1. By the end of this session you will be able to: 1. Explain the role and function of the MSDS document. 2. Readily find important information relating to common chemicals in use. 3. Recognise that chemicals can have particular handling, storage and disposal requirements when is use. 4. Know where to access these documents in preparation for a Risk Assessment process.

2.  All chemicals that you work with are required to have an appropriate MSDS supplied by manufacturers. They need to be available to anyone using the chemical.  Occupational Health and Safety Law in Canada requires chemical manufacturers and suppliers to make available sheets that provide detailed information about many different chemicals. As a result, this information will enable you to handle specific chemicals safely and under the most appropriate conditions for use.  The MSDS are also known as Safety Data Sheets (SDS).

3.  In your group, conduct a ‘Hot Potato’ to brainstorm as many different types of information you believe should be included in the MSDS document.  Compare your brainstorm to an adjacent group. Were there any things that you could add? You will have an opportunity to see how many MSDS features you recognised and included, as well as the ones you may have missed.

4.  The information we expect to find on our MSDS for ALL chemicals includes:  Chemical name  Hazard Identification numbers  Information about the ingredients  First Aid treatment  Fire fighting information  Accidental spill treatment  Handling and storage

5.  Personal protection required for handling  Physical and chemical properties of the chemical  How the chemical responds to other chemicals around it (stability) and how it needs to be stored  Poison treatment information  How it might affect the environment  Disposal of waste products  Transport of the chemical  Other information that may be important

6. Activity: 1. Groups of 4 students will be given a copy of an MSDS for ONE chemical in use in a lab. 2. You will use the MSDS to answer the questions on the supplied work sheet. 3. Toward the end of the session we will reflect on what we have learned about particular chemicals. We will discuss how we can use this information to assess risk and ways of preventing harm to ourselves, others and the environment.

7.  Students will be allocated to groups of 3-4. This can be varied according to ability levels and the need to peer and Teacher scaffold.  Each group will be provided with ONE copy of the MSDS for common chemicals in use. Download and print prior to use.  Allow a maximum time of 30 minutes for the students to collect the required information for their chemical.  Discussion of the ways in which the collected information can be used to minimise harm.

8.  MSDS documents may be accessed from chemical suppliers and manufacturers. A good site that can be used to access FREE documents may be found at: http://msdscatalogservice.com  Companion worksheet for information gathering from the MSDS document.worksheet  The MSDS session is designed to follow a general safety introduction in Science Education. The opportunity to embed this teaching within legislative frameworks for workplace safety is encouraged. A useful resource for the Australian context is to be found at http://www.worksafe.vic.gov.au/homehttp://www.worksafe.vic.gov.au/home  Subsequent lesson planning can be used to develop harm minimisation (workplace and school) role play scenarios in which students identify a range of safety hazards and appropriate responses.  Subsequent links to early Chemistry studies and safe work practices can be made for students in subsequent VCE and VET studies.  Suggested MSDS documents include: Hydrochloric Acid (Brick Cleaner), Sodium Hydroxide (Toilet Cleaner, Dishwasher Powder), Iodine (Wound Cleaning), Acetone (Nail Polish remover), Ammonia (Cleaner), Silver Nitrate, Methylated Spirits, Acetic Acid, Calcium Hydroxide.