Kyushu University
Guidelines for Safety in Education:-- Laboratory Activities -(Ver. 2)

April 20201

【Working Group to Study Course-related Safety Management】
WG Leader: Kyoichi Otsuki,

Professor (School of Agriculture)

Shuji Iijima,

Associate Professor (School of Letters)

Takeshi Ikeda,

Associate Professor (School of Sciences)

Takashi Sasaoka,

Associate Professor (School of Engineering)Nobuhiko Nakano, Associate Professor(Graduate School of Integrated Sciences for Global Society)
Akito Yasuda,

Associate Professor (Faculty of Arts and Sciences)< Laboratory Activities Sub-Working Group>
Noriaki Yamauchi, Associate Professor (School of Sciences)
Yushi Ishibashi,

Associate Professor (School of Agriculture)

Ryoko Senda,

Associate Professor(Graduate School of Integrated Sciences for Global Society)(2) indicates represented school

Introduction
As education at universities and other educational institutions has grown more sophisticated and diverse inrecent years, those institutions have come to provide various experience-based learning environments. Althoughexperience-based educational activities provide valuable educational outcomes that cannot be gained throughtextbook learning alone, they also entail risks that can lead to serious accidents as a result of things like participant
inexperience and inadequate preparation. Consequently, whenever experiments, practical work, drills, fieldworkor other experience-based educational activities are undertaken, it is essential that careful attention be paid tosafety/health management and accident prevention/response. For that reason, Kyushu University began work on
drafting university-wide educational safety guidelines with the creation of a Working Group (“WG”) to Study
Course-related Safety Management under the Education Planning Committee in November 2016.
Given the difficulty of creating general safety guidelines to cover the wide range of experience-based
educational activities and the lack of practical application that all-encompassing safety guidelines would entail, it
was decided to divide experience-based educational activities into the following three categories and create
safety/health management and accident prevention/response guidelines for each.
Outdoor Activities
These include educational activities conducted in a natural environment, whether on or off campus, andeducational activities related to primary sector industries (agriculture, forestry, livestock industry, fishery,etc.) that are conducted outdoors or at production sites (plastic greenhouses, livestock barns, boats, etc.).



Off-Campus Activities
These include educational activities conducted off campus, such as interviews in the humanities and social
sciences and travel to educational sites, fieldwork, and stays (including overseas research).

Laboratory Activities
These include course and research-related educational activities that are conducted within laboratories.
The Educational Safety Guideline for Outdoor Activities was released in AY2016 (Ver.1). The one for“Laboratory Activities” was released in AY2018 (Ver.1) and that for “Off-Campus Activities” was released in
AY2019 (Ver.1). This volume is the English version of the Educational Safety Guideline for Laboratory Activities.
Appropriate safety/health management and accident prevention/response requires meticulous preparation before
activities, careful attention during activities, appropriate response in case of an accident, and post-activity
reflection and improvement plan review. Consequently, these safety guidelines will be revised as needed.
Additionally, various media and opportunities will be used to raise awareness of the safety guidelines, while morepractical, education-related safety management will be promoted in the future through courses, training sessions,faculty development (FD), handbooks and so on.
March 2022
Working Group to Study Course-related Safety Management
Kyoichi Otsuki, WG Leader

3

Table of Contents

Chapter 1 Basic information for conducting laboratory activities ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 1

Chapter 2

Preparation and implementation of laboratory activities ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 3

2.1 Preliminary research and mindset ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 3
2.2 Safety management system and laboratory activity plan ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 4
2.2.1 Safety management system ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 4
2.2.2 Preparation for laboratory activities ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 5
2.2.3 Implementation of laboratory activities ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 5
2.2.4 Insurance ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 6
Form 4 Information on near misses ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 7
Form 4 – Entry examplesꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 8

Chapter 3 Before commencing laboratory activities – Recognizing risks in thelaboratory and preparing countermeasures (risk assessment)

Chapter 4

Safe handling of chemicalsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 9ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 10

4.1 General precautions ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 10
4.2 Fire prevention - Hazardous materials defined in the Fire Defense Law ꞏꞏꞏꞏꞏꞏꞏꞏ 12
4.2.1 Spontaneous-combustible substances ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 13
4.2.2 Water-prohibitive substances ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 13
4.2.3 Low-temperature combustible substances ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 14
4.2.4 Strongly oxidizing substances ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 14
4.2.5 Oxidizing liquidsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 15

4.2.6 Explosive and self-reactive substances
4.2.7 Flammable substancesꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 15ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 16

4.3 Toxic substances ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 20
Chapter 5

Disposal of effluents and wastes ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 23

5.1 Introductionꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 23

5.2 Overview of waste classification and disposal/processing methods
5.3 Waste disposal at Kyushu Universityꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 23ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 25

5.4 Role of the Center for Environment and Safety, Kyushu University ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 25
5.5 Wastewater quality control and water recyclingiꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 25

5.5.1 Standards regarding wasteꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 25

5.5.2 Water recycling at Kyushu University
5.6 Laboratory waste disposalꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 28ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 28

5.6.1 Inorganic liquid waste ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 30
5.6.2 Organic liquid wasteꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 31

5.6.3 Acidic/alkaline liquid waste ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 32
5.6.4 Chemical wasteꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 32

5.6.5 Waste containing mercuryꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 33

5.6.6 Infective medical wasteꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 33

5.6.7 Solid waste containing toxic substances (sludge, etc.)
5.6.8 Sorted refuse from experimentsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 33ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 34

5.7 Residential waste disposal ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 34
5.7.1 General waste from business activities
5.7.2 Used paperꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 36ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 36

5.7.3 Bottles, beverage cans, plastic bottles ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 38
5.7.4 Styrene foam ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 38
5.7.5 Florescent tubes, etc.

ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 38

5.7.6 Batteriesꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 38

5.7.7 Spray cansꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 38

5.7.8 Metal scrapsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 39

5.7.9 Bulky waste ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 39
5.7.10 Online recycling system at Kyushu University ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 39
Chapter 6

Safe handling of high-pressure and hazardous gasses, and points of caution
for high-pressure and vacuum experiments ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 40

6.1 Handling high-pressure gas cylinder ("bonbe" in Japanese) ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 40
6.1.1 Labelsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 40

6.1.2 Precautions for their transportation ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 40
6.1.3 Notes on installation and storage ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 40
6.1.4 Notes on use ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 41
6.2 Handling hazardous gas ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 42
6.3 Notes on high and low temperature experiments ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 43
6.3.1 High-temperature experimentsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 43

6.3.2 Low-temperature experimentsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 43

6.4 Notes on high-pressure and vacuum experiments ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 45
6.4.1 High-pressure experiments
6.4.2 Pipingꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 45ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 46

6.4.3 Vacuum experimentsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 46ii

Chapter 7

Safe handling of machines ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 48

7.1 General precautions ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 48
7.2 Toolsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 48

7.3 Machining toolsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 48

7.3.1 Precautionsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 48

7.3.2 Lathesꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 49

7.3.3 Drill pressesꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 50

7.3.4 Milling machinesꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 52

7.3.5 Grindersꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 53

7.3.6 Hand drillsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 53

7.3.7 Friction sawsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 54

7.4 Weldingꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 54

7.4.1 Precautionsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 54

7.4.2 Gas weldingꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 54

7.4.3 Electric welding
7.5 Carryingꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 55

ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 56

7.5.1 Precautionsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 56

7.5.2 Carrying with cartꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 57

7.5.3 Transport work using cranes and hoists
7.5.4 Sling work
Chapter 8ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 57

ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 58

Safety measures for electricityꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 60

8.1 Electric shocks and appropriate countermeasures ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 60
8.1.1 Electric shocks from indoor distribution lines, electrical equipment, andleakage ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 60
8.1.2 Electric shock from high-voltage equipment ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 61
8.1.3 Electric shock from electronic and IT devices ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 62
8.1.4 Examples of easy-to-mistake wiring
8.2 Notes on using OA equipmentꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 62ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 63

8.3 Notes on reusing dormant equipmentꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 63

8.4 Fires caused by overheating ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 64
8.5 Flammable gas and electric spark ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 65
8.6 Inspection items for accident prevention
8.7 Electricity-related standards
Chapter 9ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 65ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 66

Safety measures for light and radiationꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 67

9.1 Ultraviolet light and laser ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 67iii

9.1.1 Ultraviolet lightꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 67

9.1.2 Laser ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 68
9.2 Safety measures for radiationꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 70

9.2.1 Definitions: Radiation / RI / Radiation-generator
9.2.2 Notes on using radiation / RIs

ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 71ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 71

9.2.3 Principles for protection against radiation ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 73
9.2.4 X-ray generators ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 75
9.2.5 Precautions when using radiation facilities inside and outside theuniversityꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 75

9.2.6 Referencesꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 76

Chapter 10

Computer and network security ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 77

10.1 Notes on handling computer hardware
10.2 Notes on PC useꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 77ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 78

10.2.1 Basic rules ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 78
10.2.2 Copyright infringement
10.2.3 Notes on e-mail useꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 79ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 79

10.2.4 Notes on using WWW browsersꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 80

10.2.5 Security softwares ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 81
10.3 Notes on using the server as a general user
10.4 Notes on being an administrator
Chapter 11ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 81ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 81

Gene recombination experiment, handling of laboratory microorganisms,
and animal experiment ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 83

11.1 Introduction ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 83
11.2 Gene recombination experimentꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 83

11.3 Handling of research microorganisms ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 84
11.4 Animal experiments
11.5 Inquiriesꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 85ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 86

Chapter 12 What to do when an accident occurs ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 89
12.1 How to respond when an accident occurs ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 89
12.1.1 Assessing and Addressing the Accident Situationꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 89

12.1.2 Contacting the university + on-site response to an accident ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 91
12.2 University Response to an Accident ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 92
12.2.1 Receiving the Initial Report ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 92
12.2.2 Creation of a Response Teamiv

ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 93

12.2.3 Otherꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 94

12.3 Actions to take in an emergency
12.4 Response to fireꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 94ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 95

12.5 Response to gas poisoning accident
12.6 First aidꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 96ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 96

12.6.1 Gas poisoningꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 96

12.6.2 Swallowing poisonous substancesꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 97

12.6.3 Burnsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 98

12.6.4 Injuryꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 98

12.6.5 Electric shock ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 99
12.7 Evacuation ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 99
12.7.1 Fireꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 99

12.7.2 Earthquake

Chapter 13ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 99

Emergency resuscitationꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 101

13.1 Basics of emergency resuscitation ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 101
13.2 Securing the victim’s safety + body positions ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 101
13.3 First aidꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 102

13.3.1 Scratches and cuts ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 102
13.3.2 Bleeding ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 102
13.3.3 Sprains, bruises, and fractures ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 103
13.3.4 Heat-related illnesses ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 103
13.3.5 Burns ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 104
13.3.6 Frostbiteꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 104

13.3.7 Drowning ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 104
13.3.8 Anaphylaxis ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 104
13.3.9 Other ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 105
13. 4 Basic life support ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 105
13.4.1 Cardiopulmonary resuscitation (CPR) procedure ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 105
13.4.2 Procedure for using AEDs
13. 5 First aid kitꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 109ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 112

13. 6 Psychological First Aidꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 112

Chapter 14 Risk assessment –– Examples of chart creation –– ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 115
14.1 Risk Assessment Example: Chemistry/materials-science students ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 116
14.2 Risk Assessment Example: Students who handles organic compounds ꞏꞏꞏꞏꞏꞏꞏ 117
14.3 Risk Assessment Example: Students in the electric system ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 118
14.4 Risk Assessment Example: Physics/applied-physics studentsvꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 119

14.5 Risk Assessment Examples: Mechanical engineering studentsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 120

14.6 Risk Assessment Example: Students conducting simulation researchꞏꞏꞏꞏꞏꞏꞏꞏ 121

14.7 Risk Assessment Example: Students conducting biological researchꞏꞏꞏꞏꞏꞏꞏꞏꞏ 122

Chapter 15 Examples of accidentsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 123

15.1 Electric shock ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 123
15.2 Fireꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 123

15.3 Chemical injury caused by hydrofluoric acid ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 123
15.4 Eye injuryꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 124

15.5 Conducting experiments while wearing sandalsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 124

15.6 Skin inflammation caused by liquid nitrogen ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 124
15.7 Conducting experiments when sleep-deprived

ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 124

15.8 Exposure to short-wavelength ultraviolet rays

ꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 124

Referencesꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 125

Acknowledgementsꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏꞏ 125

vi

Chapter 1

Basic Information for conducting laboratory activities

Laboratory activities in educational institutions such as universities are high-level research activities. They form
the basis for education, and also accompany various risks. In particular, laboratory activities in graduate schools areleading-edge research activities. Dangerous chemicals and equipment are frequently used, and there is the possibilityof unexpected experimental results occurring. There is an inherent risk of serious accidents. In order to ensuresufficient safety in these settings, sufficient knowledge about experimental content as well as chemicals, equipmentetc., detailed preparations and experiment plans, refined operation of experiments as well as meticulous focus,
abundant experience, using the imagination to predict danger, and so forth are required. In experiments conducted ingroups, it is necessary to form a common understanding through sufficient discussion, and have each member confirm
each other’s codes of behavior. Furthermore, it is necessary to understand in advance what kind of danger exists, andto be aware of possible measures for minimizing such damage (particularly harm to humans) when an accident occurs.
At Kyushu University, under our Education Policy Planning Committee, we established a Working Group for
Safety Management in Class Practice (hereinafter, the “WG”) in November 2016, and began creating universitywide safety guidelines for education. However, education activities are quite diverse. It is difficult to compile safety
guidelines that cover everything at once, and a comprehensive set of safety guidelines would lack practicality.
Therefore, the WG decided to, out of all education activities, focus on experience-based educational activities. They
classified experience-based educational activities into the following three types of activities, setting up guidelines forsafety and health management, accident prevention, and response measures individually for each.
Outdoor Activities
These include educational activities conducted in a natural environment, whether on or off campus, andeducational activities related to primary sector industries (agriculture, forestry, livestock industry, fishing,etc.) that are conducted outdoors or at production sites (plastic greenhouses, livestock barns, boats, etc.).



Off-Campus Activities
These cover regular educational activities conducted outside the university. These include educational
activities in interpersonal and social relations, as well as transit to, surveys of, and stays at educational sites(including traveling to conduct surveys overseas). Specifically, they are such as interviews, (participation)observation, measurements, clinical training, clinical practice, internships, etc.

Laboratory activities
These include course and research-related educational activities that are conducted using laboratories.

This present document provides guidelines on health and safety management, accident prevention, and accident
responses for “laboratory activities” in education.
In order to properly implement health and safety management, accident prevention, and accident response, thefollowing are essential:


Meticulous preparation before activities

Careful attention during activities

1

Appropriate response to an accident

Post-activity reflection and improvement plan review

No matter how carefully preparations are conducted, and how much caution is taken during the activity, there isalways the possibility of accidents or disasters due to force majeure. While making efforts to prevent accidents asmuch as possible, it is also necessary to establish a system in advance for responding to accidents, to establish a
responsibility and communication system, and to carry out training and simulations in preparation for emergencies.
The purpose of this present guideline is to compile the following as common safety guidelines for Kyushu
University as a whole:Preparation and planning in advance, instruction for implementation, reporting of near misses, etc., in
accordance with Chapter 2 “Preparation and implementation of laboratory activities”

Risk assessment in accordance with Chapter 3 “Before commencing laboratory activities”

The respective precautions in Chapters 4-11

Responding to accidents that occur during an activity, in accordance with Chapter 12 “What to do whenan accident occurs”

Emergency resuscitation methods for victims in accordance with Chapter 13 “Emergency resuscitation”

Chapter 14 “Examples of risk assessment”

Chapter 15 “Examples of accidents”

This present guideline’s purpose is to be useful for safety and hygiene management, as well as accident prevention
and countermeasures, when conducting laboratory activities in each department. Chapters 4-11 and Chapter 12,
Sections 3-7, are written for students. Please refer to them and instruct students of the contents.

2

Chapter 2 Preparation and implementation of laboratory activities
2.1 Preliminary research and mindset
In laboratory activities, conceivable dangers will differ according to experiment content and location. Therefore, it
is important that each participant understands the following:laboratory environment,experiment content,



expected risks during the experiment,knowledge, preparation, and attitudes necessary to avoid potential hazards,

what to do in case of an actual accident.

It is of the utmost importance that each person properly understands the above.
In laboratory activities conducted as part of education in the university, there are expected to be some participants
who are novices or have insufficient experience. If such participants have worries or concerns prior to the experiment,
they must not commence with the experiment. It is necessary for them to first gain sufficient experience by repeating
preliminary experiments, etc., together with, or under the supervision of another person who has sufficient experience.
Student experiments are a place for training to gain experience. The person in charge of a student experiment must
devise a thorough experimental plan so that dangerous situations do not occur. They must also be sufficiently focused
while the experiment is being carried out, in order to ensure that incorrect procedures or usage do not occur. On theother hand, students must understand the content of the experiment in advance, and strictly adhere to instructed
procedures and usage while carrying out the experiment.
Laboratory activities in postgraduate research and graduation research require more advanced knowledge,
preparation, and mental preparation. It is necessary for each department to mandate the required safety education, andoversee that sufficient instruction is being provided in each laboratory. Each course supervisor (research advisor) must
provide safety education and provide thorough guidance in accordance with agreements within the department. They
must, in addition to being obliged to comply with various laws, also conduct pre-determined enrollment procedures
and require students to attend classes in accordance with relevant agreements. The students, on the other hand, before
commencing laboratory activities, must undergo training in general safety management by referencing theseguidelines, as well as the safety guidelines provided by the department (undergraduate school, graduate school, or
center) to which they belong. They must also individually receive specific safety education at the laboratory to which
they belong, and conduct risk assessment as necessary. In addition to this, they have an obligation to fully prepare foreach individual experiment, as well as undergo pre-determined enrollment procedures and participate in classes inaccordance with relevant agreements.
Note) Risk assessment: Assessing in advance how much of an impact a crisis will have. Data is used to evaluate
the source of hazards, routes of transmission, reaction of the victims, etc. It is a method to identify, and theneliminate or reduce, any potential hazards or harm during work.

3

2.2 Safety management system and laboratory activity plan
2.2.1 Safety management system
Safety management of laboratory activities in the education of Kyushu University shall be placed under the generalsupervision of the Kyushu University Executive Vice President of Education.
Figure 2.1 shows the departments serving as administrative units for subjects that involve laboratory activities. The
Director of the Department will be referred to as the “managing supervisor”. The management supervisor is
responsible for overseeing the safety management of all laboratory activities for a particular subject area.
Also, in the present guidelines, the Director of the Department refers to a director as defined in Article 25 of the
School Regulations of Kyushu University, and also to a Center’s Director as defined in Article 26 of the same.
① The administrative unit for subjects that comprise the school curriculum or education program shall be theschool (undergraduate school, graduate school, or center) that houses the relevant section of the school
curriculum.
② The administrative unit for KIKAN education shall be the Faculty of Arts and Science.
③ Notwithstanding item ②, for KIKAN education courses conducted by the individual schools organizingthem (undergraduate course: general education course and certain courses for sophomores and above;
graduate schools: special skill development courses), the administrative unit will be the relevant school.
学 内 管 理 体 制System
Safety Management
教育担当理事：全般を統括
Executive Vice Presidentof Education: General Supervision

学部の教育課程
SchoolCurriculum(KIKAN(基幹教育を除く）
Education excluded)

Ａ 学 of部
SchoolA

Ｂ 学 of部
SchoolB

Graduate School
学府の教育課程
Curriculum

ＣGraduate
学 府
School of C

ＤGraduate
学 府
School of D

Center-based
センターによる
Educational Programs

教育プログラム

KIKAN Education /KIKAN
Education
for Graduate Schools
基幹 教
育・大学院基幹教育

Faculty of
基幹教育院
Arts and
Sciences

各センター
Centers

※１
*1
※２
*2

Each school's
respective
部局ごとの
教育課程等
curriculum
Courses※矢印は科* Arrows
目の担当，
indicate
提供等を表
responsibility,
す。 etc.
provider,for course

科目担当部局
administered byが実the
施運営する科目
implementing
schoole course

Schools: GE courses, other
学部；総合科目
他
Graduate Schools: Special Skill
大学院：展開科目
Development Courses

※３
*3

実施運営
Administrative
主体
Unit

Schoolof A
Ａ学部

School
Ｂ学部of B

Graduate
Ｃ学府
School of C

Graduate
Ｄ学府
School of D

Centers
各センター

Implementing
School
当該担当部局(Schoolof B, Graduate（Ｂ学部・Ｄ学府・
Schoolof D, Center)センター）※１ Ｂ学部所属の教員が科目を担当するが，Ａ学部の教育課程の科目であるため実施運営主体はＡ学部。
*1 Although
the faculty member from School of B teaches the course, School of A is the administrative unit because the course is part of School of A's curriculum.
※２ 基幹教育の科目は担当教員の所属にかかわらず，実施運営主体は基幹教育院。
*2 Regardlessof a faculty member's affiliation, the administrative unit for KIKAN education courses is the Faculty of Arts and Sciences.
※３*2 notwithstanding,
ただし，※２にかかわらず科目担当部局が実施運営する科目については当該担当部局を実施運営主体とする。
*3 Itemfor KIKAN education courses conducted by the individual schools, the administrative unit will be the school.

Fig. 2.1 Safety Management System for Laboratory Activities

4

Faculty of Arts
基幹教育院
and Sciences

2.2.2 Preparation for laboratory activities
The lead faculty member responsible for a course that involves laboratory activities is the course administrator.
The course administrator must pay attention to accident prevention and safety measures, instructing the students so
as to allow them to prepare sufficiently.
(1) Student experiments
1. The course administrator shall prepare a guide for the experiment and distribute it to the students so that they
can understand the experiment’s content. The course administrator must also explain how to use relevant
chemicals and equipment.
2. Furthermore, they should make sure that no dangerous situations will arise during the experiment.
3. When conducting high-risk experiments, inform the students of, and have them fully understand, the content
of the risk as well as related countermeasures. Take appropriate risk reduction measures.
(2) Postgraduate research and graduation research
1. The course administrator, instructor, or another department member will distribute these guidelines and anyother safety guidelines, etc., unique to their department. They will also, in the form of lectures and so forth,provide general education for safe laboratory activities.
2. The course supervisor or instructor will endeavor to educate each student on the knowledge andunderstandings required for safe laboratory activities. They will also conduct risk assessments as necessary,so that each student fully understands the content of risks and mitigation measures (Chapters 3 and 14).
Further, they will record and retain the results of these risk assessments.
3. The course administrator or instructor will comply with various laws relevant to the experiment, andmandate enrollment procedures and class participation according to the relevant agreements.

2.2.3 Implementation of laboratory activities
Upon conducting laboratory activities, the course administrator will take all necessary measures to ensure safety,
having fully familiarized themselves with legal provisions, accident countermeasures, and relevant agreements
relating to enrollment and class attendance. In addition, they will instruct students using the precautions on laboratory
activities described in Chapters 4 to 11.
1. The course administrator will provide participants with prior instruction and guidance regarding thelaboratory activity, ensuring they are fully aware of matters relating to safety and accident
prevention/response during laboratory activities.
2. The course administrator, when providing participants with prior instruction and guidance, will also collectparticipants’ questions and concerns, and seek to improve safety measures by incorporating student
perspectives.
3. Provision of accident and near-miss information
If an accident occurs during a laboratory activity, the experiment must be immediately halted, appropriate
measures must be taken, and the event must be reported to the managing supervisor. Even if an accident
does not occur, if there is information that contributes to safety measures for laboratory activities,
information on the near miss (Form 4) must be provided to the department, etc.

5

2.2.4 Insurance
As a general rule, students should enroll in Personal Accident Insurance for Students Pursuing Education andResearch (PAS; Gakkensai in Japanese) in case of injury as participants and Liability Insurance coupled with PAS(LSR; Futaibaisai in Japanese) in case of causing damage to property or injury to another party, or insurance equivalent

to these. Depending on the nature of the course, enrollment in insurance will be treated as a condition for taking it.
PAS and LSR cover compensation for on- or off-campus accidents that occur during practical training conducted
as classes. Moreover, enrollment in insurance may be a condition for participation in programs such as internships,
while accidents during extracurricular events or travel to or from university are also eligible for compensation;
therefore, the university recommends that students enroll as soon as they matriculate. However, as compensation
coverage under PAS is limited, it is also necessary to consider other insurance appropriate to the nature of the offcampus activity and its location.
Verification of PAS and LSR, etc. enrollment by students participating in a laboratory activity will be conductedby the school.
* Reference
 Personal Accident Insurance for Students Pursuing Education and Research (PAS) / Liability Insurance coupled withPAS (LSR)
Japan Educational Exchanges and Services website:
http://www.jees.or.jp/gakkensai/index.htm
 Examples of off-campus activity insurance and mountain-climbing insurance: Montbell off-campus activity
insurance and mountain-climbing insurance (Japanese)
http://hoken.montbell.jp

6Near-miss Information (Form 4)
Date: MM/DD/YY

Near-miss Information (Education-related Laboratory Activities)
Course Name
Number ofFaculty/staff:

TA:

Students:

Other:

Participants
Reporter
Date & Time
Location

Description,
Countermeasures,
Outcomes

Recommendations

Remarks• This is not an accident report. Please provide any information that you think will contribute to better safety measures.
• The reporter's name will not be disclosed.
• Content for release from "Description, Countermeasures, Outcomes" and "Recommendations" will be edited by theWG.

7

{Example}

Near-miss Information (Form 4)
Date: MM/DD/YY

Near-miss Information (Education-related Laboratory Activities)
Course Name

Master's thesis research

Number ofFaculty/staff:

Participants

0TA:Students:
0

Reporter

KYUDAI Taro

Date & Time

October / 21 / 2018

Location

Building B2, Room 123

Other:
1

0

13:30-14:00

Overview: A student tipped over a thiophosgene bottle (25 g) during the experiment.
Panicking, the student used paper to absorb the thiophsgene and took the paper out ofthe draft chamber. An odious smell pervaded the building. The student escaped from awindow on the terrace-side of the room. Although experiencing coughing symptoms,
Description,
Countermeasures,
Outcomes

afterward the student did not experience any health abnormalities.
Response: A faculty member quickly arrived at the site, collected the paper that had
absorbed the thiophosgene, and used ammonia water to detoxify it.
Result: Because the thiophosgene was removed from the draft chamber, an odious smell
spread to the entire building (However, this smell did not escape the building). Becauseof the response of the faculty member, damages to health did not occur.
1. Thorough education to ensure students understand that dangerous operations should be
kept within the draft chamber from start to finish.
2. Install gas masks, and increase awareness of their installment location.

Recommendations

3. Conduct experiments in groups of two or more. Place limits on experiment operations
when faculty members are not present.
4. Confirm and consider the cooperation structure for when an emergency occurs in thelaboratory.

Remarks• This is not an accident report Please provide any information that you think will contribute to better safety measures.
• The reporter's name will not be disclosed.
• Content for release from "Description, Countermeasures, Outcomes" and "Recommendations" will be edited by the
WG.

8Chapter 3

Before commencing laboratory activities – Recognizing risks in the laboratory
and preparing countermeasures (risk assessment)

Faculty members and students, in various situations of research and education, will use various chemicals andelectrical devices, as well as high pressure or cryogenic temperatures, and are faced with the risk of accidents orhealth problems. For protection against and prevention of health damage, it is of utmost importance to haveknowledge on what causes the risk of damage, the extent of possible damage, and also to research what kind ofcountermeasures exist. Risk assessment is the evaluation of the above in advance. According to the Industrial
Safety and Health Act, businesses are obliged to conduct risk assessments for work taking place in the workplace,and to ensure that workers understand and are aware of assessment results; they are also responsible for recording
and saving assessment results (practical obligations). Furthermore, businesses are required to create andimplement measures to reduce risk (best-effort obligations). This means that the Kyushu University President, therespective trustees, the leaders of each department etc., persons in charge of managing health & safety andchemical substances, and people in charge of each laboratory have an obligation to implement risk assessments
and reduce risk. The types of risks that exist are different for each laboratory, and are even different for eachindividual faculty member and student, so it is necessary to conduct risk assessment for each member in thelaboratory. Even for cases where each member carries out a risk assessment, the person in charge of eachlaboratory is responsible for ensuring that this is done. The people in charge of each laboratory must make sureeach member understands the results of the risk assessment, and should have them carry out risk reduction
measures in order to prevent accidents from happening.
Chapters 4 to 11 of these safety guidelines include responses toward accidents, as well as risks andcountermeasures by category – e.g., hazardous substances, machinery, electricity, light, radiation, information,
genetic modification, and animal experiments. As materials for reference, examples of actual accidents are alsopresented. By reading these, we would like the reader to recognize that accidents can occur at any time, even fromthe smallest instance of carelessness.
Chapter 14 presents examples of specific risk assessments for particular types of students. In accordance withthe content mentioned above, each laboratory must create a risk assessment table for each member and post it in
the laboratory so that it is visible at all times during a laboratory activity.
The persons in charge and faculty members in each laboratory are in a position to lead risk assessments for eachmember in the laboratory (faculty members and students), and must check the risk assessment of each member atthe beginning of the new academic year, or any time research methods are changed.

9Chapter 4

Safe handling of chemicals

4.1 General precautions
Nothing is more dangerous than carelessly conducted experiments. No matter how small the scale of anexperiment, one should never be careless. An accident inflicts damage not only on the body and properties of theperson but also on his/her mental health. Moreover, it inflicts the same damage on the people nearby. Consideringthat an accident will harm oneself and others, an experiment should be conducted with utmost care. Those
conducting an experiment should take precautions regarding the following points.
(1) Always maintain order on the experiment table and inside the laboratory in order to prevent accidents during
research experiments and optimize the efficient use of the building.
(2) Secure the safety of the things kept inside the laboratory, whether it is a reagent, chemical, or equipment, inorder to prepare for an unexpected situation such as an earthquake. Flammable substances such as organic
solvents or legally defined hazardous materials in quantities larger than the regulated quantity must be stored
in designated hazardous material storage in an orderly manner, categorized, and locked under the supervisionof the person responsible.
(3) When using poisonous substances, harmful substances (sometimes referred as “deleterious substances”), andexplosives, they must be handed directly from the person responsible for the storage and the relevant points ofcaution must be checked before the usage. There are substances that are strictly regulated by law even if they
are not poisonous or harmful. Be careful when using them, and keep a record of their usage, including theirnames, people who used them, the date of their usage, and the purpose. At Kyushu University, usage of every
chemical substance is registered and managed by its chemical management system (IASO). Therefore, follow
the instructions of the person responsible for managing the chemical substances. Check the university’s
website for how to use IASO
(http://chem.ofc.kyushu-u.ac.jp/iasor7/fw/FW0000/)(4) Make sure to conduct a risk assessment in advance when using a hazardous or toxic substance. Thoroughly
study its danger of ignition, explosion or flammability (ignition point, flash point, or mixture explosion range),or its harmfulness (permissible dose or lethal dose) in advance using, for example, a safety data sheet (SDS),
examine the following measures and treatments for possible accidents, and prepare necessary internal andexternal medicines and equipment in advance.
(a) Fire extinguishing methods against the flammable substances.
(b) Removal and cleaning methods against poisonous and harmful substances.
(c) Removal and cleaning methods against volatile malodorous substances and irritants.
(5) When storing a flammable substance with a low boiling point in a refrigerator, make sure to use an explosionproof type.
(6) When conducting an experiment, attention must be paid to the following points besides the points above.
(a) Always wear protective glasses when conducting an experiment. Moreover, use protective gear such as
gloves, a protective mask, gas mask, metal fence, or screens appropriately depending on the nature of the10experiment.
(b) To prepare for the worst, always be aware of the locations of the fire extinguishers. Do not conduct anexperiment that might start a fire, especially in the common laboratory. It is necessary to permanently
keep appropriate types of fire extinguishers for different possible types of fire, as different types of fire
extinguisher/fire extinguishing methods may be required depending on the cause of fire and the types of
the chemicals stored in the laboratory.
(c) When a chemical gets into your eyes or on your skin, immediately wash with plenty of running water forat least 15 min. The same goes for light burns. Then, go to a hospital.
(d) Do not wash chemicals such as an organic solvent down the drain as they might start fire in the sewage
downstream.
(7) Strictly adhere to the following points when conducting an experiment that will generate volatile malodorous
substances or irritants.
(a) Conduct the experiment in a draft that satisfies relevant standards, and use devices that are isolated fromthe outside air.
(b) Treat the bad smell and irritants generated from the experiment device with appropriate removal/cleaning
devices before releasing them outside from the experiment device.
(8) Make sure to conduct an experiment that is possibly dangerous when there are several people in the laboratory,
and notify everyone in the room about the possible danger.
In 2003, the United Nations published the Globally Harmonized System of Classification and Labelling ofChemicals (GHS). Following this, danger and safety information was displayed in easy to understand manners onlabels using pictures. Though this system does not necessarily match with Japanese regulations, parts of theregulations are being revised. For instance, Categories 1 and 2 of “Skull Mark” correspond to poisons, andCategory 3 corresponds with hazardous materials. Moreover, Category 1 of “Corrosiveness Mark” also
corresponds with hazardous materials. On the other hand, “Flame Mark” (Categories 1 and 2) corresponds to thespecial flammable materials and class I petroleum in Category 4 Hazardous Materials defined in the Fire Service
Act. Table 4.1 shows these picture displays and their meanings. Refer to the websites of the Ministry of Health,Labour and Welfare and the Ministry of Economy, Trade and Industry for more detail.
Currently, distributors of chemical substances are obliged to provide SDS for the chemicals they sell. Therefore,
thoroughly inform yourself of SDS and obtain information related to the above in advance. SDS is often includedin the CD catalogs of reagent companies, and can be viewed on the website of Japanese Reagent Association(http://www.j-shiyaku.or.jp/), Safety Site of Labor and Welfare Workplace, Ministry of Health(https://anzeninfo.mhlw.go.jp/anzen_pg/GHS_MSD_FND.aspx), or chemical substance search using IASO.

11

Table 4.1

Picture display of GHS, their names, and meanings

4.2 Fire prevention - Hazardous materials defined in the Fire Defense Law
The Fire Defense Law defines liquid and solid substances among flammable materials that have particularpotential for starting a fire, and are therefore, dangerous as hazardous materials. The law regulates their storage,
handling, and transportation methods when they are above a certain quantity, in order to prevent fire. They include
substances that spontaneously combust in the atmosphere or start to burn when reacting with water (Category 3
hazardous material), thermally unstable substances that decompose and heat up at relatively low temperatures or
easily ignite/explode with an impact (Category 5 hazardous material), and substances that catch fire (ignite) when
there is fire nearby (Category 4 hazardous material), as well as substances that do not burn themselves but haveproperties to strongly oxidize/burn other materials (Category 1 and 6 hazardous material). Each of these has a12different appropriate method for handling, and when burning to extinguish a fire, one must fully understand thecharacteristics of each when handling the same.
Among these hazardous materials, the flammable materials of Category 4 include petroleum and various
solvents. As they are often used in large quantities, there is a designated hazardous material storage in each faculty.
Thus, one must make efforts only to bring in the minimum necessary amount of these materials to the laboratory.
Moreover, as the handling of hazardous materials in storage must be conducted under the instruction of a hazardous
materials engineer, it is desirable for those who are using such storage to obtain a hazardous materials engineer's
qualification

4.2.1 Spontaneous-combustible substances
There are many substances that can potentially start a fire. Those materials that easily oxidize, heat up, andignite only by being exposed to air are called spontaneous-combustible substances. Well-known examples include
organometallic compounds such as alkyl aluminum, alkyl zinc compounds, and alkyl lithium compounds (these
also react with water, and thus, refer also to the following section on water prohibitive substance for their handling),
reduced nickel, reduced palladium, and yellow phosphorus (white phosphorus). Take precautions regarding thefollowing points when handling them.
(1) As they can start a fire when exposed to air, they must be handled inside an inert gas such as nitrogen or
argon.
(2) As they can also become a fire source for solvents, do not leave solvents near them.
(3) Do not use plastic products as their container/syringe.
(4) When taking an organometallic compounds or solution with a syringe, a fire sometime starts at the tip of its
needle (e.g., t-butyl lithium solution, undiluted solution of trialkylaluminum, and dialkylzinc solution). Do
not panic when this occurs. As long as you do not spill the solution, the fire will not spread beyond the initialsmall fire.
(5) When conducting a hydrogenation reaction using a reduced metal catalyst, do not add a new catalyst to thereaction system in the hydrogen atmosphere when the reaction has stopped. This will certainly cause a fire.
(6) When filtering the reduced metal catalyst after hydrogenation reaction, avoid using filter paper. Put it througha Celite column to prevent drying.
(7) Never discard the reduced metal catalyst after hydrogenation reaction in a bin. Recover it and store it in acontainer filled with ethanol or water.
(8) As yellow phosphorus starts to burn/generates smoke when exposed to air, it must be kept in water with a
pH of 7 to 9. Handle it with care as it causes severe chemical burns when one touches it.
(9) Use dry-chemical fire extinguishers or fire-fighting sand to extinguish the fire. When it is a very small
amount, use of a large quantity of water is effective.

4.2.2 Water-prohibitive substances
Water-reactive substances are substances that ignite or generate heat when they come into contact with water13

(or moist air, in some cases). Typical examples are alkali metals such as sodium and potassium, metal carbides
such as calcium carbide, metal hydrides such as lithium hydride, sodium hydride and lithium aluminum hydride,organometallic compounds such as organolithium, and sodium amide. The following precautions are necessary
when handling water-reactive substances:(1) Absolutely avoid their contact with water.
(2) As they can also become a fire source for solvents, do not leave solvents near them.
(3) Sodium and potassium should be stored in kerosene or liquid paraffin. Sodium chips should also be storedin kerosene or liquid paraffin. Upon decomposition, sodium should be added to alcohol such as 2-propanol
little by little in order to prevent generated hydrogen from igniting. For potassium, the same operation
should be carried out with t-butyl alcohol in a nitrogen stream.
(4) Do not place a lower halogenated solvent (chloroform, dichloromethane, etc.) nearby when handling sodium
and potassium. If a piece of metal enters the solvent by mistake, it will cause an explosion.
(5) When decomposing a metal hydride, add it to ethyl acetate in small portions.
(6) Use of dry-chemical fire extinguishers or fire-fighting sand is appropriate to extinguish their fire. Do not use
water or carbon dioxide fire extinguishers.
(7) Be cautious as even when they do not start a fire on their own, substances with high hygroscopicity canabsorb water and become very hot.

4.2.3 Low-temperature combustible substances
These are substances that can catch fire at relatively low temperatures when in air. They include metallic
powders such as aluminum and magnesium, red phosphorus, and phosphorus sulfide. Generally, they are strongly
reducible substances, and would start fire when heated up, received an impact, or through friction, either on theirown or as oxidized substances. Take precautions regarding the following points when handling them.
(1) Keep them away from heat sources and fire, and store them in cold and dark places as they start fire whenheated.
(2) Avoid their contact with oxidants.
(3) Be careful as metallic powders are easy to burn and difficult to extinguish once they start a fire.
(4) For extinguishing their fire, injecting water would be appropriate when the scale of the fire is small.
However, water is generally inappropriate for these substances, except for red phosphorus; thus, use
powder extinguisher, CO2 extinguisher or fire-fighting sand to extinguish their fire.
(5) Be aware of the possibility of heat being accumulated and leading to fire through atmospheric oxidation
when storing a large quantity.

4.2.4 Strongly oxidizing substances
Strongly oxidizing substances include chlorate, perchlorate, permanganate, nitrate, inorganic peroxide, organic
peroxide, and chromic anhydride. Generally, they decompose easily through heating, impact, or friction; releaseoxygen; and cause strong fire together with flammable materials. When they are mixed with organic or reducing

14

substances, they may combust or explode. Moreover, some of them decompose and explode when mixed with astrong acid. Take precautions regarding the following points when handling them.
(1) As they explode when heated or with impact, store them in a cold and dark place away from heat, and avoid
impact.
(2) Prevent them from coming into contact with organic or reducing substances.
(3) Inorganic peroxides can produce an exothermic reaction. They generate oxygen when coming into contact
with water, generate hydrogen peroxide when they come into contact with dilute acid, heat up, andsometimes start fire.
(4) Some peroxides strongly decompose when coming into contact with a metal or metal salt; thus, be carefulof iron rust getting mixed with them.
(5) Alkali metal oxides react with water; thus, be cautious to prevent humidity.
(6) Generally, water can be used to extinguish the fire caused by them. However, water is not appropriate foralkali metal oxide, and fire-fighting sand is suitable for this purpose.

4.2.5 Oxidizing liquids
The Fire Services Act designates perchloric acid, nitric acid, fuming nitric acid, hydrogen peroxide, bromine
trifluoride, etc., as oxidizing liquids. In addition, a chromic acid mixture is an example of an oxidizing liquid.
Moreover, while its oxidizing properties are not strong, concentrated sulfuric acid can cause fire or accidents as itheats up strongly when diluted.
These substances can heat up or combust when mixed with organic or reducing substances. They may also
explode when mixed with an oxidant. Take precautions regarding the following points when handling them.
Hydrogen peroxide will be discussed in the next section.
(1) Avoid contact with organic substances, reducing materials, or strong oxidants.
(2) When spilled, cover with sodium bicarbonate powder and dilute with large amount of water.
(3) Make sure that they do not get onto your skin or clothes. When they do, wash with a large amount of runningwater.
(4) Use dry-chemical fire extinguishers or fire-fighting sand to extinguish their fire.
(5) To dilute concentrated sulfuric acid, add small quantities of the acid to water. Do not add water toconcentrated sulfuric acid4.2.6 Explosive and self-reactive substances
Substances that would combust/explode from heat, fire, impact, or friction include nitric ester (C-O-NO2), nitro
compound (C-NO2), nitroso compound (C-NO), diazo compound ((-N=N), diazonium salt ([-N≡N]+X-), azide(RN3，MN3), peroxide compound (R-O-O-R，RCO-O-OR), halogen acid derivative (HClO3, HClO4), and heavy
metal acetylide. Generally, substances with more bonding, such as N-O, N=O, N-N, N=N, O-O, O-halogen, N-S,
and N-halogen are more dangerous. In addition, there are reagents that would not explode on their own but might
produce peroxide while being stored, which may cause an explosion. Pay particular attention to dioxane,

15

tetrahydrofuran, or diethyl ether that have been used or have been in storage for a long time. Do not concentratethem carelessly.
Take precautions regarding the following points when handling them.
(1) A blow, friction, or heating can be a direct cause of explosion; thus, do not put these substances under suchtreatments.
(2) They might explode when brought in contact with acid, alkali, metal, or reducing substances; thus, do not
mix them carelessly. In particular, be cautious so that a heavy metal salt or iron rust does not get mixed in.
(3) Avoid using metallic spatulas, glass equipment with ground joints, or glass filters. Anneal the edges of theglass equipment before their usage.
(4) Wear personal protection such as protective coats (white coats), protective glasses, protective masks, orgloves.
(5) Handle them in a draft facility that satisfies the necessary standards and from behind a screen made of safety
glass or transparent plastic.
(6) Only conduct small-scale experiments until you understand the reaction and the level of safety of thesubstances you are handling.
(7) They require other cautions required for flammable substances.

4.2.7 Flammable substances
These substances do not start burning just by being exposed to air. However, when there is a fire source, theyburn easily in air. The lower their flash point is, the more dangerous they become. Exercise caution, as evensubstances with a high flash point become dangerous when heated above their flash point. The Fire Services Act(“Shobo-ho” in Japanese) categorizes them according to their flash points into categories such as Special
flammable materials, Class I petroleum and so on. Table 4.2 lists typical substances for each category. Following
the table, the measures that must be taken when handling these substances are discussed.

16

Table 4.2 Typical flammable substances
The Fire Services

Typical Substances

Act Categories
Special Flammable
Substance

Diethyl ether, carbon disulfide, acetaldehyde, pentane, isopentane,
propylene oxide, divinyl ether

Class 1 Petroleum

Petroleum ether, gasoline, petroleum benzene, ligroin, hexane, heptane,(highly flammable)octane, pentane, benzene, toluene, dioxane, acetone, 2-butanone, methyl

Class 4

formate to butyl formate, methyl acetate to isobutyl acetate, acetonitrile,

Hazardous

pyridine, chlorobenzene
Alcohols

Materials

Methanol, ethanol, n-propanol, isopropanol

Class 2 Petroleum

Kerosene, gas oil, creosote oil, spindle oil, turpentine oil, xylene, styrene,(medium flammable)

allyl alcohol, cyclohexanol, benzaldehyde, formic acid, acetic acid

Class 3 Petroleum

Heavy oil, tetralin, ethylene glycol, diethylene glycol, ethanolamine,(low flammable)

nitrobenzene, aniline, toluidine

A. Special flammable substancesThis is the most dangerous group among flammable substances. The Fire Services Act defines them to be
substances that liquidize at 20°C or 20°C–40°C, whose ignition temperature is 100°C or below, whose flash pointis -20°C or lower, and whose boiling point is 40°C or lower. Be conscious that fire is the most common accident
in chemistry laboratories, and take precautions regarding the following measures when handling these substances.
(1) Pay particular attention to the gases and vapors.
(2) Be aware of their flash points, ignition points, explosion limits (the highest and lowest concentrations of the
explosion range), etc.
(3) Do not leave solvents that are not required for the experiment on the experiment table.
(4) Extinguish nearby exposed fires as they have low ignition temperatures and flash points, and are therefore,highly flammable.
(5) Ventilate well and prevent them from stagnating as they have low boiling points, low minimum explosion
ranges, and wide explosion limits.
(6) Be cautious as, once they catch fire, they spread explosively and are difficult to extinguish.
(7) The upper space of a solvent container is often in the explosion range. Pay particular attention to the firearound you when taking a small quantity of the solvent, and seal when not using.
(8) Do not store a large quantity of these substances in a laboratory for a long time.
(9) Be aware of the locations of fire extinguishers. In particular, when there is a possibility of fire, ensure that
one is nearby.
(10) Use dry-chemical fire extinguishers, carbon dioxide fire extinguishers, or fire-fighting sand to extinguishtheir fire. Though water is not appropriate to extinguish fires from these substances, it is suitable forextinguishing fires on other flammable materials nearby.

17

B. Highly flammable substances
These are substances that are highly flammable at room temperature. Their flash points are 20°C or less, andthey correspond to Class I petroleum and alcohols defined in the Fire Service Act. Many are important solventsfor chemistry experiments. Take precautions regarding the following points when handling them.
(1) Be aware of their flash points, ignition points, or explosion limits.
(2) Do not leave solvents that are not required for the experiment on the experiment table.
(3) As they are highly flammable (though not as much as special flammable substances), keep them away fromfire, electric sparks, the flame of a hand burner, or red-hot objects. Take caution regarding the fire nearby
and do not heat with direct fire.
(4) Ventilate well and prevent stagnation as they accumulate near the floor.
(5) Use of dry-chemical fire extinguishers, carbon dioxide fire extinguishers, or fire-fighting sand is appropriate
to extinguish their fire.

C. Medium-flammability substances
Substances that are highly flammable when the temperature is increased correspond to Class II petroleum, as
defined in the Fire Service Act. Their flash points are around 20°C–70°C. It is necessary to be cautious regarding
the stagnation of vapor when heating these substances in an open container. Use of dry-chemical fire extinguishers
is appropriate to extinguish their fire.

D. Low-flammability substances
Substances that ignite due to the decomposition of gas when heated at a high temperature are defined as
substances whose flash points are 70°C or higher, according to the Fire Service Act. Though they do not burneasily due to their high flash points, their fire is difficult to extinguish once it has started. Thus, make sure not toexceed their flash points when heating, and prevent the produced vapor from catching fire. Use dry-chemical fire
extinguishers to extinguish their fire.
See Table 4.3 for the characteristics of common solvents that are flammable/combustible substances.

18

Table 4.3 Properties of common solvents
Explosion
limit (%)

Boiling
point
(°C)

Flash
point
(°C)

upper

pentane36-49

hexane69

heptanelower

Ignition
point
(°C)

Vapor
density(air = 1)

Allowable
limit(mg/m3)

1.4

8

309

2.48

1800

a

-23

1.2

6.9

260

2.97

180

a, ro

98

-4

1.2

6.7

233

3.45

1600

a, ro

benzene

80

-11

1.4

8

538

2.77

80

car, sc, a, rotoluene

111

4

1.3

7

552

3.14

370

p, h, mmxylene

138

25

1.1

7

496

3.66

435

p, a, rodichloromethane

40

－

12

19

662

2.93

1740

sc, a, mm

chloroform
carbontertrachloride
ethylenedichloride
methanol

61

－

－

－

－

4.12

50

p, a, mm

77

－

－

－

－

－

65

p, sc, a, ro

82

21

6.2

15.9

449

3.35

200

sc, mm, sk

65

18

6

36.5

470

1.11

260

p, sc, aethanol

78

16

3.3

19.6

399

1.59

1900

a

2-propanol

82

21

2.5

5.2

456

2.07

980

a

diethyl ether

34

-45

1.8

48

180

2.55

1200

a

tetrahydrofuran

66

-14

2.3

11.8

321

2.5

590

a, mm

1,4-dioxane

101

12

2

22

180

3.03

180

p, mm, hacetone

57

-18

2.6

12.8

538

2

2400

h

ethyl acetate

77

4

2.7

11.5

482

3.04

1400

p, mm, roacetic acid

118

43

4

16

426

2.07

25

cor, mm, ro, sk

acetic anhydride

140

54

3

10

380

3.52

20

cor, mm, ro, skacetonitrile

80

6

4

16

524

－

70

p, mm, ro, sk

carbon disulfide

46

-30

1

44

90

2.64

30

p

DMSO

189

95

2.6

42

215

－

－

sk

DMF

153

58

2.2

15.2

445

－

30

mm, ro, sk

HMPA

233

105

－

－

－

6.18

－

mm, sk

Toxicity

a：anesthetic, car：carcinogenic to human (IARC Class 1), cor：corrosive, h：headache,
mm：mucous membrane stimulation, p：poison, ro：respiratory organ inflammation,
sc：special harmful substance defined in the Soil Pollution Countermeasures Law, sk：skin inflammation
Note; DMSO is dimethyl sulfoxide, DMF is N,N-dimethylformamide, and HMPA is hexamethylphosphoric
triamide.

194.3 Toxic substances
One should assume that almost every reagent is hazardous to health in some way. Not only are there many
substances without defined permissible concentrations, but it is also common that the toxicity information of newcompounds generated through reactions is not available. Thus, one must be extremely cautious not to touch or
inhale reagents and products carelessly. Toxicity can be divided into the type that causes poisoning symptoms
within a short period (acute toxicity) and the type in which symptoms appear after repeated exposures to small
amounts of the substance over a long period (chronic toxicity). Moreover, when they directly affect the eyes orskin, some of the substances cause corrosion or irritation of the exposed part immediately accompanied by severe
pain, similar to an acid or alkali, and others cause rashes after some time. Among the known chemical substances,
those with particularly strong toxicity include poisonous gas (permissible concentration is 200 ppm or less), poison(oral lethal dose (LD50) is 50 mg for every 1 kg of body weight or less), and deleterious substances (oral lethal
dose between 50 mg and 300 mg). However, be aware that not every toxic substance is designated as a poisonousor deleterious substance. Besides these acute toxic substances, one must be very careful when handling chronic
toxic substances or carcinogens. Take precautions regarding the following points when handling them.
(1) Check permissible concentration and other information well and understand them in advance.
(2) While it is often easy to identify harmful inorganic substances based on common knowledge in chemistry,organic substances are difficult to analogically infer. As it is common that an unexpected organic substanceturns out to be highly toxic, conduct proper research before using them.
(3) Wear protective gear such as protection glasses, protective masks, and gas masks. Do not touch what isaround you while wearing contaminated protection gear. When discarding, follow the correct procedure.
(4) Handling should be done in a draft facility that meets specified standards. Even within the draft chamber,poisonous or harmful substances should not be released as they are.
(5) Make sure not to cause even a minimum leakage of substances with low permissible concentration.
(6) Receive approval from the person responsible for the laboratory before using these substances. Notify
everyone in the same room before using these substances.
(7) Be extremely cautious when using a large quantity.
(8) Even if one is wearing a protective gear when using a toxic substance, first-aid is required when it is inhaledor the eyes or skin are exposed to it. Commonly, when the eyes or skin are exposed, it is necessary to
immediately wash them with plenty of running water for at least 15 min. Seek medical treatment after,
depending on the situation. When inhaled, move the person away from the experiment site immediately andwarm his/her body with a blanket. When he/she has difficulty breathing, administer artificial breathing or
oxygen inhalation and immediately seek medical treatment.
(9) Toxic substances (poisons, deleterious substances, and harmful substances) are stored in a chemical closetwith a lock that is labeled as “poison” or “deleterious”. Ask the laboratory staff when you need to use them.
Record the date, name of the person using it, and the amount in the IASO system.
(10) The Ordinance on the Prevention of Organic Solvent Poisoning (Organic Solvent Ordinance) stipulates

20that a laboratory that uses organic solvents, etc., must display the points of caution when using them, suchas their effects on the human body, points of caution when handling them, and appropriate first-aid in caseof poisoning in an area that is easy to see in the laboratory.
(11) When using a specified chemical substance specified in the Ordinance on the Prevention of Organic
Solvent Poisoning, the nomenclature, effects on the human body, handling precautions, use, and protective
equipment used for each specified chemical substance should be posted in a visible place in the laboratory.
The influence of hazardous substances on the human body are shown in Table 4.4.
Regarding individual hazardous substances, please refer to books such as the following: Jikken wo anzen ni
okonau tameni [Requirements for safely conducting experiments] (8th edition) (Kagaku-Dojin), Yuuki kagaku
jikken no tebiki [Organic chemistry experiment companion] (Kagaku-Dojin), Toriatsukai chuui shiyaku labo gaido[Laboratory guide for handling reagents that require caution](Kodansha), Sentan gijutsu sangyo ni okeru

kiken/yuugai kagaku purofiiru 100 [Profiles for 100 dangerous/toxic chemicals in the advanced technology
industry] (Maruzen), and the Merck Index. Please also refer to sources such as safety data sheets released byreagent companies, databases by the National Institute of Health Sciences (International Chemical Safety Cards Japanese version -, etc.), or the Japan Chemical Industry Association’s chemical information database.
In addition, relevant laws include the Fire Services Act and the High Pressure Gas Safety Act regarding fire andaccident, the Poisonous and Deleterious Substances Control Law, the Chemical Substance Control Law, theIndustrial Safety and Health Law, and the Basic Environmental Law and its related regulations regarding harm on
health.

21

Table 4.4 Category of common harmful substances
a. Dermopathy

Skin cornification: arsenic, cobalt, dilute alkali liquid
Skin coloration: picric acid, nitric acid, iodine, silver salt
Pigment abnormality: tar, pitch, arsenic
Acute skin inflammation and eczema:
acid, alkali, chlorodinitrobenzene, formalin, tar, pace
Ulcer: chrome, nickel, acid, alkali
Lesion of hair or sebaceous gland: mineral oil, tar, chloronaphthalene
Lesion of the hair: thallium, manganeseLesion of nail and its neighborhood: selenium, thallium, fluorineb. Mucous membranedisorderAttack on upper respiratory tract: aldehyde, alkaline dust and mist, ammonia,
chromic acid, ethylene oxide, hydrogen chloride, hydrogen fluoride, sulfurous
acid gas, sulfuric anhydride.
Attack on upper respiratory tract, lung tissue: bromine, chlorine, oxidation
chlorine, cyanogen bromide, chlorination cyan, methyl sulfuric acid, fluorine,
iodine.
Attack on respiratory tract end part and alveolus: arsenic trichloride, nitrogen
peroxide, carbon oxychloride.

c. Suffocation

Simple suffocation: carbon dioxide, ethane, helium, hydrogen,methane, nitrogen, nitrous oxide.
Chemical suffocation: carbon monoxide, cyan, hydrogen cyanide,
nitrile, aromatic nitro-compound (nitrobenzene, dinitrobenzene),aromatic amines (aniline, methyl aniline), hydrogen sulfide

d. Anesthetic effect

Most organic solvents and fat-soluble solids have a difference of degree, butthere are anesthesia characteristics.

e. Nervous system disorder

Carbon dioxide, halogenated hydrocarbon, methanol, thiophene, tetraethyl
lead, manganese, mercury

f. Liver/renal damage

Carbon tetrachloride, tetrachloroethane, hexachloronaphthalene,
trinitrotoluene, dioxane; (particular to kidney) uranium, cadmiumg. Blood disorder

Benzene, lead, radiation, phosphine, arsine

h. High-level tissue
disorderAcid mist, yellow phosphorus, fluorine.

i. Lung disorder

Alveolus pungency material (dropsical swelling of lungs, pneumonia),
insolubility dust (pneumoconiosis), silicic acid (silicosis), asbestos(asbestosis), talc (talc lung), pyrophyllite pneumoconiosis, aluminum lung,culm lung, graphite lung, beryllium lung, and pitch (welding lungs).

j. Carcinogen

Arsine, benzene, cadmium, chloromethyl methyl ether, ethylene oxide,
formaldehyde, acrylamide, dimethyl sulfate.

22Chapter 5

Disposal of effluents and wastes

5.1 Introduction
From the perspective of global environmental protection, the laws related to environmental protection are
increasingly being strengthened, and Japan is not an exception. Currently in Japan, standards and obligation for
appropriate processing of releasing harmful substances to the atmosphere and the hydrosphere are stipulated inlaws such as the Air Pollution Control Law, the Water Pollution Control Law, the Mercury Pollution Control Law,
and the Waste Disposal Law and their related regulations.
As diverse substances are used in research activities at our university, the researcher conducting an experimentmust be fully aware of what type of effluents and wastes his/her experiment produces, and must take appropriate
measures for their contents and characters. Especially, when these are to be released outside the university, onemust follow various regulations for protecting the health of the citizens and the environment of the planet. The
person conducting the experiment has the obligation and responsibility to follow the regulations and make sure
not to release harmful substances to the outside. Naturally, attention must be paid not only to the effluent/waste
generated by the experiment but also to the disposal of the waste from everyday goods such as bottles and cans offood and medicines. As a student of science and engineering, one must take lead in everyday actions such as “notto throw away oil in the drains” or “recycle resources”.
Since methods for storage and consigned treatment of wastewater and waste can be different for eachdepartment, etc., it is necessary to be familiar with the specific methods of disposal within the department, etc.,
and perform procedures and treatment correctly according with the rules agreed upon. We ask that you do notpollute the environment inside or outside the university by inappropriate treatment or leakage of harmful
substances.

5.2 Overview of waste classification and disposal/processing methods
According to the Waste Disposal and Public Cleansing Act, waste is defined as something in either liquid or
solid form that cannot be sold to another person for a fee and is no longer needed because it cannot be reused by
the user. Waste can be classified into household waste, which is discharged from ordinary households, and businesswaste, which is generated by business activities in factories, offices, stores, restaurants, hospitals, and schools suchas universities. Although the municipalities such as cities, towns, and villages are responsible for the disposal ofhousehold waste, business operators are responsible for the disposal of business waste. All waste generated by theuniversity is classified as business waste, and the university must take responsibility for proper waste disposal.
Business waste can be classified into industrial waste and general business waste, as shown in Figure 5.1. Here,
industrial waste refers to the 20 types of waste specified by the Waste Disposal and Public Cleansing Act, listed inTable 5.1. Industrial waste is further classified into industrial waste requiring special treatment and other industrial
waste, as shown in Table 5.2. By law, industrial waste containing hazardous substances must be properly treated.

23

The experimenter needs to be fully aware of what kind of waste they are handling, and take appropriate measuresaccordingly. On the other hand, general business waste is waste that is generated by business activities and is notclassified as industrial waste. Some examples are non-recyclable paper, kitchen waste, incombustible refuse, andplant cuttings.

Industrial waste requiring
special treatment

Waste oil, waste acid, waste alkali
Infective medical waste
Industrial waste containing specified
hazardous substances, etc.

Other industrial waste

Cinders, sludge
Waste plastics
Glass/ceramic scraps
Scrap metal, Scrap rubber
Noninfective medical waste, etc.

Industrial
waste
Businessrelated
waste

Combustible refuse (wastepaper, waste wood, kitchen refuse, etc.)
Incombustible refuse

General waste frombusiness activities

Figure 5.1 Classification of waste from business activities
Table 5.1 Types of industrial waste
Associated with all business activities:

Associated with specific business(20) Items that do not correspond toactivities:

any of the categories listed on the left,(1) Cinders, (2) Sludge, (3) Waste oil, (4)(13) Waste paper, (14) Waste wood,

but are formed as a result ofWaste acid, (5) Waste alkali, (6) Waste(15) Fiber waste, (16) Plant and animal

processing the industrial waste listed

plastics, (7) Scrap rubber, (8) Scrap metal, (9)residue, (17) Animal-relatedon the left. (e.g. solidified forms of

Glass scraps, concrete scraps and ceramic

unnecessary solids, (18) Animal

concrete)

scraps, (10) Slag, (11) Debris, (12) Dust

excrement, (19) Animal carcasses

Table 5.2 Types of industrial waste requiring special treatment
Waste oil
Waste acid
Waste alkali
Infective medical waste
Industrial waste containing specified hazardous substances
PCB waste (PCB waste, etc., PCB-contaminated waste, processed PCB products)
Mercury waste, etc., and its processed products
Asbestos, etc.
Industrial waste containing hazardous metals
Import waste (dust, cinders, sludge, and processed materials from these)245.3 Waste disposal at Kyushu University
The waste that Kyushu University disposes of includes wastewater, experimental waste generated fromexperiments, recyclable waste (used paper, plastic bottles, glass bottles, etc.), and business-related general waste(combustible waste, incombustible waste). Recyclable waste and business-related general waste are combined in
the category of household waste. Experimental waste and household waste are further classified within eachcategory, and are outsourced for treatment. Also, Kyushu University has established the “Kyushu University
Regulations on Managing Water Supply, Water Drainage, and Waste”, which includes stipulations necessary forproperly managing drinking water and reclaimed water supply, wastewater, and waste.

5.4 Role of the Center for Environment and Safety, Kyushu University
Because the composition of liquid waste created by university laboratories varies widely, it is best if it can betreated by the experimenter – who is knowledgeable about the properties, toxicity, and risks of each liquid – until
it is ready for final disposal. However, this often involves difficult tasks. Therefore, at Kyushu University, in 1972,
with the aim of raising awareness of the environment and preserving the environment by properly treating theliquid waste generated by educational and research activities, a “Special Wastewater Treatment Facility” (theprevious facility) with a capacity for inorganic special liquid waste treatment was installed in the Department ofAgriculture located at Hakozaki Campus. In 1982, the facility was renewed as the “Special Waste Liquids
Treatment Facility” in the Department of Engineering, also on Hakozaki Campus. In April 2010, as work related
to environment and safety was becoming its main focus, the facility was renamed the “the Center for Environment
and Safety” and moved to the Ito Campus Water Supply Center, which is its current location. Until 2013, theCenter for Environment and Safety conducted neutralization and coagulating sedimentation treatment on heavy
metal liquid waste collected from the university. However, from 2014 onwards, the treatment of heavy metal liquid
waste at the Center for Environment and Safety was abolished. The collection, transport, and treatment of liquid
waste are outsourced to an extramural contractor.
Currently, the main waste treatment related activities of the Center are the batch collection of waste and liquid
waste, including heavy metal liquid waste, as well as manifest management over all waste. In addition, the Center
also provides services such as water quality management of discharged water, chemical substance management,
seminars and classes on environment and safety, and tours of the Water Supply Center.

5.5 Wastewater quality control and water recycling
5.5.1 Standards regarding waste
Tap water, rivers, groundwater, sewers, etc., all have established water quality standards. When wastewater is25released into the sewer, the sewerage standards from the Sewerage Service Act apply. When it is released directly
into rivers, the wastewater standards from the Water Pollution Prevention Law apply. Table 5.3 lists the standard
values for sewage release. The standard value for 1,1-dichloroethylene was relaxed from 0.2 mg/L to 1 mg/L in
November 2011, and 1,4-dioxane was added as a target of regulation in May 2012 (standard value: 0.5 mg/L). For
reference, Table 5.3 also lists environmental standard values.
Under the Water Pollution Prevention Act, etc., discharge water released to the sewer from each campus in
Kyushu University is subjected to on-site inspection by the sewer manager of the local government where each
campus is located. In addition, there is an obligation to voluntarily inspect discharged water and report theanalysis results, and this is carried out by the Center for Environment and Safety.
If a standard value is exceeded during a voluntary inspection, the sewer manager should be contacted
immediately. The cause should be investigated, appropriate measures should be taken (e.g., sending a notification
to members of the department), and a report summarizing the above should be prepared and submitted to the sewer
manager. In some cases, a restriction or prohibition may be placed on the releasing of wastewater into sewers.
Therefore, please be very careful when handling the hazardous substances listed in Table 5.3.
Based on the results of voluntary inspections conducted so far by the university, “pH” and “n-hexane derived
from animal and vegetable oils” are the water quality categories where the sewage release standard value tends tobe easily exceeded. As one may understand from the fact that an acid of pH 1 must be diluted by 1:10000 or morein order to be brought to pH 5, if a highly concentrated acid or alkali is poured into the sink, the wastewater pH
could fall outside the standard range (pH 5 to 9) Regarding animal and vegetable oil, this comes from the kitchendrainage. High concentrations are mainly caused by outflow from the oil trap.
Hazardous substances that demand caution even without exceeding the standard value are mercury and organic
solvent dichloromethane. Mercury is a substance where detection itself should be avoided. As can be seen fromthe fact that a value of 0.1 mg/L (equivalent to double the standard value from the Water Pollution PreventionLaw) has been reported for tap water that came into contact with mercury, mercury has the property of dissolving
easily in water. Thus, care should be taken to prevent mercury from broken thermometers, etc., from entering thesink. For hazardous heavy metals such as mercury, enormous costs may be required for cleaning the water pipes,
etc. Dichloromethane has a high solubility in water, and the ratio of solubility to its standard value is 65,000 times.
This means that 1L of water that comes into contact with dichloromethane cannot go under the standard value
unless it is diluted with 65 m3 of water. It goes without saying that dilution or aeration processes should not be
conducted, as they pollute the environment.

26

Table 5.3 Sewage standards and environmental standards (public water areas)
Substance name/category
Cadmium and its compounds
Cyanide compounds
Lead and its compounds
Hexavalent chromium compounds
Arsenic and its compounds
Mercury and its compounds
Alkyl mercury compounds
PCB
Trichloroethylene
Tetrachloroethylene
Dichloromethane
Carbon tetrachloride
1,2-dichloroethane
1,1-dichloroethylene
Cis-1,2-dichloroethylene
1,1,1-trichloroethane
1,1,2-trichloroethane
1,3-dichloropropene
ThiuramSimazine
Thiobencarb
Benzene1,4-dioxane
Organic phosphorous compounds
Selenium and its compounds
Boron and its compounds
Fluorine and its compounds

Sewage standards(Sewerage Service Act)
0.03 mg/L or less
1 mg/L or less
0.1 mg/L or less
0.5 mg/L or less
0.1 mg/L or less0.005 mg/L or lessShould not be detected
0.003 mg/L or less
0.1 mg/L or less
0.1 mg/L or less
0.2 mg/L or less0.02 mg/L or less0.04 mg/L or less
1 mg/L or less
0.4 mg/L or less
3 mg/L or less0.06 mg/L or less0.02 mg/L or less0.06 mg/L or less0.03 mg/L or less
0.2 mg/L or less
0.1 mg/L or less
0.5 mg/L or less
1 mg/L or less
0.1 mg/L or less
Ito and Beppu Campus: 230 mg/L
Other campuses: 10 mg/L or less
Ito and Beppu Campus: 15 mg/L
Other campuses: 8 mg/L or less

Nitrite and nitrate compounds
Phenols
Copper and its compounds
Zinc and its compounds
Iron and its compounds
Manganese and its compounds
Chromium and its compounds
Hydrogen ion concentration (pH)Biochemical oxygen demand (BOD)
Suspended solids (SS)n-hexane Mineral oil content
extract
Animal and vegetable oilcontent
content
Number of coliforms
Temperature
Iodine consumption－
5 mg/L or less
3 mg/L or less
2 mg/L or less
10 mg/L or less
10 mg/L or less
2 mg/L or lesswithin the range of 5~9
600 mg/L or less in 5 days
600 mg/L or less
5 mg/L or less
60 (Beppu campus: 30) mg/L orless－
45 ℃ or less
220 mg/L or less27

December 2014

Environmental standards(Environmental Basic Act)
0.003 mg/L or lessShould not be detected
0.01 mg/L or less0.05 mg/L or less0.01 mg/L or less
0.0005 mg/L or lessShould not be detectedShould not be detected
0.03 mg/L or less0.01 mg/L or less0.02 mg/L or less0.002 mg/L or less0.004 mg/L or less
0.1 mg/L or less0.04 mg/L or less
1 mg/L or less0.006 mg/L or less0.002 mg/L or less0.006 mg/L or less0.003 mg/L or less0.02 mg/L or less0.01 mg/L or less0.05 mg/L or less－0.01 mg/L or less
1 mg/L or less
0.8 mg/L or lessTotal amount of nitrite- andnitrate nitrogen: 10 mg/L or less
－
－
－
－
－
－
－
－
－
－
－
－
－
－

5.5.2 Water recycling at Kyushu University
Kyushu University complies with Japanese laws and regulations regarding water supply and sewage, as well as
ordinances of local governments in each of its campuses. Internal rules have been established (Kyushu University
Regulations on Managing Water Supply, Water Drainage, and Waste) for properly managing water supply anddrainage on campus. Please read below regarding the use and drainage of water in Kyushu University’s main
campuses.
(1) At the Ito Campus, drinking water and the water used in cafeterias is from Fukuoka City. All wastewater,other than from toilets, is treated at the Water Supply Center and recycled. The treatment method is a twostage membrane treatment, comprised of a biological treatment followed by a hollow fiber membrane andan ultrafiltration membrane. Water that has passed through the membranes and has become clean is used
as water for experiments. Concentrated water that contains dissolved substances removed by membrane
treatment is supplied to each campus building to be used as toilet water. Hazardous substances released
from the laboratories would damage the microorganisms used in biological treatment. Also, harmful
substances that are not decomposed by biological treatment are concentrated via membrane treatment andare contained in toilet water, which means they are released directly into the sewage system. Given theabove, hazardous substances should never be flushed from the sink.
(2) At the Chikushi Campus, wastewater from the laboratories is reclaimed using the coagulation
sedimentation method. The reclaimed water is mixed with well water and used in experiments. Therefore,
although wastewater from the laboratory is not directly released into the sewer, if an amount of hazardous
substances that exceeds the reclamation capacity is released from a laboratory, this could damage thereclamation facility or cause water to leak from the drain pipes and contaminate groundwater. It goes
without saying that as reclamation of drainage water is different from liquid waste treatment, hazardous
substances should never be flushed from the sink.
(3) The Hospital Campus also uses tap water from Fukuoka City, and at the same time, for drinking water,
well water from the wells that have been desalted and filtered is mixed with city water. At each schoolbuilding except the hospitals, the miscellaneous-purpose water obtained by filtering well water is used forflushing toilets. The new hospital has a facility that treats the wards’ wastewater from baths, handwashing,etc., as well as rainwater and well water, and reuses it for flushing toilets. This reuse facility is equippedwith a device for sterilizing and filtering wastewater.
(4) At the Ohashi Campus, the drinking water is filtered well water. All wastewater is released directly into thesewer, so hazardous substances should never be flushed from the sink.

5.6 Laboratory waste disposal
Experimental waste (excluding medical waste) is treated as industrial waste regardless of whether or not it isharmful. The classification of experimental waste is shown in Table 5.4, and its poster is shown in Figure 5.2.

28

Figure 5.2 Poster of Categorizing experiment-related waste

29

Table 5.4 Category and processing of experiment waste
Type

Inorganic
effluent

Organic effluent

Waste containing
mercury

OthersCategory

Sign

Cyanogen and arsenic effluent

B

Fluorine effluent

C

Heavy metal effluent

D-a

Heavy metal effluent containing watersoluble organic substanceD-b

Photo fixer effluent

E

Halogenated organic solvent

H-a

Other organic effluent

H-bCarried in designated 20 L
plastic container
Collected on the first
Thursday of every month

Carried in drum canCollected on the last
Wednesday of each month

Inorganic mercury effluent, Organic mercury effluent,Chemical waste containing mercury, Sludge containing
mercury, Solid waste with mercury attached, Equipmentusing mercury (e.g., thermometer)

Collected once in a year
around October

Chemical waste (Dangerous/harmful solid/liquid wastes)

Collected once in a year
around November

Infectious medical waste (including pseudo-medical
wastes)Individually requested

Burnable waste from experiment (e.g., old plastic)
Sorted wastefrom experiment

Collection method/date

Harmful attachment (both burnable/non-burnable)
Glass bottle (cleaned chemical bottles)
Non-burnable waste

Collected on 10th, 20th, and30th of each month
Carry to the waste storage
Collected by external collector
when necessary

5.6.1 Inorganic liquid waste
Inorganic liquid waste that the Center for Environment and Safety outsources disposal for are shown by theclassification symbols B~E in Table 5.5. Liquid waste outsourced for processing should be stored and carried out
in a 20 L polyethylene container designated by Kyushu University. As shown in Table 5.5, it is necessary toseparate the liquid waste using the tape of the color determined for each liquid waste, and also to clearly indicate
the content of each container. Liquid waste containing mercury falls into the category of “waste containing
mercury”, and is treated separately from inorganic liquid waste.
The procedure for collecting and treating inorganic liquid waste is as follows(1) Before requesting treatment, check whether proper pretreatment has been done and whether the amount ofliquid is appropriate.
(2) Submit the request slip for inorganic liquid waste disposal.
(3) Bring the color-coded liquid waste containers to the designated location by the collection date.
(4) Emptied containers for liquid waste other than cyan and arsenic will be returned on the day of collection.
(5) Liquid waste that does not meet the conditions specified in the treatment request, or that violate precautions,will not be collected and will be returned.

30

Table 5.5 Classification of special liquid waste and tape colors
Classification
symbolMarch 2018

Tape
color

Classification

Treatment subjects(Blue)

Cyan andarsenic liquid
waste

Complex cyanides, water-solubleorganic substances, and heavy
metals other than mercury may be
included.
Alkaline liquid waste

pH > 10
Hg < 1 mg/L

(Brown)Fluorine liquid
waste

Liquid waste of inorganic fluorinecompounds. Water-solubleorganic substances and heavy
metals other than mercury may be
included.

pH > 6.0
Hg < 1 mg/L

D-a

(Yellow)

Heavy metalliquid waste

Liquid waste containing heavy
metals. Acid liquid waste

Organic matter < 4 g/L
Hg < 1 mg/L
Cyan/arsenic < 1 mg/L
Fluorine < 15 mg/L

D-b

(Yellow +black)

Heavy metalliquid waste
containing
organic matter

Heavy metal liquid waste
containing chelating agents, or atleast 4 g/L of water-solubleorganic matter

Organic matter > 4 g/L
Hg < 1 mg/L

E

(Black)Photographic
fixing solution

Only photographic fixing solutionthat contains silver

Developing fluids mustnot be mixed in

BC

Requested conditions

・ What cannot be processed: infective waste, radioactive substances, PCB, dioxins, beryllium, osmium,thallium, selenium, rare earths.
・Any solids and precipitates in the liquid waste must be separated and removed. Treatment of solids, sediments,
etc., which have been removed from the liquid, should be disposed of as “Sludge, etc. (Class B)” in“Haiyakuhin nado no gakugai itaku shori (Extramural contracted treatment of chemical waste, etc.)”.
・Liquids divided into water and oil layers due to the mixing of an organic solvent, etc. should be separated into
water and oil, and with each receiving an appropriate treatment.
Details can be found in the “Waste Liquid and Waste Material Treatment Manual” issued by the Center for
Environment and Safety. Those who are conducting experiments that may produce hazardous waste should readthis document carefully. Further, when requesting treatment, please adhere to prescribed procedures and pretreat
the liquid waste as required.

5.6.2 Organic liquid waste
Collection and outsourcing for treatment of organic liquid waste follows almost the same procedure as for thecase of disposing of inorganic liquid waste. Regarding organic liquid waste from each laboratory, transfer theminto the drums placed at the collection space for organic liquid waste established at each school. (Please prepare
and wear safety protection equipment – gloves, eye protection, masks.) The drums are collected every month by31

a contractor outside the university.
Classification is as follows:・“Halogenated organic solvents (H-a)”(However, for CFCs a request must be sent to a registered contractor.)
・“Other organic liquid waste (H-b)” – non-halogenated organic solvents, water that has been in contact withan organic solvent, aqueous solutions of organic substances, photograph developing fluids (water-type
liquid waste should have a pH higher than 5, in order to avoid corrosion of the drum.)
Regarding details on how to submit an organic liquid waste discharge application, and how to carry out theliquid waste, contact the person in charge at each department.

5.6.3 Acidic/alkaline liquid waste
Acidic/alkaline liquid waste that does not contain mercury is classified as either inorganic liquid waste ororganic liquid waste. Although it is possible to neutralize acidic/alkaline liquid waste that does not contain heavy
metals or organic substances, check that pH is in the 5-9 range, and release it, the neutralization of strong acids or
alkalis is dangerous, as it generates heat and gas. Therefore, please treat the acidic liquid waste as “heavy metalliquid waste” and the alkaline liquid waste as “cyan liquid waste”. Acidic/alkaline liquid waste containing watersoluble organic matter should be adjusted to pH >5 and categorized as “other organic liquid waste”. Or, if theneutralization work is difficult, acidic liquid waste should be categorized as “heavy metal liquid waste containing
aqueous organic matter”. Alkaline liquid waste should be categorized as “cyan liquid waste” (pH > 10).
Hydrochloric acid and concentrated sulfuric acid should be treated as chemical waste.

5.6.4 Chemical waste
Old chemicals that are no longer usable or that are unlabeled can lead to unexpected accidents. Be sure toorganize and categorize them, and process them using one of the methods listed below. For details on procedures
and sorting methods, please adhere to the “Waste Liquid and Waste Material Treatment Manual”.
(1) Organic solvents and water-solvable organic chemical waste in chemical bottles must be taken out of thebottles as liquid waste, and processed as “organic liquid waste”.
(2) Water-solvable heavy-metal inorganic salts, if existing in small quantity, should be dissolved in water andcategorized as “heavy metal liquid waste”.
(3) Chemical waste other than the above must be disposed of during yearly extramurally outsourced processing(request list submission by July, batch collection in November). They should be carefully stored untilcollection time. In particular, regarding old toxic or harmful substances, ensure that accidents such as
misplacement or loss do not occur. Chemicals in ampules must be processed by an extramural contractor,
without exception.
(4) Chemicals with unknown content cannot be processed as part of the batch collection of chemical waste. For
these, treatment must be consigned to an individual contractor.

32

5.6.5 Waste containing mercury
Until 2017, inorganic mercury liquid waste was processed as “inorganic liquid waste”, and organic mercury
liquid waste, thermometers, sludge containing mercury, etc. were processed as “chemical waste, etc.” However,since 2018, waste containing mercury has been collected once a year for contracted processing outside of theschool (request list submission by June, batch collection in October). For specific procedures and sorting methods,
please adhere to the “Waste Liquid and Waste Material Treatment Manual”.
The following points must be considered when bringing this waste to collection, or storing it until the collection
date.
(1) Prevent dispersion, leakage, and seepage into the ground when storing them.
(2) Inorganic and organic mercury liquid waste must be stored in plastic containers that are robust, and thatremain stable during transport. The Center for Environment and Safety does not supply the containers.
(3) Proof of the concentration measurement of mercury content is required for processing liquid waste that
contains mercury. This should be commissioned to an analysis contractor in advance, Liquid waste without
proof of the concentration measurement cannot be processed.
(4) Waste is categorized as “mercury liquid waste” even if it contains heavy metals other than mercury.
(5) Alkaline waste liquid that contains cyan/arsenic compounds are also included in the category of “waste
containing mercury”. Neutralization of these compounds is extremely dangerous, as it generates hydrogencyanide (cyanide fumes).
(6) The amount of water-solvable organic substances contained is not relevant.
(7) Mercury thermometers and electrodes can be grouped together be type. Place them in a plastic bag (double
layered, so that the contents can be seen from the outside. Damaged thermometers and electrodes shouldbe placed in individual plastic bags (double layered) to prevent mercury leakage. Metallic mercury inbottles should also be placed in a plastic bag (double layers).

5.6.6 Infective medical waste
Although syringes used for non-medical purposes and other such wastes were previously treated as pseudomedical waste, beginning in 2017 they have been individually sent out for contracted processing as infective
medical waste. Pseudo-medical waste, as in the case of infective medical waste, should place in the hazard box
used for infective medical waste, and then carried out. Please be aware that there is no batch collection for thiscategory. For details on processing procedures, contact the person in charge in your department.

5.6.7 Solid waste containing toxic substances (sludge, etc.)
Solid waste generated in each department, such as sediment accumulated in the trap under the laboratory sinks,
should be processed under “Sludge, etc. (Class B) in “Haiyakuhin nado no gakugai itaku shori (Extramuralcontracted treatment of chemical waste, etc.)”. Muddy substances, sediment, catalysts, etc., containing harmful
substances such as cadmium, cyan, lead and chromium should be stored securely until the time of collection.

33

5.6.8 Sorted refuse from experiments
・Burnable waste from experiments
Burnable waste such as plastic or rubber gloves, which have no harmful substances attached, must beplaced in a transparent bag (commercially available) and placed in the sorted refuse area in the department(Fig. 5.2).
・Waste with harmful substances attached (combustible and non-combustible)
Glass reagent bottles, pieces of glass, plastic, used silica gel, etc., that have not been sufficiently washedshould be placed in a drum with a lid labelled “waste with harmful substances attached”, which can befound in the sorted refuse area in each department.
・Glass reagent bottles with no harmful substances attached.
Only glass reagent bottles that have been thoroughly washed and are free of harmful substances may beplaced in the “bottles” basket in the residential waste section. Small bottles are categorized as “nonburnable waste”.
・Non-burnable waste
Non-burnable waste such as glassware, gypsum, aluminum foil, etc. that are free of harmful substances
should be placed in the “non-burnable waste” drums in the sorted refuse area in each department.
Aluminum foil should be sufficiently compressed.
・PCBs, asbestos, etc.
When finding something that seems to be waste that includes PCBs, asbestos, etc., do not open the
packaging. Immediately report to the person in charge in your department or the Center for Environment
and Safety, and follow instructions from them. Wear protective equipment such as dust masks or rubber
gloves when handling them.

5.7 Residential waste disposal
The category of residential waste includes recyclable waste such as used paper, bottles, beverage cans, plastic
bottles, Styrofoam, metal scraps, etc., fluorescent tubes containing harmful substances, dry-cell batteries, andburnable as well as non-burnable waste that is general waste from business activities. At Kyushu University,
sorting of refuse is conducted with the aim of increasing the amount of waste that can be recycled, and decreasing
burnable and non-burnable waste as much as possible. Figure 5.3 outlines the method for sorting residential waste.

34

Figure 5.3 Poster of categorizing residential waste

35

5.7.1 General waste from business activities
Burnable waste that is general waste from business activities should be placed in a designated plastic bag andbrought to the sorted refuse area in each department. The plastic bags should not be overfilled, and should be tiedfirmly. Electrical appliances and furniture are put out according to the rules set by each department. Put only glass
scraps and ceramic scraps in the “non-burnable garbage” drums. Non-burnable waste or metal waste should not
be mixed into the burnable waste. Please show consideration to the safety of waste collection and post-treatment
workers by placing sharp glass pieces or needle-shaped metal scraps, which could be dangerous to the collection
workers, into a can.

5.7.2 Used paper
Waste paper will be collected by a collection company and recycled. Sort into the following four types (Figure
5.4).
・Newspaper
・Cardboard
・Magazines and miscellaneous paper (notebooks, copy paper, pamphlets, stationery, etc.)
・Pieces of paper (Small scraps of paper that cannot be tied with string, memo paper, postcards, envelopes,
shredded paper, etc.)
Items that should not be mixed in:
Tissue paper, thermal paper, waterproof paper, oil paper, carbon paper, coated paper, photographs, synthetic
paper, cellophane, packing tape, cloth, string, metal (Stapler needles can be mixed), etc.
Notes:
・Newspapers, cardboard, magazines and miscellaneous paper should be tied with string.
・Pieces of paper should be placed in a transparent plastic bag (commercially available type), with foreign
matter removed.
・Do not mix other pieces of paper with shredded paper.
・Tissue paper, thermal paper, waterproof paper, oil paper, carbon paper, vinyl processed paper, wrapping
foil, waxed paper, beverage paper packs, photographs, synthetic paper, etc. are not subject to waste paper
collection, so they are considered as combustible waste for daily life. Thermal paper, carbon paper, vinyl
processed paper, wrapping foil, wax processed paper, oil paper, beverage paper pack, etc., are not subject tocollection.

36

Figure 5.4 Poster of categorizing waste paper

375.7.3 Bottles, beverage cans, plastic bottles
Be sure to clean glass bottles by first removing the lid. They should be emptied and placed in the recycling
basket in the sorted waste area of each department. Empty beverage cans should be washed with water, emptied,placed in a transparent plastic bag, and placed in the sorted waste area of each department. Aluminum and steel
cans can be mixed. Foreign matter (e.g., cigarette buts) should not be included.
Remove caps and labels from PET bottles, and wash them with water. After emptying and crushing them, putthem in a transparent plastic bag and take them to the sorted waste area of each department. In the Ito area, formost of the garbage areas, the Eco Center at Kyushu University collects and recycles beverage cans and PET
bottles.

5.7.4 Styrene foam
Only box- or board-shaped styrene foam can be recycled. “PS” or “Recycle” marks are on polystyrene foamingmaterials. A polypropylene foaming material that looks like styrene foam but is elastic (viscous) and is not crisp
like styrene foam when broken, or chip-shaped, sponge-shaped, a few-centimeter-long filling material or sheetshaped styrene foam, must be treated as “burnable waste”.

5.7.5 Florescent tubes, etc.
Any undamaged fluorescent tubes, arising when installing new fluorescent tubes, waste mercury lamps, andLED lamps should be taken to the designated locations. Mercury lamps used as light sources for analyzers are also
treated together with waste fluorescent tubes. Collection and consigned processing are done once a year (disposal
request application in August, collection in October). Regarding disposal procedures, as in the case of batteries,
follow the instructions of the person in charge in your department.

5.7.6 Batteries
There are various types of dry-cell batteries such as nickel-cadmium batteries, lithium dry-cell batteries, andbutton batteries, however, in 2003 classification based on inclusion of mercury was abolished, and these batteries
now fall into the unified category of “dry-cell batteries”. There are also lead-acid batteries. Note that batteries of
laptops, etc., are categorized as lithium-ion batteries. Collection and consigned processing are done once a year
(disposal request application in June, collection in July). Regarding specific disposal procedures, such as disposal
applications, and transport to the collection location, follow the instructions of the person in charge in yourdepartment.

5.7.7 Spray can
In principle, spray cans that are not empty are not collected. They can either be used, degassed, punched a hole38

in, and treated as “metal waste”. Disposing spray cans that are not empty as common business waste may lead toan accident.
Small pressured containers (cylinders) of chemicals are not collected in bulk, even if they are chemical wastes.
Their processing should be requested to either their manufacturer or the distributor.

5.7.8 Metal scraps
Small metal scraps, which are mostly made of metal, are recycled. They should be placed in the drum labelled“metal scraps”, installed in the sorted waste area of each department. Because sharp objects like blades and needles
can be dangerous to the collectors, be sure to place them in metal cans. 18 L cans (oil cans) should be crushed if
possible. Metals with large plastics attached are classified “Bulky waste” or “metal scraps”. For aluminum foil,
put it in a transparent bag and turn it into metal scraps.

5.7.9 Bulky waste
Regarding large metal pieces with value, such as shelves and desks, electrical appliances, the office of eachdepartment makes a request to a collection company to have them carried out. For details such as collection date
and time, location of pick up, etc., please contact the staff in charge.

5.7.10 Online recycling system at Kyushu University
Items that are usable but no longer needed can be registered as unused items or rental items on the “Online
recycling system at Kyushu University”. (http://recycle.jimu.kyushu-u.ac.jp/asp/enteruser.asp) Through thissystem, they can be gifted or lent within the university to assist with effective utilization of items and cost reduction.
So far the Kyushu University online recycling system has been used for experimental equipment, personal
computers, copiers (including peripherals and related consumables), office supplies (desks, bookshelves, lockers,etc.), office supplies (writing instruments, paper, etc.), and more.

39

Chapter 6

Safe handling of high-pressure and hazardous gasses, and points of caution for
high-pressure and vacuum experiments

6.1 Handling high-pressure gas cylinder ("bonbe" in Japanese)
6.1.1 Labels
Check the following labels (example) on the shoulder of each cylinder.
(1) Signs of the manufacturer of the cylinder, name of the filled gas U112・O2(2) Cylinder symbol and serial number of the manufacturer

MLF44946(3) Capacity (actual inner volume): L

V47.2(4) Tare weight: kg

W51.4(5) Date of pressure test Month-Year (last two digits)

3−19

2

(6) Test pressure: kg/cm

TP250(7) Maximum filling pressure: kg/cm2

FP150(8) Color labels of the cylinder
Oxygen → Black

Hydrogen → Red

Carbon dioxide→ Green

Ammonia → White

Chlorine → Yellow

Acetylene → Brown

Others → Gray(9) To show the character of the gas, flammable gases are labeled as “燃” and toxic gases are labeled as “毒”.

6.1.2 Precautions for their transportation(1) Close the valve, remove the regulator, and attach the valve protection cap before moving a cylinder.
(2) Use the appropriate pushcart designed for cylinders.
(3) When moving through places where the pushcart cannot be used, move the cylinder by tilting it slightly andusing the edge of the bottom to rotate it. Be careful not to let it fall.
(4) When moving a cylinder through stairs using human power, make sure to move it with two or more people.
At this time, should not put a rope around the cap.

6.1.3 Notes on installation and storage(1) Install the cylinders on a properly fixed cylinder stand.
(2) When not using a stand, secure the cylinder at two spots of its body on an experiment table or a pillar using
chains or belts. Make sure that the chain or belt is not wrapped around the neck of the cylinder.
(3) Make sure that a liquefied gas or acetylene cylinder is vertical when using it.
(4) Avoid direct sunlight or humidity, place them in a well-ventilated spot, and make sure that the temperaturedoes not exceed 40°C. Do not place fire or ignitable, flammable, or corrosive substances close to where thecylinders are installed/stored.
(5) Avoid installing/storing them near electric or ground wires.

40

(6) Do not store them in a spot that may hinder evacuation, such as an emergency staircase.
(7) When not using, always close the valve, remove the pressure regulator, and attach the cap. Unused or usedcylinder (after an experiment) must be stored in the cylinder storage following the high-pressure gas storage
usage regulation included at the end of this booklet.
(8) Flammable or toxic gases must be clearly labeled and separated, and full and empty cylinders must also be
separated in the storage. Pay special attention to distinguishing between flammable gas cylinders andoxygen gas (combustion-supporting gas) cylinders

6.1.4 Notes on use(1) Pressure regulator (hereinafter regulator)(a) Use the regulator specific to each gas and do not exchange them.
(b) As each regulator type has different ways to operate them, fully understand its operation in advance.
(c) Properly clean the connecting section between the valve and the regulator, and check if its screw fitswell. Use a new packing that fits the contact area well.
(d) Use only the designated spanner when attaching the cap nut

Secondarypressuregauge

Primarypressuregauge

of the regulator. Moreover, make sure you do not fix the nut
too tight and break the packing or screw thread.
(e) Use a pressure gauge that can measure between 1.5 to 3 times
higher than the working pressure.
(f) Do not lubricate the regulator without reason. It could causea fire.
(g) When removing the regulator, close the valve securely andcompletely release the gas in the regulator first.

Outlet Pressure
valve regulator

Main
valve

(2) Main valve operation(a) Be aware that the main valve has left and right screws.
(b) Never operate the over-pressure relief valve.
(c) Always stand on the side of the pressure gauge of the regulator when opening or closing the main valve,and do it quietly. Sudden opening can cause an accident or damage on the regulator. Use the designatedhandle or spanner when opening/closing the main valve.
(d) Rotating once or one and half times is enough for opening the main valve.
(e) When gas is leaking from the main valve, move the cylinder to a safe spot outside.
(f) Never remove the main valve or damage the cylinder, and absolutely avoid the gas transferred from one
cylinder to another.
(g) When the gas is used up, make sure to close the main valve while there is a small amount of gas left,
remove the regulator, and attach a valve holding cap.
(3) Other points of caution(a) When temporally stopping the usage of gas, make sure to close both the regulator and main valve and41

detach the connection between the experiment equipment and the regulator.
(b) When warming the regulator, the valve, or pipes, use a hot towel or hot water less than 40°C.
(c) Return used cylinders immediately irrespective of whether or not there is gas left in them.

6.2 Handling hazardous gas(1) Flammable/combustion supporting gas(a) Prohibit usage of fire within 5 m of the facilities that use flammable gases (hydrogen, hydrocarbon,etc.), oxygen, and do not place the flammable/ignitable materials. However, this does not include themused in these facilities.
(b) When using oxygen, use it with laying out the pipes with specified materials and removing flammable
substances (e.g., petroleum, fat, oil) from the equipment.
(c) The oxygen cylinder should be opened and closed slowly and carefully (to avoid adiabatic
compression fires).
(d) It is safer to, as much as possible, avoid using combustion-supporting gasses and flammable gasses inthe same room. When using a combustion-supporting gas and flammable gas in the same room,
separate and shield them from each other.
(e) For combustion-supporting gases, use a dedicated regulator that is labelled “oil-free”.
(f) For ethylene oxide, use after replacing the inside of the equipment with N2, CO2, etc. Also, install abackflow prevention device between the cylinder and the equipment.
(g) When using acetylene gas, set the exit pressure at 0.1 MPa (1 kg/cm2) or less in order to avoid
decomposed explosion.
(2) Toxic gas(a) For an experiment using a toxic gas (H2S, CO, Cl2, HCN, or SiH4), conduct it inside a local ventilation
device such as a draft in order to avoid inhaling it. Cyanogen gas (hydrogen cyanide: HCN) may cause
cyanide poisoning (headache, dizziness, problem breathing, etc.) when inhaled. Moreover, silane gas(SiH4) is auto-combustible and may cause explosion. Thus, the usage of pressured gas is strictly
regulated by law.
(b) When disposing toxic gas, make it harmless by using, for instance, an alkaline absorbent beforehand.
Return the toxic gas cylinders after usage to the dealer immediately irrespective of whether or not thereis gas left in them.
(c) Should be aware of the fact that even a small leakage of toxic gases can be fatal when handling them.
(d) Always wear protective gears suitable for each gas, such as a gas mask, gas-proof clothing, gas-proof
glasses, or gas-proof gloves, when handling toxic gases.
(e) Use a container that is as small as possible when using toxic gas. Do not store toxic gas for long periodsof time without using it.
(f) Toxic gas cylinders in the laboratory should be stored basically in a cylinder cabinet.

426.3 Notes on high and low temperature experiments
Chemical experiments are sometimes conducted in a combination of situations such as high temperature, lowtemperature, high pressure, and low pressure. Be cautious as this could cause physical harm, such frostbite, andaccidents, such as fire or explosion, when handled inappropriately.

6.3.1 High-temperature experiments(1) Experiments using high-temperature devices should be conducted in a fireproof building, or a room with
fire-prevention facilities. Take special care to ventilate the room properly.
(2) Prepare fire-extinguishing facilities that are most suitable to the nature of the experiment (e.g., drychemical fire extinguishers, foam fire extinguishers, and carbon dioxide fire extinguishers).
(3) Do not add water to the high-temperature liquid that is being used as the heat medium. Also, not drop hot
objects into water. The water will evaporate rapidly, causing a phreatic explosion, and be scattered tothe surrounding area.
(4) For older electric furnaces, there is the possibility that asbestos was used, so caution should be exercised
during their disposal.

6.3.2 Low-temperature experiment
For obtaining a low temperature, cryogens are often used. When using dry ice or cryogenic liquefied gas, pay
attention to the following points in order to prevent accidents.
[A] Hypoxia prevention
When a cryogenic liquefied gas, which is used as cryogen, vaporizes, its volume increases from 600 to 700
times. Thus, it may cause hypoxia when used in a room without good ventilation. The Industrial Safety and Health
Act defines hypoxia as a state where the oxygen concentration is 18% or less, and states regulations for its
prevention. Hypoxia first reduces the brain function. When air with extreme oxygen deficiency is inhaled, it causes
immediate unconsciousness and breathing to stop. When oxygen is not provided to the brain cells for more thenthree minutes, several brain functions will be lost, and even if the patient is rescued, it will cause aftereffects suchas paralyzed limbs, memory loss, dementia, or change of personality.
Oxygen concentration (%)

Symptom

14

Slow thinking

12

Dizziness, nausea, etc.

10Unconsciousness

8

Unconsciousness will lead to death without treatment

6

Faint immediately after one breath, breathing stops after a few
breaths, untreatable after 2−3 min.

43Moreover, ventilation should be secured when using dry ice in order to prevent carbon dioxide poisoning(minimum poisoning concentration: 2%). It is desirable to install an oximeter or a carbon dioxide alarm in orderto prevent the poisoning[B] Points of caution for handling(1) Dry ice cryogen(a) Dry ice cryogen may cause frostbite when it touches skin directly. Therefore, it should be handled using
thick protection gloves or newspapers, and should be used in a well-ventilated place in order to avoid
carbon dioxide poisoning.
(b) The volume of dry ice cryogen increases 750 times when it evaporates, and may cause explosion whenstored in a sealed container such as a glass jar. Thus, avoid storing it in a sealed container.
(2) Cryogenic liquid (liquid nitrogen, liquid helium, etc.)(a) Prevent cryogenic liquids from touching skin directly, and it is safer to handle them in a well-ventilated
place and at a spot as close to floor as possible.
(b) Never use the oils and greases on equipment that will contact with cryogenic liquids.
(c) When using cryogenic liquids, wear leather gloves. Do not use cotton gloves as they may cause frostbite.
(d) Upon evaporation, the volume of liquid nitrogen increases by around 650 times, and that of helium
increases by around700 times. Thus, caution must be taken to avoid hypoxia accidents. For this reason,
the laboratory should have an oximeter. Also, open containers should not be sealed, so as to avoid therisk of container rupture.
(e) Follow the points below when taking out liquid nitrogen into a container from the liquid nitrogen tank(cold evaporator) in the building.
・In principle, always work as a team of two and do not stray from the container when taking out theliquid nitrogen.
・Treat the valve and pumping pipe carefully. Close the valve thoroughly after taking the liquid nitrogenout.
・Use a special pushcart when moving liquid nitrogen container, and be careful not to let it fall.
・Do not use a vehicle where the inside is sealed, such as passenger cars, for transport as it may causea hypoxia.
・Do not transport it in a vehicle that may cause the container to fall, such as bicycles.
・When moving it in an elevator, a person should not ride the elevator with liquid nitrogen.

44

Oxygenconcentration
Unconsciousness

Safe

Slow thinking

Dizziness, nausea, etc.
“ 窒 素 (Nitrogen) ”
comes fromthe Dutch word
“Stikstof”

Unconsciousness Immediate deathleading to death after one breath(Suffocating matter)!

6.4 Notes on high-pressure and vacuum experiments
6.4.1 High-pressure experiments(1) Construct a solid stand or frame device even for a short experiment, and conduct the experiment while thedevice is securely fixed.
(2) Make sure the pressure regulator is a suitable one, and is working properly, before mounting it on the cylinder.
Keep in mind that if oils are stuck to the valves or pressure regulators, this may cause a fire.
(3) Gas reaction devices, when the pressure is lowered, have an inherent risk of sucking in air and causing aninternal explosion. Thus, it is good idea to arrange for piping of an inert gas such as nitrogen, so that thereactor can be purged with inert gas. When carrying out gas phase oxidation reactions with air such ashydrocarbons (or oxygen), be especially careful regarding the explosion limit.
(4) When the pressure regulator or pressure gauge is old, its front glass sometime breaks from the shock
produced by opening the mail valve of the cylinder. Thus, do not bring face close to where the regulator anddo not stand in front of the pressure gauge when opening the valve.
(5) Release the gas after the reaction, to outside. To avoid prevent gas poisoning, fire, or explosion, use methods
such as gas absorbent or local exhaust ventilation.

45

6.4.2 Piping(1) Connect devices properly in order to avoid gas leak. Pay attention to the connections between pipes, device
and pipe, and flange and the welded parts, and use an inert gas for each connection to check gas leaks.
(2) Check for gas leaks from the connection between the cylinder and pressure regulator, the connection
between the pressure regulator and the device, the pressure regulator, etc. One method for inspecting thepresence/absence of gas leakage is to apply soapy water to the connecting section, under pressure, andcheck for bubbles. There are other methods as well, such as closing the valve and checking for changes
in the pressure gauge reading.
(3) Use metal pipes for piping from cylinders. When using rubber hoses, ensure a secure connection by using
hose bands and other devices.

6.4.3 Vacuum experiments(1) Pump(a) Use an appropriate vacuum pump for the required degree of vacuum.
(b) Do not operate an oil rotary vacuum pump continuously at a high evacuation pressure of 10 kPa or more.
Moreover, let the air in immediately after stopping the pump. When the pump is stopped while it is left
in vacuum, the oil flows backward to the device. Use of an automatic isolation valve (a backflow
preventer which isolates the pump and let the air in the pump in case of electric power cut) is highly
recommended.
(c) When a water-cooled oil diffusion pump is hot, make sure that the cooling water is circulating properly.
(d) Change oil regularly. If rust/particles are observed in the oil, the pump should be overhauled and cleaned.
If the rotation is prevented by the rust/particles and the pump is stopped (rocked), overcurrent runs
through the motor and it is heated.
(e) Do not run a pump without the overcurrent prevention circuit unattended. When using a pump with aprevention circuit, be aware of the pump oil flowing backward when it is stopped. (Check if the pump
has an overcurrent prevention circuit.)(f) Tidy up the surrounding area and do not bring oil or flammable materials close.
(g) When using an oil mist trap, check the element appropriately. When the element becomes saturated, it
may cause diffusion of oil mist in the room and start fire, or (when in-line) may lead exhaustion
resistance, which would put load on the pump and cause heating.
(h) Avoid the pump from sucking in dust and fine particles. Moreover, absorption of acid or excessive
moisture causes rust, so change the oil when they are sucked in. It may require cleaning.
(i) Check for air leak when the decrease in pressure is slow (though this depends on the size of the system).
If operation is continued with high pressure, the rotary pump may diffuse the oil mist.
(j) The direct-drive oil rotary vacuum pump has less oil and higher rotation of the motor compared to thebelt-driven rotary pump, and therefore, its motor and pump heat up more. Thus, pay particular attention
to the abovementioned usage conditions.

46

(k) When using a belt-driven oil rotary vacuum pump, check for loosening or crack on the belt and change
the belt in advance if necessary. It is extremely dangerous if the belt breaks while the pump is inoperation.
(2) Handling of gases(a) Do not use the oil rotary vacuum pump for large amount of acidic gas, water vapor, or organic vapor.
(b) Be cautious with the fumes of toxic gas, flammable gas, and malodorous gas. If necessary, take measures
such as absorbing the gas fumes or using local exhaust ventilation.
(c) Avoid using mercury with a vacuum device as much as possible. If it is necessary to use mercury, takesufficient measures against contamination with mercury vapor or its diffusion due to breakage of theequipment.
(3) Handling of vacuum system(a) Pay particular attention to the damage on the piping when using a glass vacuum device.

47

Chapter 7

Safe handling of machines

7.1 General precautions(1) Receive sufficient instruction and be fully aware of its operation when using a machine.
(2) Always check the surrounding area yourself before starting a machine.
(3) When noticing abnormality of a machine (judged from sound, smoke, smell, heat, vibration, etc.) or any
other type of problem, stop the machine immediately and notify the person responsible.
(4) When cleaning, repairing, inspecting, or oiling a machine, stop its operation and turn off its switch first.
(5) Cover the rotational parts such as gears, belt, shaft, or grindstone.
(6) Do not stop an inertial work of the machine by using your hand/foot, a tool, or a stick.
(7) When there is a power cut, make sure to switch off all machines.
(8) Do not reach across to the other side over a rotating machine or workpiece.
(9) When finishing work, inspect properly and ensure that each part of the machine is properly returned to theinitial position.
(10) Remove every obstruct within the activity area necessary for the work in order to avoid tripping.

7.2 Tools
Treat every tool carefully including common tools such as hammer or wrench. General points of caution inusing them include 1) handle with care, 2) choose appropriate size for the work (make sure that they are not too
big or too small), 3) discard damaged tools that are chipped or loosened if they cannot be repaired, 4) always keep
the storage of tools in order and return them to the same spots after usage, and 5) wear protective glasses whenusing them. Following are the points of caution for individual tools.
(1) Hammer: Use it with bare hands without wearing any gloves. Use a hammer without chips, burr, or scar on
its head; without cracks or loosening on its handle; and with its wedge properly in place. Check that there
is no oil on its head or handle, and use a hammer that is appropriate for your strength.
(2) Wrench: Do not use a wrench with its broken jaw, scars, cracks, burr, or excessive wear. Use the one thatfits the size of a nut. Make sure that there is no oil on its grip or handle.
(3) Chisel/Punch: Use the one whose head is without burr, warping, cracks, or scars and whose blade is notworn. Adjust the angle of the blade of a flat chisel to 50–70° when using it to cut a mild steel and to 60−75°
when cutting copper.
(4) File: Hammer in the file to its handle properly before using. A file with scar can easily break so be cautious
when using it. Always wear dust-proof glass to prevent chips from entering your eyes.

7.3 Machine tools
7.3.1 Precautions(1) Do not wear gloves when using machine tools. (Especially when using drill press, lathe, or milling machine).

48

(2) Wear work clothes with closed sleeves and hems, and do not work with something such as a towel hanging
from your waist.
(3) When using a machine that causes chips, dust, and cutting oil to fly, wear protective glasses and mask whileworking. If a chip enters your eye, do not touch under any circumstance, as it is often piercing the eye. Seean eye doctor immediately to receive an appropriate care.
(4) When oiling the sliding part or fitting part of a machine, do not oil them excessively as it might cause theoil to fly, or get to the operation part and the handles and make them slippery.
(5) Do not bring your face close to the rotating part when cutting.
(6) Attachment or detachment of a workpiece or tool, checking of measurement, etc., must be conducted whenthe machine has completely stopped.
(7) When adding oil using, for instance, an oil brush, be careful not to be caught in the rotating part.
(8) Wait until the machine has completely stopped to remove chips using a brush or pliers.
(9) Always wear shoes with heel and without holes. Never wear slippers, sandals, or crocs.
(10) Never remove safety device when working.
(11) If the machining edge and the burr are left as they are, one can injure one’s finger, or they can reduce theaccuracy of the subsequent process. Remove burr each time it is produced.

7.3.2 Lathes(1) Check every switch, including the main power switch, of the lathe before turning it on. Inspect each partsuch as the chuck or the bed, as well as if any chip is left. Oil it if necessary.
(2) Turn on the main power switch and check if the starting and operation sounds are normal.
(3) Secure the workpiece to the chuck, and center it while turning the chuck by hand in order to align the centerof the workpiece and the main axis of the lathe as much as possible.
(4) If the workpiece is a long bar that goes over the center of the cross slide, always use a tailstock. However, if
the material is significantly longer than the measurement of the finished piece, cut it to the possible shortest
length with a cutter before using it as the workpiece.
(5) Secure the cutting tool appropriate for the desired cutting work to the cutter holder, and center it so as thetip of the cutting tool is at the same height as the central axis of the main axis by operating the cross-slide
steering wheel and the carriage steering wheel. At this point, check the edge of the cutting tool and avoid
using a chipped or worn tool as it could lead not only to less efficient work but also to an accident.
(6) Operate the cross-slide steering wheel and the carriage steering wheel to move the cutting tool away fromthe workpiece until it does not touch the tool even if it moves while rotating.
(7) Properly check if the fixing knob of the cutter holder or the tailstock is completely turned to the fixing sideand if the chuck fastening device and cutting tool fastening device are removed before starting the rotation.
(8) Check if the main axis rotation speed, main axis rotation direction, and if using the automatic feed, feeding
speed are set at appropriate number for the material, shape, and processing requirements of the workpiece
before turning on the main axis rotation switch.

49

(9) While cutting, make sure that the cross slide, cutter holder, or the cutting tool except for its tip do not touch
the rotating parts. (If possible, set the safety device and do not remove it without permission.)(10) When cutting, do not stand right next to the rotating bodies such as the chuck or the workpiece (the direction
where the workpiece will fly when there is an accident).
(11) Do not touch the chuck, the workpiece, or the cutting tool under any circumstance during cutting. It is also
strictly forbidden to bring a rag (waste cloth) close to these.
(12) Supply cutting oil to the tip of the cutting tool with a nozzle if necessary. At this time, it is necessary to use
a cover to prevent the oil from flying to the surrounding area. Be careful as visually checking the cutting
situation becomes more difficult.
(13) When using an automatic feed, pay extra attention to ensure that there is no abnormality when starting the
cutting. Do not leave the lathe during the automatic feed, and carefully observe the cutting progress.
(14) When you notice an abnormally, use the emergency brake immediately.
(15) When stopping the main axis, move sufficiently away from the cutting tool first and then let out its clutch.
(16) When checking the measurement, changing the workpiece grip, or changing the cutting tool in the middleof the cutting work, properly remove the chips and burrs on the cut surface after the main axis hascompletely stopped.
(17) After the cutting work, turn off every switch, remove and properly clean the cutting tool, and return it to
its original storage. Be careful when detaching the workpiece as it could be very hot or its cutting surface
could have sharp burrs.
(18) Gather the chips on each part of the lathe to the chip collector below the lathe base, and collect them fter
dropped sufficient amount of used cutting oil. Put them together with the chips that flew around the lathe, sortthem as trash corresponding to the type of the chips, and dispose of them.

7.3.3 Drill presses(0) Draw guiding lines to the spot where holes are to be drilled on the workpiece, and mark the center of eachhole with a punch.
(1) Check all switches of the drill press, including the main power switch, are off. Inspect each part including
the main axis, the drill chuck, and the table; as well as if there are any chips left. If necessary, oil the press.
(2) Adjust the main axis, idler, and the belt position of each pulley of the motor in order to set an appropriate
main axis rotation speed for the drill blade to be used and the workpiece.
(3) Set an appropriate height of the table. The height should take into consideration the measurement of theworkpiece, its fixation method (usage of vise, support plate for through holes, etc.), type and length of thedrill blade (the depth of the holes to be made), and whether it is possible to change the drill blade while theworkpiece is fixed.
(4) Release the table lock, move the table to an appropriate height by turning the lifting handle, and fix it byturning on the table lock again.
(5) Check the tip of the drill blade and avoid using a chipped or worn drill as it could lead to not only less50

efficient work but also an accident. Either change it to a suitable drill or sharpen in before the usage.
(6) There are two types of drills: straight drill and taper-shank drill. The former is attached to the main axis
through the drill chuck, while the latter is attached through the drill sleeve. When attaching the former, makesure that there is no chip inside the drill chuck, select the drill that is suitable for the material of the workpiece,
and secure the drill blade without decentering using the chuck handle. After tightening, check if the chuck
handle is removed. The latter is securely attached through the drill sleeve after removing the chips inside
the main axis. Ensure that it does not exceed the maximum permissible diameter of the drill press.
(7) After securing the vise or the support plate required for each fixture method to the table, fix the workpieceto the table using vise, pressure plate clamp, or fixing bolts. Ensure the horizontal and vertical straightnessof the workpiece at this point. If necessary, adjust the height of the table.
(8) Carefully position the workpiece so that the center of the drill blade is where the center of the hole on theworkpiece is going to be, and then secure it.
(9) Turn on the rotation switch and turn the control handle to start drilling, carefully. If the drill blade slightly
wobbles when it touches the workpiece, it means it is not properly centered. Adjust it and start drilling again.
(10) If the drill is properly centered, proceed with drilling. Make sure to pay attention to the drilling sound or
vibration while operating the control handle, in order to avoid applying excessive force on the drill.
(11) Do not touch the drill chuck, the workpiece, and the drill during the drilling under any circumstance.
(12) Add sufficient oil using a brush or an oilcan. Be careful that the brush does not get caught in the drill blade.
When the drilling continuously produces long chips along the groove of the drill blade, stop pushing
forward the drill, let the chips be cut, and use a brush to remove them. Do not remove them by hand.
(13) When the operation handle or the drilling is deficient, it can cause the drill to get stuck in the workpiece,
causing the idling of the main axis and ceasing of the rotation, the workpiece starting to rotate with thedrill, or if using a drill with a small diameter, the drill to break. When these problems occur, immediately
turn off the rotation switch and take measures after the rotation of the main axis has completely stopped.
(14) When drilling through the workpiece, be careful at the moment of the drill going through as the cutting
resistance suddenly decreases at that point and the operation handle could turn rapidly, causing an injury.
When this occurs, the feeding speed also becomes excessive, the drill eats into the workpiece, and causes
damages around the hole if the workpiece is made of a plastic material, leading to unsatisfactory finish.
(15) When drilling is completed, return the operation handle to the original position, turn off the rotation switch,
and remove the workpiece after the rotation of the main axis has completely stopped.
(16) Be careful while removing the workpiece as it could be very hot during and immediately after drilling, andthere could be sharp burrs around the hole.
(17) Remove the drill, vise, fixing bolts, and clumps; clean them properly; and return them to their storage.
(18) Gather the chips on the drill chuck, table, and each part of the drill press after dropping sufficient cutting oil.
Put them together with the chips that flew around the drill press, sort them as trash corresponding to the typeof chips, and dispose them of.

51

7.3.4 Milling machines(1) Before starting the milling machine, check if all its switches, including the main power switch, are turned
off. Inspect each part including the main axis chuck and table; and if there are any chips left. If necessary,oil them.
(2) Turn on the main power switch, and check if the starting and operation sounds are normal.
(3) Set an appropriate height of the table. The height should take into consideration the measurement of theworkpiece, its fixation method (usage of vise, support plate for through holes, etc.), and the type and lengthof the end mill (the depth of the holes).
(4) Release all table locks and use the vertical operation lever of the table to move it to an appropriate height.
(5) Fix the workpiece to the center of the table using vise, pressure plate clamp, or fixing bolts. Ensure thehorizontal and vertical straightness of the workpiece and its correct attachment angle at this point.
(6) If necessary, move the table using its horizontal and back-to-front operation levers. Following this, secure
the end mill that is suitable for the required cutting to the main axis chuck. Check the tip of the end mill andavoid using a chipped or worn drill as it could lead not only to less efficient work but also an accident.
(7) Move the end mill to the position where it does not touch the workpiece using the table’s horizontal, backto-front, and vertical operation levers. If you are not familiar with its operation, it is safer to use the operation
handle rather than the operation levers.
(8) Check if the lock lever is released and the chuck handle is removed. Check if the main axis rotation speed,
main axis rotation direction, and if using automatic feeding, the feeding speed are set at appropriate numbers
for the material, shape, and purpose of processing of the workpiece before turning on the main axis rotation
switch.
(9) Make sure that the end mill only touches the workpiece during the cutting and not the vise, fixing bolts, orpressure plate clamp.
(10) Do not touch the chuck, the workpiece, or the end mill under any circumstance during the milling. It is also
strictly forbidden to bring a rag (waste cloth) close to these.
(11) Supply cutting oil to the cutting area with a nozzle if necessary. At this time, it is necessary to use a coverin order to prevent the oil from flying to the surrounding area. Be careful as visually checking the milling
situation becomes more difficult.
(12) When using an automatic feed, pay extra attention to ensure that there is no abnormally when starting themilling. Do not leave the milling machine during the automatic feed and carefully observe the cutting
progress.
(13) When you notice an abnormality, stop the main axis immediately and move the end mill to an appropriate
position.
(14) When checking the measurement, changing the workpiece grip, or changing the milling tool in the middleof the milling work, properly remove the chips and burrs on the cut surface after the main axis hascompletely stopped.
(15) After the milling work, turn off every switch, remove and properly clean the end mill, and return it to its

52original storage.
(16) Gather the chips on each part of the milling machine to the chip collector below the lathe base, and collectthem after dropping sufficient cutting oil. Put them together with the chips that flew around the millingmachine, sort them as trash corresponding to the type of the chips, and dispose them of.

7.3.5 Grinders
Generally, only iron material can be ground with grindstones. Do not use them on an aluminum alloy, copper
alloy, or wood as they fill up the grindstone grains. Make sure that your fingers are not caught in the grindstone
while working.
(1) Before starting the grinder, check if all its switches, including the main power switch, are turned off.
(2) Always wear protection glasses and dust mask while working. Never wear gloves.
(3) Check if the grindstone is properly secured on the main axis and there is an appropriate space between the
support and the grindstone. Eccentricity or lateral deflection can cause the grindstone to crack. Only a personwith special training required in the Ordinance on Industrial Safety and Health (Section 36) is allowed tochange the grindstone test the changed grindstone.
(4) Never use a grindstone with cracks. When it breaks during the rotation, the stone pieces will fly in all
directions at high speed, which is extremely dangerous.
(5) Before grinding, turn the grindstone on its own to check if the sound and vibration are normal.
(6) Start the polishing when the grindstone is in constant rotational speed. Each grindstone has the maximum
rotational speed. Do not exceed that speed.
(7) Do not press the workpiece too hard to the grindstone and do not use the side of the grindstone. Moreover,
do not remove the workpiece from the support while grinding.
(8) Be careful not to burn yourself as the workpiece become very hot during and immediately after grinding. If
the measurement of the workpiece is small, fix it on another piece while grinding if possible.
(9) Avoid standing in front of the grindstone as much as possible while grinding.
(10) After grinding, clean the grinder and the surrounding area well after the main axis has completely stopped.
Do not forget to set the grindstone.
(11) If a dust collector is installed (regular yearly inspection is obligatory), make sure to turn it on.

7.3.6 Hand drills
Its basic points of caution are the same as those for the drill press. In addition, the following points have to betaken into account.
(1) Check if an earth leakage circuit breaker is installed on the power source to connect the hand drill. Do not
use an unnecessarily long electric code.
(2) Never wear gloves while drilling.
(3) If the workpiece is small, use a jig or a vise to fix it on a stable ground.
(4) Drill in a stable position. Do not work in a place with bad foothold, narrow place, high place, and other53

unstable locations.
(5) Mark the workpiece with a punch before drilling holes. Check if the drill is set straight in the chuck andmake sure that the drill is always perpendicular to the workpiece. Adjust the force to press the drill according
to the material and shape of the workpiece. Pay particular attention not to break the drill.
(6) Do not touch the drill chuck, the workpiece, and the drill during the drilling under any circumstance.
(7) In principle, do not switch to the continuous rotation mode. Drill while holding the rotation lever and makesure that the drill does not rotate while the hand drill is putting on the floor.
(8) Tidy up after the work. Do not bend the electric code of the hand drill too tight as it may cause electricleakage or the wire to break.

7.3.7 Friction saws
The grindstone of a friction saw may break and fly in all directions. Together with the grinder, it is a machinewith the highest rate of accident, which is even more dangerous. Only a person with special training required in the
Ordinance on Industrial Safety and Health (Section 36) is allowed to change the grindstone and test the changed
grindstone.
(1) Before starting the friction saw, check if all its switches, including the main power switch, are turned off andthere is no problem on the electric cable and other parts.
(2) If the grindstone is warped, cracked, scarred, or has other problems, change it to an undamaged one.
(3) When connecting a new grindstone to the main axis, sandwich both sides of the grindstone with thin papers
and tighten it with the attachment screws in the designated torque using a flange. Note that the securing
screw turns to the left (counterclockwise). Use safety cover. Do not use when the whole grindstone is
exposed.
(4) Always wear protection glasses and a dust mask while working. Never wear gloves.
(5) Turn the friction saw once on its own before cutting in order to check if there is horizontal or back-to-front
wobble.
(6) After changing the grindstone to a new one, press the grindstone to the workpiece lightly to prepare its
circumference.
(7) Remove the workpiece after the main axis has completely stopped. Be careful as the workpiece is very hot
after cutting.
(8) Remove the grindstone after the work and put it in the storage. Tidy up the surrounding area, and make surethat the grindstone does not warp during the storage.

7.4 Welding
7.4.1 Precautions
Only a qualified person or an expert is allowed to weld (gas/electric).

7.4.2 Gas welding54

(1) Make sure that there is no flammable material or explosive in the work area, and if there are, remove them
before the welding.
(2) Always wear gas welding protection glass, and use the protection glass to look at the welding area fromimmediately beforeand during the welding.
(3) Make sure that there are enough pressures left in the oxygen and fuel cylinders before welding. Check if
there are problems with the pressure regulator, flashback arrester, and gas hoses. Attach the gas hoses
securely and without leakage to the supply ports of oxygen and fuel of the blowtorch.
(4) Always use soap water to check the gas leak from the cylinder cap as using flammable substances such as
oil or grease is extremely dangerous.
(5) Adjusting the gas supply pressure using the regulator according to the thickness of the workpiece. Turn on
the fire on the nozzle by adjusting the oxygen valve and gas valve to the gas rich region. After starting firesuccessfully, adjust both valves to form a flame suitable for welding. Use a welding rod if necessary.
(6) Do not touch the sparks and the workpiece, which becomes very hot during the welding. Make sure the gas
hoses do not touch anything hot throughout the welding.
(7) After welding, leave the workpiece alone to ensure enough time for it to properly cool down. Tidy up the
blowtorch and gas hoses, and do not forget to close the main valve of the gas cylinder.

7.4.3 Electric welding
The basic precautions are listed below.
(1) Make sure that there are no flammable materials or explosives and start welding after removing them. Warnworkers without protection mask in advance not to come close to the workspace.
(2) Always wear welding protection mask (either hand-held type or helmet type) and welding gloves and use
the shading glass of the protection mask to view the welding area during welding. Looking at the arc lightwith naked eyes can cause blindness. If there are cracks on the shading glass of the welding protection maskor it is excessively dirty, change it to a mask in good condition.
(3) Electric welding can cause formation of slag on the welded parts or tiny metal balls to gather around thewelded parts. It is necessary to remove these after welding. Wear protection glasses besides the protection
mask when conducting this work.
(4) Electric welding can be categorized into shielded metal arc welding and shielding gas arc welding. Whenusing the latter, check if the residual pressure of the shielding gas cylinder is sufficient and there are no
problems on the gas hose before welding.
The following explains the process of shielded metal arc welding that does not use shielding gas.
(1) Make sure that all switches, including the main power switch, are turned off, and there are no problems withthe power source, earth cable, welding rod holder, and grounding clip before the welding. Blow off the duston the cables and other parts using dry compressed air. The dust may weaken the isolation and heat up thewinding wire.
(2) Connect the grounding clip to the workpiece. If the workpiece is small and the clip would overlap with the55

welded part, attach the workpiece to a thick steel plate with sufficient area, secure electrical conduction andconnect the grounding clip to a steel plate.
(3) Turn on the main power switch and check if everything is in order. Following this, connect a welding rod to
its holder. Make sure that the tip of the rod is in midair and is sufficiently distant from the surrounding
objects before turning on the welder.
(4) Make sure to look at the tip of the welding rod through the welding protection mask. Slowly bring the tip of
the welding rod to where the welding should start on the workpiece, and observe the emergence of the arc.
Then start welding immediately.
(5) Make sure not to touch the sparks during the welding or the workpiece immediately after the welding as it
is very hot. If you want to stop welding, remove the welding rod from the workpiece to stop the arc, andthen turn off the welder. Do not put the welding rod holder on a steel plate before turning off the welder as
it is extremely dangerous.
(6) Moreover, be careful when you finish welding if you are moving or detaching the workpiece from the steel
plate, as the welding makes them extremely hot, in the same way you do when stopping welding in the
middle of it. After the work, turn off the main power switch, organize the welding rod switch and cable,
and store them in a state where they do not gather dust.

7.5 Carrying
7.5.1 Precautions
While it is better to use a cart or a crane to carry heavy objects, it sometimes has to be conducted by hand. It isalso often conducted by a group instead of one person. Following are the general points of caution.
(1) Clothing
Wear appropriate clothes to minimize risks, for instance, working clothes or jeans. It is not suitable to workwith white coat or suits. Wear gloves, safety shoes, and safety hat (helmet).
(2) Handling
Handle the object carefully. Do not throw or drop it.
(3) Loading
When loading the objects, load them as low and stable as possible. Take measures such as using a support
or tying to the wall for objects that can easily fall. Moreover, follow the loading order such as putting small
objects on large objects and light objects on heavy objects in order to avoid them from collapsing. In addition,
it is advisable to put small objects in containers.
(4) Maximum weight
When carrying something by hand, do not carry anything too heavy. The maximum weight a person can
carry on his own is 15 to 20 kg (for a woman, 10 kg).
(5) Carrying method
Following are the methods to lift a heavy object by hand.
(a) Hold as deep as you can, lower the hip as much as possible, and straighten your backbone.

56

(b) Flex your legs and shoulders and lift the object up as you straighten your elbows.
(c) Hold the center of the object as close to your body as possible in order to balance it.
(6) Communication
When you are carrying objects in a group, decide the leader and follow his/her instruction when moving.
Moreover, signal each other, for instance, verbally, in order to ensure communication among the workers.

7.5.2 Carrying with cart
Clothing, loading method, and signaling are the same as the general points of caution discussed in 7.5.1.
Following are the additional points of caution when using a cart.
(1) Check the weight and measurement of the object to be carried and use a suitable cart. Moreover, inspect the
cart before the moving.
(2) Do not load in a way in which the objects would collapse. And make sure that the load is not larger than the
cart. Do not carry anything unstable with a cart.
(3) If you are carrying a long object, it is advisable to attach a visible marker on its tip.
(4) Pay attention to where you are going, and secure enough space to work.
(5) Leave the cart in a designated spot. It is forbidden to leave carts behind.
(6) Use the wheel stoppers to prevent a cart from moving on its own.

7.5.3 Transport work using cranes and hoists
If moving an object whose hoisting load is 0.5 t or above, the crane operation and slinging must be done with aperson with qualifications listed in Table 7.1. The points of caution using other, smaller cranes and hoists are
discussed here.
(1) The designated person must operate the crane.
(2) Always wear gloves, safety shoes, and safety hat while working.
(3) Inspect the crane, the hook, the wire clasp, and the wire before using them, and check if the switch is working
properly.
(4) Ensure proper communication between the crane operator and the slinging worker.
(5) Do not lift an object exceeding the safe working load.
(6) When lifting, slowly lift up so that the hook comes exactly above the center of the balance of the object andcheck if the wire is securely attached to the hook.
(7) When driving the crane, move slowly in order to prevent the load from swinging. When carrying an object
that can bend significantly, or a long object, hang it to the height around one’s knee and move slowly. The
same goes for when carrying a slippery object or liquid. Do not start or stop suddenly.
(8) Make sure that there is no one under the suspended load. When driving the crane while lifting an object, theoperator must walk behind the object. In addition, always pay attention to where you are going.
(9) When putting down the load, stop first at about 10 cm from the floor, and then lower it slowly. Do not leavea load hanging.

57

(10) After the move, return the crane, the switch, the cable, and the wire to their designated storage.

7.5.4 Sling work
Besides the points of caution regarding the carrying using a crane, the following points of caution are necessary
for slinging.
(1) A well-trained and authorized person must perform the sling work.
(2) Use a signal for slinging that was agreed upon in advance, and make sure that it is properly communicatedto the crane operator.
(3) Make sure to use a wire rope without any problem. Use a wire rope that can be support a weight at least
120% heavier than the load to be carried. Use an appropriate hook and other auxiliary tools.
(4) Carefully estimate the center of balance and lift. Stop when the load is suspended about 10 cm above thefloor to confirm that the hook is directly above the center of balance and that the load is balanced.
(5) The angle of the wire ropes should be 60° (angle between the two wires at the hook). Even if this angle
cannot be achieved, the angle should never exceed 90°. Avoid suspending the load with one wire rope. This
would cause the load to rotate, which is dangerous.
(6) When suspending an angular load, use pads to prevent the wire from being damaged.
(7) When unloading, stop lowering at about 10 cm above the floor; check the ground, and then lower the load.
After unloading, make sure that it has been completely released from the wires. Do not leave the wires on
the hook when moving the crane without a load.
(8) Use a chain instead of wire rope for carrying any load over a temperature of 100°C.
Crane operation and sling work are subject to the following regulations:
1. Industrial Safety and Health Law (Law No. 57, June 8, 1972)
2. Enforcement Order of the Related Industrial Safety and Health Law (Regulation No. 318, 1972)
3. Ordinance on the Related Industrial Safety and Health (Ministry of Labor, Ordinance No.32, 1972)
The above regulations stipulate that the special or technical trainings listed in Table 7.1 are required.
Table 7.1 Crane operation and slinging regulations

Less than 0.5 t
Floor-operated
craneCommonpersonSlinging

CommonpersonLifting capacity
More than 0.5 t,
More than 1 t,
Less than 1 t
Less than 5 t

More than 5 t[B][S1] [A] [B] [C]
[S2]

[C]
[A] [C] [D][S1]: A person who has completed crane-operation special education.
[S2]: A person who has completed sling-work special education.
[A]: A person who has completed training stipulated in vocational training regulations.

58

[B]: A person who has completed floor-operated crane training.
[C]: A person who has crane operator’s license.
[D]: A person who has completed sling-work training

The following locations in Fukuoka provide special and technical training.
1. Fukuoka Managerial Labor Welfare Association: Tel. 585-9650 (4-29-7 Ijiri, Minami-ku, Fukuoka-shi)
2. Fukuoka Central Labor Standards Association: Tel. 711-9132
3. Japan Crane Association: Tel. 471-7152
4. Japan Management Education Center: Tel. 481-3475

59

Chapter 8

Safety measures for electricity

8.1 Electric shocks and appropriate countermeasures
An electric shock is caused by an electric current running through a human body. It can happen instantly, andthe mortality rate is very high. Shocks are often followed by secondary injuries (such as collapsing or falling). The
physiological impact of an electric shock differs greatly according to the strength of the electric current (I),pathways in the body where the current runs, and the time span of the shock (t). If the electric current runs throughcentral functions such as brain or heart, it is extremely dangerous. This impact can be shown as “Criticality = 𝐼 𝑡”
and even a small amount of current can be critical if one is exposed to the shock for a long time.
The higher the voltage, the more dangerous is the shock. According to the past statistics, 40–60 V or higher ofelectric shock can cause death. Remember that “Forty Volts is Fatal”. The strength of the current that runs througha body can be calculated from the voltage, the resistance of the human body, and the circuit resistance. However,
the resistances of the body and the circuit can significantly vary according to the situation. Use the following
figures to estimate the danger of electric shocks:
Critical current amount = 10 mA
Resistance of human body = 1,000 Ω
Resistance of circuit = 0 Ω.
For example, if someone standing on the ground with bare feet (circuit resistance = 0 Ω) receives a 100 V electric
shock, the current that runs into the person’s body is 100 V/1000 Ω = 100 mA, and failure to immediately evacuate
would lead to an extremely dangerous situation.
Following are the preventive measures against electric shock.

8.1.1 Electric shocks from indoor distribution lines, electrical equipment, and leakage
Though the voltage of distribution lines is not very high (100–200 V), they still have the following potential
risks:(1) Electricity can flow even by just contacting a single wire. Be particularly cautious when you are working on
a highly conductive floor (bare earth, concrete, or metal floor).
(2) It is capable of continuing to supply a large current until the circuit is cut off, leading to a long exposure toelectricity.
(3) As one often touches the electric equipment while sweating in summer, an electric shock accident is far more
frequent in summer statistically.
Electric shocks can occur not only by touching the wires directly but also by touching areas where there is anelectricity leakage. Take the following measures to avoid such electric shocks:(1) Install an earth leakage breaker. Note that the earth leakage breaker may not work if there is an insulation
defect. Thus, measure the insulation resistance occasionally.
(2) Do not expose electric wires and terminals. The terminals such as a switch resistor or transformer are often

60exposed. Cover them to ensure safety.
(3) Establish a grounding for the main body of an electrical equipment and its casing. At minimum, the following
equipment always need to be grounded as they have high possibility of leakage:(a) Equipment that cause dripping or water leakage and those used in a highly humid atmosphere or thosethat people may touch with wet hands.
(b) Equipment that vibrate strongly and those that are moved frequently, particularly portable electric tools.
(c) Old equipment.
(d) Equipment that are labeled as “安全のためにアース (Ground for Safety)” .
(4) When wiring a power strip from a 100 V switchboard, make sure that the wider blade of the plug is grounded
if using a two-pole power strip with plug blade holes with different lengths. For a power strip with 3-pin
sockets, use a 3-wire cord and make sure the grounding terminal is properly connected.
(5) When connecting a single-phase 200 V to a 3-phase 200 V switchboard, consider that the S phase is usually
grounded and connected from the R-S or the S-T phases. When connecting a 3-phase 200 V board(especially in the case of 3-phase motor), use cables with colors matching each phase in order to avoid
mixing the phase order.
(6) Do not open the cover of a high-voltage power supply carelessly. If you must touch the wiring or inside ofthe equipment, make sure to turn off the main power and use a grounding rod to ground. In addition, always
check the safety using a tester or a spark-testing screwdriver.
(7) One wears short sleeve shirts and other clothes with more exposed skin in a hot season. Even if you arepaying attention to your hands, you may be paying less attention to other parts of your body. Moreover, be
careful not to let the metal parts of your watch touch the electric wires, as they make it easier for the current
to flow during an electric shock.
(8) When wiring an electric code on the ceiling or high places, avoid weight from being applied to one point of
the code. Especially avoid the code from bending at a sharp angle at that point.
(9) Do not use a code reel while the code is still wound. The heat could melt the rubber.

8.1.2 Electric shock from high-voltage equipment
In case of high voltage, also pay attention to the following points.
(1) If the voltage is greater than 300 V, you may receive an electric shock via an atmospheric discharge. If thevoltage is even greater, the discharge can reach a person through unexpected pathways and lengths.
(2) Some devices can generate a voltage several times greater than its rated voltage due to an entry of abnormal
voltage or a resonance.
(3) A high-voltage device has high energy and can be a source of strong noise. This often causes failures insafety devices.
(4) Even when a wire is broken, the electricity can still flow via spark discharge. This may delay the discoveryof broken wires.
(5) Note that some insulation materials are not suitable for high-voltage electricity. For example, phenolic resins61may cause considerable current leakage, depending on the filler used.
Strictly adhere to the following points when handling high-voltage electricity. These measures only apply tosmaller devices (less than 30 kV and 3 kVA).
(1) Always handle high-voltage electricity with two or more people. One person must focus mainly on
monitoring. Do not participate in such an experiment if you are unwell, as you will not be able to concentrate.
(2) Secure the wires properly with screws in order to avoid them from becoming loose and touching humans.
Avoid clips.
(3) Minimize the exposure of high-voltage components. Use cables and high-voltage cords. However, evenhigh-voltage cables cannot guarantee 100% safety. Handle such cables in the same manner as bare cables
in terms of their danger to humans. In addition, tightly seal the entire device with a metal cover (it grounds
the device). If sealing is not possible, separate the device with a metal fence to prevent people fromapproaching the equipment carelessly.
(4) Switch on the warning light and sound the warning sound to let others know that high-voltage electricity isin use. Use a lockable switch for the power supply. The key for this lock must be managed by the person in
charge of the operation and grounding.
(5) When touching the high-voltage part or when high-voltage equipment is not in use, always ground the highvoltage end. Be aware that the “grounding line is your lifeline,” and never remove it while working. Do not
use a coated thin wire as a ground line, because breaks in the wire may not be visible. Use a thick and strong
wire or a hard steel wire.
(6) If the device has a capacitor (condenser), it remains charged even after the power supply is turned off. Make
sure to ground the capacitor and never remove the grounding while working

8.1.3 Electric shock from electronic and IT devices
While most of the electronic and information technology (IT) devices have relatively small capacity, someof them have built-in high-voltage circuits. The fatality rate due to electric shocks from such devices may below, but the reflexive movement of the human body from an electric shock can cause injury.
(1) Do not touch parts labeled “高電圧危険 (High Voltage, Danger)” carelessly. If the equipment is selfmade, cover the high-voltage parts and clearly label them “危険” (Danger).
(2) Note that a capacitor remains charged even after the power is turned off.
(3) Even batteries are potentially dangerous, many of them are connected in series.
(4) When measuring the high-voltage parts, both electronic equipment and other devices, make sure thatthe connecting wires (such as probes and tester lead) do not come off and touch people.

8.1.4 Examples of easy-to-mistake wiring
Common errors in wiring and experiments that causes electric shocks are listed below (Fig. 8.1).
(1) Direction of knife switch is reversed. The knives connected to the power source are exposed when the switch
is off. This is dangerous when changing the fuse.

62Fig. 8.1 Examples of easy-to-mistake wiring and measurement(2) A code connecter is reversed. Connections to the power supply are exposed.
(3) Do not measure the power supply directly with a meter (e.g., an oscilloscope). The case of the meter canbe applied voltage to the ground.
(4) Voltage of a sliding voltage regulator or an induction voltage regulator is floating. Even if the displayed
output voltage is 0 V, the outlet terminal may have power-line voltage.

8.2 Notes on using OA equipment
While the equipment themselves have not much danger, their power supplies have potential danger in thefollowing situations.
(1) There are often addition to and alteration of OA equipment arrangements. Thus, it is easy to connect too
many plugs to an extension cable. Follow the rated current of an electricity cable or power strip. Neverconnect an extension code or two-way socket to another extension code or a two-way socket.
(2) The power for the OA equipment is often supplied via a power strip. Such a socket and cable tend to be left
unsecured on the floor. This can cause the sockets and cables to be damaged by being stepped on or caught
up by feet. Use a cabtyre cable for electric cables. If laying the power cable directly on the floor where
people walk is unavoidable, protect the cable using cable covers.
(3) Some equipment may have no power switches, or stay powered even when their switches are turned off.
Turn off the main power supply when no one is in the room.

8.3 Notes on reusing dormant equipment
It is necessary to be cautious when using equipment that have been unused for a long time. It could be lacking

63lubrication or have problems with insulation. Carry out the following actions when restarting such equipment.
(1) Remove all dust and dirt.
(2) Measure the insulation resistance.
(3) Check its meters and safety devices.
(4) After restarting the equipment, observe it for a while to make sure it is operating normally.

8.4 Fires caused by overheating
The following are potential causes of overheating:(1) Overheating due to short circuit
A large current flows when there is a short circuit, and temperatures can reach over 1000°C through arcing.
In addition, the whole cable becomes hot and may ignite its insulation coating, causing a fire. If the fuseor breaker is not cut, it will certainly lead to fire.
(2) Overheated wires due to overcurrent
Running current above the rated limit through a cable leads to heating. In particular, connecting too manyplugs to a power strip can easily cause overcurrent.
(3) Overheating by poor contact or half-broken wires
Even when there is no over current, a poor contact or half-broken wire can cause heating. A poor contact
between an outlet (power strip) and a plug or a loose connection screw increases the connection resistance,and consequently, generates heat. In addition, a cable bent too much or crushed under a heavy object caneasily become half broken. It is not visible if a cable is half broken from outside. Moreover, if the cable isfully broken, arcing may occur inside the insulation coat and cause internal destruction.
(4) Overheating by leakage
If the abovementioned heating continues for too long, it will lead to heating (leakage) – insulation
degradation – leakage – internal destruction – short circuit and eventually fire. To avoid a fire accident,
attention must be paid to the following points.

(a) Never supply a current above the rating, and use a wire thick enough to endure that rated current(Table 8.1).

Table 8.1 Example of the permissible currents for a 600 V, 3-core, rubber-insulated cabtyre cable
Nominal cross-sectional area (mm2 )Permissible current (A)

0.75

11

1.25

15.5

2

19

3.5

27

5.5

35

8

43

64

(b) To minimize the energy released from a short circuit, do not use a fuse or breaker that has a capacity
larger than necessary. Use a wire thick enough to endure that fuse/breaker capacity.
(c) Install an earth leakage circuit breaker. Be aware that the function of the earth leakage circuit breakeris different from that of common circuit breakers.
(d) Use heat-resistant cables for equipment that converts electrical energy into heat.
(e) See the cable specifications supplied by the cable manufacturer for details about the permissible
current for each cable.
(f) When a high current above the rated current is supplied to a wire while it is still wound on a code
reel, it can cause the wire to overheat and melt. Avoid using a wire while it is still wound on a code
reel.

8.5 Flammable gas and electric spark
When a room is filled with flammable gas or vapor of ignitable liquid, even a small spark can start a fire. Be
aware of the following points in a space with possible gas leakage.
(1) Contact (Switches): Use explosion-proof or semiconductor switches.
(2) Short circuit, leakage: Inspect regularly and discover problems in advance.
(3) Brushes in motor and generator: Even a small machine can generate sparks. Either use a sealed structure or
machines without brushes.
(4) Frictional electrification: Use electrically conductive materials to prevent static electrification.
(5) Corona discharges from high-voltage components: Any conductor with a sharp end (both at the high-voltage
end and the grounded end) can cause discharge. Keep such points rounded by, for instance, attaching a metalball or a ring to its tip.
(6) Others: When nonconductive liquids or powders cause flow at a high speed, they become statically charged,
generate sparks, and when they are flammable, cause an explosion.

8.6 Inspection items for accident prevention
By checking the following points regularly, most of the accidents can be prevented.

Inspection Checklist“Electrical sensation” when touching equipment or pipes.
⇒ If this occurs, it means there is a leakage, which is extremely dangerous. Stop using the equipment,
and contact a specialist.
② Broken insulation coating on cables.
⇒ Pay particular attention to where the cable is coming out from and old cables.
③ Look for loose connection screws.

65⇒ They can lead to heating or short circuit.
④ Look for changed color or heating on cable.
⇒ Heat indicates poor connection, half-broken wire, or overcurrent.
⑤ Listen for a strange sound.
⇒ There is leakage, discharge, or a problem in the motor running (cause of overcurrent).
⑥ Check if there is a strange smell.
⇒ Insulation has degraded due to leakage, discharge, or heat.
⑦ Check if the grounding wire is properly connected.
⇒ This can be forgotten when moving a device.
⑧ Check if the equipment or wiring is flooded or being corroded by chemicals or gases.
⑨ Check if electric cables are being crushed under heavy equipment.

8.7 Electricity-related standards
Refer to the following standards for details about the electrical equipment and wiring.
(1) Japanese Industrial Standards (JIS)(2) Japan Electrical Manufacturers’ Association Standards (JEM)(3) Standards by the Japanese Electrotechnical Committee (JEC), Institute of Electrical Engineers of Japan(4) Electric Installation Technical Standards (Ministry of International Trade and Industry, Ordinance No. 52,
1997)

66

Chapter 9

Safety measures for light and radiation

9.1 Ultraviolet light and laser
Strong radiant energy (such as infrared light, ultraviolet light, or laser) can strongly affect human body throughthermal shock or photochemical reaction. Among them, laser requires particular caution in its handling due to its
extremely high energy density and characteristic absence of diffusion and attenuation. Thus, it is discussed in a
separate section. Only ultraviolet is discussed as a common light source.

9.1.1 Ultraviolet light
When using an artificial light source for an experiment, it is necessary consider its effect on human body and toprevent its leakage. Effect of light on an organism, called photobiological effect, mainly involves damage to skinand eyes. Here, the effects of ultraviolet light (200 nm <  < 400 nm) are discussed.
The lights in a spectrum are divided into categories of UV-A, B, and C mainly based on their effects on anorganism. Table 9.1 shows their respective wavelength and main health hazard.
Table 9.1. Ultraviolet lights and their main health hazard
Wavelength/nm

Damage (Skin)

Damage (Eye)UV-A

315 ～ 400

Tanning, Pigmentation

Cataract

UV-B

280 ～ 315

Erythema, Skin cancer

Keratitis, Cataract

UV-C

200 ～ 280

Erythema, Skin cancer

Keratitis

The harmfulness of ultraviolet light strongly depends on their wavelength. The threshold limit values (TLV; thenumber that indicates the limit of exposure received repeatedly for 8 h per day without causing harm) proposedby the American Conference of Governmental Industrial Hygienists (ACGIH) are shown in Table 9.2. These
values are also adapted as the Japanese standard (JIS Z8812).
Unlike natural lights, artificial lights often contain UV-B and UV-C, and therefore, one must avoid exposure tothem. Lights with 240–300 nm are particularly harmful. Commonly used germicidal lamps are often low-pressure
mercury lamp (main radiation  = 253.7 nm) and must be handled with care.
(1) Do not look into the light source directly or expose the skin to the light when ultraviolet light is on. Be
particularly careful when using light outside the range of visible lights as it is difficult to notice.
(2) When ultraviolet light is on, notify the others of its usage by displaying “注意 (Warning)” or “危険(Danger)” sign.
(3) Use an appropriate shielding wall to prevent an unexpected exposure of the people working or a third party.
(4) Ultraviolet light sources, especially the light sources that include light with wavelength below 200 nm,
such as low-pressure mercury lamp or xenon lamp, produce large quantity of harmful ozone. Ventilate wellwhen using them.

67

Table 9.2. UV wavelengths and TLV®
Wavelength /nm

TLV®1) mJ/cm2

Harmful effect of relative spectrum 2)

200

100

0.030

220

25

0.150

240

10

0.300

254 3)

6

0.500

260

4.6

0.650

280

3.4

0.880

300

10

0.300

320

2,900

0.0010340

11,0000.00028360

23,0000.00013380

47,0000.000077

1) Permissible exposure for one day (8 h)2) Relative value when light with 270 nm wavelength is set as 1.
3) Main radiation of low-pressure mercury lamp. Its TLV® is equivalent of 0.2 μW/cm2×exposure time (s).

9.1.2 Laser
Laser light is highly directional and travels a long distance through space without attenuation. Thus, even a laser
with relatively low output has high energy per unit area, and can be significantly more dangerous than lights fromother sources with the same power. Its careless handling could even lead to a loss of eyesight. There are cases
where one does not notice one’s blindness when one eye’s retina is partially damaged (visual field defect). As one
is not conscious of one’s partial blindness, this can also lead to other accidents. The level of danger is different
depending on the output, wavelength, and concentration (focusing). As shown in Table 9.3, laser equipments areclassified according to their output levels. Table 9.4 shows the safety measures to be taken for each equipment.
Use this for the safety guideline.
(1) Do not look directly into the light source when the laser is on. Even leaking light or reflection could cause
a serious accident.
(2) When laser is on, notify others by switching on the warning lamp at the entrance of the room or bydisplaying a sign.
(3) Separate the area using laser with blackout curtains in order to prevent unexpected exposure of the operator
of a third party.
(4) Appoint a person responsible for safety for the laser device that is Class 3 or above, and conduct a thoroughtechnical instruction.

68(5) Set the path of laser as low as possible. If you must crouch during an experiment, be aware of the heightsof the beam and your eyes. Do not stand in the laser path.
(6) Always use a shielding window and wear protection glasses. Select the windows or glasses that is
appropriate to the wavelength of the light you are using. (Some glasses with darker color may let ultraviolet
light. As these will cause one’s pupil to open due to reduced visible light, their usage will be moredangerous.)(7) Remove highly reflective objects from the laser-beam path. Wristwatch or rings, in particular, must be
removed during alignment of the laser path.
(8) A sample exposed to a strong laser may produce secondary X-ray. Be aware of possible X-ray. (See Section
9.2.4 for the handling of X-ray.)(9) Be aware that a laser device uses a high-voltage power source when handling it. (See Chapter 8)

Table 9.3

Laser device classification

Class
1

Classification
Output 0.39 mW or less.
Safe laser under predictable conditions.
Output 0.39 mW or less. (Wavelength: 302.5～4000 nm)

1M

Safe laser under predictable and rational conditions, and as long as not observing thelaser through lenses (safe to observe with naked eyes).

2

Visible light with output 1 mW or less (Wavelength: 400～700 nm)
Safe owing to the reflexive resistance of the eyes, such as blinking.
Visible light with output 1 mW or less (Wavelength: 400～700 nm)

2M

Safe as long as not observing the laser through lenses and if reflexive resistance of theeyes, such as blinking, is possible. The radiation level of the laser is the same with Class
2.

3R
3B

Output 5 times larger than Class 2 (if visible light) or Class 1 (if invisible light).
Output 0.5 W or less.
Dangerous to see the laser directly or see the laser reflected on a mirror.
High output (higher than 0.5 W)

4Scattered light is also dangerous in addition to the direct and laser reflection on a mirror.
It may cause damage to skin or fire.

69

Table 9.4

List of necessary measures for each class of the laser equipment
Laser equipment class

Measures to take (Headline only)

3R
Invisible Visible 2M & 1M
*1
light
light

4

3B

Appointment of laser equipment manager

○

○

○

-

-

Controlled area (Sign/Forbidden to enter)

○

○

-

-

-

Location of path

○

○

○

○

○

Appropriate design/shielding

○

○

○

-

-

Appropriate Terminal

○

○

○

-

*2

○

○

-

-

-

Emergency stop switch

○

○

-

-

-

Alarm device

○

○

○

-

-

Shutters

Laser pathLaserequipment

Key controlling
Emergency
stop switch

○

○

-

-

-

Interlocking system

○

○

-

-

-

Sign warning of laser output

○

○

○

○

-

Operating position

○

-

-

-

-

Measures during adjustment of devices

○

○

○

○

○

○

○

○

-

-

-

-

Protective glasses
Operation
management
and healthmanagement

Protection

Clothing with minimal skin exposure

○

○

-

Use flame-resistant materials

○

-

-

-

-

○

○

○

○

○

○

○

○

○

○

○

○

○

-

-

○

-

-

-

-

○

○

○

-

-

Points of caution regarding danger, toxicity, a ○

○

○

○

○

Sign announcing laser equipment installation

○

○

-

-

-

○

○

○

○

○

-

-

Inspection/maintenance
Health and safety training
Health management

Anterior eye examination(the cornea and crystalline lens)Fundus examination
Name of the laser equipment manager

Notifications
OthersWarning signs for high-voltage parts of the laser equipment
Ban on explosives and flammables

○

○

-

Measures against toxic gases and fumes

○

○

+

-

-

Medical examination and treatment for suspected laser injury

○

○

○

○

○

*1 Invisible light (Laser outside 400–700 nm wavelength region)*2 Only the laser equipment listed in JIS Standard 10.6 requires measures for its terminal.
Source:http://www.mhlw.go.jp/file/06-Seisakujouhou-11200000-Roudoukijunkyoku/0000184700.pdf
Reference：JIS C 6802 : 2011

9.2 Safety measures for radiation
When handling radiation, radioisotope (RI), and radiation generator, various legal obligations must be met toensure protection against radiation and safety management. Advance registration is required before using an RI or
a radiation generator in your experiment. You are also required to acquire adequate specialized knowledge

70concerning radiation safety management in advance. During the planning and execution of your experiment, youmust conform to all radiation-related regulations and thoroughly recognize that safety is the primary concern.

9.2.1 Definitions: Radiation / RI / Radiation-generator
Radiation: Particles with high kinetic energy (alpha ray, deuteron beam, proton beam, beta ray, electron beam,and neutron beam) and electromagnetic waves with high energy (gamma ray and X-ray) that can directly
or indirectly ionize air.
Radioisotope (RI): The relation of elements that have the same atomic number but have different neutron
numbers is defined as an isotope. An RI is unstable among isotopes and undergoes radioactive decay overtime into a stable isotope while emitting radiation. There is a strict regulation when handling an RI thatexceeds the concentration and quantity defined in “Law Concerning Prevention from Radiation Hazards
due to Radio‐Isotopes, etc. (Radiation Hazard Prevention Law)”. There are sealed RI and unsealed RI. Be
cautious of the external exposure when handling a sealed RI and of contamination when handling an
unsealed RI.
Approved device with certification labels: A device with high safety that has received a design certificate amongdevices equipped with RI. For instance, there is “alpha ray source 162CE” with isotope Am241. The only
requirement to use it in a common laboratory is to notify the Nuclear Regulatory Commission. However,it cannot be used for purposes other than correction of radiation and radioactivity meters, verification of
their function, experiment, research, and education (approval condition). They must be handed to the Japan
Radioisotope Association when being disposed.
Radiation generator: The Radiation Hazard Prevention Law defines the following accelerators as radiation
generators. There are conditions for their installation, and it is obligatory to seek permission for it.
Cyclotron, synchrotron, synchrocyclotron, linear accelerator, betatron, Van de Graff accelerator, CockcroftWalton accelerator, transformer-type accelerator, microtron, or plasma generator for deuterium–deuterium
nuclear reaction research. X-ray devices regulated by the Ordinance on Prevention of Ionizing Radiation
Hazard, and not within the scope of radiation safety management.

9.2.2 Notes on using radiation / RIs
Usage of radiation and RI is regulated through registrations and safety management processes required byseveral laws and regulations. Fig. 9.1 shows their main points, and the following explains their overview.
・Laws and university regulations
The handling of radiation and RI is regulated by the Radiation Hazard Prevention Law and Ordinance on

Prevention of Ionizing Radiation Hazard. In addition, Kyushu University has its own Regulation for Radiation
Hazard Prevention in accordance with these laws. Based on this regulation, graduate schools, research institutes
and centers have their own “Radiation Hazard Prevention Rules”. A person handling radiation or RI must adhere
to these laws and regulations.

71

・Registration for usage (user registration and educational training)
Radiation user registration is required to use RI or a radiation generator within Kyushu University or at anotheruniversity campus or institute. A medical examination (including an interview and blood, skin, and eye tests) andeducational training are prerequisites for this registration. Individuals who will not enter the management area (forexample, a user of an X ray generator with an interlock whose management area is only inside the device) are
exempted from the medical examinations.
Kyushu University’s Regulation for Radiation Hazard Prevention, based on laws, stipulates that, regarding
educational training, prospective users must take an introductory educational training course for radioactive
substance handling or X-ray handling that is held in April, July, and October of each year by the Central Instituteof Radioisotope Science and Safety Management, as well as a seminar provided by each department on radiation
hazard prevention regulations. For the educational training, the prospective user must take seminars on ①Effectsof radiation on the human body, ②Safe handling of radiation, RI, and radiation generators ③Relevant regulations,and ④ Radiation hazard prevention rules. Radioactive material handlers have more training content than those
who only handle X-ray generators, so seminar times are also longer.
The person who registered after receiving a health check and educational training will receive a “Kyushu
University Radioisotope User Handbook” (hereafter User Handbook). As a radioactive substance handler is legallyrequired to take a course again within one year, he/she must take a re-educational training held at the end of theacademic year (January and February). Please check with your instructor or the Research Support Office of the
Administration Department for detail.

72

Radiation
放射線障害予防規程
control regulations

健康診断
Health check-up

Dosimeter badge
被ばく線量測定
使用簿

Radiation
教育訓練
safety training

記録
Logbook

Radiation level
環境のmeasurement 施設の
放射線測定

維持・管理

Containment
Containment
閉込め

Maintenance andmanagement

標識
Radiation
Radiation
warning sign
warning sign

安全取扱い
Safe
handling
Safe
handling

Fig. 9.1 Summary of radiation safety management

9.2.3 Principles for protection against radiation
It is essential to handle radiation as safely as possible in order to avoid unnecessary exposure. In order to prevent
radiation hazards and ensure protection of human body against radiation exposure, an experimenter must consider(1) the safety of the person who is handling radiation directly and (2) the protection of the people nearby who are
not directly handling the radiation but could be exposed to radiation due to diffused RI or the radiation leak fromthe radiation source. Below is the summery of the principle of protection against external and internal exposures.

The three main principles for ensuring protection against external exposure from sources such as X-ray
are73

① Shield the radiation by using a shielding wall or other shielding objects (Shield).
② Maintain a distance between the RI or radiation generator and the human body by using remote-control equipment (Distance).
③ Minimize the time for which the human body is exposed to the radiation (Time).
When using an unsealed radiation source (RI in liquid, particle, or gaseous state not sealed in a closed container),
one must be cautious of both internal and external exposure. The RI entry routes can be categorized as ingestion,
inhalation, and absorption (especially through skin). Measures against internal exposure include the following:(1) Handle unsealed RIs using a specified hood or a glove box.
(2) Use a specified safety pipette filler to handle a solution that includes RI. Do not suck through pepette bymouth.
(3) Use appropriate protective clothing, cap, shoes, rubber gloves, and protective mask against dust.
(4) Keep the laboratory clean and tidy, and avoid food, drink, smoking, and cosmetics in the laboratory.
In addition, attention must be paid to prevent contamination, and its spreading when using an unsealed radiation
source. Following are the main points of caution.
(1) Conduct the same experiment without using RI (cold run) in order to practice the operation procedure until
you become familiar with the entire process.
(2) Check for contamination regularly during the experiment using a survey meter in order to discovercontamination while it is still small-scale and easier to decontaminate.
(3) Use RI signs to distinguish the RI source and contaminated materials from uncontaminated materials.
(4) If a contaminated material is generated, categorize and seal it immediately and isolate it by storing it in thewaste storage.
(5) Always conduct a contamination test after an experiment (surface contaminate test of floor/experiment table
and internal contamination test).
As discussed above, regular monitoring of the safety of the handlers, radiation handling locations, and thesurrounding environment is necessary to ensure the safety of both the radiation handlers and the people around.
Following is a basic overview of such radiation safety management.
・Safety management of individuals
A radiation handler who has to work inside the management area must wear a glass badge dosimeter as anindividual exposure dosimeter, measure the external exposure dose, and regularly ensure that the accumulated
dose does not exceed the dose limit. Moreover, he/she must ensure that there is no possibility of internal exposure
by calculating it from the concentration of radioactive materials in air. Radiation handlers must record and store
the results of individual exposure dose measurements and the above-mentioned physical examination results byattaching them to a notebook.
・Environmental safety management (Radiation controlled areas, the boundaries of radiation controlled areas, andpremises）
The air dose rate of both inside and outside the management area that uses radiation must be measured using asurvey meter, and there should be a regularly check that it does not exceed the legal limit. Moreover, in case of an74

unsealed RI facility, measurement of surface contamination must also be conducted, using either the direct method(survey meter) or the indirect method (smear method).

9.2.4 X-ray generators
The main radiation generators inside our campus are X-ray generators (such as X-ray diffractometer or X-ray
fluorescence spectrometer). Moreover, we possess approved equipment with certification (Am241 neutralizer
equipped with radioisotope).
Following are the points of caution for handling them.
(1) Always keep the area around the device clean and tidy, and do not bring in unnecessary equipment or
measuring instruments.
(2) An inexperienced radiation user must not operate alone.
(3) When using an X-ray device, always follow the instructions of the “X ray operation chief” or the “X ray
hazard manager” in charge.
(4) When using approved equipment with certification labels, follow the instructions of the “approved
equipment manager”, who manages the device.
(5) A user of approved equipment with certification labels must comply with the technical standards andcertification requirements of the equipment.
(6) Always wear a glass dosimeter when using an X-ray generator. However, you are not required to wear aglass badge dosimeter when using an X-ray generator with an interlock whose management area is only
inside the device.
(7) When using an X-ray generator or approved equipment, fill in the usage record in the designated logbook.
(Do not use a pencil.)(8) When using an X-ray generator, turn on the display lamp indicating its usage.
(9) Check if the window shutter is closed or there is sufficient shielding before supplying power to the generator.
(10) Check if the shielding is sufficient after supplying power and opening the window. Use a radiation survey
meter (ionization box type, NaI scintillation survey meter, etc.) to check that there is no X-ray leakage,
especially when using an old device or a device you made.
(11) The handler must use the most appropriate shielding in order to minimize the external exposure dose on
human body.
(12) In the event of an accident or if any abnormality is detected in the device, turn off the power supply
immediately to stop X-ray generation and contact the person responsible for X-ray hazard prevention for
instructions. If you suspect that you have been excessively exposed to X-rays, follow the same procedure.

9.2.5 Precautions when using radiation facilities inside and outside the university
If you are planning to carry out an experiment using an RI or radiation generators at another radiation facility
of Kyushu University, another university or institution, you must attend the legally required educational training
and safety education carried out at that campus/university/institution. Note that for individual exposure dose75management while using an external facility, one must bring one’s own glass badge dosimeter provided by the
Kyushu University, and therefore, register at one of the radiation facilities beforehand. Check with the responsible
laboratory staff or the Research Support Office of the Administration Department for detail.

9.2.6 References
・

Kyushu University Radioisotope User Handbook

・“Regulations for Protection against Radiation Hazard” by the Interdisciplinary Graduate School ofEngineering Sciences, Kyushu University.
・“Radiation Safety Management in Academic Institutes”, edited by the Academic Radiation Facility
Association, Maruzen (1998).
・“Basic Radiation Safety Fundamentals, (2nd Edition) ”, Kunihide Nishizawa Ed., Nagoya University
Publication Society (2004)

76

Chapter 10

Computer and network security

Computers and networks themselves rarely threat human life unless they are connected to someexperimental equipment. This perhaps lessens people’s awareness of computer security and often leads
to careless use of computers. However, such careless use of computers carries with it the risk of losing
important data or of system failures and can result in serious losses in research and educational activities.
Many computers today are linked together over networks, which allows the problem to spread easily allover the world, often resulting in massive damage. In addition, there is the possibility that someone
may break into your computer and further use it as an agent to intrude into other computers while you
are not aware of it, which is called “cracking” (popularly referred to as “hacking”). Therefore, you should
regularly check your computer’s security. Cracking is carried out using software that automatically scans atremendous number of computers on the network. Your computer can be easily found and targeted forhacking if there is any weak point (security hole) in your computer. Hacking programs are simple and small
but quite sophisticated. Never imagine that your computer is safe from threats without taking adequate
security measures. Moreover, installing security software is not enough. It is important to maintain security
measures against new attacks. The operating system (OS) and application software sometimes havepotential weaknesses that allow unauthenticated access. These are called “security holes” and are often
found only after the software has been released to the public. Hackers vigorously search out and attack
these security holes. Thus, high security can never be achieved unless you actively maintain up-to-datesecurity measures.
When you use a computer, therefore, bear in mind that you can be the cause of a large amount ofdamage without knowing it and that security circumstances change daily. In addition, you need to pay thesame or greater attention as you would handle experimental equipment and chemicals.

10.1 Notes on handling computer hardware(1) Handle the computer hardware with care, as it is vulnerable to shock and vibration.
(2) A sudden shutdown of an operating computer can cause serious damage to its system. Follow the specified
shutdown procedure when turning of a computer. If a power blackout is planned, shut down computers
beforehand and turn their power off.
(3) Some computers have high-voltage components inside their casing. Unplug the computer when you need toopen the main casing and work inside, such as when adding a memory board.
(4) Smoking, eating, and drinking are prohibited in some computer rooms. Never undertake these activities insuch a designated computer room. Computers are vulnerable to dust and liquids, which can easily cause
damage.
(5) Pay attention to waste disposal regarding equipment, such as some printers, that use special inks, as their
ink cartridges require a specific disposal method.
(6) Video display terminals (VDTs) can hurt your eyes. Take regular breaks when using a computer for a long77

time.
(7) When handling computer hardware, take anti-static measures, such as taking off your sweater and wearingan anti-static band. Computers are extremely vulnerable to static electricity.

10.2 Notes on PC use
This and the following sections describe precautious measures to be taken when using computers in various
situations. The role of the computer is greater than ever in today’s research and education, and you cannot
avoid using a personal computer (PC) in an academic environment. Points of cautions in this section apply toeveryone and must be kept in mind as the minimum requirements. If you use one computer exclusively for
yourself, you are also responsible as the administrator of that computer. See Section 8.4, “Points of caution for
the administrator”, for details one must pay attention to.

10.2.1 Basic rules(1) Never access a computer for which you have no authorization under any circumstance. Simply attempting
an access is strictly forbidden, and an unauthorized usage of a computer is a criminal action (Law
Concerning the Prohibition of Unauthorized Access: Enacted in 2000).
(2) If you find that a computer is not operating correctly, report this to the system administrator. It is
recommended that you include the following information in the report:
What: Type of problem that is experienced.
When: The time when the problem occurred and the duration. If the failure was recurring, also report its
frequency.
Where: Which machine is having the problem. If the problem is network-related, where is the computerconnected to.
Who: Whether you are the only one experiencing the problem, or if others are experiencing the sameproblem.
Why: The purpose and intention of the operation that preceded the failure.
How: The procedure you were performing in the operation.
The information of the network protocols (Table 10.1) activated in the computer will be useful to resolve
the problem.
(3) Network-related problems can be influenced by many factors, and resolving the problem may involve
several administrators. For example, if you experience a problem whereby you cannot read your e-mail, its
cause could be (a) your computer, (b) the network, or (c) the mail server. In such a case, first contact yourcomputer's administrator and ask for instructions.
(4) If a bug is found in the OS or in the program, immediately take an appropriate measure (halting thecorresponding service or application of a correction program). One should assume that an uncorrected PC
will be the first target of a cracker.
(5) In particular, it is desirable for a computer operated by Windows to install a virus check software. (See78Section 10.2.4.) At minimum, regularly check using an online scan.
(6) The most basic and effective measure against many troubles is to backup regularly. Especially for data andprograms made by yourself, there is no other way to restore than having a backup.
It is advisable to make a habit of acquiring basic knowledge about the hardware and the software relevant foryou.
Table 10.1

Main network protocols

SMTP

Used mainly for e-mail transfer. After an e-mail is sent from an smtp client, the smtp server
delivers the e-mail to its destination.

POP

Used mainly for a PC to receive e-mails. The e-mail is first received by a pop server, and then,the PC (pop client) downloads the e-mail from the server.

APOP

An improved version of POP. It encrypts password handling.

DNS

It converts host names (e.g., www.kyushu-u.ac.jp) and IP addresses (e.g., 133.5.1.2). When
there is a problem to communicate when specifying the host name, even duringcommunication through a specified IP address, it is often due to the failure to conduct thiscommunication.

SSH

A shell-based command that enables connection to a remote computer, allowing the sendingof commands to a remote computer and the receipt of result in an encrypted manner within
the established connection (session).

FTP

It sends data files to remote machines, and receives data files from them. (SFTP conducts
encrypted communication.)

LPR

Conduct outputs to remote printers.

HTTP

Mainly used for transmission between web browser and web server (world wide web page, HTMLtext).

10.2.2 Copyright infringement
Do not copy or install charged software without permission. Unauthorized copying is an infringement of
copyright. Even if software is free (not requiring a fee), it must not be used, copied, or modified without theconsent of the copyright holder. Kyushu University also prohibits the use of file exchange software (often called
P2P) that may lead to illegal acts such as copyright infringement or leakage of personal information. There are awide range of variants of prohibited software such as Winny, WinMX, Share, Gnutella, etc., so please check thelatest information on the Information Infrastructure Initiative’s website (http://www.sec.kyushu-u.ac.jp).

10.2.3 Notes on e-mail use
E-mail is used daily, and the percentage of e-mailing in the usage of PC is thought to be generally very high.
Due to this, 90% of the virus infection of a computer is reported to originate from e-mails. Here, the points ofcaution in using e-mails are discussed. Especially, considering that many computer virus infections come throughe-mails (especially from attached files), anti-virus measures require utmost attention.
(1) Your university e-mail account is for academic purposes only. You should get your private e-mail accountyourself outside the university.

79(2) Hankaku Kana characters (single-width Japanese characters) and platform-dependent characters (such as“①,” “②”…, “Ⅰ,” “Ⅱ”,…，”㍉,” ”㎏,” or ㈱”) should not be used because these characters may not be
displayed properly on the recipient’s computer.
(3) If you are reading your e-mail through POP, do not use the setting that leaves the e-mails in the server, which
results in too many e-mails getting stored in the server. This makes the server unstable and may cause trouble
in loading your, or others’, e-mails.
(4) Unless it is necessary to do otherwise, e-mails should be sent in plain text format (normal e-mail that is not
attachment). If the layout is necessary for a text, send it as an attachment of word processor text. In addition,
avoid using HTML mails as much as possible as they could be routes for virus infection. Do not set the email software to create HTML format automatically and do not open HTML mails automatically.
(5) Encode the attached file as text and then send it as an e-mail. There are several text-encoding methods suchas BASE64 (mainly for Windows), BinHex (mainly for Mac), and uuencode (mainly for UNIX system).
Unless it is processed appropriately, the file will be broken. Thus, it is desirable to write down the encoding
method of the file to the main text of the e-mail.
(6) Do not send a large file as an attachment. Though most of the time, up to 5 MB is fine, this limit size isdifferent from server to server. Check it in advance. Be aware that you must check not only the limit of the
mail server you are using but also that of the recipient of your e-mail. One can bring down the recipient’s
mail server by sending a large e-mail exceeding its limit. Use Proself, the file sharing system of Kyushu
University, for sending large files.
(7) Never open suspicious attachments (file sent from unknown address, attachment with incomprehensive file
name, etc.) as they are likely to be computer virus. Note that some software has a setting to open attachedfiles automatically. Never use such a setting.
(8) Even if an e-mail has no virus, do not respond to it if its message is strange. (Rumors, donation requests,
prize-winning notices, introduction of a lover, Ponzi schemes, etc.) Spyware and phishing to steal important
personal information (bank account, credit card number, etc.) are widespread on the network.
(9) If your account is becoming invalid, for instance, due to graduation, make sure to stop the subscription to
mailing lists and change your registration information.

10.2.4 Notes on using WWW browsers
WWW browsers such as Internet Explorer or Firefox are used daily as much as e-mails by most people, and areequally common to cause troubles such as virus.
(1) Avoid sending important information as much as possible (use fax, phone, or post), or send it via an SSLencrypted communication compatible page.
(2) Some viruses can infect a computer just by accessing a certain website. Disable JavaScript, Java, andActiveX. If these functions are necessary, turn them on only when they are required.
(3) Use proxy servers only for legitimate reasons, such as for their caching functions. Never use them toconceal the origination of access.

80

(4) As many academic thesis databases include contractual prohibitions against mass downloading, do notinstall any software that might download a large amount of data. There were cases in which Internetconnection “accelerator” automatically downloaded data in a mass, causing access from that domain to be
severely restricted.

10.2.5 Security softwares
Security software is provided on the homepage of Kyushu University’s Information Infrastructure Initiative,
so please be sure to install the appropriate security software.
The Information Infrastructure Initiative also issues manuals such as “Information Security Safety Measures”.
Please make efforts to improve computer and network safety by referring to the URL information below. Further,in the unlikely event of information security damage or victimization, the discoverer is obliged to promptly notify
the Kyushu University CSIRT of the Information Infrastructure Initiative. http://www.sec.kyushu-u.ac.jp/

10.3 Notes on using the server as a general user
When using a computer shared by many users, such as a super computer for calculation or various servers, thefollowing points must be considered in addition.
(1) Manage your password well. Use different passwords for different computers, and memorize themcorrectly. Using a simple English word as a password or using a password with few letters should be
avoided, as these can be easily cracked. Create an alphanumeric password that comprises uppercase andlowercase letters, numbers, and symbols. Keep in mind that the consequences of an intercepted password
affect not only you but also other users and computers. (Needless to say, unauthorized access is illegal andwill be punished.)(2) Be aware of who is the administrator of the computer you are using in case there is a problem.
(3) Be fully aware of the restrictions on each computer, and do not violate these restrictions.
(4) Be aware of the scale of the computer resources available to you. Avoid expend all the shared disc andcrash the computer, or using excessive memory so that other users run out of workspace.
(5) Consult with the administrator when planning to use services that charge fees (such as supercomputers andsome databases), and plan their usage well. Pay attention to the details of your usage (connection time,
disk usage volume, etc.) in addition to the charges being incurred.

10.4 Notes on being an administrator
When you become the administrator of a server used by multiple users (root user), be extremely attentive
as the position’s considerable authority means that the problem caused by your carelessness will have serious
consequences. Previously, the administrator was responsible for expensive computers such as SUN and otherworkstations. However, today, affordable computers with the same function can be purchased as PC-Unix such as
Linux and FreeBSD, reduce the motivation for strict system administration. Note that if an individual owns a PC,
that person is also its administrator, and therefore, must be aware of the responsibility of the position. One must81

possess the same level of knowledge in the service provided as default for the widely used Windows andMacintosh as the administration of a workstation, and be equally careful.
(1) Know your computer and the connected network that you administrate. The information you need toknow includes the following:・User accounts (always delete unused ones).
・The usage situation of the CPU, memory, disk, and other peripheral devices.
・Models and versions of the installed OS and applications, and the records of their settings.
・If connected to a network, necessary settings such as host names, IP addresses, DNS addresses, andgateway addresses.
・If connected to a network, the outline of the network configuration, and if a firewall is installed, itssettings.
(2) Be aware of who are the administrators of the related facilities nearby (network, mail server, infrastructure
center, and other places you may login), and keep their contacts.
(3) If you are going to be absent from the university for an extended period, leave your emergency contact tothe member of the laboratory in case there is a problem.
(4) If you are not using a computer continuously, turn its power off while not using.
(5) Limit access as much as possible. Especially, accesses from outside the university should be restricted, forinstance, through their IP addresses (e.g., only allow communications from specific addresses).
(6) Keep a log of all accesses and inspect it regularly.
(7) Do not start unnecessary services. Especially, a service to deliver emails (SMTP) can be used as a server tosend spam e-mails, so start it only when it is absolutely necessary.
(8) It is advisable to use encrypted communication such as APOP or SSH to take measures against password
theft. It is also recommended to use one-time passwords.
(9) When you discover a bug in an OS or programs, immediately take an appropriate measure (halting relevant
services, application of correction program).
(10) Back up the system regularly.
(11) Learn the fundamentals of hardware and software.

82

Chapter 11

Gene recombination experiment, handling of laboratory microorganisms,
and animal experiment11.1 Introduction
Gene recombination experiments, handling of laboratory microorganisms, and animal experiments have been
conducted through the ethic and self-restraint of individual researchers. However, legal regulation came to be
demanded due to the universalization of experiment methods and increase in their social influences. Especially,
with regard to gene recombination experiments, the legal structure shifted from the previous “Guidelines for
Recombinant DNA Experiments”, notified by the Minister of Education, Culture, Sports, Science andTechnology, to “the Act on the Conservation and Sustainable Use of Biological Diversity through Regulations
on the Use of Living Modified Organisms (enacted on February 2004, final revision May 31, 2017)”, which isaccompanied by punishments, and the experiments came to be regulated by this law. In addition, because many
genetic modification experiments use research microorganisms, it is necessary to acquire the knowledge andskills for handling them. When handling research microorganisms, the “Act on Prevention of Infectious Disease
and Medical Care of Infectious Patients (“Infectious Disease Act.” Enforced in April 1999, final revision on
March 26, 2020)” must be complied with.
The law “Act on Welfare and Management of Animals (enacted on April 7, 1979, final revision June 19,2019)” is for the prevention of cruelty toward animal. When animal experiments are carried out, this law must
be strictly observed.

11.2 Gene recombination experimentThose who are conducting gene recombination experiments at Kyushu University must follow laws such as“the Act on the Conservation and Sustainable Use of Biological Diversity through Regulations on the Use of
Living Modified Organisms (the Cartagena Protocol)” and “the Ministerial Ordinance Providing Containment
Measures to Be Taken in Type 2 Use of Living Modified Organisms for Research and Development”, as wellas “Kyushu University Gene Recombination Experiment Guidance”, “Kyushu University Gene Recombination
Experiment Safety Management Regulation”, and “Bylaw for Kyushu University Gene Recombination
Experiment Safety Management Regulation”.
Genetic modification experiments should only be conducted in authorized laboratories (with diffusion
prevention measures in place) (excepting P1). Also, upon implementation, the above three points should betaken to be the basic principles:
・Approval must be obtained for the experiment・Only those who have undergone education and training may conduct the experiment.
・Everything from handling of the modified organisms to inactivation must be conducted within theauthorized laboratory (as a general principle).
Relevant laws should be complied with as well.
（http://ura.kyushu-u.ac.jp/dna/）(1) When conducting a gene recombination experiment, submit an experiment plan to the president of83

Kyushu University to be examined and receive his approval in advance, as stipulated in the generecombination experiment of the university. Be aware that a gene recombination experiment withuncertain safety may require an approval from the government minister.
(2) The experiment participants must receive an educational training, as stipulated in the generecombination experiment of the university. In addition, receive a re-training once every five years.
(3) The experiment participants must receive a health checkup regularly, as stipulated in the university
regulation.
(4) The person responsible for the experiment must submit an experiment report after completing theexperiment, or when cancelling it.
(5) Upon transforming or receiving recombinant organisms, both organizations involved must provide
information and report to the President after the transfer is completed.
(6) When conducting experiments using animals classified as mammals, birds, or reptiles, submit an animal
experiment application to the Animal Experiment Committee, undergo a review by the committee, andobtain approval from the President.
See below for information about the Cartagena Protocol.
http://www.maff.go.jp/j/syouan/nouan/carta/about/

11.3 Handling of research microorganisms
Following rules must be strictly observed when handling laboratory microorganisms.
(1) When handling research microorganisms, please ensure safety and acquire the necessary knowledge
and skills relating to pathogenic microorganisms.
Kyushu University laboratory microorganism safety management regulation（http://ura.kyushu-u.ac.jp/dna/biseibutu/biseibutukisoku.pdf）
Bylaw for Kyushu University laboratory microorganism safety management regulation（http://ura.kyushu-u.ac.jp/dna/biseibutu/biseibutusaisoku.pdf）(2) When handling laboratory microorganisms, either notify the director of Management Department or
submit a request to the dean via the director of Management Department and receive an approval,
depending on BSL, as stipulated in the laboratory microorganism safety management regulation of theuniversity.
(3) When conducting an experiment, receive educational training and health checkup, as stipulated in thelaboratory microorganism safety management regulation of the university, and conduct the experimentin the facility appropriate for the BSL of the experiment.
(4) When using a specific pathogen for the experiment, receive a permission of the facility in advance.
(5) Process a laboratory microorganism in a disinfection/sterilization method appropriate for its BSL
category.
(6) The experiment participants must receive health checkup regularly, as stipulated in the laboratory
microorganism safety management regulation of the university8411.4 Animal experiments
When caring for/managing laboratory animals, or conducting an animal experiment, at Kyushu University,
strictly observe “Act on Welfare and Management of Animals”, “Law Concerning the Protection and Controlof Animals”, “Fundamental Guidelines for Proper Conduct of Animal Experiment and Related Activities in
Academic Research Institutions”, “Regulation for Animal Experiments at Kyushu University”, and “Bylaw for
Implementation of Regulation for Animal Experiments at Kyushu University”. Especially, for safety, payparticular attention to amphixenosis, anaphylaxis, bites, and scratches, and refer to the contents of the animal
experiment manual. (http://ura.kyushu-u.ac.jp/animal/)(1) Treat animals properly following the laws on laboratory animals, such as the Act on Welfare andManagement of Animals (1978, law nr. 105), the Law Concerning the Protection and Control of Animals(2006, notification nr.88, Ministry of Environment), Fundamental Guidelines for Proper Conduct ofAnimal Experiment and Related Activities in Academic Research Institutions (2006, notification nr.71,
Ministry of Environment), 2006, notification nr.88, Ministry of Environment, and others.
(2) A person involved in animal experiments, as well as care and management of laboratory animals, musttake an educational training and request registration as an experiment participant to the president.
(3) A person involved in an animal experiment must submit an animal experiment request form to thepresident via the dean of the school he/she belongs to and receive an approval before the experiment.
Moreover, when changing the plan of the animal experiment, he/she must submit an animal experimentplan change approval request form to the president via the dean of the school he/she belongs to andreceive an approval.
(4) When planning an animal experiment, properly examine methods that do not require laboratory animals
first. If the usage of laboratory animals is necessary, conduct an animal experiment based on the spirit ofanimal welfare and limit the experiment to the extent necessary for achieving the research goal.
(5) When selecting a laboratory animal for an animal experiment, choose a species that is suitable for theexperiment purpose, set the suitable minimum number of the animal that is necessary for achieving theaccuracy and repeatability of the experiment result, and pay attention to the genetic and microbiologicalquality. Conduct a medical examination if necessary.
(6) Use appropriate retention, anesthetic, and other methods during the experiment operation in order tomake as much effort as possible to avoid suffering of the laboratory animals.
(7) If you are not going to care for the laboratory animal for the rest of its lifespan after the experiment,
arrange euthanasia as soon as possible.
(8) Make as much effort as possible to prevent the carcass of laboratory animals and its waste products from
causing environmental contamination until their final processing such as burning.
(9) When conducting an animal experiment that requires particular attention to safety management, forinstance, an experiment that uses harmful physical/chemical materials such as radioisotope, hazardous
material or poison, or pathogen, strictly observe the relevant laws and university regulations, ensure thesafety of the experiment participants, the people nearby, and the animals, and prevent environmental85

contamination.
(10) If using a narcotic drug or a psychotropic drug for the experiment, gain legally required approval anduse it appropriately.
(11) Make as much effort as possible to use a suitable facility and equipment properly maintained andmanaged for conducting an animal experiment.
(12) The person responsible for the animal experiment must report the results of the experiment to thepresident via the dean of the school when completing the experiment, or when cancelling it.
(13) The person responsible for the animal experiment must notify the director of the department
immediately when an accident such as infection or environmental contamination occurs during theexperiment.
(14) When using a genetically modified animal for the experiment, make a necessary separate arrangementwith the Kyushu University gene recombination experiment safety committee in advance.
(15) After the experiment, its participants are responsible for the laboratory and animal materials until their
final processing is complete.
(16) The person responsible for caring and managing laboratory animals must consider the physiology,
ecology, and habit of each animal from scientific and animal welfare perspectives; feed them; give themwater appropriately; always monitor their health; give them appropriate treatment if necessary; andensure their safety.

11.5 Inquiries[Administration Bureau]
Section / Division / Department

Phone number /E-mail address

Extension
092-802-2387

Safety Management Section, Environmental

Ito (90)2387

Safety Management Division, General Affairs

Outside of office hours:

Department

gjgseimei@jimu.kyushu-u.ac.jp

090-9952-5758(Official)[Departments, etc.] (Persons in charge of genetic modification experiments, handling research microorganisms,
and animal experiments)
Section / Division / Department

Phone number /E-mail address

Extension[Graduate School of Social and Cultural Studies]092-802-5762

General Affairs Section, Administrative Office for theIto (90)5762

86

hbssyomu@jimu.kyushu-u.ac.jp

Graduate School of Integrated Sciences for Global
Society, etc.
[Faculty of Science]

Academic Planning Section, Administrative Office092-802-4007
Ito (90)4007(Science)

rixkenkyo@jimu.kyushu-u.ac.jp[Graduate School of Medical Sciences / Graduate
School of Dental Science / Graduate School of
Pharmaceutical Sciences ・ Medical Institute of
Bioregulation / Hospital / Center for Cardiovascular
Disruptive Innovation / Center for Clinical and092-642-6772
Hospital (91)6772
Hospital (91)6774

Translational Research]
Bioethics Section, Academic Research Cooperation

ijkanimal@jimu.kyushu-u.ac.jp

Hospital (91)7134

Division, Administrative Office (Medical Sciences,
Dental Science and Pharmaceutical Sciences)[Graduate School of Engineering / Research Center
for Advanced Biomechanics / INAMORI Frontier
Research Center]
Promotion Section, Scientific Research Support
Office,Administrative

Office092-802-2790
Ito (90)3890(Engineering,koegsuisin@jimu.kyushu-u.ac.jp

Information Science, Electrical Engineering andIntegrated Frontier Sciences)[School of Design]
Planning and Public Relations Section, General
Affairs Division, Administrative Office (Design)

092-553-4570
Ohashi (95)4570

gkskenkyo@jimu.kyushu-u.ac.jp[Faculty of Agriculture / Biotron Application Center]
Strategic Initiatives Section, Administrative Office092-802-4507
Ito (90)4507(Agriculture)noxsenryaku3@jimu.kyushu-u.ac.jp[Institute for Materials Chemistry and Engineering]Research Support Section, General Affairs Division,
Administrative Office (Chikushi Campus)[Center for Advanced Medical Innovation]

092-583-7917
Chikushi (93)7917

092-642-4982

87srskenkyu@jimu.kyushu-u.ac.jp

mdtsien@jimu.kyushu-u.ac.jp

Management Support Section 2, Research Support

Hospital (91)4982

Division, Administration Department (University
Hospital)[Central Institute of Radioisotope Science and Safety
Management]

092-642-6194

Central Institute of Radioisotope Science, Hospital

Hospital (91)6194

rimed-info@ric.kyushu-u.ac.jp

Campus laboratory[Faculty of Arts and Science]
General Affairs Section, Education Support Division,

092-802-5921
Ito (90)5921

Student Affairs Department

gazsomu@jimu.kyushu-u.ac.jp[International Institute for Carbon-Neutral Energy
Research]
I2CNER

092-802-6934
Research

Support/International

Ito (90)6934

Cooperation Group88

wpikenkyu@jimu.kyushu-u.ac.jp

Chapter 12

What to do when an accident occurs

12.1 How to respond when an accident occurs
12.1.1 Assessing and Addressing the Accident Situation
When a personal injury has occurred in an accident or disaster, do not panic and keep calm. Address thesituation safely, quickly, and simply. When an accident has occurred, follow the procedures below to address
the situation.
①

Assess the accident situation②

Ensure and verify participant safety③

Ensure rescuer safety④

Approach victims⑤

Ensure rescuer and victim safety⑥

Verify condition of victim injuries⑦

Notify 119 or transport victim to medical facility⑧

Perform emergency resuscitation (first aid, basic life support)

Never address the situation alone in an accident or disaster. Instead, delegate responsibilities by designating,for instance,Someone who leads, i.e. supervises everything and issues instructions



Someone who performs emergency resuscitation on victims

Someone who acts to prevent the further spread of damage from the accident or disaster

Someone who notifies 119 and communicates with medical facilities

While the course administrator will generally serve as leader, there may be times when the course administrator
is a victim. Consequently, when the pre-determined assignment of roles cannot be followed, either backup
assignments should be deployed or the roles of leader and assistant should be determined on the spot based on
the conditions.
If assistance can be obtained from non-participants in the area, ask for their help.
(1) Assessing the Accident Situation
Gain an understanding of the accident situation as quickly and as accurately as possible.
(2) Ensuring and Verifying Participant Safety
Verify risks and safety at the accident site. Based on conditions, evacuate participants, ensure participant
safety, and verify the safety of participants.
(3) Ensuring Rescuer Safety
When deciding whether to directly provide rescue aid to a victim, keep safety foremost in mind and make areasoned decision that considers whether you can give aid and whether you may end up a secondary victim.

89Whenever providing rescue aid to victims, always ensure your own (rescuer) safety first. The number one
principle whenever attempting a rescue is ensuring the safety of the rescuer.
(4) Approaching Victims
Once rescuer safety has been ensured, methods of approaching the victim(s) should be examined. If it isdetermined that the victim can be approached safely, then do so. If the victim cannot be safely reached, then do
not approach the victim and instead notify 119 and wait for the fire department or other specialized rescue unit
to perform the rescue.
(5) Ensuring Rescuer and Victim Safety
After reaching the victim(s), move as needed to a location that ensures both rescuer and victim safety (seesection 13.2, “Ensuring Victim Safety, Victim Position”).
(6) Verifying Condition of Victim Injuries
Speak to the victim to verify consciousness (responsiveness). Notify 119 or transport the victim to a medical
facility promptly when the following symptoms are present (The University of Tokyo Division for Environment,
Health and Safety Fieldwork Accident and Disaster Measures Working Group, 2011).
Is unconscious or confused (response is slow even when spoken to in a loud voice)Breathing is weak or is rapid and chaotic

Cannot stop coughingIs sweating and face has lost colorKeeps partially yawningSignificant bleeding (will not stop even when pressure is applied)

Four limbs are paralyzed (motion is impaired)

Fractures or dislocation suspectedExtensive burns (entire upper limbs, half or more of lower limbs, 1/4 or more of body)Facial burns caused by flames

Eye injury(7) 119 Notification or Transport of Victim to Medical Facility
Request assistance when a rescue or medical transport is needed. [119 for emergencies, 110 for police, 118
for marine accidents]
When notifying 119 to request assistance, be prepared to provide accurate information to the following kindsof questions.
Fire or emergency?

Accident or sudden illness?

What happened to whom? (Accident situation)

Victim's gender and age

90State of injuries, conscious or unconsciousCaller's name and phone number

When calling from a mobile phone, the call may not always be directed to the nearest fire station. Keep calmand explain as accurately as possible the location of the incident (the address and, as needed, landmarks, signs,
geographical features, etc.). Once 119 has been notified, follow the procedures below to coordinate with theambulance.


Await the ambulance.
If there is a rescuer to coordinate with the ambulance, have the person wait for the ambulancenear a landmark or noticeable location near the accident site. If there is no rescuer to coordinate
with the ambulance, place a sign to identify the accident site near a landmark or noticeable
location near the accident site (share this information when notifying 119).

Once the ambulance arrives, provide the following information.
・Treatment applied prior to arrival of the ambulance・

Victim's condition prior to arrival of the ambulance
Ride together in the ambulance
If there is a rescuer to coordinate with the ambulance, have the person ride together in theambulance.

(8) Emergency Resuscitation (First Aid, Basic Life Support)
As needed, emergency resuscitation (first aid, basic life support) should be performed on the victim.
Emergency resuscitation should be performed using the emergency resuscitation procedures provided inchapter 13. If emergency resuscitation instructions are provided over the call to 119, follow those instructions.

12.1.2 Contacting the university + on-site response to an accident
The course administrator or leader (hereinafter, “leader”) will give first priority in an accident to ensuring
participant safety and victim aide, and then make arrangements to contact the emergency contact of the
Department Student Affairs Section（Information can be found in the Activity Notification (Form 2)).
When communicating with the emergency contact, make clear that it is an emergency communication, andprovide information on the accident situation, including the following.
Date, time and location of the incident.



Victim's full name (student or employee)Description of the accident

Victim's condition

Where the victim was transported

Leader’s full name

Full name of local contact

Contact information for local contact (e.g., a phone number where calls can be received at any time)

The leader should appoint a record-keeper at the site who will maintain a log of information relating to the91items below (descriptions, time, etc.).
Accident

ResponseContacts

Treatment at medical facilities

Fig. 12.1 On-site Response When an Accident Has Occurred

12.2 University Response to an Accident
12.2.1 Receiving the Initial Report①

Once the school's emergency contact liaison has received the initial communication from the local
site, the liaison will confirm the following and then inform the dean (chief administrator) via theemergency contact network within the school.


Accident descriptionDate, time, and location of the incident

Victim's name (student or employee)Condition and where transported



Local contact's name and place of stay

Phone number to contact at any time92

②

The dean (chief administrator) will ensure a means of contacting the local site, etc. at any time andprepare the subsequent response (e.g. creation of a response team).

③

In the event of a serious accident (e.g. fatal accident, a wreck, victim is in critical condition, etc.), theschool will immediately contact the university headquarters communication liaison (Deputy Head,Student Affairs Planning Division).
[Contact Information] During business hours: 092 (802) 5917
Outside business hours: Each school to be notified separately④

The university headquarters communication liaison will use the emergency contact network to reportessential information to the Executive Vice President of Education and the President via the relevant
the parties within the university.

12.2.2 Creation of a Response Team①

In the event an experiment participant has a serious accident (e.g. fatal accident, a wreck, victim isin critical condition, etc.), not only will the school dean create a response team but the university
headquarters may also, depending on the circumstances of the accident, take organizational action in
consultation with the school as needed to respond to the situation.

②

To avoid complicating the post-accident on-site response, communications between the university
and the site will generally be channeled through the response team.

③

After the initial communication, the response team will actively gather information on and issue
instructions to the local site and will undertake measures to provide necessary support after consultingwith the local site and university headquarters.

④

The response team will maintain a log of all activities related to the accident and provide information
as appropriate to relevant parties on campus.

⑤

The response team will make every effort to provide the victim's legal guardian(s) with detailed
information.

⑥

Any necessary coordination with mass media will be performed by the university headquarters(General Affairs Division).

93

重大事故発生からの大学の対応
University Response
Once a Serious Accident Has Occurred(Chief Administrator)

Transmissionof Initial Communication in the
重大事故発生に関する第一報の伝達
Event of a Serious Accident

被災者
Victim

現
地
Local
Site

対Response
応•・事故の態様
Accident description

現
地
Local
Site

• Date, time and location of the・被災の日時，場所
・被災者の名前（学生か教職員か）• Victim’s name (student or employee)•・容体
Condition
等•・搬送先
Where transported,
etc.
incident

第一報

InitialCommunication

緊急時連絡対応者
Emergency
Contact Liaison

Student Legal
学生の保護者
Guardian (s)(Reports through（緊急連絡網emergency）
により報告
contact
network)

Dean
部局長（管理責任者）

対Response
応Contact
連 絡

被災者のVictimFamilyご家族

Response対策班Team

当該科目のSchoolServingas実施運営
Administrative
Unit
for Course
主体部局(Chief Administrator)

情報提供等
Information
provided,etc.

設 置
Creates

当該科目の
実施運営
主体部局

School Serving as
Administrative
Unit for Course

Dean
部局長（管理責任者）(Chief Administrator)

対応
Response
needed,((as状況によbased onり必要に応conditions)
じ)連Contact
絡（報告）(Reports)

連 絡
Contact

メディア
Media
Relations
関係

Consultation

協 議

School
被災者等
Affiliation of
所属部局
Victims, Etc.

連絡対応者 Liaison
Communication(Reports through（緊急連絡網emergency
contact
network)により報告）

本部関係者
Relevant
University Parties

教育担当理事
Executive Vice
President of Education

本部関係者

対 応
Response
University
大学本部

Headquarter

Relevant University Parties

教育担当理事
Executive Vice
President of Education
総President 長

University
大学本部
Headquarter

President

総長

Fig. 12.2 Communication and Response Structure When a Serious Accident Has Occurred

12.2.3 Other
Even with minor accidents, it is advisable for schools to require submission of accident reports, etc.

12.3 Actions to take in an emergency
Think of your safety above everything else, and respond calmly
Measures to take in an emergency(1) When there is an accident, notify the people around you with a loud voice.
(2) Do not try to solve the situation alone.
(3) Move the injured people to a safe place.
(4) After ensuring your own safety, take measures to prevent the accident from spreading, if possible.
●

Turn off the switch.

●

Close the main gas tap.

(5) Specific measures for fire(s).
●Keep appropriate early fire extinguishing measures in mind.

94●

Press the fire alarm.

●

If the fire is too severe to handle, evacuate promptly and call the emergency contact.
(See the emergency contacts on the back of the front cover.)(6) Specific measures against gas poisoning (including oxygen deficiency caused by nitrogen).
●

Do not enter a room filled with gas without making preparations.

●

Close the main tap.

●

Open the windows.

(7) Specific measures against electric shock.
●Turn off the switch.

●

Do not touch the person who has suffered electric shock without making preparations.

●

When touching the person injured by electric shock, protect yourself from the electric shock using a
dry wooden stick, cloth, or insulated gloves.

●

If necessary, administer artificial respiration or cardiac massage.

(8) Specific measures in case of severe bleeding.
●Raise the bleeding part higher than heart.

●

Press an artery closer to the heart than the injury to stop the bleeding.

12.4 Response to fire(1) First, notify as many people as possible by shouting loudly. Do not try to respond on your own.
(2) Next, remove the flammable materials, especially those that cause fire to spread vertically, such as
curtains, away from the fire by, for instance, pulling them off and stop the supply of fuel by closing themain gas tap, or turning off the electric switch or the tap of the gas cylinder.
(3) Stay calm, and attempt early response to fire by using a fire extinguisher or a water bucket. However, becautious as water or a fire extinguisher cannot be used for some types of chemical fires.
(4) Fire can be extinguished by an extinguisher only up to the level where the wall interior material is burning.
When fire has spread to the ceiling, it is difficult to extinguish it with an extinguisher.
(5) When it has become difficult to extinguish with early measures, for instance, when the fire has reached
the ceiling or it becomes difficult to stay near the fire due to thick smoke or gas, make an emergency call
immediately and promptly evacuate to a safe location.
(6) When a person’s clothes catch fire, remove the clothes immediately or roll around on the floor (if theperson cannot do this on his/her own, others must push him/her down to the floor), and extinguish thefire by pouring water, or first wrap him/her in a blanket and then pour water. Do not remain standing or
run, because it will cause the fire to become stronger.
(7) It is common to stop the ventilation when a fire occurs in a draft in order to prevent the vertical spreadof fire and for its fire extinguishing effect. However, there are situations wherein continuous ventilation95

is advisable, for instance, when there is heavy smoke or poisonous gas. Make a decision according to theburning substances and the situation.
(8) When a fire is started by the emission of flammable gas from a gas cylinder, evacuate to a safe place andnotify others. When attempting to prevent the damage from spreading, remove the surrounding
flammable materials and cool the cylinder down by pouring water.
(9) When the fire reaches gas cylinders, evacuate promptly as there is a danger of explosion.
(10) When flammable gas is leaking without causing fire, try to remove the sources of ignition by, forinstance, turning off the electricity or closing the main gas tap from a position as far as possible fromthe gas. Following this, attempt ventilation by, for instance, opening windows. If possible, close theemission.
(11) When there is a possibility of the fire being accompanied by poisonous gas, wear protection such as agas mask when extinguishing the fire. At a minimum, stay upwind while extinguishing the fire.
(12) When you become aware of fire in another laboratory, first ensure the safety of your own department
and then head to the room where the fire is with an extinguisher or other fire-fighting tools.

12.5 Response to gas poisoning accident
Do not carelessly enter a contaminated environment without making preparations. When recusing someone,
enter the room without breathing in the poisonous gas, open the windows and doors, let fresh air in, and movethe patient to a safe place.
When gas is leaking, pay constant attention to signs of fire, and if possible, close the tap and open thewindows.
Breathing in a small amount of inert gas (carbon dioxide, nitrogen, argon, etc.) or cryogenic liquefied gas(liquid nitrogen, liquid argon, liquid helium, etc.) is harmless. However, when using a large quantity, becautious of hypoxia. When the oxygen concentration in the air is below 18%, signs of hypoxia start to appear.
When it is below 10%, one faints and seizures start, and it becomes impossible to escape on one’s own. When
it is below 6%, one becomes unconscious and both breathing and the heart stop. Thus, it is extremely dangerous
and proper ventilation is required.

12.6 First aid
Take the following measures before the patient is taken to a hospital or an ambulance according to the levelof the accident.

12.6.1 Gas poisoning
The following measures should be taken only when the situation of the victim is clear.
In other words, attempt rescue only when the type of gas that is causing the accident is known and protective
measures against it are possible. When the cause is unknown, focus only on preventing the damage from96

spreading. In either case, request an ambulance first.
(1) Anoxia: When it is caused by insufficient ventilation, it is important to attempt a rescue after sufficient
air supply or ventilation is secured and the oxygen concentration is checked. When ventilation is notpossible, a rescue attempt without an oxygen mask or an air supply mask would lead to a secondary
accident. Move the patient to a safe place, check his/her consciousness, and secure the airway oradminister cardiac massage if necessary.
(2) Carbon monoxide poisoning: When ventilation is not possible, wear a protective mask for carbon
monoxide when attempting a rescue. A laboratory that uses carbon monoxide should keep protective
masks outside the laboratory. After the rescue, move the person immediately to a place with fresh air andmake sure that he/she is resting and kept warm. If his/her breathing is weak or has stopped, patiently
continue artificial respiration. Early symptoms of poisoning include headaches and nausea.
(3) Halogen gas poisoning: When inhaling chlorine, let the patient breathe in a 1:1 mixed vapor of ether andalcohol. When inhaling the vapor of bromine, move the person immediately to a place with fresh air andlet him/her breath in thin ammonia water in order to mitigate the irritation of nose and throat.
(4) Hydrogen cyanide poisoning: It is highly poisonous and likely to cause death within a few minutes.
When poisoned by hydrogen cyanide, let the patient rest, soak gauze or another cloth in amyl nitrite, andlet him/her breathe it. Continue this for 15 to 30 s every minute. When breathing stops, administer
artificial respiration immediately.
(5) Sulfurous acid gas poisoning: Exposure to sulfurous acid gas (sulfur dioxide) causes severe irritation of
mucosa in the eyes or throat. When eyes are exposed, wash with plenty of water, and when the throat is
exposed, gargle repeatedly. Throat candy is recommended to stop coughing. When inhaling a large
quantity of the gas, rest for a while. The same measures can be taken for nitrogen dioxide poisoning.
(6) Hydrogen sulfide poisoning: If ventilation is not possible, wear a protective mask for hydrogen sulfide
when attempting a rescue. A laboratory that uses hydrogen sulfide should keep protective masks outside
the laboratory. Move the patient to a place with fresh air, wash his/her eyes, and let him/her gargle andrest.
(7) Organic solvent poisoning: Follow the same procedure in case of gas poisoning. Move the patient to aplace with fresh air and let him/her rest for a while. It is advisable to take a liver protectant just in case.

12.6.2 Swallowing poisonous substances(1) Swallowing a hazardous substance: First, let the patient vomit the poison by sticking fingers into his/herthroat. Make the patient gargle repeatedly. Letting the patient drink a large quantity of warm water orsalty water in order to dilute the poison and then letting him/her vomit is also effective. Following this,move the patient to an emergency medical facility promptly. In particular, when the patient has
swallowed the substance intentionally, it is important for two or more people to be with the patient while
he/she is receiving medical treatment. When the patient has swallowed a substance that is highly
corrosive to mucosa (e.g., strong acid and strong base), forced vomiting may worsen the damage on
mucosa and cause ulcers. Thus, move the patient immediately to an emergency medical facility when the97

first response does not lead to sufficient vomiting reflex. Commonly, drinking 15 g of 1:1:1 mixture ofactivated carbon, magnesium oxide, and tannin is effective as a universal absorption antidote forswallowing a chemical by mistake.
(2) When the skin is exposed to a hazardous substance: When the chemical gets into one’s eyes or one’s skinis exposed to it, immediately wash the contaminated part with plenty of running water.

12.6.3 Burns
Depending on their degree and size, burns can be fatal. Even if it appears to be not serious, let the patient betreated at an emergency medical facility when it covers a large area of his/her body. Moreover, when the burnis caused by the patient’s face exposed to fire, request an ambulance as there is a high likelihood of an inhalationburn.
In any case, cool the burn with plenty of water and further cool with ice wrapped in a towel.
When the burn is light, apply Vaseline or put on a sterilized gauze or a band-aid as exposure to air can hurt.
When it is a second-degree burn where the inner skin is injured, blisters have appeared, and there is severe
pain, continue the cooling, protect the wound surface, and have the patient treated at a medical facility. Leavethe blisters alone. Do not break them. When a blister breaks, thickly apply an ointment with an infectionpreventing agent, such as Terramycin ointment, on the wound. Make sure that there are no wrinkles. Do not
apply oils as they help bacteria to spread.
When it is a third-degree burn where the skin surface is charred, bring the patient immediately to an
emergency medical facility as skin grafting is required. When the patient is thirsty, let him/her drink water aslong as there is no burn on the face.

12.6.4 Injury
When bleeding is not severe, wash the wound thoroughly with running tap water or with 3% hydrogen
peroxide water. When the wound is dirty with oil, wipe it with alcohol. The thorough cleaning of the woundaffects the subsequent recovery. Make sure to clean the wound properly. In the case of a cut or scratch, putdisinfected gauze or a band-aid on the wound and wrap it with a bandage after cleaning the wound. When using
disinfected gauze and other disinfected items, use disinfected tweezers to handle them. When tweezers are notavailable, do not touch with bare hands the part of the gauze which will contact the wound. Badly dirtied ordeep wounds must be treated by a doctor immediately. When it is a stab, it is better to be treated by a doctor as
its depth is sometimes unknown.
When bleeding is severe, immediately hold the bleeding part higher than the heart of the patient and keep it
there. Press the artery that is closer to the heart than the wound with fingers or gauze. When using a bandage
to stop bleeding, do not tie it too tight as it may damage the tissue around the wound wrapped by the bandage.
Use a cold compress for bruises. When the patient has hit his/her head, make sure that he/she is checked bya doctor even if no damage is visible from the outside. Make sure that someone accompanies the patient when
he/she is going to see a doctor.
When a bone is broken, lightly set the part with the broken bone to prevent it from moving and bring the98patient to an orthopedist.

12.6.5 Electric shock
Free the victim from the electric circuit either by turning the switch off or destroying the equipment. Whenremoving the electric wires, use a perfectly dry stick, cloth, or insulated glove.
When the electric injury has caused burns, administer treatment for burns.
Check the breathing and pulse of the patient, and when both have stopped, secure the airway and administer
the basic life support (BLS) until an automated external defibrillator (AED) arrives. Switch to treatment withan AED when it arrives. Please refer to Section 13.4 for specific treatment examples.

12.7 Evacuation
12.7.1 Fire
(1) When you decide that the fire is too severe to put out with the first response, evacuate immediately andcall the emergency service.
(2) A fire extinguisher is effective for the sort of fire where the inner material of the walls is burning. If thefire has spread to the ceiling, it is difficult to put it out with an extinguisher.
(3) Close the main gas tap when evacuating from the room. If possible, take measures for hazardous materials,
make sure that no one is left in the room, and close the door while leaving. Do not lock the door.
(4) When the fire has reached the ceiling, or when it is not possible to stay near the source of fire due to thicksmoke or gas, evacuate from the room immediately, escape to a safe place, and make an emergency call.
(5) Unless information is available through the PA (public address) system, check the movement of thesmoke and select the windward escape route when evacuating through the corridor. The speed of smoke
indoor is 3–4 m/s vertically and 0.5–0.8 m/s horizontally.
(6) Do not use lifts as they are stopped during an emergency such as fire.
(7) Stairs will be the route for the smoke to travel, and thus, is dangerous. Be aware of your escape routes atnormal times and check the structure of the building and emergency exits in advance.
(8) Cover your mouth with a towel, etc., and take a lowered position while escaping through smoky areas.
Stay calm as it requires considerable time for the smoke to reach the floor.
(9) In an urgent situation where emergency stairs, fire ladders, or other such facilities cannot be used, escapethrough the windows and by walking on the terrace. Be careful as some terraces do not have handrails.
(10) Though the rooftop is a relatively safe spot, do not evacuate there unless necessary.
(11) Before closing fire doors in the corridor, make sure that no one has been left inside. However, the doors
can also be opened again by strongly pushing or pulling them.
When evacuating during an emergency, such as fire, follow the display lamps of the emergency exits.

12.7.2 Earthquake(1) Immediately evacuate to a safe open space such as a parking lot, where there are no falling objects.

99(2) When evacuating from a room, turn off electric switches and close the main gas tap in order to prevent
fire.
(3) Do not use lifts as their operation is stopped during an emergency.
(4) When moving to an evacuation site, protect your head with a helmet or hood and take a route as far awayfrom the outer walls of buildings as pieces of glass or walls may fall.
Participate in regular emergency drills and conduct the following inspections and environmental
preparations.
(5) Check if there is a danger of buildings or concrete block walls collapsing, or signboards falling.
(6) Check if hazardous materials are properly stored.
(7) Constantly make sure that the fire extinguishers or evacuation facilities are properly functioning.
(8) Check whether devices that can explode, such as gas cylinders, are safely fixed on the floor or the walls
in order to prevent them from falling.
(9) Check if the experiment devices and machine tools are suitably secured. Also, check if the pipes andwires are properly connected so that they do not detach.
(10) Check that heavy objects such as book vaults or safes are properly secured and will not move.
(11) Check whether unnecessary chemicals, unusable machines, and unnecessary papers are left in storage.
Regularly organize/clean the laboratories and living spaces.

100Chapter 13

Emergency resuscitation

When a personal injury has occurred in an accident or disaster, emergency resuscitation makes it possible tostop injury and sickness from worsening. Emergency resuscitation includes first aid and basic life support. Firstaid refers to the first actions taken to help someone who is injured or has fallen suddenly ill. Basic life support
refers to emergency life-saving treatment to help someone whose heart or breathing has stopped by using an
AED (automated external defibrillator) and CPR (cardiopulmonary resuscitation) involving chest compressions
and artificial respiration.

13.1 Basics of emergency resuscitation
When a personal injury has occurred in an accident or disaster, do not panic and keep calm. Address thesituation safely, quickly, and simply. Emergency resuscitation should be performed according to the steps below.
Emergency resuscitation can be performed relatively easily even by someone without a special credential, but
be sure that notification to 119 and transport to a medical facility are not delayed for that reason.
(1) Assess the accident situation(2) Ensure and verify participant safety(3) Ensure rescuer safety(4) Approach victims(5) Ensure rescuer and victim safety(6) Verify condition of victim injuries(7) Notify 119 or transport victim to medical facility(8) Perform emergency resuscitation (first aid, basic life support)

13.2 Securing the victim’s safety + body positions (Resuscitation Committee of the JapaneseFoundation for Emergency Medicine, 2015)
After approaching the victim(s), move as needed to a location that ensures both rescuer and victim safety.
Help the victim keep still in a comfortable position. If CPR is necessary, lay the person on their back (supine
position). While laying the person on their back, be sure to support their head so that their head and neck(cervical vertebrae) do not twist.
If the injured person is unresponsive but breathing normally, lay them on their side (in the recovery position)
to prevent the air passage at the back of their throat from contracting or becoming blocked by vomit. With theperson in the recovery position, extend their under-side arm straight in front of them and bend their upper-side
arm so as to rest their head on the backside of their hand. To stabilize the person's position on their side, bend
their upper-side leg 90º at the knee and extend it forward (see Fig. 13.1).

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Fig. 13.1 Recovery Position(Ministry of Health, Labor and Welfare, 2015)
If a person has been hit by a car, fallen from a high elevation, or otherwise severely injured their face or head,
there is a chance they have hurt their neck (cervical vertebrae). In such cases, it is necessary to keep the injured
person's neck still. Using both hands to support the injured person's head on both sides, make sure their headmoves as little as possible (Fig. 13.2). Do not pull on their head or attempt to straighten their neck if it is bent.
Rather, keep it just where it is.

Fig. 13.2 Using Two Hands to Support the Head so it Does Not Move
(Ministry of Health, Labor and Welfare, 2015)13.3 First aid (Resuscitation Committee of the Japanese Foundation for Emergency Medicine)
13.3.1 Scratches and cuts
If left uncleaned of dirt and sand, wounds can fester and not heal properly. There is also concern that tetanus
may occur later if a person has not been immunized or their immunization was long ago. If possible, the woundshould promptly be washed thoroughly with tap water or other clean, running water. If the cut is deep or
extremely dirty, keep the rinsed wound as clean as possible and seek prompt medical attention.

13.3.2

Bleeding

Significant blood loss from an injury can be life threatening so it is best to stop bleeding as quickly as possible.
Once the source of the bleeding is found, attempt to stop the bleeding by applying direct downward pressureusing gauze, handkerchief, or towel (direct pressure method). If bleeding will not stop even when pressure isapplied, it may be that the pressure is not directly over the source of the bleeding or that the pressure is notstrong enough. Continue to apply firm pressure to the source of the bleeding until emergency medical services
arrive.

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Although the risk is very small that a rescuer will contract an infectious disease from contact with the injured
person's blood while attempting to stop the bleeding, it is a good idea for the rescuer, if possible, to wear plastic
gloves or use plastic bags instead of gloves Fig. 13.3).

With plastic gloves on, gauze or other material
is used to apply pressure to the bleeding area

Plastic bags can be used instead of gloves

Fig. 13.3 Direct Pressure Method (Ministry of Health, Labor and Welfare, 2015)
When direct pressure fails to stop the bleeding, a belt or other such item can be used as a tourniquet to stop
the flow of blood through the arm or leg, but given the risk of nerve or other damage, this method is only
recommended for use by people who have undergone training.

13.3.3 Sprains, bruises, and fractures
Ice sprains and bruises (contusions) using a cold pack or ice water. Icing injured areas reduces internal
bleeding and swelling. When using a cold pack, keep a thin cloth between it and the skin so they do not comeinto direct contact.
If the leg or arm is misshapen from the accident, a fracture is likely. Immobilizing the misshapen leg or arm
serves to reduce pain while moving and protect it from further injury. A splint or triangular cloth can be used
to immobilize the injury. It is unnecessary to put the misshapen limb back into shape.

13.3.4 Heat-related illnesses
Extreme symptoms of heat-related illness are a life-threatening emergency. If symptoms are limited tolightheadedness, cramps, and heavy sweating, cool the sick person's body by having them keep still in a coolplace and consume liquids containing sodium (e.g. oral rehydration solution, sports drink, etc.). If symptoms
include headaches, nausea, and exhaustion, seek medical attention. If the person's consciousness is weak or
body temperature extremely high, immediately telephone 119 and continue to cool the person's body until
emergency medical services arrive.
When using an ice bag or cold pack to cool the person's body, apply them to the armpits, base of the thighs,
and neck; but a safer, more effective method is to remove the person's clothes, wet their body, and blow air atthem using a hand fan or electric fan.

13.3.5 Burns
Immediately cooling burns prevents them from getting worse and accelerates healing. Promptly cool burns103

in running tap water until the pain subsides (at least 10 minutes). Icing burns with ice or ice water can makethe burns worse. If the burns are over a wide area, seek medical attention as soon as possible. In such cases,
the person's body temperature can drop precipitously if cooled for too long, so avoid excessive cooling.
Blisters serve to protect the wound. If blisters appear, cool the area gently without touching them to keepthem from popping.

13.3.6 Frostbite
Frostbite is a condition in which extremities and skin are damaged from exposure to very cold temperatures.
Begin by stropping body temperature from dropping further by removing all wet or damp clothing and covering
the person in dry blankets or clothes. Next, without rubbing the affected area, warm it in lukewarm water,
unless there is a chance the frostbitten area may be exposed to cold temperatures again or if a medical facility
is nearby. In that case, seek prompt medical attention without warming the area. Do not compress the affected
area. If legs are affected, do not put any weight on them.

13.3.7 Drowning
Rescuing a person who is drowning should generally be left to firefighters, lifeguards, or other professional
rescuers. If you see someone drowning, contact 119 (or 118 if at sea) to notify professional rescuers. If theperson is floating at the surface and calling for help, throw them something they can hold onto to float. If arope is available, throw them the rope and pull them in. If the person sinks, figure out some marker to identify
where they sank. When the professional rescuers arrive, tell them about the marker.
If the environment is a safe one (e.g. shallow pool) in which to perform a rescue, then do not wait for
professional rescuers and instead pull the sunk person from the water. Do not enter the water if there are currents,
the bottom is not visible, or the water's depth is unknown. Once the person is pulled from the water, follow theprocedures for basic life support (see Chapter 13.4) and check if the person is responsive and breathing. Thereis no need to press on the person's abdomen to force them to spit up water.

13.3.8 Anaphylaxis
A severe allergic reaction to a particular substance is called anaphylaxis. Anaphylaxis can be life threatening
when it prevents breathing by restricting the airway (passage that provides air to the lungs) or causes a severe
drop in blood pressure. Immediately notify 119 if such symptoms occur.
If it happens, adrenaline (epinephrine) should ideally be administered as soon as possible. For this reason,
persons who have had severe anaphylactic symptoms in the past will sometimes carry an adrenaline(epinephrine) auto-injector (EpiPen®: Fig. 13.4) prescribed by a physician (e.g. forest workers with a highprobability of being stung by bees/wasps, people with food allergies, etc.). If the sick person cannot operate thedevice on their own, assist them in using the EpiPen®.

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Press the EpiPen® against the skinFig. 13.4 EpiPen® (Ministry of Health, Labor and Welfare, 2015)

13.3.9 OtherAs needed, information will need to be collected on field-specific concerns that require consideration,
including things like altitude sickness, photokeratitis (“snow blindness”), decompression sickness, and vectorborne diseases.

13.4 Basic life support
BLS (Basic life support) refers to emergency treatment, including CPR (cardiopulmonary resuscitation) andthe use of an AED (automated external defibrillator), that is given to help individuals whose heart or breathinghas stopped. In the context of BLS, this section explains, respectively, how to perform CPR and how to use an
AED.

13.4.1 Cardiopulmonary resuscitation (CPR) procedure(1) Verify safety
If you witness someone collapse suddenly or discover someone who collapsed, first verify that thesurrounding area is safe. Depending on the conditions (e.g. cars are passing by, smoke is filling the room), takeappropriate steps to ensure safety. Ensuring your own safety takes priority over helping the afflicted person. If
you are at risk of being assaulted, getting caught in a fire, or being electrocuted, it is often best not to approach
the afflicted person and instead wait for police and firefighters to arrive.

(2) Verify responsivenessOnce safety has been verified, check if the afflicted person is responsive. If, when you gently pat theirshoulders and speak to them in a loud voice, they respond by opening their eyes or moving with purpose, thenthey are determined to be “responsive”. Immediately after sudden cardiac arrest, the person may experience
twitching (spasms), but since they are not responding to your voice, they are determined to be “unresponsive”.
If you determine them to be “unresponsive” or your determination is uncertain, act as if the person may haveexperienced cardiac arrest. In a loud voice, call for help (“I need help! Someone has collapsed!”)105

(3) Notify 119 and prepare AED
If someone is nearby, ask that person to notify 119. If an AED is located nearby, also ask that person to bringit. Use concrete language, if possible, when making the request (“You, please call 119”, “You, please bring an
AED”, etc.).
Remain calm when notifying 119 and not only communicate the location as precisely as possible but also
inform them that the person is not responding to your voice. If known, the person's approximate age andcondition (e.g. “collapsed suddenly”, “has spasms”, “body is not moving”, “face has lost its color”, etc.) should
also be communicated.
When notifying 119, you and others helping you will be given instructions over the phone about what steps
to take. They may also be able to tell where to find an AED, if one is located nearby. You will be asked overthe phone if you can perform chest compressions. If you are unsure, ask for instructions and follow them calmly.
If, even after you have screamed for help, no one comes, then you will have to notify 119 and prepare the
AED on your own before beginning CPR. Knowing that you have to leave the person alone while you fetch
the AED may worry you. If you know where a nearby AED is located, you should go and fetch yourself.

(4) Observe breathing
When the heart stops, normal breathing stops, too.
To observe the afflicted person's breathing, watch their chest and abdomen for movement (they will rise andfall as the person breaths). If the chest and abdomen are not moving, the person is determined to be not breathing.
If the person is not breathing, their heart has stopped and chest compressions should be started.
On the other hand, it is not uncommon immediately after sudden cardiac arrest for there to be “agonal
respiration”, characterized by a convulsive gasping for air. Such breathing should be taken as evidence of
cardiac arrest and chest compressions should be started. If you are uncertain whether breathing is normal, begin
chest compressions.
Observe breathing for no more than 10 seconds. If you remain unable to decide after 10 seconds, assume
that breathing is not normal and that their heart has stopped.
If the person is unresponsive but breathing normally, keep an eye on them and wait for support and/or
emergency medical services. Pay special attention to their breathing and, if you no longer observe breathing or
the person's breathing is no longer normal, assume that their heart has stopped and immediately begin chest
compressions.

(5) Perform chest compressions
If you determine based on an observation of a person's breathing that their heart is stopped, immediately
begin chest compressions.
① Compression point
Directly in the middle of the chest is a long, flat bone called the breastbone. Pressure is applied to the lower

106

half of this bone. Locate this bone at the midpoint (midpoint between the two sides, as well as between the top
and bottom) of the chest (Fig. 13.5).

Fig. 13.5 Chest Compression Placement (Ministry of Health, Labor and Welfare, 2015)② Compression method
Place the heel of one hand on the lower half of the breastbone and rest the other hand on top of the first one.
It can help to lock fingers. Pressure is applied using not the entire palm of the hand but rather just the heel.
Applying pressure to the breastbone with the fingers or entire palm is not good. Adopt a posture that applies
your weight downward by straightening your arms with your shoulders directly over the compression point(your palms).
③

Compression depth and tempo
Press repeatedly at a rapid pace on the afflicted person's chest with enough strength to depress it

approximately 5cm (Fig. 13.6).
Compression will not be effective if you do not press hard enough, so press hard. In the case of children,press the chest enough to depress about 1/3 the thickness of the child's chest. Timidly pushing on a person'schest, whether adult or child, will not be effective because the compressions will not be deep enough.
Be sure to use strong, rapid pushes. However, on small bodies, two hands may be too strong. In that case,use one hand.
The tempo should be around 100-120 pushes per minute. To the extent possible, chest compression shouldbe performed continuously without interruption.
④ Releasing pressure
Between compressions (when pressure is not being applied), it is important to release pressure sufficiently
so the chest can return to its normal height. However, there is a risk of losing the compression point if one's
hands are removed entirely from the afflicted person's chest to release pressure, so careful attention is required.

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Fig. 13.6 Chest Compression Method (Ministry of Health, Labor and Welfare, 2015)⑤ Substituting rescuers
It takes stamina to repeatedly apply enough to depress an adult's chest by 5cm. As a rescuer tires, they willtend to push with less force and their tempo will grow slower without even realizing it, so always keep it inmind as you make strong, rapid pushes. If someone else is there to help you, switch roles every 1-2 minutes. It
is critical to keep to a minimum interruption during the switch. Rescuers will tire even more quickly when chest
compressions are being performed without artificial respiration, so substitutions will need to be performed
more frequently.
⑥ Combining 30 rounds of chest compression with two rounds of artificial respiration
If someone who has taken classes and learned artificial respiration techniques decides to use artificial
respiration, then artificial respiration can be combined with chest compressions. The ratio of chest compression
to artificial respiration is 30:2 and this combination should be repeated continuously until emergency medical
services take over.
If you do not have the confidence to perform artificial respiration or are hesitant to touch your mouth to themouth of the afflicted person, then just continue to perform chest compressions.

⑦

Using an AED

The AED has audio messages and lights that provide instructions on the steps to be followed. Unlessunavoidable, as when using the AED for electro-cardiogram (ECG) analysis or to deliver an electrical shock,
it is important to continue chest compressions uninterrupted if possible, even when using an AED.

108

Please review “AED Use Procedures” below.
⑧ Continuing CPR
It is important to continue CPR until emergency medical services take over. Even if you think it is having noeffect, do not stop.
If the afflicted person begins to breath normally and responds to your voice or moves with purpose, CPR
should be suspended; but if in doubt, do not stop. If you suspend CPR, continue to check the person's
responsiveness and breathing as you wait until emergency medical services arrive. If the person stops breathingor their breathing is no longer normal, immediately resume CPR.

13.4.2 Procedure for using AEDs
(1) Retrieve AED
In most cases, AEDs are found in dedicated boxes with prominently displayed AED logos, as shown in Fig.
13.7. When the box is opened to remove the AED, an alarm will sound. It is fine to let the alarm continue toring, so return immediately to the afflicted person.

Fig. 13.7 Examples of Installed AED Boxes (Ministry of Health, Labor and Welfare, 2015)(2) Prepare AED
During CPR, switch immediately to preparing the AED once it arrives. Place the AED near the afflictedperson's head (Fig. 13.8).

Fig. 13.8 AED Placement (Near Afflicted Person's Head) (Ministry of Health, Labor and Welfare, 2015)109

(3) Switch power onTurn on the AED. Depending on the model, it will be either the type that has a button that needs to be pressedto power the unit on or the type that will power on automatically once the lid is opened (and has no power
button).
Once the power is on, operate the AED according to its audio messages and lights.

(4) Apply defibrillator pads
Expose the afflicted person's chest by removing clothing from the person's chest area. If buttons and hooks
prevent you from removing the person's clothing, you will need to cut the clothing away.
Remove the defibrillator pads in the AED case from their bag. Referring to the illustration included on the
defibrillator pad bag (Fig. 13.9), apply the two defibrillator pads directly to the person's skin as shown (Fig.
13.9). The illustration will show that one pad should be placed in the upper right area of the person's chest(below the collarbone on the right-hand side of breastbone) and the second pad placed under the person's left
breast (5-8 cm below the armpit, diagonally below the nipple). Continue chest compressions even as thedefibrillator pads are being attached.
Attach the defibrillator pads securely to the afflicted person's skin. Pockets of air between the defibrillator
pads and skin can impede the flow of electricity (Fig. 13.10).
Depending on the model, you may need to plug the wires from the defibrillator pads into the socket in the
AED device. Follow the AED's audio messages to operate the device.

Fig. 13.9 Defibrillator Pad Placement
Expose the person's chest and apply the defibrillator pads to the skin.
(Ministry of Health, Labor and Welfare, 2015)110

This is no good because of the gaps.

Fig. 13.10 Attach the Defibrillator Pads Securely to the Skin
(Ministry of Health, Labor and Welfare, 2015)(5) Electro-cardiogram analysis
Once the defibrillator pads are securely attached, the AED will automatically detect the connection andinitiate electro-cardiogram (ECG) analysis with an audio message telling you to back away from the person's
body.
Tell anyone else near the afflicted person to back away and verify that no one is in contact with the person's
body. If anyone is touching the afflicted person's body, ECG analysis may not function properly.

(6) Deliver electrical shock and resume cardiopulmonary resuscitation① If Electrical Shock is Indicated
The AED automatically analyzes the ECG and determines if electrical shock is necessary. If it is, the AED
will automatically begin charging with an audio message telling you that an electrical shock is necessary. Tellthe people nearby not to touch the afflicted person's body and verify once more that no one is in contact withthe person's body.
Once charged, the AED will begin beeping and the shock button light will come on, together with an audio
message telling you to press the shock button. Press the button to deliver the shock as indicated. When the
button is pressed, a strong electrical current will pass through the afflicted person's body, causing it to tense
briefly.
After the shock, immediately begin chest compressions to resume CPR, as indicated by the audio message
telling you to begin chest compressions immediately.
② If Electrical Shock is Not Indicated
If the AED audio message indicates that a shock is not necessary, immediately begin chest compressions toresume CPR. Just because a shock is unnecessary does not mean that CPR is unnecessary. Do not get confused.

(7) Repeat cardiopulmonary resuscitation and AED procedures
The AED will begin automatic ECG analysis every two minutes. Each time, an audio message will remind
you to back away from the body. During CPR, listen carefully for this audio message and, when you hear it,111

remove your hands from the afflicted person and tell the people around you to back away as well, then verify
that everyone has backed away.
Keep repeating these CPR and AED procedures.

(8) Transfer to emergency medical services
Keep repeating the CPR and AED procedures until emergency medical services takes over.
If the afflicted person begins to breath normally and responds to your voice or moves with purpose, suspend
CPR and observe their condition. Because the AED may still be needed if their heart stops again, do not detach
the AED defibrillator pads from the person's chest and leave the power on.

13.5 First aid kit
Any emergency supplies that are believed to be necessary to have stored in the laboratory, department officeand so forth for laboratory activities, should be managed so that they can be used as needed. Also, strive toincrease awareness of their storage location. For reference, below is a list of general first aid items that should
be prepared during laboratory activities. (The University of Tokyo Division for Environment, Health and Safety
Fieldwork Accident and Disaster Measures Working Group, 2011).
(1) Band-aids (multiple sizes, small to large)(2) Clean gauze (in unopened packages)(3) Bandages(4) Elastic bandages (for immobilizing joints in case of sprains, etc.)(5) Sling (for fractured or dislocated shoulders or arms)(6) Poison remover (to be used on bee stings, snake bites, etc.)(7) Rubber gloves and plastic gloves (to treat injured people who are bleeding, etc.)(8) Thermometer(9) Sterile distilled water (for washing wounds)(10) Iodoform-based disinfectant (e.g., povidone-iodine disinfectant)(11) Hydrogen peroxide disinfectant (oxydol disinfectant, pyrozone disinfectant, etc.)(12) Poultices, anti-inflammatory ointments(13) Antihistamine ointments (for insect bites, etc.)(14) Corticosteroid ointments (for rashes, etc.)(15) Antibiotic ointments
If possible, it is advisable to prepare the following as well.
(16) EpiPen auto-injector (to be used for anaphylactic shock due to bee/wasp stings, etc.)13.6 Psychological First Aid
If an accident or disaster causes a personal injury or a feeling of physical or mental danger, psychological support
is needed for those affected by the accident. The following are notes on psychological support when an accident

112occurs during off-campus activities.

(1) Target person
The reaction and feeling of encountering a crisis event vary from person to person. Upsets may be greater if you
have a similar painful experience in the past or if your physical and mental health is poor at the time of the crisis.
(1) Persons who have experienced accidents or crisis situations(2) Who witnessed it(3) Person who was shocked by seeing and hearing closely
are also included. In addition to dealing with the full range of people affected by the crisis, there is a need forindividual engagement with those who are particularly upset.

(2) How to get involved
The key is to be close to them and just listen to them if they are trying to talk, or accept them if they are silent. It
is inappropriate to force them to talk about the experiences and or feelings experienced or to ask them many questions.
It is reasonable to ask, "Do you have anything that you are concerned about?"(1) Try to nod so that they know you are listening to their story.
(2) When listening individually, ensure their privacy.
(3) Providing water and snack (or light meal) may ease their tention.
(4) There are times when the other party wants to know the information.

Rather than guessing the answers, it isbetter to be honest and say “I’m afraid that I don’t know” .

(3) Managing caregiver’s own mental and physical condition
In crisis, caregivers themselves are often anxious, upset, or physically and mentally fatigued. It is important to beaware of your mental and physical condition and try to rest and not to overdo it.

(4) Take over to Campus Life and Health Support Center
After leaving the area, take over to the Campus Life and Health Support Center.
Reference URL・WHO Psychological First Aid (PFA)
https://apps.who.int/iris/bitstream/handle/10665/102380/9789241548618_eng.pdf;jsessionid=2CB5E787E17A9
D161C993F22CFA71607?sequence=1

Citations
Resuscitation Committee of the Japanese Foundation for Emergency Medicine (editors): Emergency
Resuscitation Guidelines 2015 (Edition for General Public)
https://www.fdma.go.jp/neuter/topics/kyukyu_sosei/sisin2015.pdf
The University of Tokyo Division for Environment, Health and Safety Fieldwork Accident and Disaster

113

Measures Working Group (editors): Outdoor Activity Safety and Health Management and Accident
Prevention Guidelines, 1st Edition

114

Chapter 14

Risk assessment – – Examples of chart creation – –As mentioned in “Before commencing laboratory activities”, faculty members and students who conduct
laboratory activities at Kyushu University must conduct risk assessments in order to prevent accidents anddamage to health. The purpose of risk assessment is to identify “hazards (risk factors)” and to take “necessary
and appropriate measures” in response, in order to reduce risk and avoid danger. Where there are multiple risk
factors, it is also necessary to consider the order of priority of countermeasures. For this purpose, an “evaluationof the magnitude of risk” is performed for each factor. These are collectively called risk assessment.
When conducting laboratory activities, risk assessment should be carried out in advance to prevent accidents
or damage to health. However, the types of risk that exist will be different for each laboratory and eachparticipant. Thus, risk assessment must be done for each individual, under the supervision of the person in
charge of the laboratory.
What follows are examples of risk assessments conducted for specific students with various research themes(chemistry/materials-science, electricity, physics/applied physics, mechanical science, and environment).
While referencing these examples, a risk assessment table should be prepared at the beginning of the year orwhen there is a change in research method. The table should be posted in an easily visible place in the laboratory
so that safety measures can be confirmed.
The faculty members in each laboratory shall check the risk assessment table and provide instructions. Also,
if there are any near-miss cases in the laboratory (cases where an accident was imminent but fortunately did
not occur), they should review the risk assessment table and take countermeasures.
Due to the revision of the Occupational Safety and Health Act in June 2015, it is now obligatory to conduct
a risk assessment using safety data sheets (see Chapter 3) before using substances that have a certain degree ofrisk or harmfulness. This is because, while there exist individual regulations, JIS, etc., for machinery and otherhazards, there are no such standards for chemicals, excepting some, and thus it is not possible to cope with thediversity of chemical substances.
Regarding risk assessment that corresponds to the above-mentioned revision to the law, implementation
methods and so forth are currently under consideration. However, considering the fact that many chemicals
used for research at the university do not have safety data sheets, or are not accompanied by safety assessment
data, the experimenters must be cautious with regard to using chemicals.

11514.1 Risk Assessment Example: Chemistry/materials-science students
Research subject: Synthesis of inorganic materials using vacuum Schlenk lines
Dangerous factor
Chemical
substances

DangerIgnition, flash,inflammation of the skin,loss of eyesightGlass equipment

InjuryVacuum glass line

InjuryHigh-pressure gas

Explosion, suffocation

Liquid nitrogen(for cold trap)

Explosion, suffocation,
frostbite

Vacuum pump

Injury, fireCountermeasure
When weighing and mixing the materials for synthesis,
wear glasses, mask, and gloves in accordance with theirdanger.
Do not leave your seat when heating reaction mixtures,in case of violent reactions.
Check to be sure that the glass equipment is not damaged
before using them. When connecting to the vacuum line,
apply vacuum grease to connecting parts.
Beware of accidents due to damaged glasses.
Do not open and close a cock forcibly. It may damage thecock. Treat it carefully, for instance, by checking if
grease was applied to the cock.
Install the gas cylinders in a fixed container stand.
Use a pressure regulator properly.
Check for a gas leak in the flow passageway to prevent
leakage of the gases formed during the reactions to theoutside.
To prevent a liquid nitrogen container from unusuallyhigh pressure, do not close it completely.
On the other hand, if the container is opened completely,
oxygen in the air can enter the container and form
explosive liquid oxygen; thus, put a cover on thecontainer when using.
Wear leather gloves to prevent frostbite whentransferring liquid nitrogen to another container.
Be aware of the opening/closing situation of the valvesof the vacuum system when operating the vacuum pump.
Be careful of overload operation due to leaks in the lines,
which cause heat generation and fire.

116

14.2

Risk Assessment Example: Students who handles organic compounds

Research theme: Functional group conversion (synthesis reaction) of organic compounds and analysis ofproducts using gas chromatography
Risk factor

Risks

Chemicals

Countermeasures

Ignition, catching fire,

When weighing and mixing synthetic raw materials,

skin irritation, blindness

wear glasses, protective masks, masks, or gloves inaccordance with the danger.
Do not leave your seat during the experiment, in case an
intense reaction occurs.
Ventilate the room. Work in a draft chamber as needed,based on assessing the chemicals.

Glassware

InjuryCheck glassware for damage before use. Be cautious of
accidents caused by damaged glass.

Liquid waste

Skin inflammation,

Appropriate treatment of liquid waste. In particular,

burdening theexercise caution when using chlorine-based organic

environment

solvents for extraction work, and handle the water layer
in the same way as the chlorine-based organic solvent
liquid waste.

High-pressure gas

Explosion, suffocation

Install cylinders on fixed container stands.
Use pressure regulator properly.
Check the gas flow passage for leaks, and prevent gas
generated by the reaction from leaking out of the system.
Ventilate the room.

Vacuum pump

Injury, fire

Operate the pump while always being aware of the
open/close status of the vacuum valve.
Be aware of and cautious of the fact that overloading thepump can lead to overheating and fires.

Wiringto

instruments, use ofFire,current

electric shockleakage,

For analytical instruments that require large amounts ofpower, use dedicated breakers for the wiring. Wire theanalyticalcords where people do not pass through. Watch out for

instruments

device abnormalities (abnormal sounds, abnormal
operation, etc.)11714.3 Risk Assessment Example: Students in the electric system
Research subject: Diagnosis of atmospheric pressure for short-pulse high-voltage discharge-plasma using
laser spectroscopy.
Dangerous factor

DangerCountermeasure

Class-4 laser

Loss of eyesight, burn by
irradiation of skin, fire

High-voltage
circuitDeath caused by electric
shock, burn, fire

Low-voltage
electronic circuit

Electric shock, fire

Wiring to theapparatus

Fire, electric leakage,electric shock

High-pressure
cylinderExplosion, fire,suffocation

Vacuum system

Injury, fire

Remodeling andrelocation of adeviceInjuryThe safe terminal of the laser beam, measures to avoid
contacting a beam, shielding of the scattering light, andwearing safety glasses. The laser path should be madelower than the eye level.
Isolate a high-voltage section. Conduct the experiment ina group and check each other’s safety.
When checking circuit elements, make sure that the poweris turned off and the short circuit between the electrodesof the capacitor.
When checking circuit elements, make sure that the poweris turned off and short circuit between the electrodes of
the capacitor. Remove dust.
Do not plug several extension cables to a power strip.
Install earth leakage breakers. Protect or install cords
away from people’s path to prevent tripping. Cords must
be kept away from water and flammable substances.
Install the gas cylinders in a fixed container stand. Use apressure regulator properly. Install ventilation and fire
prevention facilities. Do not use flammable gases nearfire. Use soap to check for a gas leak from the piping.
Be careful about heat generation by the overload of an oil
rotary pump or a turbo molecular pump. When exhausting
combustible and toxic gases, pay particular attention to
the exclusion device and ventilation.
When remodeling or moving an experiment device, plan
it well and handle it with several people if it is a heavy
device, in order to prevent injuries.
When hiring a professional handler to conduct these,
prepare a risk-assessment list together in advance.

118

14.4 Risk Assessment Example: Physics/applied-physics students
Research subject: Radiation measurement experiment using large-scale radiation generator such as particle
accelerators
Dangerous factor
Accelerator facility

DangerExternal radiation
exposure, taking
radioactive materials out
to a non-controlled area

Sealed radioactive
source forcalibration of
detector

External radiation
exposure, contamination
by damage, loss or theft

Irradiation sample(or target)

External and internalradiation exposure,radioactive substance leakHigh-voltage
apparatus

Death caused by electric
shock, burn, fire

Crane operation

Injury, death, machine
damageWiring to themetersFire, electric leakage,electric shock

Vacuum pumpsystemInjury, fireCountermeasure
Do not turn off automatic indication or interlock of theaccelerator operation. Always enter the room as a group,
and always wear a personal dosimeter. Check the positionof the accelerator’s emergency stop button. Measure theair dose rate in the area near the beam line and theirradiation room after the operation by survey meters.
Reduce the radiation-exposure dose by following the threeprinciples of external radiation exposure protection:“distance, time, and shielding”. When taking goods fromthe controlled area, check for contamination.
Reduce the radiation-exposure dose. During theoperation, wear a personal dosimeter and measure thedose with a survey meter. Visually check for thepreservation of air-leakage efficiency. After use, keep thesealed radioactive source in a storeroom to prevent loss ortheft. Complete the logbook (including the date, your full
name, and the source name).
As there might be radiation exposure caused by residual
radioactivity after irradiation, measure the dose rate near
the surface using survey meters and reduce the radiationexposure dose. Wear gloves when treating the radioactive
sample.
Do not approach high-voltage units (accelerator and ion
sources) carelessly. Follow the instructions of theaccelerator operator and do not operate it alone.
Ask for help from a qualified staff member during crane
operation when carrying objects heavier than 0.5 t. Do notload an object that exceeds the weight capacity of thecrane. Do not operate the crane alone. Be sure that no one
is under the crane load.
Do not plug several extension cables to a power strip.
Protect or install cords away from people’s path to prevent
tripping. Cords must be kept away from water andflammable substances.
When the old-type oil rotary pump (rubber belt drive) is
in operation, you must be careful that the rotating belt
does not to catch your clothes. Wear appropriate clothes.
Be aware of the opening/closing situation of the valves ofthe vacuum system when operating the vacuum pump. Be
careful about heat caused by over-capacity driving of thepump: check the cooling operation (water/air coolingsystem).

119

14.5 Risk Assessment Example: Mechanical engineering students
Research subject: Experiments on flow and gas diffusion using a wind tunnel
Dangerous factor

DangerCountermeasureWind tunnel

Injury, machine damage,fire

Automatic moving
machines
Wiring to themetersInjury, machine damage

Laser system

Lost eye-sight, burns bylaser irradiation

Tracer/gas

Explosion, machine
damage, suffocation

Crane operation

Injury, death, machine
damageMachine tools

InjuryStrictly follow the operational procedures when starting
the blower.
Confirm that the rotating systems work regularly bychecking the noise of the systems.
Properly secure the objects in the wind tunnel
Be sure to turn off the power supply to the machine before
entering the moving area of the machine.
Do not plug several extension cables to a power strip.
Protect or install cords away from people’s path to prevent
tripping. Cords must be kept away from water andflammable substances.
Install a safe terminal of the laser path. You must not comeinto contact with the laser beam. Wear appropriate eyeprotection glasses.
Install the gas cylinders in a fixed container stand.
Connect pipes securely. You must use the ventilation
system when discharging the gas.
Ask for help from a qualified staff member during crane
operation when carrying objects heavier than 0.5 t. Do notload an object that exceeds the weight capacity of thecrane. Do not operate the crane alone. Be sure that no one
is under the crane load.
Understand well the following risk assessment forexperiments using machine tools.

Fire, electric leakage,electric shock

An example of the risk assessment of students using machine tools
Dangerous factor

DangerCountermeasure

Lathe, drill press,
milling machine

InjuryGrinder, highspeed cutting
machineInjury, inhaling smoke
and tiny particles

Properly secure the workpiece. Maintain an appropriate
rotation speed.
Prevent being caught in the machine. (Wear appropriate
clothes, shoes, but not gloves)
Wear protection glasses against flying objects.
Visually inspect defects in the grindstone. Check thenoise of the rotating machine.
Properly secure the workpiece.
Check the safety covers. Wear eye-protection glasses.
Use the dust collector or wear masks. Installation of aventilation system is recommended.
A qualified person must change the grindstone.

12014.6 Risk Assessment Example: Students conducting simulation research
Research subject: Numerical modeling on ocean tidal circulation
Dangerous factor
Training ship

DangerFalling into the sea

Extended PC use(VDT work)

Fatigued eyes, physicalproblems such as
headache and stiffness(VDT syndrome)
Electric shock

Maintenance workon computersCountermeasure
Wear life jacket.
Do not go out onto the open deck of the ship at night,
especially if you are drunk.
Take a break at least once every hour during the work to
rest your eyes.

Pull out the plug from the power socket. Also, be careful
about the uninterruptible power supply (UPS) system.

Computer virus
infection

Keep in mind that virus
infection damages not
only your own PC but
others’ as well.

Install virus-monitoring and detection software.

Illegal acquisitionof a video file

Copyright violation

Do not install P2P file-sharing software.

Late and nighttime departurefrom the university
Participation in
conferences held in
a foreign country

Violence, robbery

For your safety, travel on safe streets and avoid darktunnels. Leave your lab as early as possible, especially if
you are a woman.
Be careful about safety. Avoid going out in the evening or
narrow streets as much as possible. Be particularly carefulwhen you are alone.

Poor safety

121

14.7

Risk Assessment Example: Students conducting biological research
Dangerous factor

Autoclave

DangerCountermeasure

Burns, Heating without

Use waterproofed heat-resistant gloves. Do NOT use knit

water due to steam leak,work gloves. Do NOT shake or mix solutions right afteretc.

taking them out from an autoclave. Sterilize volatile
chemicals with a filter.

Centrifuge

Injuries and equipment

Make sure of correct moment balance. Ensure no leakage

damageof sample from the tubes. Do NOT open the lid during
operation. Do NOT stop the rotor with hand(s).

Thermostatic

Electric leakage and

Do not splash water on the control unit.

chamber/Water

heating without water

check the water level, in cases of overnight run andbath

Especiallyunattended operation.

Dryer, Dry heat

Fire and equipment

Do NOT place combustible (e.g., organic solvenets,

sterilizer

damagecombustible gas, plastic and paper) in the equipment.
Pay an extra attention not to overfill samples in thecontainers.

Decompression

Injuries

operation
Microwave ovenUse pressure-resistant containers. Take measures against
bumping.

Burns

Use waterproofed heat-resistant gloves. Do NOT use knit
work gloves. Take measures against bumping.

Ultraviolet lamp

Injuries

Wear safety glasses. Wear a face mask and/or otherpersonal protective equipment in a case of working forlong hours

Clean benches andsafety cabinets

Fire and contamination

Be careful when handling a gas burner, an alcohol lamp,
etc.

Thoroughly sterilize with 70% ethanol, or the like.

Roll up sleeves to the elbows.

122Chapter 15

Examples of accidents

15.1 Electric shock
While a student was conducting an experiment using a thermal load device at about 8:00 pm on a weekday,
a high-voltage breaker was shut down. When the student touched a high-voltage terminal of 20 kV with his
finger while trying to recover the breaker, an electric current ran from the right hand to the left hand and he got
a burn on the middle finger of the right hand and on the left palm. Another student who was collaborating on
the experiment promptly contacted his supervisor and called for an ambulance, and the injured student was
hospitalized and treated.
In order to check the high-voltage apparatus, it is necessary to carefully follow the cautions described inchapter 6 of this booklet.

15.2 FireA student burned his fingers on both hands by a fire during an experiment. He was studying the coolingcharacteristics of a thin metal wire by heating it with direct current and dropping it in a pool of ethanol.
The wire was heated in air to high temperature by a DC current. A DC power-supply connected to the thinmetal wire was designed to automatically turn off immediately before the wire entered the pool with ethanol
and then automatically turn on again 5 s after the wire was retrieved from the ethanol pool. However, thisstudent mistakenly switched on the power supply and retrieved the wire from the ethanol, causing the ethanolon the heated wire to ignite. Subsequently, the drops of burning ethanol dropped into the ethanol pool andignited it. Though the student tried to extinguish the fire immediately after ignition by closing the lid of thecontainer, he was unsuccessful. He tried to move the container, but the ethanol was spilled out from thecontainer, and all of the ethanol was ignited. Another student who was in the next room received an emergency
call and used the fire extinguisher installed in the corridor to stop the fire.
When dealing with flammable solvents, it is necessary to carefully follow the cautions described in chapter
2 of this booklet.

15.3 Chemical injury caused by hydrofluoric acid
When a graduate student was washing a Si wafer in a draft chamber, a drop of concentrated hydrofluoric
acid solution (46% hydrogen fluoride) remained on the tip of a Teflon pipette (total length approx. 380 mm)
and fell directly on the instep of the student’s right foot. Because it was a small amount, the student ignored it.
One hour later, the student realized that the area where the acid dropped had reddened, and he washed andcooled the burned part with running tap water. At the recommendation of the Campus Life/Health Support
Center, he sought a treatment from a doctor. (Though the acidity of hydrofluoric acid is low, it has muchstronger skin permeability than other halogen acids. Even though it irritates the skin less, it affects the boneand may cause systemic poisoning symptoms of calcium deficiency.)

12315.4 Eye injury
When a student was injecting chloroform into the sample inlet of the GPC (gel permeation chromatographys)while holding the syringe with the left hand, the syringe containing chloroform splashed from below the left
hand. The chloroform got into the eyes of the student, who was not wearing protective glasses.

15.5 Conducting experiments while wearing sandals
A student dropped hydrochloric acid (concentration of 35%) on his foot during a titration experiment andreceived a burn.
The student put the hydrochloric acid in small bottles to use for the experiment. He knocked over one of thebottles on the table, causing the acid to splash and some of it dropped on his foot. Though it would not have
dropped directly on the student foot if he was wearing a pair of shoes, it was hot at the time and the student
was wearing a pair of sandals, and thus, had some of his skin exposed.

15.6 Skin inflammation caused by liquid nitrogen
A student suffered frostbite when he went to get liquid nitrogen for an SEM observation.
Though he was wearing a towel or work gloves to prevent frostbite, he was not wearing leather gloves.

15.7 Conducting experiments when sleep-deprived
A student who has a late-night part-time job participated in an experiment on the day after his shift without
enough sleep, and almost suffered burns because he fell asleep near a hot container. In addition, he almost
injured his hand while using a sharp tool.

15.8 Exposure to short-wavelength ultraviolet rays
When an experimenter built an experiment device that integrated a low-pressure mercury lamp as a shortwavelength ultraviolet light source and conducted an experiment with it, he did not notice the leakage ofultraviolet light, was exposed to short-wavelength ultraviolet light (UV-C), suffered problems on his skin andeyes, and was treated by a doctor. This accident was caused because of the following reasons: (1) while a lowpressure mercury lamp generates strong ultraviolet light within the UV-C region, it does not produce such astrong light within the visible light region. Thus, it is difficult to recognize a leakage visually in a bright room.
(2) The experimenter was not fully aware of the strong effect UV-C has on a living organism. (3) Ultraviolet
light shielding check was not properly conducted when building the experiment device. A person conducting
an experiment must acquire thorough knowledge of the experiment devices he/she is using before carrying out
the experiment.

124

References
Resuscitation Committee of the Japanese Foundation for Emergency Medicine, editors: Emergency
Resuscitation Guidelines 2015 (Edition for General Public),
https://www.fdma.go.jp/neuter/topics/kyukyu_sosei/sisin2015.pdf
The University of Tokyo Division for Environment, Health and Safety Fieldwork Accident and Disaster
Measures Working Group, editors (2011): Outdoor Activity Safety and Health Management and Accident
Prevention Guidelines, 1st Edition. Kasumi Shuppansha.
The Ecological Society of Japan, Committee for Outdoor Safety Management, editors (2008): Outdoor
Fieldwork Safety Manual (Draft), http://www.esj.ne.jp/safety/manual/ (Accessed 2016.12.22)
Japan Mountaineering and Sport Climbing Association (2002): Mountaineering and Planning,
http://www.jma-sangaku.or.jp/cominfo/ (Accessed 2016.12.22)

Acknowledgements
Chapter 3-11 and Chapters 14-15 in the present guidelines are based upon the “Safety Guide” created by
the Kyushu University’s Interdisciplinary Graduate School of Engineering Sciences. We would like toexpress sincere gratitude to Professor Akira Harada, Dean of the Interdisciplinary Graduate School ofEngineering Sciences, as well as to all members of the Safety Commission of the Interdisciplinary Graduate
School of Engineering Sciences, for their kind consent to reproducing their material.

Inquiries: Student Affairs Department Student
Affairs Planning Division
E-mail: gaphosa@jimu.kyushu-u.ac.jp
Phone: 092-802-5917

Version 1（First edition）

Published November 2018

Version 1.2

Published July 2019

Version 1.3

Published December 2020

Version 2

Published October 2021

125126