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protect Eye fire maintenance check safety laboratory
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protect Eye fire maintenance check safety laboratory
51
The Charles A. Dana Center at The University of Texas at Austin
Equipment and supplies necessary to teach inquiry science must be supported by an  
adequate budget.  The purpose of this chapter is to provide information on the safety  
equipment and supplies needed for science instruction. Refer to Appendix G for a list of the 
minimum equipment and supplies needed to teach science in kindergarten through grade 12.
The use of personal protection equipment is recommended and, in some cases, required, as an 
additional safeguard against laboratory and field hazards. Personal protection equipment includes 
eyewear, laboratory aprons, laboratory coats, and protective gloves. Eyewear should meet the 
American National Standards Institute (ANSI) Standard Z87.1: Practice for Occupational and 
Educational Eye and Face Protection. Eyewear meeting this standard will bear markings such as 
“Z87.1” on the frames, and the lenses will be marked with the manufacturer’s trademark.
Safety Equipment
Aprons are usually listed as “bib type,” which 
are suitable for laboratory use. Aprons should 
be worn over clothing that covers the arms and 
body.
Laboratory coats are usually fire retardant and 
made of cotton or paper. They provide protection 
against flying objects, sharp or rough edges, 
splashes and spills, and fire.
Safety Equipment 
and Supplies
Laboratory aprons and coats are designed to 
protect clothing and skin from splashed and 
spilled chemicals and biological materials. 
They should fit the wearer properly to provide 
maximum protection. A laboratory coat or 
an apron should be worn at all times in the 
laboratory.
There are no ANSI standards for the manufacture 
of laboratory aprons. Therefore, selection of the 
appropriate apron must be based on the hazards 
with which it is likely to come into contact. 
Apron materials vary widely and may be used in 
single or multiple layers. Multiple-layered aprons 
decrease the rate of permeation. They are usually 
made of plastic or rubber to protect against 
corrosive materials and irritating chemicals. 
   Laboratory Aprons and Coats
52
Texas Safety Standards – 2006
Types of 
Eye Protector
Functions
Face Shield
protects face (front part of head including forehead, eyes, cheeks, 
nose, mouth, chin), and neck from glare and flying particles and 
sprays of hazardous liquids
Goggles, eyecup models
• Chipper’s model–protects eyes against flying objects
• Dust and splash models–protects eyes against fine dust particles 
and liquid splashes
• Welder’s and cutter’s models–protects eyes against glare and 
injurious radiation
Goggles, flexible fitting
protects eyes from fine dusts, fumes, liquids, splashes, mists, and 
sprays
Goggles, plastic eyeshield
protects eyes against flying objects, and glare and injurious radiation
Spectacles, metal or plastic 
frame
protects eyes against flying objects, and glare and injurious radiation
Spectacles, plastic eyeshield
frontal eyes protection only from flying objects, and glare and 
injurious radiation
The Texas Education Agency and the Texas 
Department of Health (now the Texas 
Department of State Health Services) have 
developed laws and guidelines regarding the 
types of protective eye devices, conditions under 
which they are to be worn, their proper care, and 
disinfection methods. (See also Chapter 2: Laws, 
Rules, and Regulations—sections on Protective 
Eye Devices and Face and Eye Protection 
Standards.)
Texas Education Code, Chapter 38. §38.005 
Protective Eye Devices in Public Schools places 
the responsibility with local school boards to 
develop policies describing the conditions under 
which industrial eye-protective devices are to 
be worn by teachers and students. Therefore, 
each school district in Texas is to have a written 
protective eye policy, passed by their local school 
board.
25 Texas Administrative Code §§295.142, 
295.143 (2005) references federal guidelines 
(Title 29, Code of Federal Regulations [“C.F.R.”] 
Part 1910, Subpart I, §1910.133 and Appendix 
B), for the selection of eye protective equipment 
for employees, students, and visitors in Texas 
public schools. 
29 CFR, Part 1910, Subpart I, Appendix B, 
titled Non-mandatory Compliance Guidelines 
for Hazard Assessment and Personal Protective 
Equipment Selection provides general 
recommendations for selection of eye protection. 
(see this book’s Appendix A, Chapter 17, 
Occupational Safety and Health Administration, 
Department of Labor).
Some guidelines for protective eye devices are
1. Protective eye devices should ensure a level 
of protection greater than the minimum 
requred to protect employees from the 
hazards.
2. Careful consideration must be given to 
comfort and fit of the protective eye devices.
3. Protective eye devices with adjustable 
features must fit the employee and provide a 
seal around the eyes to protect against dust 
and chemical splash.
We provide information on some types of 
protective eyewear and their functions in  
Table 10.
   Protective Eye Devices
Table 10
Protective Eye Devices
53
The Charles A. Dana Center at The University of Texas at Austin
Guidelines for Use and Care
 
In addition to the requirements and guidelines for 
the selection of protective eyewear, 
1. Protective eye protectors should:
a.  provide adequate protection against the 
particular hazards for which they are 
designed;
b.  be reasonably comfortable when worn;
c.  fit snugly and not interfere with the 
movements of the wearer;
d.  be durable;
e.  be capable of being disinfected; and
f.  be easily cleanable.
5. Eye protectors should be kept clean and in 
good repair.
6. Flexible fitting goggles should be able to 
be worn over corrective spectacles without 
disturbing the adjustment of the spectacles.
7. Eye protectors must meet and bear the label 
that they meet the American Standards 
Association Bulletin Z2.1–1959.
Safety goggles are required for science laboratory 
investigations and field activities involving ANY 
hazardous chemical or object that could damage 
a person’s eyes if it were to come into contact 
with them. Goggles must provide eye protection 
from fine dusts, liquids, splashes, mists, and 
sprays. They also must protect against splashes 
and sprays from body fluids and dangerous 
chemicals.
Figure 13
Flexible fitting safety goggles
Safety goggles should be large enough to protect 
and form a seal around the eyes. 
Reusable goggles should always be disinfected 
before being used by another student.
 
Sanitization is required for any piece of safety 
equipment that is shared with another person. 
There are several ways to sanitize goggles, 
including placing them under ultraviolet lamps in 
safety goggle cabinets for an appropriate amount 
of time.
Eye protection may also be provided by safety 
glasses with shatterproof lenses. However, safety 
glasses with side shields will NOT provide 
adequate protection for chemical splashes; they 
are designed primarily to protect the eyes from 
flying objects. 
Face shields can provide additional facial 
protection, especially if coupled with safety 
goggles. However, plastic–type lenses or devices 
may be severely affected by certain chemicals 
and, in some cases, easily scratched.
The flexible, fitting goggle (see Figure 13) is the 
most effective type of eye protection in science 
laboratories.
54
Texas Safety Standards – 2006
Table 11
Protective Gloves and Their Functions
Gloves protect hands from heat, absorb perspiration, and provide a shield from body fluids and 
corrosive chemicals. They also prevent the transmission of microorganisms from one person to 
another. Certain gloves can dissolve when they come into contact with solvent. The correct glove 
should match the nature of the job. Always check your gloves to be sure that there are no tears, 
punctures, and holes, especially if the gloves are made of latex.
To remove gloves, peel them off your hands starting at the wrists and working toward the fingers. 
Keep the working surface of the gloves from making contact with the skin during removal.
The following table summarizes some types of  protective gloves and their functions. 
   Protective Gloves
Glove Type
Description
Uses
Plastic
(polyethylene)
• powder-free
• thin, flat, loose fitting 
• disposable gloves
• handling acids, alkalines, bases, 
caustics, and alcohols
• cleaning up bodily fluids
Latex
(natural rubber)
• powdered or powder-free
• hypoallergenic or regular
• conforms to the hand
• suitable for tasks that 
require fine finger dexterity 
(sensitivity to touch)
• ambidextrous
• handling bases, acids, alcohols, 
dilute water solutions
• best protection against mineral 
acids (nitric acid)
• best protection against HIV and 
hepatitis B viruses
Neoprene
(synthetic rubber)
• powder-free
• puncture resistant 
• conforms to the hand
• suitable for tasks that 
require fine finger dexterity 
(sensitivity to touch)
• ambidextrous
• handling oils, bases, acids, and 
most alcohols
• recommended for handling nitric or 
hydrofluoric acid
• suitable for tasks that require fine 
finger dexterity
• not recommended for use with 
toluene or chlorinated solvents
Nitrile
(synthetic rubber)
• powder-free
• puncture resistant
• conforms to the hand
• suitable for tasks that 
require fine finger dexterity 
(sensitivity to touch)
• ambidextrous
• handling oils, bases, acids, and 
most alcohols
• suitable for tasks that require fine 
finger dexterity
• not recommended when handling 
nitric or hydrofluoric acid
• not recommended for use with 
toluene or chlorinated solvents
Vinyl
(polyvinyl chloride)
• powdered or powder-free
• shaped to fit the hand
• conforms to the hand
• ambidextrous
• protecting against splashes only
• suitable for tasks involving liquids, 
moisture, and contaminants
• susceptible to cuts and tears
• utility-type glove for cleaning
Canvas, flannel, 
wool, or cotton
• loose fitting
• shaped to fit the hand
• handling hot or cold objects
• not fire-proof
55
The Charles A. Dana Center at The University of Texas at Austin
The following precautions should be taken 
to prevent fires from occurring in the science 
classroom, laboratory, storage room, and 
preparation area. 
• Be aware of ignition sources in your 
laboratory area (open flames, heat, and 
electrical equipment).
• 
Purchase and store flammable reagents in the 
smallest quantities possible.
• Do not store flammable liquids in standard 
refrigerators (use only spark-proof 
refrigerators).
• 
Store flammable liquids in appropriate safety 
cabinets and/or safety cans.
Remember . . . 
     R Rescue anyone in immediate danger.
     A 
Turn in an Alarm by calling 911.
     C Close the doors and windows.
     E Extinguish the fire.
Fire Prevention and Control
Fire is one of the most frequent mishaps in the science laboratory. Fire prevention, therefore, is 
essential. Effective fire prevention centers on the understanding that as long as air is present, oxygen 
will be available for combustion to take place. The best areas to exercise preventive measures are at 
the fuel and ignition sources. 
Fires are classified by the chemical properties of the fuel. The basic fire classifications are as follows:
• 
Class A – Ordinary combustible (paper, wood, etc.)
• 
Class B – Organic solvents (acetone, alcohols, ethers)
• 
Class C – Electrical wiring or static charges
• 
Class D – Active metals (sodium, potassium, magnesium)
The symbols A, B, C, and D are accepted for the different classifications of fire. They are applied to 
fire extinguishers and extinguisher locations to indicate their suitability in extinguishing the different 
types of fires on the following pages (see Figure 14).
• Do not store incompatible reagents together 
 
(e.g., acids with flammables). A list of 
incompatible reagents can be found in 
Appendix E.
• Do not store ethers for extended periods of 
time, as explosive peroxides could form.
 
• 
In most school environments hand-held, 
portable fire extinguishers are the first fire-
extinguishing agent that people use. 
•    Make sure that all electrical cords are in  
good condition. All electrical outlets should 
be grounded and should accommodate a 
three-pronged plug.
 
A multipurpose ABC fire extinguisher 
must be located in each science classroom, 
laboratory, storage room, and preparation 
area. 
Extinguishers must be . . .
• 
located in a clear area where they can be 
easily seen,
• 
inspected on a regular basis, and
• 
handled by teachers and students who have 
been trained in their use.
   Fire Prevention
56
Texas Safety Standards – 2006
Fire Extinguishers and Agents
Discharge 
Time
Suitable for Use
on This Type Fire
Extinguisher Agent
Characteristics
Horizontal
Range
Sodium Bicarbonate
Discharges white cloud
Leaves residue 
Non-freezing
Regular Dry Chemical
5–20 feet
8–25 
seconds
or
Multipurpose Dry Chemical
Ammonium Phosphate
Discharges yellow cloud
Leaves residue 
Non-freezing
5–20 feet
8–25 
seconds
Purple-K Dry Chemical
Potassium Bicarbonate
Discharges blue cloud
Leaves residue
Non-freezing
5–20 feet
8–25 
seconds
KCl Dry Chemical
Potassium Chloride
Discharges white cloud
Leaves residue
Non-freezing
5–20 feet
8–25 
seconds
Carbon Dioxide
Inert carbon dioxide gas
Discharges cold white cloud
Leaves no residue
Non-freezing
3–8 feet
8–30 
seconds
Halogenated Agent
Halogenated hydrocarbons
Discharges white vapor
Leaves no residue
Non-freezing
4–8 feet
8–10 
seconds
Class A Fire
Common 
Combustibles
Class B Fire
Flammable 
Liquids   
Class C Fire  
Electrical
Class D Fire
Flammable 
Metals
B
B
B
B
B
A
B
C
B
A
B
C
D
Figure 14
Fire extinguishers and agents
57
The Charles A. Dana Center at The University of Texas at Austin
1.  Extinguishers must be located and marked to be easily seen, and the area around 
the extinguisher must be kept clean.
2.  Regular inspections and tagging or marking of inspection dates on the 
extinguisher is essential.
3.  Gauges should be checked for readings to insure that unit is functional.
4.  Pressurized units are considered as “unfired pressure vessels” and require periodic 
static pressure tests in accordance with National Fire Protection Association 
(NFPA) Codes.
5.  Users must be well trained in their use. This requires hands-on and repeated 
training.
6.  Water-type extinguishers must never be used on electrical or metal fires.
Tap water with corrosive inhibitor
Discharges spray or stream
Leaves yellow residue
Protect from freezing
30–40 feet
1 minute
Anti-freeze Solution
Water
Calcium Chloride
Discharges spray or stream
Leaves residue
Non-freezing
30–40 feet
1 minute
Loaded Stream
Alkali-Metal-Salt
Discharges spray or stream
Leaves residue
Non-freezing
30–40 feet
1 minute
Foam
Water and Detergent
Discharges foamy solution
Leaves powder residue
Non-freezing
10–15 feet
24 
minutes
Dry Powder Special Compound
Soduim Chloride or Graphite materials
Discharges in stream
Leaves residue
Non-freezing
5–20 feet
25–30 
seconds
A
A B
B
D
A
Discharge 
Time
Suitable for Use
on This Type Fire
Extinguisher Agent
Characteristics
Horizontal
Range
Fire Extinguishers and Agents (continued)
Table 12
How to Use a Fire Extinguisher
58
Texas Safety Standards – 2006
   Emergency Fire Blankets
Emergency fire blankets are made of specially 
treated fabric and should be located in accessible 
areas in all science laboratories and rooms 
where hazardous chemicals are stored and used. 
Emergency fire blankets should be used if one is 
unable to reach the safety shower. 
To use an emergency fire blanket correctly, wrap 
the body in the blanket, drop to the floor, and roll 
around to extinguish the flames while help is on 
the way.
Figure 15
Correct use of emergency fire blanket
Never cover the head of an individual whose 
clothing is on fire with the emergency fire 
blanket. This may trap smoke and heat under 
the blanket. Inhaling these may cause additional 
damage to the injured person’s lungs.
The emergency fire blanket should be kept clean 
and in a container (see Figure 16) that is mounted 
on the wall with a sign identifying its location in 
the room.
Figure 16
Emergency fire blanket container
When entering a laboratory room or laboratory/
classroom, the location of ALL safety equipment 
such as the fire extinguisher, emergency fire 
blanket, eye/face wash station, and first aid 
kit should be readily located. In addition, an 
individual should be able to reach any of them 
within 10 seconds regardless of where they are in 
the room.
Even with the best facilities, equipment, and safe 
practices in science, accidents may still occur in a 
classroom, laboratory, storage room or preparation 
area. How we respond to the accident is critical.
59
The Charles A. Dana Center at The University of Texas at Austin
Science departments should develop procedures 
for the proper use of laboratory fume hoods for 
students taking chemistry, physical science, or 
any course in which chemicals are used.    
                         
Post written instructions on the use of fume 
hoods, and include in these instructions the 
laboratory safety training that each student is to 
receive. 
General Use of Fume Hoods
Each laboratory facility where chemicals are used in experiments, as well as each preparation room, 
should be equipped with a fume hood. However, even an open-face fume hood with a low-face 
velocity can not provide complete safety against events that take place in the hood. However, a 
well-designed hood in a properly ventilated room can provide adequate protection against fumes. To 
ensure proper protection, follow these recommended guidelines.
• 
Locate the fume hood in an 
area of low traffic.
• 
The exhaust should be 
vented to the outside above 
the roof and away from air 
vents.
• Keep the interior light on 
so that the working area is 
properly illuminated.
• 
Check the exhaust 
system—air movement 
should be inward and 
upward in the hood.
• Conduct inside the hood all 
portions of the experiment 
that cause contaminants to 
form.
• Keep the slots in the hood 
baffle (air intake) free from 
obstructions.
• Do not place large objects 
directly on the hood’s 
working surface. Place 
blocks under the large 
object to allow proper 
airflow under the object.
• Move the vertical sash 
to the lowest position 
that allows access so that 
manipulation is possible. 
The sash should protect 
the head and upper body 
in case of an explosion. 
(Safety goggles are 
required.)
• Keep the laboratory 
door closed unless the 
manufacturer indicates 
otherwise.
• Do not store chemicals or 
apparatuses in the working 
area of the hood.
• Do not place your 
head in the hood when 
contaminants are being 
generated.
• Do not use the fume 
hood as a waste disposal 
unit except to dispose of 
small amounts of volatile 
chemicals.
Protection from Chemicals
   Fume Hoods
Table 13
Use of Fume Hoods
“A built-in fume hood shall be provided in 
each high school level chemistry or advanced 
placement chemistry laboratory or laboratory/
classroom. A built-in fume hood should 
also be provided in each high school level 
integrated physics and chemistry laboratory or 
laboratory/classroom.”
School Facilities Standards for Construction on or after 
January 1, 2004.
Title 19, Texas Administrative Code §61.1036
60
Texas Safety Standards – 2006
The first response (prior to medical treatment) for a student or teacher who has hazardous material in 
their eyes or on their face should be to flush the affected area with water to dilute chemicals, wash off 
debris, and irrigate the eyes. It is very important to hold the eyelids open and roll the eyeballs so that 
water can flow over all surfaces of the eyeballs and in the folds surrounding them. 
An eye/face wash station that delivers tepid water to both eyes simultaneously is required in every 
science laboratory, laboratory/classroom, and preparation room where hazardous materials are used. 
There are several different designs for eye/face washes. To ensure that the eye/face wash stations 
in your science facilities meet safety requirements, they should meet ANSI Z.358.1 (Standards for 
Shower and Eyewash Equipment) and ...
• Do not place electrical receptacles, or other 
sources that may produce a spark, in the fume 
hood while using flammable chemicals or 
when gases may be present.
• 
The hood’s sash should be marked for the 
appropriate closure point when it is necessary 
to partially close the sash during an operation. 
• 
The sash should be closed when the hood’s 
exhaust system is not operating.
• 
Provide regular maintenance on the hood’s 
exhaust system. Use static pressure gauges 
on the hood throat and across filters in the 
exhaust system to ensure proper exhaust 
flow.
“For the first time ever, a student had to use 
one of our eye washes. The eye washes, 
as in many schools, only have cold water 
going to them. As a result, the 15 minutes 
of eye irrigation became quite painful to the 
student. Fortunately, the student suffered no 
eye damage from either the material that got 
into her eye or from the cold water. The cold 
water diminished the student’s willingness 
to continually irrigate her eyes. I wonder 
how many schools have thought to ensure 
that the water is at an appropriate (60–90oF) 
temperature?”
David Hoyler, Director, 
Middle and Upper Schools,
Locust Valley, New York, 2002
   Eye/Face Wash Stations
Texas Education Agency, 
Science Laboratory Safety and Chemical Waste 
Disposal for Texas Science Teachers, 1990
• 
be located no more than 10 seconds or 25 feet 
from any student workstation;
• 
comply (one eye/face wash) with ADA 
regulations on accessibility;
• 
be provided with sufficient water pressure to 
operate correctly (0.4 gpm);
• wash both eyes simultaneously and the face 
with tepid water (60–90oF);
• 
supply an instantaneous flow of tempered 
(recirculated) water for at least 15 minutes;
• have a water control valve that remains on, 
allowing the user to use both hands;
• 
be clearly marked and unobstructed for 
immediate use;
•    be flushed for five minutes once a week to 
remove any harmful contaminant that may 
form or grow in the eyewash. 
61
The Charles A. Dana Center at The University of Texas at Austin
Eye/face washes (see Figure 17) should be 
activated once a week for 5 minutes. Rust, 
chemical deposits, bacteria, etc., will be flushed 
from the system following this procedure. 
In addition, it may help keep the valve from 
becoming difficult to operate and allow a visual 
inspection of the eye/face wash. 
Squeeze-bottle eyewashes are NOT sufficient and 
should NOT be used as eye/face washes in any 
science laboratory. 
Figure 17
Eye/face wash station
A built-in safety shower (see Figure 18) is 
required in chemistry and advanced placement 
chemistry. It should also be provided in 
integrated physics and chemistry, as well as in 
any laboratory where hazardous chemicals are 
used. 
Safety showers . . .
• must meet the standards for height, spray 
pattern, tepid water temperature (60–90oF), 
and water flow of 20 gallons per minutes at 
30 PSI.
• must have a control valve that can remain on 
(15 minutes) without requiring the use of the 
operator’s hands.
• 
should be located no more than 25 feet from 
any student workstation or no more than 10 
seconds away from anyone in the room.
• 
should each be marked with a highly visible 
sign.
• 
should be large enough to accommodate the 
injured person and a teacher assisting with 
the emergency.
• 
should have a fixed valve handle or a chain 
with a large ring that can be pulled to start 
the flow of water.
• must have sufficient water flow and pressure 
to function properly for immediate use.
•    should be ADA compliant.
• must be flushed once a week to eliminate 
contamination and be checked for proper 
working conditions.
Figure 18
Emergency shower and
eye/face wash station
Emergency Showers
62
Texas Safety Standards – 2006
The hand-held drench hoses (see Figure 19) 
are listed in the American National Standards 
Institute’s (ANSI) Emergency Eyewash and 
Shower Equipment (ANSI Z358.1-2004), but 
carry instructions that they are not intended to 
replace emergency shower or eyewash units. 
A well-maintained ventilation system contributes 
to a healthy environment in science classrooms 
and laboratories. 
 
“Forced ventilation at a minimum rate 
of four changes of air per hour should 
be provided for science laboratories, and 
continuous ventilation at six changes per 
hour for chemical storage rooms. Assuming 
that there is a fume hood in each preparation 
room, four air changes per hour is adequate. 
All exhausts should be vented to the outside 
of the building, not recirculated in the 
building’s ventilation system.
Chemical storage rooms need systems that 
vent directly outside, usually to the roof, 
and away from fresh-air intake pipes. Stage 
cabinets for flammables should not be 
ventilated to the outside.
Every science room should be equipped 
with exhaust fans designed for the rapid 
venting of smoke or bad odors created by an 
investigation.”
Guide to School Science Facilities, 
National Science Teachers Assocation, 1999
Figure 19
Hand-held drench hose
   Drench Hoses
   Ventilation
Additional information on ventilation can be 
found in the American National Standards 
Institute’s standards for laboratory ventilation 
(ANSI Z9.5-2003).
63
The Charles A. Dana Center at The University of Texas at Austin
Corrosives cabinet: maintenance check
Flammables cabinet: maintenance check
Ventilation system: maintenance check
Safety shower: system flush–5 minutes
Eyewash: system flush–5 minutes
Drench hose: system flush–5 minutes
Gas jets: maintenance check
First-aid kit: supplies replenished 
Safety goggles & lab aprons: replaced
Fire drill instructions: posted
Fire extinguisher: visual inspection 
Fire blanket: visual inspection 
Ventilation system: operation test
Fire extinguisher:visual inspection 
Fume hood: air flow test
Fume hood: operation test
Material Safety Data Sheets: files updated 
Safety symbols: posted
Utility cutoff: maintenance check
Fire extinguishers: maintenance check
Electrical outlets: maintenance check
Ventilation system: operation test
Emergency exhaust: operation test
Fire blanket: visual inspection 
Safety shower: maintenance check
Eyewash: maintenance check
Drench hose: maintenance check
Science Facilities Safety Checklist: complete
Circuit breaker box: breakers labeled
Supplies: inventory properly stored 
Goggle sanitation cabinet: operation test
Chemical spill kit: visual inspection  
Smoke detector: batteries replaced
Communication system: operation test
Student safety training: completed
Student safety contracts: signed & filed
Week One
Week Three
Week FOur
Week TWO
Laboratory room
Inspected by
August Inspection Date 
Sa
fe
ty
&Equipm
ent
Checklis
t
PreParation room
Supplies: inventory properly stored 
Utility cutoff: maintenance check
Fire extinguisher: maintenance check
Electrical outlets: maintenance check
Corrosives cabinet: maintenance check
Flammables cabinet: maintenance check
Ventilation system: maintenance check
Spark-free refrigerator: operation test
Smoke detector: batteries replaced 
Chemicals: inventory properly stored
Door lock: operation test
Fire extinguishers: maintenance check
Electrical outlets: maintenance check
Ventilation system: maintenance check
Chemical spill kit: visual inspection
Smoke detector: batteries replaced
Cabinets & shelves: maintenance check
Hazard signs: posted 
ChemiCaL Storage room
August
Figure 20
Safety and Equipment Checklist
for August
A Safety and Equipment Checklist (Calendar) (see Figure 20) is provided in Appendix D. The 
checklist calendar helps establish a routine for conducting a visual inspection, operation test, and 
maintenance check on the kinds of safety equipment found in science rooms.
64
Texas Safety Standards – 2006