Chembio Laboratory  An eye wash contains water and is used

to alleviate the pain and get rid of a

ORGANIC CHEMISTRY LABORATORY chemical that was splashed in the eyes.

 is the most exciting part of the Lesson 1

curriculum. It is the place where all the
abstract chemical concepts come to life.  The device should be used by the
 Although it is an exciting place it can individual for 10‐15 minutes. If this
also be one of the most dangerous occurs the individual must then seek
environment that you have learned in medical attention.
 For that reason, it is important to
* FIRE SHOWER
understand the nature of the organic
compounds that you will encounter in  The fire shower is used similar
the laboratory prior to implementing any situations as the fire blanket.
lab experiment.
*HANDLING CHEMICALS
SAFETY
 How you move about the lab and handle
ACCIDENTS the chemicals in this lab is very
 On the first day of class, you should important.
familiarize yourself with the locations of  One should always practice caution
all the safety equipment in the when pouring transporting chemicals
laboratory. from the demonstration table to your
station.
* FIRE EXTINGUISHER Students should always wear safety
goggles and place chemicals in the
 A fire extinguisher is used to control
appropriate glassware.
small fires. The extinguishers use
 Stoppers or caps are the best choice to
compressed carbon dioxide that is
use when transporting chemicals to a
portable and quickly available for
station or for lengthy storage. It keeps
emergencies.
contaminates out and prevents
* FIRE BLANKET unpleasant or hazardous fumes from
entering the laboratory.
 A fire blanket is used to control small
fires. Laboratory fire blankets are CALCULATIONS
typically made of wool. The blanket PRE-LAB
smothers the fire by cutting off the
oxygen. * MOLECULAR MASS
* FUME HOOD  The molecular mass gives us the total
weight of the atoms in a compound it is
 The fume hood is used in lab to limit
important that students calculate the
your exposure to harmful or unpleasant
mass of the chemicals to aid in the
fumes.
theoretical and percent yield of the
* EYE WASH products.
* SOLUBILITY
  The amount of solute that can dissolve GENERAL LABORATORY PROCEDURES
in a solvent is an important concept in
ISOLATION-FILTRATION
the strength of solutions. Knowing the
amount of solute and the right solvent  Filtration is an important technique for
will aid in the density an crystallization the physical separation of solids and
of compounds. One thing to remember liquids. It has
is that “like dissolves like.” several purposes in the organic
laboratory:
DURING
 To separate a solid product from a
*DENSITY reaction mixture or recrystallization
solution
 Density is the ratio that compares the  To remove solid impurities from a
mass of an object to its volume. Density solution
is a property that can be used to identify  To separate a product solution from a
an unknown sample of matter. drying agent after an aqueous extraction
 Density=mass (g)/volume (ml)  The miniscale filtrations commonly
* THEORETICAL YIELD performed in the organic laboratory use
conical funnels and Erlenmeyer flasks for
 The theoretical yield of a product may gravity filtrations and either Buchner or
be calculated from its molecular weight Hirsch funnels and filter flasks for vacuum
and the number of moles of the limiting filtrations.
reagent (the reactant that is short  All three types of funnels require the use of
supply). filter paper to separatethe solid from the
 Theoretical Yield = (moles)(MW g/mol) liquid in the mixture undergoing filtration.
 The liquid that passes through the filter
POST LAB
paper is called the filtrate. Microscale
* PERCENT YIELD gravity filtrations are usually done with a
Pasteur pipet packed with either cotton or
 The percent yield is the actual percent of glass wool.
the theoretical yield that you obtain from  Microscale vacuum filtrations use smaller
your calculations.
versions of the miniscale equipment. When
 Percent yield = actual yield in g / and how to use each filtration method is
theoretical yield in g explained in this technique.
* SPECIFIC GRAVITY  Although they are not strictly filtration
techniques, decantation and centrifugation
 The specific gravity of a substance is the can also be used to separate solids from
density of that substance compared to liquids in the organic laboratory.
the density of water.
 Specific Gravity= density of the
substance/density of water
* PERCENT ERROR

 Percent error is the ratio of an error to an

accepted value.
 Percent error= observed‐actual/actual
x100%`
EXTRACTION

 Extraction is a technique for separating a

water-insoluble organic compounds
from water-soluble salts and polar
organic compounds by mixing an
organic solvent with an aqueous
mixture.
 Carrying out two or three extractions of
a water mixture with an organic solvent
usually serves to separate and purify a DISTILLATION
desired organic compound.
 In a simple distillation, the distilling
flask should be only one-third to one-
half full ofthe liquid being distilled.
 With a flask that is too full, liquid can
easily bump over into the condenser. If
the flask is nearly empty, a substantial
fraction of the material will be needed
just to fill the flask and distilling head
with vapor.
 When the desired liquid is dissolved in a
large quantity of a solvent with a lower
boiling point, the distillation should be
interrupted after almost all of the solvent
has been distilled and the higher-boiling
liquids should be poured into a smaller
distilling flask before continuing the
distillation.
CRYTALLIZATION

 Crystallization is often carries out by

adding water to an organic reaction
mixture to decrease the solubility of a
solid organic product which can then be
filtered from the aqueous mixture.
 The technique of recrystallization uses
differential solubility to purify a solid.
In general, compounds become more
soluble at higher temperatures. CHROMATOGRAPHY
 A recrystallization solvent of the right
polarity is chosen so that the solid  Chromatography is a physical method of
dissolves in hot solvent but is largely separation in which the components to
insoluble in cold solvent. beseparated are distributed between two
 Impurities remain dissolved in the cold phases, the immobile stationary phase
solution when the recrystallized solid is and the mobile phase.
filtered.
 The mobile phase moves in a definite
direction and passes over the stationary
Lesson 2
phase.  While working in the laboratory, you are
 The substances being separated are protected by the instructions in an
attracted to the stationary phase by experimental and by the laboratory
intermolecular forces; the stronger the itself, which is designated to safeguard
attraction the slower they migrate you from your most routine hazards.
through the mobile phase.  But, one must be aware of their actions
 Separation results from the different while inside the laboratory for their
migration rates. The adsorption- carelessness or other’s carelessness
desorption process with the stationary could make laboratory accidents happen.
phase occurs many times as a molecule  Aside from basic laboratory safety, one
moves through a chromatography must also be aware on how to properly
column or on a plate. handle different types of organic
 The time required to move through the chemical. Common sense if important as
mobile phase depends mainly on the well while in the laboratory.
proportion of time itis adsorbed on the
stationary phase and held immobile. CONCERNS ON LABORATORY SAFETY
 The movement of compounds that have
Working alone is forbidden.
stronger intermolecular forces with the
stationary phase is retarded in  Students may only work inside
proportion to their interaction. laboratories and handle laboratory
equipment under supervision of
authorized Teaching Assistant or a
member of the faculty.
 Moreover, students should only enter the
laboratory on their assigned time.
Working alone in the laboratory is
strictly forbidden.
Safety glasses must be worn at all times when in
a laboratory.

 When entering the laboratory, make sure

to wear safety glasses or goggles. If a
student with prescription glasses, it is
more advisable to use laboratory
goggles for more protection when inside
the laboratory.
 Use of contact lenses is forbidden when
inside the laboratory.
Open flames are allowed only when authorized.

 Using an open flame will only be

allowed upon asking for permission and
could only be done in specified
locations.
  Other than that, it is important for you to  When provided with safety handouts or
know how to operate a fire extinguisher, special precautions, be sure to listen
shower and eye wash stations, fire attentively and be scrupulously
blankets and other equipment and rules observed.
necessary in these cases.
Failure to observe laboratory safety rules and
procedures may result in injury to you or to
No eating, drinking, or smoking in the lab. fellow students.

 When inside the laboratory, students are  Be cautious of your actions when inside
strictly forbidden to eat or drink the laboratory. Warnings can be given
anything (including water). by the instructor for every violation you
 Furthermore, be reminded of important do.
precautions to keep all chemicals far  First violations usually are asked to
from your skin and clothing and be leave the laboratory. Repeated violations
away from flames. are subject to the school guidelines and
 Smoking is strictly prohibited as well punishment will be done accordingly.
since some chemicals are reactive to it.
*If you have any questions about the experiment
Loose hair and clothing must be restrained. or about safety regulations at any time, please
feel free to consult with your instructors. It is in
 Long hair and billowy clothing must be your own best interest to stay alert and to be
confined when in the laboratory. aware of possible hazards in the laboratory. Do
 Footwear must cover the whole feet not hesitate to call unsafe practices by your
(sandals are not allowed and shoes are colleagues to the attention of the instructors.
mandatory).
 Clothing must also cover the whole
body but also be comfortable for the EMERGENCY AID TO PRELIMINARERY
person. Aprons are recommended for TO MEDICAL TREATMENT
more protection.
IMPORTANT: ATTEND TO THE
All accidents must be reported to an instructor. INJURED PERSON WHILE CALLING
 ALL accidents that happened within the FOR ASSISTANCE TREATMENT
laboratory MUST be reported to the * Report all accidents immediately
instructor IMMEDIATELY.
 Any treatment beyond emergency first  No matter how trivial, report accidents
aid will be referred to the student immediately to the laboratory instructor
infirmary. Severe emergencies will be or to any staff member. All but very
referred to the Hospital emergency minor cuts and burns must receive
room. medical attention.

It is your responsibility to read and abide by the * In any accident involving a chemical, make
every effort to find out immediately.
"Laboratory Safety".
 This is important so that the physician in
 Always keep a Laboratory Safety charge would be able to administer
Manual with you and keep it so you appropriate antidotes based on the type
would be clearly aware of the different of chemical that has harmed the person.
precautions needed.
* If medical attention is required, call ahead with  However, if the chemicals that came in
information about the injury and the chemical contact with the skin are corrosive,
involved. wash with flooding tap water and use
the safety shower if needed.
 Before going to the hospital, make a call
 Moreover, strip off the clothing and
and inform on what type of injury and
shoes that have been in contact with the
chemical involved was in the accident.
chemical.
 You must accompany the victim to the
 However, there are exceptions. Acids
hospital. In cases when the victim
with alkali or alkalis with acids should
cannot be moved easily, call a physician.
not be neutralized and a person
* Eyes shouldn’t try to. Do not apply ointment
or salves.
 Get help immediately! Chemicals in the
eyes must be removed at once! *Acids
 Chemicals in the eyes could be removed
 After washing acids thoroughly with
by flooding with quantities of water.
water, rub a paste of sodium bicarbonate
Use the eyewash station and help the
and water into the skin; don't do this
victim.
with burns to the eyes.
 If the eye wash station is unavailable,
place the victim on the floor, by force if * Alkalis
needed.. While on the floor, one person
 After washing acids thoroughly with
must help the victim with knees on the
water, apply a 1% solution of acetic acid
floor while another person pours a
(l mL acetic acid in 100 mL water).
moderate amount of water from a clean
flask or container. onto the bridge of the  Better yet, use a 1% boric acid solution
victim's nose so that both eyes are if it's readily available.
flooded. * Bromine
 Aside from this, another person must
also assist the victim and place his  Quickly wash the excess bromine from
thumb and forefinger to spread the the skin. Immediately rub the entire area
eyelids open. Use at least several liters with a generous amount of glycerol
of water. (glycerin).
 When certain that excess chemicals have *Inhalation of chemicals
been removed, take the victim to the
Emergency Room for immediate  Get fresh air. Immediately report this
medical attention. accident to the laboratory instructor. All
incidents must be reported in which
* Chemicals on the skin more than a smell is inhaled or where
 All chemicals which come in contact prolonged exposure to laboratory fumes
with the body should be considered has induced faintness or a headache.
toxic *Ingestion of chemicals
 Since chemicals that have contact with
the skin are considered toxic, it must be  Immediately call the Poison Center for
immediately washed off completely with recommended treatment. When the
soap and water (if they do not appear to victim is vomiting, this is a dangerous
be corrosive). situation, especially if vomit gets into
the lungs.
  One of the most serious poisoning recovery unless it is necessary to take
problems are best treated in a hospital. the to the hospital for treatment.
Vomiting can be lessened through
*Clothing Fires
swallowing as much warm water as
possible as rapidly as possible.  When fires happen, call for help and a
 Adding one or two teaspoons of table blanket. If the clothing of a person
salt per glass of water could also help. catches fire, the flame and smoke would
Vomiting should be encouraged while rise and could be inhaled.
swallowing water until the vomit  Place the victim prone to the floor and
becomes clear. roll in a blanket if available. In a
situation where a blanket is not present,
*Cuts
roll the person on the floor and beat the
 Serious bleeding should be controlled. flames out with hands or smother the
 Directly apply pressure on the wound flames with heavy garments.
using a clean gauze or cloth pad. Minor  Using of fire extinguisher is discouraged
cuts should be washed with clean water since a person is involved.
and allowed to bleed for a short amount
SAFETY PRECAUTIONS IN THE
of time.
CHEMISTRY LAB
 After doing so, cover the wound with a
clean gauze pad. Severe cuts such as  Accidents in the laboratory are the result
those involving glass or other foreign of carelessness or ignorance either by
objects require medical attention. you or by your neighbors. Learn to stay
alert and pay attention to your and your
* Thermal Burns
neighbors’ actions.
 Immediately wash the burned area with
*Wear googles
cold water. Burns that are severe or
extensive need immediate medical  Even if there are prescription glasses,
attention. one must wear the laboratory safety
 To reduce the pain, one could wrap the goggles at all times in the laboratory.
burn with a clean wet cloth. Avoid using  Persons who do not follow this
ointments or salves unless instructed by precaution may be asked to leave the
a physician laboratory. Even if not working with
chemicals or creating a reaction or other
* Faintness
operations, your neighbors might be
 If the victim is conscious, sit them down doing so.
and place their head between their
*Fire
knees. A person must support them to
prevent from falling.  Make it a working rule that water is the
 If weak or have fainted, lay them on only nonflammable liquid you are likely
their back on the floor, raise their feet to encounter. Therefore, treat other
and legs a little above the level of their liquids you use as a flammable.
head.  Also, never heat any organic solvent in
 When the victim regains consciousness, an open vessel (e.g. test tube,
immediately call for medical assistance. Erlenmeyer flask, or beaker). Such
Insist that they remain quiet, seated or solvents should be heated in a steam
lying down, for a few minutes after
 bath and the flammable vapors drawn does not burn the skin, or have serious
off with an aspirator tube, if possible. effects.
 Never keep volatile solvents in a beaker  However, if the skin absorbs this, it
or open Erlenmeyer flask. The vapors comes with dire consequences. Some
from it may creep along the bench, may serious cause allergic reactions.
ignite, and flash back if they reach a
flame.
*Inhalation of chemicals
*Explosion
 Same as for skin, keep your nose away
 Never heat a closed system or conduct a
from organic chemicals. Some of these
reaction in a closed system.
are extremely toxic if inhaled in any
 Before performing a distillation or
quantity or over a period of time.
chemical process, make sure that the
 Moreover, do not evaporate excess
system is vented. This is because
solvents in the laboratory and use hoods
explosions could cause glasses to fly and
for this.
chemicals to spatter which are usually
both hot and corrosive. *Ingestion of chemicals
*Chemical and thermal burns  Some ways where a person could ingest
chemicals is through a pipette, dirty
 Some inorganic materials are corrosive
hands, contaminated food or drink, and
to the skin and eyes. Similar to organic
food use of chemicals taken from the
materials, it could also be corrosive and
laboratory.
toxic as well.
 Therefore, we must be cautious of our
 When these are spilled on a surface,
actions and follow precautions such as
immediately clean it up before leaving
no eating and drinking inside laboratory.
the area where the chemical spilled.
 Do not use your mouth to perform
*Cuts suction on a pipette. There is a suction
bulb for it.
 This is one of the most common
 Also, wash your hands before and after
laboratory accidents. Usually, this
handling other things which goes into
happens when attempting to force a cork
your mouth. In any event, wash your
or rubber stopper onto a piece of glass
hands when you leave the laboratory.
tubing, a thermometer, or the side-arm
 Do not use chemicals such as salt from
of a distilling flask.
the laboratory.
 Therefore, use gentle pressure when
 Also, do not use laboratory glassware as
doing these actions with a rotation
a food or drink container.
on the glass part.
 Never store food or drink in a laboratory
 Severed nerves and tendons are common
refrigerator or ice-machine. Never
results of injuries caused by improper
consume ice from an ice-machine
manipulation of glass tubes and
thermometers. *Hazard awareness chart
*Absorption of chemicals  Signs and symbols are no substitute for
training, but they do serve as important
 Avoid having contact with chemicals
reminders.
with bare skin. There may be some
organic chemicals that are not corrosive,
  They could be helpful for workers who  Oxidizing materials can cause other
are not familiar with a specific area or materials to catch fire or explode
process.
*EXPLODING BOMB
SYSTEM OF CLASSIFICATION AND
LABELING OF CHEMICALS (GHS)  Explosive materials can blow-up
*GAS CYLINDER

 Gas under pressure can explode and

damage health if they are heated,
*GHS pictograms ruptured or leaking
HEALTH HAZARD

 These types could harm people, and

these include materials causing a wide
range of effects from minor skin
irritation to life threatening conditions
*CORROSION

 Corrosive materials can seriously

damage the skin and eyes

 Through this international system ,

consistency is ensured when classifying *HEALTH HAZARD
chemicals and the communication of  Prolong exposure to these materials can
hazard information on labels and safety cause health problems such as cancer
data sheets. and birth defects.
THREE MAIN HAZARD GROUPS  Some chemicals showing this symbol
may cause asthma or damage to specific
PHYSICAL HAZARD organs of the body.
 These types include explosive, reactive, *SKULL CROSSBONES
or flammable materials that can harm
people and damage a property and  Exposure to these materials can cause
processes. immediate and possibly serious health
problems
*CORROSION
*EXCLAMATION MARK
 Corrosive materials can eat away
clothing, metals, working surfaces and  These materials can cause immediate
other materials. health effects such as skin rashes or
respiratory irritation.
*FLAME
ENVIRONMENTAL HAZARD
 Flammable materials can burst into
flames easily  These types could harm life in water or
can damage the earth’s ozone layer
*FLAME OVER CIRCLE
*EXCLAMATION MARK
  Some materials with the symbol may about a substance or mixture for use in
damage the ozone layer workplace chemical management.
 This information must be included in an
*ENVIRONMENT
SDS:
 These materials can kill fish or other  Identification
wildlife that live in the water  Hazard(s) identification
 Composition/information on ingredients
SAFETY DATA SHEETS  First-aid measures
 Fire-fighting measures
 All laboratories must have a Material
 Accidental release measures
Safety Data Sheet (SDS) for every
 Handling and storage
chemical used in the laboratory.
 Exposure controls/personal protection
 This must contain information on a list
 Physical and chemical properties
of topics required by law that describe
 Stability and reactivity
the physical properties, hazards, safe
 Toxicological information
handling and storage practices, and first
 Ecological information
aid information for the chemical.
 Disposal considerations
 Web sites for chemical companies
 Transport information
provide MSDS for specific compounds  Regulatory information
as free, downloadable pdf files.
 Other information
 Example companies are Sigma-Aldrich


and Acros Organics:
There are labels on chemical containers Lesson 3
that provide warning signs on the
FUNCTIONS OF LABORATORY
hazards when handling and shipping
EQUIPMENT
compounds.
SAFETY GOOGLES AND SAFETY
FOUR DIAMAOND SYMBOL
EQUIPMENT
 The four-diamond symbol is one of the
 Safety goggles are required to wear in
most commonly used hazardous
all chemistry labs
materials identification systems. It is
 Latex gloves should be used when there
developed by the National Fire
is a possibility of corrosive chemicals
Protection Association
spilling onto your hands
 It is placed on the container label of all
 A lab apron or coat can also prevent
reagents they sell. It provides
injury in case of spills or splashes
information on the hazards associated
 Never wear open-toes shoes or sandals
with handling the compounds.
in a lab
 fire hazard (top, red diamond), reactivity
hazard (right, yellow diamond), specific BEAKERS
hazard (bottom, white diamond), health
hazard (left, blue diamond)  used for mixing, stirring, and heating
chemicals
INFORMATION FOUND ON A SAFETY  have spouts on their rims to aid in
DATA SHEET pouring
 Safety data sheets are an essential  commonly have lips around their rims
component of the GHS and are intended and markings to measure the volume
to provide comprehensive information
 they contain, although they are not a FUNNELS
precise way to measure liquids
 can be made of plastic or glass and can
ERLENMAYER FLASKS AKA CONICAL have either a short stem or a long stem,
MASKS depending on what they are needed for
 several sizes that can be chosen from
 allows easy mixing and swirling without
based on the amount of liquid needs to
too much risk of spilling
go through them quickly
 the narrow opening allows for the use of
a rubber or glass stopper GRADUATED CYLINDERS
 can be clamped to a ring stand as well as
 primary measuring tool for the volume
heated or shaken mechanically
of a liquid
 the marks on the side are meant
 several markings up and down the
primarily for estimation rather than
length of the container with specific
precision
increments
FLORENCE FLASKS AKA BOILING  come in many sizes
FLASKS  the smaller they are in diameter, the
more specific the volume measurements
 round bottom and a long neck
will be
 used to hold liquids and can be easily
swirled and heated VOLUMTERIC FLASKS
 never be heated when capped, pressure
 used to measure an exact volume of
build-up and explosions can and do
liquid
occur
 there is a small line on the neck that
TEST TUBES indicates how far to fill the bottle (use
the bottom of the miniscus)
 glass tube with one end open and the
 they come with special caps that will not
other end closed
let anything in or out
 used to hold small samples
 primarily used for qualitative assessment DROPPERS
and comparison
 small glass tubes with narrow tips on
 when a large number of samples need to
one end and a rubber buld on the other
be tested and compared, test tubes are
 they suck up liquid that can be squeezed
used to make this easier
out in small drops
 generally held in a test tube rack
 these can be used to add an indicator to
specifically designed for the purpose
a solution about to be titrated
 if the test tubes become unsafe to touch
with bare hands (whether due to heat or PIPETTES
another reason), test tube tongs can be
used to move them  the large variety of pipettes designed to
accomplished goals
CRUCIBLES  measuring an exact volume of liquid and
placing it into another container
 small clay cup made of a material that
can withstand extreme temperature BURETS
 used for heating substances and come
with lids
  small glass tube that is open at the top  used for measuring the temperature of
and comes to a narrow pointed opening liquids
at the bottom  made of glass or it can be a
 stopcock that can be turned to control thermocouple made of different metals
the amount of liquid being released
BUNSEN BURNERS
 markings along the length of the tube
that indicate the volume of liquid  mechanical apparatus that is connected
present used for extremely accurate to a flammable gas source
addition of liquid  there is a knob to adjust the amount of
 one of the most accurate tools in the lab gas flow and a rotating collar that
 set up by using a buret clamp in controls airflow
combination with a ring stand  these both must be adjusted to get an
ideal flame for heating purposes
 utmost safety is required when using a
RING STAND, RINGS AND CLAMPS Bunsen burner
 used to suspend burets, beakers, flasks, BALANCES
crucibles, etc.
 used to weigh chemicals
 always make sure everything is clamped
to the stand tightly  chemicals are always in some form of
container and never placed directly on
 when using a ring on the stand, there are
the balance
usually other pieces necessary to
accomplish the goal  important not to move a balance because
they have been calibrated for the exact
 wire mesh is laid across the ring to
position they are in
distribute evenly heat and support the
beaker. A clay triangle with an open SEPERATORY FUNNEL
center is used to suspend crucibles
 used for liquid-liquid extracts, designed
TONGS AND FORCEPS for increase separation efficiency
 for grabbing things that should not be MORTAR AND PESTLE
touched by hand
 some tongs are specially made to hold  Used for graining materials which have
beakers, others to hold test tubes large particle size to small
 forceps are used to grab small things STIRRING ROD
like solid chemicals that are broken into
chunks so they can be safely handled  used to manually stir solutions and to
and added to containers transfer a single drop of a solution

SPATULAS AND SCOOPTULAS WASH BOTTLE

 for scooping solid chemicals  used for dispensing a small amount of

 typically used to scoop a chemical out of liquid like solvent or distilled water
its original container onto a weigh boat
TRIPOD
so that it can be weighed on a balance
 used to support glassware, such as
THERMOMETERS
beakers and flasks, especially when
heating substances
PIPETTE BULB harmonizing the classification and
labeling of chemicals.
 used along with pipette to suck liquid
 It is a logical and comprehensive
BUCHNER FUNNEL approach to:
 Defining health, physical and
 used to vacuum filtration using filter environmental hazards of chemicals;
paper  Creating classification processes that use
TEST TUBE BRUSH available data on chemicals for
comparison with the defined hazard
 used to clean the inside of a test tube or criteria; and
other long-necked glassware  Communicating hazard information, as
well as protective measures, on labels
DESICCATOR
and Safety Data Sheets (SDS)
 used for store materials and protect them  Several countries, at present, possess
from air contamination or humidity different regulatory systems in place for
the requirements of a GDS. These
WATCH GLASS systems may be similar in content and
 used for air drying or oven drying of approach, but their differences are
liquid significant enough to require multiple
classifications, labels and safety data
IRON STAND sheets for the same product when
marketed in different countries, or even
 used commonly as the base for holding
in the same country when parts of the
distillation system and burette along
life cycle are covered by different
with clamp
regulatory authorities.
CLAMP  However, these differences sometimes
lead to inconsistent protection for those
 used for holding glasswares along with potentially exposed to the chemicals, as
stand well as creating extensive regulatory
RING WITH BOSS HEAD burdens on companies producing
chemicals.
 used for holding separatory funnel or  The GHS itself is not a regulation or a
funnel along with stand standard. The GHS Document (referred
to as “The Purple Book”) establishes
BURETTE CLAMP
agreed hazard classification and
 used along with stand to hold burette communication provisions with
explanatory information on how to
apply the system.
Lesson 4  The elements in the GHS supply a
mechanism to meet the basic
GHS requirement of any hazard
communication system, which is to
 The GHS is an acronym for The Globally decide if the chemical product produced
Harmonized System of Classification and/or supplied is hazardous and to
and Labeling of Chemicals. The GHS is a prepare a label and/or Safety Data Sheet
system for standardizing and as appropriate.
  Regulatory authorities in countries
adopting the GHS will thus take the
agreed criteria and provisions, and
implement them through their own Notes/:
regulatory process and procedures rather
than simply incorporating the text of the Kulang symbols sa hazards
GHS into their national requirements. Clearer picture of ghs pictograms
 The GHS Document thus provides
countries with the regulatory building Last part has a video in the slide
blocks to develop or modify existing
national programs that address
classification of hazards and transmittal
of information about those hazards and
associated protective measures.
 This helps to ensure the safe use of
chemicals as they move through the
product life cycle from “cradle to
grave.”
GHS CLASSIFICATION
Classification is the starting point for hazard
communication. It involves the identification of
the hazard(s) of a chemical or mixture by
assigning a category of hazard/danger using
defined criteria.
The GHS is designed to be consistent and
transparent. It draws a clear distinction between
classes and categories in order to allow for “self-
classification”.
For many hazards a decision tree approach (e.g.,
eye irritation) is provided in the GHS Document.
For several hazards the GHS criteria are semi-
quantitative or qualitative.
Expert judgment may be required to interpret
these data. Figure 3.1 shows the harmonized
definition for hazard classification, which can be
applied to all hazard categories in the system.
The data used for classification may be obtained
from tests, literature, and practical experience