands how to think, has the technical background, is inquisitive, but who is not

necessarily so focused on a particular discipline is what any chemical industry expects from a

bachelor’s degree holder in chemistry” (Shannon Bullard, DuPont Chemical Company).

Learning the fundamentals of chemistry is still the key factor, but equally important is the so-

called soft skills-collaboration and communications that students can learn in class but more

often learn through research experiences and internships. Last but not least, one area that does

not receive much attention in academia is safety. The lack of safety training for

undergraduate chemistry students in chemical handling and storage; chemical fume hoods;

chemical safety plans can cause adverse effects to students during their undergraduate

studies and later in their careers, because employers will have to invest considerably in

developing safety training courses for their new bachelor’s degree employees.

In summary, in order to support a viable, high quality and sustainable undergraduate

chemistry program, the institutional environment must be put in place with a continuing and

stable financial support. In this regard there is a clear need that a number of factors need to be

given due attention with regard to

Human Resources (Faculty/staff)

Infrastructure ( Physical Plant, Instrumentation, Laboratory Safety Resources)

Safety and

Curriculum



Within the scope of the “Preparation of Laboratory and Workshop Standards of

Undergraduate Science and Engineering Education Program” this project aims at

developing the minimum standards for undergraduate chemistry studies, sub-discipline

Inorganic Chemistry in the areas of

a) Human Resources

b) Infrastructure and

c) Safety

to be implemented in all public universities in Ethiopia.



2.1 BACKGROUND

Ethiopia’s higher education infrastructure has grown rapidly in the last 20 years. From just

two universities some 20 years ago, the country has built 51 (47 public and 4 private)

universities excluding Public Technical and Vocational Education and Training Institutions

(TVET Institutions) and about 108 private colleges and university colleges over the past two

decades. Access to education in Ethiopia at all levels, has improved significantly, with

greater numbers of students completing secondary education and continuing on to tertiary

education.

Since 2010, MoE has adopted the policy of 70:30 university intake ratios in favour of

science and technology. While the pace of growth of higher education expansion in Ethiopia

has been very impressive, the rapid growth of Ethiopia’s higher education system has come

at a cost with daunting challenges (quality, costs, infrastructure and human resources). The

quality of these new universities varies widely; from successful research schools, to

substandard institutions whose eligibility for a university title is questionable, because they

lack the corresponding infrastructure, staff and resources. The major cause for this is that the

construction of classrooms, laboratories, office space for teaching staff, libraries and

expansion of library collections, basic laboratory facilities, computer labs, and the

development of electronic networks lag way behind enrolment expansion. The consolidation

of new facilities and infrastructure will certainly take some time. However, at this critical

stage, where much has already been accomplished, the primary focus should be on quality

assurance and a commitment to appropriate and sustained infrastructure. Cognizant of this

key and burning issue, MoE is planning to establish and maintain minimum standards for

laboratories and workshops of undergraduate science and engineering education programs of

public universities. To this end, MoE has requested the Ethiopian Academy of Sciences

(EAS), the sole Government advisor in the area of Science and Technology to undertake the

aforementioned task in collaboration with the respected departments of Addis Ababa

University.

Hence, as part of this undertaking as per the TOR, the minimum standards for laboratories

and workshops of undergraduate programs in Chemistry, sub-disciplines, Analytical,



Inorganic, Organic and Physical Chemistry have been prepared for the following specific

areas:

a) Human Resources

b) Infrastructure

c) Laboratory Facilities

d) Safety Manuals



3 LABORATORY STANDARDS FOR TERTIARY CHEMISTRY EDUCATION

(UNDERGRADUATE)

Introduction

Academic laboratory buildings include both teaching and research and labs. While teaching labs

are unique to the academic sector, academic research labs can be very similar to those of the

private (at its infancy in Ethiopia) and government sectors.

Science functions best when it is supported by architecture that facilitates both structured and

informal interaction, flexible use of space, and sharing of resources.

3.1 Lab Planning Module

The laboratory module is the key unit in any lab facility. When designed correctly, a lab module

will fully coordinate all the architectural and engineering systems. A well-designed modular plan

will provide flexibility and expansion.

3.1.1 Types of Spaces

3.1.1.1 Dry Laboratory

The Dry Laboratory Space Type is a laboratory space that is specific to work with dry stored

materials, electronics, and/or large instruments with few piped services. The laboratories defined

by this space type are analytical laboratories that may require accurate temperature and humidity

control, dust control, and clean power. Dry laboratory space types are designed to accommodate

scientific equipment and project-specific work patterns. Typical features of dry laboratory space

types include the list of applicable design objectives elements as outlined below:

Constant and Reliable Temperature and Humidity: As some equipment and experiments are

temperature- and humidity-sensitive, constant conditions are required in Dry Laboratory Spaces

to ensure that equipment can perform properly and that experiments produce accurate results.

Laboratories are usually supplied with variable volume terminal reheat system with pre-filters

https://www.wbdg.org/building-types/research-facilities/private-sector-laboratory

https://www.wbdg.org/building-types/research-facilities/government-laboratory



and after-filters for 90% efficiency. In general, laboratory spaces have positive pressure relative

to other spaces with no return air from the laboratory to the other spaces.

Dust Control: Just as experiments and equipment may be sensitive to changes in temperature

and humidity, so might they be to dust and other foreign particulates.

Durable/Flexible/Mobile Casework: As working conditions will often change due to new

equipment, projects, experiments, dry laboratories are usually fitted with mobile casework to

allow for flexibility in the floor plan. This casework is generally a pre-manufactured laboratory

metal casework system. Counters are typically a plastic laminate with integral splash.

Reliable, Easy to Access, Wiring System: Due to the flexible nature of the Dry Laboratory, the

distribution of critical wiring (Power, Voice data, and Heating, Ventilation, Air Conditioning

(HVAC) should be clearly laid out, and easy to access and redirect. Thus, a raised floor system is

the recommended system of distribution of critical services for this space type.

Fire and Life Safety: All Laboratory Spaces typically will contain a hand-held chemical

emergency fire extinguisher in an emergency equipment cabinet.

3.1.1.2 Wet laboratory

Wet Laboratory space types are laboratories where chemicals, solvents, or other materials are

used and analyzed requiring water, direct ventilation, and specialized piped utilities. Wet

Laboratory Space Types are unique in that they must accommodate simultaneous and separate

ventilation and utility connections at individual lab modules to ensure both the reliability and

accuracy of results as well as occupant safety throughout the space. Typical features of wet

laboratory space types include the list of applicable design objectives elements as outlined

below:

Surfaces: Resilient surfaces are an integral part of the Wet Laboratory space type design. Use

epoxy paint for lab walls and monolithic, seamless, chemical-resistant vinyl flooring with

integral coved based and heat-resistant plastic films/ sheets finish.

https://www.wbdg.org/design-objectives/productive/design-changing-workplace



Separate Laboratory Modules: A Wet Lab space is typically divided into separate laboratory

modules that contain individually controlled connections to HVAC, utilities and safety devices.

Modules are defined spatially by floor-to-ceiling structural slab with underfloor plenum divider.

While research labs must have air conditioning for temperature control in the space,

undergraduate and teaching labs do not need to be cooled, and mechanical systems can be

limited to providing heat and ventilation only.

Dust Control: Just as experiments and equipment may be sensitive to changes in temperature

and humidity, so might they be to dust and other foreign particulates.

Gas/Utility Services: Utility connections in Wet Laboratory Space Types can include vacuum,

pneumatic supply, natural gas, and distilled water. The fittings and connections for each module

are connected to the building distribution system for six nominal piping systems. High-pressure

gas cylinders (N2, Ar, He) are also used in wet labs.

Fume Hoods: To ensure safe containment of chemicals in use, fume hoods are required to

maintain high fume hood face velocity and high air volume. However, in teaching labs

(undergrad labs) that are typically not continuously in use by students, using constant air volume

fume hoods in these labs will allow the sash to be shut off completely to maximize energy

savings. Users should always turn off constant air volume fume hoods and close the sash

when they are not in use.

It is also typical of this Space Type to include an acid and corrosives vented storage cabinet

located under the fume hood, as well storage for emergency equipment.

Fire and Life Safety: All Laboratory Spaces typically will contain a hand-held chemical

emergency fire extinguisher in an emergency equipment cabinet, safety showers, eyewashes, and

first aid kits. Moreover, personal protective equipment (PPEs) should be made available at

suitable places, where visitors are required to wear them before they enter or pass through wet

laboratories.

3.2 Workshops



3.2.1 Glassblowing Service

A workshop furnished with a comprehensive range of equipment to repair and manufacture basic

scientific glassware (vacuum lines, Schlenk tubes, traps, and other common laboratory glassware

together with the technical expertise of the staff.

3.2.2 Mechanical and Electrical/Electronics Workshop

1. A mechanical workshop providing maintenance and repairs to laboratory equipment and

facilities.

Electrical/electronic workshop for testing and repair work of portable electrical

and electronic equipment including instrumentation and instrument controllers.

3.3 Storage of Chemicals

Chemical storage is an important part of chemical safety. There is a range of storage facilities

suitable for chemicals in the laboratory environment. Several of these are specially designed for

the safe storage of different types of hazardous substances. It is important to understand what

substances can be safely stored in which storage container.

3.3.1 Principles of Safe Storage

Labeling: All chemical containers must be appropriately and clearly labeled with the

following information:

Name of substance

Hazard category (e.g. corrosive, flammable, oxidizing, and toxic).

Compatibility: It is essential to segregate incompatible substances. The improper storage

or mixing of chemicals can result in serious incidents and injuries. (See Appendix 1),

Incompatibility table for common laboratory chemicals.

Minimize quantities: Store the minimum stock levels of hazardous materials that is

reasonable for the level of usage in the lab. Large quantities of hazardous materials

should be stored in purpose built external chemical stores.

https://warwick.ac.uk/fac/sci/chemistry/chemintra/research/facilities/electrical/safety/



Remember: LESS IS BETTER- IT IS SAFER!

Maintain good housekeeping. As in all work areas, clutter should be kept to a minimum

on general shelving as well as in storage cabinets/cupboards.

Maintain good stock control and be aware of time-sensitive compounds such as ethers

which once opened and exposed to the air can produce peroxides which are highly

explosive. This means a regular review of what is being stored and disposal of surplus or

unwanted chemicals. Pay particular attention to expiry dates and the date when a bottle is

first opened should be clearly shown on the label.

Do not store chemicals under sinks as they may leak and some chemicals react when

wet.

Store large breakable containers, particularly of liquids, below shoulder height.

Storage of other materials e.g. plastic containers, above this height is acceptable provided

that there is a safe means of access to the storage location.

Sensible shelf storage – ensure shelves are not so high that workers need to access them

via the benches or lab chairs. Keep light and/or infrequently used containers on the higher

shelves. Lips on shelves are helpful as is ensuring that chemicals stored on shelves over

the centre of the bench, cannot be pushed back and fall off the far side.

Items in cabinets should be stored on trays, whether the trays be integral to the storage

cabinet or are additional.

3.3.2 Storage Facilities

Shelving: Provided for storing hazardous substances should be fit for purpose and fitted

to an appropriate standard by a competent person. The following principles should be

followed in relation to storage on shelves

o Do not overload shelves – if they are bowed they are overloaded.



o Store breakable containers, particularly of liquid and hazardous chemicals below

shoulder height.

o Store large heavy containers at low level

o Where items are stored above this level ensure they are light weight/infrequently

used and that there is a safe means of access [e.g. step stool or ladders].

o Central shelving on benches should have raised edges/lips to prevent items being

pushed off the other side.

Acid cabinets: Modern versions are made of acid resistant materials [such as

polypropylene, HDPE or wood] and contain a tray to catch any leakage or spillage.

Wooden cabinets should not be used for storage of oxidizing acids such as nitric or

perchloric.

Some acid storage cabinets currently in use may be made of metal and after prolonged

use will show signs of corrosion. Where acid storage cabinets are acquired for the first

time, or old ones replaced these should be acid resistant

Acid cabinets should have the proper sign on the exterior;

Flammable solvent cabinets: These are made of either metal or wood with a minimum

fire resistance of a half hour (some are to one-and-a-half-hour standard, e.g. BS 476).

They should contain a spillage tray made of suitable material that is compatible with

solvents. They should have the proper signs on the exterior;

Ventilated cabinets: These are cabinets which are fitted with forced ventilation. They

may be free-standing with their own extract system, or may be situated beneath a fume

cupboard and attached to its duct. They are designed to safely store chemicals that give

off noxious fumes and smells. These fumes are sucked away by the forced ventilation.

Fridges & freezers may be used for storage of certain hazardous substances. However,

where the substances are flammable the unit must not contain any internal light source or



thermostat that could provide a source of ignition for any flammable vapor. Proprietary

laboratory fridges and freezers that meet these requirements are available from major lab

supply companies, domestic appliances should be avoided.

Fume cupboards are not designed or intended to be used as storage areas and they

should be kept clear of materials and containers when these are not needed for the

ongoing operational work. Materials stored in fume cupboards may disrupt the air-flow

making the fume cupboard less efficient and compromising the safety of the user.

3.3.3 Storage of Different Materials

Acids - Concentrated acids must be safely stored inside a suitable cabinet as detailed above.

Small quantities of dilute acids, such as used with pH meters, may be stored on the

bench providing they are appropriately labeled. Fuming acids, acids chlorides should be

stored in ventilated enclosures.

Incompatibles: Alkalis & Flammable liquids are incompatible with acids and must be stored

separately.

Alkalis - Even although these materials are marked with a corrosive label, as are acids, they must

be stored separately from acids since any accidental mixing of the concentrated

materials will generate large quantities of heat and fumes.

Flammable solvents - (e.g. alcohols, toluene, hexane etc.) should only be stored in specialized

flammable solvent cabinets as detailed above. Such cabinets must be clearly labeled and

positioned away from doors or other means of escape from the laboratory.

Fridges used for flammable substances should be spark-proof. This is to avoid the possibility of

an internal light or thermostat control unit providing a source of ignition should a container

containing flammable substances leak or break.

Maximum quantity of flammable solvent, including waste flammable solvent, stored in

a lab area should not exceed 50 litres in total. For working volumes, i.e. those kept on the

bench, 500 ml in a suitable closed container should be adequate for most purposes,



though these should be kept to a minimum and be appropriately labeled as to content and

hazard.

Peroxide formation: A significant number of laboratory solvents can undergo auto-

oxidation under normal storage conditions to form unstable and potentially dangerous

peroxide by-products. This process is catalyzed by light and heat and occurs when

susceptible materials are exposed to atmospheric oxygen. The following commonly used

laboratory solvents can produce organic peroxides that are significantly less volatile than

the solvent in which they are formed, as a result, evaporative concentration or distillation

can produce dangerous levels of peroxides.

o diethyl ether,

o tetrahydrofuran,

o cyclohexene,

o glycol ethers,

o decalin and

o 2-propanol

These solvents are sufficiently volatile that multiple openings of a single

container can result in significant and dangerous peroxide concentration. The

following precautions should be taken in relation to these materials:

o All peroxide-forming solvents should be checked for the presence of any

peroxides prior to distillation or evaporation.

o Solvents containing low levels of free radical scavengers such as the antioxidant

Butylated hydroxytoluene [BHT] should be used whenever the presence of the

stabilizing species does not interfere with intended application.

o Uninhibited materials should be stored with care and frequently checked for

peroxide formation.

o Peroxide-forming solvents should be purchased in limited quantities and older

material in inventory should be preferentially selected for use.

o Materials should be stored away from light and heat with tightly secured caps and

labeled with dates of receipt and opening.



o Periodic testing to detect peroxides should be performed and recorded on

previously opened material.

Compatibility - Do not store flammable liquids with any of the following:

o Concentrated acids, e.g. nitric acid, sulphuric acid, hydrochloric acid

o Chlorinated solvents

o oxidizing agents, e.g. halogenated substances, peroxides, perchlorates,

nitrates)

o reducing agents, e.g. sodium borohydride, lithium aluminium hydride

must never be stored with flammable solvents since fires and explosions

can result after any spillage, even without a naked flame or heat. The

cabinet or bin must be kept securely closed at all times to prevent spread

of fire.

Chlorinated solvents - (e.g. chloroform, dichloromethane (DCM),

trichlorethylene) are best stored in ventilated cabinets separately from flammable

solvents, because there are violent reactions when certain flammable solvents and

chlorinated solvents are allowed to mix. Also, when chlorinated solvents are

involved in a fire they can generate toxic gases such as phosgene. They should not

be stored with alkali metals such as lithium, potassium or sodium, since any

mixing may cause an explosion. They can be stored in metal bins if ventilated

storage is not available.

Solvent waste - It is very important to keep chlorinated/halogenated solvents in

separate containers from other solvents. Solvent waste containers must be clearly

labeled as to their contents and must be of appropriate material.

The quantity of flammable waste solvent stored in fume cupboards or ventilated

cabinets should be the minimum necessary, being limited to the container in use,

and the container should be removed when full. This minimizes the fire load

arising.

Noxious chemicals - Ventilated cabinets are designed to safely hold chemicals

which give off noxious fumes and smells. These fumes are sucked away by forced

ventilation. Often these are located under fume cupboards and use the same



extract system as the fume cupboard. However, free-standing units are also

available with their own ventilation system. These should be used to store

materials such as mercaptans and amines which have a strong smell. They can

also be used to store lachrymators. If ventilated cabinets are not available,

containers of these noxious materials can be stored in sealed secondary containers

which should only be opened in a fume cupboard.

Oxidizers - (e.g. peroxides, perchlorates and nitrates) are best stored separately

from other materials. Ideally, they should be stored in a bin or cabinet made from

metal or other non-organic material. Oxidizing agents must never be stored with

flammable solvents or reducing agents since fires and explosion can result after

any spillage, even without a naked flame or heat. They should not be stored where

they can come in contact with wooden shelves or paper. Perchloric acid is

especially hazardous and is best stored standing in a tray filled with sand within a

cabinet or bin, away from organic materials or dehydrating agents such as

sulphuric acid.

SECTION TWO:

Minimum Standards for Undergraduate Inorganic Chemistry Laboratory

1. HUMAN RESOURCES (Inorganic Chemistry)

1.1 Teaching and support staff

Faculty members are responsible for defining and executing the overall goals of the

undergraduate program. The faculty facilitates student learning of content knowledge and

development of professional skills that constitute an undergraduate chemistry education. An

energetic and accomplished faculty is essential to an excellent undergraduate program. An

approved program therefore has mechanisms in place to maintain the professional competence of



its faculty, provide faculty development and mentoring opportunities, and provide regular

feedback regarding faculty performance. The faculty of an approved program should have a

range of educational backgrounds and the expertise to provide a sustainable and engaging

environment in which to educate students. In addition:

• There must be at least two full-time permanent faculty members with a PhD degree, fully

committed to the Undergraduate Inorganic Chemistry lectures, laboratory courses supervision

and undergraduate research.

Two full-time analytical technicians with a bachelor’s degree At least one full-time

permanent faculty member with an MSc degree, fully committed and responsible for all

undergraduate laboratory courses in Inorganic Chemistry.

Two technical assistants with a bachelor’s degree in charge of undergraduate laboratory

experiments and laboratory course preparations in chemistry or allied field;

One full-time chromatography technician with a bachelor’s degree in chemistry or allied

field; ( common for all four streams)

One full-time Occupational and Environmental Safety Officer with a bachelor’s degree in

occupational health, safety, or a related scientific field ( biology, physics, chemistry or

engineering)

A team of technicians for the glassblowing unit

o Chief glass blower/head of glass blowing unit from any field or degree discipline.

He/she will have to be trained in glass blowing and design

o One assistant glass blower to be trained by the head

A team of technicians for the mechanical and electrical/electronics workshop

One mechanical and electrical/electronics workshop manager with professional

technical qualifications and 5 years work experience responsible for planning,

leading, organizing, and supervising the day to day activities of the Workshop

Section.

o Two technicians, TVET graduates (one for mechanical workshop and one for

electrical workshop)



Student Teaching Assistants. The participation chemistry graduate students (wherever

possible) in the instructional program as teaching assistants both helps them reinforce

their knowledge of chemistry and provides a greater level of educational support for

students they supervise. If graduate students serve as teaching assistants, they must be

properly trained and supervised.

One storekeeper for glassware store (common facility)

One storekeeper for chemicals store (common facility)

The employer should provide opportunities for technical assistants and technicians for

upgrading their skills through regular training courses within the country and abroad;

1.1.1. English language qualifications

All technical assistants and student teaching assistants must have reached a minimum required

standard of English language and are required to provide evidence of this. If they meet the

academic requirements of the course but do not have the required level of English language, the

employer should arrange for an intensive English language training course.

1.2. Manpower for Laboratory Cleaning

Laboratory chemical hoods and adjacent work areas must be kept clean and free of debris at all

times by the undergraduate students. Particular attention should be given to the following:

Keep solid objects and materials (such as paper) from entering the exhaust ducts, because

they can lodge in the ducts or fans and adversely affect their operation.

Keep the chemical hood with a minimal number of bottles, beakers, and laboratory

apparatus; therefore, students should always keep unnecessary equipment and glassware

outside the chemical hood at all times and store all chemicals in approved storage cans,

containers, or cabinets.

Furthermore, students are responsible to keep the workspace neat and clean in all

laboratory operations, particularly those involving the use of chemical hoods, so that any



procedure or experiment can be undertaken without the possibility of disturbing, or even

destroying, what is being done.

Cleaning personnel are only needed to regularly clean the floors of both the wet and dry

laboratories.

2. INFRASTRUCTURE

2.1. Teaching Laboratories

The number of students supervised by a faculty member or by a teaching assistant in a teaching

lab should not exceed 30.

Teaching laboratories require space for:

teaching equipment, such as a reading desk and whiteboards;

storage space for student book bags and laboratory coats;

Teaching labs must support a wide range of dynamic activity from standard lectures to active

team-based inquiry with all the tools and technology necessary to enable any teaching and

learning task easily. Many teaching labs have mobile casework (equipped with locks) installed in

a way that allows for different teaching environments and for multiple classes to be taught in the

same space. Some teaching labs even use casework that a student can easily change in height to

accommodate sit-down (76.2 cm.) or stand-up (91.44 cm.) work. The flexibility of the furniture

encourages a variety of teaching and learning possibilities. The additional cost of flexible

furniture is offset by the amount of space saved by eliminating the requirement for separate sit-

down and stand-up workstations. The figures below depict both types of teaching labs.



Flexible Teaching Lab with 24 stations

Teaching Lab (Casework)

Source: Whole Building Design, National Institute of Building Sciences, 2018

Shared bench space can range from 4.5 to 9 meters per teaching laboratory. It is usually

configured as perimeter wall bench or center island bench; and is used for bench top instruments,

exhibiting displays, or distributing glass materials. 10 to 20 meters of wall space per lab should

be left available for storage cabinets, as well as for built-in and movable equipment such as

refrigerators. A typical student workstation is 1 to 1.20 meter wide with a file cabinet and data

and electrical hookups for computers. Fume hoods shared by two students should be at least 1.80

meters wide. The distance between student workbenches and fume hoods should be minimized to

lessen the possibility of chemical spills.



For undergraduate courses, write-up areas are usually provided inside the lab. A teaching lab

must accommodate more people (i.e., students) and stools than does a typical research lab. Prep

rooms, which allow teaching staff/technicians to set up supplies before classes, may be located

between two teaching labs. The number of students typically enrolled in a course usually

determines the size of the teaching lab used for that course. A typical lab module of 3.2 meters x

9 meters (30 net square meters may support four to six students. An inorganic chemistry lab for

24 students would be approximately 140 square meters. Usually there is very little, if any,

overhead shelving in the center of a lab. Overhead storage is at the perimeter walls, and the

center of the lab has only base cabinets so as to maintain better sight lines for teaching and

learning.

NOTE: The use of unusually hazardous materials may require a dedicated area for such

work to most efficiently manage security, safety, and environmental risk. However,

it must be noted at this juncture, that such facilities are very unlikely to be required

for an undergraduate chemistry course.

3. LABORATORY FACILITIES

3.1 Major Instruments and Equipment

Characterization and analysis of chemical systems require high quality and properly maintained

instrumentation and specialized laboratory equipment that are utilized in undergraduate

chemistry laboratory teaching.

Nuclear Magnetic Resonance Spectroscopy

An NMR equipment is sensitive and demanding in terms of its location, environment and

servicing and also extremely expensive. Ideally, chemistry undergraduate programs should

have a functioning NMR spectrometer that undergraduates can use or have access to service of

an NMR instrument. Here we have two options:

Room-sized and bench top NMRs each having their own advantages:



Large NMR

Cost can exceed USD 1 million for the highest-resolution instruments

More sensitive, with higher-resolution spectra

Requires helium to cool superconducting magnet

Operated from a large console by an experienced specialist

Bench top NMR

Cost is generally below USD100,000

Less sensitive, with lower-resolution spectra

Does not require helium, and uses a permanent magnet at room temperature

Can be operated by a technician using automating software

SOURCE: NMR instruments manufacturers

As mentioned above, it is very unrealistic to acquire an NMR

machine for each public university, due to the high cost and

maintenance requirements. Moreover, an NMR machine has a high

capacity and one NMR machine can easily cover the requirements

of several public universities. Therefore, stable arrangements must

be made with proximal sites (to be decided at a later stage) to

provide ready access to appropriate NMR instrumentation.

The following instruments must be on site and used by undergraduates:



Molecular Spectroscopy

Two FT-IR spectrometers (common facility)

Three UV-visible spectrometers (common facility)

Chemical Synthesis

At least six high vacuum lines for handling reactive, volatile compounds

Two high temperature resistance furnaces

Two preparative HPLC systems

Four Solvent purification systems

Two high pressure autoclaves

One freeze dryer

Magnetic and Electrical Properties

Two bench top magnetic balances

Six electrical conductivity apparatus

Chemical Analysis

One Flame Atomic Absorption Spectroscopy (common facility)

One CHNS analyzer (common facility)

One thermogravimetric balance with gas flow facility and differential scanning

calorimeter (common facility)

One analytical HPLC system

Electrochemical instrumentation for cyclic voltammetry and other techniques

Surface Studies

One surface area and chemisorption equipment (common facility)



NOTE: It is advisable to recruit two full-time analytical technicians and one full-time

chromatography technician in charge of the aforementioned instruments (see Section1 :

Human Resources)

3.2 Other Facilities/Accessories

One optical polarimeter

Two water distillation systems

Two vacuum ovens

At least six vacuum pumps

Six diaphragm/membrane pumps

Two Lab Shakers

Four centrifuges

Bunsen Burners and accessories

Clamps and Supports

Crucibles

Flow meters

At least four drying ovens

Two refrigerators

At least six rotary evaporators

Twenty hotplates with stirrers

Ten portable pH meters

Four Bench top pH meter

Six top loading balances

Four analytical balances

Two Immersion coolers

Two Open heating bath circulators

Three melting point apparatus

One Ice Cube maker (common facility)

One freeze dryer (common facility)

https://www.sigmaaldrich.com/etc/controller/controller-page.html?TablePage=9569977



Four Stereo microscopes

3.3 Glassware and Accessories

Air-Sensitive glassware

Ampule

Beakers

Boiling Media

Bottles and Caps

Burettes

Condensers

Chromatography TLC

Desiccators and Desiccants

Diazomethane Generators

Evaporators and Accessories

Extractors

Filtration equipment and filter papers

Flasks

Forceps and tweezers

Gas Tubes and Traps

Glass Bubblers

Glass Chromatography Columns

Glass Condensers

Glass Crucibles

Glass Desiccators

Glass Dewars

Glass Dishes



















Glass Distillation Apparatus

Glass Distillation Columns

Glass Distillation Heads

Glass Distillation Traps

Dryers and Racks

Glass Funnels

Glass Stirring Equipment

Glass Stopcocks

Glass Sublimation Supplies

Glass Tubes

Watch glasses

Glass Vacuum Gauges and Manometers

Glass Vacuum Manifolds

Glassware Adapters

Glassware Kits

Glassware Valves

Ground glass joint clips

Labels and markers

Mortar and pestle

Microcentrifuge tubes

Parafilm

Photochemical Supplies

Pipettes

Pressure Vessels

Racks

Schlenk tubes and flasks

Septa

Spatulas and scoops

Stoppers
























Syringes

Taper joint clips

Thermometers

Timers

Tongs

Tubing

Tubing connectors

Vials

Volumetric flasks

Wash bottles

3.4 Chemicals and Reagents

Acetic acid

Ammonium dichromate

Ammonium molybdate

Ammonium iron(II) sulfate

(Mohr’s salt)

Ammonium vanadate

Acetic anhydride

Acetone

Aluminum sulphate

Ammonia

Ammonium carbonate

Ammonium chloride

Ammonium hydroxide

Ammonium sulphide

Barium carbonate

Barium chlorate

Benzene

Borax

Butanone (methyl ethyl ketone)

Calcium nitrate tetrahydrate

Carbon disulfide

Ceric ammonium nitrate

Charcoal

Chloroform

Chlorosulfonic acid




https://en.wikipedia.org/wiki/Acetic_acid

https://en.wikipedia.org/wiki/Acetone

https://en.wikipedia.org/wiki/Ammonia

https://en.wikipedia.org/wiki/Ammonium_hydroxide

https://en.wikipedia.org/wiki/Butanone

https://en.wikipedia.org/wiki/Carbon_disulfide

https://en.wikipedia.org/wiki/Ceric_ammonium_nitrate

https://en.wikipedia.org/wiki/Chloroform



Chromium potassium sulphate

Chromic acid

Chromic chloride hexahydrate

Chromium trioxide

Chromium sulfate

Chromium trioxide

Collins reagent

Cobalt chloride

Cobalt(II) nitrate hexahydrate

Copper(I) iodide

Copper (II) oxide

Copper sulfate pentahydrate

Dichloromethane

Diethyl ether

Diethylenetriamine

Dimethylformamide

Dimethylsulfide

Dimethyl sulfoxide

Dioxane

Ethanol

Ethyl acetate

Ethylenediamine

Fehling's reagent

Fenton's reagent

Ferrous chloride

Ferric chloride

Ferrous oxalate

Formaldehyde

Formic acid

High vacuum grease

Hydrazine

Hydrazoic acid

Hydrochloric acid

Hydrofluoric acid

Hydrogen peroxide

Imidazole

Iodine

Iron powder

Iron(III) hexacyanoferrate(II)

Isopropyl alcohol

Lead dioxide

Lime

Limestone

Lithium aluminium hydride

Lithium diisopropylamide

Magnesium sulfate

Magnesium chloride

Magnesium carbonate

https://en.wikipedia.org/wiki/Chromic_acid

https://en.wikipedia.org/wiki/Chromium_trioxide

https://en.wikipedia.org/wiki/Collins_reagent

https://en.wikipedia.org/wiki/Copper(I)_iodide

https://en.wikipedia.org/wiki/Diethyl_ether

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwiwueXe0vjZAhXMCSwKHQ_mD4IQFgglMAA&url=https%3A%2F%2Fen.wikipedia.org%2Fwiki%2FDiethylenetriamine&usg=AOvVaw0ZI7yLnNIV5bAPaUjJlG4G

https://en.wikipedia.org/wiki/Dimethylformamide

https://en.wikipedia.org/wiki/Dimethylsulfide

https://en.wikipedia.org/wiki/Dimethyl_sulfoxide

https://en.wikipedia.org/wiki/Dioxane

https://en.wikipedia.org/wiki/Ethanol

https://en.wikipedia.org/wiki/Fehling%27s_reagent

https://en.wikipedia.org/wiki/Fenton%27s_reagent

https://en.wikipedia.org/wiki/Formaldehyde

https://en.wikipedia.org/wiki/Formic_acid

https://en.wikipedia.org/wiki/Hydrazine

https://en.wikipedia.org/wiki/Hydrazoic_acid

https://en.wikipedia.org/wiki/Hydrochloric_acid

https://en.wikipedia.org/wiki/Hydrofluoric_acid

https://en.wikipedia.org/wiki/Hydrogen_peroxide

https://en.wikipedia.org/wiki/Imidazole

https://en.wikipedia.org/wiki/Isopropyl_alcohol

https://en.wikipedia.org/wiki/Lime_(material)

https://en.wikipedia.org/wiki/Limestone

https://en.wikipedia.org/wiki/Lithium_aluminium_hydride

https://en.wikipedia.org/wiki/Lithium_diisopropylamide



Manganese(IV) oxide

Manganese(II) chloride tetrahydrate

Manganese nitrate hexahydrate

Manganese sulphate

Methyl tert-butyl ether

Millon's reagent

Nickel chloride dihydrate

Nickel chloride hexahydrate

Nickel iodide

Nickel nitrate hexahydrate

Nitric acid

Osmium tetroxide

Oxalic acid

Oxalyl chloride

Palladium(II) acetate

Perchloric acid

Phosphoric acid

Phosphorus pentachloride

Phosphorus tribromide

Phosphorus trichloride

Phosphoryl chloride

Nickel sulfate hexahydrate

Paraffin liquid for oil baths

Potassium bicarbonate

Potassium chromate

Potassium dichromate

Potassium bromide

Potassium bromide (spectroscopic grade)

potassium ferrocyanide

Potassium hydroxide

Potassium iodide

Potassium nitrate

Potassium oxalate

Potassium permanganate

Potassium thiocyanate

Potassium nitrate

Potassium peroxodisulphate

Pyridin

Pyridinium chlorochromate

Raney nickel

Silver oxide

Silver nitrate

Sodium

Sodium amide

Sodium azide

Sodium bis(trimethylsilyl)amide

Sodium borohydride

Sodium carbonate

https://en.wikipedia.org/wiki/Methyl_tert-butyl_ether

https://en.wikipedia.org/wiki/Millon%27s_reagent

https://en.wikipedia.org/wiki/Nitric_acid

https://en.wikipedia.org/wiki/Osmium_tetroxide

https://en.wikipedia.org/wiki/Oxalyl_chloride

https://en.wikipedia.org/wiki/Palladium(II)_acetate

https://en.wikipedia.org/wiki/Perchloric_acid

https://en.wikipedia.org/wiki/Phosphoric_acid

https://en.wikipedia.org/wiki/Phosphorus_pentachloride

https://en.wikipedia.org/wiki/Phosphorus_tribromide

https://en.wikipedia.org/wiki/Phosphorus_trichloride

https://en.wikipedia.org/wiki/Phosphoryl_chloride

https://en.wikipedia.org/wiki/Potassium_dichromate

https://en.wikipedia.org/wiki/Potassium_hydroxide

https://en.wikipedia.org/wiki/Potassium_permanganate

https://en.wikipedia.org/wiki/Pyridinium_chlorochromate

https://en.wikipedia.org/wiki/Raney_nickel

https://en.wikipedia.org/wiki/Silver_oxide

https://en.wikipedia.org/wiki/Silver_nitrate

https://en.wikipedia.org/wiki/Sodium_amide

https://en.wikipedia.org/wiki/Sodium_azide

https://en.wikipedia.org/wiki/Sodium_bis(trimethylsilyl)amide

https://en.wikipedia.org/wiki/Sodium_borohydride



Sodium chlorite

Sodium hydride

Sodium hydroxide

Sodium hypochlorite

Sodium metavanadate

Sodium nitrite

Sodium silicate

Sodium sulfide

Sodium sulphite

Sodium tungstate hydrate

Sulfuric acid

Tetrahydrofuran

Tetramethylammonium hydroxide

Tetramethylsilane

Thiourea

Thionyl chloride

Thiophenol

Tin

Tin foil

Tin(IV) chloride

Tin(IV) iodide

Titanium tetrachloride

Titanium(III) sulfate solution

Titanium (IV) sulfate

Triethylamine

Tollens' reagent

Triphenylphosphine

Urea

Vanadium pentoxide

Yittrium (III) oxide

Zinc dust

Zinc sulphate

https://en.wikipedia.org/wiki/Sodium_chlorite

https://en.wikipedia.org/wiki/Sodium_hydride

https://en.wikipedia.org/wiki/Sodium_hydroxide

https://en.wikipedia.org/wiki/Sodium_hypochlorite

https://en.wikipedia.org/wiki/Sodium_nitrite

https://en.wikipedia.org/wiki/Sulfuric_acid

https://en.wikipedia.org/wiki/Tetrahydrofuran

https://en.wikipedia.org/wiki/Tetramethylammonium_hydroxide

https://en.wikipedia.org/wiki/Tetramethylsilane

https://en.wikipedia.org/wiki/Thionyl_chloride

https://en.wikipedia.org/wiki/Thiophenol

https://en.wikipedia.org/wiki/Titanium_tetrachloride

https://en.wikipedia.org/wiki/Tollens%27_reagent

https://en.wikipedia.org/wiki/Triphenylphosphine



4 LABORATORY SAFETY

4.1 Storage of Chemicals

Introduction

Chemical storage is an important part of chemical safety. It is the means by which

chemicals are

kept viable for a future date,

prevented from reacting with other chemicals or the physical environment,

prevented from producing unsafe conditions,

minimizes risks during an emergency.

Incorrect storage may lead to the deterioration of the material to an impure, unsafe or

explosive condition. The integrity of the container may also be compromised.

Chemical containers are often stored in chemical storerooms, laboratory shelves, laboratory

cupboards and safety cabinets. The risk of accidents, unintended chemical reactions and

generation of unsafe conditions may be influenced by the:

Location of the containers

Compatibility of chemicals in the same storage location

Quantity of chemicals stored in containers and in each location

Environmental storage conditions, including:

o temperature

o moisture

o light



o atmospheric content (both inside and outside of the container)

Age of the chemicals and their containers.

The conditions of storage for unwanted and waste chemicals are also important, as many

incidents have occurred where chemicals awaiting collection for disposal have become

unstable or reacted with each other.

4.2 Physical Location

Large chemical stores are usually located away from valuable assets, buildings, residences,

public places etc. This is done so that damage can be minimized in the unfortunate event of a

fire, adverse chemical reaction, leak, spill or explosion or any other unforeseen events. A

reasonable distance of separation should be allowed between small stores, laboratory cupboards

and valuable assets.

It is important to be aware of factors in the local environment that could increase the risk from

chemical storage, and to ensure that storages and such environmental factors are appropriately

segregated. Local environmental factors include:

Ignition sources

These include flames, hot sources, sparks and sparking electrical equipment

(switches), or sources of static electrical discharges. Flammable material should be

separated from ignition sources by physical means or distant Ventilation

o Volatile chemicals should be stored in adequately ventilated areas, to prevent

the generation of an explosive atmosphere, harmful atmosphere or unpleasant

odors. For example, diethyl ether only requires a concentration of 2 % in air to

reach its lower explosive limit. This is equivalent to 2.5 mL in 30 L (a small

cupboard space). Flammable liquids should not be stored in cupboards

beneath laboratory fume cupboards that have electrical switching equipment

such as power points, because of the risk of igniting an explosive atmosphere.

Regardless of the size or location of a chemical storage area, appropriate safety hazard

management procedures should be in place and available, including:



An emergency response plan

Spill containment equipment

Firefighting equipment

4.3 Chemical Incompatibility

Regardless of the type of storage location (chemical store, storage cabinet, cupboard etc.)

problems can arise when incompatible materials are stored in close proximity). When storing

chemicals consider what would happen if a container leaked or broke - Could it or would it react

with those chemicals surrounding it? As a minimum, chemical compatibility / incompatibility of

the chemicals located below and to either side of each material need to be considered. For each

volatile material, consider - Will the vapors react with other vapors or chemicals within the

cupboard?

Such incompatibilities can easily occur if chemicals are stored in alphabetical order. For

example, methylated hydrocarbons near nitric acid. Materials should be first separated into

compatible classes, then if desired, placed in alphabetical order. In this regard it’s worth to note

that A Dangerous Goods Storage Compatibility Chart and Incompatibility of Common

Laboratory Chemicals document are available to assist in this process.

Once chemicals have been sorted by Dangerous Goods Class (these are materials or items with

hazardous properties which, if not properly controlled, present a potential hazard to human

health and safety, infrastructure and/ or their means of transport consideration should be given to

any need for:

Storage cabinets

o These are an additional means of safety for chemicals in storage. They have a

double-skinned metal construction, with a trough for containing spills at the

bottom of the cabinet. They are available for flammable liquids and corrosive

substances and must be constructed in accordance with relevant Australian

https://policies.anu.edu.au/ppl/document/ANUP_001164






Standards requirements. Even if a storage cabinet is used, only the minimum

amount of chemicals that are required should be stored in the laboratory.

Containment trays

o These are usually plastic trays with high sidewalls that are used as an initial form

of containment if a container leaks. Each tray should hold at least the volume of

the largest container placed in the tray. Strong plastic bags may also be suitable,

especially if the material is volatile.

Shelf liners

o These are an inexpensive option for protecting the shelving material from

damage. Bench protector sheet is used where non-hazardous aqueous solutions

are stored.

Container material

o Harsh or highly reactive materials should be stored in containers of appropriate

composition. For example, oxidizing agents should be stored in PTFE (Teflon,

Polytetrafluoroethylene) or PFA (Perfluoroalkoxy alkanes).

Quantity and Chemical Storage Limit for Laboratories and Other Spaces

The quantity of hazardous materials should be kept to a minimum for efficient operation (LESS

IS BETTER- IT IS SAFER!).

This should be, at most, three months demand from a chemical store.

For a laboratory or workshop, a one-week supply should be adequate.

Don’t buy a 2.5 L Winchester bottles of solvent if you only need 100 mL. Even if it

works out cheaper per mL, the cost of disposing of unwanted chemicals is often more

than the cost of purchasing smaller containers.



5 SAFETY MANUAL

Introduction

5.1 Elementary Safety Rules

1. Keep this manual within easy access in your laboratory and be familiar with its contents.

2. The safe way is the right way to do your job. Plan your work. Follow instructions. If you

do not know how to do the job, ask your instructor or technical assistant.

3. Report to the Safety Coordinator all unsafe conditions, unsafe acts and "near misses"

which might cause future accidents.

4. Be able to use all safety devices and protective equipment provided for your use. Know

the location and contents of the nearest safety station.

5. Maintain good housekeeping by keeping your work area clean and orderly.

6. Wear proper clothing. Avoid bringing long hair, loose sleeves, cuffs, rings, bracelets, etc.

in proximity to moving machinery. Proper shoes are required in the laboratory — no bare

feet or sandals.

7. Playing in the lab in any form is dangerous and prohibited. Do not run in laboratory areas

or halls.

8. Do not oil, grease, or work on unprotected machinery in motion.

9. All machinery and equipment under repair and adjustment shall be properly "locked out"

and tagged.



10. Know the evacuation procedure for your area, the location of fire exits, the location and

use of fire extinguishers, and the proper method of reporting fires.

11. Compressed gas cylinders should be secured firmly. Never move a cylinder unless the

protective cap is screwed over the valve.

12. Don't try completely new and untried experiments involving potentially dangerous

chemicals without help.

13. Never leave a reaction or experiment running unattended unless you have told your lab

partners enough about it to deal with potential hazards while you are away. Leave an

overnight form on the door if the laboratory will be unattended.

14. Report every accident or fire, no matter how trivial, at once.

5.2 General Safety Policies

The safety and well being of its students, faculty, and staff come above all other considerations at

any Higher Education Institution. No experiment that subjects personnel to unreasonable risk is

acceptable, no matter how desirable the information which might be obtained. It is the first duty

of instructors, supervisors and all persons in authority to provide for safety in the environment

and operations under their control. It is the Chemistry Department's policy to comply not only

with legal safety standards, but to act positively, where it can, to prevent injury, ill-health,

damage and loss arising from work carried out within its building. The Department seeks to

encourage all its members to participate in and contribute to the establishment and observance of

safe working practices.



5.3 Responsibility for Safety

5.3.1 Responsibility of the Chemistry Department

and Instructors

The first responsibility for laboratory safety lies with the faculty members in charge of the

laboratories. It is their duty to evaluate the safety hazards connected with any experiment and to

avoid conducting any experiment which cannot be carried out without excessive risk to

personnel or property. It is also the responsibility of the faculty members to be certain that every

person working in their laboratories is aware of the safety hazards and safety regulations in the

laboratory. It is highly recommended that the person in charge of a laboratory have safety rules

posted prominently in convenient locations for everyone to read. All undergraduate teaching

laboratory staff have the primary responsibility for enforcing regulations on solvent storage,

waste solvent disposal, personal protective equipment, etc., and for reporting problems to the

Chemistry Department Safety Coordinator.

5.3.2 Individual Responsibilities

Every undergraduate student of a Chemistry Department must participate either in on-site or

online safety training and pass the appropriate online test. Undergraduate students engaged in the

use of chemicals and apparatus inside the Department are responsible for protecting themselves

and their neighbors. The individual student has to take the initiative in protecting herself/himself

from hazards which have been explained to them, e.g. they should protect their own eyes by

wearing safety glasses. Their next responsibility is to their neighbors.

5.3.3 University and Occupational and

Environmental Safety Office (OESO)

Responsibilities

Proper disposal of chemical waste

Proper maintenance and distribution of fire extinguishers and fire alarm testing and

maintenance of equipment



Inspection of emergency showers and eye wash equipment

Ready availability of personal protective equipment

Provision of periodic online safety training is for all personnel working in a lab

planning and presentation of departmental safety meetings

keeping alert to new hazards which develop in the use of chemicals and informing

responsible bodies of these hazards

planning emergency drills

maintaining a regular inspection procedure so that at least once each year all research and

teaching laboratories have been inspected with reports submitted to the relevant bodies

In addition, the Safety Coordinator is available to help members of the Department with

individual safety problems. Potential safety problems should be discussed with the safety

coordinator. All accidents or near-misses should be reported. This may help to prevent

future accidents.

5.4 Personal Protection

5.4.1 Maintenance

The laboratory should be kept clean and free from litter, by regular maintenance. At the

completion of each experiment, equipment should be cleaned and properly stored. Do not let

unused equipment or chemicals accumulate in the lab. Do not use the aisles of the lab or the

space in front of the emergency escape panels for storage. Dispose of all hazardous wastes in

accord with the procedures indicated in this manual. Reagent bottles must be properly labeled —

when pouring hold the bottle with its label to your palm to protect the label. Notify your safety

officer of bottles whose contents are in doubt.



5.4.2 Hygiene

Wash hands often — always before eating or leaving the laboratory. Washing should be

an instinctive reaction to spillage of any chemical on the skin.

Never eat or drink in the lab — never use lab equipment as a food or drink container.

No food items should ever be stored or even cooled in a laboratory refrigerator. Food and

beverages can become contaminated within a very short period of time to a life-

threatening level by absorption of chemical vapors. Any food/beverage found in

inappropriate areas will be removed without notice.

5.4.3 Eye Protection

Various types of eye protection listed in order of increasing effectiveness include:

Ordinary spectacles

Safety glasses with side shields

Protective goggles, which can be worn over spectacles, if necessary

Face shields

Head shields, which protect all of the head and throat

All persons wear, at least, safety glasses (equipped with side shields), or goggles for eye

protection while in the laboratory. In situations in which there is potential of a corrosive

chemical being splashed into the eyes, safety glasses or goggles AND a face shield are required.

In situations where there is potential for an explosion to occur, head shields are required in

addition to safety glasses or goggles. Normal eye protection is required when you are wearing

contact lenses since contact lenses provide little to no protection from chemicals in the eye. (In

fact, contact lenses can complicate flooding the eye with water should a chemical get in the eye.)

Plain lens safety glasses, with side shields should be provided for chemistry employees at no

charge. Students who wear prescription glasses, and who do not wish to wear safety goggles

must cover the costs involved in being fitted with prescription safety glasses. All undergraduates



are expected to purchase and wear safety glasses at all times when they are working at their

laboratory benches or in any area where hazardous activities could endanger their eyes. Teaching

Assistants and faculty supervising them are expected to enforce this regulation at all times.

Teaching Assistants are reminded that the safety performance of classes under their regulation is

one of the criteria by which they will be evaluated by the faculty.

5.4.4 Foot Protection

All persons in labs must wear shoes (bare feet or sandals are not allowed) and adequate

clothing to protect the skin from spilled chemicals.

5.4.5 Skin Protection

Always wear clothing that minimizes the amount of skin that can be exposed to potentially

harmful chemicals. Never wear shorts in the lab. A lab coat or apron should be worn when

working with hazardous materials. Chemical substances can act on unprotected skin in three

ways:

Local Damage The action of many chemicals is limited to the skin itself. Corrosive

burns, irritation, and chafing due to loss of skin oils are a few examples.

Sensitization Sensitizer chemicals may not have any initial effect, but will cause the skin

to react, during subsequent exposures, to quantities much smaller than would otherwise

have any affect.

Absorption The skin provides no barrier against some chemicals, which can penetrate

freely and enter the blood stream affecting such target organs as the liver and nervous

systems.

A chemical may cause damage by more than one of the above effects. Some examples include

chlorinated solvents, such as ethylene dichloride, which will defat the skin causing irritation and

tissue breakdown, also can permeate the skin possibly causing liver and kidney damage.



5.4.6 Hand Protection

Our hands are the body parts most likely to be exposed to chemical contact under normal

situations. Even though careful technique may help to avoid direct contact with a chemical; the

potential for exposure still demands the use of protective gloves.

The use of protective gloves within the laboratory is essential in many instances. However, it is

important to realize that if you are wearing gloves while handling chemicals, you must never

come in contact with any item that a person not wearing gloves could. For instance, if you are

entering or leaving the lab, DO NOT touch the door handle with your gloves on. While you are

clearly unaffected by this action, any contaminants on your gloves will be transferred to the hand

of the next person that opens the door with an ungloved hand. Likewise, remove your gloves if

you are pressing elevator buttons, using a computer keyboard, using a pen that might also be

used later by yourself or another person not wearing gloves, etc. Also, do not touch your face,

hair, etc. while wearing protective gloves.

5.4.7 Respiratory Protection

Fume Hoods

Fume hoods provide constant respiratory protection in all laboratories in the building. Such

protection is adequate for most controlled experiments. In using the hoods in the building, the

following facts should be kept in mind.

1. Lowering the sash will increase air velocity and offer greater protection from toxic

fumes. Normally the sash opening should be less than 46 cm. It is important to keep the

sash below the 46 cm mark. Airflow in the fume hoods should be periodically measured.

2. Placing equipment no less than 12 cm in the hood will also reduce the possibility of

fumes escaping into the laboratory.

5.5 General Safety Equipment

In each lab there should be the following safety equipment:

safety shower



eyewash station

one or two fire extinguishers

fume hood(s)

a first aid kit (which the laboratory teaching staff is responsible for restocking with items

purchased at the stockroom)

5.6 Fire Hazards

5.6.1 Electrical Equipment

1. Be careful not to spill flammable liquids around electrical equipment in use.

2. Ground equipment to avoid electrical arc or spark formation from static.

3. Avoid temporary wiring.

4. Replace defective cords.

5. Keep equipment in good working condition.

5.6.2 Flammable Liquids

Any liquid having a flash point below 60 ºC and having a vapor pressure exceeding 2.7 atm. in.

absolute at 37.8.

Class IA: flash point below 22.7ºC and B.P. below 37.8ºC

Class IB: flash point below 22.7ºC and BP at or above 37.8ºC.

Class IC: flash point at or above 22.7ºC and BP below 37.8ºC.

Flammable liquids should be stored in Safety Storage Cabinets.



5.6.3 Combustible Liquids

Any liquid having a flash point at or above 60ºC.

Class II: flash point at or above 37.8ºC.

Class IIIA: flash point at or above 60 ºC and below 93ºC.

Class IIIB: flash point at or above 93 ºC.

5.6.4 Safe Handling and Storage of Flammable and

Combustible Liquids

Limit the amount of combustibles in the laboratory.

Keep combustibles a safe distance from heat sources and stored at least 46 cm below the

ceiling.

Limit the quantities of flammable liquids at any one location to those actually necessary, but

not to exceed the limits specified.

Use only approved containers, e.g., safety cans or metal drums for all transportation and

handling.

Label all containers used for liquids with the name of the material and the words: "DANGER

- FLAMMABLE (or COMBUSTIBLE)" - Keep away from heat, sparks, and open flames -

Keep closed when not in use.

5.7 Types of Fires

Many fires are small at origin and may be extinguished by the use of portable fire extinguishers.

The proper type of extinguisher for each class of fire will give the best control of the situation

and avoid compounding the problem. The classification of fires given here is based on the type

of material being consumed.

Class A Fires



Fires in ordinary combustible materials, such as wood, cloth, paper, rubber and many

plastics. Almost any fire extinguisher is effective on a CLASS A fire, but water is the

best extinguishing agent.

Class B Fires

Fires in flammable liquids, gases, oil, paint and greases. Foam, dry chemical or CO2

extinguishers are the most effective on CLASS B fires. Do not use water.

Class C Fires

Fires which involve energized electrical equipment where the electrical non-conductivity

of the extinguishing agent is of importance. Use Carbon Dioxide or Dry Chemical

extinguishers. Do not use water.

Class D Fires

Fires in combustible metals, such as magnesium, titanium, zirconium, sodium, lithium,

zinc and potassium. Use metal fire extinguishing agent at safety stations or sand, or

vermiculite.

5.8 Types of Fire Extinguishers

Ideally, there should three main types of fire extinguishing agents in a chemistry teaching

laboratory, the carbon dioxide extinguisher, the dry chemical extinguisher, and the metal fire

extinguishing agent. Every teaching laboratory should be equipped with two carbon dioxide

extinguishers.

Carbon Dioxide (CO2) Extinguishers

These extinguishers are intended primarily for use on CLASS B and CLASS C fires.

They have a limited range; thus, initial application must start reasonably close to the fire.

On all fires the discharge should be directed at the base of the flames using care not to

spread the fire by blasting burning materials around the area. CO2 discharge should be



applied to the burned surface even after the flames are extinguished, to allow added time

for cooling and to prevent possible re-flash.

On flammable liquid fires, best results are obtained when the discharge from the fire

extinguisher is employed to sweep the flame off the burning surface, applying the

discharge first at the near edge of the fire and gradually progressing forward, moving the

discharge horn from side to side.

Dry Chemical (ABC) Extinguishers

Dry chemical extinguishers are intended for use on CLASS A, CLASS B, and CLASS C

fires.

The discharge should be directed at the base of the flames. Best results are obtained by

attacking the near edge of the fire and progressing forward, moving the nozzle rapidly

with a side-to-side sweeping motion with care not to blast flaming liquid around the area.

Discharge should be continued after flames are extinguished to prevent possible re-flash.

For CLASS A fires the discharge should be continued intermittently to coat flowing areas

of CLASS A materials.

Dry Powder Extinguishing Agent (D)

Dry powder extinguishing agent is intended primarily for use on metal fires.

The application of the agent should be of sufficient depth to adequately cover the fire

area and provide a smothering blanket. Additional applications may be necessary to cover

any hot spots which develop. Care should be taken to avoid scattering the burning metal.

Where the burning metal is on a combustible surface, the fire should be covered with

powder, and then a 5 cm layer of powder spread out nearby and the burning metal moved

onto this layer, with more powder added as needed.

5.9 Chemical Hazards

5.9.1 Labeling

There are few greater potential hazards around the laboratory than that of unmarked or

improperly labeled chemicals. All chemicals must have complete identification securely fastened



to the container. Chemicals of unknown stability and those which deteriorate with age shall have

a preparation date clearly indicated on the label. Disposal of unlabeled bottles is dangerous and

therefore very expensive and tightly regulated by law. The purpose of proper labels is multifold:

They are required.

They indicate the source, supplier, or manufacturer of the chemicals.

They indicate the age of the chemical.

They warn about the possible hazards.

There should be some type of actively updated inventory of the chemicals in the laboratories.

Most chemistry laboratories use an excel spreadsheet to maintain an active chemical inventory.

5.9.2 Laboratory Cleanliness

1. The laboratory should be kept clean and free from litter by regular maintenance. Do not

let unused equipment or chemicals accumulate in the lab.

2. Reagent bottles must be properly labeled - when pouring hold the bottle with its label to

your palm to protect the label. Notify your instructor officer of bottles whose contents are

in doubt.

3. Never eat or drink in the lab - never use lab equipment as a food or drink container.

5.9.3 Transport of Chemicals

Never transport open containers of chemicals through the hallways, stairs or in the

elevator. All chemicals, with the exception of those contained in sealed metal cans, are to

be transported in rubber buckets or chemical transport carts (with special dividers to hold

glass bottles). Stockroom personnel have to be instructed not to allow any chemicals,

except those in sealed metal can, to be removed from the stockroom unless they are

transported in a rubber bucket or a chemical transport cart. Persons who transport

chemicals less frequently may borrow a rubber bucket to transport chemicals from the

stockroom to their labs. Borrowed buckets must be returned to the stockroom or left in

the corridor for someone else to use.

Do not use a cart without side rails for transporting reagents in glass bottles even when

the bottles are in rubber buckets since the buckets may fall from the cart and the bottles

may break.



Gas cylinders must be transported in approved carts with the cylinders secured by straps

and capped.

5.10 Rules for Chemical Storage

1. Avoid overhead storage of hazardous liquids and dangerous solids.

2. Use flammable or corrosive cabinets for most storage.

3. Refrigerate flammables only in approved flammable storage refrigerators.

4. Maximum separation of reactive chemicals minimizes risk. Therefore, don't store

chemicals in alphabetical order--store by category. Do not store mutually-reactive

chemicals near each other - e.g. sodium near the sink or in a sprinkled storage area, acids

near bases, organometallics near alcohols.

5. Date ethers and other peroxide-forming compounds upon arrival and follow directions for

storage, testing and disposal given in this manual.

6. Respiratory assailants and "stench" compounds should be stored in a properly vented

storage cabinet.

7. Store cleanup kits close to storage areas.



Appendix 1

Incompatible Chemicals

Chemical Incompatible with

Acetic acid nitric acid, peroxides, permanganates

Acetic anhydride ethylene glycol, hydroxyl-group-containing

compounds

Acetone hydrogen peroxide

Ammonium nitrate acids, flammable liquids, powdered metals, finely

divided organic or combustible materials

Chlorate salts, such as sodium or potassium

chlorate

acids, ammonium salts, metal powders, finely

divided organic or combustible materials

Chlorine ammonia, butane, hydrogen, turpentine, finely

divided metals

Copper hydrogen peroxide

Hydrocarbons bromine, chlorine, peroxides

Hydrogen peroxide combustible materials, copper, iron, most metals

and their salts, any flammable liquid

Iodine Ammonia

Nitric acid, concentrated

acetic acid, acetone, alcohol, flammable

substances, such as organic chemicals

Note: There have been many explosions from

inappropriate or inadvertent mixing of nitric acid

with organic chemicals in waste containers.

Oxalic acid silver, mercury



Oxygen flammable materials, hydrogen, oils

Phosphorus, white air, oxygen

Potassium permanganate ethylene glycol, glycerol, sulfuric acid

Sodium (alkali metals: lithium, sodium, and

potassium) carbon dioxide, water, alcohols

Sodium nitrite ammonium salts

Sulfuric acid chlorates, perchlorates, permanganates

SECTION THREE: (Estifanos Ele)

Minimum Standards for Undergraduate Organic Chemistry

1. Human Resource

The following are minimum human resources that are required to handle practical organic

chemistry laboratories



1.1. Instructors

The department of chemistry must have at least two PhD and two MSc holders specialized in

Organic Chemistry.

1.1.1. Role and responsibilities:

PhD holders:

handling the Organic Chemistry courses

supervise the overall situations related to the laboratory courses

MSc holders:

teach laboratory courses

support students during the experiment

correct laboratory reports and give feed backs

grade students as per their performances

1.2. Laboratory Manager

The department should assign one academic staff to coordinate the practical courses, or employ a

fulltime PhD holder in Organic Chemistry that will work as a laboratory manager.


The Laboratory Manager will:

design new or review the existing experiments considering the availability of required

chemicals

mobilize instructors and teaching assistants

complete a Laboratory Hazard Control Plan



ensure students, staff or other persons working in the laboratory are aware of and comply

with the lab safety rules and standards

implement the Monthly Laboratory Safety Checklist

ensure that all chemicals brought into the laboratory have been entered in the chemical

inventory

provide and document work - site specific safety training and orientation

ensure proper disposal of chemicals and laboratory waste

1.3. Laboratory Technician (Technical assistant)

At least one laboratory technician (BSc holder in chemistry) is required for each laboratory

course


liaising with academic staff to discuss timetables, equipment requirements and work

plans

running trials of experiments prior to classes and then demonstrating techniques for

experiments

preparing equipment and chemicals before lessons - from test tubes to state-of-the-art

microscopes

maintaining and repairing equipment and laboratory apparatus

record keeping, e.g. for students' practical sessions, tracking methods, results, etc;

ensuring that equipment is properly cleaned and that chemicals and other materials are

appropriately stored

cataloguing recordings and making them available when requested



supporting the work of teachers in classes and laboratory sessions and giving technical

advice to staff and students

working with individual students and supporting them on practical work

managing the stock control of chemicals and equipment

ensuring that all health and safety procedures are understood and followed correctly

coordinating work in the laboratory to ensure efficient use is made of expensive pieces of

equipment

2. Infrastructure

2.1.1. Building Design Issues

The important part of designing a chemical laboratory at a tertiary level should consider the

building structure, location, external and internal facilities and human resources. Because the

handling and storage of hazardous materials inherently carries a higher risk of exposure and

injury, it is important to segregate laboratory and non-laboratory activities during designing. In

an academic setting, the potential for students to need access to laboratory personnel, such as

instructors and assistants, is great. A greater degree of safety will result when non laboratory

work and interaction is conducted in a space separated from the laboratory.

2.1.2. Important consideration in designing chemical laboratories

The selection of the site shall be such to minimize the risk of natural hazards (earthquake,

flooding etc.)

The number of students supervised by a faculty member or by a teaching assistant in an

instructional lab should not exceed 30. Therefore the lab size should be planned to

accommodate that.



The lab shape can be of different type. The U-shaped with fume-hoods around the wall is

preferable as it allows the instructor to manage the movement and activities of all

students without much trouble.

Figure 1. Sample laboratory design

The laboratory shall be completely separated from outside areas (i.e., must be bound by

four walls).

Non combustible construction materials should be used (block, concrete etc). Special

consideration should be given to the choice of fireproof construction for the buildings.

Offices and preparation rooms should be separated from laboratories, and separate office

spaces should be provided for laboratory employees.



An automatically triggered main gas shutoff valve for the building should be provided to

cut off the natural gas service in an emergency event. In addition, interior manual shutoff

valves shall be provided for both research and teaching areas.

Separate corridor for public access to the laboratory personnel should be included in the

designing

Glasses in the building shall be shatter resistant.

*****The laboratory shall have means of securing specifically regulated materials such

as radioactive materials (i.e., lockable doors, lockable cabinets, etc.).

The building must have enough windows that open for ventilation in case where hoods

are non functional

It is better to have a separate building that will not be shared with teaching class rooms

The building must be equipped with water lines which can be controlled from inside as

well as outside the building

High roof laboratory rooms are advisable for better ventilations

Enough number of hoods shall be installed on the side walls (one hood for two to three

students)

Additional fume hood for the instructor to be used for reagent and chemical storage is

also required.

Floor surface must be solvent/chemical resistant, impervious, one piece, and well fitted to

the wall. This can be achieved by use of glue, epoxy coated concrete slab, etc.

Floors in storage areas for corrosive liquids shall be of liquid tight construction

Lab waste water lines shall be separate from domestic sewage



Laboratory areas shall have adequate natural or artificial illumination to ensure sufficient

visibility

3. Laboratory Facilities

There must be adequate storage cabinets to store reagents and chemicals. Sufficient space or

facilities (e.g., storage cabinets with partitions) shall be provided so that incompatible

chemicals/gases (waste and non-waste) can be physically separated and stored.

3.1. Fixed chemical cabinets:

for

solid chemicals and reagents (under fume-hoods)

liquid chemicals reagents (under fume-hoods)

acids and bases (under fume-hoods)

waste chemicals (separate place on one corner or under a fume hood)

3.2. Metal cabinets for solvents

For organic solvents (that meets International Fire Protection Association standards)



At least one in each organic chemistry laboratory.

All organic solvents should be kept inside the metal cabinet

The total amount of solvents to be stored in the lab should not exceed 50

liters

3.3. Furniture Design, Location, and Exit Paths

Chemical storage shelves shall not be placed above laboratory sinks.

Bench should be made from strong wood which is resistant to the chemicals. The counter

top should incorporate a lip to help prevent run-off onto the floor.

The lab shall have a minimum passageway clearance of at least 60 cm. Main passageway

used for emergency door must have a clearance width of at least 90 cm.

A pathway clearance of 90 cm must be maintained at the face of the access/exit door.



Designated storage space should be provided for lab carts. Location must not reduce

width of corridors or passageways to less than 90 cm widths.

Laboratory shelving should NOT be installed at heights and distances which require

workers to reach 30 centimeters above shoulder height and extend arms greater than 30

centimeters while holding objects 16 kg or less when standing on the floor or on a 15 cm

step stool.

The space between adjacent workstations and laboratory benches should be 150 cm or

greater to provide ease of access. In a teaching laboratory, the desired spacing is 180 cm.

Lab desks should be located near exit ways and in the path of fresh make up air.

Note: All equipment requiring anchoring, whether installed by a contractor or the

University, shall be anchored, supported, and braced to the building structure

3.4. Cleanability

The laboratory shall be designed so that it can easily be cleaned. Bench tops must be a

seamless one-piece design to prevent contamination.

Spaces between benches, cabinets, and equipment must be accessible for cleaning and

allow for servicing of equipment.

3.5. Breakrooms

The design of the laboratory building must incorporate adequate additional facilities for

food storage/consumption and personal hygiene tasks.

3.6. Entries, Exits, and passageway Width

Self-closing laboratory doors should be operable with a minimum of effort to allow

access and egress for physically challenged individuals. A minimum of a

90 cm-wide door should be provided to facilitate equipment movement.

Laboratory benches, laboratory equipment and other furniture or obstacles shall not be

placed so that there is less than 150 cm of clear egress within the laboratory.

Laboratory doors that separate laboratory areas from non-laboratory areas are to be

automatically self-closing.



Corridors should not be less than 180 cm wide to allow for movement of large equipment

and allow for circulation of materials on carts, etc.

Common corridors shall not be programmed for laboratory operations.

3.7. Inside Laboratory Facilities

Enough drawers per bench per group of students are required to store hard wares, glass

wares and aprons

Laboratory should be sufficiently large to provide places for [30] students, working as

[15] pairs; each student to have 0.36 m2 work surface available. There also needs to be

sufficient free bench space for setting out long-term investigations, laying out

equipment to be selected by students (items not on student work spaces).

One double gas tap and one double electrical socket should be provided for each pair of

students and one sink for three groups of students. Sinks should generally be of cast

epoxy or fire clay.

Electricity sockets should be positioned to minimize risk of penetration by water.

Each laboratory needs a teacher’s area equipped with gas, water and electricity services,

a white board for writing, an interactive whiteboard or screen for a projector, and

lockable cupboard / drawers.

Water taps should be about 30 cm above bench level (to allow tall containers to be filled

or cleaned) and should be of a non-rotatable, epoxy-coated, pillar design. Taps should be

fitted sufficiently close to the sink for water to go easily into the sink. For ease of

maintenance each tap or group of taps on a bench should have a service valve.

Electrical supplies to each laboratory should be protected by an earth-leakage circuit

breaker. The cut-off for each laboratory should be adjacent to the teacher’s area. Power to

any fume cupboards needs to be on a separate circuit.

Each laboratory should have clearly labelled fire-fighting equipment and one fire blanket,

to be located adjacent to the teacher’s base.

Each laboratory should have (wooden-seated / wood) stools for all students and the

teacher. Heights of stools shall be such as to leave a gap of 25 cm between the stool top

and the underside of the bench.



Sample laboratory stools.

4. Equipment, apparatus and chemicals

4.1. Emergency equipment

All laboratories that use hazardous chemicals must have access to:

Emergency shower and eyewash inside each laboratory or on the corridor

Fire blanket (one pack in each lab)

Emergency/first aid kit (one in each lab)

Sand bucket (one in each lab)

Sodium bicarbonate/ sodium carbonate bucket-for acid spills (one in each lab)

Citric acid/ sodium bisulfate bucket (for base spill)

Fire extinguisher (one in each lab)

Water hose (on the corridors)

Clean-up tools such as dustpan, scoop and brush, etc. should be chemical resistant and no

sparking (plastic)

Note: Everyone working in the lab must know where the emergency equipment is

located and how to use it



4.2. Other important equipment

Ice cube maker (at least one, common to all organic chemistry labs)

Water distiller (two, common to all organic chemistry labs)

Water deionizer (one, common to all labs)

Oven (one in each lab)

Desiccators with silica gel (two in each lab)

Melting point apparatus (Thiel-tube for practical organic I (at least 30); Digital for

practical organic II and III (three in each lab) that can run multiple measurements at a

time.

Digital Balances (two in each lab)

Bunsen burner (one for each group for each lab)

Heating plate with stirrer (20-30, for organic chemistry II and III)

Water bath (digital six-opening laboratory water bath) (two in each lab)

4.3. Instruments:

Tin Layer Chromatography (TLC) visualizer (one in each lab)

High Pressure Liquid Chromatography (HPLC) (one, common to all)

Gas Chromatography (GC) (one, common to all)

Infra Red (IR) spectroscopy (one, common to all)

Refractometer (one, common to all)

Centrifuge (one, common to all)

Sonicator (one, common to all)

4.4. Apparatus

A. List of Laboratory Equipments for Practical Organic Chemistry I

S. No. Equipment

1 Adaptor 19/26, 24/29

2 Balance

3 Beaker (50, 100, 250 mL)

4 Büchner flask (100, 250 mL)

5 Büchner funnel (different size)

6 Boss head (six)

7 Bunsen burner



8 Clamp (four)

9 Condenser (two)

10 Distillation flask

11 Dropper (three)

12 Erlenmeyer flask (50, 100, 250 mL)

13 Flat bottom flask (100, 250 mL)

14 Filter funnel (long stemmed)

15 Filter funnel (short stemmed funnel)

16 Fractionating column

17 Glass rod

18 Glass tube

19 Iron ring (two, large and small)

20 Iron stand (three)

21 Measuring cylinder (5, 10, 25, 100 mL)

22 Quick fit flask (19/26, 24/29) (two)

23 Ice maker (common to all)

24 Round bottom flask (50, 100, 250 mL)

25 Reagent bottles

26 Separator funnel

27 Spatula

28 Still head adapter(19/26, 24/29)

29 Test tubes (different sizes)

30 Thermometer

31 Thiele tube

32 Versatile clamp (two)

33 Watch glass (two)

34 Water aspirator

35 Water bath

36 Wire gauze

37 Test tube holder

38 Capillary tubes

39 Rubber band

40 Boiling chips

41 Test tube brush

42 Detergent

B. List of apparatus for practical organic chemistry II and practical organic chemistry III

S.

No.

Apparatus

1 Erlenmeyer flask (250 mL, 50 mL)

2 Graduated cylinder (100 mL, 25 mL, 10

mL, 5 mL)

3 Suction filtering flask (250 mL)

4 Buchner funnel

5 Test tube with side arm

6 Hirsch funnel

7 Separatory funnel

8 Beaker (250 mL)

9 Adaptor (19/26)

10 Round bottom flask (19/26) (250 mL)

11 Round bottom flask (50 mL)

12 Still head (19/26)

13 Vacuum adaptor (19/26)

14 Adaptor for thermometers

15 Thermometer (300 °C)

16 Condenser (19/26)



17 Test tube

18 Dropper

19 Watch glass

20 Long stemmed funnel

21 Water aspirator

22 Bunsen burner

23 Boss head

24 Iron ring

25 Test tube holder

26 Wire gauze

27 Clamp

28 Iron stand

29 Water bath

30 Spatula

31 Filter paper

32 Boiling chips

33 Red litmus paper

34 Blue litmus paper

35 Clean cotton

36 Bandage

37 Paper towels

38 Glass rod

39 Rubber tube

40 Melting point (app)

41 Refractometer

4.5. Chemicals/reagents

A. List of chemicals for practical organic chemistry I

S. No. Chemicals

1 Acetanilide

2 Acetic acid glacial

3 Acetic anhydride

4 Acetone

5 Acetophenone

6 Acetylsalicylic acid

7 Alpha-naphthol

8 Ammonia

9 Aniline

10 Beef tallow

11 Benzene

12 Benzoic acid

13 Beta-naphthol

14 Bromine

15 n-butanol

16 Calcium chloride

17 Calcium carbide

18 Carbon tetrachloride

19 Copper sulphate

20 Cyclohexene

21 2,4-DNPH

22 Egg albumin

23 Eosin



24 Ethanol

25 Ether

26 Fluorescein

27 Glucose

28 Glycine

29 n-hexane

30 Hydrochloric acid

31 Iron(III) chloride

32 Kerosene

33 Lactose

34 Lead acetate

35 Magnesium chloride

36 Malachite green

37 Maleic acid

38 Methyl orange

39 Milk or casein powder

40 Nitric acid

41 Paraffin oil

42 Petroleum ether

43 Phenol

44 Phenyl hydrazine

45 Phosphoric acid

46 Potassium permanganate

47 Salicylic acid

48 Silica gel 60 – 120 mesh

49 Silica gel G6 TLC

50 Sodium acetate

51 Sodium carbonate

52 Sodium bicarbonate

53 Sodium chloride

54 Sodium citrite

55 Sodium hydroxide

56 Sodium nitrite

57 Potassium sodium tartrate

58 Starch

59 Sucrose

60 Sulfuric acid

61 Toluene

62 p-toluidine

63 Ninhydrine

64 Cong red

65 Chromatographic paper (16 + 16 cm)

66 Litmus paper blue

67 Litmus paper red

68 Ninhydrine paper

69 Filter paper

70 Module

B. List of chemicals for organic chemistry II

S. No. Chemicals

1 KMnO4

2 NaCO3

3 Toluene

4 H2SO4

5 Oxalic acid



6 Benzoic acid

7 Methanol

8 Chloroform

9 NaHCO3

10 Na2SO4, MgSO4, CaCl2 drying agent

11 Resorcinol

12 Conc. HCl

13 Decolorizing carbon

14 Aniline

15 Acetic anhydride

16 Glacial acetic acid

17 Zinc dust

18 Ammonia

19 Ethanol

20 Conc. HNO3

21 Sodium nitrite

22 α-naphthol

23 Sodium hydroxide

24 Potassium hydroxide

25 Acetone

26 Benzaldehyde

27 Cyclohexanol

28 85 % phosphoric acid

29 Salt (NaCl)

30 Anthracene

31 Maleic anhydride

32 Phthalic anhydride

33 Sodium dichromate

34 Dichloromethane

35 Cyclohexanone

36 Sodium bisulphite

74 | P a g e Preparation of Laboratory and Workshop Standards of Undergraduate Science and

Engineering Education program/ Chemistry

Note: The chemicals and apparatus list are based on practical organic chemistry

manual of the Department of Chemistry, AAU.

5. Chemical Storage

5.1. Flammable liquid storage

Flammable liquids should be stored in flammable liquid storage cabinets or inside a

designated flammable liquid storage area.

Flammable-liquids storage cabinets are not intended for the storage of highly toxic

materials, acids, bases, compressed gases or pyrolytic chemicals.

Purchase the smallest volume container needed for research/teaching purpose. This is

especially important with glass containers storing flammable liquids since these are

highly susceptible to breakage.

****Large bottles should be stored low to the ground in order to prevent large spills

from dropping.

5.2. Chemical storage groups

Chemicals are best segregated by hazard class to avoid incompatibilities. DO NOT STORE

CHEMICALS ALPHABETICALLY, except within a hazard class. Plastic bins can be used

to provide secondary containment and segregation on shelves. Recommended general hazard

classes for storage are listed below.

A - Compatible Organic Bases

Examples: hydroxylamine, tetramethylethylamine diamine, triethylamine, phenylhydrazine

B - Compatible Pyrophoric & Water Reactive Materials

React with water to yield flammable or toxic gases. Examples include sodium, potassium,

metal hydrides and hydrolysable halides (titanium tetrachloride, phosgene etc.) Keep away

from water sources. Do not store above or below sinks.

Caution! Use dry chemical extinguisher for fire.

C - Compatible Inorganic Bases



Materials with a pH > 9. Examples include ammonium hydroxide, calcium hydroxide, and

sodium hydroxide. Separate from acids. Store solutions of inorganic hydroxides in

polyethylene containers.

D - Compatible Organic Acids

Examples: propionic acid, trichloroacetic acid, acetic anhydride, acetyl bromide. Separate

from inorganic acids.

E - Compatible Oxidizers including Peroxides

React with water, fire, flammables and combustibles. Examples include inorganic nitrates

(nitric acid), permanganates, inorganic peroxides, persulfates, and perchlorates (perchloric

acid). Keep separate from flammables and other organic materials. Keep separate from

reducing agents (i.e., zinc, alkaline metals, and formic acid).

Caution! Do not store directly on wooden surfaces

F - Compatible Inorganic Acids not including Oxidizers or Combustibles

Materials with pH < 5. Examples include hydrochloric and hydrofluoric acid. Separate from

active metals including sodium and potassium and from organic acids.

G - Not intrinsically Reactive or Flammable or Combustible

Example: NaCl, buffer solutions

J* - Poison Compressed Gases

Example: Hydrogen sulfide, chlorine

K* - Explosive or other highly unstable materials

Example: Picric Acid, nitrocellulose

L - Non-Reactive Flammables and Combustibles, including solvents

Flammable/Combustibles vapors ignite easily at room temperature. Examples include

alcohols, esters, ketones, ethers and pyrophorics. Store flammable liquids in approved safety

cans or cabinets. Keep away from heat, sun, flame, and spark sources. Separate from

oxidizers.

X* - Incompatible with all other storage groups



*Storage Groups J, K, and X are particularly hazardous and are incompatible with all other

storage groups, or require special storage considerations.

Chemicals Storage Groups

This storage system should be used in conjunction

with specific storage recommendations from the

manufacturer’s label and MSDS

Note: when possible, isolate all storage groups in

separate cabinets. If space does not allow, use the

suggested cabinet scheme to combine storage

groups. Use secondary containment as shown to

prevent spilled materials from contacting

containers of incompatibles that are in the same

cabinet

6. Laboratory Safety

Chemistry laboratories present more hazards than are typically found in other science

laboratories. Interestingly, the very properties that we value in some chemicals are also what

make them hazardous. For example, we like the fact that some organic solvents dissolve

organic molecules very nicely, but this same feature also makes them dry out our skin. We

use the reactivity that acids and bases provide in order to effect a chemical change, but that

reactivity also makes them hazardous if they are in contact with skin or are ingested. Hence,



safety in chemistry laboratory should be taken as an important step to perform safe

experiments.

Incident prevention is a collective responsibility, which requires the full cooperation of

everyone in the laboratory. Incidents are often resulting due to:

an indifferent attitude toward safety;

failure to recognize hazards or hazardous situations;

failure to assess the risks involved in the work being done;

failure to be alert to your surroundings;

failure to follow instructions or measures to minimize risks; and

failure to recognize the limitations of your knowledge and experience.

6.1. Safety Culture and Your Role in It

The safety knowledge and skills that you learn in your chemistry courses is greatly influenced

by the safety culture of your institution. The components of a strong safety culture require

you to do your part. There are four areas that should receive your attention: leadership,

learning safety, building a positive safety attitude, and learning lessons from safety

incidents.

6.2. Personal Protective Equipment (PPE)

PPE is used to eliminate or minimize exposure to some hazards encountered when working in

the chemistry laboratory. PPE includes items designed to protect specific areas of the body,

such as eyes and hands. It commonly includes gloves, eye protection, laboratory coats, and

aprons.

6.2.1. Hair and clothing (Dressing for the Laboratory)

Clothing worn in the laboratory should offer your skin basic protection from splashes

and spills.

No shorts, short skirts, and shirts that expose skin to potential spills.

No bulky, loose sleeves and loose-fitting clothing that may knock laboratory items

over, be dragged through chemical spills, or present a fire hazard with open flames.



No clothing made of artificial fibers. Cotton made clothing is preferable.

Wear laboratory coats or aprons. Nonflammable, nonporous aprons offer the most

satisfactory and the least expensive protection.

Laboratory jacket or coat should have snap fasteners rather than buttons, so that it can

be readily removed in case of contamination.

Wear shoes with uppers made of leather or polymeric leather substitutes that

completely cover your feet and toes (closed-toe shoes). This will offer your feet the

best protection from spills and dropped items.

Constrain long hair and loose clothing. Long hair can easily become entangled in

equipment, can be exposed to chemicals, or can catch on fire by direct exposure to lit

Bunsen burners.

Avoid wearing jewelry, such as rings, bracelets, necklaces, and wristwatches, in the

laboratory.

6.2.2. Eye Protection

Everyone in the laboratory, including visitors, must wear eye protection at all times,

even when not performing a chemical operation.

Use the more protective eyewear for variable environments. Goggles rated for

chemical splash protection are the preferred eye protection.

Do not rely on normal prescription eyeglasses for laboratory eye protection against

shrapnel from an explosion or splashes of hazardous chemicals. Serious injuries have



resulted from the wearing of normal prescription eyewear without chemical splash

goggles or safety glasses.

6.2.3. Gloves

Wear gloves in order to protect contamination of hands by

different chemicals.

Select glove material based on the chemicals being used.

Gloves must be before free of cracks and small holes.

Remove gloves before leaving the work area and before handling such things as cell

phones, calculators, laptops, doorknobs, writing instruments, laboratory notebooks,

and textbooks.

Wash hands when leaving the laboratory, even if you have worn gloves.

6.2.3.1. Glove Comparison Chart

Summary: Consult this chart for an overview of commonly used glove types for laboratory

use and their general advantages and disadvantages

Note: These photos are examples. Glove colors and appearances will vary. Many other

models are commercially available in each glove category.

Glove material Intended use Advantages and

disadvantages Example Photos

Latex (natural

rubber) Incidental contact

Good for

biological and

water-based

materials.

Poor for organic



solvents.

Little chemical

protection.

Hard to detect

puncture holes.

Can cause or

trigger latex

allergies

Nitrile

Incidental contact (disposable

exam glove)

Extended contact (thicker

reusable glove)

Excellent

general use

glove. Good for

solvents, oils,

greases, and

some acids and

bases.

Clear indication

of tears and

breaks.

Good alternative for

those with latex

allergies.

6.3. Laboratory Protocols

6.3.1. Laboratory Environment

The chemistry laboratory can provide a wealth of opportunity for learning, but while working

in the laboratory, you should remain alert to your actions and the actions of those around you.

Variations in procedure, including changes in the chemicals to be used or in the amounts that

will be used, may be dangerous.

Alterations should be made only with the knowledge and approval of your instructor.

https://ehs.berkeley.edu/sites/default/files/lines-of-services/workplace-safety/28latexall.pdf

https://ehs.berkeley.edu/sites/default/files/lines-of-services/workplace-safety/28latexall.pdf



Before working in the laboratory, take note of your surroundings. Locate the exits, eyewash

fountains, safety showers, fire blankets, first aid kits, and fire extinguishers; practice walking

to them.

6.3.2. Housekeeping

In the laboratory and elsewhere, keeping things clean and neat generally leads to a safer

environment.

Keep aisles and access to safety equipment free of obstructions such as chairs, boxes,

open drawers, backpacks, and waste receptacles.

Avoid slipping hazards by keeping the floor clear of spilled liquids, ice, stoppers,

glass beads or rods, and other such small items.

Keep workspaces and storage areas clear of broken glassware, leftover chemicals, and

dirty glassware. Broken glassware should always be disposed of in a broken glass

disposal container and NEVER in an ordinary trash can.

Inform your instructor immediately if glass is broken or chemicals are spilled.

Wipe your bench area before leaving the laboratory, so that others will not

inadvertently touch chemical residue.

Never leave chemicals on balances, because this may unnecessarily expose the next

user to the chemical; in addition, electronic balances are expensive and can easily be

damaged by corrosive chemicals.

Clean your dirty glassware at the laboratory sink using hot water, environmentally

acceptable cleaning agents, and brushes of suitable stiffness and size. Do not force a

brush into glassware.

6.3.3. Labeling Chemicals

Improper or insufficient labeling of chemical containers has resulted in numerous adverse

incidents. It is unacceptable to use a marker to write over an existing manufacturer label.

In no instance should a container ever have two labels, one on each side of the bottle.

6.3.4. Inhaling Harmful Chemicals

If you are instructed to smell something in the laboratory, use your hand to waft vapors

toward your face and sniff gently. You should never sniff a chemical by placing your nose



directly over a chemical container. The label on the container and the Safety Data Sheet

(SDS) for the chemical may carry a warning about inhalation hazards.

Follow the instruction of your instructor

6.3.5. Hazardous waste containers

Hazardous waste must be stored in containers (including lids) made of materials that are

compatible with the waste. Hazardous waste containers must be in good condition and free of

leaks or any residue on the outside of the container. Unacceptable containers include

household detergent and food service containers. The best container for your hazardous

waste is the original chemical container.

6.3.5.1. Sealing hazardous waste containers

Hazardous waste containers must be sealed to prevent leakage or spillage. Containers should

be sealed with a screw-type lid or other appropriate device. Plastic wrap, aluminum foil, and

other make-shift lids are unacceptable. A container holding hazardous waste must ALWAYS

be closed during storage, except when it is necessary to add or remove waste.

6.3.5.2. Labeling hazardous waste containers

Hazardous waste containers must be labeled with hazardous chemical waste tags. These tags

require the laboratory to provide specific information including name, telephone number,

building, room number, and exact contents of the container.

6.3.5.3. Hazardous waste container storage

You should designate an isolated portion of your laboratory as a hazardous waste storage

area. Hazardous wastes must be stored with secondary containment so that spills cannot reach

sink, hood, or floor drains. Incompatible hazardous wastes must be segregated to prevent

reaction. Segregation methods include storing in separate cabinets, storing in separate hoods,

or storing in separate secondary containment containers.

In this photo, hazardous waste is labeled with pink chemical waste

tags, segregated by chemical compatibility, stored in secondary

containment, and kept in an isolated area.

Properly Stored Hazardous Waste



Improperly Stored Hazardous Waste

In this photo, there are no labels, no secondary containment, no

segregation, and containers are covered with waste residue

.

In this example, there is no secondary containment from hood drain

and storage is in a high traffic area.

In this example, there are no labels, no secondary containment, and

one container has not been properly sealed (open funnel).

6.3.6. Disposal of Chemicals

Proper handling of reaction by-products, surplus, waste chemicals, and contaminated

materials is a major element of incident prevention, and there are very strict rules for

disposing of chemicals. Improper disposal can result in serious damage to the environment

and can also result in legal issues for your institution. Every student is responsible for

ensuring that these wastes are handled in a manner that minimizes personal hazard and

recognizes the potential for environmental contamination.

6.4. Important points to be noted

Whenever you are in the laboratory:

A. PROPER CONDUCT/BEHAVIOR

Do not work alone.

Never perform unauthorized experiments or change procedures without approval.

Maintain an awareness of your surroundings, and move purposefully around others.



Never remove chemicals from the laboratory without proper authorization, and report to

your instructor any observed unauthorized removal of chemicals by others.

Never play tricks or engage in horseplay in a chemistry laboratory.

Notify your instructor if you observe violations of your laboratory’s safety rules; you

could save someone’s life.

B. PROPER LABORATORY ATTIRE

Prevent skin exposure by covering your skin.

Feet must be completely covered, and no skin should be showing between the top of the

shoe and the bottom of the skirt or pants.

Confine long hair, avoid wearing loose clothing, and remove scarves and jewelry.

C. SAFE HANDLING OF CHEMICALS

Read the procedure ahead of time, listen carefully to your instructor’s directions, and note

any safety requirements for the experiment in your pre-lab notes.

Never directly sniff a chemical. When instructed to smell something, use your hand to

waft vapors toward your face and sniff gently.

Never return reagents to the original container once they have been removed.

D. SAFE HANDLING OF EQUIPMENT

Never pipet by mouth. Always use a pipet aid or suction bulb.

Do not use hot plates with exposed or worn wiring.

Check Bunsen burner hoses for holes.

Always ensure balanced loading of test tubes in centrifuges.

E. ENGINEERING CONTROLS AND PERSONAL PROTECTIVE EQUIPMENT

Always wear the correct type of eye protection when working in the laboratory. Your

instructor will tell you the level of eye protection required



Wear chemically resistant laboratory coats or aprons, if instructed to do so.

Work in laboratory hoods as instructed.

F. PROPER HOUSEKEEPING

Prevent spills by keeping chemicals and apparatus well away from the edges of your

laboratory bench or other workspace.

Dispose of chemical hazardous waste as instructed, and always ask for guidance if you

are unsure.

Always wash laboratory coats or other clothing on which chemicals have been spilled

separately from personal laundry.

Wipe down your work area for the next user.

Clean spills on the balances as instructed.

G. PROPER HYGIENE

Do not prepare or store (even temporarily) food or beverages in a chemistry laboratory.

Never consume any food or beverages when you are in a chemistry laboratory.

Never wear or take laboratory aprons or laboratory coats into areas where food is

consumed.

Do not chew gum, smoke, or apply cosmetics or lip balm in the laboratory. Be aware that

cosmetics, food, and tobacco products in opened packages can absorb chemical vapors.

Never take your hands or pen to your face or mouth while working in the laboratory.

Do not handle contact lenses in the laboratory, except to remove them when an

emergency requires the use of the eyewash fountain or safety shower.

Always wash your hands and arms with soap and water before leaving the laboratory,

even if you wore gloves.

H. EMERGENCY PREPAREDNESS



Become thoroughly acquainted with the location and use of safety equipment and

facilities such as exits, evacuation routes, safety showers, eyewash fountains, fire

extinguishers, and spill kits.

7. Guide to Chemical Hazards

Interestingly, the very properties that make a chemical useful are often those that make it

risky to use, so chemists must learn how to safely use chemicals that have significant inherent

hazards, by using the principles of RAMP. The term RAMP is stands for

R Recognize the hazards

A Assess the risks of the hazards

M Minimize the risks of the hazards

P Prepare for emergencies from uncontrolled hazards

Understanding the hazardous characteristics of all chemicals: toxicity,

flammability, corrosivity, and reactivity.

Know ways through which chemicals can enter the body: inhalation, ingestion,

absorption, and injection

7.1. Important symbols to be noted

Globally Harmonized System of Classification and Labelling of Chemicals (GHS)

All users are advised to check the Safety Data Sheets (SDSs) before using any chemical. The

SDS for a hazardous chemical is a document that describes the chemical’s hazards and the

precautions that you must take to avoid harm.



7.4 References

1.



SECTION FOUR: Minimum Standards for Undergraduate Analytical

Chemistry Laboratory (Solomon Mehretie)

1. Infrastructure of undergraduate laboratories

The laboratory-room will be built by considering non-combustible materials such as breaks

and have high roofs with enough windows for proper ventilation.

1.1. Wet lab

The draft design of the wet lab is given below (Fig. 1) where it creates a reasonable close

contact between lab instructor and students and easy access to laboratory facilities. This wet

lab is space where a lot of chemicals, reagents, storage cabinets and other materials are

properly placed. The laboratory space must have:

Impervious and chemically resistant work surfaces;

Safety shower;

Eye-wash station;

A fire extinguisher mounted to the wall or in an extinguisher cabinet;

A functioning chemical fume hood;

Appropriate gas and water supply lines controlled in both outside and inside the lab

rooms;

Chairs and furniture that are constructed of non-cloth material;

Electrical outlets sufficient in number and location to minimize the use of extension

cords;

Enough sinks and the waste water lines which are separated from any domestic

sewage



Fig.1. Suggest design of a wet lab set-up for undergraduate students

The minimum standard of the Analytical wet lab should

accommodate not more than 30 students per lab room;

be designed to provide at least 2 m2 of net space per student, including lab tables

and benches;

have a preparation room where it provides safe storage, handling and preparation

area and permit easy distribution of chemicals.

1.2. Dry lab

Dry laboratory space types are designed to accommodate scientific equipment and project-

specific work patterns with minimum space for sample accumulation and preparation as

shown in Fig.2. This type of laboratory is especially important for instrumental analysis

courses. The laboratory space must contain



A fire extinguisher mounted to the wall or in an extinguisher cabinet;

A small-size functioning chemical fume hood;

Appropriate gas and water supply lines controlled in both outside and inside the lab

rooms;

Temperature and humidity control;

Dust control;

Durable and flexible casework

Fig.2. Suggest design of a dry lab set-up for undergraduate students

2. Human resources

Laboratory instructors should have M.Sc or Ph.D. in Chemistry and provide theoretical

background to the undergraduate students on each experiment and instructions how to do the

experiment. Each laboratory shall have full-time properly trained laboratory technician (has

minimum B.Sc. degree in chemistry) to prepare regents and maintain laboratory facilities.

Each laboratory shall assign at least one personnel as the laboratory safety officer (has



minimum B.Sc. degree in chemistry) available at all times to respond to emergencies such as

fire, chemical accidents, first aid needs.

Instructors, technicians and safety officers are responsible for the safety of their students and

should be in the laboratory during the entire lab period. They allow neither untrained students

nor visitors to work with chemicals. These staff members of chemistry department have the

following responsibilities:

set a good example by observing the rules and recommendation outlined by the

Chemistry Department, wearing appropriate protective equipment, and practicing

accident prevention,

review the procedures with the students for potential health, safety and environmental

problems for each laboratory session,

be alert for unsafe conditions,

provide discipline and enforce rules, and

promptly take effective corrective action when necessary.

Staff offices should be reasonably close to laboratory facilities and positioned to facilitate

student contact.

3. Practical Analytical Chemistry

3.1. Minimum standards for instrumental analysis

Instrumental analysis laboratory should have apparatus appropriate for providing hands-on

laboratory experiences in order to carry out the analysis and determination of substances

mentioned in their practical instrumental analysis manuals. The laboratory should have

standard chemistry instrumentation items, such as pH meter, Ion meter,

Conductometer, gas chromatographs, colorimeter, coulometer, refractometer, UV-

Vis spectrophotometer and FTIR.

The following apparatus are also necessary to carry on Instrumental analysis



1 Balance, analytical 14 Oven, drying

2 Bunsen burner 15 Oven, laboratory

3 Glass burette 16 Pipettes

4 Stirrer 17 Pipettors

5 Centrifuge 18 Pump, vacuum

6 Thin Layer Plates and developing Tank 19 Conical flask

7 Chromatograph, paper and developing tank 20 Magnetic stirrer

8 Electrodes: glass and calomel, 21 Thermometers, electronic

9 Ag/AgCl/sat. KCl reference electrode 22 Watch glass

10 Electrodes: Chloride selective eletrode 23

Volumetric flask (100, 250,

500 mL and 1 L)

11 Constant current d.c. power supplier 24 galvanometer

12 Electrodes: iodide selective eletrode 25

Volumetric flask (10, 25, 50

mL)

13 Electrodes: sodium ion selective eletrode 26 Device for Pressing KBr disk

Chemicals and chemical reagents for instrumental analysis

1 1,10-phenanthroline 15 Carbon tetrachloride

2 Hydroxylamine hydrochloride 16 methanol

3 Sodium acetate 17 Chloroform

4 Ammonium iron (II) sulfate 18 Cadmium nitrate

5 Sodium chloride 19 Calcium nitrate

6 Potassium bromide 20 Magnesium nitrate

7 Copper sulfate 21 Nickel nitrate

8 Cobalt chloride 22 Potassium nitrate

9 Zinc nitrate 23 Potassium iodide

10 Ethyl acetate 24 Potassium dichromate

11 ethanol 25 Sulfuric acid

12 benzene 26 Acetic acid

13 Sodium thiosulfate 27 Potessium chloride

14 Hydrochloric acid 28 Sodium hydroxide



3.2. Chemical reagents required to carry on practical analytical

chemistry

1 Hydrochloric acid 20 Potassium dichromate

2 Sodium carbonate 21 Potassium iodide

3 Sodium bicarbonate 22 Ammonium thiocyanate

4 Borax (Na2B4O7) 23 Acetic acid

5 Sodium chloride 24 Magnesium sulfate

6 Silver nitrate 25

Ethylenediammine tetra acetic

acid (EDTA)

7 Ammonium chloride 26 Erichrome Black T (EBT)

8 Formaldehyde 27 Calcium Chloride

9 Potassium thiocyanate 28 Nickel chloride

10 Potassium chloride 29 Ethanol

11 Ferric chloride 30 Dimethyl glyoxamine (DMG)

12 Nitric acid 31 Ammonia

13 Potassium permanganet 32 NH3 /NH4Cl buffer

14 Oxalic acid 33 CH3COOH / CH3COONa buffer

15 Sodium oxalate 34 Methyl red

16 Sulferic acid 35 Methyl orange

17 Ammonium ferrous sulfate 36 Phenol red

18 Copper sulfate 37 Phenolphthalein

19 Sodium thiosulfate

3

8 Starch

3.3. Chemical reagents required to carry on real sample analysis

1 Hydrochloric acid 12 Starch

2 Sodium carbonate 13 Potassium iodide

3 Sodium hydroxide 14 Soda ash



4 Potassium Iodate 15 Acetic acid

5 Chloroform 16 potassium permanganate

6 Ascorbic acid 17 Phosphoric acid

7 Phenolphthalein 18 Nitric acid

8 Methyl orange 19 Bleaching powder

9 Sodium thiosulfate 20 Hypochlorite

10 Sulfuric acid 21 Copper

11 Vinegar 22 Orange juice

4. Laboratory safety

4.1. Good safety practices: Do

Know the potential hazards of the materials used in the laboratory.

Know the location of safety equipment such as emergency showers, eyewashes, fire

extinguishers, fire alarms, and telephones.

Review emergency procedures to ensure that necessary supplies and equipment for

spill response and other accidents are available.

Practice good housekeeping to minimize unsafe work conditions such as obstructed

exits and safety equipment, hoods, and accumulated chemical waste.

Wear personal protective clothing while working with chemicals. This includes eye

protection, lab coat, gloves, and appropriate foot protection (closed-toe shoes, no

sandals). Gloves should be made of a material known to be resistant to permeation by

the chemical in use.

Wash skin promptly if contacted by any chemical, regardless of corrosivity or

toxicity.

Always wash your hands before leaving the lab.

Label all new chemical containers with the "date received' and "date opened."



Label and store chemicals properly. All chemical containers should be labeled to

identify the container contents (no abbreviations or formulas) and hazard information.

Chemicals should be stored by hazard groups and chemical compatibilities.

Use break-resistant bottle carriers when transporting chemicals in glass containers that

are greater than 500 mL.

Use fume hoods when processes or experiments may result in the release of toxic or

flammable vapors, fumes, or dusts.

4.2. Bad safety practices: Don’t

Eat, drink, smoke, chew gum, or apply cosmetics in areas where chemicals are used

and stored.

Store food in laboratory refrigerators, ice chests, cold rooms, or ovens.

Drink water from laboratory water sources.

Use ice from laboratory sources in beverages.

Use laboratory glassware to prepare or consume food.

Smell or taste chemicals.

Pipette by mouth.

Work alone in the laboratory without prior approval from the lab supervisor.

4.3. Proper labeling and safe storage of chemicals

Proper chemical labeling and storage is essential for a safe laboratory work environment.

Inappropriate storage of incompatible or unknown chemicals can lead to spontaneous fire and

explosions with the associated release of toxic gases. To minimize these hazards, chemicals

in the laboratory must be segregated properly.

4.3.1. Labeling

Manufacturer chemical labels should never be removed or defaced until the chemical

is completely used.

All chemical and waste containers should be clearly labeled with the full chemical

names (no abbreviations or formulas) and appropriate hazard warning information.



Small containers that are difficult to label such as 1-10 ml vials and test tubes can be

labeled as a group and stored together.

Unattended beakers, flasks, and other laboratory equipment containing chemicals

used during an experiment should be labeled with the full chemical names.

All hazardous waste containers must be tagged with "hazardous waste."

All hazardous waste containers must be marked with an accumulation date. The

accumulation date represents the date that hazardous waste is first placed in the

container (waste containers should NOT be filled to more than 90% of their capacity).

All chemical storage areas such as cabinets, shelves and refrigerators should be

labeled to identity the hazardous nature of the chemicals stored within the area (e.g.,

flammables, corrosives, oxidizers, water reactives, toxics, carcinogens, and

reproductive toxins).

4.3.2. Storage

Stationary chemical cabinets for solid, liquid chemicals and reagents should be placed and the

following tables show patterns of chemicals stored in a storage cabinets. Note that metal

cabinets for organic solvents are mandatory.

4.3.2.1. Pattern of organic chemicals in storage cabinets

Organic 2

Alcohols, glycols, amines,

amides, imines

Organic 8

Phenols

Store severe poisons in

poisons cabinet

POISON

Organic 3

Hydrocarbons, esters,

aldehydes

Organic 6

Peroxides, azides

Organic 4

Ethers, ketones, hylogenated

hydrocarbons, ethylene oxide

Organic 1

Acids, anhydrides, peracids

Store flammables in a

dedicated cabinet

FLAMMABLES



Organic 5

Epoxy compounds,

isocyanates

Miscellaneous

4.3.2.2. Pattern of inorganic chemicals in storage cabinets

Inorganic 10

Sulfur, phosphorus, Arsenic,

phosphorus pentoxide

Inorganic 7

Arsenates, cyanides

(store away from any water)

Mineral acids except nitric

acid

(Dedicated as separate

cabinets)

ACID

Store nitric acid away from

other acids

Inorganic 2

Halides, sulfates, sulfites,

thiosulfates, phosphates,

acetates

Inorganic 5

Sulfides, carbides, nitrides

Inorganic 3

Nitrates, nitrites, azides

(store ammonium nitrate

away from all other

substances-ISOLATE it)

Inorganic 8

Borates, chromates,

permanganates

Inorganic 1

Metals, hydrides

(stor away from any water)

Inorganic 6

Chlorates, perchlorates,

chlorites, perchloric acid,

peroxides, hypochlorites,

hydrogen peroxide



Inorganic 4

Hydrooxides, oxides,

silicates, carbonates, carbon

Miscellaneous

4.3.2.3. Some important tips for storage

A definite storage place should be provided for each chemical and the chemical

should be returned to that location after each use.

Chemical containers should be in good condition before they are stored. Containers

should be managed to prevent leaks.

Chemicals (including waste) should be separated and stored according to their hazard

group and specific chemical incompatibilities.

Special attention should be given to the storage of chemicals that can be classified

into two or more hazard groups. For example acetic acid and acetic anhydride are

both corrosive and flammable. In addition perchloric acid is both corrosive and a

strong oxidizer.

Chemicals should be separated by distance. Physical barriers such as storage cabinets

and secondary containers should be used to prohibit contact of incompatible

chemicals in the event that they are accidentally released or spilled.

Liquid chemicals should not be stored above dry chemicals and be stored below eye

level to avoid accidental spills.

Storage of chemicals within hoods and on bench tops should be avoided.

Stored chemicals should not be exposed to heat or direct sunlight.

Chemicals should not be stored in areas where they can be accidentally broken and

spilled such as on the floor or on the edge of a bench top or exits.

4.4. Safe use of chemical fume hood

Chemical fume hoods are one of the most important items of safety equipment present within

the laboratory. Chemical fume hoods serve to control the accumulation of toxic, flammable,



and offensive vapors by preventing their escape into the laboratory atmosphere. In addition,

fume hoods provide physical isolation and containment of chemicals and their reactions and

thus serve as a protective barrier between laboratory personnel and the chemical or chemical

process within the hood.

The fume hood is the best known local exhaust device used in laboratories. When used

properly, it will protect the user from exposure to potentially harmful chemical contaminates.

Proper hood performance depends on the velocity of air moving through the hood. A fume

hood that isn't performing properly is often worse than no hood at all because the user is

likely to have a false sense of security about its ability to provide protection.

4.5 References



SECTION FIVE: (Mesfin Redi)

Minimum Standards for Undergraduate Physical Chemistry

Laboratory

Physical chemistry provides the fundamental concepts and organizing principles that underlie

all aspects of chemistry and related fields. Conventionally, it is divided into four major

branches which are thermodynamics, chemical kinetics, quantum chemistry, and statistical

mechanics. Therefore, physical chemistry teaching should include four lecture and two

practical courses.

The physical chemistry lecture courses should address each of the major concepts listed

below under the respective courses.

Chemical Thermodynamics lecture course: should cover topics: basic terms

(system, thermodynamic state, state functions, work, heat, etc.); thermodynamic laws

(0th

, 1st, 2

nd and 3

rd laws); equation of state for ideal and real gases; state functions

(enthalpy, entropy, Gibbs energy, etc.) and applications; microscopic interpretation of

entropy; chemical potential applied to chemical and phase equilibria; non-ideal

systems; standard states; activities; Gibbs phase rule; phase equilibria; single and

multi-component phase diagrams

Chemical kinetics: should cover topics: differential and integral rate laws of various

orders (for only forward and reversible reactions); molecularity; derivation of rate

laws from chemical mechanisms; steady-state approximation; chain reactions;

collision theory; transition state theory; enzyme kinetics; reactions on surfaces;

Langmuir isotherm

Quantum chemistry: should cover topics: postulates and formulation of Schrodinger

equations; operators and matrix elements; particle-in-a-box; simple harmonic

oscillator; rigid rotor; angular momentum; Hydrogen atom; hydrogenic wave

functions; spin; Pauli principle; approximate methods; Helium atom; Hydrogen

molecule ion; hydrogen molecule; diatomic molecules; LCAO method; light-matter

interaction; dipole selection rules; rotational spectra of linear molecules; vibrational

spectra; term symbols; electronic spectra of atoms and molecules

Statistical thermodynamics: should cover topics: Boltzmann distributions;

molecular partition functions; partition function expressions for atoms, rigid rotors,

and harmonic oscillators; standard thermodynamic functions expressed in partition

functions



The physical chemistry practical courses should provide students with sufficient experimental

experience in connecting theoretical concepts with observed chemical phenomena using

physical chemistry concepts. Accordingly, the physical chemistry practical courses, though

may be selected according to the availability of resources, should include experiments to

elaborate the major theoretical concepts.

The minimum set of experiments to be included and the resources required are listed below,

which are based on the currently given physical chemistry courses at the Department of

Chemistry, Addis Ababa University.

102 | P a g e Preparation of Laboratory and Workshop Standards of Undergraduate Science and Engineering Education program/ Chemistry

Practical Physical Chemistry Course I

Exp. No Title Chemicals Apparatus/ Instrument

1 Boiling point diagram of a binary

system Chlor Chloform; Ethanol

Othmer equilibrium apparatus; Heater (heating mantle),

adjustable stand, graduated cylinders 50 mL(2), test tube,

glass rod, thermometer, soft paper, boiling chips;

Digital refractometer

2 Partial miscibility of a binary system Phenol and water Thermometer, electric water bath with stirrer, descant and

sample with closed test tube

3 Dependence of saturation activity of

a solute up on temperature

Phenolphthalein solution, sodium hydroxide,

benzoic acid

Electric water bath with stirrer , thermometer, pipette,

burette, Erlenmeyer flask 250 mL(2), measuring cylinder

150mL

4 Boiling point elevation CaCl2, NaCl, KCl Boiling apparatus, heater, Beckman thermometer, boiling

chips, condenser, pipette, weighing bottle

5 Ionic Equilibrium Sodium hydroxide 0.1 M, acetic acid 0.1M, sodium

acetate, phosphoric acid, buffer solution

PH meter, combination glass electrode, magnetic stirrer,

bar, beaker 500 mL (2), pipette 10 mL


6 Thermodynamics of an

Electrochemical cell

Zinc sulphate solution 0.1 M, copper sulphate

solution 0.1 M, saturated potassium chloride

Daniel cell, thermometer, water bath, zinc and copper

electrode, digital multi-meter, beaker

7 Conductance of strong and weak

electrolytes

Acetic acid, sodium chloride, sodium acetate,

hydrochloric acid, potassium chloride

Conductivity meter, conductivity cell, beakers 150 mL,

pipette, volumetric flask 100 mL (5)

8 Isobaric expansion coefficient Ethanol Digital balance (0.01 mg); Erlenmeyer flask (250 mL);

thermostatic water bath; stand with clamps

9 Kinetics study of the Reaction of

crystal violet with sodium hydroxide

Crystal violet 1.5 * 104

M, NaOH 0.2 M, 0.1 M,

0.05 M and 0.01M, distilled water

Pipettes 10 mL (2) measuring cylinder, cuvette, beakers,

volumetric flask


Practical Physical Chemistry Course II

Exp. No Title Chemicals Apparatus/ Instrument

1 Vibrational-rotational spectra of HCl

in vapor phase HCl vapor phase Desktop computer, Gaussian software, Gas sampler

2 Surface tension of liquids Butanol, water Volumetric flask 100mL (2), 50 mL (6), beakers, pipettes,

pipette filler, Ostwald Stalagmometer

3 Viscosity measurement Polystyrene, toluene Viscometer, Volumetric flask 100 mL

4 Critical micelle concentration Sodium acetate; Acetic acid

Volumetric flasks (100 mL); beakers (20 mL); magnetic

stirrer with fishers

5 Intermolecular interaction and virial

coefficient of some gases None Virial software program

6 Potential energy of H2+ None Poteng software program

7 Adsorption of charcoal Organic acids (for example benzoic acid); NaOH;

Activated charcoal; phenophtahaline

Erlenmeyer flasks (200 mL 14); pipettes (50 mL, 25 mL,

10 mL and 5 mL); Digital balance (0.01 mg); Filter paper;

funnel; burette


8 Absorption spectroscopy Benzene, cyclohexane Quartz cuvette, Teflon, beaker’;

UV-Vis spectrophotometer



The staff members and teaching support technical staffs are responsible in proper delivery of

lecture and practical courses, respectively. To meet these demands required, there should at least

two teaching with PhD degree and two support staffs with MSc degree, one each for Practical

physical chemistry I and II each.

Documents

National Lab Standards for Undergraduate Chemistry (Draft ... · Although the traditional division of chemistry into analytical, biological, inorganic, physical and organic chemistry