Lab safety and SDS practical
Open your materials, follow the steps, then turn in your work.
Practice the safety rules and learn to read a Safety Data Sheet so you can work safely with lab materials all year.
1. Open your materials
2. Start the work
Walk the room and locate the eyewash, fire blanket, sharps container, and chemical spill kit; sketch a quick map.
Show all 6 required steps
- Walk the room and locate the eyewash, fire blanket, sharps container, and chemical spill kit; sketch a quick map.
- Put on goggles and gloves correctly, then practice the safe way to remove gloves without touching the outside.
- Open a provided Safety Data Sheet and find Section 2 (hazards) and Section 4 (first aid) for one chemical.
- Write what to do if that chemical splashes in your eyes, using the SDS first-aid section as your source.
- With your teacher, walk the clear route to the eyewash at a normal pace with your eyes open.
- Sign the safety contract only after you can explain two rules and where one piece of PPE lives.
Lost your place? If you lost your place, check the safety walk: which of the eyewash, fire blanket, sharps container, and spill kit have you not found and sketched yet? Find it next.
Check your work before submitting
- You will be able to locate and explain the use of key lab safety equipment.
- You will be able to find hazard and first-aid information on a Safety Data Sheet.
- You will be able to put on and remove gloves and goggles safely.
Before lab work: read the safety rules
- Put gloves on before you touch anything wet or biological. To take them off, peel each one inside-out so the outside never touches your skin, then wash your hands.
- Find the eyewash and a clear path to it before any chemical is open. Rehearse the route with your teacher, walking normally with your eyes open.
- No open flames or chemicals during the safety practice day.
- Your signed safety contract and teacher safety check must be complete before lab work. Ask Mr. Mendoza about any required signatures still missing.
3. Turn in your work
DueCheck Schoology- Hand in
- Name two safety rules and locate one piece of emergency equipment from memory; written on an index card or typed.
How to submit and name your file
Hand in your safety exit ticket to the teacher before leaving.
In Schoology, open your course and the assignment for this lesson. Attach your file, select Submit, and check that it appears in the submission.
PDF upload helpYou get two school days for every day you were absent, so this deadline moves with you.
Find this lesson's Schoology assignments
These are existing assignments for your section. Follow the directions in the assignment you are working on; this list does not add new work. Check Schoology for each deadline.
Link will not open? Open Schoology, choose your course and section, and find the title shown above.
How this lesson connects
Keep using what you learned last class: A baseline pretest is not a test you can fail. It shows where you start so we can measure how far you grow. Today: Safety works because you find the equipment and read the hazards before an accident, so that in an emergency you act instead of read.
Optional: listen or watch a unit review▸
Thinking practice for this week▸
What counts as evidence, and where to find it
What makes evidence strong, and where do you find evidence you can trust?
Evidence is the data and observations you use to back up a claim. In science that means measurements, experimental results, images, and records, not “my friend said” or “I saw it once.”
Strong evidence is relevant (it actually bears on the claim), sufficient (there is enough of it), and reliable (it was collected carefully and others could repeat it). One data point is rarely enough; a pattern across many is far stronger.
Where you find it matters. Prefer primary sources and reputable ones: peer-reviewed studies, government and health agencies (CDC, NIH, NHGRI), and your own lab data. When you find a source online, do not trust it on looks. Check who is behind it and what better sources say.
- • Relevant: it directly supports (or tests) the claim.
- • Sufficient: there is enough of it, not a single lucky data point.
- • Reliable: collected carefully, and others could reproduce it.
- • Sourced: you can say where it came from and why that source is trustworthy.
- • Stop. Investigate the source: who made this and why?
- • Find better coverage: what do other reputable sources say?
- • Trace claims and quotes back to the original.
Find two pieces of evidence for a claim in this unit, one from your lab/class data and one from a reputable source. Note why each source can be trusted.
Need help? Warm-up, timing, and directions▸
💡 Big idea: works because you find the equipment and read the hazards before an accident, so that in an emergency you act instead of read.
- 0-10 minRoom walk: locate eyewash, fire blanket, sharps container, spill kit, and two exits
- 10-25 minPPE practice: don goggles and gloves, then practice glove removal without touching the outer surface
- 25-45 minSDS deep-dive: read Section 2 (hazards) and Section 4 (first aid) for one assigned chemical; answer written questions
- 45-60 minTeacher-led route rehearsal: walk the clear eyewash route at a normal pace with eyes open; sketch the room layout
- 60-72 minPartner quiz: one partner describes a hazard scenario, the other states the correct SDS first-aid response
- 72-80 min contract sign-off and exit-ticket: two rules + one equipment location from memory
- • Before any investigation happens, the lab has to be a place where no one gets hurt.
- • OSHA requires workplaces to follow Hazard Communication standards; this classroom is your first real lab workplace.
- • Today you will walk every emergency exit and piece of PPE before touching anything.
- • Exit goal: you can locate the eyewash, identify a clear route to it, and explain one SDS section from memory.
- • A Data Sheet has 16 sections; Section 2 lists hazards and Section 4 gives first-aid steps.
- • Goggles and gloves must go on before you open any chemical and come off using the inside-out technique.
- • Knowing emergency equipment locations before an accident happens is the first rule of lab .
PLTW connection and today's work
Use the paper safety contract and the assigned chemical's SDS for today's room practical. This is class safety preparation for Medical Interventions; myPLTW access is not needed.
Today's stopping point: Today: safety practical and safety exit ticket. Next: document the safety lesson in your six-part notebook entry.
PLTW activity titles identify the course connection. If your account will not open, use the posted materials for today and tell Mr. Mendoza. Do not mark an online activity complete unless you completed it.
Course connection
- John Hay safety and notebook practice. No official PLTW activity is completed by this task.
Use the turn-in directions at the top of this page. Do not create a second submission unless your teacher asks for one.
Show another explanation or a smaller first step
Need help? Choose a starting point
Finish the assigned lab safely before starting extra practice.
Lesson resources: reading, slides, and vocabulary▸
The deck carries the prior idea forward, lets you inspect an analogy, maps the rule to biology, and ends with the same evidence decision and exit ticket used on this page.
Generated from this lesson's canonical data with a red-team citation check.
A is not a test you can fail. It shows where you start so we can measure how far you grow.
works because you find the equipment and read the hazards before an accident, so that in an emergency you act instead of read.
A pilot uses a preflight checklist before the aircraft moves.
- Which checks happen before action?
- Which hazard does each check control?
- What happens if a familiar step is skipped?
A routine works when each action controls a named hazard before exposure begins.
A laboratory hazard can change during a procedure, so students must keep monitoring conditions after the checklist.
- • Preflight checks map to PPE and setup.
- • Aircraft hazards map to chemical, biological, heat, or sharps hazards.
- • Go or no-go maps to the pre-lab readiness decision.
Driving question: A chemical just splashed toward a lab tech's eyes. In the ten seconds that matter, what did they already have to know, and where did they learn it?
What you already know: A is not a test you can fail. It shows where you start so we can measure how far you grow.
New idea: works because you find the equipment and read the hazards before an accident, so that in an emergency you act instead of read.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Lab safety and SDS practical. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Trace the labeled testing, treatment, or biological process and identify where evidence limits the decision.
- Observe or measure the relevant feature in today's lesson.
- Organize the observation with a stable evidence ID.
- Apply this rule: A routine works when each action controls a named hazard before exposure begins.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: A chemical just splashed toward a lab tech's eyes. In the ten seconds that matter, what did they already have to know, and where did they learn it?
What the evidence supports: E1-E3 and F1 support the daily take-home when the response meets the stated success criteria.
What it cannot prove: The package does not support claims beyond this lesson's or any real patient diagnosis.
- • intervention: A planned action taken to treat, prevent, or change a health outcome, such as a medicine, procedure, or change in behavior.
- • diagnosis: The process of identifying a disease or condition by examining symptoms, history, and test results to explain what is wrong.
- • prognosis: The likely course and outcome of a disease ahead: diagnosis says what the condition is, while prognosis says what it means for the patient.
- • evidence: The facts, data, and cases that carry your claim. Opinions are free; evidence costs homework.
- • : Practices and precautions that protect people from harm, such as wearing protective equipment and handling hazards correctly in a lab or clinic.
- • PPE: Personal protective equipment, the gear like gloves, goggles, lab coats, and masks worn to shield the body from chemical, biological, or physical hazards.
Use it now: Choose one decision option. Cite E1 and E3, then explain how the rule connects the evidence to your choice.
Go further, optional: The source links below are optional enrichment. Every fact required for today's local evidence decision appears in this lesson package.
Laboratory depends on matching each identified hazard to an appropriate containment practice, protective measure, and stop-work condition before the procedure begins.
Limit: The lesson check does not replace the site-specific SDS, approved procedure, teacher supervision, or emergency plan.
A routine works when each action controls a named hazard before exposure begins.
Limit: A laboratory hazard can change during a procedure, so students must keep monitoring conditions after the checklist.
You can locate and explain the use of key lab equipment.
Limit: E3 defines the classroom product or success criterion. It is not independent scientific evidence and cannot justify a clinical or causal claim.
PLTW-GEND-2026-08-31 · Simulated classroom evidence scenario
Your role: medical interventions team member
Decision: Your team must decide what the evidence from today's lesson supports before submitting the exit response named on today's page.
- • Postpone lab work until each step also names the condition that would make you stop the procedure entirely.
- • Find the eyewash and read the SDS hazards before starting, so in an emergency you act instead of read.
- • Start the procedure now and look up the hazard and first-aid information on the SDS if something actually goes wrong.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Submit it as the exit response.
Claim ceiling: Today's evidence supports a classroom claim about today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
Reason for review: Your team must decide what the evidence from today's lesson supports before submitting the exit response named on today's page.
Context: Knowing where the equipment is and how to read a chemical's hazards before an accident is what makes a lab a place where no one gets hurt.
- • T1: Walk the room and locate the eyewash, fire blanket, sharps container, and chemical spill kit; sketch a quick map.
- • T2: Put on goggles and gloves correctly, then practice the safe way to remove gloves without touching the outside.
- • T3: Open a provided Data Sheet and find Section 2 (hazards) and Section 4 (first aid) for one chemical.
- • T4: Write what to do if that chemical splashes in your eyes, using the SDS first-aid section as your source.
- • T5: With your teacher, walk the clear route to the eyewash at a normal pace with your eyes open.
- • T6: Sign the contract only after you can explain two rules and where one piece of PPE lives.
- • E1: Laboratory depends on matching each identified hazard to an appropriate containment practice, protective measure, and stop-work condition before the procedure begins.
- • E2: A routine works when each action controls a named hazard before exposure begins.
- • E3: You can locate and explain the use of key lab equipment.
Measurements: No patient measurement is supplied unless it appears explicitly in E1-E3 or F1. Do not invent a value.
Figure finding: Teaching diagram for Lab and SDS practical. Trace the labeled testing, treatment, or biological process and identify where evidence limits the decision. This is a teaching model, not patient or experimental data.
Uncertainty: This is a composite classroom scenario. Missing history, measurements, or confirmation tests remain unknown and limit the conclusion.
Students often think you can look up information when something goes wrong. The trap: in an emergency there is no time to look it up, so you find the eyewash and read the SDS before you start, not during the accident
Two safety rules I will follow:
- Put goggles and gloves on before opening any chemical, and remove gloves inside-out so I never touch the outside.
- Always know where the eyewash and spill kit are before I start, not after something spills.
One piece of emergency equipment and where it lives:
- The eyewash station is on the left side of the back sink. If a chemical splashes my eyes, I walk straight to it and rinse for 15 minutes with my eyes open while a partner gets the teacher.
From the SDS for the chemical I read (Section 2 hazards, Section 4 first aid): it can irritate eyes, so the first-aid step is to flush with water for several minutes and remove contact lenses if present.
This model shows the level of evidence and organization needed to complete: A short written check that proves you can name lab safety rules and point to emergency equipment from memory before you sign the lab safety contract.
- Name the prompt or task.
- Answer it directly with the key evidence.
- Check that the response matches the requested format.
Keep the structure. Replace the question, facts, measurements, and evidence. Then recheck units, vocabulary, and whether the conclusion goes beyond the evidence.
Also due today: Sign the safety contract after you can explain two rules and one equipment location.
- CER:
- Claim, Evidence, Reasoning: make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure, the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities. Find it in Clever with your Microsoft sign-in, right next to Schoology.
Tap the speaker to hear a term. Add two of these to your notebook glossary with a definition and an example in your own words.
Pick just 2 or 3 words from today and make them yours: write what each one means in your own words, name the context clue or evidence that helped, then give one example from what you actually did in Lab safety and SDS practical. Try your own words first; the glossary is there if you get stuck. This is voluntary and counts as extra credit, so keep it short.
Saved on this device. Show Mr. Mendoza or add these to your notebook glossary to claim the extra credit.
Play the cold open at the start of the unit to set the scene. Each recording is AI-generated and simulated (fictional callers, no real people or student data).
Classroom documents for this lesson are posted in Schoology. Open Clever, then Schoology, and find each one by the name shown on its card.
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Course launch, , SDS, notebook setup by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/00_Unit-Overview; keywords:intervention. Score 130. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this after the required lesson work when you are ready for a harder application or a deeper connection.
Placement rationale
Matched Course launch, , SDS, notebook setup by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/00_Unit-Overview; keywords:safety. Score 126. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Sign in to Clever with your district Microsoft account to open Schoology or myPLTW. Follow today's posted steps. If myPLTW will not open, use the posted alternative and tell Mr. Mendoza. Turn in your completed work through the Schoology assignment.
Practice: try a question, then check your answer▸
Claim ceiling for this check: Today's evidence supports a classroom claim about today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
Which section of a Safety Data Sheet tells you what to do if a chemical gets in your eyes, and why do you find it before the accident?
Write an answer and pick a confidence to unlock the key.
Fast retrieval with instant answers, not the commit-then-reveal check above. Try each from memory first: write what you remember about the earlier units, then check yourself here.
Missed class or ready for more?▸
Run this before you touch the bench. It is built from the real lab procedure, so the decisions you make here are the ones you will make with the equipment in your hands.
I can name the procedure's purpose and the evidence I will record. I can state today's specific hazards and the control for each. If this deck does not name them, I ask Mr. Mendoza before I touch anything. My data table is ready before materials are handled.
Finish the checklist before you handle any material.
- • Put gloves on before you touch anything wet or biological. To take them off, peel each one inside-out so the outside never touches your skin, then wash your hands.
- • Find the eyewash and a clear path to it before any chemical is open. Rehearse the route with your teacher, walking normally with your eyes open.
- • No open flames or chemicals during the safety practice day.
- • Your signed safety contract and teacher safety check must be complete before lab work. Ask Mr. Mendoza about any required signatures still missing.
- 1Before materials are handled, identify the purpose, variables or comparison, controls, measurement units, and stop-work condition.
- 2Walk the room and locate the eyewash, fire blanket, sharps container, and chemical spill kit; sketch a quick map.
- 3Put on goggles and gloves correctly, then practice the safe way to remove gloves without touching the outside.
- 4Open a provided Safety Data Sheet and find Section 2 (hazards) and Section 4 (first aid) for one chemical.
- 5Write what to do if that chemical splashes in your eyes, using the SDS first-aid section as your source.
- 6With your teacher, walk the clear route to the eyewash at a normal pace with your eyes open.
- 7Sign the safety contract only after you can explain two rules and where one piece of PPE lives.
- 8Record each result in the prepared table before interpreting it. Mark missing, repeated, or invalid results truthfully.
- 9Complete the named cleanup and waste route, remove PPE safely, wash hands when required, and confirm the station is ready for the next group.
| Trial or sample ID | Independent condition | Measured result with units | Observation before interpretation | Quality-control note |
|---|---|---|---|---|
Before the procedure, predict the result and cite the rule behind the prediction.
After the procedure, compare the result with the prediction and name one limitation or source of uncertainty.
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
If you miss the practical, ask for the assigned chemical's SDS and answer the same hazard and first-aid questions. Read the linked safety contract. Arrange an in-person room and equipment safety check with Mr. Mendoza before lab work; reading at home does not replace that check.
OSHA Laboratory Safety resourcesHand in your safety exit ticket to the teacher before leaving.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
OSHA: Hazard Communication & Safety Data Sheets (authoritative)- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedGo to Schoology to turn this in. Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
- Error analysis and method · counts doubleName a specific limit of the method and how it moved your result, and compare what you predicted to what happened. "Human error" does not count; say what about the procedure or instrument caused it.
This week
My Progress dashboard