High School Science Safety Unit Plan

Objectives: 1. The student will be able to name all of the lab equipment and give a description of each piece of equipment. This description should include how to safely use it, what it is used for, and two examples of how it would be used in an experiment (C1.1 h). 2. The student will demonstrate the knowledge needed to perform experiments and use lab equipment safely by demonstrating at least three lab procedures throughout the week. 3. The student will be able to demonstrate discernment between safe lab procedures and unsafe lab procedures. he or she will be given different lab scenarios and asked to discern what is safe and what is not safe. If not safe he or she should be able to give a safe alternative for the student in the scenario to do (C1.1 C). 4. The student will be able to demonstrate an understanding of what to do when presented with a safety hazard in the lab. They will be able to demonstrate this knowledge by answering short answers on either a quiz or a test.

Length of Unit: 3 days (150 minutes) Anticipatory Set for Each Day:
Day 1: Students will be asked to begin a journal entry in their warm up journals. The prompt will be Please, write a journal entry about all the lab safety rules that you remember from past science classes. While students are writing, the instructor will play

this YouTube video from Rhythm, Rhyme, and Reason. This video is fun, humorous, and reviews a lot of basic science lab procedural and safety rules. There will be a short discussion after the lab entry. http://www.youtube.com/watch?v=PSdY4gEfCHY (10 minutes) Lyrics to video: Chorus
Wait, youve gotta make sure that your lab is safe Before you make a measurement, scope out the space Got your gloves pulled up, got your goggles on Dont want to be another lab experiment gone wrong

Go with goggles, go with the gloves! Go without food, and spit out your gum! Go safe! Go safe! And get into it Go safe scientists, no accidents!

Verse I You know the science lab can be a pretty dangerous place You gotta wear safety goggles to protect your face And just in case you still end up with stuff in your eye You should know how to find the eyewash nearby

And as a matter of fact, know where the exits are too Cause if a fire starts, you better know what to do And you dont have to be a hero, try to break the mold Be sure to follow all directions and just do as youre told

It reminds me of this time I was sitting in lab Trying to work through the experiment and give it a stab When my partner started grabbing chemicals from the shelves

Started mixing up some liquids with unusual smells

Before he could stop, it began to bubble up In a couple of seconds he was in deep, deep trouble So maybe mixing crazy potions didnt go as hed planned He didnt follow the directions and he burned his hand (ouch!)

Chorus

Verse II Its lab time and youre ballin, on top of things Hypothesis made the call on what you want to see But hold up, because it looks like you forgot some things Before you pour, let me know whats wrong with this scene

Your eyes are wide open to take in results Or get blinded by all kinds of chemicals They could splash up and mess up your complexion So keep it hot, yo, and don those goggles

The same goes for your fingers, your hair, and your toes No flip-flops, your kicks should have the tips closed Your fingers should slip through the wrists of some gloves No acid contamination on your palms

And your nose, youve gotta steer clear of the chemicals Or theyll burn your nostrils (and you kind of want those!) Protect it, dont smell it, just waft with me, waft with me Dont need no medics, just waft with me, waft with me Hands over the flask, your nose hanging back

Keep your nostrils intact, just waft with me, waft with me

Chorus

Verse III Hey, I think I really like this lab stuff Im gonna do it again tomorrow cause I cant get enough Of safely making crazy things happen, its fun Its amazing, Ive seen the reactions, Im done

Youre almost done man, can you tell me your plan For what to do with all that toxic waste in your hand? I just heard the bell ring, Ive gotta think quick I think Ill wash it down the sink

Whoa, whoa, whoa Hold on, bro, how do you know where that goes? By tomorrow the sink will be starting to glow Put the waste in the designated receptacle And clean your station off before you take off, yo Put the caps on the bottles? Yeah, thats right. Wipe the tabletop off? Yeah, thats right. Run the flask under water? Yeah, thats right. You cleaned up real nice, see, and nobody died

Day 2: Students will complete the Spongebob Lab Safety Handout. The Bikini Bottom gang has been learning safety rules during science class. Read the paragraph

below to find the broken safety rules and underline each one. How many can you find? The students will complete this handout as a warm up. See attachment for handout. Day 3: The students will be asked to come up with a list on the board of safety rules that they have learned throughout the week. It will done in a popcorn style with students coming up with rules and the teacher writing them on the board. Then they will watch this youtube video. http://www.youtube.com/watch?v=s6lOQ5_Vlok. They then will compare their list of rules to the 10 rules that the video addressed and discuss which ones are the most important and how they can make sure that they follow them.

Activities for each day:

Day 1: Safety Scenarios: Students complete a worksheet while the instructor uses Calvin, the classroom skeleton to act out some lab scenarios in which Calvin and instructor do not follow correct lab protocol to stay safe. The worksheet is attached while the materials needed and scenarios are listed below.
Materials: Container labeled Water Container labeled Acid Broken Glass Goggles Bottle labeled Chemicals Stuffed Animal Food Stir Bar/ Beaker, Thermometer Burner Matches Fire-proof container/ Ethanol Sandals

Six Bottles/ Six Test Tubes Coin Ketchup, for cuts Scenarios #1 Goggles/ Sandals/ Loose clothing: a. Calvin, our skeleton, will be fidgeting with goggles, taking them on, off, on, off, scratching his eyes, etc. b. Calvin will be wearing sandals c. Contacts will not protect against Lesson: Goggles need to be worn at all times. Calvin needs to tuck in loose clothing and not wear open-toes shoes in the lab. #2 Acid and Water a. Instructor will pour a container labeled water into a container labeled acid. Lesson: Never pour water into acid #3 Broken Glass a. Instructor will see broken glass on the floor and will dump it into the trashcan Lesson: Always put broken glass into sharps container #4 Fire Blanket a. Calvin will be on fire and Instructor will pour a bottle labeled chemicals on him Lesson: Never pour chemicals on anyone! When someone is on fire use fire blanket or safety shower. Fire blanket location will be shown as well as proper safety shower procedure. #5 Chemicals in eyes a. Calvin will have chemicals in his eyes and Instructor will pour water from a beaker on them. Lesson: How to use the eyewash #6 Eating/ Drinking Chemicals: a. Instructor will taste a small bit of the chemicals

L.esson: Do not eat or drink the chemicals #7 Hair tied back a. Instructor will have a burner lit and will have her long hair dangling over it Lesson: Tie hair back so that it doesnt get burned #8 Chemical spill a. Instructor will have a chemical spill and she or Calvin will clean it up with their clothing Lesson: Never touch the chemicals! #9 Leaving Burner unattended a. Instructor will have Calvin leave a lit burner unattended Lesson: Never leave a burner unattended

#10 Dissecting Animals a. Instructor and Calvin will play catch with a dissected animal Lesson: Treat all specimens with respect #11 Eating and Drinking in Lab a. Instructor and Calvin will be eating in the lab while conducting our experiment Lesson: Do not eat or drink in the lab at any time! #12 Proper stirring utensils a. Instructor will be stirring a solution with a thermometer. Lesson: You should always use a magnetic stir bar or a glass stir rod #13 Fire in the lab a. There will be a small fire in the lab and Calvin and Instructor will ignore it Lesson: If there ever is a fire in the lab: A. Locate a Fire Extinguisher; B. Notify Instructor immediately #14 Acid spilled on body

a. Calvin will spill a small bit of acid on his hand and then attempt to dry it with a paper towel Lesson: If there is an acid spill do not simply try to pat it dry! Run your hand under water and notify Instructor

#15 Unidentified bottle of chemicals a. Instructor and Calvin will find an unidentified bottle of chemicals and try to sniff and identify it. Lesson: Never do this, as you could get hurt! Always give unidentified chemicals to Mrs. Mihalic #16 Pouring and Labeling a. Instructor and Calvin will be conducting an experiment in which they need to pour six chemicals into six separate test tubes. They pour all six chemicals in the tubes before labeling them and they forget which chemical is in which test tube. Lesson: Pour-Label-Pour-Label #17 Proper smelling techniques a. Instructor will ask Calvin to smell a bottle of chemicals and Calvin will get sick. Calvin, you dont look to well! Lesson: Wafting #18 Attention a. Instructor asks for everyones attention and Calvin doesnt give it to Instructor Lesson: Always give Mrs. Mihalic your attention when he asks for it. #19 Proper clean up a. Calvin will leave class when the bell rings with a big mess on the desk Lesson: Always clean-up after your lab or credit will be taken.

#20 Proper Heating a. Calvin and Instructor will be heating a flask with a rubber stopper over it

Lesson: Never heat materials in a closed container. #21 Washing hands a. After dissecting, Calvin licks his hands and then leaves Lesson: Always wash hands after handling live specimens #22 Tasting chemicals a. Calvin finds an unknown white powder and tastes it to identify it Lesson: Dont taste chemicals #23 Cuts a. Instructor gets a cut and doesnt report it to the teacher Lesson: Report all injuries to the teacher #24 No practical jokes a. Instructor sits on a whoopee cushion Lesson: There are no practical jokes in the lab- Any practical jokes will get you a zero for the lab. #25 Correct method for entering a tube into a stopper a. Instructor does it the wrong way Lesson: The correct way for doing the above procedure is to fire polish the end of the tube, lubricate it with water or soap, hold the tube away from you and twist the tube into the stopper Go over the following a. b. c. d. e. f. (40 minutes) Where the spill cleanup kit it Where the fire extinguisher is Where the fire blanket is Where the main gas shutoff is Where the first aid kit is Fire escape drill

Day 2: Lab Discovery Walk part I: Students will walk through the lab stations that complement the handout allowing the students to learn proper lab techniques and

safety rules.

Station 1: Decanting/Wafting Decanting gradually pouring off liquid from a mixture. Do This: In front of you should have a mixture of water and sand. Your goal is to pour the water into an empty beaker without pouring out any sand. See how much water you can pour off? What techniques did you find most effective in decanting the water? Wafting sampling a small amount of odor by pushing the air above the sample in a waving motion towards your nose. Do This: Take a test tube filled with the odor and carefully remove the stopper. Bring the test tube approximately 10 inches from your nose with one hand and with the other gently wave your hand toward your nose. This action should bring a small amount of air from above the test tube towards your nose. Story: Jeff was a 250 lbs. lineman on my high school football team, needless to say a big guy. One day in lab, Jeff was working with a sample of an ammonia solution. Maybe it was because he thought he was so big and tough he decided to ignore the teachers advice (to waft the ammonia odor in his sample). He put his nose right over his beaker and inhaled. BOOM! All 250 lbs. hit the floor immediately. Jeff passed out from the large dose of ammonia vapor. Station 2: Volumetric Flasks/Graduated Cylinder (Liquid Measurements) Meniscus the lowest point of the surface of water as it sits in a container. Water has something called surface tension. It is this surface tension that allows water droplets to form on a surface. It also causes water to stick to the sides of glass. To make accurate measurements of volume when dealing with water you must measure

from the meniscus. Do This: 1) Pour some water into a graduated cylinder. Can you find the meniscus? Measure the volume of water in the graduated cylinder from the meniscus. 2) Put a drop of water between two overhead slides. What happens? 3) Volumetric Flasks are used to make specific volumes of solution. Using the

faucet and an eyedropper try to get the meniscus to the exact volume line on the neck of the glassware. What techniques were most effective? Station 3: Balances The balance should be zeroed with nothing on the tray the balance pointer points to the centerline. If not turn the adjustment knob below the pan a little bit, then check the balance pointer again. Adjust until the balance pointer rests at the centerline. Mass an object by adjusting the counterweights until the balance pointer returns to the centerline. Station 4: Test tubes (cleaning and drying) Test tubes are tricky items to wash. We will need to wash all the glassware we use in lab so that they will be ready for our next lab and we wont contaminate our next experiment. Practice washing some test tubes with the scrub brush. 1) Put water from the tap with a small amount of soap into the test tube. 2) Scrub with the brush. 3) Rinse THREE times with water. 4) Roll a paper towel into a tight cylinder and insert into the test tube to dry it 5) Place inverted on the test tube rack for more drying and storage.

Station 5: Burette

A Burette is used to dispense a known volume of liquid one drop at time. You turn the plastic knob or stopcock up and down to dispense the liquid and horizontal to stop the flow of liquid. Try it out. How do you dispense a KNOWN amount of liquid from a burette? Give the steps for determining the amount you dispense. Station 6: Powders Scupula The scupula is used to remove the powder from its storage container. Never put material back into the storage containers. Always have a disposal beaker to put excess material in if you take too much (it gets thrown away, so dont use too much) Mortar and Pestle The mortar and pestle is used to grind substances into fine powders.

Rubber Policeman The rubber policeman is used to aid in transferring powders from one container to another.

Do This: Use the scupula to remove some NaCl (table salt) from the storage container into the mortar and pestle. Grind up the salt into a fine powder (use a rotating motion as opposed to a pounding motion its too messy, just imagine that the powder is dangerous and you dont want to spill it). Transfer the fine powder to a beaker wi th a rubber policeman. (30 minutes) Day 2: Lab Discovery Walk: Students will walk through the lab stations and follow directions on handout and answer questions on handout. This activity is formatted to allow students to learn safety procedures by doing.

Lab Discovery Walk Activity:

Decanting/Wafting Decanting gradually pouring off liquid from a mixture. Do This: In front of you should have a mixture of water and sand. Your goal is to pour the water into an empty beaker with out pouring out any sand. See how much water you can pour off? What techniques did you find most effective in decanting the water?

Wafting sampling a small amount of odor by pushing the air above the sample in a waving motion towards your nose.

Do This: Take a test tube filled with the odor and carefully remove the stopper. Bring the test tube approximately 10 inches from your nose with one hand and with the other gently wave your hand toward your nose. This action should bring a small amount of air from above the test tube towards your nose.

Story: Jeff was a 250 lbs. lineman on my high school football team, needless to say a big guy. One day in lab, Jeff was working with a sample of an ammonia solution. Maybe it was because he thought he was so big and tough he decided to ignore the teachers advice (to waft the ammonia odor in his sample). He put his nose right over his beaker and inhaled. BOOM! All 250 lbs. hit the floor immediately. Jeff passed out from the large dose of ammonia vapor.

Volumetric Flasks/Graduated Cylinder (Liquid Measurements) Meniscus the lowest point of the surface of water as it sits in a container.

Water has something called surface tension. It is this surface tension that allows water droplets to form on a surface. It also causes water to stick to the sides of glass. To make accurate measurements of volume when dealing with water you must measure from the meniscus.

Do This: 1) Pour some water into a graduated cylinder. Can you find the meniscus? Measure the volume of

water in the graduated cylinder from the meniscus.

2)

Put a drop of water between two overhead slides. What happens?

3)

Volumetric Flasks are used to make specific volumes of solution. Using the faucet and an

eyedropper try to get the meniscus to the exact volume line on the neck of the glassware. What techniques were most effective?

Balances The balance should be zeroed with nothing on the tray the balance pointer points to the centerline. If not turn the adjustment knob below the pan a little bit, then check the balance pointer again. Adjust until the balance pointer rests at the centerline. Mass an object by adjusting the counterweights until the balance pointer returns to the centerline.

Test tubes (cleaning and drying) Test tubes are tricky items to wash. We will need to wash all the glassware we use in lab so that they will be ready for our next lab and we wont contaminate our next experiment. Practice washing some test tubes with the scrub brush.

1) 2) 3) 4) 5)

Put water from the tap with a small amount of soap into the test tube. Scrub with the brush. Rinse THREE times with water. Roll a paper towel into a tight cylinder and insert into the test tube to dry it Place inverted on the test tube rack for more drying and storage.

Burette

A Burette is used to dispense a known volume of liquid one drop at time. You turn the plastic knob or stopcock up and down to dispense the liquid and horizontal to stop the flow of liquid. Try it out. How do you dispense a KNOWN amount of liquid from a burette?

Give the steps for determining the amount you dispense. Powders

Scupula The scupula is used to remove the powder from its storage container. Never put material back into the storage containers. Always have a disposal beaker to put excess material in if you take too much (it gets thrown away, so dont use too much.

Mortar and Pestle The mortar and pestle is used to grind substances into fine powders.

Rubber Policeman The rubber policeman is used to aid in transferring powders from one container to another. Do This: Use the scupula to remove some NaCl (table salt) from the storage container into the mortar and pestle. Grind up the salt into a fine powder (use a rotating motion as opposed to a pounding motion its too messy, just imagine that the powder is dangerous and you dont want to spill it). Transfer the fine powder to a beaker with a rubber policeman.

(30 minutes) When students begin to complete at least half of the lab discovery walk exercise, students will stop and begin another activity. Time will be allotted the next day to finish the discovery walk. Students will begin to work on the equipment discovery sheet. If students complete the equipment sheet they can begin looking through drawers to better acquaint themselves where all the equipment is at. Once all students have completed this sheet we will have a discussion about equipment and go over answers. There will be a table with all piece of lab equpiment labeled A-Y (students need to match the equipment to the definition if time permits.)

Match the names and descriptions with the letters of the given sheet of pictures. _Y__Funnel Used to transfer liquids into small mouthed containers _X__Watchglass Used as a cover to prevent heated materials from spattering out of the container. Also used as a holding plate for hot or flammable materials. _C__Beaker Used to hold liquids (not used for measuring volume, except for rough estimates) _V__Forceps used carefully manipulate lab materials (without your fingers) like tweezers. _R__Graduated Cylinder Used for measuring the volume of liquids _W__Goggles Used to protect eyes _N__Wash Bottle Used to dispense H2O for rinsing and washing. _B__Mortar and Pestle Used to grind solids into a fine powder. _H__Pasteur Pipettes Used to dispense small amounts of liquids, dropwise _L__Bunsen Burner Used to produce a flame for heating materials _T__Wire Gauze Used as support over a ring stand for materials being heated _A__Test tube Clamp Used for grabbing hot test tubes _J__Ring stand Clamp Attached to a ring stand to hold items _G__Lab Apron Worn to protect user from splashes and spills _P__Safety Shower Safety item used in case of an emergency to rinse student _M__Burette Used for dispensing measured amounts of a liquid, dropwise _K__Volumetric Flask Used to create known concentrations of a solution of a certain volume _I__Erlenmeyer Flask Used to hold liquids, sloped sides allows for spill free mixing and easy decanting (not used for measuring volume, except for rough estimates) _Q__Test tubes Used for holding, mixing, heating, small amounts of liquids _U__Scoopula Used to transfer dry solids, particularly from original container to scale _E__Crucible Tongs Used to move items that have been heated _O__Crucible Used for heating solids to extreme temperatures _S__Ring Stand Used to hold items above a flame for heating _D__Thermometer Used to measure temperature. _F__Pipette Used to transfer exact volumes of a liquid.

(10 minutes)

Day 3: Time for students that did not complete the Lab Discovery Walk the Day before. (10 minutes)

Safety poster project Safety poster creation: Students will receive a rubric outlining the requirements for the creation of a poster depicting one safety symbol/scenario in the laboratory. Students will have 40 minutes to work in pairs to create the safety poster. It is important to keep the groups small with 2-3 participants. Larger groups create a situation in which 1-2 students are on task and 1-2 students have free time to engage in unrelated activities. Posters will be hung in lab after presentation. See Rubric as separate attachment. (30 minutes)

Assessment and Closure for each day:

Day 1: To close Day 1, go over the worksheet that was accomplished during class as well as go over different scenarios that the safety features would be needed. Also, give the students the list of safety rules as a handout. This list is the same list that is in the student/parent contract. A take home worksheet is attached and would be given to the class. Students will identify as many wrong lab techniques as they can. (10 minutes) Day 2: To close Day 2, four questions will be asked to the students to ensure their knowledge of the days activities. 1.) What is the appropriate way to observe the odor of a reaction? Answer: Wafting, this is taking your hand and fanning the air above the reaction toward your face.

2.) First thing you do when using a balance? What does this do? Answer: Zero it, this places the balance at zero. 3.) How many times do you rinse the test tubes after you have washed it with soap? Why? Answer: 3 times, because it ensures that no reaction will happen between the chemicals and the soap by removing the soap residue. 4.) What do you do with the chemicals/materials that were removed from its storage container? Answer: Put it in a disposal beaker, never back into its storage container. (10 minutes) Day 3: Homework- Equipment Crossword Puzzle.

(10 minutes)

Comprehensive Assessment: The cartoon worksheet, the crossword puzzle and

the test are all comprehensive assessments.

Safety Rules and Contract: Biology Lab Safety Contract

Biology is a hands-on laboratory class. Students will be doing many laboratory activities that may require the use of chemicals, laboratory equipment, and other items which, if used incorrectly, can be hazardous. Safety in the science classroom is the number 1 priority for students, teachers, and parents. To ensure a safe biology classroom, a list of rules has been developed and provided to you in this student safety contract. These rules must be followed at all times. The students and a parent must sign their copy. Please read the entire contract before you sign. Students will not be allowed in the laboratory until all their contracts are signed and given to the teacher.

GENERAL GUIDELINES 1. Conduct yourself in a responsible manner at all times in the laboratory. 2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY. 3. Never work alone in the laboratory. No student may work in the science classroom without the presence of the teacher. 4. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so. 5. Perform only those experiments authorized by your teacher. Carefully follow all instructions, both written and oral. Unauthorized experiments are not allowed. 6. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for food or beverages. 7. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited. 8. Always work in a well-ventilated area. 9. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. 10. Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately of any unsafe conditions you observe. 11. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water. Check with your teacher for disposal of chemicals and solutions. 12. Labels and equipment instructions must be read carefully before use. Set up and use the equipment as directed by your teacher. 13. Keep hands away from face, eyes, mouth, and body while using chemicals or lab equipment. Wash your hands with soap and water after performing all experiments. 14. Experiments must be personally monitored at all times. Do not wander around the room, distract other students, startle other students or interfere with the laboratory experiments of others. 15. Know the locations and operating procedures of all safety equipment including: first aid kit(s), and fire extinguisher. Know where the fire alarm and the exits are located. 16. Know what to do if there is a fire drill during a laboratory period; containers must be closed, and any electrical equipment turned off.

CLOTHING 17. Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO EXCEPTIONS TO THIS RULE! 18. Contact lenses may be not be worn in the laboratory. 19. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back, and dangling jewelry and baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed on lab days. 20. A lab coat should be worn during laboratory experiments. ACCIDENTS AND INJURIES 21. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher immediately, no matter how trivial it seems. Do not panic. 22. If you or your lab partner is hurt, get the teacher's attention. Do not panic. 23. If a chemical should splash in your eye(s) or on your skin, immediately flush with running water for at least 20 minutes. Immediately get the teacher's attention. HANDLING CHEMICALS - Mostly for chemistry students 24. All chemicals in the laboratory are to be considered dangerous. Avoid handling chemicals with fingers. Do not taste, or smell any chemicals. 25. Check the label on all chemical bottles twice before removing any of the contents. Take only as much chemical as you need. 26. Never return unused chemicals to their original container. 27. Never remove chemicals or other materials from the laboratory area. HANDLING GLASSWARE AND EQUIPMENT 28. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken glass in the designated glass disposal container. 29. Examine glassware before each use. Never use chipped, cracked, or dirty glassware. 30. If you do not understand how to use a piece of equipment, ASK THE TEACHER FOR HELP! 31. Do not immerse hot glassware in cold water. The glassware may shatter. HEATING SUBSTANCES

32. Do not operate a hot plate by yourself. Take care that hair, clothing, and hands are a safe distance from the hot plate at all times. Use of hot plate is only allowed in the presence of the teacher. 33. Heated glassware remain very hot for a long time. They should be set aside in a designated place to cool, and picked up with caution. Use tongs or heat protective gloves if necessary. 34. Never look into a container that is being heated. 35. Do not place hot apparatus directly on the laboratory desk. Always use an insulated pad. Allow plenty of time for hot apparatus to cool before touching it.

QUESTIONS (answers are confidential) 36. Do you wear contact lenses? 37. Are you color blind? 38. Do you have allergies? Yes_______ Yes _______ Yes _______ No______ No______ No ______

If so, please list specific allergies ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

AGREEMENT I, __________________________________ (student's name) have read and agree to follow all of the safety rules set forth in this contract. I realize that I must obey these rules to insure my own safety, and that of my fellow students and teachers. I will cooperate to the fullest extent with my instructor and fellow students to maintain a safe science lab environment. I will also closely follow the oral and written instructions provided by the instructor. I am aware that any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in my being removed from the lab classroom, detention, receiving a failing grade, and/or further disciplinary action. ______________________________________ Student signature _____________________________ Date

Dear Parent or Guardian:

We feel that you should be informed regarding our efforts to create and maintain a safe science classroom/laboratory environment. With the cooperation of the teachers, parents, and students, a safety instruction program can eliminate, prevent, and correct possible hazards. You should be aware of the safety instructions your son or daughter will receive before engaging in any laboratory work. Please read the list of safety rules above. No student will be permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on file with the teacher. Your signature on this contract indicates that you have read this Student Safety Contract, are aware of the measures taken to insure the safety of your son or daughter in the science laboratory, and will instruct your son or daughter to uphold his or her agreement to follow these rules and procedures in the laboratory. _______________________________________ Parent/Guardian signature ________________________________ Date

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