From: ILPI Support <info**At_Symbol_Here**ILPI.COM>
Subject: Re: [DCHAS-L] "Read the SDS"
Date: Tue, 10 Apr 2018 12:56:04 -0400
Reply-To: ACS Division of Chemical Health and Safety <DCHAS-L**At_Symbol_Here**PRINCETON.EDU>
Message-ID: 2DE3CB14-9DF5-4014-A275-3341DEFA5B88**At_Symbol_Here**
In-Reply-To <259EBABD-1D88-4BB0-8159-C1093A20CA0E**At_Symbol_Here**>

Reading the SDS is never sufficient. Understanding it is key. So the instruction should be changed to "use the SDS to determine whether this material presents new or unusual hazards and what precautions should be taken" etc.

If you pair the "determine" with a control banding approach based on the hazard classification and risk/hazard phrases, that gives one a framework on what to do next.  For example, if you have hazards in class 1 (the highest, versus NFPA where that's low) - then stop - do a full risk assessment etc.

That does seem like something one could reduce to a flow chart or simple JavaScript wizard, so I'm curious to see what the collective wisdom of the list comes up with as resources.

BTW, the HSE has a a risk assessment wizard here:

Rob Toreki

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On Apr 10, 2018, at 11:51 AM, Stuart, Ralph <Ralph.Stuart**At_Symbol_Here**KEENE.EDU> wrote:

I'm a little frustrated after reviewing yet another teaching lab procedure that barely mentions any safety aspects of the work being described, but include the equivalent of "of course, everyone who does this should read the SDS". Advice this generic feels like a CYA disclaimer rather than anything designed to be helpful for the reader.

While I recognize that a complete documented risk assessment is necessary for many lab situations, I wonder if anyone has developed guidance for how one can convert "read the SDS" to decisions about how much ventilation is needed, personal protective equipment requirements, etc. for fairly simple chemistries being offered to beginning chemists?  

Thanks for any thoughts on this.

- Ralph

Ralph Stuart, CIH, CCHO
Environmental Safety Manager
Keene State College
603 358-2859


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