Every lab career, from biological technician and medical laboratory technologist to chemist, physicist and materials scientist, starts with safety. This beginner course teaches the ideas you need to recognise hazards and follow your lab's rules: reading a GHS label and its pictograms, finding PPE, storage and spill information in a Safety Data Sheet, and matching biological agents and practices to biosafety levels 1 to 4. The second module covers choosing PPE, when to use a chemical fume hood versus a biosafety cabinet, and how waste, sharps and spills are handled. The final module looks at safety culture: reporting incidents and near misses, following SOPs and writing a simple risk assessment, and planning the training your institution requires. It is awareness-level only: it does not replace the hands-on training and supervision your employer or institution must provide, and every activity is a paper or reading exercise that is safe to do at home.

Recognise lab hazards, read GHS labels and Safety Data Sheets, choose PPE, and understand the training and records that keep labs safe.

Lab Safety Fundamentals

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

A lab may hold hundreds of chemicals, and many look alike: clear liquids, white powders. The label is your first warning of what a container can do to you. Before 1992, labels varied by country and supplier. The **Globally Harmonized System of Classification and Labelling of Chemicals (GHS)**, developed through the United Nations, gives the whole world one format. In the United States, OSHA's **Hazard Communication Standard** (HazCom, 29 CFR 1910.1200) adopts GHS for workplace labels and Safety Data Sheets. Most other countries have adopted it too (for example, CLP in the EU and WHMIS in Canada).

## Hazard classes

GHS sorts hazards into three groups:

- **Physical hazards:** flammable, explosive, oxidising, self-reactive, pyrophoric (ignites in air), gases under pressure, corrosive to metals.
- **Health hazards:** acute toxicity, skin corrosion or irritation, serious eye damage, sensitisation, carcinogenicity, mutagenicity, reproductive toxicity, organ toxicity, aspiration hazard.
- **Environmental hazards:** harmful to aquatic life (and, outside the US, the ozone layer).

Within a class, a **category** gives severity. Category 1 is the most severe: acute toxicity category 1 can kill in tiny amounts; category 4 is harmful.

## The six parts of a GHS label

1. **Product identifier:** the chemical or product name, matching its Safety Data Sheet.
2. **Signal word:** **Danger** (more severe) or **Warning** (less severe). A label has only one.
3. **Hazard statements:** standard phrases describing the hazard, each with a code, such as `H225 Highly flammable liquid and vapour` or `H314 Causes severe skin burns and eye damage`.
4. **Precautionary statements:** what to do, with P-codes: prevention (`P210 Keep away from heat, sparks, open flames`), response (`P305+P351+P338 IF IN EYES: Rinse cautiously with water for several minutes...`), storage and disposal.
5. **Pictograms:** red-bordered diamonds with a black symbol.
6. **Supplier information:** name, address and phone number of the manufacturer or importer.

## The nine pictograms

| Pictogram | Means | Examples |
|---|---|---|
| Flame | flammable, self-heating, pyrophoric | ethanol, acetone |
| Flame over circle | oxidiser (feeds a fire) | hydrogen peroxide (concentrated), nitrates |
| Exploding bomb | explosive, self-reactive | some peroxides, azides |
| Gas cylinder | gas under pressure | nitrogen, CO2 cylinders |
| Corrosion | burns skin, damages eyes, corrodes metal | concentrated acids and bases |
| Skull and crossbones | acute toxicity (fatal or toxic) | sodium cyanide, methanol (in some categories) |
| Exclamation mark | irritant, sensitiser, harmful, narcotic effects | dilute acids, many solvents |
| Health hazard | carcinogen, mutagen, reproductive or organ toxicity, respiratory sensitiser | benzene, formaldehyde |
| Environment | toxic to aquatic life | many pesticides (not mandatory under OSHA HazCom) |

## Worked example: reading a label

A bottle of acetone shows: signal word **Danger**; the flame and exclamation mark pictograms; `H225 Highly flammable liquid and vapour`, `H319 Causes serious eye irritation`, `H336 May cause drowsiness or dizziness`; and precautions including `P210` (no ignition sources) and `P233` (keep container tightly closed).

What it tells you: keep it away from hot plates and flames, use it where vapours are controlled, wear eye protection, and close the bottle after use. The label does not tell you which glove material works or how to clean up a large spill; for that you go to the Safety Data Sheet (next lesson).

## Secondary containers

When you pour a chemical into a beaker, wash bottle or smaller bottle, that **secondary container** must also be labelled according to your lab's rules: at least the chemical name and main hazards, often the date and your initials. Unlabelled containers are one of the most common findings in lab inspections, and the cause of many "what was in this?" incidents.

## Other labels you will see

- **NFPA 704 diamond** (blue health, red flammability, yellow instability, white special hazards, rated 0 to 4) on doors and storage areas, aimed at emergency responders.
- **DOT/transport labels** on shipping boxes.
- **Biohazard, radiation and laser warning signs**, covered elsewhere in this course.

Note that the NFPA scale runs the opposite way to GHS categories: in NFPA, 4 is the most severe; in GHS, category 1 is.

## Common mistakes

- **Judging by smell or looks.** Many dangerous chemicals have no warning odour.
- **Ignoring the signal word.** "Danger" means take extra care.
- **Confusing GHS categories with NFPA numbers.**
- **Leaving secondary containers unlabelled**, even "just for a minute".

## Quick recap

- GHS gives one label format worldwide; OSHA HazCom requires it in US workplaces.
- A label has six parts: identifier, signal word, hazard statements, precautionary statements, pictograms, supplier.
- Learn the nine pictograms and what each means.
- Labels are the summary; the Safety Data Sheet has the detail.

Official source: OSHA Hazard Communication, https://www.osha.gov/hazcom (Checked on 2026-10-23.)


Read a GHS chemical label: the signal word, hazard and precautionary statements, and the nine pictograms.

Chemical hazards and the GHS label

GHS Pictograms Explained - The Hazard Communication Standard

HazCom and GHS Explained in 6 Minutes

Pick a common household product you have, such as isopropyl (rubbing) alcohol, a bleach cleaner or dish soap. Without opening it, find the manufacturer's name on the label.

Search for "<product name> safety data sheet" on the manufacturer's website and download the SDS (most manufacturers publish them). Check that the product name and supplier match.

Section 2: write down the signal word, the pictograms and two hazard statements.

Section 4: write down the first-aid instruction for eye contact.

Section 6 and 7: write down what to do for a small spill, and two storage conditions (for example temperature, keep away from, incompatible materials in section 10).

Section 8: write down the PPE it recommends (eye, skin, respiratory) and any exposure limit listed.

Section 9: find the flash point, if listed. Is the product flammable at room temperature?

Compare with a second product's SDS and note one way the two differ in hazards or PPE.

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

The label on a bottle gives you a summary. The **Safety Data Sheet (SDS)** gives you everything else: what is in it, how it can hurt you, what to wear, how to store it, what to do in a spill or fire, and first aid. Under OSHA's Hazard Communication Standard, manufacturers and importers must provide an SDS for every hazardous chemical, and employers must keep them **readily accessible** to workers on every shift. Knowing your way around one is a basic skill for every lab job, and you will be expected to read the SDS before using an unfamiliar chemical.

## One format, 16 sections

GHS fixed the order of the sections, so every SDS looks the same no matter who wrote it. (Older documents called "MSDS" had no standard layout.)

| # | Section | What you find |
|---|---|---|
| 1 | Identification | product name, uses, supplier, emergency phone |
| 2 | Hazard identification | GHS classification, signal word, pictograms, H and P statements |
| 3 | Composition | ingredients, CAS numbers, concentrations |
| 4 | First-aid measures | eyes, skin, inhalation, ingestion; symptoms |
| 5 | Fire-fighting measures | suitable extinguishers, combustion hazards |
| 6 | Accidental release measures | spill clean-up, PPE for the clean-up, containment |
| 7 | Handling and storage | safe handling, storage conditions, incompatibilities |
| 8 | Exposure controls / PPE | exposure limits (OSHA PEL, ACGIH TLV), ventilation, gloves, eye and respiratory protection |
| 9 | Physical and chemical properties | appearance, odour, pH, flash point, boiling point, vapour pressure |
| 10 | Stability and reactivity | conditions to avoid, incompatible materials, hazardous decomposition |
| 11 | Toxicological information | routes of exposure, effects, LD50 values |
| 12 | Ecological information | effects on the environment |
| 13 | Disposal considerations | how to dispose of it |
| 14 | Transport information | UN number, shipping class |
| 15 | Regulatory information | regulations that apply |
| 16 | Other information | revision date and notes |

OSHA does not enforce sections 12 to 15 (they fall under other agencies), but they are usually filled in.

## How to read one quickly

You rarely read an SDS top to bottom. Go to the section that answers your question:

- "Is this dangerous, and how?" Section **2**.
- "What do I wear?" Section **8** (gloves often name a material and a breakthrough time).
- "Where and how do I store it? What must it not touch?" Sections **7** and **10**.
- "Someone got it on them." Section **4**, and call for help.
- "It spilled." Section **6**, then your lab's spill procedure.
- "How do I get rid of it?" Section **13**, then your institution's waste rules.

## Worked example: isopropyl alcohol (70%)

Looking up a typical SDS for 70% isopropyl alcohol:

- **Section 2:** Danger. Flammable liquid category 2, eye irritation category 2A, may cause drowsiness. Pictograms: flame, exclamation mark.
- **Section 4:** eyes: rinse with water for several minutes, remove contact lenses if easy, continue rinsing, get medical advice if irritation persists.
- **Section 7:** keep away from heat and ignition sources, keep container closed, store in a cool, well-ventilated place.
- **Section 8:** safety glasses; gloves such as nitrile for incidental contact; use with good ventilation; an exposure limit (for isopropanol, OSHA lists a PEL of 400 ppm as an 8-hour average).
- **Section 9:** flash point around 20 °C (68 °F): it can give off enough vapour to ignite at room temperature.
- **Section 10:** incompatible with strong oxidisers.

Putting it together: store it in a flammables cabinet away from oxidisers, keep it away from hot plates, and wear eye protection.

## Where to find SDSs

- Your lab's SDS binder or electronic SDS system (ask where it is on your first day).
- The supplier's website (search the product name and "SDS").
- Reference resources such as PubChem's Laboratory Chemical Safety Summary for background. Always use the SDS for the exact product and supplier you have, because mixtures and concentrations differ.

## Beyond the SDS

An SDS describes the chemical, not your procedure. Heating, mixing or scaling up can create hazards the SDS does not cover. That is why labs also use standard operating procedures and risk assessments (module 3), and why you ask your supervisor before using a chemical in a new way.

## Common mistakes

- **Using an SDS for a different concentration or supplier.**
- **Reading only section 2** and missing incompatibilities in section 10.
- **Not knowing where the lab's SDSs are kept** until there is an emergency.
- **Trusting an out-of-date SDS.** Check the revision date in section 16.

## Quick recap

- Every hazardous chemical has an SDS with 16 sections in a fixed order.
- Section 2 hazards, 4 first aid, 6 spills, 7 storage, 8 PPE, 10 incompatibilities, 13 disposal.
- Use the SDS for the exact product you have, and find your lab's SDS collection on day one.

Official source: OSHA Hazard Communication, https://www.osha.gov/hazcom (Checked on 2026-10-23.)

## Try it

Open the **Do** tab and find key facts in the SDS of a household product.


Find hazards, PPE, storage, spill and first-aid information in the 16 sections of a Safety Data Sheet.

Reading a Safety Data Sheet

SAFETY DATA SHEETS TRAINING VIDEO | By Ally Safety

Chemical Safety Information Resources | ACS College Safety Video #2

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

Biological technicians, biochemists and medical laboratory technologists work with microorganisms, cell lines and human samples that can cause infection. You cannot see the hazard, so labs rely on agreed levels of containment. In the US, the reference is **Biosafety in Microbiological and Biomedical Laboratories (BMBL)**, published by the CDC and NIH (currently the 6th edition). It defines four **biosafety levels (BSL-1 to BSL-4)**, each adding practices, safety equipment and facility features on top of the level below.

## Risk groups vs biosafety levels

These are related but not the same:

- A **risk group** (RG1 to RG4) classifies an *agent* by how dangerous it is: whether it causes disease in healthy adults, how serious, whether it spreads easily, and whether treatment or vaccines exist.
- A **biosafety level** is the set of *containment conditions* chosen for a particular piece of work, based on a **risk assessment** of the agent and the procedure.

Usually RG2 agents are handled at BSL-2, but a procedure that makes aerosols or uses large volumes can call for more containment. The institution's biosafety officer and Institutional Biosafety Committee make that call, not the individual.

## The four levels

| Level | Typical agents | Key practices and equipment | Facility |
|---|---|---|---|
| **BSL-1** | agents not known to cause disease in healthy adults, e.g. non-pathogenic *E. coli* K-12 strains, *Bacillus subtilis* | standard microbiological practices: handwashing, no eating or drinking, no mouth pipetting, decontaminate work surfaces; lab coat, gloves, eye protection as needed | open bench, sink, door |
| **BSL-2** | moderate hazard, spread by contact, ingestion or needle-stick, e.g. *Staphylococcus aureus*, *Salmonella*, hepatitis B virus, most human blood and tissue work | BSL-1 plus restricted access, biohazard signs, sharps precautions, **biosafety cabinet** for aerosol-generating work, documented training | self-closing doors, eyewash, autoclave available |
| **BSL-3** | serious or potentially lethal disease by inhalation, e.g. *Mycobacterium tuberculosis* | BSL-2 plus all open work in a biosafety cabinet, respiratory protection as required, medical surveillance, strict access control | controlled access through two self-closing doors, directional inward airflow, exhaust not recirculated |
| **BSL-4** | dangerous and exotic agents with high risk of life-threatening disease and no vaccine or treatment, e.g. Ebola virus | BSL-3 plus clothing change, shower on exit, Class III cabinet or positive-pressure suit | separate building or isolated zone, dedicated air and decontamination systems |

Only a small number of BSL-4 labs exist worldwide. As a beginner you will work at BSL-1 or BSL-2.

## Worked example: matching work to a level

1. A teaching lab grows a non-pathogenic *E. coli* strain for a plasmid experiment. **BSL-1**: standard practices on an open bench.
2. A hospital lab tests patient blood samples. Human blood can carry bloodborne pathogens, so it is handled under **BSL-2** practices with **Universal (Standard) Precautions**, and US employers must also follow OSHA's Bloodborne Pathogens Standard (29 CFR 1910.1030), which includes annual training and offering the hepatitis B vaccine.
3. A research lab grows *M. tuberculosis* cultures. Transmission is by inhalation, so **BSL-3**.
4. A BSL-2 agent is to be spun in large volumes, which creates aerosols. The risk assessment may require sealed rotors opened in a biosafety cabinet, or enhanced practices; the biosafety officer decides.

## The biohazard symbol

The three-ringed biohazard symbol marks rooms, freezers, waste and equipment containing biological hazards. At BSL-2 and above, the door sign also lists the agents, the level, required PPE and an emergency contact.

## Standard microbiological practices (every level)

- Wash hands after work and before leaving.
- No eating, drinking, applying cosmetics or handling contact lenses in the lab.
- Never mouth-pipette; use mechanical pipetting devices.
- Minimise splashes and aerosols.
- Decontaminate work surfaces after work and after any spill.
- Decontaminate waste before disposal (often by autoclave).
- Handle sharps with extreme care.

## Common mistakes

- **Treating "BSL-1" as "no rules".** Standard practices still apply.
- **Confusing risk group and biosafety level**, or picking a level yourself instead of following the institution's risk assessment.
- **Forgetting human samples are BSL-2 work** even when the patient seems healthy.
- **Working outside a biosafety cabinet** when a procedure makes aerosols.

## Quick recap

- BMBL (CDC/NIH) defines BSL-1 to BSL-4; each level adds practices, equipment and facility features.
- Risk group describes the agent; biosafety level describes the containment chosen after a risk assessment.
- Most entry-level work is BSL-1 or BSL-2; human blood and tissue are handled as BSL-2.

Official source: CDC and NIH, BMBL, https://www.cdc.gov/labs/bmbl/index.html (Checked on 2026-10-23.)


Match biological agents, practices and facilities to biosafety levels 1 to 4.

Biosafety levels

Understanding Biosafety Levels

NEIDL: Biosafety Level 4

Read GHS labels and pictograms, find what you need in a Safety Data Sheet, and match biological work to biosafety levels.

Lab Hazards

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

**Personal protective equipment (PPE)** is the barrier between you and a splash, a spray or a broken flask. Choosing the wrong glove can let a solvent soak through in seconds, and the wrong eyewear leaves gaps for splashes. In the US, OSHA requires employers to assess workplace hazards and provide suitable PPE, and to train workers in its use (29 CFR 1910.132). Your lab's hazard assessment and SOPs tell you what to wear; this lesson explains the reasoning so you can follow them and ask good questions.

## PPE is the last line of defence

Safety professionals use the **hierarchy of controls**, from most to least effective:

1. **Elimination:** remove the hazard (skip a step that needs a toxic reagent).
2. **Substitution:** use something safer (a less toxic solvent, a dilute solution).
3. **Engineering controls:** isolate people from the hazard (fume hoods, biosafety cabinets, shields, interlocks).
4. **Administrative controls:** change how work is done (SOPs, training, signs, limiting time or quantity).
5. **PPE:** protect the individual (goggles, gloves, lab coat, respirator).

PPE comes last because it only works if it is the right type, fits, is worn correctly every time, and is not damaged. It does nothing for the person next to you.

## The basic lab dress code

Almost every lab requires, before you even walk in:

- **Long pants (or equivalent) and closed-toe, closed-heel shoes** that cover the foot. No sandals, no exposed skin between pants and shoes.
- **Long hair tied back**, no dangling jewellery or loose sleeves.
- **Lab coat**, buttoned, sleeves down.
- **Eye protection** whenever hazardous materials are in use, even if you are not handling them yourself.

## Eye and face protection

| Type | Protects against | Notes |
|---|---|---|
| Safety glasses with side shields | flying particles, minor splashes | must meet ANSI Z87.1 in the US (marked Z87) |
| Chemical splash goggles | liquid splashes from any direction | seal around the eyes; indirect vents |
| Face shield | splashes to the face | worn **over** goggles, never alone |
| Laser or UV eyewear | specific wavelengths | must match the laser's wavelength and optical density; physics and materials labs |

Regular prescription glasses are not safety glasses. Contact lenses are allowed in many labs with goggles, but follow your lab's rule.

## Gloves

No glove protects against everything. Each material resists some chemicals and fails against others. Two terms matter:

- **Breakthrough time:** how long before the chemical gets through.
- **Degradation:** whether the glove swells, cracks or dissolves.

| Glove | Good for | Weak against |
|---|---|---|
| Nitrile (disposable) | incidental contact with many aqueous solutions, oils, some solvents; biological work | many chlorinated and aromatic solvents, acetone (short breakthrough) |
| Latex | biological work, dexterity | many organic solvents; latex allergies |
| Neoprene | acids, bases, alcohols | some solvents |
| Butyl rubber | ketones, esters | hydrocarbons |
| Insulated / cryogenic | hot or very cold objects | chemicals (not a chemical glove) |

Always check the SDS section 8 and the glove manufacturer's chemical resistance chart. Thin disposable gloves are for **incidental splash** only: if contaminated, take them off, wash your hands and put on a new pair.

Remove gloves before touching door handles, phones or keyboards, so you do not spread contamination. Peel them off inside out without touching the outside with bare skin.

## Body protection

- **Cotton or polyester-cotton lab coat** for general chemical and biological work.
- **Flame-resistant (FR) lab coat** when working with flammable liquids in quantity, pyrophoric reagents or open flames. Synthetic fabrics can melt onto skin.
- **Disposable or fluid-resistant gowns** for BSL-2 and clinical work, often with cuffs tucked under gloves.
- **Chemical-resistant apron** over the coat for large volumes of corrosives.
- Lab coats stay in the lab; contaminated coats are laundered by the institution, not at home.

## Respiratory protection

Fume hoods and biosafety cabinets are the normal way to avoid breathing hazards. If a respirator is required, OSHA requires a written respiratory protection program, a medical evaluation, fit testing and training first (29 CFR 1910.134). Never borrow or improvise one.

## Worked example: choosing PPE for a procedure

Task: diluting concentrated hydrochloric acid into water in a fume hood.

- Hazards: corrosive splashes to eyes and skin, corrosive vapour.
- Engineering control: fume hood (vapour).
- Eyes: **chemical splash goggles**, plus a **face shield** for larger volumes.
- Hands: gloves rated for hydrochloric acid on the manufacturer's chart (often neoprene or thicker nitrile).
- Body: buttoned lab coat; apron for large volumes; closed shoes, long pants.
- Procedure: add acid to water, never water to acid.

## Common mistakes

- **Treating nitrile as universal.**
- **Wearing a face shield without goggles.**
- **Wearing gloves outside the lab** or touching shared surfaces with them.
- **Pushing safety glasses onto the forehead** "for a second".

## Quick recap

- PPE is the last line of defence after elimination, substitution, engineering and administrative controls.
- Match eye protection to the hazard: glasses for particles, goggles for splashes, face shield over goggles.
- Pick gloves from the SDS and resistance charts; change them when contaminated.
- Respirators need a formal program with fit testing.

Official source: OSHA Personal Protective Equipment, https://www.osha.gov/personal-protective-equipment (Checked on 2026-10-23.)


Use the hierarchy of controls and a procedure's hazards to select eye, hand, body and foot protection.

Choosing PPE

How to Dress for the Lab? And what about Personal Protective Equipment (PPE)? Video 3

Laboratory Personal Protective Equipment (PPE)

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

Fume hoods and biosafety cabinets are the most important **engineering controls** in a lab: they keep hazards away from your lungs without relying on PPE. They look similar (a box with a glass sash and airflow), but they protect against different things and are not interchangeable. Using the wrong one, or using the right one badly, can expose you and everyone in the room.

## The chemical fume hood

A **chemical fume hood** pulls room air in through the front opening, past your work, and exhausts it out of the building through ductwork and a fan on the roof.

- **Protects:** you (and the lab) from chemical vapours, gases, dusts and small splashes (the sash acts as a shield).
- **Does not protect:** your sample from contamination. Air is unfiltered room air.
- **Typical face velocity:** around 80 to 120 feet per minute (about 0.4 to 0.6 m/s) at the working sash height; your institution tests and certifies each hood, often yearly, and marks the approved sash height.

### Using a fume hood well

1. **Check that it is working** before starting: look at the airflow monitor or alarm, or a tissue strip at the sash. If it alarms or looks wrong, do not use it; report it.
2. **Work at least 6 inches (15 cm) inside the sash**, where capture is reliable.
3. **Keep the sash at or below the marked height**, and lower it when you are not reaching in. The sash protects your face.
4. **Do not clutter it.** Bottles and equipment block airflow to the rear baffle slots. Raise large equipment on blocks so air flows underneath.
5. **Do not store chemicals in the working hood.** Use ventilated storage cabinets.
6. **Move slowly.** Fast arm movements and people walking past create turbulence that pulls vapour out.
7. **Never put your head inside** the hood.

## The biological safety cabinet (BSC)

A **biosafety cabinet** uses **HEPA filters** (which trap at least 99.97% of particles at 0.3 µm) to clean the air. The most common type, **Class II**, gives three kinds of protection:

- **Personnel:** room air is drawn in at the front grille, so aerosols do not escape toward you.
- **Product:** HEPA-filtered air flows down over the work surface, protecting cultures from contamination.
- **Environment:** exhaust air passes through a HEPA filter.

| Class | Protects | Use |
|---|---|---|
| Class I | personnel, environment | rarely used now |
| Class II (A2, B1, B2) | personnel, product, environment | most BSL-2 and BSL-3 work |
| Class III | maximum: a sealed glove box | BSL-4 and the highest-risk work |

**Important:** HEPA filters trap particles, not chemical vapours. Many Class II cabinets (type A2) recirculate most of their air back into the room or cabinet, so they are **not** for volatile or toxic chemicals unless your biosafety officer has approved a ducted type for that purpose.

### Using a BSC well

1. Let it run for a few minutes before work (follow your SOP), and check the airflow indicator.
2. Disinfect the work surface before and after (often 70% ethanol or another approved disinfectant).
3. Load everything you need before starting, so you do not move in and out.
4. **Never block the front or rear grilles** with paper, arms or equipment.
5. Work from clean to dirty, in the middle to back of the work surface.
6. **No open flames**: they disrupt airflow and can damage the filter. Use sterile disposable loops or electric incinerators.
7. UV lamps are not a substitute for chemical disinfection.

## Clean benches are not either one

A **laminar flow clean bench** blows HEPA-filtered air **toward you**. It protects the product only. Never use one for biological hazards or chemicals.

## Worked example: which one?

| Task | Use | Why |
|---|---|---|
| Diluting concentrated ammonia | fume hood | vapour hazard to you; sample sterility does not matter |
| Passaging a human cell line | Class II BSC | protect you from potential agents and the cells from contamination |
| Preparing sterile media without hazards | BSC or clean bench | product protection is the goal |
| Using chloroform to extract DNA from a BSL-2 sample | ask your biosafety officer | both hazards: may need a ducted BSC or a split procedure |

## Common mistakes

- **Using a BSC for volatile chemicals.**
- **Using a fume hood for sterile cell culture.**
- **Raising the sash fully** to make reaching easier.
- **Covering the front grille** of a BSC with absorbent paper.
- **Ignoring an alarm** or an out-of-date certification sticker.

## Quick recap

- Fume hood: exhausts chemical vapours outside; protects you, not your sample.
- Class II BSC: HEPA-filtered; protects you, your sample and the environment from biological aerosols, not from chemical vapours.
- Keep work deep inside, sashes low, grilles clear, and check the airflow indicator every time.

Official source: OSHA Laboratories, https://www.osha.gov/laboratories (Checked on 2026-10-23.)


Explain what a chemical fume hood and a biosafety cabinet each protect, and the habits that keep them working.

Fume hoods and biosafety cabinets

The Difference Between Fume Hoods and Biosafety Cabinets

How To Properly Use and Operate a Fume Hood - USC Environmental Health & Safety

Find a published lab spill procedure: search your college's (or any university's) Environmental Health and Safety (EHS) website for "chemical spill procedure".

Write down how that procedure decides between a minor spill (you may clean up if trained) and a major spill (evacuate and call for help). List at least three criteria, such as volume, toxicity, and whether you know what it is.

Draw a one-page flowchart for this scenario: 50 mL of a dilute acid spills on the bench while a classmate is nearby. Include alerting others, PPE, containment, clean-up materials, waste labelling and reporting.

Draw a second branch for: a 1 L bottle of an unknown solvent breaks on the floor and you smell vapour. Where does your flowchart send you?

List four waste streams (for example chemical, biohazard, sharps, broken glass) and, for each, the container type and one item that goes in it.

Write down the emergency phone number your chosen procedure uses and where you would find it posted in a lab.

Optional, only with your instructor in a teaching lab: ask them to show you the spill kit, eyewash, safety shower and waste containers, and add their locations to your card.

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

Lab waste can injure the cleaner who empties a bin, start a fire in a drum, or pollute water if it goes down the drain. Spills turn a controlled procedure into an uncontrolled hazard in seconds. Laws such as the US **Resource Conservation and Recovery Act (RCRA)**, administered by the EPA, regulate hazardous waste, and OSHA rules cover sharps and bloodborne pathogens. Every institution turns these into local procedures, and your job is to know and follow them.

## Waste streams: segregate at the source

The key habit is **putting each item in the right container the moment you are done with it**. Mixing streams can cause reactions, and it makes disposal dangerous and expensive.

| Stream | Container | Examples |
|---|---|---|
| Hazardous chemical waste | compatible, closed, labelled container (often provided by EHS) in a designated accumulation area | used solvents, acid solutions, heavy-metal solutions |
| Biohazardous waste | red or orange biohazard bag in a rigid, lidded container; usually autoclaved or treated | cultures, contaminated gloves and plastics from BSL-2 work |
| Sharps | rigid, puncture-resistant, labelled sharps container | needles, scalpel blades, contaminated glass slides, pipette tips (per local rule) |
| Broken glass (uncontaminated) | cardboard broken-glass box | clean broken beakers |
| Regular trash | normal bin | uncontaminated paper and packaging |

Some specialised streams also exist: radioactive waste (handled by a radiation safety officer), and universal waste such as batteries and lamps.

### Chemical waste rules of thumb

- **Label as soon as the first drop goes in**: "Hazardous Waste", full chemical names (no formulas or abbreviations), and approximate percentages, following your institution's label.
- **Keep containers closed** except when adding waste. A funnel left in the bottle counts as open.
- **Never mix incompatibles**, for example oxidising acids with organic solvents, or acids with cyanides. Check SDS section 10.
- **Use secondary containment** (a tray) under liquid waste.
- **Nothing goes down the drain** unless your institution explicitly approves that specific material.
- Request pick-up before the container is full or the time limit is reached.

### Sharps rules

- **Never recap needles** by hand; drop them straight into the sharps container.
- Do not overfill: close and replace the container at the fill line (often about three-quarters full).
- Never reach into a sharps container or push waste down.
- Pick up broken glass with tongs, forceps or a brush and dustpan, never fingers.

## Spills: decide, alert, contain

Before any spill happens, know where the **spill kit, eyewash, safety shower, fire extinguisher, exits and emergency number** are.

When a spill happens:

1. **Stop and assess.** What is it, how much, where, and is anyone hurt or contaminated?
2. **Take care of people first.** For chemical contact with eyes or skin, use the eyewash or safety shower right away, typically for at least 15 minutes, remove contaminated clothing, and get medical help.
3. **Alert** people nearby and your supervisor.
4. **Decide: minor or major.**
   - **Minor:** a small amount of a known, low-hazard material you are trained and equipped to clean up.
   - **Major:** large volume, highly toxic, flammable near ignition sources, unknown material, anyone injured, or you are unsure. **Leave the area, close the door, and call your emergency number or EHS.** Do not try to be a hero.
5. **For a minor spill:** put on the right PPE, contain the edges with absorbent from the spill kit, work from the outside in, use neutralisers only if your procedure says so, collect the material, and bag and label it as hazardous waste.
6. **Report it**, even if it was small (see module 3).

### Biological spills

For a spill of biological material, your lab's procedure typically has you alert others, leave the area for a set time if aerosols may have formed, then cover the spill with absorbent material, apply an approved disinfectant from the outside in, leave it for the required **contact time**, and dispose of everything as biohazardous waste. Spills inside a biosafety cabinet are cleaned with the cabinet left running.

## Worked example

You knock over a 100 mL beaker of dilute sodium chloride solution at the bench. It is a known, low-hazard material: minor. Tell your neighbour, put on gloves, soak it up with paper towels, wipe the area and dispose of the towels as your lab directs. Now change one fact: the beaker held 100 mL of concentrated nitric acid. It is corrosive and an oxidiser and gives off vapour. Unless you are specifically trained and equipped, treat it as major: alert, leave, close the door, call for help.

## Common mistakes

- **Mixing waste streams** "because the bottle had room".
- **Abbreviations on waste labels** (EtOH, DCM) that responders cannot read.
- **Overfilling sharps containers.**
- **Cleaning a spill you do not understand.**
- **Not reporting a "small" spill.**

## Quick recap

- Segregate waste at the source: chemical, biohazard, sharps, glass, trash.
- Label chemical waste fully, keep it closed and away from incompatibles; nothing down the drain without approval.
- Spills: people first, alert, decide minor or major, contain or evacuate, report.

Official source: US EPA, Hazardous Waste, https://www.epa.gov/hw (Checked on 2026-10-23.)

## Try it

Open the **Do** tab and build your own spill and waste quick-reference card on paper.


Segregate chemical, biological and sharps waste, and follow the decide-alert-contain steps of a spill procedure.

Waste, sharps, and spills

How To: Lab Waste

Emergencies in the Chemistry Laboratory |  ACS College Safety Video #6

Choose PPE, use fume hoods and biosafety cabinets for the right jobs, and follow waste, sharps and spill procedures.

PPE and Safe Practice

Decide whether this is an incident or a near miss (or both, for different parts). Write one sentence explaining why.

Write the facts section: date, time, location, people involved (use roles, not names), what happened in order. Stick to what was observed; no opinions or blame.

Write the immediate actions taken (spill response, checking for injury, who was told).

Ask "why?" at least three times (the 5 Whys method) to find contributing causes, for example: why was the floor wet, why was there no bottle carrier, why was the water bath overfilled.

Classify each cause as a person, equipment, procedure or environment factor.

Propose at least three corrective actions using the hierarchy of controls (for example an engineering fix, a procedure change, training), each with an owner role and a due date.

Find one real reporting form: search a university EHS site for "incident report" or "near miss report" and note one field it asks for that you left out.

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

Serious lab accidents rarely come from nowhere. Investigations by the US **Chemical Safety and Hazard Investigation Board (CSB)** of university and research lab incidents keep finding the same pattern: earlier warning signs, small spills and close calls that were never reported or acted on. Every near miss is a free lesson: it shows a weakness before anyone is hurt. That is why labs ask you to report incidents *and* near misses, and why reporting is treated as part of the job, not an admission of failure.

## Definitions

- **Incident (accident):** an unplanned event that caused injury, illness, exposure, damage or a release. Examples: a cut from broken glass, a chemical splash on skin, a small fire, a needle-stick.
- **Near miss (close call):** an unplanned event that *could* have caused harm but did not. Examples: a bottle slips but does not break, a hot plate left on overnight, a hood alarm ignored, the wrong chemical almost added.
- **Unsafe condition:** something that could lead to an incident: a blocked eyewash, a frayed cord, an unlabelled bottle.

Safety pyramids (from Heinrich and later studies) illustrate that for every serious injury there are many minor ones and far more near misses. The exact ratios are debated, but the lesson holds: fix the base and you prevent the top.

## Responding to an incident

1. **Make the area safe** and protect yourself first.
2. **Care for people:** first aid, eyewash or safety shower for at least 15 minutes for chemical contact, call your emergency number for anything serious.
3. **Exposure to blood or other potentially infectious material** (needle-stick, splash): wash the area immediately and report right away; post-exposure evaluation is time-sensitive.
4. **Tell your supervisor** as soon as it is safe.
5. **Preserve the scene** for serious incidents, if safe, so it can be investigated.
6. **Report** using your institution's system, usually within a set time (often the same day or within 24 hours).

In the US, employers must record certain work-related injuries and illnesses for OSHA, and serious events have strict reporting deadlines. Your institution handles that; your part is to report promptly and accurately.

## What a good incident report contains

| Section | Content |
|---|---|
| Basics | date, time, location, people involved (roles), witnesses |
| Description | what happened, in order, factually |
| Injuries or exposures | who, what, first aid or medical care given |
| Immediate actions | what was done to make it safe |
| Causes | direct cause and contributing factors |
| Corrective actions | what will change, who owns it, by when |

Write it so that someone who was not there understands exactly what happened. Use facts, not judgements: "the bottle was carried without a bottle carrier" rather than "the tech was careless".

## Finding causes: the 5 Whys

Ask "why?" until you reach something you can fix:

1. Why did the bottle break? It hit the bench when the technician slipped.
2. Why did they slip? The floor was wet.
3. Why was the floor wet? The water bath was overfilled and splashed.
4. Why was it overfilled? There is no fill line and no one is assigned to maintain it.
5. Why was the bottle unprotected? There is no bottle carrier in the lab.

Notice the answers point at **systems** (equipment, procedures, layout), not just a person. Blaming an individual rarely prevents the next event; fixing the system does.

## Corrective actions and the hierarchy of controls

Strong fixes come from the top of the hierarchy of controls:

- **Engineering:** mark a fill line on the bath, add a drip tray, buy bottle carriers.
- **Administrative:** add "use a bottle carrier" to the SOP; assign bath maintenance.
- **Training:** brief the group on the near miss.

"Be more careful" is not a corrective action.

## Just culture

A **just culture** treats honest mistakes as learning opportunities while still holding people accountable for reckless choices (such as deliberately bypassing an interlock). Labs with a just culture get more near-miss reports and fewer injuries. If you ever feel unable to report something to your supervisor, institutions usually have an EHS office or anonymous reporting route.

## Common mistakes

- **Not reporting** a near miss because "nothing happened".
- **Delaying** an exposure report.
- **Writing blame instead of facts.**
- **Stopping at the first cause** ("they slipped") without asking why.
- **Closing a report** without a corrective action owner and date.

## Quick recap

- Report incidents and near misses; near misses are warnings you get for free.
- Care for people first, then make safe, tell your supervisor and report promptly.
- Write factual reports, find system causes with the 5 Whys, and fix them using the hierarchy of controls.

Official source: OSHA Laboratories, https://www.osha.gov/laboratories (Checked on 2026-10-23.)

## Try it

Open the **Do** tab and write an incident report for a fictional scenario.


Explain why near misses matter, respond to an incident, and write a clear, blame-free incident report.

Incidents and near misses

Experimenting with Danger

What Is a Near Miss?! | Near Miss Examples & Why It’s Important To Report All Incidents

Break the procedure into 4 to 6 steps (for example: collect chemical, weigh, dissolve, transfer, label, clean up).

Look up a sodium hydroxide SDS from any supplier and note its signal word, main hazards (section 2) and recommended PPE (section 8). Note that dissolving it releases heat.

For each step, list the hazards (for example corrosive dust, heat from dissolving, splashes, glass breakage).

Rate each hazard's likelihood (1 to 3) and severity (1 to 3) before controls, and multiply to get a risk score.

For each hazard scoring 4 or more, add controls in hierarchy order: substitution (could you buy a ready-made solution?), engineering, administrative, then PPE.

Re-rate the risk after controls. Is anything still high? If so, note who you would ask (instructor, supervisor, EHS).

Write the emergency response for the worst credible event (for example a splash to the eye) and the waste step.

Compare your table with a published template: search a university EHS site for "laboratory risk assessment template" and note one item you missed.

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

Labs run on written procedures. A **standard operating procedure (SOP)** tells you exactly how to do a task safely and consistently. A **risk assessment** is the thinking that produced it: what could go wrong, how likely and how bad, and what controls bring the risk down. In the US, OSHA's Laboratory Standard (29 CFR 1910.1450) requires employers to have a written **Chemical Hygiene Plan** that includes SOPs for work with hazardous chemicals. Clinical and regulated labs (CLIA, GLP, GMP) also depend on SOPs for quality, not just safety. You will read SOPs from day one, and with experience you will help write and review them.

## What an SOP looks like

A typical lab SOP includes:

1. **Title, scope and purpose:** which procedure, which lab, which materials.
2. **Hazards:** chemicals, biological agents, equipment, energy (heat, pressure, electricity, lasers).
3. **Controls and PPE:** fume hood or BSC, PPE list.
4. **Prerequisites:** training required, approval needed, working alone rules.
5. **Step-by-step procedure.**
6. **Waste disposal.**
7. **Emergency procedures:** spills, exposures, fire.
8. **Revision history:** author, approval, date.

### How to follow an SOP

- **Read the whole SOP before you start**, not step by step as you go.
- **Have the materials, PPE and controls ready** before step 1.
- **Follow it as written.** If a step seems wrong, unsafe or impossible, stop and ask; do not improvise.
- **Check you have the current version.**
- **Report problems** so the SOP gets fixed.

## Risk assessment: the core idea

Risk combines **how likely** a harm is and **how severe** it would be. A common tool is a 3x3 (or 5x5) matrix:

| Likelihood \\ Severity | 1 minor | 2 moderate | 3 serious |
|---|---|---|---|
| 3 likely | 3 | 6 | 9 |
| 2 possible | 2 | 4 | 6 |
| 1 unlikely | 1 | 2 | 3 |

Scores of 6 to 9 are high and need strong controls or a different method; 3 to 4 are medium; 1 to 2 are low. Your institution's scale may differ.

The American Chemical Society teaches the **RAMP** framework, which is easy to remember:

- **R**ecognise the hazards.
- **A**ssess the risks.
- **M**inimise the risks (controls).
- **P**repare for emergencies.

## Worked example: heating a solvent

Task: heat 200 mL of ethanol to 60 °C on a hot plate to dissolve a sample.

| Hazard | Likelihood | Severity | Score | Controls | Residual |
|---|---|---|---|---|---|
| Ethanol vapour ignites | 2 | 3 | 6 | heat in a fume hood; use a water bath or heating mantle instead of an open hot-plate surface; keep ignition sources away; smallest volume needed | 1 x 3 = 3 |
| Splash to eyes | 2 | 2 | 4 | splash goggles; add sample slowly; do not overfill | 1 x 2 = 2 |
| Burn from hot surface | 2 | 2 | 4 | heat-resistant gloves; "hot" sign; let cool before moving | 1 x 2 = 2 |

**Prepare:** know where the fire extinguisher and safety shower are, and do not work alone. Notice that the strongest control for fire risk is changing the **method** (water bath, smaller volume), which sits above PPE in the hierarchy of controls.

## When to reassess

Repeat or update the risk assessment when:

- you **scale up** (more volume, higher temperature or pressure),
- you **change a chemical, concentration or piece of equipment**,
- something **went wrong** (an incident or near miss),
- or a new person will do the task.

Scaling up is a classic cause of lab accidents: a reaction that was harmless at 1 gram can run away at 100 grams.

## Who signs off

You can and should think through risks yourself, but approval belongs to your supervisor or principal investigator, the **Chemical Hygiene Officer**, and, for biological work, the biosafety officer and Institutional Biosafety Committee. Some hazards (particularly hazardous substances, high-powered lasers, radioactive materials) need specific prior approval.

## Common mistakes

- **Treating the SOP as optional** once you feel experienced.
- **Improvising** when a step does not fit, instead of stopping to ask.
- **Doing the risk assessment after the work.**
- **Relying only on PPE** when a method change would remove the hazard.
- **Not reassessing after scaling up.**

## Quick recap

- SOPs tell you how to do a task safely; read the whole thing first and follow it as written.
- Risk = likelihood x severity; use a matrix and the hierarchy of controls to bring it down.
- RAMP: Recognise, Assess, Minimise, Prepare.
- Reassess when anything changes, and get approval from the right people.

Official source: OSHA Laboratory Standard, https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450 (Checked on 2026-10-23.)

## Try it

Open the **Do** tab and complete a risk assessment for a fictional procedure on paper.


Read a lab SOP, and complete a simple risk assessment using likelihood, severity and the hierarchy of controls.

Following SOPs and risk assessments

Assessing Risks in the Chemistry Laboratory | ACS College Safety Video #3

Fundamentals of Laboratory Safety: Risk Management Scenario

Pick a target role (for example biological technician, medical laboratory technologist, chemist, physicist, materials scientist or biochemist) and one real or hypothetical employer or program.

Find that institution's Environmental Health and Safety (EHS) training page (search "<institution> EHS lab safety training"). If you do not have one in mind, use any large university's public EHS site.

List the general courses it requires for new lab workers (for example general lab safety, chemical hygiene, hazardous waste, fire safety).

Add the specialised courses your role would need, from the lesson's table: bloodborne pathogens, biosafety, radiation, laser, cryogens or compressed gases, shipping of dangerous goods.

For each course, note whether it is online or hands-on, and how often it must be renewed (for example annually).

Add any professional requirements for your role, linking to the official body (for example ASCP Board of Certification for medical laboratory scientists) and writing "checked on" with today's date.

Put it all in a table: course, why needed, provider, format, renewal, status. Keep it to update when you start a program or job.

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

No online course, including this one, authorises you to work in a lab. Before you handle hazardous materials, your employer or institution must train you on the specific hazards, equipment and procedures of *their* lab, and a supervisor must confirm you can work safely. In the US this is a legal requirement for employers: the OSHA Laboratory Standard requires information and training for lab workers, and several other standards add their own training. This lesson maps that training so you know what to expect and can plan for it.

## Who is responsible

- **Employer or institution:** provides training, PPE, equipment, a Chemical Hygiene Plan and a safe workplace.
- **Principal investigator or lab manager:** lab-specific training and supervision, SOPs, sign-off that you are competent.
- **Environmental Health and Safety (EHS):** runs general courses, inspections, waste pick-up, and answers questions. Ask for the Chemical Hygiene Officer, biosafety officer, radiation safety officer or laser safety officer as needed.
- **You:** complete training before starting work, follow it, ask when unsure, and keep records of what you have completed.

## The common training map

| Training | Who needs it | Basis (US examples) | Typical renewal |
|---|---|---|---|
| General lab safety and chemical hygiene | anyone working in a lab with hazardous chemicals | OSHA Laboratory Standard, 29 CFR 1910.1450 | at hire, then per institution (often annual or when hazards change) |
| Hazard communication (labels, SDSs) | anyone exposed to hazardous chemicals | OSHA HazCom, 29 CFR 1910.1200 | at hire and when new hazards are introduced |
| Hazardous waste | anyone generating chemical waste | EPA RCRA, institution rules | often annual |
| Bloodborne pathogens | anyone with occupational exposure to human blood or OPIM (clinical labs, human samples) | OSHA 29 CFR 1910.1030 | **annual** |
| Biosafety (BSL-2 and above) | work with biological agents or recombinant DNA | BMBL, NIH Guidelines, Institutional Biosafety Committee | per institution |
| Radiation safety | work with radioactive materials or X-ray equipment | NRC or state radiation programs | per licence conditions |
| Laser safety | work with Class 3B and Class 4 lasers (common in physics and materials labs) | ANSI Z136.1, institution laser safety program | per institution |
| Compressed gases and cryogens | handling cylinders, liquid nitrogen | institution program, supplier guidance | per institution |
| Shipping dangerous goods or specimens | anyone packing infectious substances or hazardous chemicals for transport | DOT and IATA regulations | about every 2 years (DOT requires at least every 3) |
| Fire safety and extinguisher use | most lab workers | institution and fire code | per institution |
| Respirator use | only if a respirator is required | OSHA 29 CFR 1910.134 | annual fit test and training |

These are examples from the US. Other countries have equivalent laws and agencies; your institution will tell you which apply.

## Training by career (beyond the platform)

- **Biological technicians and biochemists:** general lab and chemical safety, biosafety, often bloodborne pathogens and shipping; GMP training on the job in industry. An associate or bachelor's degree with supervised lab hours is required.
- **Medical laboratory technologists:** bloodborne pathogens, biosafety, chemical safety and CLIA quality rules, all within a NAACLS-accredited program with clinical rotations; ASCP Board of Certification (MLS) and a state licence where required.
- **Chemists and materials scientists:** chemical hygiene, waste, compressed gases, often lasers, X-ray or radiation for characterisation equipment.
- **Physicists:** laser, radiation, high voltage, cryogenics and magnetic fields, depending on the lab.

## What lab-specific training looks like

General online courses are only the start. Expect:

- a **lab orientation**: exits, eyewash, shower, spill kit, fire extinguisher, emergency numbers, where SDSs and SOPs live;
- **SOP walk-throughs** for each procedure you will do;
- **supervised practice**, then sign-off before working alone;
- **documented records** of every course, kept by you and your institution.

## Where to start now

You can start some free, reputable learning today:

- The CDC's free laboratory safety courses and videos (this lesson's videos come from that series).
- The American Chemical Society's safety resources and RAMP materials.
- Your target college's EHS website, which often publishes its training requirements publicly.

These help you prepare and show interest to employers, but they do not replace the training your employer or institution must give you.

## Common mistakes

- **Starting lab work before training is complete** "just to observe and help a little".
- **Assuming training from a previous lab transfers.** Each lab has its own hazards and SOPs.
- **Letting annual training lapse**, especially bloodborne pathogens.
- **Not keeping your own records** for job applications and audits.

## Quick recap

- Employers and institutions must train you before you work with hazards; supervision and sign-off come before working alone.
- Core training: lab safety and chemical hygiene, HazCom, waste; specialised: bloodborne pathogens, biosafety, radiation, lasers, shipping.
- Plan your training map early, start free reputable courses now, and keep records.

Official sources (Checked on 2026-10-23.): OSHA Laboratories, https://www.osha.gov/laboratories ; OSHA Bloodborne Pathogens, https://www.osha.gov/bloodborne-pathogens ; ACS Chemical Safety, https://www.acs.org/chemical-safety.html ; ASCP Board of Certification, https://www.ascp.org/ ; NAACLS (accredited lab science programs), https://www.naacls.org/

## Try it

Open the **Do** tab and build a training plan for the lab career you are aiming at.


Plan the safety training a lab job or program will require, from general lab safety to bloodborne pathogens, lasers and radiation.

Required training and where to get it

Fundamentals of Laboratory Safety: Introduction to Laboratory Safety

From Chemical Safety Rules to Risk Management | ACS College Safety Video #1

Report incidents and near misses, work from SOPs and risk assessments, and plan the training your institution requires.

Lab Safety Fundamentals

About this course

Course content

Lab Hazards

PPE and Safe Practice

Safety Culture and Records

Where this course leads

Next course on the path

Careers that use it