Copyright © 2004 NSTA. All rights reserved. For more...

By Juliana Texley, Terry Kwan, and John Summers

Investigating Safely

Arlington, Virginia

A Guide forHigh SchoolTeachers

Copyright © 2004 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.

Claire Reinburg, DirectorJ. Andrew Cocke, Associate EditorJudy Cusick, Associate EditorBetty Smith, Associate Editor

ART AND DESIGN Linda Olliver, DirectorShennen Bersani, Cover artLinda Olliver, Interior illustrationPhoto model for cover from Chemistry with Computers, published by Vernier Software and Technology

PRINTING AND PRODUCTION Catherine Lorrain-Hale, DirectorNguyet Tran, Assistant Production ManagerJack Parker, Desktop Publishing Specialist

sciLINKS Tyson Brown, ManagerDavid Anderson, Web and Development Coordinator

NATIONAL SCIENCE TEACHERS ASSOCIATION

Gerald F. Wheeler, Executive DirectorDavid Beacom, Publisher

Copyright © 2004 by the National Science Teachers AssociationAll rights reserved. Printed in the United States of America06 05 04 4 3 2 1

Library of Congress Cataloging-in-Publication DataKwan, Terry. Investigating safely : a guide for high school teachers / by Terry Kwan, Juliana Texley, and JohnSummers. p. cm. Includes bibliographical references and index. ISBN 0-87355-202-4 1. Science—Study and teaching (Secondary school) 2. Science rooms and equipment—Safetymeasures. 3. Laboratories—Safety measures. I. Texley, Juliana. II. Summers, John, 1936- III. Title. Q181.K887 2004 507'.1’273—dc22 2004003159

NSTA is committed to publishing quality material that promotes the best in inquiry-based science education.However, conditions of actual use may vary, and the safety procedures and practices described in this book areintended to serve only as a guide. Additional precautionary measures may be required. NSTA and the authors donot warrant or represent that the procedures and practices in this book meet any safety code or standard offederal, state, or local regulations. NSTA and the authors disclaim any liability for personal injury or damage toproperty arising out of or relating to the use of this book, to including any of the recommendations, instructions,or materials contained therein.

Permission is granted in advance for reproduction for purpose of classroom or workshopinstruction. To request permission for other uses, send specific requests to:NSTA Press, 1840 Wilson Boulevard, Arlington, Virginia 22201-3000. Website: www.nsta.org

Featuring SciLinks®—a way to connect text and the Internet. Up-to-the-minute onlinecontent, classroom ideas, and other materials are just a click away. Go to page ix to learnmore about this educational resource.


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Setting the SceneSafer Science

Is a Habit of Mind ............................... 1

Communities of LearnersPromoting Science for Every

Student ................................................. 15

Where Science HappensEquip Your Lab

for Safety ............................................ 27

Finders KeepersEssentials of

Safer Storage ..................................... 47

Lively ScienceLiving Organisms

and More ............................................ 67

Modern AlchemySafer Teaching

with Chemistry ................................ 83

Striking GoldExploring Earth and

Space Sciences ................................. 97

Falling for SciencePhysics Phenoms .......................... 107

The Great OutdoorsField Studies

Near and Far ..................................... 117

The Kitchen SinkA Potpourri

of Safety Tips ................................. 139

Live Long and ProsperAnd Remember

You Are Responsible .................... 161

Introduction ............................ viiSciLinks ............................................. ix

ConclusionReview the Basics ......................... 173

References ................................ 179

Web Resources .................... 181

Glossary ...................................... 187

Appendix AChemicals to Go ............................ 193

Appendix BNSTA Position Statement

on Safety ........................................... 197

Appendix CAmerican Chemical Society

Safety Guidelines ........................ 201

Index ............................................. 203

Contents



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IntroductionIt has been many years since NSTA published a laboratory safety guide for high schoolteachers. Many things have changed. We have more to teach, and the concepts aremore complex. Technology has permitted us to gather and transmit information withincreasing speed. We have access to new research and data about toxicity of materialsand dangers in methods that were not apparent years ago.

Social conditions have changed too. Today’s teachers work with increasingly di-verse student populations, including students with many special needs and sensitivi-ties for whom they must design lab and field work. High-stakes tests have narrowedour focus and sharpened the scrutiny of our communities. The public is more liti-gious, increasing teachers’ concerns about liability.

But today’s students need hands-on experience in science more than ever. Theyneed to observe and investigate, practicing the skills which will enable them to makegood decisions and to work in the complex world of the twenty-first century.

The good news is that we now have information about alternatives and optionsthat we never had before. We can still provide the investigative and observationalactivities that are essential to helping students understand the content and the meth-ods of science. We can still set the scene for the discrepant events that produce the“Aha!” so essential to engendering true understanding and love of the scientific en-deavor.

Teachers today can implement exciting curricula based on the National ScienceEducation Standards in a safe learning environment if they have background knowl-edge and good sense. To do so requires planning and preparation, but it’s well worththe effort.

This book is one of a series of three that are intended to offer positive options,even as they raise awareness of potential hazards: Exploring Safely is for elementaryschool teachers, and Inquiring Safely is the middle school volume. As we did in thefirst two volumes, we’ve included many anecdotes to highlight and reinforce ideas.Though we have changed the names and made some other modifications, all of thestories are based on actual events.

Although the traditional safety manual tends to be a compilation of safety rules,regulations, and lists, this book takes another path. We offer a more narrative style,providing discussions of safety concepts in the context of commonplace situations inreal classrooms. We hope this approach makes these books enjoyable to read as well asvaluable to reference. Because we recognize that another way to use the book is tolook for specific topics, we have included a detailed index to help you locate the infor-


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mation you need. You will also find that some of the same information is repeated inseveral sections. This is to minimize flipping back and forth to find the informationyou need.

We also hope that the books are thought provoking. No single publication cancover every eventuality or all the specific policies and rules promulgated by federal,state, and local authorities. We encourage you to make connections and generalizefrom the ideas presented. Our goal is to provide you, the teacher, with examples ofsafe practices and to help you become more alert to ways of ensuring safety when youteach science in your classroom and in field studies. Above all, we encourage you touse common sense and stay up-to-date with district policies.

We believe that creating a safe environment for teaching and learning science is agroup endeavor, led by the teacher, but joined by the entire school community. Wehave included information that we hope will be useful for you to share with supervi-sors and administrators so they fully understand the support they must provide toenable you to conduct a safe and effective science program. As you read this book, wehope it helps you “see” your physical environment and your procedures through asafety-conscious lens. In so doing, you will be able to give your students habits of mindthat will last a lifetime.

AcknowledgmentsThanks to Betty Smith, our editor at NSTA, and to the contributors who providedadvice and reviewed and added to this document: Stephen Barrasso, Jennifer Sischer-Mueller, Beverley Johns, James Kaufman, Nancy Lane, Ken Roy, Richard Silverman,Fred Wang, M.D., Sandra West, Victor Melehov, Victoria Augustine, Kathleen Conn,Lance Rudiger, Howard Schindler, Daryl Taylor, and David Vernier. Their tirelesswork has helped us polish our view of the classroom and enrich our offerings to you,the reader.

The authors have been working together for many years as part of the NSTATAPESTRY grant program funded by Toyota Motor Sales, USA, Inc., and wish toacknowledge with thanks the generosity and support that Toyota has provided tohundreds of science educators and thousands of their students for more than a decade.

Author BiographiesJuliana Texley has taught all the sciences, K to 12, for 25 years and spent nine years asa school superintendent in Michigan. For 12 years she was editor of The Science Teacher,NSTA’s journal for high school teachers, and served as an officer of the Association ofPresidential Awardees in Science Teaching. She currently teaches college biology andtechnology and develops and instructs online courses for students and teachers.


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How can you and your students avoid searching hundreds of science websites to lo-cate the best sources of information on a given topic? SciLinks, created and main-tained by the National Science Teachers Association (NSTA), has the answer.

In a SciLinked text, such as this one, you’ll find a logo and keyword near a conceptyour class is studying, a URL (www.scilinks.org), and a keyword code. Simply go to theSciLinks website, type in the code, and receive an annotated listing of as many as 15Web pages—all of which have gone through an extensive review process conductedby a team of science educators. SciLinks is your best source of pertinent, trustworthyInternet links on subjects from astronomy to zoology.

Need more information? Take a tour—http://www.scilinks.org/tour/

Terry Kwan taught middle school science before becoming a science supervisor andteacher trainer. For the past 18 years, she has been an independent contractor, collabo-rating with private and public institutions to develop science programs, train teachers,and design science facilities. She served 18 years as an elected school board member inBrookline, Massachusetts, and currently serves as a lay member of the National Insti-tutes of Health Recombinant DNA Advisory Committee and a community represen-tative to Institutional Biosafety Committees for the Harvard Medical School and theDana-Farber Cancer Institute.

John Summers taught environmental sciences, biology, and chemistry for many yearsand continues to be involved in programs to support teaching and learning of thesciences at the precollege level. A presenter at numerous NSTA and American Asso-ciation for the Advancement of Science (AAAS) conferences, he is also a faculty mem-ber for online teacher training. He has served on panels to structure and reviewframeworks, assessments, and systemic initiatives in the state of Washington. His spe-cial interests include using science-oriented outdoor experiences to challenge and con-nect with at-risk students.


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Communities ofLearnersPromoting Science for Every Student

Just as the United States population has grown increasingly diverse, so has thepopulation of our science classes. Our students bring a rich mix of abilities, learningstyles, language, and cultural traditions to our classes. No longer tracked or shuttledto leveled course work, each member of our community of learners adds thatadolescent zest for learning that enriches us all.

Science for Allhe National Science Education Standards (NRC 1996) are meant for allstudents, regardless of learning style, background, ability, or aspirations.They encourage the highest achievement for every learner and place spe-

cial value on diversity. While we move toward the realization of the Standards, highschool classes must meet the needs and goals of an increasingly diverse student popu-lation. This places tremendous responsibility on science educators to find effectivemeans of adapting instruction to the full range of students in their classes.

Science for all challenges our safety standards as well. As more students havebeen enrolled in laboratory science classes, older facilities have been stretched andawkwardly adapted to new uses. Former Earth science classrooms become the site ofoverflow sections of chemistry, and storeroom shelves become crowded. Besides sheernumbers, the facilities must accommodate older, larger students and students withphysical disabilities.


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Heterogeneous classes are often most challenging for veteran teachers, becausetheir training was different. The more we find out about learning styles, the more werealize that the old methods of sorting students by ability or future plans are not onlyinappropriate but also ineffective. And the strategy of teaching to the middle with afew adaptations for the “slow” and the “gifted” will no longer work—if indeed it everdid. The wise teacher has seen changes in classroom composition as opportunities toenrich the curriculum and apply research to developing new and more effective in-structional strategies that make science comprehensible to everyone.

Treasuring DiversityA heterogeneous class has great value. The sensitivity students develop when theywork in groups with students of differing abilities cannot be overestimated. This sen-sitivity to the gifts and needs of others is especially important in high school, whereboth social interaction and egocentric behavior are commonplace. The cooperationand teamwork skills students learn from communicating ideas in different ways areimportant for school and for work.

Structuring groups for safe science is an art in itself. Reading and writing are notthe only skills required for success. To investigate, students must manipulate instru-ments, observe carefully, record accurately, and communicate among themselves. Nosingle student will excel in all areas, and students who lag behind their peers in oneskill can be quite advanced in another. By thoughtfully arranging lab partners or groupsand monitoring and coaching these teams, you can create a situation in which stu-dents will appreciate each others’ strengths and capitalize on differences in abilities toproduce a whole greater than its individual parts. Insights and habits gained fromthese experiences in your class can be valuable assets in students’ later lives on a job orin research.

There are challenges for our materials as well. It is rare that the textbook andother printed material from one program can accommodate all the students in a singlecourse. It becomes the teacher’s responsibility, with assistance from others, to find orprepare alternative or supplemental materials and ensure that everyone understandsthe key concepts of the course, directions for laboratory investigations, and safety pre-cautions for all work. Large print, audio, or native-language support may be needed.Signage may also require review to ensure everyone understands it.

Though a large high school may have its drawbacks, theremay also be the advantage of greater resources. Guidancecounselors, school psychologists, English as a second languageinstructors, special education and learning disability special-ists, school nurses, paraprofessionals, and administrators canhelp make adapting to diversity not only possible but practi-

Topic: learners withdisabilitiesGo to: www.scilinks.orgCode: SHL16


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Investigating Safely: A Guide for High School Teachers

cal. Remember that your subject, taught with a hands-on investigative approach, holdsits own fascination and brings success within reach of a wide range of students. Set agoal of having every student succeed safely.

Least Restrictive EnvironmentsAdapting programs for every learner is a serious legal and ethical obligation. It’s onethe science teacher may not avoid or pass on to other professionals. We are required bystate and federal legislation to educate students in “least restrictive environments”(i.e., to the maximum extent appropriate with their nondisabled peers) and to reduceor eliminate physical barriers to everyone. That doesn’t just mean giving disabledstudents a chance to take our classes, but creating a system that supports success. Onlywhen our continuous, creative, and well-documented efforts at inclusion have beenshown to be ineffective can we look at education in an alternative setting.

To many veteran teachers, inclusion may seem a burden. But it has distinct ad-vantages for students and for teachers. Inclusion prompts us to look at our programsin ways that we otherwise might not have. Doing so has enabled many to achieve farmore than anyone had ever thought possible and enriched our society as well.

A Good “IDEA”The Individuals with Disabilities Education Act (IDEA, formerly PL 94-142, theEducation for All Handicapped Children Act passed in 1975), reauthorized most re-cently in 1997, mandates that all students receive a free and appropriate public educa-tion regardless of the level or severity of their disabilities. A student qualifies for ser-vices under IDEA if he or she has a disability that interferes with learning. IDEArequires that, to the greatest extent possible, students with disabilities be educatedwith students who do not have disabilities. The law states that “unless a child’s Indi-vidualized Education Plan (IEP) requires some other arrangement, the child is (to be)educated in the school which he or she would attend if not disabled [Section121a.522(c)].” It permits the removal of the child from the regular classroom onlywhen education in regular classes “with the use of supplementary aids and servicescannot be achieved satisfactorily [Section 121a.550(2)].” This means that, if it is pos-sible and practical for a student to learn a subject in a regular education classroom, itmust happen that way.

There Must Be a PlanAnother mandate of IDEA is that beginning at age 14, and updated annually, theremust be a statement of the student’s transition service needs that focuses on his or hercourses of study beginning at age 16—or younger if determined appropriate by theIEP team. That statement must include, when appropriate, a statement of the inter-agency responsibilities or any needed linkages. Of course, it would be great if every



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student had such a plan. But for a special education student, the plan is a required partof the legally mandated IEP.

The vocational plan may specify a sequence of courses or identify a specific set ofskills to be acquired. When skills are listed in an IEP, there must also be an evaluationplan to track the acquisition of those skills on a continuum—separate from the morefamiliar grading system. As science teacher, you should familiarize yourself with theskill set identified for each of your students with an IEP. You could also work with theteam to devise an appropriate evaluation plan that is practical for you and providesyou, other instructors, the student, and the student’s parents with meaningful infor-mation on the student’s progress. Grading the special education student will also de-pend upon the contents of the IEP.

Alternatives to What Is WrittenNo student can be excluded from a course or an essential part of it based upon disabil-ity. If your course begins with a safety test, you may need to develop a different formfor the language-disabled student, or you may need to enlist the help of a teacherconsultant to verify that the student can understand and follow safety directions. Youcannot simply exclude a learning-disabled student from an activity on the basis thathe or she failed a particular safety test or quiz. You will also need to develop someremedial plan for instructing and testing those who would fail your regular assess-ment. Make safety evaluation a regular event, not just a September special. If a stu-dent fails to understand a written direction, you could be liable for an accident thatoccurs.

Accommodate, but Do Not CapitulateYou may have to redesign an activity so it can be safely performed by a special needsstudent or the class that includes him or her. Under IDEA, a student may not bedisciplined if the behavior causing the discipline results from a disability. Thisprovision means you may need to take special steps in planning laboratory activities,especially if there are students who are emotionally disturbed or present behaviorproblems. It is important to be aware of and plan for the behavioral limitations docu-mented in your students’ IEPs.

But this does not mean you have to tolerate unsafe behavior. It means that youmay need to make a special effort to define the rules, set up shorter free periods, orlimit access to certain types of supplies. It may require that you have a private discus-sion on behavior with the student and the student’s special assistant. You may need toconsider modifying assignments in cooperative groups. It may also mean that certainlab or field experiences are simply not appropriate for certain classes.

Science teachers should participate in the preparation of IEPs for their specialeducation students and make sure that specific consequences for unsafe behaviors areembedded in the IEP. What will happen if that student fails to follow directions or


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endangers others in the classroom? If you consider using a resource room option forsome experiences, be aware that conducting a laboratory in the special education class-room may have its own hazards. Students might be required to make up work withyou, or you might request help to supervise the rest of the class while you work with asmall group on a lab in a safer setting. Keep in mind that some activities may not beappropriate for some students. Recognize student limitations, and avoid placing stu-dents in situations with which they cannot cope.

Section 504 of the Rehabilitation Act of 1973 states specifically that no “otherwisequalified handicapped individual” shall be excluded from participation in a programor activity receiving federal financial assistance. That’s another reason why we mustuse every means at our disposal to make sure that all students are involved in all ac-tivities in as normal a way as possible.

ADA—A General Education ResponsibilityThe Americans with Disabilities Act (ADA) of 1990(www.usdoj.gov/crt/ada/pubs/ada.txt) prohibits discrimi-nation against persons with disabilities. Like IDEA,this act mandates open access to regular educationalfacilities for people who are disabled. But ADA goesbeyond special education. Where IDEA guides us ineducating students working below their abilities, ADAguides us in providing access to our facilities andprograms for all students as well as members of thecommunity—teachers, parents, and members of thegeneral public. A student may be academically gifted,and yet have a handicap that qualifies as a disability—attention deficit hyperactivity disorder (ADHD) is anexample. A student with low ability may be function-ing above his or her expected level and fail to qualifyunder IDEA but instead qualify under ADA. Physi-cally handicapped students, even very high achievers,require accommodation under ADA.

Complying with ADA is a general educationfunction. It differs from IDEA in several importantaspects. An older building—or a private schoolreceiving federal help—may not be handicapped ac-cessible but under ADA may not need to be acces-sible until it is remodeled. People often refer to thisas “grandfathering.” But under IDEA, the entireprogram must be accessible (per the IEP) as soon as aspecial education student requires accommodations.

An ADA Checklistw 86 cm aisles for

wheelchairs withappropriate turning radii

w 70 cm of knee spacew A sink no higher than 86

cm and no deeper than 17cm with paddle handles

w Paddle handles at sinksand on doors

w All entrances wider than86 cm

w All flooring leveled orramped

w A clear emergency exitthrough accessibledoorways (avoid routesthrough automatic firedoors)

w Clear sight lines from asitting position

w Locked storagew No protruding cabinetsw Access to the safety showerw Braille labels on safety

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Another twist to ADA involves disabilities such as ADHD. This disability mayresult in achievement gaps that would qualify a student under IDEA. But a high-achieving student whose ADHD behaviors create potentially dangerous activity in ascience classroom may not qualify for special education yet may require accommoda-tion under ADA.

Easier Said Than DoneEvery state has its own regulations for implementing IDEA and ADA. Many of theseregulations are more specific than the federal laws, but all are based on the same goals:to remove barriers and support achievement. Our communities of learners should beopen to everyone. It’s up to you to determine how this can be achieved in your curricu-lum and incumbent on you to request the support needed to make the student’s expe-rience safe and successful.

Both laws require the full cooperation of the administration. The science depart-ment chair and/or the district science supervisor may need to update central officeadministrators on how IDEA, ADA, and other legal mandates affect the science pro-gram and facility requirements.

If a student with a physical disability is assigned to your room, you should knowall the details in advance. It is the school’s responsibility to ensure you have all theequipment you need. That may mean different furnishings (see “An ADA Check-list,” p. 19), Braille, text on tape, sound amplification equipment, earphones, personalword processors, or other assistive devices. You have the right to participate in formu-lating the IEP, and to request the help you need to modify your program and workspace. Maintaining a good balance between order, accessibility, and open inquiry willtake a great deal of time and effort, but it’s always easier with a team. Don’t forget youwill have to spend time planning and preparing the support personnel (see Chapter11, “A Diversity of Needs,” p. 163).

A Special Set of EyesIt takes a special set of eyes and ears to make sure your classroom doesn’t presentbarriers to any budding scientist. Many professional preparation programs help byrequiring prospective teachers to spend time in a wheelchair, on crutches, or withblurred vision or muffled hearing. The experience usually gives the teacher a verydifferent perspective. The suggestions in this chapter do not cover every possible bar-rier, but they can provide your school team with a place to start. They are especiallyimportant if you are in an older building or adapted classrooms.


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Begin your observations by looking at the physical facilities in which you teachscience. Many high schoolers are full adult size, and most are probably still growing.Your facilities must be scaled to suit. To accommodate a student with a physical dis-ability, you will need even more space—probably twice as much—and specializedequipment. A wheelchair may be as wide as 86 cm and may take up even more roomif the wheels are cambered, or tilted out, for a paraplegic. Wall-mounted objects shouldnot be higher than 86 cm from the floor, and there should be at least 70 cm of kneespace under the desks. Many people with disabilities must sit on special cushions toprevent pressure sores. This increases knee space requirements. Sinks must not bemore than 17 cm deep and must have paddle handles to accommodate people forwhom turning knobs would be a problem.

The floor must be flat, including the path to the safety shower, and there shouldbe no barriers such as taped-down wires or uneven carpet/tile interfaces. Make surethere is a good clear exit path from the room in case of fire. Don’t rely on a routethrough a fire door that may close automatically if the fire alarm sounds.

Think about visually impaired students as you inspect your room. You may needBraille labels. Wall-mounted units should be placed above base cabinets. There shouldbe no protruding edges or corners on casework and furnishings, an accommodationfor visually impaired students that is valuable for everyone. You should also be con-scious of acids, glues, or solvents that can make fingertips lose their sensitivity, a prob-lem for students who read Braille.

Think also about students with hearing impairments, even minimal or frequency-limited disabilities. Allergies and overuse of loud speakers can cause temporary hear-ing disabilities, too. Learn to distinguish between unnecessary noise and the good noiseof organized bustling. If class changes occur during your period, consider extra insu-lation over the door or window. Investigate sound-muffling wall coverings. And watchyour own voice. You can cause yourself permanent damage by shouting above thefray. Insist on a businesslike silence when you need to provide instruction.

In designing a new facility, architects should be familiar with the requirementsof ADA and IDEA and design accordingly. But you won’t have any grace periodunder IDEA if a student with a physical disability is enrolled in your course. Youmust create an immediate plan for changes when a special education student or astudent with a disability needs access. So, until a major remodeling project occurs,you will probably need to add portable lab stations, adjustable-height tables, andalternative sink stations.



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SIGNAL VS . NOISEIncreasing the loudness of speech does not necessarily make it more easily

understood by the hard of hearing. Raising the signal in relationship to noise

(S/N, or signal-to-noise ratio) can be more important than raising your voice.

The signal is the sound the listener is attempting to hear or distinguish. The

noise is the ambient noise in the room. For speech to be heard clearly, the

sound to be heard must be loud as compared to other noise such as side

conversations, the whir of ventilation fans, and the hum of machines. This is

the idea behind the use of FM amplification systems. The teacher’s speech is

picked up by a microphone on the teacher’s lapel and delivered amplified

directly to the student’s earpiece so, to the student, the teacher’s voice

sounds louder than the ambient noise.

Different StrokesIn every high school, many students have what might be called undocumented socialhandicaps. Some are chronically absent because of low family support or high familyresponsibility. Some are virtually homeless, moving from friend to friend, while oth-ers find gang structure the closest thing to a family. Substance abuse can create behav-iors that look much like attention deficit disorders. The relationship problems thatcan beset high school students can be overwhelming. There are even high achieverswith so many leadership and extracurricular responsibilities that they’re frequentlyabsent, late, or leaving early from class. The side effects of what’s happening in yourstudents’ world can affect the function of your classroom, causing not only distrac-tions but also real safety problems.

With your sensitive “teacher antennae,” you have to distinguish true social crisesfrom the constant buzz of high school sociology. Is that junior in the back of the roomcrying because her boyfriend didn’t say hello in the hall, or might she be pregnant?Science teachers often hear more than others because of the structure of their lab groups.It’s important to know when to say “Get down to business,” and when to carve outvital time to resolve pressing issues and ask for help.

Whether the reason is social or medical or stems from years of low achievement,some high school students have a low sense of fate control. In the words of the latescience educator Mary Budd Rowe, they are “dice players”—believing that what hap-pens to them in school occurs by chance rather than because of their own actions. Diceplayers think that teachers make up grades and that better achievement is out of theircontrol. Low achievers often can’t plan beyond today or tomorrow. For all of theseproblems, it’s important to have a tight, consistent, and transparent grading


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structure. Have a system that encourages students to check their own progress at fre-quent intervals. Grade for small, short-term achievements because many students can’tguide today’s behavior based upon a potential grade a week away. And always rein-force the idea that success is within a student’s reach, because those who give up arethe ones most likely to cause real problems.

Limited EnglishIf your class includes students with limited English ability, you should have safetysignage that uses universally understood symbols and/or is in the native languages ofthese students. For students who receive English as a Second Language (ESL) sup-port, make sure that the ESL instructor is preparedto assist with safety instructions. Identify other stu-dents who may be able to assist in translation, andask the administration to hand schedule so that thesestudents can be together and you can have commu-nications support.

To Everyone’s Good HealthAlthough high school students seem to find dozensof reasons to miss class, the presence of a cold or otherinfectious disease usually misses their list. Science classmight be an ideal time to make clear that infectiousdisease transfers and that students need to stay out ofschool and away from others while infectious.

Allergies may sound like colds, but they persistand aren’t infectious. The hygiene rules for coughsand colds apply to allergy symptoms, however, be-cause infections can take hold in allergy-inflamed tis-sues. Be aware of the possible presence of allergens inyour room. Check student health records early in theyear to familiarize yourself with students who haveallergies, and make sure that things you keep aroundyour classroom do not exacerbate allergies. See Chap-ters 5, p. 68, and 10 “Persistent Problems,” p. 139, formore information about allergens. Remember that al-lergic reactions can become life-threatening condi-tions very quickly. If a student develops hives or anysign of respiratory distress, call for medical helpimmediately.

Fighting Infectionw Teach basic health

precautions as part ofyour curriculum.

w Send students withserious symptoms to theoffice or call the nurse ormedical support system.

w Keep tissues handy andreinforce use and properdisposal.

w Keep soap near the sinkand encourage handwashing.

w Do not allow students tokeep stocks ofnonprescription drugs intheir lockers or dispensethem to each other.(Many high schoolstudents carry a fewaspirin or ibuprofen. Donot become involved inexchange of these items.)

w Ask that your room bekept relatively cool.

w Keep nonlatex gloveshandy.



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Be conscious of the possibility of diseases transmitted via blood and other bodyfluids. For information on Standard (Universal) Precautions, see Chapter 10, p. 142.

Do not provide medication—prescription or over-the-counter—to any student.Even the most common over-the-counter medication can cause a severe reaction. Neveradminister medicine of any kind. You are not qualified, authorized, or insured to doso. Discourage the practice of students’ bringing their own medications to school un-less a physician prescribes their specific use during the school day. If a student musthave medication at school, it should be in an original prescription bottle labeled withthe student’s name and physician directions and kept in the school office or nurse’soffice under lock and key. Medication should be administered in the office in thepresence of a trained professional. Students should not be permitted to store medica-tion in their desks, lockers, or other personal storage area.

Teachers should also learn to recognize the signs of substance abuse—actual useand the signs of long-term damage after use. High school students who are chroni-cally sleepy or lethargic may be working too many hours or may be abusing drugs.Those who can’t seem to sit still may have attention deficit hyperactivity disorder ormay be coming off the effects of drug experimentation. Whatever the cause, they maynot be able to follow safety directions in your classroom. That’s when the counselingoffice is invaluable.

A Little Help from Your FriendsMany schools are encouraging the use of coteachers to support the inclusion of specialneeds students in the regular education classroom. These additional adults can be atremendous help and a valued safety measure. The arrangements are generally saferthan scheduling a special education science class in another, less appropriate class-room. But the regular teacher must take a great deal of responsibility to make thepartnership work effectively.

Coteachers may not have the preparation for teaching science, but they shouldhave special skills in assessment, specialized instruction, behavior modification, andremedial reading that can help special needs students succeed in science. Treat yourcoteacher as a partner. Plan jointly, and alternate the role of lead teacher. Your coteachermay have more training in reading in the content area or test preparation. It takescontinuing in-depth conversation for a coteaching relationship to work well.

When setting up a coteaching classroom, be wary of opportunistic scheduling.When a coteacher is assigned to a heterogeneous class, it is to support a specific specialeducation student or students whose requirements are described in IEPs. But in someschools, other students with mild to severe behavior problems are added to the samesection just because two teachers are available. This is unfair to the special educationstudents and to the teachers. There is a synergistic effect when too many students


2525252525

2


with behavioral difficulties are assigned to the same section. Heterogeneity meansthere should be a good mix in every section. Also remember that even though thestudent-teacher ratio may be low in a cotaught classroom, the space guidelines forsafety (see Chapter 3, p. 28) won’t change, so your room may be too crowded for safescience.

THE SAVVY SCIENCE TEACHERIn late spring, Ms. L learned that the following school year, a student using a

wheelchair would be enrolled in her sophomore biology class. Ms. L

wondered how that would affect her program that included field trips to

sample water from two local streams three times during the year.

The first thing Ms. L did was ask to participate in the IEP planning meetings

for the student. As part of the IEP preparation, two members of the special

education team accompanied Ms. L to the field sites. They recommended

shifting one of the collection locations about a half mile upriver where a

visitor’s platform extended close to the riverbank and that an aide accom-

pany the student on each field trip. The district’s occupational therapist

took several pieces of the sampling equipment and modified them with a

variety of extension devices that would enable the student to participate in

some of the collection studies. She also prepared a lapboard with special

clamps and lips that would allow the student to test samples other stu-

dents collected.

Once the entire class roster was available, Ms. L placed the student who

used a wheelchair in a group with two students who had participated in the

district’s peer leadership program. That group produced some of the finest

work in the class. By the end of the year, everyone had a great sense of

accomplishment, and Ms. L wrote an article about her experience that was

published in the state science teachers’ newsletter.



2

Connectionsw ADA, The Americans with

Disabilities Act. See www.usdoj.gov/crt/ada/adahom1.htm. and www.usdoj.gov/crt/ada/pubs/ada.txt.

w American ChemicalSociety. 2001, 4th ed.Teaching chemistry tostudents with disabilities.Washington, DC: ACS.Available online atmembership.acs.org/C/cwd/teachchem4.pdf orin print.

w CEC, The Council forExceptional Children. See www.cec.sped.org.

w IDEA, Individuals withDisabilities Education Act.See www.ed.gov/offices/OSERS/Policy/IDEA/index.html and www4.law.cornell.edu/uscode/20/1400.html.

w West Virginia University,Inclusion in ScienceEducation for Studentswith Disabilities. See www.as.wvu.edu/~scidis.


IndexAABC fire extinguishers, 40Absence of student or teacher, 12,

22, 131Acanthamoeba, 33Acetic acid, 86Acetone, 86Acid-base titration experiments, 149Acid-neutralization tanks, 33Acids

concentrated inorganic, 194disposal of, 57hazardous combinations with,

86for identifying carbonate-

containing rocks, 100purchase of, 56storage of, 55, 86

ADA (Americans with DisabilitiesAct of 1990), 19–20, 26,163, 187

ADHD (attention deficithyperactivity disorder),19–20, 24

Administrators, communicatingsafety needs to, 62, 167, 168

Agar plates, 59Agrobacterium, 74Air exchange systems, 34, 94Air tracks, 107Alamanda, 72Alcohol burners, 39, 89, 167Alkaline earth metals, 86Allergens, 23Allergies, 23, 64, 133, 134

to animal dander, 73to chemicals, 64, 94EpiPen for, 126, 142to fungi, 71information on field trip

permission slip about, 134to insect bites or stings, 126to latex, 68, 143–144

203203203203203

to live organisms, 68to nuts, 68, 145to pollen and spores, 126to Rhus plants, 126–127

American Association for theAdvancement of Science, 14

American Association of PhysicsTeachers, 116

American Chemical Societychemical safety for teachers

and their supervisors, 14,95, 160

safety guidelines, 201teaching chemistry to students

with disabilities, 26American National Standards

Institute (ANSI) Z87.1, 45,147, 187, 189, 191, 192

American Red Cross, 160American Society for

Microbiology, 45, 81Americans with Disabilities Act of

1990 (ADA), 19–20, 26, 163,187

Americum, 115Ammonium dichromate, 58, 194Ammonium nitrate, 92Ammonium salts, 86Amphibians, 69, 73Amusement park trips, 132–133, 137Amylase, 75, 81Animals, 140

bedding for, 49, 59, 72disease hazards from, 74dissection of, 77–78, 149droppings from, 57endangered species, 73, 188escape and release of, 74exotic species, 68, 74, 188food for, 48, 49near field trip sites, 125–126non-native species, 74, 190–191security plan for, 78

selection of, 68in shared science rooms, 61sick or injured, 68, 74, 125wild, 74

ANSI (American NationalStandards Institute) Z87.1,45, 147, 187, 189, 191, 192

Ants, 72Appliances, 38Aprons, 90Aquarium fish, 69, 72Arsenic, 91Art program, chemicals used in, 91,

170Asbestos, 99, 140, 192, 195Aspirin, 93Astronomy, 102–103Attention deficit hyperactivity

disorder (ADHD), 19–20, 24Autoclaves, 39, 59, 70–71Azides, 86

BBacillus anthracis, 102Back packs, 61–62, 146Bacteria, 70–71, 74

in soil, 70, 101, 102Bacterial cultures, 59, 70–71, 102, 149

disposal of, 59, 102Baker’s yeast, 71Balances, 50, 87–88, 112Balloons, 136, 144Barometers, 87Bases

disposal of, 58purchase of, 56storage of, 55, 86

Batteries, 110–111for computers and calculators,

114Beakers, 88Bees, 72



IndexBehaviorally challenged students, 18

on field trips, 121–123Benedict’s solution, 78, 194Benzene, 78Beryllium, 91Binoculars, 101Biological stains, 76, 78, 79substances that should not be

used, 78, 194Biological waste, 59–60, 75–76Biology programs, 67–81, 175

allergies to live organisms, 68amphibians, 69, 73bacteria, 70–71birds, 73chemicals used for, 78–80cleaning of life science rooms,

76, 77dissection of organisms, 77–78escape and release of living

organisms, 74fish, 69, 72fungi, 71–72importance of maintaining

living organisms, 67–68invertebrates, 72mammals, 73–74plants, 69, 72protists, 69, 71reptiles, 73safety responsibilities beyond

the classroom door, 78selection of organisms, 68students as living laboratories,

75–76taught by non-biology majors, 81

Birds, 74Black lights, 109Blackout shades, 38Blood exposure, 142Blood-test kits, 75Bloodborne disease, 24, 75, 142, 187Boa constrictors, 73Boating safety, 124Bottle note activities, 136Braille labels, 19, 21, 42Brine shrimp, 72Bromine, 86Bromthymol blue, 70Buddy system for field trips, 120Bunsen burners, 39, 89, 100

Bush v. Oscoda Area Schools, 6Butterflies, 69, 74

CCabinets for storage, 47, 49–51

anchoring to wall, 50for chemicals, 55for flammable substances, 55leaks or spills in, 55, 56, 63, 86

Cadmium, 91Calcium carbide, 194Calcium oxide, 86Calorimeters, 89Campfires, 128Carbon dioxide cylinders, 89Carbon dioxide pellets, 113Carbon tetrachloride, 78, 194Carcinogens, 76, 79, 91, 187Cardiopulmonary resuscitation

(CPR), 124Carpentry tools, 112Carpets, 32, 140

molds in, 71, 140Cathode-ray tubes (CRTs), 111CDC (Centers for Disease Control

and Prevention), 137, 160, 187CEC (Council for Exceptional

Children), 26Cell phones, 120, 131, 156Centers for Disease Control and

Prevention (CDC), 137, 160, 187Certification of teachers, 4–5, 159Chaperones for field trips, 121, 126,

132“Cheater” wire, 110Chemicals, 9, 50–59. See also

specific chemicalsabsorption through mucous

membranes, 92allergy to, 64, 94American Chemical Society

safety guidelines, 201in art room, 91, 170biological, 78–80for cleaning and disinfection, 141corrosive, 55, 56, 85dangers in pregnancy, 79, 93, 148dating of, 57, 63disposal of, 55, 56, 57–58, 78,

86, 193

flammable, 55, 85gifts of, 59, 62, 63hazardous combinations of, 86,

91industrial, in soil, 101labeling of, 42, 50–51, 93leaks or spills of, 55, 56, 63, 86material safety data sheets for,

14, 35, 45, 51, 52–54, 57, 77,78, 80, 84, 125, 141, 162, 189

microscale experiments with,84–85, 86

odors and fumes generated by, 94old, 56–57, 62, 63, 65organization of, 55–56purchase of, 52, 56, 57reactive, 55, 85storage of, 47, 48, 50–57, 79,

85–86substances that should not be

used, 56, 78, 87, 193–195theft of, 51, 62toxic, 55, 85, 92–93toxic fumes from, 34–35use by itinerant teachers, 60–61use for independent study

projects, 153Chemistry programs, 83–95, 175–176

accidents in, 84, 87for all students, 83developmentally appropriate

activities in, 85dressing for safety in, 89–90eliminating clutter in work

spaces for, 87equipment for, 87–89guidelines for handling toxic

chemicals, 92–93misconceptions about, 83personal protective equipment

for, 90–91real-world, authentic

experiences in, 84student assistants in, 85teaching observation and

analysis skills in, 83–84use of safety shield in, 85ventilation of rooms for, 94

Child protective services, 154Chlordane, 194Chlorine bleach


205205205205205Investigating Safely: A Guide for High School Teachers

Indexmaterial safety data sheet for,

53–54to sterilize cultures for

disposal, 59Chloroform, 78, 194Chromatography, 36, 149Chromium, 78Circuit breakers, 36, 109, 111Class periods, 7–8Class size, 29, 157Classroom environment. See

Science roomsCleaning and disinfection

of blood or body fluid spills, 142of chemistry labs, 93of life science rooms, 76, 77materials used for, 141of safety eyewear, 90, 98, 148

Clostridium tetani, 102Clothing, 145–146

for chemistry activities, 89–91combustible, 90, 146for field trips, 104, 128, 129, 130outerwear storage for

students, 61–62of teachers, 13

Cobalt, 57, 99Cockroaches, 72Colchicine, 78, 194Colds, 23Color blindness, 144Combustible materials, 111, 187Communication

cell phones, 120, 131, 156e-mail, 156informal conversation with

students, 157with parents, 12, 156of safety instructions, 11with students with limited

English proficiency, 23while on field trips, 131

Communities of learners, 15–25,163, 173–174. See alsoStudents

Computers, 50, 113–114for class scheduling, 5–6e-mail, 156Internet use, 149–152

Conjunctivitis, 76, 147, 187Connectors, 88

Construction projects, 42–43Contact lenses, 146Containers, 88Continuing education for teachers,

4, 161Contract for Internet use, 150–152Cooking, 144–145Copper, 86CORI (criminal offender record

information) check, 165, 187Cornell University, 95Coteachers, 24–25, 44–45Cough, 23Council for Exceptional Children

(CEC), 26CPR (cardiopulmonary

resuscitation), 124Criminal offender record

information (CORI) check,165, 187

Crisis prevention and response,156–157

CRTs (cathode-ray tubes), 111Crustacea, 69Crystallography, 115Cultures, 59

bacterial, 70–71, 102, 149mold, 71, 72yeast, 71

Custodial staff, 44, 59, 77, 78Custody disputes, 153–154, 164Cyanides, 86Cyanoacrylic glue, 187

DDaphnia, 72Decibel meters, 108DEET (diethyl toluamide), 126, 187Demonstrations, 8–9Dengue fever, 125Dermestid beetles, 72, 78Developmentally appropriate

science activities, 9–10, 85Dieffenbachia, 72Diethyl ether, 194Diethyl toluamide (DEET), 126, 187Disabilities. See Special needs

studentsDiscrepant events, 8, 84, 187–188Disposal

of bacterial cultures, 59, 102of biological waste, 59–60, 75–76of chemicals, 55, 56, 57–58, 78,

86, 193of equipment, 60of hazardous waste, 44, 56–58,

65, 86, 87laws and regulations for, 57, 58legal responsibility for, 58, 59, 63to protect custodian, 59of sharp instruments, 60, 143Standard Precautions for, 59,

75, 142–143, 192of unnecessary supplies, 49what not to pour down sink,

57–58Dissection of organisms, 77–78, 149DNA lab activities, 79Documentation, 168

as legal defense, 168of maintenance requests, 44, 168parent permission for

photographing/videotapingstudents, 153–155

permission slips for field trips,133–135

of safety hazards, 43of safety instructions, 11of safety preparation, 168

Dress codes, 89, 145–146. See alsoClothing

Drinking water, 141, 191for field trips, 130

Driving, 108, 117Drug abuse, 22, 24, 132Drying ovens, 39Duck droppings, 73Dynamics carts, 107

EE-mail, 156Earth and space science programs,

97–105, 176astronomy, 102–103equipment for, 99–101field trips in, 103–105modeling craters, 103as preparation for authentic

experiences, 104science rooms for, 97–98



Indexsoils, 101–102stream tables and ripple tanks,

102use of satellite imaging in, 105

Earthquakes, 50, 51Eastern equine encephalitis, 125Eating in work areas, 13, 38, 102,

144–145. See also FoodEclipse observations, 103Education for All Handicapped

Children Act, 17Electric shock, 109, 110Electrical receptacles, 36–37, 89,

109–111Electrical safety, 111, 113Electricity, 109–111Electronic equipment, 37, 89Electrophoresis apparatus, 88Elemental mercury, 78, 194Elemental potassium, 99, 195Elemental sodium, 99, 195Emergencies

allergic reactions, 23, 126, 142classroom exits in, 28, 32, 39,

49, 158crisis prevention and response,

156–157first aid in, 130, 142health information for field

trips, 133–135lighting in, 38–39showers for, 34, 40telephone in classroom for

reporting of, 156Endangered species, 73, 188Environmental Protection Agency

(EPA), 34, 45, 66, 86, 188EpiPen, 126, 142Equipment, 87

autoclaves, 39, 59, 70–71balances, 50, 87–88, 112binoculars, 101calorimeters, 89carpentry tools, 112computers, 50, 113–114containers and instruments to

measure volume, 88disposal of, 60electrical and electronic, 36–

37, 89electrophoresis apparatus, 88

for field and stream activities, 101for field trips, 129–131gas cylinders, 89gas generators, 89Geiger counter, 107, 115glues and lacquers, 100heat sources, 39, 89, 100for itinerant teachers, 61large capacitors, 111, 113Leyden jars, 111, 113manometers, 113mercury-filled instruments, 87model rockets, 112momentum carts, 112optical instruments, 101pendulums, 112for personal protection, 90–91,

162for physics activities, 107, 109–111rock hammers, 100rock saws, 100rock tumblers, 100sharp instruments, 88, 99, 143siren disks, 113spark generators, 88spectrometers, 89storage of, 50streak plates, 99telescopes, 101theft of, 50, 51, 62, 88tubing and connectors, 88Van de Graaff generators, 111,

113, 149weather instruments, 101

Escherichia coli, 77, 102Ethanol, 79Ethers, 56, 78Ethidium bromide, 79Ethyl alcohol, 86Exothermic chemical reactions, 149Exotic species, 68, 74, 188Explosions, 83, 84, 91–92Extension cords, 36–37, 109, 111Eye protection, 32, 33, 146–148

ANSI Z87.1 standard for, 45, 147,187, 189, 191, 192

for chemistry activities, 89, 90disinfection of safety eyewear,

90, 98, 148for dissection of organisms, 77for Earth science activities, 98

impact-resistant goggles, 189infections spread via

contaminated eyewear, 76,147

for persons wearing contactlenses, 146

safety glasses, 147, 191safety goggles, 147–148, 191for sound-generating

experiments, 109splash goggles, 147, 192ultraviolet-blocking sunglasses,

128Eyewash facilities, 28Eyewashes, 33, 148

FFace shields, 90Faucets, 33Field and stream equipment, 101Field trip sites, 123–128

animals near, 125–126foreign countries, 133museums/zoos/science

centers, 118, 123near school, 103–104obtaining permission for

studies on, 119, 123–124pretrip examination of, 119, 124protecting environment of, 125,

130–131, 136structural hazards near, 124sun/weather exposure at, 128–

129transportation to, 121–122, 131vegetation near, 126–128water hazards near, 124–125, 129

Field trips, 43, 117–137, 176to amusement parks, 132–133, 137buddy system for, 120campfires on, 128cell phones on, 120, 131chaperones for, 121, 126, 132classroom limits and, 117disruptive students on, 121–123dressing for, 129, 130for Earth science activities,

103–105equipment and supplies for,

129–131



Indexexamples of, 118expectations for student

behavior on, 119, 121, 132expert consultants for, 119first aid kit for, 130footwear for, 104, 128, 130group work on, 120items not to be brought on,

130, 131overnight, 131–132permission slips for, 133–135physical conditioning for, 104,

122, 126planning for, 117, 119return from, 122–123, 133safety equipment for, 101safety precautions for, 119–123setting and enforcing rules for,

117simulation before, 118special needs students on, 25,

104, 131, 133structuring of, 120student health information for,

133–135student supervision on, 118–121time management for, 118travel distance for, 118walkie-talkies on, 131

Filtering software, 188Fire alarm signals, 40Fire ants, 72Fire extinguishers, 40Fire protection, 28, 39–41First aid

EpiPen for allergies, 142kit for field trips, 130resources for, 160training in, 142

Fish, 69, 72Fisher Scientific, 95Flammable materials, 41, 188

clothing, 90, 146storage of, 55, 85

Flash flooding, 129Flashlights, 39Flinn Scientific Catalog/Reference

Manual, 14, 79, 81, 193Floor electric receptacles, 37Floor plans for classrooms, 31Flooring, 32, 140

Fluorescent lights, 38Food, 144–145

for animals, 48, 49nut allergies, 68.145in prep rooms, 13, 38in rooms used for soil studies, 102storage in science refrigerators,

38, 48Footwear, 146

for field trips, 104, 128, 130Foreign travel, 133Formaldehyde (formalin), 35, 59,

64, 78, 79, 93Free and appropriate public

education, 17Frogs, 69, 73Fruit flies, 72, 74Fume hoods, 34–36, 44, 45, 79Fumes, 94Fungi, 71–72Furniture, 37–38

appliances, 38avoiding blocking exits with, 39for Earth and space science

classes, 98lab benches, 31for physically disabled

students, 19, 21stools, 38for storage, 38tables, 31, 37workstations, 31, 37

GGangs, 22Gas cylinders, 88Geckos, 73Geiger counter, 107, 115Genetic engineering activities, 79Gerbils, 73GFI (ground-fault interrupter)

protection, 36, 89, 110, 188Glass containers, 88Glass tubing, 88Glazes, 91Glossary, 187–192Gloves, 89, 141

heat-resistant, 76, 91nonlatex, 23, 76, 78, 91, 93, 143, 190to prevent contact with blood, 142

Glucose test strips, 75Glues, 100, 140Glycerin, 93Goggles. See also Eye protection

disinfection of, 90, 98, 148impact-resistant, 189safety, 147, 191splash, 147–148, 192

Goose droppings, 73Grading system, 22–23Graduated cylinders, 88Ground-fault interrupter (GFI)

protection, 36, 89, 110, 188Group activities, 10, 16Guests in classroom, 164–165

dated name tags for, 164security concerns related to,

164–165Guinea pigs, 73

HHamsters, 73Hand-cleaning gels, 76, 101, 141Hand washing, 23, 32, 45, 72, 77, 101, 141Hantavirus, 125Hazardous waste, 188

chemicals as, 193disposal of, 44, 56–58, 65, 86, 87in life science program, 75–76, 78

Hazardous waste coordinator, 57Health information for field trips,

133–135Hearing impairment, 21–22

noise-induced, 21, 108Heart rate studies, 75Heat-resistant gloves, 76, 91Heat sources, 39, 88, 100Heavy metals, 64, 78, 99, 140

disposal of, 57, 58Helium balloons, 136Hematoxylin, 78, 79, 194Hemlock, 72, 127Hepatitis, 75, 99, 141, 142, 188Herbicides, 57Hermit crabs, 72“High speed siren” apparatus, 108High-stakes tests, 188–189HIV (human immunodeficiency

virus), 75, 189Hives, 23



IndexHolly berries, 72Homelessness, 22Homework, 11Hot plates, 36, 39, 89, 100Human body fluids, 24, 59, 75, 189

infection transmission via, 75,142–143

Standard Precautions forexposure to, 59, 75, 142–143,192

Human immunodeficiency virus(HIV), 75, 189

Hydrochloric acid, 100, 170Hydrogen, 149Hydrogen cylinders, 89Hydrogen sulfide, 86

IIDEA (Individuals with Disabilities

Education Act), 17–20, 26,163, 189

IEP (individual education plan),17–18, 25, 38, 45, 68, 75, 163

Iguanas, 73Immunization against hepatitis B,

142Impact-resistant goggles, 189. See

also Eye protectionIndependent studies, 150–153Individual education plan (IEP), 17–

18, 25, 38, 45, 68, 75, 163Individuals with Disabilities

Education Act (IDEA), 17–20, 26, 163, 189

Infectious disease, 23–24bloodborne, 24, 75, 142, 187carried by exotic species, 74conjunctivitis, 76, 147, 187hepatitis, 75, 99, 141, 142, 188human body fluids and, 75,

142–143human immunodeficiency

virus, 75, 189insect-borne, 125laboratory exercise related to, 160spread via contaminated

eyewear, 76, 147zoonotic, 73

Inflammable materials, 189Inorganic acids, concentrated, 194

Insect repellents, 126, 187Insects, 69, 72, 149

near field trip sites, 125–126International Electrical Safety

Foundation, 116Internet. See also SciLinks

contract for use of, 150–152resources for teachers on, 14,

26, 45–46, 66, 81, 95, 105,116, 160

safety precautions for use of,150

student use of, 149–152Interns, 163Iodine, 81, 86Itinerant teachers, 60–61

JJewelry, 89, 145

KKeys

to prep rooms, 48–49to science rooms, 158to storage areas, 48–49, 51,

158, 170Kilns, 91, 110

LLab benches, 31Labels

in Braille, 19, 21, 42for chemicals, 42, 50–51, 93for color-blind persons, 144computer-generated, 51of National Fire Protection

Agency, 40–41safety signs and symbols, 41–42for sharps containers, 143for storage, 42, 50for students with limited

English proficiency, 23on supplies for absent

students, 12Laboratory refrigerator, 38, 48, 189Laboratory Safety Institute, 14, 81, 95Lacquers, 100Laptop computers, 50

Large capacitors, 111, 113Lasers, 109, 189Latex sensitivity, 68, 143–144LD50 (lethal dose 50), 80, 93, 189Lead exposure, 57, 91, 101, 124, 141Learning styles, 16Least restrictive environment, 17Legal responsibilities, 6, 166–168, 177

beyond the classroom door, 78for chemical disposal, 58examples of, 167for hazardous waste disposal,

58, 59, 63jargon related to, 166–167liability insurance, 169material safety data sheets, 14,

35, 45, 51, 52–54, 57, 77, 78,80, 84, 125, 141, 162, 189

privacy rights of students, 153–154protection against liability, 168related to known safety

hazards, 43related to shared classrooms,

30, 166related to special needs

students, 17–21, 163for students on field trips, 133

Lenses, 109Lesson plans, 7, 9–10, 163, 168Lethal dose 50 (LD50), 80, 93, 189Leyden jars, 111, 113Liability, 167

protection against, 168Liability insurance, 169Light, 108, 109, 115Lighting, 38–39Lightning, 129Limited English proficiency,

students with, 23, 41Lizards, 69, 73Lockers, 62Low-achieving students, 22–23Lugol’s solution, 81Lyme disease, 125

MMagnesium strips, 195Maintenance requests, 44, 168Make-up work for absent students,

9, 12



IndexMalaria, 125Malfeasance, 166Mammals, 68, 69Manometers, 113Material safety data sheets

(MSDS), 14, 35, 45, 51, 52–54,57, 77, 78, 80, 84, 125, 141,162, 189

Mealworms, 72Medications for students, 23, 24

EpiPen, 126, 142information on field trip

permission slip about, 135Mentors for independent study

projects, 153Merck Index, 193Mercuric chloride, 93Mercury, 57, 140

elemental, 78, 194instruments filled with, 87, 140

Methyl alcohol, 86Methyl orange, 78, 194Methyl red, 78, 194Methylene blue, 79Mice, 73, 74Microbial World, 105Microbiologic studies, 70Microchemistry studies, 84–85, 86,

95Microscopes, 129Microwave ovens, 100Mildew, 71

in carpet, 140Mineral talc, 192, 195Minerals, 98–99. See also Earth

and space scienceprograms

Misfeasance, 166Model rockets, 112Molds, 59, 71–72, 77

in carpets, 71, 140in soil, 101, 102

Momentum carts, 112Motion studies, 107–108Motor vehicle safety, 108MSDS (material safety data

sheets), 14, 35, 45, 51, 52–54,57, 77, 78, 80, 84, 125, 141,162, 189

Museum trips, 118, 123Mushrooms, 71

Mutagens, 190

NName tags for guests, 164National Aeronautics and Space

Administration (NASA), 105National Association of Biology

Teachers, 14National Board Certification, 4National Board for Professional

Teaching Standards, 14National Electrical Safety

Foundation, 111National Fire Protection

Association (NFPA), 40–41,45, 46, 190

National Institute forOccupational Safety andHealth (NIOSH), 46, 160,190

National Oceanic andAtmosphericAdministration (NOAA),105

National Research Council, 191National Science Education

Standards (NSES), 3, 14, 15,98, 149, 190

National Science TeachersAssociation (NSTA), 150, 171

position statement on safety,197–198

Native American human remains,60

Nature centers, 118NCLBA (No Child Left Behind Act

of 2001), 158, 159, 160, 188,190

Negligence, 166Newts, 73NFPA (National Fire Protection

Association), 40–41, 45, 46,190

Nickel, 57, 91NIOSH (National Institute for

Occupational Safety andHealth), 46, 160, 190

Nitric acid, 86Nitrites, 86No Child Left Behind Act of 2001

(NCLBA), 158, 159, 160, 188, 190NOAA (National Oceanic and

AtmosphericAdministration), 105

Noise, 21–22, 108from construction projects, 42hearing damage from, 21, 108signal-to-noise ratio, 22

Non-native species, 74, 190–191Nonlatex gloves, 23, 76, 78, 91, 93,

143, 190NRC (Nuclear Regulatory

Commission), 114NSES (National Science Education

Standards), 3, 14, 15, 98, 149,190

NSTA. See National ScienceTeachers Association

Nuclear energy, 114–115Nuclear Regulatory Commission

(NRC), 114Nut allergies, 68,145

OObservers in classroom, 164–165Occupational Safety and Health

Administration (OSHA), 46,142, 160, 187, 191

Odors, 94Oleander, 72, 127, 128Optical instruments, 101Ores, 99Oscar fish, 72Oscilloscopes, 107OSHA (Occupational Safety and

Health Administration), 46,142, 160, 187, 191

Overnight trips, 131–132Owl pellets, 73Oxygen cylinders, 89

PParents, 59, 62, 63

communication with, 12, 156consent for photographing/

videotaping students from,153–155

custody disputes between,153–154, 164



Indexnoncustodial, 154permission slips for field trips

from, 133–135refusing donations of

chemicals by, 59, 62, 63signing in at office when

visiting school, 164Pasteur pipettes, 84Peanut allergies, 68,145Pedigree construction, 80Pendulums, 112Permanganates, 86Permission slips for field trips, 133–135Personal protective equipment,

90–91, 162Pesticides, 57, 141Petroleum ether, 149Phenolphthalein, 81, 149Phenothiocarbamide (PTC) tasting,

80, 81, 149Phosphates, 57Phosphorus, 62Photographing students, 153–154Physically disabled students, 19–21,

25, 32, 33, 34, 163Physics programs, 107–115, 176

computers in, 113–114dangers of real-world physics, 108electricity, 109–111equipment for, 112–113motion studies, 107–108radiation and nuclear energy,

114–115sights and sounds, 108–109

Picric acid, 56, 62, 195Pill bugs, 72Piranhas, 72Planning, 162

for field trips, 117, 119of lessons, 7, 9–10, 163

Plants, 69, 72, 140near field trip sites, 126–128Rhus plant allergies, 126–128saps of, 128in shared science rooms, 61toxic, 72, 126–127

Plastic containers, 88Plumbing system, disposal of

hazardous waste in, 57–58Poinsettias, 72Poison control center, 92

Poison ivy/oak/sumac/elder, 126–127Potable water, 141, 191

for field trips, 130Potassium, elemental, 99, 195Potassium chlorate, 195Potassium cyanide, 93, 195Potassium salts, 86Power tools, 112Pregnant students, 79, 93, 148Preparation for science activities,

6, 161Preparation (prep) rooms, 47, 48,

191appliances in, 38emergency equipment in, 48food in, 13, 38keys to, 48–49separation from chemical

storage rooms, 48students in, 48, 85, 153, 167ventilation of, 92

Preserved specimens, 59, 77Pressure cookers, 39, 71Prevention and protection

responsibilities, 162Privacy rights of students, 153–154Professional development, 4, 159, 161Protective equipment, 90–91, 162Protists, 69, 71PTC (phenothiocarbamide) tasting,

80, 81, 149Public Law 94-142 (Individuals with

Disabilities Education Act),17–20, 163, 189

RRabbits, 69, 73Radiation studies, 114–115Radioactive materials, 114–115Radium, 115Radon, 115Refrigerators, 38, 48, 189Rehabilitation Act of 1973, Section

504, 19Renovation projects, 42–43, 64Reptiles, 69, 73, 74Resonance, 109Respiratory distress, 23Rhus plants, 126–128Ripple tanks, 102, 109

Riptides, 129Rock hammers, 100Rock saws, 100Rock tumblers, 100Rocket models, 112Rocks, 98–99. See also Earth and

space science programson marine beaches, 125tasting of, 99

Rocky Mountain spotted fever, 125Rodents, 69, 73

SSafety eyewear, 191. See also Eye

protectionSafety hazards

chemicals, 50–59documentation of, 43human body fluids, 24, 59, 75, 189liability related to, 43near field trip sites, 124–128in older school buildings, 3, 15,

28, 139in pregnancy, 79, 93, 148related to class size, 29, 157signs and symbols for, 41–42, 162

Safety precautions, 2, 139–148American Chemical Society

guidelines, 201beyond the classroom door, 78broadening definition of

safety, 162for classroom guests, 165computerized class scheduling

and, 5–6for crisis prevention, 156–157for dissection of organisms, 77electrical, 111expectations for students, 13eye protection, 32, 33, 146–148,

187, 189, 191, 192for field trips, 119–123fire protection, 39–41fume hoods, 34–36hand washing, 23, 32, 45, 72, 77,

101, 141instruction in, 11for Internet use, 150keeping records of when given, 11legal responsibilities related to,



Index166–168

NSTA position statement on,197–198

personal protectiveequipment, 90–91, 162

for physically disabledstudents, 19

safety signs and symbols, 41–42during school construction

projects, 42–43Standard Precautions for

human body fluids, 59, 75,142–143, 192

storage of equipment andsupplies, 47–56

summary of, 173–177teachable moments for, 11teachers’ responsibility for

keeping abreast of, 4–5testing students on, 159

Safranin, 194Salamanders, 69Saliva, 75, 142–143Salmonella, 77Satellites, 105Scheduling science classes, 5–6,

24, 157School facilities

construction projects for, 42–43crisis prevention and response

in, 156–157design of science rooms in, 28designing storage areas in, 51field trips on grounds of, 103–104handicapped accessibility of, 19older buildings, 3, 15, 28, 139seismic requirements for, 50student lockers in, 62unhealthy environment of, 139visitors/guests/volunteers in,

164–165Science activities

altering for rooms that do notmeet safety standards, 43–45, 167

based on class size, 29in biology, 67–81in chemistry, 83–95cleanup time for, 8constructive demonstrations,

8–9

developmentalappropriateness of, 9–10, 85

in Earth and space sciences,97–105

make-up work for absentstudents, 9, 12

in physics, 107–115planning lessons for, 7, 9–10during renovation period, 42–43scheduling time for, 5–6, 8, 24,

157small-scale, authentic

experiences as, 13–14for substitute teachers, 12

Science rooms, 6, 27–45, 174, 191accommodations for special

needs students in, 18–21, 28allergens in, 23assessing safety of, 32carpeting in, 32, 71, 140cleaning of, 76, 77, 93design of, 28doors to outside from, 165for Earth and space science

programs, 97–98electrical service in, 36–37, 89,

109–111eliminating clutter in, 13, 32, 43,

49, 61–62, 87, 156–157 (Seealso Storage)

exits from, 28, 32, 39, 49, 158fire protection in, 28, 39–41floor plans for, 31flooring of, 32furniture in, 37–38heat sources in, 39, 89, 100lighting of, 38–39locking of, 157, 158noise in, 21–22, 108packing contents of, 32renovation of, 42–43, 64, 158rooms shared by more than

one teacher, 6, 29–30, 60–61, 64, 166

rooms that do not meet safetystandards, 29, 43–45, 167

safety signs and symbols in,41–42

sound amplification system in, 22space requirements for, 28–29, 98for specific science courses, 31

storage in, 28, 49–51telephone in, 156ventilation of, 28, 34–36, 42visitors/guests/observers in,

164–165water access in, 28, 32–34workstations in, 31

SciLinksastronomy, 102bacteria, 70chemical safety, 51electricity, 109fungi, 71invertebrates, 72learners with disabilities, 16protista, 71viruses, 74

Security, 164–165Seismic requirements, 50, 51Selenium, 91Sensory nerve assays, 75Serratia marcescens, 70Shared classrooms, 6, 29–30, 60–

61, 64, 166Sharks, 72Sharp instruments, 88, 143

disposal of, 60, 143for dissection of organisms, 77for Earth science activities, 99inventory of, 143

Showers, 34Signs and symbols for safety

hazards, 41–42, 162Silver, 86Silver cyanide, 195Sinks, 31, 32, 33, 49Siren disks, 113Skeleton preparation, 78Skin cancer, 128Smoke detectors, 40, 115Snails, 69Snakes, 69, 73, 167Socially handicapped students, 22Socket multipliers, 36, 109Sodium, elemental, 99, 195Sodium hydroxide, 195Sodium nitrate, 86Sodium peroxide, 86Soil, 101–102

contaminated samples of, 101dehydration of, 100



Indexfood in rooms used for studies

of, 102pathogens in, 70, 101, 102

Solar eclipse, 103Sound, 108–109Space heaters, 111Space requirements, 28–29

for computers, 114for physically disabled

students, 19, 21for storage, 28

Space science. See Earth and spacescience programs

Spark generators, 88Special needs students, 2, 5–6, 16–

21, 139, 163accommodations for, 18–21, 28,

163with behavioral challenges, 18coteachers for, 24–25, 44–45equipment and aids for, 38on field trips, 25, 104, 131, 133with hearing impairments, 21–22inclusion in science activities, 19individual education plans for,

17–18, 25, 38, 45, 68, 75, 163laws related to, 17–20, 163least restrictive environments

for, 17with limited English

proficiency, 23medications for, 23, 24, 135photographing of, 154with physical disabilities, 19–

21, 25, 32, 33, 34, 163resource room science

activities for, 19safety instructions for, 18transition plan for, 17–18

Spectrometers, 89SPF (sun protective factor), 128, 191Splash goggles, 147–148, 192. See

also Eye protectionSprinkler systems, 40Stains, biological, 76, 78, 79

substances that should not beused, 78, 194

Standard Precautions, 59, 75, 142–143, 192

Staphylococcus, 70Sterilizers, 39

Storage, 47–56, 174–175of art program chemicals, 91casework and cabinets for, 47,

49–51of chemicals, 47, 48, 50–56, 79,

85–86in classroom, 28, 49–51close to point of use, 85designing areas for, 51of Earth science materials, 98eliminating unnecessary items,

49, 62–65of equipment, 50of flammable substances, 55, 85inadequate space for, 47for itinerant teachers, 61keys to areas for, 48–49, 51, 158,

170labels for, 42, 50leaks or spills in areas for, 55,

56, 63, 86meeting with administrators

about, 62movable equipment for, 38, 61open shelving for, 56rules for, 63separate rooms for, 47of students belongings, 61–62students in areas for, 48, 85teacher safety and, 48, 63–64

Storerooms, 6, 192Streak plates, 99Stream tables, 102Streptococcus, 70Strobe lights, 109Student teachers, 163Students, 15–25, 173–174

absence of, 12, 22adapting lessons for every

learner, 16–17with allergies, 23class scheduling for, 5–6, 24, 157color-blind, 144developmental level of, 9–10, 85diversity of, 1, 3, 16–17, 163exclusion from lab activities, 9,

10expectations of, 9, 13group activities for, 10, 16health information for, 133–135informal conversation with, 157

Internet use by, 149–152learning styles of, 16as living laboratories, 75–76low achievers, 22–23make-up lab activities for, 9, 12medications for, 23, 24objection to dissection of

organisms by, 77permission for early dismissal

of, 164personal belongings of, 61–62photographing of, 153–154pregnant, 79, 93, 148in preparation and storage

areas, 48, 85privacy of, 153–154safety instructions for, 11safety tests for, 11, 18with social handicaps, 22with special needs, 2, 5–6, 16–

21, 139, 163storing belongings of, 61–62supervision on field trips, 118–121as teacher assistants, 85testing of, 158–159unsafe combinations of, 5–6

Substance abuse, 22, 24, 132Substitute teachers, 12, 131, 163Sulfides, 86Sulfuric acid, 86Sun, viewing of, 101, 102–103, 109Sun exposure, 128Sun protective factor (SPF), 128, 191Sunglasses, 128Sunscreens, 128Supplies. See also Chemicals;

Equipmentchemicals, 50–59for cleaning, 141eliminating unnecessary items,

49, 62–65for field trips, 129–131theft of, 50, 51, 62, 88

Surge protectors, 114Swimming instruction, 104

TTadpoles, 69Talc, 99, 103, 192, 195Taste tests, 80, 144



Indexphenothiocarbamide strips, 80, 81rocks, 99

Teachersabsence of, 12, 131certification of, 4–5, 159continuing education for, 4, 161coteachers, 24–25grading system of, 22–23interns, 163itinerant, 60–61legal responsibilities of, 166–168liability insurance for, 169as models for students, 13NCLBA and qualification of, 159planning by, 7, 9–10, 162preparation by, 6, 161prevention and protection

responsibilities of, 162sharing of classrooms by, 6,

29–30, 60–61, 64, 166student, 163substitute, 12, 131, 163team teaching by, 5

Telecommunications connections, 37Telephones

cellular, 120, 131, 156in classroom, 156

Telescopes, 101, 103Teratogens, 76, 79, 148, 192Terraria, 59Testing, 158–159Theft

of balances, 50, 87–88, 112of ethanol, 79of reptiles, 73of supplies or equipment, 50,

51, 62, 88Thermometers, 87Thunderstorms, 129Toads, 73Toluene, 78Toluidine blue, 79Tongs, 91Tort, 167Toxic substances

chemicals, 34–35, 55, 85, 92–93disposing of in water, 57–58ores and elements, 99plants, 72, 126–127

Transition plan for special needsstudents, 17–18

Transportation to field trip sites,121–122, 131

Tubing, 88Tuning forks, 109Turtles, 69

UUltraviolet (UV) radiation, 128, 191, 192United States Geological Survey

(USGS), 105Universal power source (UPS), 114Universal Precautions, 59, 142–143, 192UPS (universal power source), 114Uranium, 91, 99Urine test strips, 70, 75USGS (United States Geological

Survey), 105UV (ultraviolet) radiation, 128, 191, 192

VVan de Graaff generators, 111, 113, 149Ventilation, 28, 34–36

of chemistry rooms, 94of Earth science rooms, 98of preparation rooms, 92during renovation projects, 42

Vermont Safety InformationResources, Inc., 46, 52, 66, 95

Video cam, 192Videotaping students, 154–155Visitors, 164–165

dated name tags for, 164security concerns related to,

164–165Voltage transformer/generator, 111Volunteers, 165

criminal offender recordinformation checks for, 165, 187

Vomitus exposure, 142–143

WWWWWWalkie-talkies on field trips, 131Wasps, 72Water

acid-neutralization tanks, 33classroom access to, 32–34, 98emergency showers, 34, 40environmental hazards of toxic

substances in, 57–58

to extinguish fires, 40eyewash facilities, 33hazardous combinations with, 86potable, 130, 141, 191protists in, 71

Water hazards, 124, 129Water safety equipment and

instruction, 101, 104, 124, 126Water sample collection, 71, 125Water studies, 71, 101, 104, 124–125, 149Weather equipment, 101Weather exposure, 128–129Web pages. See InternetWest Nile virus, 125Wheelchair-bound students, 19, 21,

25, 33, 34White phosphorus, 195Workstations. See also Furniture

electric service to, 36–37placement of, 31

XX-rays, 115

YYeasts, 70, 71Yellow phosphorus, 99

ZZinc, 91Zoo trips, 123Zoonotic diseases, 73


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