Safety Manual
A pr i l 2 00 8

School of Engineering
To h o k u U n i v e r s i t yChapter 1 Introduction
1.1. About Safety
Danger and Safety
There are many kinds of things in our daily life that could be considered dangerous.
When we look around our apartments and houses, for example, we find knives,
gas-ranges and microwave ovens in the kitchen. However, we do not have mishaps withknives usually because we are well aware of how to use them properly. We do not bringany fire hazards to gas ranges because we take care not to put flammable materials
close to fire. We do not suffer gas poisoning when gas flame goes out during cooking
because we turn off the main valve immediately or there is a device with a safetymechanism that shuts the gas off automatically. Though strong electromagnetic waves
are used in microwave ovens, they do not cause any danger outside the oven because
they are effectively shielded from an outside by metallic walls. Since the ovens can’t
recognize things put in, however, we have to understand which materials areinappropriate for microwave heating.
Principles and Rules
Let us consider safety from the perspective of the three examples described above.
First, we have to consider the principles of these tools and appliances and their safety
rules. In the case of the knife, we can easily figure out them. In the case of the gas range,a safety device which prevents gas poisoning is included in the range by engineers who
understand the principles and safety rules and design it. The microwave oven is anapparatus in which foods are heated up as they absorb strong electromagnetic waves. A
safety device is also included in them to keep these electromagnetic waves inside theoven. However, the understanding of the principles of how a microwave oven works only
is not sufficient for appropriate usage of them. Unfortunately, there have been a numberof accidents, and some of them resulted in disasters. Therefore, the basis of theframework for safety guidelines is indispensable for eliminating any disasters.
Safety Engineering
In order to study engineering and to be in a career as an engineer or a researcher,
the knowledge of safety in engineering is essential to the elimination of any dangers andaccidents. It is safety engineering that helps us in protecting both the public and theenvironment from risk. Even if each and every material is safe by itself, there is apossibility of risk when they are mixed with each other. This is because a chemical
reaction sometimes creates a new dangerous material. It is important, therefore, tolearn both appropriate knowledge about all potential risks that cause the damage
incurred in the case of an accident and the countermeasures for minimizing theconcerned damages. Thus, when we take on new challenges, we should be careful for the
anticipated risks. We should learn safety in engineering and assure the reliability of thetechnologies we will develop.
Safety is the First Priority
In the event of an accident, it may not just be ourselves who are damaged. In mostcases others are also involved in the accident. In the worst case scenario, the damage
causes environmental pollutions or takes our lives. Such accidents and disasters may
terminate the research projects which give rise to them entirely. Therefore, safety
management should be given top priority.
Make Accidents Public
When an accident occurs, do not conceal it. We should make them public
immediately. The reason for the accident should be analyzed in detail. To prevent asimilar accident from happening again, we should understand the chief factors thatcause the accident and prepare the countermeasures for preventing similar accidents.
Both undergraduate and graduate students should take safety education and training
courses to ensure the followings:(1) To protect themselves from danger.
(2) Not to harm others or the surrounding environment.
(3) To understand the principles and rules of things, and acquire basic knowledge ofsafety issues as they will be engaged in creating, using and spreading newtechnologies.
1.2 About the Safety Manual
Aim
Our aim is to make everyone involved in any research or educational activity in thiscampus have a profound understanding of the nature of dangerous materials, machines
and equipment, and to acquire the necessary skills to have a safe time every day.
Anticipated risks that might be encountered during research and education areintroduced in this manual. In addition, the important considerations necessary forcarrying out research as safely as possible and minimizing the number of accidents areincluded in this manual. Furthermore, the appropriate countermeasures to deal withthem in the early stages and thus, to minimize damages are also explained.
Scope
With this manual alone, it is impossible to cover all the instruments, equipment
and hazardous materials that are dealt with in the research and education of different
engineering fields. Thus, only the equipment and chemicals that need special care aredescribed here. Note that there are other dangerous machines and chemicals that are
not described in this manual. Also, there are materials that are potentially dangerous
depending on how they are handled. Though there is a possibility that the direct causeof accidents and physical damage are degradation and defects of the safety device, mostaccidents occur due to a lack of expertise in safety, such as the mishandling of materials
and poor judgment on the part of the experimentalist. It also should be borne in mind
that restricted workspaces, unfit working environments, and inadequate safety
education and training are also indirect causes of accidents. Therefore, expansion of theworkspace, renewal of the equipment, repair of the safety device, improving the work
environment, publishing a safety manual and thorough safety education and training
are essential to the improvement of safety.
Thismanualismainlyintendedforstudents

intheGraduate

School/Undergraduate School of Engineering, Graduate School of Science, ResearchInstitutes, and Graduate School of Biomedical Engineering to allow them to safely carryout experiments while not being involved in hazards or accidents.
1.3 Indices (covering minimum-necessary issues for students to keep in mind)
This manual describes the minimum necessary information for students who relate
to engineering equipment and hazardous substances used in an education and researchsite, disaster responses, emergency safety areas and so on. It is a matter of course to
take a safety education program from supervisors and teachers before experiments. In
addition, to settle your safety concerns, please carefully read the corresponding
chapters of this manual that are related to you to improve understanding and expand
knowledge on equipment safety, etc. The following are the indices that cover“minimum-necessary issues common to all students to keep in mind for their safety.”(1) Chapter 3 “Personal Accident Insurance for Students”
Be sure to take out the above insurance policy just in case.
(2) Chapter 14 “Natural Disasters” and Chapter 20 “Disaster Response in the Event ofa Major Earthquake, Etc. ”
These chapters describe emergency responses in case of reoccurrence of a Miyagi
Prefecture offshore earthquake that is predicted with a high possibility. Be sure to
make yourself familiar with the “escape routes”, “emergency safety areas” and“emergency communications guideline.”(3) Chapter 15 “Fire Extinguishing and Evacuation”
A fire broke out twice in the premises of the School of Engineering in 2007. This
chapter refers to the prevention of the fire and response in the event of a fire since
anyone may encounter a fire.
(4) Chapter 17 “First Aid”
When a friend of yours has an accident, etc. during the experiment or sports
meeting, faculty/staff members and students shall provide first aid treatment until
the ambulance comes to the accident site. How to provide the first aid treatment is
illustrated.
(5) Chapter 18 “Emergency Communications Guideline in Case of Fire or Accident ”
The chapter notes guidelines on emergency response just in case when you sufferfrom or encounter an accident, emergency communications to the fire department,
hospital and police office, and the directions to fill in the accident report.

Chapter 2 Safety Policy at the Graduate School/Undergraduate School ofEngineering*Hereafter Graduate School/Undergraduate School of Engineering are abbreviated as School of Engineering

2.1 Categories of Accidents and their Causes
2.1.1 Categories of accidents
In safety engineering, safety-related events are classified by the viewpoints ofaccidents and damage. An accident is a happening that can not be foreseen or intended
and people suffer from injury or death and/or facilities are broken or destroyed due tofailures of machines or the actions by individuals. The extent of accidents is generally
measured by the extent of the damage incurred. The damage is measured by not only
the cost of repair of the machines and loss of property but also the long-term effect on
the environment and people at the site of the accident. Accidents can be categorized into
two types, i.e., physical or material accidents and human accidents. Physical or material
accidents include, for example, the collapse of structures, explosions, leaks of dangerous
or harmful substances, fire, electrical leakage, etc., and can sometimes be caused byout-dated machines. On the other hand, typical human accidents are falling, collisions,pressure, electric shocks, radiation exposure, intoxication, suffocation, etc., and theytend to be caused by human error. Human accidents are often triggered by physical ormaterial accidents, but are more likely to be caused by carelessness or ignorance ofsafety procedures.
2.1.2 Causes of accidents
There are indirect and direct causes of accidents. A direct cause implies that a cause
leads to an accident without having any intervening agents, conditions, and so on. In
human accidents, it damages the human body directly. Typical direct causes are as
follows: deterioration of facilities/equipment, inappropriate safety equipment, immatureskill and human error. The relationship between these direct causes and the resulting
damage is so clear that it is usually easy to find who or what was responsible for theaccident. On the other hand, typical indirect causes such as inadequate workspace, thelack of safety equipment, an inexpedient work environment and half-hearted orinadequate safety education are usually unclear. Since indirect causes are outside thecause-effect relationship, the issue of responsibility for the accident hardly emerges
even though the indirect cause is very predominant.
In laboratories, students must be very careful not to get too close to equipment when

they are exposed to moving parts, and must follow instructions carefully when usingchemicals because poisons might be involved. Also students must wear appropriate
guard tools and clothing to prevent it, for example, from getting caught up in machines.
In general, since it is all but impossible to predict all the accidents, students must
always keep in mind emergency measures including the emergency communications
guideline and escape routes, and be prepared to take emergency actions just in case ofan accident. (For fire, an accident and a theft, refer to the emergency contact
information given in Chapter 18).
2.2 Prevention of Accidents
2.2.1 Causes
An inadequate environment on campus may be considered one of the causes ofaccidents, but, at the same time, most accidents are caused by human error in the formof improper procedure and carelessness, especially when handling instruments ormaterials for the very first time. It is required not only for students but also for staff
and faculty members to make an effort to ensure safety preferentially.
Students, staff and faculty members must exercise common sense when it comes tosafety. It is clear that human error is closely related to exhaustion, which significantly
compromises not just our movement but also our ability to make good judgments anddecisions. Students must avoid spending all night carrying out experiments. “TheHeinrich law” is often referred to in the field of safety control. It states that a stochastic
approach is necessary in safety control, and that the worst possible scenario must
always be considered as a real possibility.
2.2.2 Prevention and countermeasures for accidents(1) To prevent accidents
It is well known that carelessness often leads to serious accidents. Exhaustion
and lack of sleep make it easy to become distracted, and even skilled people arecapable of operating equipment in a dangerous manner when they are tired. Unless
we are alert and cautious, accidents can easily occur. For example, when a student
uses glass instruments without important information of chemical characteristics ofmaterials in them, an unexpected chemical reaction could result in an explosion that
could cause serious injuries and even blindness from flying pieces of broken glasses.
Everyone should be well aware of the potential risks posed by every kind of material,instrument and machine they encounter. In the School of Engineering, all the staffs
in every department are directed to have an experimental procedure manual forexperimental equipment and all the experiments must be carried out according to
the manual. It is especially important to read and understand the experimental
procedure before working with materials, instruments or machines, especially those
unfamiliar to you.
Experiments can be carried out safely so long as you sufficiently understand thecharacteristics of the materials and machines you are going to handle andadequately make preparations including wearing safety gear.
(2) In the event of an accidents
Some toxic chemicals can cause injures to a part of the body they come into
contact with, and others can cause serious problems or even death if they areinhaled or absorbed. These chemicals have to be kept in a safe place and treatedwith the utmost care. Chemical accidents must be dealt with promptly and theappropriate faculty should be notified. A system should be established to be ready tocounter potential accidents that may lead to physical damage. It is important toimprove safety in each department by routinely conducting safety inspection patrols,
safety checks, safety education and training in addition to keeping inspection/check
reports and making recommendations if necessary.
Accidents can be mitigated by lowering the risk of danger and by responding
promptly and appropriately. In the School of Engineering, there are experimental
procedures that students are required to comply with in order to maintain safety.
Tohoku University is committed to keeping the study and research environment
safe for everyone.
(3) Maintaining safety
The School of Engineering has various safety rules and maintains strict safety
management. All the departments are required to conduct safety inspections offacilities and equipment, and to provide students, staff and faculty members withsafety education and fire prevention training. Each department should observe theuniversity’s formal rules, including the Tohoku University Safety and HealthManagement Rules. Although these rules refer to staff and faculty, Tohoku
University extends the same rights of safety and protection to students. Therefore,
students are asked to keep healthy and safe by following the rules laid out in thisdocument.

Staff and faculty members are required to review this manual and the Safety
and Health Rules released at the website of the university so that they can improvetheir safety concerns not only in routine practice but also in emergency cases.
※ The following are major rules relating to safety and health, and disasterprevention throughout Tohoku University and at the School of Engineering:
Ⅰ Safety and Health Management Rules
Ⅱ Aobayama Area Disaster Prevention Practices Work Rules
Ⅲ Safety Management Rules for DNA Recombination
Ⅳ

Rules Concerning the Prevention from Radiation Hazards due toRadioisotopes

Ⅴ Rules Concerning the Handling of Wastes
Ⅵ Fine Points for Poisonous and Deleterious Substances Control
Ⅶ Electrical Facilities Safety Rules
Chapter 19 of this manual explains safety and health management for students andlaboratories in detail.
2.3 Ensuring Safety in the Graduate School of Engineering
In July 2003, the School of Engineering founded a Health and Safety Management
Office that deals with the planning of management, education, and training on safety
and health, and disaster prevention. Subsequently, a Safety and Health Committee waslaunched in April 2004 to discuss safety and health issues for students and employees at
the School of Engineering. The committee consists of professors representing eachdepartment of the School of Engineering, Graduate School of Environmental Studies,and the New Industry Creation Hatchery Center in addition to qualified technical staff
members. The committee periodically revises and improves the safety education andsafety management programs to prevent students and university employees fromencountering accidents at the school and traffic accidents during commuting.
It also publishes a safety manual and reviews the disaster prevention practices incase of major earthquakes. The work of the committee is being realized in safety
education for freshmen. Each department is also conducting concrete actions such as
safety education and training, safety inspection and evaluation, as well as establishinga safety and health committee.

Chapter 3 Personal Accident Insurance for Students Pursuing Education and Research
3.1 What is Personal Accident Insurance for Students?
Even if you are being careful in preventing accidents in everyday laboratory activities,
unexpected accidents do happen. The Personal Accident Insurance for Students Pursuing
Education and Research (Gakusei Kyouiku Kenkyu Saigai Shougai Hoken) is a nation-wide
insurance designed to cover such kinds of accidents that occur during school activities. Thistargets all students (including international students) studying in universities and juniorcolleges in Japan.
When you have inquiries about the insurance or want to take it out, please contact theStudent Support Section at the Education and Student Support Department (Tel:795-7766), or access the Japan Educational Exchanges and Services website(http://www.jees.or.jp/gakkensai/index.htm).
3.2 Accidents Covered by the Insurance
Students are insured for physical injuries and/or damage in the following cases:
1) During classes
Accidents that occur during lectures, experiments in the laboratory, laboratory training
and related activities.
2) During school events
Accidents that occur during entrance ceremonies, orientation, graduation ceremony andother school sponsored events.
3) Inside the school facilities
Accidents that occur while inside the facilities owned by the school for educational
purposes.
4) During official field activities outside the school facilities
Accidents that occur during cultural activities and sports events under the control of aninternal university student group. The group should have been authorized by theuniversity (excluding when a dangerous sport is being played).
This insurance does not cover cases where students unintentionally injure someone ordamage someone’s property at the site of the internship in which they are participatingor the like cases. To be insured in such cases, please take out the “Compensation
Insurance Plan (Gakkensai Futai Baishou Sekinin Hoken) as an additional plan. If you
want to take it out, please contact the Student Support Section at the Education andStudent Support Department (Tel: 795-7766).
5) While commuting
While commuting between a residence and school facilities.
6) Transit between school facilities, etc.
During transit between school facilities, and while moving between places to attend
off-campus classes, school events and extra-curricular activities.

※Cases not eligible for insurance
Insurance does not cover injuries/damage deemed to have resulted from the following:malintent, fighting, crime, illness, earthquake, volcanic eruption, tsunami, riots, radiation
exposure, driving without a license or under the influence of alcohol, and dangerous,
extra-curriculer sports activities outside of school facilities. Accidents that are notconsidered to have occurred suddenly, haphazardly or caused by extrinsic reasons, such asacute alcoholism, are not covered by insurance either.
3.3 Examples of Incidents covered by Insurance1) During classes- During a chemical experiment, a flask exploded and pieces of glass got into the students
right eye (insurance pay-out 200,000 yen).
- During gym class, a student damaged a joint ligament in his left leg after taking off for along jump and sustained a partial fracture (insurance pay-out 320,000 yen).
- During a geological field study, a student fell off a 20 m-high rocky cliff. He cracked hisskull and died (insurance pay-out 20,000,000 yen).
2) During school events- While cooking at a food stand at a school festival, a kettle on the stovetop fell and burned
a student’s leg (insurance pay-out 242,000 yen).
3) Inside school facilities- A student fell down the stairs and damaged a ligament in his right leg during a break(insurance pay-out 30,000 yen).
- During soccer team practice, a student collided with the goalkeeper and ruptured his
spleen. He required a splenectomy (insurance pay-out 5,100,000 yen).
4) During official field activities outside of the school facilities- While on a ski camp, a student fell and broke his left wrist (insurance pay-out 50,000 yen).
- During a rugby football game at the opponent team’s stadium, a student was paralyzed
after injuries sustained in a tackle (insurance pay-out 15,000,000 yen).
3.4 Who should be insured?
All students in Tohoku University are required to take out the Personal Accident Insurance
for students Pursuing Education and Research when they start their courses. However,there are some students reluctant to take out this insurance. If you stay longer in school
because of taking a year off from the university or repeating a year, you need to renew theinsurance policy because the contract will end before graduation. It is also necessary to
renew the contract when you enter graduate school. Since any mishap that occurs while
participating in laboratory research or in extra-curricula activities without insurance may
cost the students tremendously, they must make sure that they are insured. If students are
involved in an accident and are not insured, they face the possibility of having to pay
expensive hospital fees that would otherwise be covered by insurance. Therefore, students
must not study or do research without being insured.

3.5 Insurance Process for Accidents
Accident⇒- Report to the Student Support Section at the Education and Student Support Dept.
-Treatment at the Tohoku University hospital or emergency room (after hours)⇓
Treatment⇓
After treatment
Claim (fill in the document)- Get the required proof and fill in the claim form
- Doctor’s certificate (or treatment status report)⇓
Processed by the insurance company⇓
Payment

3.6 Q & A: Insurance Coverage for Field activities Outside School Facilities
Q1. When students attend an academic meeting, is a “trip schedule form” consideredsufficient for the official document? Do we need to submit another form besides the“trip schedule form” to be insured?
A1. A “trip schedule form” is sufficient as proof by the school when making an insurance
claim. You do not need to submit any other documents.
Q2. Is Kawatabi Seminar Center considered a school facility for training?
A2. Yes. It is a university facility.
Q3. If there are special clauses for coverage against injuries while commuting to school orin transit between school facilities (Tsuugakucyu Shougai Kiken Tanpo Tokuyaku) as
an additional premium, am I insured while commuting to Kawatabi Seminar Center?
A3. Yes. Tohoku University has Personal Accident Insurance for Students Pursuing
Education and Research that includes special clauses for coverage against injuries
while commuting to/from school or in transit between school facilities
Q4. When students carry out questionnaire surveys or land surveys in Sendai in order toget data for graduation or a master’s thesis, are they insured if they report that activity
to the school?

A4. In such cases, the questionnaire and land surveys are considered to be curricular
activities. However, the students need to report that activity in advance since it is notin the University’s regulated facility. Even if an instructor is not with them, thestudents are insured if they submit an official report to the school. The following items
need to be included in the report (There is no official form for this report).
1) date of submission, 2) authorized instructor’s name and stamp (sign), 3) objective,4) schedule, 5) where, 6) transportation, 7) attending students’ and instructor’snames, and 8) all students’ ID numbers and names and the instructor’s name
Q5. When an instructor, who has submitted the “Trip Schedule Form” to the University,
takes students to a field-study at a construction site in Tokyo or Osaka, which part of
the trip is insured? The following are examples:1) home - JR - meeting place - bus - site - hotel – another site home2) home – hotel – conference site – hotel - home
A5. In the case of example 1), visiting the site is the objective of the trip. Therefore, themeeting place is considered to be the part of the field trip and insurance covers thewhole trip.
In the case of example 2), the hotel is not the final destination. Insurance covers theround trip between the hotel and the conference site, but not from home to the hotel.
However, students will be insured if they go to the conference site directly from home,since it’s the final destination.

Chapter 4 Dangerous Materials
4.1 Introduction
Many kinds of materials and chemicals are now used in laboratories along with technologicalprogress, research and development of new materials and expansion of interdisciplinary
research. These materials pose potential accident risks when they are used improperly. This
chapter describes some basic rules for handling dangerous materials that have potential risksof causing fire or explosions.
General cautions before starting the experiment:
1. When using materials you are not accustomed to handling, be sure to carefully check theirdangerous and toxic natures, ignition point, flash point, explosion range, extinguishingmethod (especially for substances that react violently with water) using the Material
Safety Data Sheets (MSDS), data books, handbooks (see references listed at the end of thechapter) and other.
2. Review the appropriate responses to all possible situations and prepare sufficiently for thevarious types of accidents that may occur.
3. Create/confirm the experimental procedure and review the potential dangers which canoccur due to the reaction heat and heat from mixing. Simulate what will happen inadvance.
4. Share your knowledge about the dangerous or toxic nature of substances, which you aregoing to handle (or you are now handling), with others in the laboratory.
5. Keep in mind that you have full responsibility for the handling of the substances fromobtaining, storing, using to disposal.
4.2 Dangerous Substances
4.2.1 General cautions
Dangerous substances are classified into 6 groups with similar characteristics as listed inTable 4-1, and the amount in storage is respectively limited. Dangerous substances inquantities beyond the above limitations have to be stored in a specific storeroom according tolaw. If you have an amount beyond 20% of the specified limitation for certain dangerous
materials and an amount above the specified limitation for flammable solids, and if you keep
statutorily stipulated dangerous substances, the fire department needs to be informed of thedetails (refer to the Sendai City regulation for fire prevention). To protect yourself, you should
not keep quantities of these materials in excess of the limitations.
Some general cautions to be observed for dangerous chemicals when handling them in thelaboratory:

1. Check the ignition point, flash point and the explosion range of all dangerous substances.
2. Confirm the location of fire extinguishers.
3. Do not experiment alone. Let others know about the content of your experiment.
4. Make a record of chemicals by entering the data of the procurement date/amount and theused /amount into the management system for lab chemicals.
5. Be sure to wear the safety gear such as eye protection, gloves, etc.

Table 4-1 Classification of dangerous substances under the Fire Laws

4.2.2 Pyrophoric substances (Group 3)
White phosphorus, organic lithium, organic aluminium, reduction metal catalyst (Pt, Pd, Ni),silane are examples of substances that spontaneously ignite simply by coming into contact
with air. Many substances of this type also ignite when coming into contact with water.
(Handling)
Use in a dry box purged by inert gases (nitrogen and argon) to prevent contact with air.
Although caution in handling is indicated on the container for special active compounds(raney nickel, reduced palladium, etc.), use them under the guidance of a staff/faculty
member who is accustomed to handling them.
(Extinguishing the fire)Use dry sand or a powder fire extinguisher.
4.2.3 Water-prohibiting substances (Group 3)
When water-prohibiting materials come into contact with water, they ignite and combustible
or noxious gas is generated. Metallic sodium, potassium, calcium carbide, calcium phosphide(poisonous gas generation), organic lithium and metal hydride are included in this group.
(Handling)
All care should be taken to ensure they do not come into contact with water or skin directly.
The humidity in the inventory location needs to be noted.
(Extinguishing the fire)
Cover with dry sand or use the powder fire extinguisher. Never use water. Also, be careful not
to use the carbon dioxide fire extinguisher, which is an aqueous extinguishing agent whichforms bubbles.
4.2.4 Flammable liquids (Group 4)
Many organic solvents are dangerous substances since they are highly flammable. They are
categorized as follows according to their flammability.
Table 4-2 Classification of flammable liquids
Special flammable materials Diethyl ether, carbon disulfide and others with an ignition
point of 100°C or lower in one atmospheric pressure, andsubstances with a flash point of -20°C or lower and a boilingpoint of 40°C or lower in one atmospheric pressure.
First-class oils

Acetone, gasoline and others with a flash point lower than
21°C in one atmospheric pressure.

Alcohols

Saturated monohydric alcohol (denatured alcohol is included)with one to three carbon atoms in one molecule. Composition istaken into consideration, and some are defined by the statuteto be excluded.

Second-class oils

Kerosene, diesel oil and others with a flash point equal to or
higher than 21°C and lower than 70°C in one atmosphericpressure. Composition is taken into consideration, and someare defined by the statute to be excluded.

Third-class oils

Heavy oil, creosote oil and others with a flash point equal to or
higher than 70°C and lower than 200°C in one atmosphericpressure. Composition is taken into consideration, and somepaints and other materials are defined by the statute to be
excluded.

Fourth-class oils

Gear oil, cylinder oil and others with a flash point equal to or
higher than 200°C and lower than 250°C in one atmosphericpressure. Composition is taken into consideration, and somepaints and other materials are defined by the statute to be
excluded.

Animal and vegetable oils

Oils extracted from the fat or meat of an animal, the seed or
flesh of vegetables, with a flash point lower than 250°C in one
atmospheric pressure.

(Handling)
1. Because special flammable materials such as ether (-45°C in flash point) and carbon
disulfide (CS2) (-30°C in flash point) ignite to a pilot-light and electric sparks even at a
distance, the use of fire is strictly prohibited. Hexanes, acetone, and benzenes are first-classoils. When heating and distilling them, careful attention must be paid to prevent them from
igniting. Although alcohol can be usually handled safely as long as there is no naked flamein the vicinity, pay attention when heating and distilling it.
2. Normally, you should handle as little liquid as possible, and not bring more into the room
than necessary. Make sure the laboratory is well ventilated. In general, it is often the casethat organic solvents with a low boiling point have a low flash point. Check the boiling point
and the flash point of the solvent being handled.
(Protect yourself)
When using large amounts, wear a protective mask and gloves made of cotton.
(Extinguishing the fire)
Do not panic in the event of a small fire. Use a carbon dioxide fire extinguisher or a powderfire extinguisher to put it out. If the fire keeps growing, it is advisable that you drench the firewith a large amount of water.
4.2.5 Self-reactive substances (Group 5, explosives)
Substances that explode or ignite by heat, impact, friction or light irradiation, for example.
Examples of self-reactive substances are benzoyl peroxides, nitrate esters, nitro and nitroso
compounds, azo and diazo compounds, hydrazine derivatives, and metal azides. Substancessuch as perchloric compounds that have many oxygen atoms in their molecular structures areespecially dangerous, though they are not classified into Group 5. Especially, heavy metal
perchlorates such as silver perchlorate are extremely sensitive explosives. Even a small
amount of silver perchlorate can explode violently.
(Handling)
1. Minimize usage of self-reactive substances.
2. Keep away from naked flames, sparks, fire and heat. Store in a cool area. Protect from heatand impact.
3. Do not use metal spatulas or spoons. Do not use glass stoppers to cap containers.
4. Avoid storing peroxide-forming chemicals in oxidizing conditions or mixing them withstrong acids (i.e., nitric acid) for long periods. It is dangerous to store a mixture of alcohol,hydrogen peroxide, especially at high concentrations (This mixture is often used forwashing experimental apparatus).
(Extinguishing the fire)
When a small amount of self-reactive substance catches fire, it can usually be extinguishedfairly easily. However, it might be impossible if there is a large amount of chemicals present.
Extinguish the fire with a large amount of water or foam extinguishers. Evacuate as soon as
possible if you feel there is an explosion hazard. Individual safety is the most importantconsideration.
4.2.6 Oxidizers (Groups 1 and 6)
Oxidizers can react violently when they come into contact with flammable chemicals,
reducing agents, or metal powder (see also 4.2.7).
Oxidizing solids: chlorates, perchlorates, permanganates, inorganic peroxides, etc.
Oxidizing liquids: hydrogen peroxide, perchloric acid, fuming nitric acid, etc.
Oxidizing gases: ozone, fluorine, chlorine, etc.
(Handling)
1. Avoid direct sunlight, heating, and all forms of impact.
2. Avoid mixing oxidizing agents with other chemicals. Be especially careful with organic
compounds and strong acid agents.

3. Oxidizers can react violently when they come into contact with water, and they readily
release oxygen and heat. Therefore, carefully plan all procedures for working with oxidizing
agents.
(Extinguishing the fire)
Water is generally used to extinguish fires involving oxidizers. The principle is that large
amounts of water cool down the reaction. Dry sand should be used in case of inorganic
peroxides such as potassium peroxide and calcium peroxide.
Table 4-3 Chemical bonds which lead to explosion easily
N-O

N-M

-O-NO2

nitrate esters

N-M3

metallic nitrides-NO2

nitro compounds

M-NH

metal-imidos>N-NO2

nitramines

M-NH2

metal-amides

N-HNO3amine nitrates-NO

nitroso compounds-OO-Hhydroperoxide-ONC

fulminates-OO-

peroxide

N-N

CO-OO-H

peroxy acid-N≡ N+

diazonium salts-O3

ozonides-N=N-C≡N

diazocyanides(-N=N2-S

diazosulfides

N-HClO4amine perchlorates-N3

azides-OClO3perchlorate esters

N-HClO

chloric acid amides

C-OClO2

chloric acid esters-ClO2

chlorites

O-O

O-X

4. 2. 7 Incompatible combinations of chemicals
When some chemicals are combined, there is a risk of fire explosions, or poisonous gases being
produced. A great number of combinations are known to involve the risk of various hazards.
In general, the following combinations are highly dangerous.
1.

Mixtures of oxidizers and reducers:- Typical oxidizers: nitric acid, concentrated sulfuric acid, perchlorates, hypochlorites
permanganates, bichromates, oxygen, and chlorine.
- Typical reducers: amine derivatives, various alcohols, sulfur, phosphorous, hydrocarbons(organic chemicals), metal powders.
2.

Mixtures of oxidizing salts and strong acids: e.g. combinations of strong acids (nitric or
sulfuric acid) and perchlorates, chlorates or permanganates

3.

Mixtures producing unstable chemicals: e.g. combinations of ammonia and iodine,ammonia and silver nitrate, metallic sodium and chloroform (carbon tetrachloride), silver
or copper salts and acetylene.
The above does not cover all dangerous combinations. There are many other incompatible
chemicals.
(Handling)
1. Reference 4 “Handbook of Incompatible Chemicals” shown at the end of this chapter
describes cautions regarding mixing and contact between various compounds. Typicalreactions involving large amounts of heat of reaction, fire and explosive hazards aredetailed. Please refer to this handbook before carrying out a procedure with the potential
risk of an accident when trying to dissolve or mix unfamiliar chemicals.
2. It is essential that you observe the exothermic heats of mixing small amounts of chemicals
as a trial. Once you have made sure your procedure is safe, the amounts can be increased,
but very gradually.
3. Be aware that not only special exothermic mixing reactions but also general
neutralization and dissolution can cause a relatively large heat evolution well beyond
what you might expect.
4. Be especially careful of the hazards when you use such chemicals you do not use often.
4. 2. 8 Safe storage of chemicals
Fundamental cautions for the handling of chemicals are provided in the former section. In
general, accidents do not simply “happen”, but are caused by a combination of rare mistakes
and carelessness. It is required to take measures to protect accidents. The fail-safe concept iseffective as a precaution although rigidly adhering to it is not always easy. In the laboratories
where chemicals are stored, keep the following cautions:
1. During your experiment, put chemicals into small bottles or containers of the minimum
size necessary, and use them on the testing bench or in the draft chamber, when necessary.
On the testing bench, put the bottles on trays or the like that are compartmentalized byplastic plates to avoid tumbles and spills. Large bottles must be placed on the floor. (Thespillage of organic chemicals from large bottles has been reported to result in firedisasters.) Also, put trays under bottles to avoid tumbling and spills on the floor as well.
2. In the storage cabinet, do not put incompatible chemicals close to each other, and makesure they are well partitioned, and that anti-earthquake procedures are observed. Strictly
control the purchase and storage amounts of chemicals. Note that steel cabinets with
sufficient partitions are available commercially (brand name: Lab-Cabinet). They are notcheap, but safety is a higher priority than the costs involved.
3. Make your experimental procedure known to others. Indicate on the plate the names ofchemicals and put the plate close to them to attract the attention of others if you arecarrying out a long heat treatment for distillation, reflux, etc.

4. Avoid the usage of old chemicals, and ask the Environment Conservation ResearchInstitute (ECRI) for treatment.
5. Do not hesitate to ask when you have questions, or if there is something you are unclear
about. (Newcomers to laboratories are strongly advised to do this.)
6. Emergency response procedures should be coordinated and uniformly announced to allstudents, staff and faculty in the laboratory. Emergency response drills are strongly
recommended. Be sure to check where the fire extinguishers and sand bags are. Note that
CO2 accumulator-type extinguishers (reusable) can be used for small outbreaks of fire.
7. Do not allow the use of naked flames for heating laboratory rooms.
Table 4-4

Inorganic compounds which are dangerous when mixed

Main component

Sub component

OxygenCombustibles (especially H2, oil)AmmoniaAg, halogen, Ca(ClO)2
NH3, CH ≡ CH, olefin, petroleum gas, turpentine oil,

Halogen

C6H6, metal powder
Reducing materials (ammonium salt, acid, metal

Inorganic oxidizer

powder, combustible organic matter, S, Bi( including
its alloys))

Alkaline andH2O, CO, CO2, CCl4, hydrocarbon halide, heavy metal

alkaline-earth metals

chloride)

Metals (Cu, Ag, Hg))
Ammonium nitrate
Table 4-5

CH ≡ CH, oxalic acid, tartaric acid, fumaric acid,ammonium compound, H2O2, fulminic acid
ROH, RCOR1, HCN, CS2, combustibles
Organic compounds which are dangerous when mixed

Main component

Sub component

Acetylene

Cl2, Br2, F3, Ag, Cu, Hg

AcetoneMixed acid (HNO3, +H2SO4)

Aniline

HNO3, H2O2

Acetic acid

HNO3, chromic acid, permanganate, peroxide

Oxalic acidAg, HgHydrocarbon

Halogen, chromic acid, peroxide

Nitroparaffin

Chlorine, amine

Nitrobenzene

KOH

Hydrazine

H2O2, HNO3, oxidizer

Acetic anhydride
Organic peroxide

Compounds with OH (ethylene glycol), perchloric
acid, bromine
Organic acid, inorganic acid, amine

REFERENCES
1) “Chemicals Requiring Special Caution”, TCI, Koudansha, (1998)
2) “The Merk Index”, Merk & Co. Inc., (1989)
3) “Data Book of Dangerous Materials”, Tokyo Fire Department, Maruzen, (1998)
4) “Handbook of Incompatible Chemicals”, Tokyo Fire Department, Nikkankogyo, (1975)
5) “Safety Guideline of Chemical Experiment”, CSJ, Maruzen
6) “For Safe Experiments”, Kagakudojin editorial office, Kagakudojin
7) L Bretherick, “Handbook of Reactive Chemical Hazards 4th ed,” Butterworth, (1990);“Handbook of Dangerous Materials”, Maruzen, (1987)
8) “Dangerous Waste – Origination, Handling, Disposal”, Toray Research Center (1990)
9) “Chemical Dictionary”, Tokyo Kagakudojin10) “Physics and Chemistry Dictionary”, Iwanami Shoten

Chapter 5 Hazardous Substances
5.1 General Cautions
All substances used in experiments are considered hazardous to some extent. In most cases, theamounts used are too small to pose any real harm unless they are taken internally. However, youmust be very careful when handling toxic substances and highly volatile poisonous substances. It isof the utmost importance that you take the time to collect information on the toxicity of thesubstances you intend to use before using them.
5.2 Toxic Substances
5.2.1 Poisonous substances and deleterious substances
Poisonous substances and deleterious substances are defined as having dose LD 50 (a lethal dose per
1 kg weight to kill half of the tested population) that kills 50% of the test animals (Table 5-1).
Chemical substances with a lethal dose of 1.8 g or less are considered poisonous substances, andchemical substances with a lethal dose of 18 g or less are deleterious substances for adults (average
weight 60 kg). This is as defined in the “Poisonous and Deleterious Substances Control Law” Article
2 (Table 5-2).
Table 5-1 Criteria for poisonous and deleterious substances

Poisonous
substances

Oral
LD50

Transderma
LD50

Gas

Inhalation LC50
Vapor

Dust, mist

≦30 mg/kg≦100 mg/kg≦500 ppm (4hr)≦2.0 mg/L (4hr)≦0.5 mg/L (4hr)

100 mg/kg<
and≦1,000 mg/kg

500 ppm (4hr) <and≦2,500 ppm (4hr)

2.0 mg/L (4hr) <and≦10 mg/L (4hr)

0.5 mg/L (4hr) <and≦1.0 mg/L (4hr)

Deleterious 30 mg/kg<
andsubstances≦300mg/kg

Table 5-2 Designated substances by the Poisonous and Deleterious Substances Control Law

No
.

1

Classificati
on

Poisonous
substances

Definition(Poisonous and Deleterious
Substances Control Law
Article 2)
Substances noted in
Attached Table 1 except
drugs and unregulated
drugs; designated by items
1-28.

Main designated substances
Hydrogen cyanide, sodium cyanide, mercury,selenium, nicotine, arsenic, hydrogen fluoride,
etc.

2

3

Substances noted in
Attached Table 2 except
Deleterious
drugs and unregulated
substances
drugs; designated byitems 1-94.
SpecifiedPoisonous substances
poisonous
noted in Attached Table 3;
substances designated by items 1-10.

Ammonia, hydrogen chloride, hydrogen
peroxide, sodium peroxide, potassium, cresol,
chloroform, carbon tetrachloride, dichromic
acid, oxalic acid, nitric acid, sodium hydroxide,
picric acid, phenol, methanol, sulfuric acid, etc.
Octamethyl pyrophosphoramide,
tetraalkyllead, etc.

Table 5-3 describes the classification according to the toxic effects by poisonous and deleterious
substances
Table 5-3 Classification of toxic substances according to the effect
EffectTypical examples
Skin cornification: arsenic, cobalt, dilute alkali solutions, etc.
Skin coloration: picric acid, silver nitrate, iodine, etc.
Pigment anomaly: tar, pitch, arsenic, etc.
Acute dermatitis and rash: acid, alkali, chloro dinitrobenzene, formalin, tar, pitch,
Dermal lesion etc.
Ulcers: chromium, nickel, acid, alkali, etc.
Lesion of hair and sebaceous gland: mineral oil, tar, chloro naphthalene, etc.
Hair lesion: thallium, manganese, etc.
Lesion of nail and the surrounding skin: selenium, thallium, fluorine, etc.
Mainly affecting upper respiratory tract: aldehyde, alkalinity dust and mist,
ammonia, chromic acid, ethylene oxide, hydrogen chloride, hydrogen fluoride,sulfur dioxide gas, sulfuric anhydride, etc.
MucosaAffecting upper respiratory tract and pulmonary tissue: bromine, chlorine,
defects
chlorine oxide, cyanogen bromide, dimethyl sulfate, fluorine, iodine, etc.
Affecting peripheral airways lower thoracic esophagus and pulmonary alveoli:arsenic trichloride, nitrogen peroxide, phosgene, etc.
Simple asphyxiation: carbon dioxide, ethane, helium, hydrogen, nitrogen, nitrous
oxide.
Asphyxiation Chemical asphyxiation: carbon monoxide, cyanide, hydrogen cyanide, nitrile,aromatic nitro compounds(nitrobenzene, dinitrobenzene, etc.), aromatic amines(aniline, methylaniline, etc.), hydrogen sulfide
Most organic solvents and many lipid soluble solids have a variety of aesthesia
Anesthesia
affects.
Nervous
Carbon disulfide, halogenated hydrocarbon, methanol, thiophene, tetraethyl lead,systemmanganese, mercury
lesions
Liver and
Carbon tetrachloride, tetrachloroethane, hexachloronaphthalene, trinitrotoluene,kidneydioxanelesions(Especially for kidney) Uranium, cadmium
Blood lesion
Benzene, lead, radiation, phosphine, arsine, etc.
Hard tissue Acid mist, yellow phosphorus, fluorine, etc.
lesions
Alveolus stimulant substances (lung edema, pneumonia), hardly soluble dust
（pneumoconiosis）, free silicic acid （silicosis）, asbestos (asbestosis), talc
Lung lesions(talcosis), agalmatolite (pyrophyllitosis), aluminum (aluminosis pulmonum), coal

Others

powder（coal miner’s lung）, graphite (graphitosis), welding dust（welder’s lung）,
beryllium (pulmonary berylliosis), etc.
Allergy: metallic oxide and fume, etc.
Circulatory function defect: nitroglycol, nitroglycerine, etc.

Cautions regarding storing and handling
1. Poisonous substances and deleterious substances must be exclusively stored in sealed containers
and put in a locked exclusive cabinet. When purchasing or using these substances, keep strict
record in the logbook. Also, every time you purchase or use them, make an entry into theManagement System for Lab Chemicals.
2. Collect information on the degree of carcinogenicity and toxicity from reference data. When you
purchase poisonous and deleterious substances, the following information will be presented on
the MSDS by the seller: ① The name and address of the seller who provided the information. ②
Discriminate between poisonous substances and deleterious substances. ③ The name of the
product, ingredients and contents. ④ Recommended first aid. ⑤ Action to be taken in case offire. ⑥ Measures for leaks. ⑦ Caution regarding storage and handling. ⑧ Measures for theprevention of exposure and the protection against exposure. ⑨ Physical and chemical
characteristics. ⑩ Stability and reactivity. ⑪ Information about toxicity. ⑫ Caution regarding
disposal. ⑬ Caution regarding transport.
3. Handle substances inside a draft chamber equipped with a hazardous substances removal unit.
4. Wear safety gear such as protective glasses, a gas mask, gloves and other basic protective
clothing.
5. Let others know what you are doing.
6. Be prepared to take countermeasures in case of spillage or any other type of accident.
7. Never dispose of poisonous and deleterious substances in the ground or ocean, and never burnthem.
The law regulates storage and other issues for poisonous and deleterious substances. It applies toall workers, including researchers. The following is the rephrasing of the law to allow your easy
understanding:(1) You must take all measures to ensure that poisonous and deleterious substances cannot bestolen or lost. A staff or faculty member in charge shall strictly keep the keys.
(2) You must take all measures to prevent poisonous and deleterious substances from scattering,leaking, and draining. The measures include laying trays under the bottles. This applies when
you take out or transport poisonous or deleterious substances from the facility.
(3) Never store poisonous substances or deleterious substances in containers that are usually used
to keep food.
(4) You must put a notice board or seal indicating “Poisonous Substance for Non-Medical Use” inwhite letters on a red background, and “Deleterious Substance for Non-Medical Use” in red
letters on a white background on every container, package, store chamber/shelf that keep
poisonous and deleterious substances.
(5) You must dispose of poisonous and deleterious substances according to the designated way after
asking the Environment Conservation Research Institute (ECRI) for treatment. You can also ask
treatment to a waste management contractor approved by the Waste Disposal and PublicCleaning Law.
(6) In the event that poisonous or deleterious substances are scattered, leaked, or drained, you must
report it immediately to the staff or faculty member in charge, the Health and Safety
Management Office, the police and the fire department, and take necessary, emergency
measures to prevent health and sanitary damage from expanding.
(7) You must report to the staff or faculty member in charge, the Health and Safety Management
Office and the police in the event that poisonous or deleterious substances are stolen or lost.
(8) Places where poisonous and deleterious substances are stored or displayed must be a special
exclusive facility with locks, and they must be clearly separated from places where othermaterials are stored.
(9) The poisonous and deleterious substances storage or display facilities must be posted with a sign
bearing “AUTHORIZED PERSONNEL ONLY” to prohibit public access and to prevent themfrom being stolen.
(10) You must check the delivery and receipt of the poisonous and deleterious substances and theirinventories at regular intervals. You must keep strict records including data on the amount ofeach substance used.
Only “Specified Poisonous Substances Researchers” certified by the governor can manufacture
specified poisonous substances. Furthermore, there are laws regulating importing, possessing,using and transferring specified poisonous substances. The “Poisonous and Deleterious Substances
Control Law” and the “List of Poisonous and Deleterious Substances” and the “Specified Poisonous
Substances” can be accessed at this website: (http://www.houko.com/00/01/s25/303.htm)
5.2.2 Carcinogenic Substances
The Japan Society for Occupational Health has accepted the carcinogenic substance classificationby the International Agency for Research on Cancer (IARC) and has added other information in theform of a carcinogenic substance table to provide more information about industrial chemicals andrelated substances. “Group 1” includes substances carcinogenic to humans. “Group 2” includes
substances deemed to be carcinogenic to humans. This group is divided into two groups: Group 2-A
includes agents, mixtures and circumstances that are probably carcinogenic to humans, and Group2-B includes agents, mixtures and circumstances that are possibly carcinogenic to humans. Table
5-4 shows the main carcinogenic substances.
Table 5-4 Main carcinogenic substances＜Group 1＞
Aflatoxin
4-aminobiphenyl
Arsenic and arsenic compounds
Asbestos

Ethylene oxide
Gamma ray irradiation
Formaldehyde
2-naphthylamine

Benzene
Benzidine
Beryllium and beryllium compounds
Bis (chloromethyl) ether and chloromethyl
ether
Cadmium and cadmium compounds
Hexavalent chromium compounds
Erionite＜Group 2-A＞
Acrylic amide
ButadieneAcrylonitrile
Diethyl sulfate
1,2-dimethylhydrazine
Dimethyl sulfate
Epichlorohydrin
Ethylene dibromide＜Group 2-B＞
Acetaldehyde
Acrylonitrile
Carbon tetrachloride
Catechol
Chloroform
CobaltCobalt sulfate
Dichloromethane
Gasoline

Neutron ray
Nickel compounds
Radionuclide that emits alpfa ray
Radionuclide that emits beta ray
Talc (containing asbestiform fibers)
Vinyl chloride monomer
X-ray irradiation

Indium phosphide
Inorganic lead compounds
Methyl methanesulfonate
Tetrachloroethylene
Trichloroethylene
Vinyl bromide
Vinyl fluoride
DioxaneLead
Magenta
Metal nickel
Nitrobenzene
Phenobarbital
StyleneVanadium pentoxide

5.2.3 Specified Chemical Substances
The Industrial Safety and Health Law and the Ordinance on the Prevention of Hazards due toSpecified Chemical Substances describe the responsibility of organizations to protect theiremployees from cancer, dermatitis, nervous system diseases and other health damage due tochemical substances. Employers are required to check the toxicity of substances, possible
substitutions, the work procedures, the maintenance and improvement of facilities and ensure
thorough health management, as well as other necessary measures. Table 5-5 shows the chemical
substances that are designated by the Industrial Safety and Health Law. When handling thesesubstances, it is required to have local ventilation equipment, dust collectors, an exhaust gas
treatment system, a discharged liquid treatment system and a system to treat residuals fromexperiments. In addition, installing of two or more doorways and restricted areas, performing
voluntary periodical inspection of machines, work environment measurement, prohibiting eating,drinking and smoking, medical examinations, wearing of safety gear, etc., must be adhered to.
Table 5-5 Specified chemical substances
1. Group No. 1 substances
1 Dichlorobenzidine or its salts

7 Benzotrichloride

2 α- naphthylamine or its salts
8 Formulation and other substances containing
3 Chlorinated biphenyls(otherwise called
more than 1% of its weight of substances fromPCB)
1 through 6, or more than 0.5% of its weight of
4 O-tolidine or its salts
7 (in terms of alloy, containing 3% of its weight
5 Dianisidine or its salts
of beryllium)
6 Beryllium or its compounds
2. Group No. 2 substances
1 Acrylamide
2 Acrylonitrile
3Alkylmercury compouds (only substancesin which alkyl group is methyl or ethylgroup)
4 Ethyleneimine
5 Ethylene oxide
6 Chloroethylene
7 Chlorine
8 Auramine
9 Ortho-phthalodinitrile
10 Cadmium or its compounds
11 Chromic acid or its salts
12 Chloromethyl methyl ether
13 Vanadium pentoxide
14 Coal tar
15 Arsenic trioxide
16 Potassium cyanide
17 Hydrogen cyanide
18 Sodium cyanide
19 3.3’ – dichloro – 4.4’ - diaminodiphenyl
methane20 Methyl bromide
21 Dichromic acid or its salts
22 Mercury or its inorganic compounds(exclusive of mercury sulfide)
23 Trilene-diisocyanate
24 Nickel carbonyl
25 Nitroglycol
26 Para-dimethylaminoazobenzene
27 Para-nitrochlorobenzene
28 Hydrogen fluoride
29 β-propiolactone
30 Benzene
31Pentachlorophenol (otherwise called PCP) or its
sodium salts
32 Magenta
33 Manganese or its compounds (exclusive ofbasic manganese oxides)
34 Methyl iodide
35 Hydrogen sulfide
36 Dimethyl sulfide
37 Formulations or other substances containing
substances from 1 through 36 shown above,
designated by Ministry of Health, Labour andWelfare Ordinance.

3. Group No. 3 substances (not subjected to work environment measures)
1 Ammonia
7 Phosgene
2 Carbon monoxide
8 Formaldehyde
3 Hydrogen chloride
9 Sulfuric acid
4 Nitric acid
10 Formulations and other substances
5 Sulfur dioxide
containing substances from 1 through 9 shown
6 Phenolabove, designated by Ministry of Health,Labour and Welfare Ordinance.
*Asbestos, which formerly belonged to Group No. 3, was removed from the “Designated Chemical
Substances” in February 2005, and is now under the strict control by the new “Asbestos Damage
Prevention Regulations “
5.3 Sarin and Other Specific Chemicals
The “Law on the Prohibition of Chemical Weapons and the Regulation of Specific Chemicals” wasenforced on May 5th, 1995. Table 5-6 shows the substances that are subject to this law. (Besides thesubstances listed, organochemical and specific organochemical substances are also subject to thislaw.) You must receive permission from the Minister of Economics, Trade and Industry before
manufacturing or using the specific substances. The possession, and the giving and receiving ofspecified substances without permission is prohibited by law. It is mandatory to obey the law and toensure that appropriate procedures are taken in the laboratory when researchers are handlingthese chemicals. It is important to note that if you synthesize any of those substances or theirprecursors without being aware of the relevant laws, you are still liable under the law and will bepunished accordingly.
In terms of manufacturing, use and import/export of the specific materials, organic chemicals andspecific organic chemicals, application to the Minister of the Economics, Trade and Industry is
required depending on the group and amount of the target. When falling under this case, contact
the Health and Safety Management Office in advance.
Table 5-6 Substances subjected to the Law on the Prohibition of Chemical Weapons and theRegulation of Specific Chemicals

1 Specified
substances
2 Group 1
Designatedsubstances

Toxic chemicals
Precursors<Reagent 1A >< Reagent 1B >See text
See text< Reagent 2A >< Reagent 2B >(1) O ･ O ´ - d i e t h y l = s - [ 2 - (1) Compounds (except following substances) with aphosphorus atom that is not bonded with a carbon(diethylamino)ethyl]=
atom, except for those bonded to an alkyl group
phosphorothiorate
which is designated in the specified substances and(otherwise called amiton)
which has three or less carbon atoms.
and its alkyl salts, anda) substances described in 1 through 4 ofprotonated salts
column 3 and column 4 in the specified(2) 1.1.3.3.3 -pentafluoro-2-(trisubstances shown above.
fluoromethyl)-1-propeneb)O-ethyl=s-phenyl=ethylphosphonodithionate(otherwise called PFIB)(otherwise called fonofos)(3) 3-quinuclidinyl=benzilate(2) N.N-dialkyl(Me, Et, N-Pr or i-Pr)phospholamidic=(otherwise called BZ)
dihalides(3) Dialkyl(Me, Et, N-Pr or i-Pr)=N.N-dialkyl(Me,Et, N-Pr or i-Pr)phosphol amidates(4) Arsenic trichloride(5) 2.2-diphenyl-2-hydroxyacetic acid(6) Quinuclidine-3-ol(7) N.N-dialkyl(Me, Et, N-Pr or iPr)aminoethyl-2chlorideｓ and corresponding protonated salts(8) N.N - dialkyl(Me, Et, N-Pr ori-Pr)aminoethane-2- ols (exemptions: N.N –dimethylaminoethanol
and N.N-diethylaminoethanol) and corre-sponding protonated salts(9) N.N – dialkyl(Me, Et, N-Pr or i-Pr)aminoethane-2- thiol and corresponding protonated salts(10) Bis (2-hydroxyethyl) sulfide (otherwise called
thiodiglycol)(11) 3.3-dimethylbutane-2-ol(otherwise calledpinacolyl alcohol)

3 Group 2
Specified
substances<Reagent 3A>(1) Carbonyl dichloride(otherwise called phosgene)(2) Cyanogen chloride(3) Hydrogen cyanide(4) Trichloronitromethane(otherwise called chloropicrin)<Reagent 3B>(1) Phosphoryl chloride(2) Phosphorus trichloride(3) Phosphorous pentachloride(4) Trimethyl phosphite(5) Triethyl phosphite(6)Dimethylphosphite(7) Diethyl phosphite(8) Sulfur monochloride(9) Sulfur dichloride(10) Thionyl chloride(11) Ethyldiethanolamine(12) Methyldiethanolamine(13) Triethanolamine

The chemical structure of sarin and other specific substances (toxic chemicals (Reagent 1A)and their precursors (Reagent 1B)). Toxic chemicals (Reagent 1A) have the following names:
1: sarin, soman and their derivatives, 2: tabun derivatives, 3 and 4: VX, 5-13: sulfur mustards,
14-16: lewisite, 17-19: nitrogen mustards, 20: saxitoxin, 21: ricin
Sarinm.p. －57℃, b.p. 147℃
Lethal dose: 0.01 mg/kg(Potassium cyanide:10 mg/kg)(ie. 0.6 mg for 60 kg weight
5.3.1 Specific substances
Toxic chemicals (Reagent 1A)(1) O- alkyl(≤C10, incl. cycloalkyl) =alkyl(Me, Et, n-Pr or i-Pr)-phosphonofluoridates
R1OPO(R2)F
e.g. Sarin: O-Isopropyl methylphosphonofluoridate
Soman: O-Pinacolyl methylphosphonofluoridate(2) O- alkyl(≤C10, incl. cycloalkyl)=N,N-dialkyl (Me, Et, n-Pr or i-Pr) =phosphonylamide cyanidates
R1OPO(CN)NR2R3
e.g. Tabun: O-Ethyl N,N-dimethyl phosphoramidocyanidate(3) O- alkyl (H or ≤C10, incl. cycloalkyl) =S-2-dialkyl(Me, Et, n-Pr or i-Pr) aminoethyl=alkyl (Me, Et,
n-Pr or i-Pr) phosphonothiolates and corresponding alkylates and protonated salts
R1OPO (SCH2CHNR2R3)R4
e.g. VX: O-Ethyl S-2-diisopropylaminoethyl methylphosphonothiolate(4) S-2- dialkyl(Me, Et, n-Pr or i-Pr) aminoethyl=hydrogen= alkyl(Me, Et, n-Pr or i-Pr)
phosphonothiolates and corresponding alkylated or protonated salts(R1R2NCHCH2S)PO(OH)R3(5) 2-chloroethyl chlormethyl sulfide
ClCH2-S-CH2CH2Cl(6) Bis (2- chloroethyl) sulfide (mustard gas)S(CH2CH2Cl)2(7) Bis(2-chloroethylthio)methane
CH2(SCH2CH2Cl)2(8) 1,2-bis (2- chloroethylthio) ethane (sesquimustard)
ClCH2CH2S-(CH2)2- SCH2CH2Cl(9) 1,3-bis (2-chloroethylthio)-n-propane
ClCH2CH2S-(CH2)3- SCH2CH2Cl(10) 1,4-bis (2- chloroethylthio)-n-butane
ClCH2CH2S-(CH2)4- SCH2CH2Cl(11) 1,5-bis (2- chloroethylthio)-n-pentane
ClCH2CH2S-(CH2)5- SCH2CH2Cl(12) Bis (2- chloroethylthiomethyl) ether
O(CH2SCH2CH2Cl)2(13)Bis (2- chloroethylthioethyl) ether (o-mustard)
O(CH2CH2SCH2CH2Cl)2(14) 2-chlorovinyldichloroarsine (lewisite 1)
Cl2AsCH=CH2Cl(15) Bis(2-chlorovinyl)chloroarsine (lewisite 2)
ClAs(CH=CHCl)2(16) Tris (2-chlorovinyl) arsine (lewisite 3)
As(CH=CHCl)3(17) Bis(2-chloroethyl) ethylamine (HN1)
CH3CH2N(CH2CH2Cl)2(18) Bis(2-chloroethyl) methylamine (HN2)
CH3N(CH2CH2Cl)2(19) Tris (2-chloroethyl)amine (HN3)
N(CH2CH2Cl)3(20) Saxitoxin(21) Ricin
The kind of albumin contained in castor-oil plant seed (protein)
Precursors (Reagent 1B)(1) Alkyl(Me, Et, n-Pr or i-Pr)phosphonyl difluoride
R1POF2(2) O-alkyl(H or ≤C10, incl. cycloalkyl)=o-2-dialkyl(Me, Et, n-Pr or i-Pr)aminoethyl=alkyl(Me, Et,

n-Pr or i-Pr)phosphonites and corresponding alkylates and protonated salts
R1OPO(OCH2CHNR2R3)R4(3) O-2-dialkyl(Me, Et, n-Pr or i-Pr)aminoethyl=hydrogen= alkyl(Me, Et, n-Pr or i-Pr)phosphonites
and corresponding alkylates and protonated salts(R1R2NCHCH2O)PO(OH)R3(4) O-isopropyl=methylphosphonochloridate (chlorosarin)((CH3)2CHOPO(CH3)Cl(5) O-pinacolyl=methylphosphonochloridate((CH3)3C(CH3)CHOPO(CH3)Cl
5.4 Manufacturing Prohibited and Restricted Substances
When using substances whose manufacturing is forbidden or restricted, you must comply fully withthe required procedure according to the Industrial Safety and Health Law, Articles 55 and 56.
Before using those substances, permission must be granted from the Chief of the Miyagi Labour
Standards Inspection Office for the manufacturing prohibited substances, and from the Minister for
Health, Welfare and Labour for the use of the manufacturing restricted substances. When fallingunder this case, contact the Health and Safety Management Office in advance.
5.4.1 Substances prohibited to be manufactured
The following substances are strictly forbidden to be manufactured.
(1) Yellow phosphorus matches(2) Benzidine and its salts(3) 4-aminodiphenyl and its salts(4) Amosite(5) Crocidolite(6) 4-nitrodiphenyl and its salts(7) Bis(chloromethyl)ether(8) β-naphthylamine and its salts(9) Products that contain asbestos (exclusive of (4) and (5)) with 1% or higher by asbestos weightcontent(10) Gum glue which contains more than 5% benzene (of the total solvent, including the diluent).
(11) Formulations and other substances containing more than 1% of the substances described in (2)through (8) by weight.
5.4.2 Restricted Substances
The following substances require a license in order to be manufactured.
(1) Dichlorobenzidine and its salts(2) α-naphthylamine and its salts

(3) Polychlorinated biphenyl(PCB)(4) Ortho-tolidine and its salts(5) Dianisidine and its salts(6) Beryllium and its compounds(7) Benzotrichloride(8) Formulations and other substances containing more than 1% of the substances described in (1)through (6) by weight, or formulations and other substances containing more than 0.5% of
substances described in (1) through (6) by weight, more than 0.5% of substances described in (7)for its weight. (Alloys containing more than 3% of beryllium by weight.)

Chapter 6 Organic Solvents
6.1 Introduction
Organic solvents play a valuable role in experiments because of their ability to dissolve
various substances. In laboratories specializing in organic chemistry, very large
amounts of organic solvents are routinely used, and, even laboratories in other fields,
they are kept in significant amounts. It should be understood that most of the organic
solvents are harmful to some extent if they are absorbed by the human body, or comeinto contact with skin. This chapter summarizes the important points to remember
when handling organic solvents. In the university, the Health Administration Center
provides specific medical examinations to students who are handling organic solvents.
They are encouraged to have a regular health checkup.

6.2 Hazardous Organic Solvents
Under the Organic Solvent Toxication Prevention Regulations of the Industrial Safety
and Health Law, 55 kinds of organic solvents listed below are given detailed rules to befollowed to prevent health damage (the solvents are classified into three depending on
the level of the danger and hazard). These rules specifically refer to the equipment,
ventilation system, work environment measurement, sign posting, indication,
evacuation procedure, storage, protective safety gear, health checkups, etc. Failure toappropriately handle these organic solvents can cause health damage. Students arealso required to keep these rules in mind.

Group No. 1 Organic solvents
14. Chloroform
23. Tertachlorocarbon
27. 1,2-Dichloroethane (dichloroethylene)
28. 1,2-Dichloroetylene (dichloroaccethylene)
32. 1,1,2,2-Tetrachloroethane (tetrachloroacethylene)
36. Trichloroethylene
38. Carbon disulfide

Group No. 2 Organic solvents
1.

Acetone2.

Isobutylalcohol

3.

Isopropylalcohol

4.

Isopentylalcohol (isoamylalcohol)

5.

Ethylether

6.

Ethylene glycol mono ethylether (cellosolve)

7.

Ethylene glycol mono ethylether acetate (cellosolve acetate)

8.

Ethylene glycol mono-normal-buthylether (butyl cellosolve)

9.

Ethylene glycol mono methyl ether (methyl cellosolve)

10.

Ortho-dichlorobenzene

11.

Xylene12.

Cresol13.

Chlorobenzene

15.

Isobutyl acetate

16.

Isopropyl acetate

17.

Isopentyl acetate (isoamyl acetate)

18.

Ethyl acetate

19.

Normal-butyl acetate

20.

Normal propyl acetate

21.

Normal pentyl acetate (normal amyl acetate)

22.

Methyl acetate

24.

Cyclohexanol

25.

Cyclohexane

26.

1,4-Dioxane

29.

Dichloromethane (dichloromethylene),30.

n,n-Dimethylformamide, ,31.

Styrene33.

Tetrachloroethylene (perchloroethylene),

34.

Tetrahydrofuran

35.

1,1,1-Trichloroethane

37.

Toluene39.

Normal hexane

40.

1-Buthanol

41.

2-Buthanol

42.

Methanol43.

Methyl isobuthyl ketone

44.. Methyl ethyl ketone
45.

Methyl cyclohexanol

46.

Methyl cyclohexane

47.

Methyl normal butyl ketone

Group No. 3 Organic solvents
48. Gasoline
49. Coal tar naphtha (including solvent naphtha)
50. Petroleum ether
51. Petroleum naphtha
52. Petroleum benzene
53. Turpentine oil
54. Mineral spirit (including mineral thinner, petroleum spirit, white spirit, andmineral turpentine)
55. Mixtures of the materials listed above (1-54)

6.3 The Main Organic Solvents Used in the University
The graph below indicates the most commonly used organic solvents in the university
according to a survey taken in October 2000.

Fig. The list of main organic solvents at Tohoku University handled by students(October, 2000)

6.4 Health Problems from Inhaling Organic Solvents
Generally, organic solvents have high volatility, and accordingly their concentration in
the air increases rapidly. As a result, a single or a combination of symptoms appear, i.e.,a feeling of heavy-headedness, headaches, fatigue, giddiness, nervousness, nausea,
vomiting, loss of appetite, stomachaches, a decrease in weight, palpitations, insomnia,
anxiety, a loss of concentration, tremor, irritation of the upper respiratory tracts,
irritation of the eyes, abnormalities of the skin and/or mucous membrane, acute pain in
the extremities of the limbs, abnormal sensations, a decrease in grip strength,
decreased tendon reflex, and altered visual acuity. Additionally, abnormal results fromneurological examinations, liver disfunction, and leucopenia can be detected in the
medical examinations.

6.5 Handling Organic Solvents

Organic solvents disperse rapidly in the air. A mistake made by one person when
dealing with organic solvents may cause serious health problems not only to the person
but also to others in the vicinity (Fig.1). In the laboratory, it is the most important thatall students, staff and faculty carefully handle the organic solvents. You should pay
much attention to the following concrete points and countermeasures:
Cautions
1.

Ensure that the air flow is in one direction, and carry out all experiments upwind
from the source of emission.

2.

Do not touch the organic solvents with your bare hands. Rubber gloves and safety
eye protection should be equipped when you treat them.

3.

Cap the bottles and flasks containing organic solvents when you do not use.

4.

Dispose of cloths in a hermetic plastic bag or waste container after cleaning thelaboratory bench.

5.

Monitor the amount of reagents through registering the Management System for
Lab Chemicals when you purchase or use them.

Counterplans
1.

Stop using the organic solvent, or use another organic solvent which is less harmful
and/or less volatile.

2.

Improve your experimental procedure so as to suppress emissions. The PRTR law

requires researchers to effort to minimize emissions.
3.

Separate people from organic volatile compounds by sealing the equipment,
automation or remote control.

4.

Use a draft chamber, push-pull ventilation system, etc. to inhibit the dispersion of
evaporated solvents.

5.

Decrease the concentration of organic solvents in the air using whole room
ventilation. For example, using a ventilation fan which has a high ventilation
capability, prepare inspiratory ports. Ensure that there is an air current
throughout the experimental laboratory.

6.

Check the working environment and working conditions regularly.

7.

Use proper protective safety equipments, and work with solvents for the shortest
period of time possible. The spattering of solvents on the face or hands often causesburning.

8.

Health check is useful to the early detection of disorders. Make sure that there areproper instructions and guidance, and the laboratory is appropriately staffed.

9.

Confirm the dangerous and hazardous information of organic solvents in the
Material Safety Data Sheet (MSDS).

Don’t you pollute the air?
When a symptom due to an organic solvent appears!
(1) Contact a faculty staff (professor or associate professor).
(2) Contact the Health Administration Center and follow the instructions.
Tel: 795-7829/795-7824(3) In case of emergency, visit the University Hospital for consultation.
When open

Tel: 93-7000 (extension) / 717-7000 (public line)

When closed

Tel: 93-7024 (extension) / 717-7024 (public line)

Chapter 7 High Pressure Gas
7.1 Introduction
These days, gases are commonly used in all kinds of places, including vehicles, in hospitals
in the form of anesthesia, in our hot water supply, in cooking stoves in homes and in fire
extinguishers.
These gases are controlled under the Law Concerning High Pressure Gas Safety. In the
School of Engineering, many laboratories have high pressure gas cylinders. Some of them
contain liquefied gases, such as nitrogen and helium, for use in research and education.
Some gases are highly explosive or poisonous. There is, however, the possibility that eveninert gases like nitrogen, which are deemed to be safe, can induce oxygen deficiency or
asphyxiation. This chapter describes the correct ways to handle high pressure gases andtheir containers.
7.1.1

High pressure gas“High pressure gas” is a term which refers to pressurized gas with a pressure of 1 MPa or
above, and the term “liquefied gas” is used to talk about gases with a pressure of 0.2 MPaor above at ambient temperature. “Pressurized gas” can be defined as gas which has apressure of 1 Mpa or above and liquefied gas which has a pressure of 0.2 MPa or above at
35ºC. In the case of ethylene, the term “high pressure gas” refers to ethylene whose which
has a pressure of 0.2 MPa or above at ambient temperature, and ethylene which has apressure of 0.2 MPa or above at 15ºC.
*When fully charged, pressurized gas in the container is 14.7 Mpa (about 1,500 tons).
7.1.2 Classification of high pressure gases(1) Classification by the state of the gas in the container
Pressurized gas: oxygen, hydrogen, nitrogen, argon, etc.
Liquefied gas: Carbon dioxide, propane, ammonia, chlorine, etc.
Low temperature liquefied gas: liquefied nitrogen, liquefied helium, liquefied argon,
dry ice, etc.
(2) Classification by the nature of the gas
Combustible gas: hydrogen, ammonia, hydrogen sulfide, methane, city gas (13 A), etc.

Combustion-aid gas: oxygen, air, chlorine, bromine, fluorine, etc.
Explosive gas: gas mixture that consists of combustible gas and combustion-aid gas,silanes, alkylamines, metallic hydrogenised compounds and organic
metal gases.
Inert gas: Nitrogen, carbon dioxide, helium, argon, etc.
Toxic gas: chlorine, hydrogen chloride, ammonia, hydrogen sulfide, hydrogen cyanide,etc.
7.1.3 Basic notes on handling high pressure gas (common to all chemicals)(1) Routinely check high pressure gas equipment and control it to conform to the criteria.
(2) Master the correct ways to handle high pressure gas equipment, gas containers, etc.
(3) Understand the properties of high pressure gases listed in the MSDS.
(4) Have drills and understand emergency measures in case of an accident.
7.1.4 When high pressure gas is leaking(1) Combustible gas (this also applies to combustion-aid gases)i) Do not go near the leak if there is a significant amount which has leaked.
ii) Confirm the exact place from which the gas is leaking.
iii) Open windows and doors for ventilation.
iv) The use of fire is strictly prohibited. Do not switch on ventilating fans or lights.
v) Take the leaking container outside.
(2) Inert gasi) Ventilate the room where the gas is leaking to prevent oxygen deficiency.
ii) Do not go near the leak without an oxygen mask if the leak is large.
iii) Evacuate any place where the oxygen concentration is below 18%.
7.1.5. In the case of fire(1) If the gas is alighti) Close the main valve to cut off the supply of combustible gas.
ii) If you cannot get close to the container, spray water over it to cool it.
iii) If there is a fear that the gas may stay in the room, spray water over thecontainer.

iv) Remove all other containers from the area as soon as possible.
v) Wear safety gear, such as a gas mask and protective gloves, if the gas ispoisonous.
(2) If fire has broken out around the containeri) Let the firefighters know the type and the amount of gas.
ii) Take the container outside to a safe place if possible.
iii) If it is impossible to take the container outside, spray water over it to cool it.
iv) If there is a possibility of an explosion, evacuate the area.
7.2 Handling High Pressure Gas According to Classification
7.2.1 Handling combustible and explosive gases
Combustible gases are those which have a lower explosion limit of 10% or less, or
those with an explosion where the upper explosion limit is 20% or above in the air.
Explosive gas is a mixture of combustible gas and combustible-aid gas with a certain
mix ratio. One of the most common is a mix with air. Explosion limits in air are shownin Table 7-1. When handling combustible gas, take the following precautions:(1) Make sure the mix ratio of the combustible gas is not within the explosion range.
i) Do not allow gas leak from the high pressure gas equipment (the joints, thecylinder valves, etc.) into the room.
ii) Install a combustible gas detecting alarm to warn against gas leaks. When aleak occurs, ventilate the room to get the gas out immediately in a safe manner.
(2) Pay attention to overheating, static electric sparks, impact, friction, and fine
powdered metal, etc. since they contribute to explosions in gas mixtures.
i) “Fire prohibited” signs must be strictly adhered to. Gas ignites when it isheated above the ignition point or firing point. There is a potential danger ofgas igniting or exploding due to radiation heat from a high temperature
furnaces, electric furnaces, etc.
Table 7-1 Explosion limit of main gases in the air (1 atm, Ambient Temperature)(Digits represent the volume fraction in percentage of combustible gases)
Gases

Lower

Upper

Limit

Limit

Gases

Lower

Upper

Limit

Limit

Acetone

2.1

13.0 Hydrogen

4.0

75.0

Benzene

1.4

7.1 Carbon monoxide

12.5

74.0

Toluene

1.1

7.1 Hydrogen sulfide

4.0

44.0

Pentane

1.5

7.8 Methane

5.0

15.0

Normal hexane

1.1

7.5 Ethane

3.0

12.5

Cyclohexane

1.3

8.0 Propane

2.1

9.5

Methyl alcohol

6.0

36.0 n-Butane

1.6

8.5

Ethyl alcohol

3.3

19.0 Ethylene

2.7

30.0

Isopropylalcohol

2.0

12.7 Propylene

2.0

11.1

Acetaldehyde

4.0

60.0 Acetylene

2.5

100.0

Diethyl ether

1.936.0 1- Butene

1.6

10.0

Diethylamine

1.8

10.1 Isobutylene

1.8

9.6

Trimethylamine

2.0

11.6 1,3-Butadiene

2.0

12.0

Ethylbenzene

1.0

6.7 Ethylene oxide

3.6

100.0

Ethyl acetate

2.0

11.5 Propylene oxide

2.8

37.0

Ammonia15.0

28.0 Vinyl oxide

3.6

23.0

Carbon Disulfide

1.3

50.0 Ethylene tetrafluoride

11.0

60.0

7.2.2. Handling combustion-aid gases
Combustion-aid gases can involve other substances to combustion. When handlingcombustion-aid gases, take cautions as follows:(1) Oxygen and airi) Compared to air, there is a range of explosion limits (especially the upper limit)
for oxygen.
ii) There is potential danger of ignition occurring when oxygen comes into contact
with oil, fat, organic insulating material, or other substances that may lead toignition.
iii) When handling liquefied oxygen, wear safety glasses and leather gloves toprevent frostbite.
iv) When liquefied oxygen comes into contact with clothing, it is absorbed and thiscan ignite when fire, like a cigarette, is close by.
v) When liquid oxygen adheres to clothing, remove it as soon as possible andwash the oxygen away using tap water to protect from frostbite.

(2) Halogen gasesi) Halogen gases, such as chlorine, bromine, fluorine, etc. support combustion. An
explosive gas mixture of chlorine and hydrogen often causes an active reactionthat results in an explosion. Explosions occur even with radiation from the sun,so the presence of a spark or a flame, or a strong heat source, is obviously very
dangerous.
7.2.3 Handling inert gases
Inert gases are classified as gases that do not easily cause active chemical reactions
such as ignition and explosions. There is, however, a potential danger of oxygen
deficiency or asphyxiation and it is necessary to take the following precautions:(1) When handling a large amount of gas or handling it in places with poor ventilation,
avoid oxygen deficiency. Table 7-2 shows the symptoms of oxygen deficiency.
※What to do in the event of oxygen deficiency
In the event of discovering a laboratory member with oxygen deficiency, makejudgments carefully to ensure that a secondary accident does not occur. The firststep is to call the person loudly by name. If the person does not respond, assess thesituation, and decide the best course of action. If you consider it safe enough, holdyour breath and drag the person outside the room, and if it is not safe enough, usean oxygen mask. In facilities where there is an inherent risk of oxygen deficiency, an
oxygen masks and oxygen meters must be put in convenient places.
Table 7.2 Human responses to oxygen-deficient atmospheres
Atmospheric

Symptomoxygen level
21%

Natural oxygen level

18%

Safety limit; continuous ventilation is needed.

16-12%

Increase in breathing and pulse rate, loss of concentration, headache,buzzing, retching

14-9%

Stupor, headache, retching, facial pallor, whole-body weakness

10-6%

Coma, loss of consciousness, whole-body spasms

6% or below

Unconsciousness, coma, cessation of respiration, cardiac arrest, death in 6
minutes(2) Since carbon dioxide is heavier than air, beware when it is stored in a basement
where a gas leak can easily lead to asphyxiation.
7.2.4 Handling liquid gases and low temperature liquefied gases
Liquefied gas is a liquid-state gas that is produced by artificially compressing and/or
cooling a gas in a gaseous-state under ambient temperature and pressure. Liquefied
nitrogen and helium are often used in laboratories. When handling low temperature,liquefied gases, take the following precautions:(1) During vaporization, liquefied gases are characterized by remarkable volume
expansion and heat absorption, both of which need to be taken into consideration.
Caution against asphyxiation.
(2) Cold injuries can be avoided by not touching liquefied gas. Wear safety glasses andleather gloves to prevent direct contact with the gas. If it adheres to your clothes or
gloves, remove them if possible, and wash it out with a large amount of water.
(3) Take cautions against spitting or boiling when you pour liquefied gas into a
container, or put something into it.
(4) Since dry ice and liquefied gases are heavier than air, they tend to stay low. You
must always be aware of this and be careful.
(5) When moving a Dewar vessel containing liquefied gas, ensure that the cap istightly closed before moving it. When moving a large Dewar vessel, get help fromother people and use a dedicated two-wheel cylinder cart, etc.
7.2.5 Handling toxic gas
Toxic gases are those with concentrations of 200 ppm or lower, allowing for long-termlabor of 8 hours a day without any adverse health effect (permissible concentration).
Some toxic gases induce an anesthetic reaction, leading to anesthetic death(chloromethyl, nitrogen oxide, etc.). Some cause the contraction of respiratory organs
leading to death (chloride, sulfur dioxide, ammonia, etc.). Some result in damage tothe brain or blood circulation leading to death (hydrogen cyanide, hydrogen sulfide,
carbon monoxide, etc.). Even gases with no direct toxicity to the human body candeplete the oxygen below concentrations necessary for respiration or result in oxygen
deficiency leading to asphyxiation. Table 7-3 shows toxic gases and their permissible
concentrations. When handling toxic gases, take the following precautions:(1) Investigate the toxicity and hazardous nature of the gas in advance using MSDS.
(2) It is critical that there are no gas leaks, but you must always be prepared for theunexpected.
(3) When there is a potential danger of a gas leak, install a gas leak detecting alarmand routinely measure the gas concentration.
(4) Routinely have ventilation ready, and assume there is always a small gas leak.
(5) Assuming a gas leak, prepare hazard-removing agents (absorbent, neutralizer,etc.) and safety gear such as a gas mask and protective gloves.
Table 7.3 Threshold limit values (TLV) of toxic gases (unit: ppm)
Gas

TLV

Gas

TLV

Ammonia

25 Acetone

500

Carbon monoxide

25 Benzene

0.5

Carbon dioxide

5,000 Methanol

200

0.5 Ethanol

1,000

Chlorine
Fluorine
Bromine1 Diethylamine

5

0.1 Acetic acid

10Ethylene oxide

1 Ethyl acetate400

1,3-Butadiene

2 Butyl acetate

150

Nitrogen monoxide

25 Vinyl chloride

5

Hydrogen sulfide

10 Toluene

50

Hydrogen cyanide

10 Normal hexane

50

Hydrogen chloride

2 Acrylonitrile

2

0.1 Methyl bromide

1

Phosgene
Sulfur dioxide

27.2.6 Handling city gas
City gas is mixed with a strong odorous substance to make it easily perceived by humansenses with a gas leak of only 0.1% (in the case of Sendai city, butanethiol is used).
However, since city gas (which has a specific gravity of 0.66) is lighter than air, there areoccasional delays in perceiving the gas leak. Pay attention when handling the city gas in
the following ways:

(1) Check visually when lighting or extinguishing the gas. Check all the gas cocks,
including the main cock, when you leave the room.
(2) Use safe gas-devices. Check all the gas hoses. Replace old gas devices with new ones.
(3) Use a fastener to the connector of the gas pipes. Put a rubber cap on gas plugs not
being used.
(4) Use a reinforced gas hose, or a consent hose that will not crush when stepped on.
(5) Do not use octopus piping or temporary piping, etc.
(6) Use a burner safety device. Set the alarm for gas leaks.
(7) Clean up the gas burner and its surroundings.
(8) Do not put combustibles around the gas equipment.
(9) Do not put gas burners on workbenches made of wood, etc. Use workbenches madeof metal or inorganic material.
(10) When a gas leak is detected, immediately ventilate by opening doors and windows
and then close all the gas cocks. Never switch ventilation fans and electric lights
on/off, etc. Leave them as is. If possible, ventilate the air on an hourly basis whenusing gas.
(11) The main component of city gas is methane. When imperfect combustion occurs,
carbon monoxide is generated. Since carbon monoxide is colorless and odorless,there are occasional delays perceiving it. Careful attention must be paid to the riskof imperfect combustion.
The components (volume fraction) and properties of city gas 13A (measured by the Sendai
Gas Office)Nitrogen: 0.15

Methane: 88.95

Isobutane: 1.24

n-Butane: 1.94

Ethane: 4.88
Isopentane: 0.02

Gross calorific value of gas: 11,000 kcal/m3
Specific gravity（air =1): 0.66
Combustion range: 5-13%

7.3 Handling Special Material Gases (Special High Pressure Gases)

Propane: 2.82

7.3.1 Overview of special material gases (special high pressure gases)
The School of Engineering is actively engaged in semiconductor research and uses special
gases, such as monosilane, in the semiconductor manufacturing process. Table 7-4 shows
the 37 types of gases that are referred to as “special material gases” since they all require
special safety precautions to be taken. Among these special gases are arsine (5 ppb),
disilane (5 ppm), diborane (0.1 ppm), hydrogen selenide (0.05 ppm), phosphine (0.3 ppm),
monogermane (0.2 ppm) and monosilane (5 ppm). They are designated as special highpressure gases because they can spontaneously combust in air, explosively decompose or
have very high toxicity.
Before handling special high pressure gases, consult the Health and Safety Management
Office since handling these gases require installing hazard removal equipment and a gas
leak detection alarm as well as the control authority to be notified. Table 7-4 shows thegeneral natures of special material gases.
※Descriptions for * (1), (2) and (3) are their threshold limit values.
Table 7.4 General natures of special material gases
Spontaneous

Explosive

Chemical
Class

Name

Corrosive
Toxicity

Combustible combustibility Decomposition

formula

* (3)
* (1)

* (2)

Monosilane

SiH4

○

○

○

Disilane

Si2H6

○

○

○

SiliconDichlorosilane

SiH2Cl2○○○

compounds

Silane trichloride

SiHCl3○○○

Silicon tetrachloride

SiCl4

○

○

Silicon tetrafluoride

SiF4

○

○

ArsineAsH3○

Arsenic trifluoride

AsF3

○

○

Arsenic pentafluoride

AsF5

○

○

Arsenic trichloride

AsCl3

○

○

Arsenic pentachloride

AsCl5

○

○

Metal alkyl

Trialkyl gallium

GaR3

○

○

○

compounds

Trialkyl indium

InR3

○

○

○

○

Arsenic
compounds

Diborane

B2H6

○

Boron

Boron trifluoride

BF3

○

○

compounds

Boron trichloride

BCl3

○

○

Boron tribromide

BBr3

○

○

Phosohine

PH3○

Phosphorus trifluoride

PF3

○

○

Phosphorus

Phosphorus pentafluoride

PF5

○

○

compounds

Phosphorus trichloride

PCl3

○

○

Phosphorus pentachloride

PCl5

○

○

Phosphorus oxychloride

POCl3

○

○

Hydrogen selenide

H2Se

○

○

Monogermane

GeH4

○

○

○

Hydrogen telluride

H2Te

○

○

○

Stibine

SbH3

○

○

○

Tin hydride

SnH4

○

○

Hydrogen trifluoride

NF3○

Sulfur tetrafluoride

SF4○

Tungsten hexafluoride

WF6

○

○

Molybdenum hexafluoride

MoF6

○

○

Germanium tetrachloride

GeCl4

○

○

Tin tetrachloride

SnCl4

○

○

Antimony pentachloride

SbCl5

○

○

Tungsten hexafluoride

WCl6

○

○

Molybdenum pentachloride

MoCl5

○

○

Metal hydrides

Halides○○○* (1) Spontaneous combustion gases
If these gases leak into air below the ambient temperature, oxidation starts once theambient temperature is reached. As the exoergic reaction progresses, the temperature of
the gas increases and this leads to spontaneous combustion.
* (2) Explosive decomposition gases

When there is an ignition source (ignition temperature), these gases cause a fire without
being mixed with a combustion-aid gas. The fire rapidly propagates and leads to an
explosion.
* (3) Corrosive gases
These gases produce halides (hydrochloric acid, hydrofluoric acid, etc.) when they reactwith moisture and this leads to the corrosion of metal materials.
7.3.2 Handling special material gases (special high pressure gases)
When handling special material gases (special high pressure gases), take the following
precautions:(1) Investigate the toxicity and hazardous nature of the gas in advance using MSDS.
(2) Safety education given by an advisory teacher is critical. Without permission from theteacher, no one is allowed to conduct experiments.
(3) Experiments must be carried out with one or more partners. Carrying out experiments
alone late at night is strictly prohibited.
(4) From experience, most accidents occur when starting up the experimental equipment.
Thoroughly check for leaks under a vacuum before letting the gas flow for the first time.
A special check of pressurized parts is necessary.
(5) Experimental equipment that uses special material gases involves many valve
operations. Be sure to prepare a manual (experimental procedure, handbook, etc.)
available for valve operations. Even if you are familiar with the experiment, do notneglect to check the manual.
(6) Conduct periodic safety checks. Have work records for experimental equipment that
require periodic safety checks and maintenance to prevent the history from being
forgotten.
(7) Prepare for emergencies. Conduct periodic safety drills and have fire extinguishers andgas masks ready for use. It is also important to routinely discuss emergency measuresin case of earthquakes, fire, gas leaks, etc.
7.4 Handling of High Pressure Containers
7.4.1 Overview of high pressure gas cylinders

High pressure gas cylinders are classified as “seamless containers” for pressurized orliquefied gases and “welded containers” for low pressure liquefied gases such as LP gas.
Cylinders are colored according to the kind of gas, as shown in Fig. 7-1. The names of theparts of the cylinders are shown in Fig. 7-2. The gases are clearly marked “Combustible”
or “Toxic”. The volumes of the cylinders most used in the School of Engineering are 7 m3
and 1.5 m3.

Fig. 7.1 Colors of high pressure gas cylinders

Oxygen gas: black

Hydrogen gas: red

Others: grey

Chlorine gas: yellow

Ammonia gas: white

LP gas: grey

Carbon dioxide gas: green

Acetylene gas: brown

Fig. 7.2 Names of high pressure container partThe shoulder of the container is stamped with letters indicating the name of the containedgas, the container code and number, the internal volume (symbol: V, unit: litter), thecontainer weight (excluding the valve and cap, symbol: W, unit: kg), the date of pressure
proof test, the tolerance pressure from the pressure proof test (symbol: TP, unit: MPa) andthe maximum charge pressure (symbol: FP, unit: MPa). Fig. 7-3 shows the details.
Fig. 7.3 Shoulder of high pressure container

7.4.2 Handling the cylinder valve and pressure regulator When handling the cylinder
valve and pressure regulator, take the precautions as shown in Figs. 7-4 and 7-5.
(1) Before attaching the pressure regulator to the cylinder, loosen the regulating handleof the regulator.
* To loosen the handle, turn counter-clockwise. Then, the gas is “closed”.
(2) Do not put your face against the pressure gauge of the regulator.
(3) Slowly and carefully open/close the cylinder valve.
(4) Check for gas tightness at the attachment by checking for liquid bubbling in liquid.
(5) Set the outlet pressure of the regulator to the predetermined value by turning theregulator handle clockwise while constantly paying attention to the low pressure gauge.

Fig. 7.4 Cylinder valve

Understanding the gas cylinder (Cylinder valve)
Pressurized gas cylinder valves
Two types of cylinder valves in appearance

容 器 を 知 る ！ （容 器 弁 ）圧 縮 ガ ス 容 器 用 の 容 器 弁
外 観 上 、次 ぎ の ２種 類 が あ りま す 。
専 用 の 開 閉 ハ ンドル
ハ ン ドル

容 器 弁 の 開 閉 時 に 、専 用の 開 閉 ハ ン ドル を 使 う。

容 器 弁 の ハ ンドル で開 閉 す る 。

Dedicated open/close handle

HandleWhen opening/closing, use theWhen opening/closing, turn the

dedicated handle

valve handle

Understanding the gas cylinder (Cylinder valve)
Diaphragm mechanism

容 器 を 知 る ！ （容 器 弁 ）容 器 弁 （ ﾀ ﾞｲ ﾔ ﾌ ﾗ ﾑ 式 ） の 仕 様
口 金

ハ ン ドル
安 全 弁

口 金 は
右 ね じ
左 ね じ
が あ りま す 。

内 部 に は可 溶 合 金破 裂 板の い ず れ か が あ る。
(両 方 備 え た 弁 も あ り )ｱ ｳ ﾄﾚ ｯ ﾄ(口 金 )キ ャップガ ス を使 用 しな い
時 は 必 ず しっか りと閉 め る。

Safety valve inside: Do not touch the safety valve(Either a fusible alloy, burst plate or both are used)
Outlet cap: Be sure to tighten the outlet cap when not in use

安 全 弁 は触 らな い ！

Understanding the gas cylinder (Cylinder valve)
There are clockwise and counter-clockwise outlets

容 器 を 知 る ！ （容 器 弁 ）容 器 弁 の 口 金 に は 右 ね じと左 ね じが あ る ！
ハ ン ドル が 赤 色 は 左 ね じ

ハ ン ドル が 灰 色 は 右 ね じ

左 に ま わ して
閉 め る 。

右 に ま わ して
閉 め る 。

容 器 弁 は 赤 色 も
灰 色 も右 に ま わ して 閉 で す 。

Red Handle

Grey Handle

Turn the outlet counter-clockwise to close

Turn the outlet clockwise to close itit
Turning the outlet clockwise to close it is common between the red handle and grey
handle.

Understanding the pressure regulator

圧力調整器を
圧力調整器 を知る Pressure regulator
高圧側
圧力計

低圧側
圧力計
出口弁

容器弁
接続継手

調圧 ハンドル右に 廻すとガス
すとガス
が流れる。
れる。

継手の
継手の外周
部 に、
溝無し
溝無し：右ねじ
溝付き
溝付き：左ねじLow pressure gauge, high pressure gauge, outlet valve, cylinder valve, pressure gauge,
connection
Turn clockwise to allow the gas to flow
For fittings without grooves, turn clockwise; for those with grooves, turn counterclockwise

圧 力 調 整 器 を 知 る7.4.3 Cautions when moving high pressure gas cylinders(1) Do not handle roughly or bump the cylinder by dragging them, laying them down orrolling them sideways. The pressure gauge and the connection between the regulator
and the cylinder are weak, and are particularly so in the case of impact.
(2) When moving the cylinder over a short distance, use a dedicated two-wheel cylindercart. When using another type of cart, do not support the cap and valve against theframe.
(3) When moving an acetylene cylinder or liquefied gas cylinder, use a dedicated twowheel cylinder cart. Stand the cylinder in the cart.
(4) When moving the cylinder manually, check that the cap is tight and carefully move thecylinder by sliding and turning it.
(5) If gas leaks when moving the container, check the leak immediately and takeappropriate measures. If the leak is serious and danger is foreseen, move the container
to a place where there are no people and the ventilation is good. Make an emergency
call.

7.4.4 Keeping high pressure gas cylinders in the facility
The following guidelines for keeping high pressure gas cylinders in the facility were
decided at the Safety and Health Committee held in June 2005.

June 28, 2005
Safety and Health Committee
School of Engineering

Keeping high pressure gas cylinders in the facility
1. When bringing in new cylinders or replacing rental cylinders, fill in the “High pressure
gas inventory form (Attachment 1)” in each department or laboratory and file it.
2. Store combustible or toxic gas cylinders in a well ventilated location. Keep thetemperature where they are stored below 40ºC.
3. Sort the cylinders into three types and store them in their respective places in thecylinder corner.
* Sort with three kinds of labels: “Fill up”, “Empty” and “In use”.
4. When using a stand for the cylinders, take safety measures against overturning in theevent of an earthquake. Fix the stand to the floor or wall by chaining at upper and lower
positions of the stand. When a stand is not used, chain the cylinder to the wall at theupper and lower positions (refer to Attachment 2).
* Fasten the cylinder tightly. Do not handle it in a way that permits bumping.
Instead of a chain, thick rope or belts that can bear the weight of the cylinder canbe used.
5. Keep the area around the cylinder (within 2 m) clear and well organized and do not
obstruct walkways. Have only the instruments and the like that are necessary tomeasure the gas content. Do not use fire and keep combustible materials away.
6. Do not keep combustible gases, oxygen and toxic gases in the same place (or close
proximity) to prevent fires, explosions and other disasters.
7. Have appropriate fire extinguishers based on the Fire Service Law.
8. Do not use cylinders that are corroded or have signs of damage on the surface. Returnthe cylinders to the supplier when they are no longer needed.

9. If the cylinder was purchased, do not use it when it is out of its service life. If it is apurchased cylinder, do a pressure tolerance test before use. Purchased cylinders must
undergo testing according to the High Pressure Gas Safety Law and be under strict
management. Because of the responsibility in managing the cylinders, it is arequirement to gradually change from purchased to rental.

Attachment 1
High Pressure Inventory Management Log (Example of the form)

Department:

No.

1
2
3
4
5
6
7
8
9
10
11
12
13
14

Date ofentry

Laboratory:

Type of the container
ChargeManagement Management
pressure
Name of gas
symbolnumber( MPa)

Written by:

When moving outside
Date of tolerant pressure test
(mass/kg)

Date

Moved Date of
to

entry

Used by or Returned
place of use

date

Supplier

Attachment 1
High Pressure Inventory Management Log (Example of writing)

Department:

No.

Date ofentry

1 2004/ 4/ 1

Laboratory:

Type of the container
ChargeManagement Management
pressure
Name of gas
symbolnumber( MPa)

When moving outside
Date of tolerant pressure
test(mass/kg)

B-12

JKL55555

0.1

2003.4.1(7m3)

2 2004/ 4/ 15 Oxygen

B-20

ASD33333

0.1

2003.10.1(1.5m3)

3 2004/ 5/ 6

A-5

QWE22222

0.5

2004.1.4(7m3)

A-10

AZXC11111

0.5

20032.1(30 ㎏)

4 2004/ 5/ 7
5
6
7
8
9
10
11
12
13
14

Hydrogen

Written by:

Argon
Carbondioxide

Date

Moved
to

Date of
entry

Used by or
Returnedplace of
date
use
Mass
spectro.
1st labroom

2004/5/10

2004/5/20 Prof. xxx
1st labroom

Supplier

YY, Ltd.
2004/4/30 GG Corp.
YY, Ltd.
GG Corp.

Attachment 2

How to prevent high pressure gas cylinders from overturning(Case 1) One-cylinder stand: chain the cylinder at the upper and lower points(Case 2) Three-cylinder stand: chain each cylinder at the upper and lower points

(Case 3) Three-cylinder stand: chain each cylinder at the upper part and chain all thecylinders together at the lower point.

How to prevent high pressure gas cylinders from overturning(1) Fasten the cylinders tightly at two (upper and lower) points. Use one chain for eachcylinder to fasten the upper point. Refer to cases 1-3. A belt or a piece of rope can beused instead of chain to secure the cylinders.
(2) If a cylinder stand is used, fasten it to the floor or the wall. If a cylinder stand is not
used, fasten each cylinder to the wall.
(3) If a multiple cylinder stand does not have a cradle for each cylinder, or one cradle isempty, chain each cylinder at the upper and lower points to the angle iron to prevent
overturning.
(4) If a cylinder rack is made of angle iron, fasten each cylinder at the upper and lower
points to the angle iron using a belt, or something similar.

Chapter 8 Biohazards
All students, staff and faculty who carry out experiments using bacteria, laboratory
animals or blood and tissues of the human body, do experiments on DNA reformation, or
carry out other biological tests have to recognize the risks involved with being exposed
to disease germs and toxins. In addition, there is a risk of creating a new organism orallergen. If these samples are mishandled, the handler may suffer infection and thentransmit the infection to other human beings or animals. Such risks are referred to as
biohazards. To prevent biohazards, it is vital to adhere to sterilization and disinfection
guidelines and prevent recombinant DNAs spreading into the environment.
In addition, strict management of bacteria and pathogenic microorganisms andpreventing their loss and theft are critical in avoiding infections.
8.1 Handling Bacteria and Pathogenic Microorganism
8.1.1 General cautions when handling microorganisms, etc.
It is essential to be constantly aware that you are handling invisible and toxic
bacteriaand be extra cautious when carrying out experimental procedures. The latest
information on the risks posed by each bacterium is provided by the National Instituteof Infectious Disease and the Japanese Society for Bacteriology through their websites.
It is important to fully understand all the risks involved and to carry out disinfection
and sterilization according to the latest information.
National Institute of Infectious Disease website (http://www.nih.go.jp/niid/index.html)
Japanese Society for Bacteriology website (http://wwwsoc.nii.ac.jp/jsb/biosafe.htm)
8.1.2 Sterilization
It is important that you understand the various methods of sterilization and havemastered them. There are several methods of sterilization; by heat, gas, percolation,
ultraviolet rays, and radiation. The most appropriate method should be chosen for eachsituation, and must be carried out thoroughly.
8.1.3 Disinfection
Disinfection is a method used to destroy the infectious nature of a bacterium, virus, orgerms. Though boiling is an effective method of disinfection, sterilization by disinfectant
is more common. However, since many disinfectants are toxic, the amount of thedisinfectant used and the amount of time you are exposed to the disinfectant should be
minimized, while ensuring that the disinfecting procedure is carried out thoroughly.

8.2 Handling Animals for Biological Experiments
Animals used for biological experiments should be selected from those produced understrict quality management considering inheritance. In situations when these animals
cannot be used, there is a risk of contamination while they are being kept. It must be
remembered that animals such as rats, mice, guinea pigs, rabbits, cats and dogs harborbacteria, germs viruses, fungi, protozoa and parasites that can infect human beings.
The most common routes of infection are by oral contagion and transmission throughscratches and cuts. Therefore, it is crucial to wear safety gear such as, at least, alab-coat, mask, hat and gloves, and, before and after the experiment, disinfect the hands
and instruments used. If bitten, the wound should be immediately and thoroughly
washed with running water and then professional medical assistance should be sought.
8.3 Handling Human Blood and Tissues
There are infectious bacteria and viruses in human blood and tissues. Therefore, allexperiments and inspections should be carried out with the utmost care. Adhere to theabove disinfection procedure and wear safety gear similar to animal experiments.
Vaccinations may be necessary in some cases.
8.4 Gene Recombination
There are countermeasures to be taken when carrying out genetic recombinat
experiments. They are based on general knowledge on biohazards posed by pathogens.
The latest law and notification are the “Law Concerning the Conservation andSustainable Use of Biological Diversity through Regulations on the Use of Living
Modified Organisms (2003)” and the “Ministerial Ordinance Concerning the Preventive
Measures for the Genetic Recombinant Experiment of Type 2 Use of Living Modified
Organisms for Research and Development (2004).” The university has established the“Tohoku University Safety Management Manual for the Genetic RecombinantExperiment of Living Modified Organisms.” In addition, the university has notified eachfaculty and research institute to comply with the “Law Concerning the Conservationand Sustainable Use of Biological Diversity through Regulations on the Use of Living
Modified Organisms” on July 28, 2005. It is crucial that those who carry theexperiments adhere to these regulations and manual strictly and ensure complete safety.
The basis of the regulations is to prevent the spread of recombinant genes into theenvironment. Of primary importance in biohazard prevention is thoroughlyunderstanding and mastering the knowledge and techniques about handling pathogenic
microorganisms. The head of the organization and the people responsible in thelaboratory must take full responsibility to ensure safety when conducting recombinant
DNA experiments. This includes preparing physical and biological containment devices
as well as providing necessary education and training.
The latest information on life sciences including the related laws and regulations andresearch information is provided by the website of the Ministry of Education, Culture,
Sports, Science & Technology, Japan, titled as “Safety Approaches in Life Sciences”.
(http://www.lifescience-mext.jp/bioethics/anzen.html#kumikae).
When you plan to conduct gene recombinant experiments or transfer living modified
organisms, please contact the Research Cooperation Section of the School ofEngineering.
8.5 References (in Japanese)
1) Guideline for biochemical experiments No.3 and 4, Kagaku-Dojin, (1996).
2) “Biological test,” New Biochemical Course, Vol.19, Tokyo-Kagaku-Dojin, (1991).

Chapter 9 Radiation (Radioisotopes) and X-rays
9.1 Exposure to Radiation (Radioisotopes) and X-rays

The effects of radiation can be categorized into somatic and hereditary, acute and late onset,
or stochastic and deterministic effects. If the radiation damage is in the form of mutation andchromosome aberration and occurs in germ cells, it can be transferred, manifesting itself as ahereditary disorder in the offspring of the exposed individual. This effect is known as thehereditary effect. In other cases, damage to somatic cells has a propensity to become adisorder in the exposed individual. This kind of disorder is known as a somatic or
deterministic effect. Since there are thresholds that have to be met in order for adeterministic effect to occur, deterministic effects can be avoided by restricting the radiation
dose. The framework of radiation protection is intended to prevent the occurrence ofdeterministic effects by keeping doses below the relevant threshold, and ensuring that allreasonable steps are taken to reduce the incidence of stochastic effects. The exposure limit(effective dose limit) under Japanese regulations is shown in Table 9.1. At facilities handlingradiation or radioisotopes, all areas where there is a possibility of radiation levels exceeding
1.3 mSv in three months are designated controlled areas, and access to those areas is
restricted.
Table 9.1 Exposure limit (effective dose limit)
Exposed subject

Exposure limit (not permitted to be exceeded)・ (Effective dose)
100 mSv per five years (50 mSv per year)
Male radiation worker・ (Equivalent dose)
Eye lens
150 mSv per year
Skin
500 mSv per year
Female radiation worker・ (Effective dose)(Excluding pregnant women)
5 mSv per three months※ Equivalent dose is the dose corrected by a radiation weighing factor based on theeffectiveness of the incident radiation since radiation effects on human tissue and organs
differ depending on the radiation type and energy.

9.2 Handling of radiation (radioisotopes) and X-rays
Radiation and radioactive materials are causes of hazardous effects. The use of radiation andradioactive materials must be, therefore, strictly controlled. Laws and ordinances apply
uniformly regardless of the nature of the establishment. In Japan, the Atomic Energy Basic
Law and the Law Concerning Prevention of Radiation Hazards Due to Radioisotopes, Etc.,
were enacted in 1955 and 1957, respectively. Both have been revised on a regular basis toincorporate the latest scientific and technological knowledge into law.
Because the Law Concerning Prevention of Radiation Hazards Due to Radioisotopes, Etc.,
was drafted and modified in line with publications of the ICRP, its provisions regarding
control do not differ significantly from the international standards. The purpose of the Law
Concerning Prevention of Radiation Hazards Due to Radioisotopes, Etc., is to prevent
radiation hazards and protect the environment during the use of radiation and radioisotopes.
In order to achieve this purpose, the law is separated into two sets of regulations: standards
for facilities and regulation standards for actions, which prescribe the appropriate way tohandle radiation and radioactive materials.
The Atomic Energy Basic Law deals with the development and use of atomic power and also
provides for the separate enactment of the Law for the Regulation of Nuclear SourceMaterials, Nuclear Fuel Materials and Reactors to regulate safety control with regard tonuclear materials and reactor operations.
9.3 Radiation Protection Rules at the School of Engineering of Tohoku University

The basic concepts of radiation protection at the School of Engineering of Tohoku University,
the safety-control structure, and specific practices that radiation workers must adhere to, areall very clear. Radiation workers at the School of Engineering of Tohoku University must
thoroughly understand the rules and observe them at all times. The Radiation Protection
Rules detail all aspects of radiation control for the radiation facilities at the School ofEngineering of Tohoku University. The responsibilities of the School of Engineering, theradiation protection supervisor, and radiation workers are prescribed.
Because the rules at each establishment are based on the Law Concerning the Preventionof Radiation Hazards, radiation workers are not required to know all details of the law itself.
However, they must fully understand all items in the Radiation Protection Rules relating towhat they themselves must do. For this reason, lectures on the rules are included within the
education and training provided prior to anyone handling radiation or radioisotopes for the
first time.
Major Items Covered in Radiation Protection Rules
1) The responsibilities of those working with radiation (“Radiation Workers”)
2) The responsibilities of the radiation protection supervisor and other personnel
engaged in safety control
3) The selection of an acting radiation protection supervisor
4) The maintenance and management of radiation facilities
5) The inspection of radiation facilities (controlled areas)6) The uses of radioisotopes and radiation generating equipment
7) Refills, storage, transportation and disposal
8) Measuring, recording and recording of radiation doses, etc.
9) Education and training10) Medical examinations11) Record entries and the custody of records12) Emergency measures13) Other items necessary for the prevention of radiation hazards
9.4 Radiation Workers

Those who handle radiation generating equipment or radioisotopes mainly in controlled areas
are legally referred to as “radiation workers” under the Law Concerning the Prevention ofRadiation Hazards. Radiation and radioisotopes are considered harmful, and must not be
handled by just anybody. Only those who have completed specific prerequisite steps to work incontrolled areas are allowed to use radiation or radioisotopes, i.e. to serve as radiation
workers. Radiation workers, in the course of their handling of radiation and radioisotopes, areconcurrently subject to necessary personnel control (education and training, exposure control
and health control).
Only those who have had both the required education and training and a medical
examination are permitted to enter controlled areas as radiation workers. Education andtraining are given to radiation workers to ensure that they have the minimum knowledge andskills required of radiation workers. Three kinds of training courses are organized by
Cyclotron and Radioisotope Center at Tohoku University for new applicants: i) a Radioisotope
Training Course for the handling of radioisotopes and/or radiation from accelerators, ii) an
X-ray Training Course for the handling of X-rays and/or electron microscopes, and iii) aSynchrotron Orbital Radiation Training Course. The applicants must take the appropriate
course corresponding to the type of radiation they will use. A medical examination is required
to determine if the individual is medically suitable for assignments involving the handling ofradiation and radioisotopes. New applicants must also attend the instructive course held at
the School of Engineering of Tohoku University in which the safe handling of radiation andthe radiation protection rules of the department are explained. If the radiation worker claims
to have had, or clearly has had experience handling radiation at another establishment, thepast records of his or her exposure must be carefully checked.
After finishing all the application procedures, it is possible to be designated as a radiation
worker in the radiation facilities at the School of Engineering of Tohoku University, and apersonal dosimeter will be issued to you. Radiation workers should be informed of the resultsof their personnel monitoring on a monthly bases, and they themselves should make a habit ofconfirming such results. In each laboratory, radiation workers must learn from the supervisor
and/or colleagues about the procedures, rules and the handling manual of radioisotopes
and/or radiation generating equipment in that particular facility.
9.5 School of Engineering Radiation Safety Management Office
In order to carry out appropriate and thorough radiation control and the measured
management of nuclear fuel materials, a Radiation Safety Management Office wasestablished for the radiation facilities at the School of Engineering of Tohoku University.
Radiation Protection Supervisor: Keizo Ishii
Sub-radiation Protection Supervisor: Ryo Nakayama
Sub-radiation Protection Supervisor: Hiromichi Yamazaki
Sub-radiation Protection Supervisor: Yoshinori Takahashi
Radiation Protection Officer: Mitsuyoshi Satoh
Office Tel.: 795-7939
Detailed rules on radiation safety control in accordance with the conditions andcircumstances of radiation facilities must be provided in each facility’s manual for radiation
protection. Radiation workers must fully understand the basic concepts of radiation
protection at each facility.

Chapter 10 Laboratory Waste Treatment
10.1 Basic Principles for Laboratory Waste
10.1.1 Basic attitude toward laboratory waste treatment(1) Waste harmful to the environment must not be discharged from the university.
(2) The responsibility for treating and disposing of laboratory waste lies with theindividual who generated it.
10.1.2 General rules(1) Waste water that does not meet the Effluent Standards set forth by Sewage Law (seethe attached table) must not be discharged into the laboratory sink.
(2) Do not throw laboratory waste into normal trash cans.
The normal trash should not contain hazardous materials. Empty reagent bottles
must be disposed according to the resource recycling guidelines.
(3) Do not burn laboratory waste in incinerators.
10.2 Guideline for Laboratory Waste Treatment
10.2.1 Solid waste(1) Each laboratory must keep solid waste including solid waste reagents and theprecipitation sludge from experiments, paying attention to not causing loss orleakage. Clearly indicate the content on each waste container. Waste treatment is
outsourced to an external waste treatment company on a faculty/research institutebasis. Outsourcing is once a year.
(2) Each laboratory must carefully keep the waste (PCBs, beryllium, thallium, osmiumetc.) that does not have a suitable waste treatment method.
(3) For the treatment of radioactive isotopes and any related hazardous waste, follow
the instructions of the Radiation Safety Management Office.
(4) For the disposal of empty reagent bottles, wash the bottles twice, making sure to
recover all the wastewater if the bottle content was poisonous or deleterious
substance, since there is some residue of the reagent left even inside “empty”
bottles.
10.2.2 Liquid waste(1) The Environment Conservation Research Institute (ECRI) requires each discharger

of liquid wastes to put them into the designated plastic containers, as a primary
treatment, according to the Liquid Waste Classification Table.
*The Liquid Waste Classification Table has been made for the safe and efficient
operation at ECRI, Confirm this table carefully and classify and store the liquid
wastes appropriately according to the Quick-reference Guide for Sorted
Collection. If you have further questions, please inquire to ECRI.
(2) Do not discharge explosive substances, carcinogenic substances or pathogenic
microorganisms to the ECRI without appropriate pre-treatment (ECRI may accept
them after detoxification).
10.3 Waste Liquid Treatment at the Environment Conservation Research Institute(ECRI)
10.3.1 Introduction
Most of the wastes that are generated from the education, research and medical
activities at the university may have an adverse effect on human health and theenvironment. They must be treated properly with regard to environmental conservationand public health concerns.
The basic principle of waste treatment is an “on-site treatment”, meaning that waste
treatment must be carried out at the laboratory that produces it. The general rule at
Tohoku University is “Treating your waste is your responsibility”. Handling waste
should be included in the education, research and medical activities at the university.
The on-site treatment means that no activity has been completed until the waste has
been properly treated.
All wastes are finally discharged into the natural environment. When you treat waste,always keep in mind that it must be detoxificated and made harmless, and that thewaste volume must be minimized. From this point of view, it is essential to understandthe on-site treatment concept, that is, the discharger collects, sorts and treats the waste
on their own.
The ECRI was established on April 1st, 1979 as a service organization for the whole
university. The ECRI treats waste common to laboratories to allow for efficientcollective waste treatment. In order that the collective treatment at the ECRI is carriedout effectively, each discharger must classify and store the waste liquids appropriately(on-site treatment). This is because each respective discharger knows the history, thecontent, and the risks of the waste better than anyone else. This process not only
ensures the waste liquid is treated properly, but also encourages an awareness of theneed to protect the university environment.
The PRTR law, which regulates chemical substances management and environmental
protection, was established in July, 1999 and was enacted in 2001. Since the School ofEngineering, where a large amount of chemical substances are handled on a daily basis,
is subject to this law, every department and laboratory must control the purchase, use,discharge, disposal and inventory management of specified substances.
10.3.2 Collective treatment and on-site treatment
A wide variety of experimental waste from research, education and medical treatment isgenerated in the university. Waste is treated collectively at the ECRI to make itharmless. In addition, it is necessary that the relevant students, staff and faculty takethe responsibility for treating the waste in their respective laboratories (on-site
treatment). The combination of the treatments at each laboratory and ECRI enables
Tohoku University to fulfil its responsibility to protect the environment. On-site
treatment processing means that waste must be stabilized at each laboratory thatgenerates it prior to collective treatment. The reason is that each researcher who
generates waste knows the history, content and inherent risks of the waste better thananyone else. Research and education activities at the university must include theon-site treatment of waste. Researchers fulfil their minimum social responsibility
through this process of on-site treatment. Collective waste treatment is carried out at agreat cost, a cost that the university considers justified considering the value of theresearch, education and medical treatment carried out at Tohoku University. Alllaboratory waste must be disposed of properly in order that the activities essential to
our university run smoothly.
10.3.3 The PRTR Law regarding waste treatment
The PRTR (The Pollutant Release and Transfer Register) provides strict guidelines forreporting to the government agency on the amounts of chemicals released to theenvironment and those transferred off-site in the form of the waste, then, tallying thereported data and finally publishing them. In Japan, PRTR was regulated in the “Law
Concerning Reporting Releases of Specific Chemical Substances to the Environment
and Promoting the Improvement in Their Management”, which was enacted in 1999.
Organizations handling Class 1 designated chemical substances (354 kinds) listed
under this law, are required to estimate the quantities of chemical substances bothreleased to the environment and transferred in the form of waste. It is their duty toreport the data to the government agency if they handle 1 ton or more of the designatedchemical substances and/or 0.5 tons or more of the specific Class 1 designated chemical
substances (11substances including asbestos). The government tallies the reported datafrom various organizations. The amount of each designated chemical thus tallied is
added to the data estimated for the discharges from households, farmlands andautomobiles. The agency annually publishes both actual and estimated data. According
to the PRTR system, we know every year what kinds of chemicals are discharged, from
where they are discharged, and the quantities that are discharged.
Institutions of higher education (including affiliated facilities, and excepting
humanity sciences) are subject to the PRTR Law. The Aobayama campus in Tohoku
University is considered an independent establishment. The procedures to report therelated government agency are as follows:(1) When each laboratory of the School of Engineering purchases or uses the designatedchemicals, register the purchased and used amounts into the Management System
for Lab Chemicals.
(2) The Health and Safety Management Office tallies the data registered by eachlaboratory at the end of the year and reports the calculated results to ECRI.
(3) ECRI tallies the data collected from each campus (Aobayama, Kawauchi, Katahira,
Amemiya, and Seiryo), and if the total amount for any of the designated substances
is exceeded the specified level, the ECRI reports it to the related government agency.
The amount of the designated chemical substances handled in the School ofEngineering is added to those from the School of Science and the School of
Pharmacy.
Since the ECRI collects waste liquid from the whole campus, it is considered to be an
independent establishment. Therefore, even if the annual amount of one particular
designated chemical substance used in a certain laboratory is small, the annual amounthandled at the ECRI could be very large. Thus, each laboratory is asked to register its
liquid waste in the Management System for Laboratory Waste.
Please inquire to the Safety and Health Committee of each department and the
Health and Safety Management Office. You can access the list of Class 1 designatedchemical substances on the Internet.
(http://law.e-gov.go.jp/htmldata/H12/H12SE138.html)

10.3.4 Waste liquid treatment procedure
1. Laboratory waste liquid must be kept in a plastic container (Use a designated coloredcontainer. Color changes depending on the substance.) in a sorting manner at eachdischarging laboratory (on-site waste treatment) according to the Classification Tableof Waste Liquid. Register the Management System fot Laboratory Waste and apply to
the ECRI for waste liquid treatment.
2. Laboratory waste liquid from each laboratory is collected by the ECRI on thedesignated date at the designated place.
3. The ECRI analyzes the waste liquid and checks if the primary treatment (classified
storage) has been done correctly according to the classification table. If the waste
liquid cannot be treated at the ECRI or primary treatment has not been carried out
properly, it will be returned to the discharger.
4. The ECRI treats the waste by separating the treated wastewater and solid waste(hazardous sludge). After the water quality analysis, the treated wastewater will bedischarged to the public sewage drain if it meets the effluent standards of the Sewage
Law of Sendai City.
5. The final treatment of the solid sludge is carried out by a disposal company licensed
by the Japanese government.
*The discharger is responsible for any accidents which occur during procedures 1
through 4.
* The following chart shows the actual flow of waste and responsibility for it with regard
to the collective treatment.

Sorted storage

Transportation

Dean’s school executive
responsibility

Analysis ofwaste liquid

Transport by vehicle
Shared responsibility

Pretreatment

Treatment,
disposal

ECRI’s shared responsibilities
Discharger’s responsibility*The discharger of each laboratory waste liquid must keep in mind that he or she is
responsible for the entire process and should follow the guidelines for the collective
waste treatment.

10.4 The Treatment System at the ECRI
Combustible WL・Organic waste liquid(WL)

Submerged spraycombustion method
Flame-retardant WL(100 L/hr)(Flue gas monitoring: SOx, NOx, O2)・Inorganic WL

Air oxidation ferrite method(1,500 ppm 6m3/batch)・Pretreatment･Mercury compounds (Dowa iron powder method, Chelate resin method)･Fluoride compounds（Calcium salt precipitation method）･Cyanide compounds (Thermal decomposition)
10.4.1 Classification table and treatment system
In order to ensure the treatment system procedures are carried out efficiently at theECRI, a classification table has been prepared based on the treatment methods andtheir limits. The discharger must follow this table when sorting and keeping laboratory
waste liquid.
10.4.2 Treatment of organic waste liquid
Spray combustion

Combustible WLGroup A (850 ˚C or higher)

Waste liquid with a high viscosity is mixed before spraying … Group A-2
Incombustible WL

Sprayed from a combustion-use nozzle at hightemperature (thermal decomposition)(Group C-1) C-2 (photographic processing waste liquid)

Cautions
1. Explosive substances must not be included.
2. The waste must not contain any PCBs.
3. The waste must not contain any pathogenic microorganisms.
4. The waste must not contain any carcinogenic experiment waste liquid.
5. Group B waste must be treated at an external waste treatment company.

10.4.3 Treatment of inorganic waste liquid
Heavy metals are treated collectively according to the air oxidation ferrite method.
The following are ferrite reactions:nM2+ + (3-n)Fe2+ + 6OH- → MnFe(3-n)(OH)6
MnFe(3-n)(OH)6 + 1/2O2 → MnFe(3-n)O4 + 3H2O
(ferrite solid solution)
Here “M” refers to metal ions. The following ions can be treated.
Mg, Ti, V, Cr, Mn, Fe, Co, Ni, Cu, Zn, As, Cd, Sb, Pb, Ag, Zr, Sr, Ba, Sn, Bi, Y and
Lanthanides (Be, Se and Os cannot be treated).
Disadvantages of the ferrite method (The necessity of pre-treatment)
1. The efficiency for the Hg ion is relatively low. (Group D)(The discharger must treat organic mercury into organic mercury.)
2. Cyanide ion cannot be decomposed. (Group E)
3. Fluoride and phosphate ions cannot be removed. (Group F-2)
4. Organic substances and sulfur interfere with the ferrite reaction. (Group C-1 and C-2)
5. Organometallic complexes cannot be treated. (Group C-1)
10.5 General Cautions for Sorting and Keeping
In order to operate the treatment system at the ECRI safely and efficiently, thedischargers are required to keep the waste liquid after strict sorting according to theclassification table for collection.
The discharger must pay special attention to the following:
Read the classification table carefully to ensure that the ECRI’s waste treatment
system operates safely and efficiently. The discharger has responsibility for correctclassification and keeping (on-site waste treatment).
Take cautions as follows:
1. Do not hesitate to clarify your understanding or make queries to the ECRI if you haveany questions. Do not include matters of which you are not sure of the content, since
this may cause an accident or cause a system breakdown at the ECRI facility.
2. Keep a record of the content when you put waste liquid into a plastic container.
3. Any precipitates including suspended solid that may have been generated when

kept in the laboratory must be filtered out beforehand.
4. If the waste liquid has the potential to generate gas, ensure that gas generation has
stopped before discharging it.
5. Polymeric compounds must be solidified with a suitable solvent and filtered.
6. The concentration of heavy metals must be no higher than 5,000 ppm (5 g/l) or lower.
In the case of mercury, the limit is 1,000 ppm (1 g/l).
7. Inform the ECRI if there is any possibility of spontaneous ignition when mixed withother substances.
8. Explosive materials, radioactive materials and liquids containing pathogenic
microorganisms are prohibited.
9. Keep in mind that there are workers at the treatment site.
Questions and Consultations
1. Please contact the ECRI when you need detailed information on using the ECRI’s
waste treatment system.
2. For details about waste liquid treatment, please send fax or email to ask questions
and avoid any inconvenience of missing contact with the relevant staff because of
his/her temporary absence.
3. Detailed information on waste liquid treatment is available from the ECRI website.
(http://www.env.tohoku.ac.jp/index-j.html)
ECRI contact number
For detailed liquid waste treatment
FAX: 795-7530
Emergency TEL: 795-5937, 3782
For administrative matter (10:30-17:00):
TEL: 795-4321

Organic waste liquid classifications
Containercolor
Solid Wastes

Materials
Organic solid specimens and products

Substances which cannot be
Cautions for handlingtreated at the ECRI
Consult with the ECRI
Remove the liquid sufficiently.

Flammable organic solvents
1.
(hexane, alcohols, acetone, ethyl acetate, acetonitrile,
toluene, benzene, xylene, etc.)
2.

Combustible organic
waste liquids

A-1
(Red)

Explosive organic solvents(aniline, nitrobenzene, pyridine, etc.)
Highly flammable organic solvents
Those classified as special(diethyl ether, petroleum ether, carbon disulfide, etc.) inflammable materials
under the Fire Service Law.

High viscosity oils
Consult with the ECRI for(heavy oil, machine oil, animal and vegetable oil,silicone oil.
and other high viscosity oils)
Halogenated organic solvents(with water).
１. PCBs and thosecontaining PCBs
(Chloroform, methyl chloride, methyl dichloride,Bcarbon tetrachloride, methyl bromide, dichloromethane, ２．Explosive substances(Brown） chlorobenzene, benzyl chloride, etc.)
Halogenides containing water(hydrochloric acid, perchloric acid, iodic acid, etc. mixed
with an organic solvent such as alcohol or acetone)
Organic solvents containing water(aqueous solutions
containing water-soluble organic compounds such as
alcohol, organic acid and amines, or those containing
a large quantity of water)
Those forming an emulsion
Waste liquids from the circulating aspirator
C-1
Water containing a slight amount of organic solvent(Green) Non-decomposable waste liquids(chelate compounds, organometallic compounds,
etc.)
Acids such as sulfuric acid and nitric acid containing
organic compounds (excluding the acids containinghydrochloric acid, perchloric acid, etc.)
A-2
(Red)

HalogenNon-combustibleorganic waste liquids

Biohazardous wastes

PCBs and thosecontaining PCBs
Nitric ester,
nitromethane, diazo
compounds, etc.
(explosive substances)

C-2(Green)G(Orange)

Developers and stop solutions
Biohazardous wastes

The emulsion is classified as C-1.
Halogenides are classified as B.
Organic waste liquids with a high flash
point such as glycerin and ethylene
glycol are classified as C-1.

Treatment
Commission out to a privatecompany.
Spray combustion

Same as above
Ensure the concentration below ca.5% Same as abovein the 18 liters of waste liquid.
Do not store in the laboratory in large
quantities. Ask for collection frequently.
Dilute viscosity liquids.
Same as above
Specify the name of each halogen
element with its concentration.

Spray thermal decomposition

Same as above

Same as above
Same as above
Take measures to classify the waste
Same as above
liquids containing hydrochloric acid asF-1. Adjust pH to 3-4.
Do not mix with a fixing solution.

Same as above
Consult with the ECRI
4≦pH<9Refer to the separate collection table for details.

Inorganic waste liquid classifications
Containercolor

Solid waste

D(Yellow)

Materials

Inorganic waste
liquidF-1(Blue)

F-2(Blue)

Photographic
waste solutions

Cautions for handling

Treatment

Solid generated during laboratory
activities.
Precipitate
Silica gel
Other solids
Waste liquid containing inorganic
mercury compounds

Consult with the ECRI.

Drain the moisture before Consult with the ECRI.
storage.
Keep mercury and mercury
compounds in a plastic bag.

Solid of metal mercury, amalgam mercury and inorganic
mercury, and liquids containing (including) organic mercury

Specify the mercury
concentration.

Waste liquid containing cyanide ion.

1. Waste liquid containing cyanide complexes difficult to Keep the waste liquid
decompose is classified as E-2.
alkaline(pH of 10.5 or higher)
2. Solids of cyanide complexes cannot be treated.
.Make sure there is no strong acid in the waste.

E-1(White)E-2(White)Substances which cannot be treated at the ECRI

Dowa’s iron powder
methodDilute and submit tothermal decomposition
under an atmosphere of
1,100℃

Waste liquid containing cyanide
complexes difficult to decompose
1. Waste liquid containing cyanide complexes is classified as For liquids not containing
Acids and alkalis
Neutralization
E-2.
hazardous materials, discharge
Aqueous solutions containing metals
Air-oxidized ferrite
2.Waste liquid containing organic compounds or chelate is possible after neutralization to method(cadmium, lead, chromium, arsenic,
compounds is classified as C-1.
manganese, iron, nickel, magnesium, tin,
pH of 5-9.
copper, zinc, selenium, etc.)
3.Solid powder cannot be treated.
Solutions containing organic
compounds (acetone, alcohols,etc.) are classified as C-1.
Solutions containing aqueous
ammonia or ammonium
compounds are classified as
C-1.
Beryllium, osmium and thallium
Consult with the ECRI.
Be cafeful because thesematerials are virulent.
Waste liquid containing inorganic
Waste liquid containing organic compounds or chelate
Do
not
put
undiluted React with slaked lime
phosphorous compounds.
compounds is classified as C-1.
hydrogen fluoride into the and precipitate (calcium
Waste liquid containing inorganic
fluoride).
waste.
fluorine compounds.
Do not mix with strong acid.
React with slaked lime
and precipitate (calcium
phosphate).
Fixing solution
Do not mix with other waste
Commission out to aliquids.
private company
The color and size of theplastic container is notdesignated.

Refer to the separate collection table for details.

Laboratory waste liquid

The rivesed edition, March, 2003

Includes the following substances?
・Solid ・Waste reagent(solid) ・Carcinogen（Be）
・Neurological detrimental substance(Tl etc.) ・Mucous skin detrimental substance（Os etc.）
・Metallic mercury, organic mercury, mercury amalgam and high molecular compounds
・Explosive substances ・PCBs ・Polymerizing substances ・Gas generating substances
・Infective waste

Consult with the ECRI
(Refers to a waste treatment company）

Discharger
own treatment（Precipitate ）YESContains preciptate?

YES

NO
YES

Contains organic material?

Waste liquid containing
organic compounds

Ｅ－２
Ｅ－２

ｐH≦
≦10.5

(White)YES

Contains cyanide ion?
NO

Ｂ
(Brown)YES

Contains halogen?

YES

NO

Ｇ
(Orange)

NO

Waste liquid containing
inorganic compounds

Contains difficult to decompose
cyanide complexes such as
ferrocyanide and thiocyanate?

Contains mercury
YEScyanide, mercury
Contains cyanide ion?
or fluorine?
NO
YESContains water?

NO

Consult with the ECRI
(Refers to a waste treatmentcompany）

NO

YES Biohazadous wastewaterContains mercury?

NO(White)10.5≦≦pHContains free cyanide ion suchas sodium cyanide or potassium
cyanide?

Ｅ－１
Ｅ－１(White)Taping up by a
red tape

Analyzed at the ECRI（The barcode tags are preparedaccording to the analysis results ）

NO

YES

（Consult with the center before
discharge）
）

Ｅ－２
Ｅ－２

YES Contains fluorine NOor phosphorus?

Concentration of mercury is
1,000 ppm or lower?

YES

Ｄ(Yellow)

NO

Ｃ－２
Ｃ－２
(Green)YES

Developer?

Contains ｆluorine or phosphorus?

NO

YES

Concentrations of heavy metals
are 5,000 ppm or lower?

YES

Ｆ－２
Ｆ－２
(Blue)

NO
NO
Ｃ－１
Ｃ－１
(Green)Analyzed at the ECRI

4≦
≦pH＜
＜9

Ｂ

YES

(Brown)（The barcode tags are preparedaccording to the analysis results ）NO

Contains halogen?

Concentrations of heavy metals
are 5,000 ppm or lower?

NO
Ａ－２
Ａ－２
(Red)

YES

Main constituent is waste oil?
NO

YES

Ｆ－１
Ｆ－１
(Blue)How to keep the empty containers
・Do not keep containers in an open-air yard
・Do not put anything ele in containers.

Ａ－１
Ａ－１
(Red)

Quick -reference Guide for Separate Collection

Environment Conservation Research Institute(ECRI)FAX 795-7530 Tanno

Effluent standard according to the Sewage Law
Substances or items

Standard
by locallaw

Designated work sites

Temperature
Hydrogen ion concentration(pH)

Amount ofAmount ofeffluent(<50 effluent (≧m3/day)50m3/day)
<45℃
＜45℃
5~12

5~9

Non-designated worksites
Amount ofAmount ofeffluent (＜ effluent (≧50m3/day)
50m3/day)＜45℃＜45℃
5 ~ 11

5~9Biochemical oxygen demand
<1200
<600
<1200
<600
(BOD)
Suspended solid (SS)
<1200
<600
<1200
<600
Iodine consumption
<220
<220
<220
<220
Content of Mineral oils
5555n-hexane Animal andextract
vegetable fats and
150
30
150
30
oils
Standard Substances Phenols
5555which pose a Copper and its compounds
by
3
3
3
3
ordinance potential
Zinc and its compounds
2222
risk to the Iron and its compounds
10
10
10
10
environme- (soluble)
nt
Manganese and its compounds
10
10
10
10
(soluble)
Chromium and its compounds
2
2
2
2
Toxic
Cadmium and its compounds
0.1
0.1
0.1
0.1
substances Cyanide
1111Organic phosphorous and its
1
1
1
1
compounds
Lead and its compound
0.1
0.1
0.1
0.1
Dichromate and its
0.5
0.5
0.5
0.5
compounds
Arsenic and its compounds
0.1
0.1
0,1
0.1
Mercury, alkyl mercury and
0.005
0.005
0.005
0.005
other mercury compounds
Alkyl mercury compounds
Not detected Not detected Not detected Not detected
Polychlorinated biphenyl
0.003
0.003
0.003
0.003
Trichloroethylene
0.3
0.3
0.3
0.3
Tetrachloroethylene
0.1
0.1
0.1
0.1
Dichloromethane
0.2
0.2
0.2
0.2
Tetrachloromethane
0.02
0.02
0.02
0.02
1.2-dichloroethane
0.04
0.04
0.04
0.04
1.1-dichloroethylene
0.2
0.2
0.2
0.2
Cis-1.2- dichloroethylene
0.4
0.4
0.4
0.4
1.1.1-trichloroethane
3
3
3
3
1.1.2-trichloroethane
0.06
0.06
0.06
0.06
1.3-dichloropropene
0.02
0.02
0.02
0.02
Thiuram
0.06
0.06
0.06
0.06
Simazine
0.03
0.03
0.03
0.03
Thiobencarb
0.2
0.2
0.2
0.2
Benzene
0.1
0.1
0.1
0.1
Selenium and its
0.1
0.1
0.1
0.1
compounds
Boron and its compounds
12(230)10(230)10(230)10(230)
Fluorine and its compound
8(15)
8(15)
8(15)
8(15)
Nitrogen in forms of
380
380
380
380
ammonia , nitrite and nitrate
Dioxins
10pg/L
10pg/L
10pg/L
10pg/L
Effluent
Number of coliform group
standard
Chemical oxygen demand (COD)
Water
Phosphorus
Pollution
NitrogenControl Law(note)
1. All units are mg/L except dioxins, pH, temperature and coliform. [ ] shows daily average.
2.
shows effluent standard which, if exceeded, result in direct penalties.
3.
shows effluent standard necessitating the facility to be relocated.

Effluent standard(see Ministry ofEnvironment
Ordinance for detail)Public water area
except ocean 5.8~
8.6
Ocean 5.0 ~9.0
160 ［120］
200［150］
5
20
5
3
2
10
10
2
0.1
1
1
0.1
0.5
0.1
0.005
Not detected
0.003
0.3
0.1
0.2
0.02
0.04
0.2
0.4
3
0.06
0.02
0.06
0.03
0.2
0.1
0.1
10(230)8(15)10010pg/L
3000/cm3
160［120］16［8］120［60］Chapter 11 Electricity
11.1 Natural Properties of Electricity
11.1.1 Commonalities between nature and electricity
Depending on whether you are looking at the peak of Mt. Izumigatake from Sendai cityor from half way up the mountain path, you will have a very different sense of its height.
The difficulties you might encounter while trekking are largely due to the ups anddowns of the trekking pathway, as well as the bumpiness and corrugation of the
walkway. The mountain water originating in the western Izumigatake range flows into
many waterfalls, weaves its way through hills and valleys, and finally flows into theHirosegawa River. As shown by these examples, there are many commonalities between
nature and electricity. Instead of nature’s mountain paths, waterfalls and rivers, withelectric phenomenon we have to contend with the voltage potentials, the electric field
intensity, the current magnitude and the current density.
11.1.2 Types of electricity and the electrical nature of physical objects
Electricity can be generally classified into static electricity and dynamic electricity.
Lightning is a good example of static electricity, but the most common type weencounter on a daily basis is the crackling sound you hear when taking off a sweater.
Dynamic electricity can be further categorised into two types: a) direct current (DC)from a battery cell, and b) alternating current (AC), commercial power provided from a
power utility company.
Some physical objects have high electric resistance and others have low resistance.
“Insulators”, in fact, only act as insulators for DC, but let electric charges pass throughin the case of AC each time the potential alternates. To put it differently, insulators act
as capacitors, letting the current flow through when alternating potential is applied.
This quality becomes more apparent the higher the frequency, and the higher the
dielectric constant. For this reason, insulators can also be called dielectric objects. A
classic example is air: high voltage applied to air can generate spark discharges,
resulting in a dielectric breakdown. Vinyl chlorides, rubber, and glass are known tohave a dielectric strength about ten times higher than air. However, surprisingly,
when a vinyl chloride sheet is inserted with electrodes, the dielectric breakdown starts
at a much lower voltage than you might expect. The reason for this is that the voltage
split between the air and the vinyl chloride is proportional to the dielectric constants ofeach material. Thus, when electrodes are inserted into a vinyl sheet, it acts more like aconductor than an insulator. It should be noted that organic compound materials likeplastics can have very low dielectric strengths, especially if the object develops cracks inharsh environmental conditions.
11.2 Electrical Wiring and Earthing
11.2.1 Electrical wiring system
Electric power is supplied to the university buildings via power lines. The generalvoltage classification in Japan is:(1) Low Voltage: DC – 750 Volts or lower
AC – 600 Volts or lower(2) High Voltage: DC – from 750 Volts to 7,000 Volts
AC – from 600 Volts to 7,000 Volts(3) Rated High Voltage: 7,000 Volts or higher
The School of Engineering buildings are provided with AC three-phase, 66,000 Voltsfrom Tohoku Electric Power Company. The substation in the university lowers thevoltage and dispatches electricity to each building. Mainly, 100 V is used for the
single-phase, three-wire system, and 200 V is for the three-phase, three-wire system.
Table 11-1 summarizes how each building receives electricity.
Table 11-1 Electricity supply systems for the School of Engineering buildings
Power Supply Plan

Single-Phase

Three-PhaseTwo-wire,
100V
Three-wire,
100/200V

Three-wire,
100V, 110V

Lectureandadministrativebuildings(rooms)Mech. Eng.
Elect. Eng. No.3
Quantum Eng.
Mech. Eng.
Elect. Eng.
Chem. Eng.
Elect. Eng. No.3
Admin. Building,
Lecture Hall
Admin. Building

Research(rooms)buildings

Experiment(rooms)buildings

Factories

Elect. Eng.
Elect. Eng.
Materials Eng.
Env. Eng.
Human –Social Eng.
Lab. Complex Building
Admin. Building

Elect. Eng.
Chem. Eng.
Env. Eng.
Human Eng.
Quantum Energy
Materials Eng.
Lab. Complex Building
Admin. Building
Elect. Eng.

Mech. Eng.
Materials
Eng.
Env. Eng.

Three-wire,
200V

Mech. Eng.
Chem. Eng.
Human Eng.
Quantum Eng.
Elect. Eng. No.3
Admin. Building,
Lecture Hall

Elect. Eng.
Env. Eng.
Materials Eng.
Env. Eng.
Lab. Complex Building
Admin. Building

Three-wire,
400V
Three-wire,
3.3kV

Elect. Eng.
Chem. Eng.
Metal. Eng.
Env. Eng.
Human Eng.
Quantum Eng.
Lab. Complex Building
Admin. Building
Quantum Eng.

Mech. Eng.
Materials
Eng.
Env. Eng.

Materials Eng.

The wiring schemes for AC power are explained below.
a) Single-phase, three-wire system
Figure 11-1 shows the single-phase, three-wire connection. This wiring system,from the transformer room to the distribution panel at each floor at the university,
is used to provide electricity for lighting and other purposes. This system is similar
to that used for household wiring. After the distribution panels, two wires go to thewall outlets. The three-phase distribution panel and power switches usually use red,white (as neutral), and black wires. The voltage between the neutral (white) andeither of the other wires is 100 V, and 200 V between black and red wires.
If you are unsure which wire is neutral, measure the voltage between a grounded
portion of the distribution panel, such as its frame, and the wire in question. The
neutral wire should give you a potential reading of around zero. The neutral circuit
should not use power fuses anywhere within, and should have a copper bar as thebase conductor. This is because if a fuse melts in an accident, the rest of the panel
can experience a high voltage surge exceeding 100V, resulting in potential ignition
damage of the instruments. The exception to this is when you use a molded casecircuit breaker with a safety mechanism which can simultaneously trip all threelines, including the neutral.

Fig. 11-1 Single phase, three-wire

Fig 11-2 Three phase, three-wireb) Three wire, three-phase system
Figure 11-2 shows the three-wire, three-phase connection. This wiring system isused for 200V appliances such as air conditioners. The voltage of any two wires of
the three wires combines to 200V. Usually one wire is grounded and the other two
provide 200V.
11.2.2 Wiring in laboratories
Usually in laboratories, there are electricity outlets on the wall and a distribution panel
for experiment activities. The maximum rated output of wall outlets is usually 15
Amperes (A), so if you need outputs higher than this, you have to consider an additional
wiring system to receive electricity supply directly from the distribution panel. Ask aprofessional electrician from a special manufacturer for wiring work (ex. Cable wiring,etc. with the introduction of experimental equipment) other than easy wiring to get ridof octopus wiring by removing the plug from the outlet.
There were two electrical fires in 2007 (July and October). One was caused by a shortcircuit due to an overload in the distribution panel cable that ignited papers around thepanel. The other was also caused by a short circuit because a plug was not completely
inserted into the outlet. Dust accumulated on the exposed electrodes and the shortcircuit ignited near-by papers. The common causes of these fires were the existence offlammable materials in humid places or around the electrical equipment. Electricalfires can happen in laboratories and homes where electrical appliances are used. To
avoid a third fire, check electrical equipment, etc. using the checklist shown in Table
11.2.

Table 11-2

Electrical equipment inspection checklist
Date of inspection(yy/mm/dd)

Dept., Org., Course, Lab. name
Building name

Inspected by
Responsible person(Confirmed by)

Room name
1. Inspection items for the entire room
No.

Inspection item

Inspection
Result (○,×)

Corrective action for (×)

Inspection
Result (○,×)

Corrective action for (×)(1) Does the experimental equipment used have the specified capacity (A)?
(2) Is the experimental equipment made power-off except for overnight operation in
unmanned operation?
(3) When introducing the experimental equipment, do you ask for cable wiring, etc.
from an electrician from a special manufacturer? Is cable wiring installed by astudent?
2. Inspection items for the power distribution panel
No.

Inspection item

(1) Is there an abnormal noise?
(2) Is there an abnormal odor?
(3) Is the electric leakage circuit breaker in operation (switched off)?
(4) Is the earth leakage indication button of the electric leakage circuit breaker
protruding?
(5) Is the breaker in operation (switched off)?
(6) Are any parts of the breaker, cable, etc. hot (check the temperature afterswitching off the breaker and looking around)?
(7) Is there color change in any parts of the breaker, cable, etc.?
(8) Have the breaker terminal screws loosened (check using a screw driver afterswitching off the breaker)?
(9) Are the earth wire and other wiring broken or removed?
(10) Is the surrounding of the distribution panel arranged and in order? Are there
combustibles around it?
3. Inspection items for cables and power strips
Inspection
Inspection item
Result (○,×)(1) Are plugs, cables, power strips, terminals, etc. in use significantly deteriorated
due to aging?
(2) Are cables are laid directly on the floor? ※When laying a cable on the floor,
use a cabtire cable, cover it with the floor cable protector to prevent people fromstumbling or falling.
No.

Corrective action for (×)(3) Is there an octopus wiring?
(4) Are power outlets free from dust? Are power bars used fixed to the wall, benchor the like?
(5) Is there loosening of screw plugs? Are cords sharply bent?
4. Inspection items for electric machinery and apparatus
No.

Inspection item

(1) Before using, are the oil and dust adhering to the cable connection cleaned off?
(2) Are the electric machinery and apparatus perfectly grounded?
(3) In addition to grounding, is the electric leakage circuit breaker installed to any ofthe electric machinery and apparatus which are used in a wet or humid
environment?

※ Inspection should be made once half a year for each room using this checklist.

Inspection
Result (○,×)

Corrective action for (×)

11.2.3 Choosing insulated wires, cords and cables
As you grow more accustomed to using electric appliances, you may become less carefulwhen using insulated wires and cords. Beware that this sense of confidence can result
in serious injuries and property damage.
Insulated wires have two types, i.e., single-wires insulated and strand-wires. For
flexibility, strand-wires of soft steel are widely used. Figure 10-3 shows some examples
of strand-wire cords and cables for a temporary or portable use.

Fig. 11-3 Structures of power lines and cables(1) Flat vinyl cord
A flat vinyl cord is a strand of copper wire sheathed with a vinyl insulator. It is
widely used for general household appliances. However, it is vulnerable to heat,allowing for a permanent ambient temperature of under 60°C only. Therefore,
this type of cord must not be used to feed electricity to heat appliances such asheaters, or incandescent lamps. Further, this cord is strictly for temporary use,which means it is definitely not suitable for permanent wiring structures.
(2) Cloth-jacketed cord
The cloth-jacketed cable is better able to withstand heat. The conductor strand is
first wound with paper tape or cotton cloth, then covered with a rubber coat andjacketed with cotton cloth. It is widely used for heating appliances.
(3) Vinyl coated cord
In the vinyl coated cord, each copper strand is first coated with a chloride vinyl
covering, then all strands are again coated with a thick chloride vinyl covering.
There are round type (VVR) and flat type (VVF: F-cable) cords, all water, oil, andchemical proof. They tend to be fixed with staples and are good for indoor orpermanent wirings. – When you attach them, use staples.

(4) Oval cab-tire cord
Because of its flexibility, the oval cab-tire cord is widely used for small appliances.
The conductor strand is first coated with thin vinyl chloride and then coated withthick cab-tire rubber or a vinyl chloride sheath. They are highly water-proof andphysically sturdy.
(5) Cab-tire cable
A flexible conductor strand is insulated with a rubber compound (or vinyl
chloride), and then thickly coated with a heavy-duty, cab-tire rubber (or vinyl
chloride). Because of its heavy-duty, waterproof nature, the cab-tire cable can beused in harsh conditions, or outdoors in a humid environment as a portable cable.
11.2.4 Earthing (System earthing and frame earthing)
If the premises of the School of Engineering are provided with 66,000 V power, why is itthat we are not threatened with the possibility of being shocked with a voltage as highas 66,000V? The safest potential for us living in this environment is the earth potential.
The principle of a lightning conductor is to keep its potential equal to that of the earthso lightning will be safely routed to it. By the same token, high voltage appliances aresafe when a portion of it is kept at the earth-level potential. To realize this, one of thepower distribution wires, by convention, must be earthed. This is called system earthing.
If the system earthing is done properly, there is no threat that 66,000V will come though
the appliances and appear at the 100V terminals. Note that in Figure 11.1, the neutral
wire is system-earthed, and in Figure 11.2 one of the three-wirings is system-earthed.
It is important to earth the frame of electric appliances to prevent electrical shock tousers. This is called frame earthing. If the frame or the case of the appliances isproperly earthed, current leakage within the appliance will not be routed to flow
through the users around it, making an electrical shock far less likely to occur. Typicalhousehold appliances, such as microwave ovens which have a high voltage power supply
for the magnetron inside, and electric washing machines, used in heavy humidity, musthave proper frame earthing for safety.
You may find some of the distribution panels have a relatively high earthing
resistance, but they still serve as good frame earthing. Buildings built with reinforced
concrete often provide good earthing resistance. Water pipes may also seem good, but if
you suspect they are connected only to vinyl chloride pipes, be careful not to use themfor earthing. Furthermore, earthing wires must not be connected to gas pipes since they
can trigger an explosion or fire.

11.3 Electric Shock
What happens to a frog’s legs when you administer an electric shock is a well-known
example of what galvanizing electricity does to muscles. The heart and brain activitiesof human being are also based on the electro-stimulating property. An electrical shock isdefined as the symptoms that appear when a person approaches or touches thevoltage-applied portion of an electric circuit, and electric current flows though the body
down to the ground, or to another power wire.
11.3.1 The physical effects of electric shock
The seriousness of the electricity shock will depend on the type of the power source, theroute of the shock current, the magnitude of the current and the duration of the shock.
The resistance of human skin on the palm of the hand is around 5 kΩ when dry, 2 kΩ
when wet, and that of human body is around 300 Ω. If you touch a 100 V circuit, a shock
current of about 22 mA can flow through your body when it is wet. With this current
flowing through your body, it may be impossible to pull yourself away from the shock
current by yourself. Table 11-3 shows how the human body reacts to various levels ofshock current when touching a commercial AC power source. These reactions are basedon the current flowing from one hand to the other hand, or from a hand to one of the feet.
The body resistance at 200 V is a couple of magnitudes lower than at 100V. The typicalreactions of a human body to various levels of voltage are shown in Table 10-4.
When the product value of shocking current (in mA) multiplied by the duration of theshock (in seconds) exceeds 30, the shock may result in a serious or even fatal injury. In
cases where the shock results in serious damage to the heart, recovery is very unlikely.
It is thus very important to understand the necessary precautions and prevention
measures relevant to electric shocks.
Table 11.3 Typical symptoms for various levels of shocking current
Current (mA)
Symptoms
1(Weakest current that can be sensed)
5Pain felt (Pain Current)
10
Unbearable pain
20
Muscle convulsion, paralyzed nerves, cannot self-evacuate (Freezing Current)
50
Hard to breathe, high likelihood of death
100
Damage to heart, respiration to cease (Fatal Current)
Note: DC shocks are lower in sensed intensity by about one fifth. High frequency shocks also lower
the shock intensity.

Table 11.4 Typical influences for various levels of shocking voltage
Voltage (V)Typical influences
10Dangerous when entire body is soaked in water (10 V/m: Safety
limit)
20
Safety limit with wet hands
30
Safety limit with dry hands
50
Life-threatening limit
100～200
Life-threatening likelihood rapidly increases
200 or higher
Critical threat to life
～300
Attracted to voltage applied portion
10 kV or higher
Kicked away by voltage shock, minimal chance of survival
11.3.2 Rules for the prevention of electrical shock
Take cautions to prevent electrical shock:(1) Never touch electric appliances with wet hands(2) Replace damaged or worn-out plugs, table taps, terminals and cables.
(3) Confirm proper earthing of the appliances if they are used adjacent to water or
steam. Also confirm proper earthing for appliances with metal cases or frames.
(4) In laboratories with a risk of spilled water, confirm frame earthing and use acurrent breaker to prevent current leakage. Do not put connectors and table taps
directly on the floor.
(5) Clean the appliances and remove mud, dust and oil spillage before using toprevent current leakage.
(6) When touching the terminal of a capacitor device, make sure it is completely
discharged. Note that the capacitor can retain the applied voltage for aconsiderable period of time after the power supply is removed.
11.3.3 Treating electric shock victims
If there are damaged power lines, keep your distance from them. Never touch powerlines or appliances with wet hands. Promptly switch the appliance off, pull the victim
away by his or her clothing with a dry bar, or with dry cloths wrapped around yourhands. If the victim has fallen unconscious, artificial respiration is highly advised: hisor her survival may depend on it. Therefore, all students, staff and faculty are advised
to participate in artificial respiration drills.
11.4 High Voltage Appliances
Various high-voltage appliances are stationed in the university buildings, ranging froma proto-type kit with only hand-made level of safety/functionality considerations, tofully-fledged and highly reliable commercial appliances. The degree of safety of theseappliances varies considerably depending on whether there is a part exposed to theoutside, or if they have safety precautionary equipment (mechanical and/or electricalinterlocks). Table 11.5 shows typical high-voltage appliances found in the School ofEngineering facilities.
1. Keep in mind when you handle high voltage appliances:(1) In the case of voltages over 300 V, you can be shocked by electricity by dielectric
breakdown even without directly touching the part where voltage is applied.
Always make certain that you maintain a safe distance from the voltage; at least
300 mm away for at 2.5 kV, and at least 1 m away for 50 kV.
(2) Electric resonance and/or the abnormal voltage associated with it can bring abouthigh voltage surges of several to teen times the nominal voltage.
(3) Interference noise can originate from high voltage appliances due to the high level ofenergy within, and influence the surrounding mechanisms. Therefore, always be
prepared in case the circuit protection mechanism unexpectedly fails.
(4) Even with the wires cut, an electric arc may still bridge the disconnected portion,and delay the detection of damaged wires.
2. Adhere rigidly to the following when using high voltage appliances:(1) Two or more people must be in charge of an experiment dealing with high voltage
and/or current, with one solely supervising the other’s activities for safety purposes.
(2) Wiring must be fixed with screws so it does not become loose and pose a threat topeople.
(3) Do not expose the high voltage part to the outside or, to prevent human access, shield
it using a metal cover equipped with a frame earthing conductor. Designate a highvoltage area and keep people out with fences.
(4) Proper cables and/or high-voltage cords must be used for high-voltage wiring.
Furthermore, treat the high voltage cords as if they were naked to be prepared for
unexpected wire failures.
(5) Put up a cautionary sign reading “DANGER HIGH VOLTAGE” to draw attention towhat you are working with and keep others at a distance. Warning lamps and awarning buzzer must be used while high voltage is in place. Switching on a highvoltage power source must be done by a person in charge of controlling the facility.
(6) Capacitor terminals must be kept securely grounded (earthed) while at work, sincehigh voltage remains in the capacitor even after the power source is switched off.

Never let the terminals come off the earth while at work. Seek an experts’ guidanceand drills for large-scale high voltage appliances, such as pulse power systems andlaser power sources.
Table 11.5 Typical high voltage appliances
Specifications
Types of earthing, w/ or
w/out safety mechanism
Air dielectric breakdown
0～3 kV 100 mA
System earthing
testing equipment
Static deflection testing
Beam deflection: 0～3 kV
System earthing
equipment
1.7 mA
Beam acceleration: 0 ～ 6
kV
830 mA
Spattering equipment
1～2 kV 1 A
System earthing
System earthing
Plasma accelerator power 1.2 kV 20 A
sourceIon source high voltage
15 kV 180 mA
System earthing
sourceIon beam etching
Ion beam part: 30 kV 20 System earthing, w/ safety
equipmentnAmechanism
e-beam part: 30 kV,
Several 10 microamps
Spattering equipment
1～1.2kV 1A
System earthing and Frame
earthing
Spattering equipment
Frequency 13.56 MHz
System earthing, w/ safety
RF600Wmechanism
Spattering equipment
Frequency 13.56 MHz
System earthing, w/ safety
RF450Wmechanism
Plasma discharging
Plasma generating source: System earthing
equipment
2 kV 4 A
Discharging: 1.2 kV 1 A
Electronic gun
5 kV 0.6 A
System earthing
Curve tracing equipment
2 kV 0.1 A
System earthing, w/ safetymechanism
Ion injecting equipment
200 kV
System earthing, w/ safetymechanism
High frequency heating
60 kHz 100 kW
System earthing, w/ safety
equipment
mechanism(Epitaxial grower furnace)
Appliance name11.5 Static Electricity
Static electricity is generated by contact or friction between objects, which explains why
it is also known as friction electricity. The accumulation of electric charges is called
electrification, and objects with accumulated electric charges are called eletrificatedobjects. Insulators are objects with high resistance to current; in other words, a slow

relaxation property for static electricity. Static electricity generated to objects like thismostly gathers on the object’s surface, to make it “electrified.” Static electricity
phenomena in general are classified as: physical phenomenon, such as attraction andrepulsion, and discharging phenomena.
Of those, physical phenomena can sometimes disrupt production activities. Dust or
mist suspended in the air in the production environment can easily become charged
with static electricity, which can cause so-called contamination damage to the products,
to the work-in-process or to the raw materials. Attention should be drawn tocontamination in industry, particularly the semiconductor industry, the healthcare
industry and the food and beverage industry. It can also pose a problem in biotechnology
and in precision manufacturing.
Discharges can also cause damage like explosions and inflation of the flammables,
electric shocks and/or similar biological disorders (arcing, exposure of photographic and
X-ray films, and the destruction of semiconductor devices just to name a few).
Furthermore, electromagnetic noise is emitted with frequency bands which can be as
wide as 1000s of MHz, causing unexpected malfunctions and stoppages to computers
and automated production systems in the vicinity, and potentially lead to secondary
disasters in the form of injuries to production line workers, or even their deaths in theworst case scenario. Past examples of such injuries and disorders in production lines are
summarized in Table 11-6 for your review.
Table 11.6 Past examples of production line fatalities or disorders due to static
electricity
Where it happened
Auto assembly line

Cleansing line of electronic
devicesResin coating line ofinsulating cloths

What happened
Malfunction of computerthat controlled conveyor
belt due to sparkelectromagnetic noise,
causing runaway ofassembly machine, line
worker trapped and injured
Partition panel within thecleansing solvent bench
mistakenly opened by afalse command from acontrol computer, resulting
in an explosion and fire due
to formation of mixed
flammable gas from thesolvent mist and air
Air seeping into
incompletely sealed
vacuum chamber for

Supposed causes
Discharging noise from awelding robot orelectrically charged
conveyor belt

Statically charged jet
solvent mist from thecleansing nozzle todischarge

Charged glass wool clothrunning at high speed

Automated carriage line ofmaterials

Sewing line of tentmaterials
Line supervision computerde-bubbling circuit boardsfor void prevention.
Situated nearby was theresin coating line on
glasswool cloths.
Carriage robot runaway on
epoxy resin coating line
floor stopped at the wrong
position, colliding with arack, causing things on therack to fall and spill.
Industrial sewing machine
malfunctioned, needles
broken and produced many
off-standard products
Display flickering or a
mistaken entry fromkeyboard when worker
stood up from chair

Friction charge between
the carriage robot and the
floorWorker or cloth staticallychargedChair or the worker
statically charged

The most serious accidents static electricity can cause are explosions and fire. A
vaporized organic solvent catching fire because of static discharge is among the mostcommon causes of such incidents. There are also frequent reports of flammable vapor or
powdered substances catching fire while being transported, and during the filling anddrying processes.
For instance, there was an explosion while a worker was pouring fuel oil from one
container to another. The estimated cause of the accident was static discharge occurringaround the metal funnel, sparking the vaporized fuel and resulting in a fire andexplosion. The worker was wearing vinyl footwear, and the funnel was placed on an
insulated plastic container, so both the worker and the funnel were securely insulated
from the ground. The weather was fine and the humidity was low at the time of theaccident. In this case, static charges are thought to have been generated while oil was
poured from the can to the plastic container, producing sparks between the negatively
charged funnel and the positively charged metal can. When pouring oil using a funnel,
the contact between the oil and the filter can lead to generating twenty to thirty times
as much as electric charge compared to not using a filter. The worker overlooked therisks involved in what he was doing.
In summary, the recommended precautions to be taken to prevent accidents becauseof static electricity are listed below:(1) Earth to prevent charging(2) Prevent workers from becoming charged(3) Prevent insulators from becoming charged

(4) Eliminate the charge(5) Use charge prevention material(6) Humidify the working environment
When earthing is considered for static charge prevention, the earthing resistanceshould be below 1,000 Ω. In cases where there is an earthed terminal with an earthing
resistance lower than 1,000 Ω, additional earthing terminals are not required.
Anti-charging measures for the human body include wearing anti-static workwear
made from conductive fabrics, anti-static work shoes with conductive shoe-bed material,
and the installation of anti-static flooring in the work place.
To prevent insulators from static charging, it is recommended to minimize the risk ofthe materials and the property coming into contact, by carrying out surface treatment
by cleansing and smoothing the surface of the material in a humid environment, andapplying anti-charging materials on the surface.
Static electricity is considered easy to handle since it is so commonplace. After all, it isencountered on a daily basis in the form of the annoying crackling sound or some othercasual event of instant discharging. Its relative energy is much lower and, thus, tends togive the mistaken impression that it is much more manageable than commercial electric
power, making us much less likely to be cautious to prevent the kind of serious accidents
it can bring about. As a result, there are almost a constant number of accidents caused
by a similar type of situation year after year. To prevent this, it is important that each of
the students, staff and faculty members pay attention to detecting the potential risks intheir routine work procedures and underestimate potential risks.
REFERENCES
1. Static electricity handbook, Society of static electricity, Ohm-sha, 1981.
2. Prevention of industrial accidents and injuries caused by static electricity, Ed. Y.
Tahata, OHM separate book, Oct. 1995.

Chapter 12 General- and Special-purpose Machines and Laser Appliances
University laboratories and facilities dealing with natural science and engineering studies areequipped with many machines for education and research. Students, staff and faculty who use
those machines are expected to know not only how to operate them, but also how to prevent
potential accidents and injuries while using them. This chapter includes the minimum required
knowledge for the safe usage and operation of general and special-purpose machines and laser
appliances. In addition to the common safety guidelines, users are strongly advised to read throughthe attached operation manuals for each machine or piece of equipment and create an experimental
procedure that allows a good understanding of the safety precautions before operating the machinesor equipment. High power, high speed and large-scale machines in particular require a thoroughassimilation of knowledge and techniques before use as well as preparing for proper operation andpotential hazard prevention. People in charge of controlling these machines must ensure that, bycommunicating clearly with students, staff and faculty, nobody gets to use the machines without theproper preparation and training. Users are also advised to wear neat work clothing with a tightsleeve edge and not to wear a lab coat with the wide bottom hem to prevent it from being caught in
the power transmission device, or reciprocating or rotating part of machines.
12.1 General-purpose Machines
12.1.1 Cutters12.1.1.1 Electric cutters
Electric cutters are more commonplace in offices and libraries these days in place of theconventional hand-operated cutters. Considering the fact that even hand-operated cutters haveresulted in occasional finger and hand injuries, it is advisable to introduce an electric cutter with a
two-hand switching mechanism. Never ask someone else to switch it on. Wear a dust-protective
mask and goggles. Do not wear gloves to prevent them from being caught in the rotating part.
12.1.1.2 Shear cutters(1) Shear cutters, which are used in machinery factories for cutting hard materials like metal plates,
must only be used by qualified users with the proper training and experience.
(2) Shear cutters with foot pedal switches should be equipped with a hand protector so that theuser’s hand cannot inadvertently slip towards the blade.
(3) The power supply of shear cutters must be secured with locks. The lock should be solely under
the supervision of the person (faculty or staff) in charge of the machine.
(4) Wear a dust-protective mask and goggles. Do not wear gloves to prevent them from being caught
in the rotating machine.

12.1.1.3 Round saws and straight saws
These are the most commonly used cutting machines. Attention must be paid to the following:(1) The blade cover must be in place and cover the saw, to prevent pieces of the cut specimen fromflying about.
(2) Secure the machine on a stable and sturdy workbench or the like to avoid vibration.
(3) The machine must be located in a place with plenty of space around the work zone and with as
few passersby as possible.
(4) The ON/OFF switch should be placed near the user’s hand.
(5) Wear a dust-protective mask and goggles. Do not wear gloves to prevent them from being caught
in the rotating machine.
12.1.1.4 High speed cutters and fine cutters
These are commonly used in the machine workroom and the common experimental room. Their
high-speed rotating grindstones can break with cracks and the pieces can fly about. To ensure safe
operation, observe the following precautions:(1) Inspect the grindstone for cracks and flaws before you begin work.
(2) Sandwich the grindstone with thin pieces of paper when putting it back in place, mildly tighten
the flange to secure it to the shaft (counterclockwise screw), and check that it is placed central
to the shaft to ensure symmetric rotation and that it will not come loose while working.
(3) Rotate the stone once to check for sideward sways and deviations from the shaft center. Alsocheck that the cooling water is flowing properly.
(4) Secure the specimen tightly, and use a safety cover.
(5) Move the grindstone slowly and carefully towards the specimen, and never apply an impulsive
or excessive load to the cutter.
(6) Never apply an excessive load to the cutter to speed up the work process – overstressing it may
lead to cracking the grindstone and its pieces may fly about. Use extreme care on fine cutterssince they have thin stones and are vulnerable.
(7) Wear a dust-protective mask and goggles. Do not wear gloves to prevent them from being caught
in the rotating machine.
12.1.2 Grinders
To ensure safe operation, observe the following precautions:(1) Avoid placing grinders where vibration is not allowed since they vibrate during operation.
(2) Wear a dust-protective mask and goggles. Do not wear gloves to prevent them from being caught
in the rotating machine.
(3) Do not leave flammable objects around the grinder.
(4) Secure the grindstone tightly at the flange without eccentricity from the shaft center.
(5) Never use worn-down grindstones.
(6) Keep the distance between the grindstone and the support structure to less than 3 mm.

(7) Never grind objects with too little a holding area.
(8) Have cooling water readily accessible at the worksite.
(9) Use special care when grinding flammable materials like magnesium, titanium and their alloys.
12.1.3 Lathes(1) Secure the specimen tightly with a jig to prevent displacement.
(2) Before switching on the lathe, check the fixing handle and ensure that other tools are all takenaway.
(3) For high speed lathes, pay attention that string-like chips that come off in curls do not hurt orburn your fingers.
(4) Do not place your tools, specimens or finished work on top of the lathe.
(5) Consider putting a safety fence or a protection cover in place when working on a long object.
(6) Wear a dust-protective mask and goggles. Do not wear gloves to prevent them from being caught
in the rotating machine.
12.1.4 Electric discharge machining (EDM)
EDMs are used for the low-distortion, high-precision machining of metal materials that requirecomplicated machining patterns. They utilize the electrical discharges between a wire and thespecimen placed in a bath of water or kerosene. Kerosene bath machining, in particular, has asignificant risk of catching fire, so users must be careful of the following;(1) Fix the specimen deep enough so that the discharging portion is sufficiently under the surface ofkerosene.
(2) Keep a fire extinguisher readily at hand at the work site.
(3) To prevent the risk of fire, do not let the machine operate unattended even if the processing timeneeds to be extended.
(4) Never leave flammables around EDMs.
(5) Do not place appliances sensitive to electromagnetic noise in the vicinity. EDMs emit electric
noise while working.
(6) Use protective covers on the high voltage electrodes to prevent touching high voltage electrodes.
(7) Equip the EDM with a safety switch that automatically shuts it off in the event of an earthquake
or fire.
(8) Wear a dust-protective mask and goggles. Do not wear gloves to prevent them from being caught
in the rotating machine.
12.2 Special-purpose Machines
12.2.1 Impact testers
Impact testers are used to test for the mechanical strengths of materials.
(1) Only qualified operators should operate the impact tester. Ascertain that no one is inside thesafety fence when testing.
(2) Prior to testing, confirm that the impact tester operates properly. Make sure that there are no
flaws in the braking mechanism, the hammer support or the supporting springs, in particular.
(3) Never stick your head or hands into the zone where the hammer falls.
(4) Prepare a protective shield to prevent cracked objects from flying about.
(5) Do not operate the hammer without using the operating handle.
(6) Make sure the hammer has come to a complete standstill before removing the testing object.
12.2.2 Tension / compression testers
Extra care needs to be taken when using large-scale testers. The general rules for use are as
follows:(1) Check that the pressing rod is in complete alignment with the center axis of the testing object.
(2) Use a chuck retainer to prevent the chuck from coming out due to impact if the testing material
breaks.
(3) When testing brittle materials, watch for small pieces that may fly about and could injure
others.
(4) Be careful that your head or hands do not become caught up between the testing object and thepressing rod or the cross rod.
(5) Never operate large-scale testers alone.
(6) If the tester is attached to an electric furnace, check in advance for electric leakage between thetester and the furnace.
12.2.3 Rolling mills
Rolling mills are considered hazardous. No one should operate a rolling mill alone. Students must
use the mill in the presence of a well-experienced faculty or staff member.
(1) Only the well-experienced faculty or staff members are allowed to operate these machines.
(2) Confirm in advance that the safety shutdown mechanism is functioning properly.
(3) Never touch the rotating roller. The cleaning and maintenance of the roller should be carried out
from behind the roller, with the roller completely at a standstill.
(4) Notify someone else when placing your specimen into the roller.
(5) Pay attention to the rolled end of the specimen since the specimen may come out bent upwards
or downwards.
(6) The person at the receiving end of the specimen must not stand directly in front of the roller.
12.3 High-temperature Machines (Heat treatment furnaces and melting furnaces)
Take cautions when using heat treatment furnaces and melting furnaces that are used for hightemperature processing and annealing of materials.
(1) Correctly control and measure the temperature of the heating furnace, and precisely measurethe material heating temperature.
(2) Use fire-proof gloves and pinchers when taking the material out of the furnace. Check inadvance that there are no flammable objects in the vicinity of the furnace.
(3) Never touch the heated material or furnace with wet gloves on. The steam may burn your skin.
(4) Pay attention to preventing spillage and bursts of molten metal material. Wear safety gear suchas a dust-protective mask and goggles.
(5) To prevent explosions from occurring, check the cooling water pipe system for leakage prior touse.
(6) Wear rubber boots to prevent electrical shocks when using a large-scale electric furnace or ahigh-frequency furnace.
(7) When heating specimens sealed inside a glass tube or a quartz tube, especially that have a highvapor pressure, pay attention to the allowable heating temperature and resisting pressure
strength of the glass tube.
(8) Place fire extinguishers near the furnace.
12.4 Low-temperature Machines (helium and nitrogen liquefying equipment)
The liquefaction of helium and nitrogen for coolant use requires the repeated compression andinflation of the gas. Note that, though the temperature of liquefied helium is as low as 4.2 K and forliquefied nitrogen it is77 K, the pressure of those liquids is at normal values. Component materialsof the coolant producing equipment may become brittle because they are exposed to very low
temperatures. Care must be taken when handling these parts.
(1) Wear leather gloves when handling liquefied gas or cold materials. Cotton gloves are NOT to beused.
(2) To prevent frostbite, never touch liquefied gas.
(3) Ventilate your work site well to ensure an abundant supply of oxygen when using liquefied
nitrogen, liquefied helium or other coolants in a closed room. Install an oxygen meter and checkthe oxygen concentration. Follow the instructions of the person (staff or faculty) in charge ofoxygen deficiency and hydrogen sulfide related hazardous work.
(4) When pouring coolant into a container, make sure that it is not broken due to rapid quenching.
To do this, after pouring first few drops, swirl them around inside the container to cool theentire container. Then continue pouring slowly.
(5) Use a protector shield in case the container should explode due to sudden inflation.
(6) When liquefied gas is kept in the pipe system with the valves closed, take cautions that the pipes
exposed to heat may be pressurized by the evaporated gas from inside, and could result in an
explosion.

12.5 Pressure Containers (1st Class, 2nd Class and Small)Pressure containers are containers that hold gaseous or liquid substances above atmosphericpressure and are of the following types: i) a container that heats its contents by being fed vapor orother heat transfer media, or generates vapor by itself to heat the contents; ii) a container where areaction occurs and vapor is generated; iii) a container whose contents are heated to generate vapor
so that its liquid content can be separated; and iv) a container that holds liquid whose boiling point
inside the container exceeds its boiling point under atmospheric pressure. These containers areclassified into 1st class, 2nd class and small-type depending on the container volume and thepressure inside. A 1st class pressure container is subject to high temperature and high pressure andcertain cautions are required. Most of the containers used in the School of Engineering are thefollowing two types:
Autoclave – used for chemical reactions, extractions, sterilization, etc. under high temperature andhigh pressure.
Reactor – used for chemical reactions such as synthesis of methanol, ammonia, etc.
(1) Experimental equipment that uses a 1st class pressure container must be operated under the
instructions of an authorized 1st class pressure container handling supervisor (faculty/staff).
(2) Be sure to wear safety gear such as helmets, cotton gloves, eye protection and lab coat. Take into
account the type of experimental equipment and whether the container has gas or liquid.
(3) Check that the piping, safety valve, pressure gauge and thermometer are attached to theequipment correctly and operating properly before starting.
(4) Stop using equipment if a leak, corrosion or surface damage is detected since this may lead to an
accident such as bursting.
(5) Do an emergency shut down if an abnormal temperature or pressure, etc. is detected during
operation.
(6) Close the lid of the pressure container tightly to prevent the lid from popping off during
operation.
(7) Prepare the experimental procedure for the equipment.
12.6 Laser appliances
12.6.1 General caution
The potential risks to the human body posed by laser beams must be carefully controlled andavoided. Laser damage to the eyes and the skin is particularly disastrous. Ultraviolet laser beam
burns to the retina can cause irrecoverable damage to vision. Continued skin exposure to a laser
may cause skin cancer. Laser beams, depending on their intensity and the risks they present withregard to eye damage, are classified into four categories from Class 1 (negligible risk) to Class 4(extremely hazardous). It is important to know prior to use which class of laser you are about towork with and to take all the necessary precautions. The procedures must be carried out properly at
all times.
The following precautions for safety only refer to open-type laser beams which are emitted
outside the equipment structure, but also it is important to be careful with closed-type equipment
when the shields are uncovered during inspections and maintenance.
(1) Indicate “DANGER” when using a laser beam (generally Class 3 or higher) on the door of theroom where it is being used. Make sure that no one inexperienced comes into the room while thelaser beam is in use.
(2) Attention must be paid to handling the high voltage power supply, since laser equipment istypically powered by high-energy capacitors. When replacing the laser excitation lamp, makesure the power supply breaker is switched off. While working, never let others operate thepower supply.
(3) When using an ultraviolet laser, be careful in case ozone and other toxic gases are being
generated. In the case of the eximer laser in particular, ventilate the room well.
(4) Do not directly expose your body parts to high power laser beams (generally Class 3 or higher).
As well as the risk of skin burns and disorders that may result in tissue degeneration and skincancer, there is a risk that your clothing may catch fire. Users are advised to wear fire-resistantwork wear.
(5) Only a qualified controller with sufficient knowledge and training, or an entrusted delegate ofsuch a controller, are allowed to operate hazardous laser equipment (Class 3 or higher).
11.6.2 Precautions to protect eyesightLaser beams can penetrate the eyeball, concentrating energy which burns the retina of the eye.
The duration of emissions from a pulsed laser flash is very short and the laser light enters the eye
directly. It must be noted that only visible light provokes a protection response in human beings byclosing their eyelids. Extreme care must be taken at all times when using high powered lasers.
(1) To avoid laser beams from unexpectedly penetrating the eye, never mount the equipment at
eye-level.
(2) To minimize the potential risk of eye damage, ensure that the workroom is well lit so that thepupils remain small.
(3) Never reflect the beam on high-reflection objects. Remove your wristwatch whencalibrating the equipment.
(4) When using invisible-band lasers, like infrared-band or ultraviolet-band lasers, anticipate thepaths of the beam, and confirm where the light is reflected or scattered using an infrared viewer,
fluorescent plate, etc. in advance. Pay attention to what others in the vicinity are doing, andalert them to what is going on.
(5) Never look into any of the following: the laser source, scattered rays, or glass-reflected rays, evenfrom a low-energy (low class) laser source. Stay alert and take care of your eye position whilecalibrating the axis since it is possible that the laser can suddenly resonate and start emitting.

(6) Wear eye protection glasses when using highly dangerous lasers (Class 3B or higher). The eye
protection glasses must adequately correspond to the laser wavelength in use. Do not take off
your protection glasses without being absolutely sure that it is completely safe to do so, and do
not stand in the direct path of laser beams. Do not look directly into the laser beam since theprotection glasses cannot completely kill the beam. Note that the protection glasses are forback-up purposes only, and are only to be considered added safety after complete safety training,
and learning safety management and operating procedures.
(7) In the case of a pulsed YAG laser, there is subsidiary beam radiation that is emitted in directions
with about a 1% variation from the main beam. It is killed using the absorbent. Be sure to placea protector shield behind the absorbent to prevent the subsidiary beam being directed at theuser since the absorbent needs to be moved when measuring the intensity of the main beam.
(8) Wear eye protection glasses when changing the operating conditions of the laser equipment.
When making a change to the laser path, confirm the beam direction and where and how thebeam is scattered using an infrared viewer.
12.6.3 Handling laser appliances at facilities
There were several accidents involving laser appliances at the facility of the School of Engineering.
Following these, the Safety and Health Committee created the guideline to handling laser
appliances in January 2006. Details are in 12.6.1-12.6.2 and the following.
January 31, 2006
School of Engineering Safety and Health Committee

Handling laser appliances at facilities
I. Laser light
Laser light is generated when a particular substance is artificially excited by an energy source.
Electromagnetic radiation occurring while returning to the ground state is amplified during thestimulated emission process. Wavelengths of laser light range from below 180 nm to 1 mm. The
emitted laser beam consists of almost a single wavelength and is coherent with a strong directional
property. Up to now, a few accidents occurred where faculty, staff and students using laser
apparatus have suffered from eye or skin damage caused by laser light absorption. To prevent these
accidents, laser control measures shall be followed based on this guideline. Table 1 shows theclassification of main laser types.
Table 1 Classification of main laser typesClass
Gas laser

Wavelength (µm)

OutputContinuous

Pulse

He-Ne

0.63

1-50

-

CO2
Ar

10.6
0.51
0.48
0.2-0.4
0.325/0.442

10-5,000 W
0.5-5 W
5-20 mW
2-200 mW

-300 J
-2 J
-

0.337

-

-300 mJ

1.06
0.69
1.06
-

10-500 W
-

-50 J
-20 J
-100 kJ-

0.5-0.65

0.1-10 mW-

0.64-3.1

1-10 mW-

Excimer
He-Cd
N2
Solid-state laser
YAG
Ruby
Glass
LD excitation
Liquid laser
Dye
Rhodamine 6G
Superconducting laser
GaAs system*1. A fiber amplifier achieves high output power.
II. Laser apparatus classes
According to Japanese Industrial Standards (JIS), there are seven classes of laser apparatus (*2)
depending on the output of the laser beam, the level of potential damage to the human body,accessible emission limits, etc. Table 2 shows the classifications. It is imperative that users (faculty,
staff and students) sufficiently understand the class of the target apparatus. Confirm the class withexperts from the manufacturing supplier, etc. since the structure of laser apparatus and laser
characteristics are complex.
*2 The classification was revised in March 2005 from the conventional five (1, 2, 3A, 3B, 4) to seven.
New classes do not always correspond to the old ones (e.g. Class 3A → Class 3R does not always
occur).
Table 2 Laser classes
Class
Class 1
Class 1M
Class 2
Class 2M
Class 3R
Class 3B

Description
A safe level under all conditions where any optics (lenses, telescopes, etc.)
collecting light do not cause damage to the eye.
This laser is safe under conditions when observation by the naked eye isdone at a distance of 100 mm or over from the laser source. There is a risk ofdamage to the eye if light is collected using the optics.
Only applies to visible-light lasers (400-700 nm). Damage to the eye can be
avoided by the blinking reflex or other aversion responses.
Only applies to visible-light lasers. Observation by the naked eye is done ata distance of 100 mm or over from a laser source. There is a risk of damage
to the eye if light is collected using the optics.
This laser is hazardous if observation is done directly by the naked eye
without wearing eye protection. It is hazardous if light is collected using theoptics. Its hazard level is lower than that of Class 3B.
This laser is hazardous is observation is done directly by the naked eye
without wearing eye protection. It is hazardous if light is collected using theClass 4

optics. Observation of diffuse reflection light poses a low risk of injury to theeye.
This laser is hazardous if observed directly with the naked eye withoutwearing eye protector. It is hazardous if light is collected using optics.
Observation of diffuse reflection light also poses a hazard. Exposure of theskin to this laser can cause a burn, and irradiating the laser to materials
can cause a fire.

III. Safety control when using a laser apparatus
Laser apparatus at the School of Engineering are subject to the following safety control measures.
1. The person in charge of controlling the laser apparatus and the users(1) For dangerous laser apparatus higher than Class 3, appoint a person as a laser controller at
each laboratory where the laser apparatus are located. The laser controller shall have sufficientknowledge and experience with laser apparatus. He/she is required to:i) Establish and control the laser area.
ii) Control the keys and other controls that start the laser apparatus.
iii) Inspect and maintain the laser apparatus and keep records.
iv) Inspect and maintain safety gear and monitor how they are used.
v) Conduct health and safety education and keeps records.
vi) Necessary measures to prevent users (faculty, staff and students) from health damage
caused by exposure to lasers.
vii) Take any other measures related to the use of lasers.
(2) Create a “Laser Apparatus Control Ledger” by department for Class 3R or higher apparatus andsubmit it to the Health and Safety Management Office. Report any changes to the ledger.
(3) Check the laser beam path before starting the apparatus.
(4) Use the apparatus under sufficient lighting. Users must wear safety gear (laser safety goggles or
glasses) appropriate to the class of laser. Do not continue viewing a laser beam directly with the
naked eye even if it is Class 2 or below.
(5) Wear non-skimpy clothes made of flame retardant material when using the apparatus.
(6) When adjusting the optics with a laser beam, use the lowest laser beam output for the
adjustment.
(7) The laser controller and the person responsible in the laboratory must require the user of laser
apparatus to interrupt its use and consult a doctor or undergo a medical procedure if the user issuspected of being damaged by laser light.
2. Health and safety education(1) When a new laser apparatus is put into use, or its experimental practices and specifications arechanged, users must receive health and safety education from the laser controller or
faculty/staff who have sufficient knowledge and experience as follows:i) The nature of the laser beam.
ii) Principles and structure of the laser apparatus.
iii) Handling the laser apparatus.

iv) Performances of the safety device and safety gear and how to use them.
v) Emergency measures and evacuation procedures.
(2) Create a experimental procedure as described in Chapter 21 of this Safety Manual and keep itnear the apparatus.
3. Laser control area, etc.
(1) The laser control area must be blocked off with a fence or the like, and be clearly indicated witha signboard, tape, etc.
(2) The laser control area is a no-go zone except for the personnel involved and this must be clearly
indicated at the entrance.
(3) When a person other than the personnel involved has to enter the control area, he/she must
behave under the directions of the laser controller or the person responsible in the laboratory.
(4) Post an indication at the entrance or other visually noticeable location of the control area asfollows:i) Name of the laser controller.
ii) Dangers and hazards of laser light with cautions about handling laser apparatus.
iii) A location sign that indicates that a laser apparatus is in place.
(5) Do not bring explosives or flammable materials into the room where the laser apparatus islocated. Keep a fire extinguisher with its location sign in the area.
(6) Do not put anything not needed on the optical bench.
(7) Take measures to prevent adverse health effects such as by employing a draft chamber if
hazardous gas or dust is generated when using the laser apparatus.
4. Laser apparatus(1) Never mount the laser apparatus with the laser paths at the level of the eye.
(2) Take precautionary measures so that no one other than the laser operator looks at the laser
beam directly.
(3) Take precautionary measures so that the laser beam is not directed at a mirror surface.
(4) Make the laser path as short as possible with the smallest possible number of turns, and do nothave the laser path intersect a passageway.
(5) Be sure to terminate the laser path with a diffusion reflector or absorber with an appropriate
reflection rate or heat tolerance. Never make the laser light diverge beyond the control area,and be sure to terminate it within the area.
(6) Use laser apparatus that have following specifications:i) Operation can be started with a key.
ii) Emergency shutdown switches are positioned at the operating location and some othernecessary locations that allow immediate shutdown of the laser light.
iii) Alarm devices such as an automatic pilot lamp that allows people to easily recognize that theapparatus is emitting laser light or is ready to emit laser light.

iv) The laser emission outlet of the apparatus has a shutter that prevents unexpected emissionsof laser light.
v) The control area is fenced, or has an interlock system that does not allow laser emissions
when the laser path shield is off.
(7) Post the laser emission outlet with an indication.
(8) Post the high voltage part of the apparatus with “CAUTION HIGH VOLTAGE” to prevent
electric shock accidents.
(9) When high voltage gas is used as laser oscillation material, safety measures shall include
preventing high pressure gas cylinders from overturning.
(10) When cryogens such as liquid nitrogen or liquid helium are use to detect laser light, safetymeasures shall include preventing asphyxiation.
5. Inspection and maintenance of laser apparatus(1) The laser controller or faculty/staff in charge shall inspect the laser path, interlock function andsafety gear before using the apparatus.
(2) Ask an expert to inspect the apparatus for the following items, and do the necessary adjustments
if there is a problem:i) Output power of laser light, mode, beam diameter, divergence angle, oscillation wavelength,etc.
ii) Input power, excitation voltage, excitation current, insulation, grounding, etc.
iii) Safety devices, automatic pilot lamp, shutter, interlock function, etc.
iv) Power meter, power monitor, etc.
v) Fan, shutter and other movable parts.
IV. Safety control criteria by class
Application of the safety control criteria described in III shall be according to Attachment 2 “List of
Safety Control Criteria”.

Attachment (Form 1)

Laser Apparatus Control Ledger
Department/organization
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14

Name of the building where locatedName of the room where
locatedName of the laboratory
where locatedManufacturer, equipment name and model

Name of the laser
supervisor

Class

Attachment (Form 1)

Laser Apparatus Control Ledger (Example of writing)
Department/organization Department of XXXXNo.

Name of the building where located1

Building No. 1

2

North experimental facility

3
4
5
6
7
8
9
10
11
12
13
14

Name of the room where
locatedName of the laboratory
where locatedManufacturer, equipment name and model

Name of the laser
supervisor

Room No. 101

XX laboratory

Manufactured by XX, Argon laser, 000-000

XXX assistant prof.

Students’ experimental room

Shared use by the dept.

Manufactured by XX, He-Ne laser, 000-000

YYY associate prof.

Class

(Reference)
3 (2) Access restricted to the controlled area
3 (4) iii) Location sign of the laser apparatus

3.4 Entry and exit of the controlled area

4 (6) Laser is in operation

4 (7) Laser emission outlet

Attachment 2

List of safety control standards by class

Item

Class
1 1M

2

2M 3R 3B

4(1) Appointment of the laser apparatus controller

○

○

○

(2) Creation of the laser apparatus control ledger and reporting

○

○

○

1. Laser apparatus controller and user

(3) Position to operate the laser apparatus

○

○

○

○

○

○

○

(4) Wearing safety gear

○

○

○

○

○

○

○

○

○

○

(5) Clothing when using the laser apparatus(6) Adjustment of the optical system

○

○

○

○

○

○

○

(7) Responses to laser hazard

○

○

○

○

○

○

○

(1) Safety and health education to users

○

○

○

○

○

○

○

(2) Creation of the experimental procedure

○

○

○

○

○

○

○

(1) Clear indication of the laser controlled area

○

○

○

(2) Access restricted to the controlled area

○

○

○

(3) When people who are not involved enter the controlled area

○

○

○

(4) Entrance and exit sign

○

○

○

2. Safety and health education

3. Laser controlled area, etc.

(5) Installation of fire extinguishers

○

○

○

○

○

○

○

(6) Organizing the optical bench

○

○

○

○

○

○

○

(7) Health damage prevention measures against the generation of toxic gas and dust ○

○

○

○

○

○

○

4. Laser apparatus(1) Height of the laser path

○

○

○

○

○

○

○

(2) Safety measures relating to those other than the laser operator

○

○

○

○

○

○

○

(3) Measures against the mirror

○

○

○

○

○

○

○

(4) Distance of the laser path

○

○

○

○

○

○

○

(5) End of the laser path

○

○

○

○

○

○

○

(6) Performance and structure of the laser apparatus

○

○

○

○

○

○

○

○

○

○

(7) Indication of the laser emission outlet(8) Preventive measures for electrical shock

○

○

○

○

○

○

○

(9) Safety measures for high-pressure gases

○

○

○

○

○

○

○

(1) Inspection before using the laser apparatus

○

○

○

○

○

○

○

(2) Voluntary periodic inspection

○

○

○

○

○

○

○

5. Inspection and maintenance of the laser apparatus

Chapter 13 Safety in Moving Materials
On a day to day basis, materials of various sizes are moved from one place to another.
While handling materials and moving them, a small mistake could easily lead to injury.
Even during a procedure we are well-accustomed with, there is a risk of minor or major
injuries occurring due to carelessness which comes from the false sense of security thatcomes with habit.
Appliances and equipment are also often moved in the laboratory. Some of them areheavy, such as gas cylinders, occasionally causing a serious injury. When moving heavyloads, we normally use carrier carts or cranes, but there are times when it has to bedone manually. Whatever the case may be, to prevent injuries when moving heavy loads,
it is important not to overexert yourself, and, if necessary, get the help of professionals.
Still, depending on the experiment, appliances and equipment are often moved byindividuals. The list below includes the important points which should be kept in mind
when moving materials.
13.1 Preparations to Move Materials
Basically, to move materials safely, make all the necessary arrangements in advance.
(1) Secure sufficient space for moving materials by removing any obstacles that may bein the way.
(2) Verify the places that could obstruct a smooth material moving effort, such as steps,
and decide how you are going to overcome all the potential difficulties that may
arise.
(3) Prepare the necessary equipment and have it inspected to ensure safety.
(4) Dress appropriately. Wear gloves, a safety helmet and safe footwear.
(5) If it is a group effort, appoint a leader and make sure everyone involved knows thedetails of how the procedure is to be carried out in advance.
13.2 Moving
To ensure safety, it is imperative that the load is handled with the utmost care.
13.2.1 Moving materials manually
Be sure to assume good posture to avoid suffering from lower-back pain caused bylifting heavy loads.
(1) Make sure your hands are placed low on the load, your knees are bent deeply, andyour back remains straight. Make sure your body is close to the center of gravity of
the load.
(2) Use your leg and shoulder muscles, stretch your elbows and slowly move up the load
while maintaining your balance.
(3) If moving material is a group effort, communicate clearly throughout the procedureso that everyone is aware of what is going on at all times.
13.2.2 Moving materials by a carrier cart
(1) Select the cart according to the weight and dimensions of the load and inspect it
before you start.
(2) Do not throw or pull down the load from a height.
(3) Take measures to prevent the load from slipping or collapsing.
(4) For long objects, put something eye-catching at the leading end to make it clearlyvisible to everyone.
(5) While moving the cart, pay attention to people walking in front of you and in theimmediate vicinity.
(6) While moving gas cylinders, use a dedicated, two-wheel cylinder cart.
13.2.3 Moving materials using an automobile(1) In principle, do not use private vehicles. There should be more than one person in
the vehicle. Mount loads at a low position with their weight evenly distributed.
Place a watcher, if necessary.
(2) For hazardous or long loads, adhere to the safety regulations by displaying a danger
sign, the capacity of load, and the speed of the vehicle.
13.3 Moving Materials using Cranes
Anyone can operate a crane (equipment that can hoist and move loads horizontally) tolift loads of less than half a ton. However, for loads of over half a ton, only those whohave received special education or have a license are authorized to operate the crane.
(Contact information: Japan Crane Association (Co.), Tohoku Branch, tel: 022-2633307)
The following should be kept in mind when operating a crane:(1) Do not lift loads which exceed the stipulated weight.
(2) Only those who have received special education or faculty and staff members who
have a license can operate the crane and hang the load. Attention should be paid toensure good communication by signaling between two persons, one who hoists a load
and the other who slings a load onto a crane hook.
(3) Make sure that you check the lifting mechanism, that the load is properly secured
and that the crane itself, the hook, the wire, and the wire fixture are in goodcondition for safe operation. In the case of a motor-driven crane, check the ON/OFF
switch.
(4) Do not lift the load using a single wire, and use pads on the sharp edges of the load.
(5) Lift the load slowly and confirm that the wire is securely hooking the load and thatthe hook is directly above the center of gravity of the load.
(6) When moving the crane, move it slowly, paying attention that the hoisted load does
not swing transversely.
(7) Do not leave the load being hoisted.
(8) While lowering the load, stop and check that everything is going smoothly when theload is about 10 cm above the ground and then complete the lowering operation.
Once completed, confirm that the wire and the hook are completely removed.
(9) Do not stand under the hoisted load while the crane is in operation or it is being
moved. Keep a safe distance at all times.

Chapter 14 Natural Disasters
14.1 Earthquakes
14.1.1 Preparations for an earthquake(1) Preparation of emergency supplies
Prepare emergency supplies, such as a fire extinguisher, medicine, a radio andflashlights as described in Chapter 7 “Storing and Rationing Emergency Supplies” of
the Emergency Management Manual for Disasters.
(2) Anchoring shelves
Anchor furniture that can topple, such as bookshelves, by fixing them to walls orcolumns.
(3) Check and secure an evacuation route
Be aware of your evacuation route in case of a disaster. Ensure there are no obstacles
or dangerous objects blocking your path.
(4) Reduction and disposal of hazardous materials
Dispose of unnecessary solvents and reagents, unused equipment and unnecessary
documents. Also, ensure that amounts of hazardous materials (inflammable or
combustible solvents, and highly reactive reagents) and toxic substances, and thenumber of high-pressure cylinders are kept to a minimum.
(5) Posting a list of earthquake response activities
Enter the earthquake response activities to be performed into the Emergency
Management Manual for Disasters. According to the necessity, post a list ofearthquake response activities at conspicuous places near exits and experimental
equipment in a simple style easy to understand.
(6) Explosion protection for experiments automatically being run
Accident prevention and explosion protection measures must be taken when carryingout automatically controlled, unmanned experiments, such as overnight operations.
14.1.2 What to do when an earthquake happens“Calm yourself, don’t lose your presence of mind, don’t rush and don’t panic!”(1) When in a lecture room or a laboratory
At first, protect your head with a helmet. Reinforced concrete structures, which arecommon at the Aobayama campus, are generally earthquake-proof. Therefore, do not
go outside the building, but hide in a safe place such as under a table. Be careful of
broken glass if you are near a window. Protect your head with clothing or belongingsfrom overturning bookshelves or things falling from the ceiling. Earthquakes candeform steel doors, making it impossible to open them, so be sure to open doors andwindows to secure an escape route and prevent you from becoming trapped. Routinely
bear the emergency route in mind (Two exits are necessary in one room. Windows on
the ground floor can be used as an emergency exit).
(2) When in a large lecture room, a gymnasium, or a hall
In addition to the risk of overturning and falling of objects, there is a risk of grouppanic. It is necessary to shout loudly “Be calm” or “This building is safe” to keep otherscalm. All the buildings at the Aobayama campus are earthquake-proof structures, so
there is very little chance that they will collapse, but it is possible that the ceilinglights may fall and the window panes might break. Therefore, it is advisable that you
protect your head with clothing or your belongings first, then take shelter in a safe
place, such as near the columns, walls or on the stair landings.
Then, follow the announcements or the instructions. Do not rush to the exits orstairs to avoid a crush of people. Use the flashlights kept at the laboratory or follow

the guidance lights or emergency lights in the event of an electric power failure. Underno circumstances should elevators be used.
(3) When you are in an elevator
When an earthquake is detected, the elevator is supposed to stop at the next floor
automatically. In case it does not, stop the elevator manually at the nearest floor andget out immediately. Note that the elevator cable is secure and that there is almost no
chance of it rupturing. If you feel an earthquake in the elevator, stop it manually at
the nearest floor and get out immediately.
(4) When you are in a car
If you are driving a car when a major earthquake occurs, make sure that your car does
not become an obstacle for evacuation or emergency vehicles. Also be sure that you do
not park it where it might catch fire and exacerbate the disaster. In the event of anearthquake, the car may experience a problem, as if you got a flat tire, leading to therisk of rolling, collision or overturning. If you are driving, grip the steering wheel
firmly, reduce speed, and stop the car on the left side of the road or in a parking space,and keep the road clear. Listen to the public information announcements on the radio.
If you leave the car, do not lock the door and be sure to leave the key inside.
14.1.3 What to do in the aftermath of an earthquake disaster(1) Disaster response head office and its branch offices
When a disaster occurs, the disaster response head office and its branch offices arealerted. Details are indicated in Chapter 20 “Disaster Response in the Event of a
Major Earthquake.”(2) Prevention of fires and initial response to extinguish fires
In order to prevent and mitigate the damage after the earthquake, your immediate
response should be to extinguish any fire which may have started. If the fire is too big
to be extinguished with the initial response, evacuate the area. When you feel theground shaking, be calm and protect yourself first, and then take care of fires in yourimmediate vicinity. Generally, strong ground movement will stop within minutes.
Once it stops, take care of any fire that you were not able to manage during your first
response. It is estimated to take 3-5 minutes for fire to accelerate to the point where it
reaches the ceiling. It is important that fire extinguishers are well maintained. Do not
try to manage fires alone. Shout loudly “Fire.” A cooperative effort is needed toextinguish fires.
(3) Be aware of broken glass and falling objects
When an earthquake occurs, be careful of broken objects regardless of what they are
made of, but be especially careful of broke glass. Wear something that covers yourentire body. Also, gloves and good footwear are strongly recommended even if you are
inside the house or in a building.
(4) Cooperate with others
In the event of an earthquake disaster, many injuries will be incurred, and alsosignificant traffic hindrances will make effective search and rescue activities almost
impossible. Do whatever you can to prevent yourself from being injured, and makesure you have basic knowledge of first aid procedures. Prepare a first aid kit and learn
how to take care of minor injuries. Render medical aid to yourself and others aroundyou. First-aid stations of the disaster response offices are assumed not to be able tocater to those with minor injuries. It is also important to be concerned with sanitaryissues.
First-aid kits have been supplied to each department. The personnel in charge of
emergency aid from the disaster response offices will mainly use them. An emergency

response drill is held several times a year with a lecturer from the Sendai City Fire
Department. Please participate in the drill.
(5) Get access to reliable information
The state of confusion in the aftermath of a disaster allows rumors and false
information to spread easily. Follow the instructions given by the disaster response
head office or its branch offices and keep your presence of mind. To avoid confusion,
listen to the radio or watch television for reliable and official public announcements.
You can use a radio set and flashlight that have been supplied to each department. In
case of a great earthquake disaster, do not panic and do what you can to protect
yourself and help others. An earthquake includes a main quake and numerous
afterquakes. Do not be afraid of afterquakes since they are small. Actively cooperate inpreventing fires and other damages, and extinguish a fire, if it occurs. Scrambling toescape the fire may lead to loss of life.
14.2 Heavy Rains and Floods
A flood may occur after an extremely heavy rainfall. In case of heavy rain, be aware offlooding, slope failures and landslides. Check that the drainage system is working
properly. Also, be especially cautious of areas that have experienced induced slope
failures in the past.

Chapter 15 Fire Extinguishing and Evacuation
15.1 Fire
15.1.1 General Cautions
1. Do not store substances in excess of the amounts stipulated under the “Fire Service Law”
in the laboratory. There should be a list indicating the stipulated amounts posted in thelaboratory (See Chapter 4 “Dangerous Materials”).
2. When using flammable/combustible solvents, keep the smallest necessary amount in thebottle for your use. If an accident occurs, and there is an excess amount of flammablesolvent, the situation will be much worse, and evacuation may be difficult.
3. Do not place flammable/combustible substances near heat sources.
4. Be aware that in the presence of flammable/combustible substances, a fire may be
ignited due to static electricity.
5. Place all equipment that uses a naked flame on a noncombustible bench.
6. Use standard switches, fuses and electric cords. Do not leave cords loose on the floor anddo not use octopus wiring.
7. Check that all the rubber and polyvinyl chloride tubes are in good condition. Do not use
any that crack when you bend them. Ensure that they do not come off from theconnection easily and are not in contact with the electric cord.
8. The laboratory must be organized and cleaned on a daily basis. Avoid carrying out
experiments in a messy environment.
9. Do not carry out experiments at night or alone that involve potential danger and whose
procedures you are not familiar with.
10. Do not smoke except in designated areas.
11. Ensure that laboratory equipment arrangements are adequate so that it does nothamper evacuation. No matter where an accident occurs, everyone should have easy
access to an exit.
12. Do not place obstacles around fire doors, fire hydrants, or in the hall ways or fireescapes (See Fig. 15-1).
13. Confirm the escape route and evacuation area by yourselves.
14. Actively participate in a fire extinguishing drill at the time of the comprehensive
disaster-prevention evacuation drill.

15.1.2 What to do in the event of fire
In case of fire, be sure to do the following:
1. Shout “FIRE” in a loud voice to bring it to the attention of others. Depending on the sizeof the fire, sensors will work and the fire alarm will be turned on. The fire alarm
receiver installed at each department will show where the fire is and alert the School ofEngineering’s administration building.
2. In the event of fires, use a fire extinguisher. If you operate a fire extinguisher properly
and discharge adequate fire extinguishing agent, fires can be easily put out at an earlystage. It is important to stay calm and take action without panic (See Figures 15-2 and15-3). If the fire is too big to be extinguished at the early stage, evacuate the area.
3. Depending on the situation, one of the people on the site must push the button of thealarm (a bell will sound and a fire hydrant pump will start). In order to avoid confusion,use only the alarm on the same floor of the building where the fire started (See Figure15-1).
4. Turn off the power supply of experimental equipment and close the gas cocks. Remove
all flammable/combustible materials as quickly as possible.
5. If your clothing catches fire, stamp it out with your hands or whatever you may have athand. If that doesn’t extinguish the flame, you are advised to douse yourself with wateror roll on the floor.
6. In the event of a fire breaking out in the draft chamber, switch off ventilation to prevent
it from spreading upward and effectively extinguish it. However, depending on thesituation, keep ventilating, especially if the fire generates smoke and toxic gas. It is
important to make a judgment based on what is burning and the particulars of thesituation.

7. If combustible gas gushing out of a cylinder catches fire, first remove all combustibles
from the vicinity rather than extinguishing the fire. Then, discharge water on thecylinder and cool it down.
8. If combustible gas gushes out of a cylinder without catching fire, eliminate ignition byturning off power supplies and gas cocks remotely, then open the window to ventilate
the area. If possible, close the main valve of the cylinder, and shut off the gas supply.
9. When extinguishing a fire that may generate toxic gas, put on a gas mask or, at least,
try extinguishing the fire from the windward side.
10. When fire breaks out at night, you need to take into account that there will be fewer
people around to help with extinguishing it. The fire extinguishing procedure is thesame between the daytime and nighttime fires.

Fig 15-1 Fire hydrant

Fig 15-2 Fire extinguisher Fig 15-3 Automatic extinguishingcylinder15.2 Extinguishing Fires and Evacuation
15.2.1 Extinguishing fires
Fig. 15-4 shows the extinguishing procedure and general action to be taken in the event of afire. The flow includes detecting a fire, taking action and bringing it under control.
(1) Detect a fire and confirm it.
(2) Dial 119 to contact the fire department.
(3) Alert and report to the people in the facilities of the School of Engineering.
Following the above procedures, carry out initial fire extinguishing, escape guidance, safety
protection, rescue and emergency aid activities.

Fig. 15.4 Fire extinguishing procedure
15.2.2 Evacuation
The following are the general points to keep in mind with regard to evacuation in the eventof fire.
1. When you judge that you are unable to put out a fire or stop a gas leak in its early stage,
you must evacuate to a safe area as soon as possible.
2. The extent to which you can rely on a fire extinguisher to put out a fire depends on thesituation. Even if the walls are on fire, it is still possible to extinguish the fire with thefire extinguisher. However, it is difficult to extinguish a fire once it reaches the ceiling.
3. When evacuating, take measures to prevent second disaster by turning off all gas
supplies and electricity switches, and treating hazardous objects for safety if possible andmake sure no one is left in the room before closing all the doors.
4. If there are no instructions about where to exit after evacuating to a hallway, pay
attention to the smoke movement and go so that you remain upwind. Interior smoke
moves at a speed of 3 to 4m/s in a vertical direction and 0.5 to 0.8m/s in a horizontal
direction.

5. Refrain using an elevator. They will stop in the case of an emergency.
6. The stairway is dangerous because it is also a pathway for smoke. To be prepared, checkthe building structure and emergency exit locations to know the best evacuation route in
the event of an emergency.
7. If smoke is filling the room, cover your mouth with a towel or handkerchief and keep
your head as low as possible. It will take a while for the smoke to reach floor level.
8. If it is a situation where you are unable to use a fire escape, a ladder or other emergency
equipment, evacuate from a window to the balcony. To be well-prepared, it is important toconfirm your evacuation route before the event of an emergency.
9. Although the rooftop is a relatively safe area for evacuation, be aware that somebuildings have numerous draft chamber exhaust outlets. If that is the case, do notevacuate to the rooftop unless there is no other option in an emergency.
10. When you close the fire doors, you must make sure that nobody is left inside. However,you can reopen the door by pushing or pulling it hard. You are supposed to leave the fire
shutter ajar. When you need to reopen the shutter, use the manual handlebar inside thefire hydrant.
Look for the emergency exit signs when you evacuate.
15.2.3 Fire escape apparatus
In the event that you do not realize when a fire breaks out and you are unable to get out of
the room because there is only one exit, a fire escape apparatus routinely installed in theroom allows evacuation directly from the window to the ground. Post an indication showing
the location of the fire escape apparatus so that it is easily recognized.
Fig. 15-5 shows a typical fire escape apparatus and Table 15-1 shows the time needed to
deploy the apparatus and evacuate.

L a d d e r i s s to r e d
in t h i s s p a c e

TASU KARUO R IR O

F ig . 1 4 - 5 F ir e e s c a p e a p p a r a t u sTable 15-1 Time required for deploying fire escape apparatus and evacuating
Duration for deploying theapparatus (sec)Experienced
NovicePerson89
206

Fire escapeapparatus
Escape chute (slider type)

Duration for evacuation
Preparation(sec.)
8

Falling speed
(m/s)
1.3

Escape(sec.)－

Escape chute (vertical type)

58

180

9

0.52

10

Slow descending machine

31

113

29

0.91

12

Hanging ladder(attached to the window frame)

85

160

11

0.27

－

Hanging ladder(attached to the balcony floor)

15

－

5

0.25

Fixed ladder

－

－

－

0.30

－
－

Table 15-2 Variety of fire escape apparatus and adaptability
Fourth or fifth
floor
Slide
Escape chuteSlow descending
machineEscape bridge

Six floor andabove
Escape chute
Escape bridge

Slide
Escape ladder
Escape chuteSlow descending
machine EscapebridgeGangway ladder

Slide
Escape chuteSlow descending
machineEscape bridge
Escape ladder

Escape ladder
Escape chute
Escape bridge
Slow
descending
machineSlide
Escape ladder
Slow descending
machineEscape bridge
Gangway ladder

Slide
Escape chuteSlow descending
machineEscape bridge
Escape ladder

Escape ladder
Escape chuteSlowdescending
machineEscape bridge

ObjectFirst floor

Second floor

Third floor

Hospital, clinic,
midwifery home,each facility(retirement, childwelfare,rehabilitation, facility
for mentallychallenged people),kindergarten, eachschool (blind, deaf
and handicapped)
Theater, public hall,cabaret, dance hall,
waiting room,
restaurant,
department store,
hotel, dormitory,each school(elementary, middle,high), library, publicbath, bus stop, others
Factory, workshop,
movie studio, TV
studio, government
facility, bank, office

Escape ladder
Gangway ladder

Slide
Slow descending
machineEscape bridge
Gangway ladder
Escape ladder

Slide
Escape chuteSlow descending
machineEscape bridge

Escape ladder
Gangway ladder

Slide
Slide-bar
Escape rope
Escape ladder
Slow descending
machine EscapebridgeGangway ladder

Escape ladder
Gangway ladderThree story (twostory for restaurants
and game centers)building that does nothave two or more
direct stairways tothe escape doors or
ground and it’scapacity is ten or
more people.

Same as above

Same as above

Same as above

Same as above

15.2.4 Keeping fire extinguishers in the laboratory
The School of Engineering Safety and Health Committee decided to keep fire extinguishers
in the laboratories at the School of Engineering. The relevant laboratories are required tokeep fire extinguishers (fire extinguishing equipment).

December 20, 2005
School of Engineering
Safety and Health Committee

Keeping Fire Extinguishers in the Laboratory
1. The general criterion for keeping fire extinguishers in the facilities is “Keep at least one
fire extinguisher with its location sign in laboratories, etc. where chemicals, highpressure gas cylinders, experimental equipment with a high risk of causing a fire or
explosion are used/stored”.
2. Where to keep fire extinguishers(1) Facilities where hazardous, toxic and deleterious substances, specific chemical
substances and acid and alkali substances are used/stored or waste liquids containing
them or their mixtures are stored.
(2) Facilities where high pressure gas (including liquefied gas) fed from a high pressure
cylinder (including the common piping) is used/stored.
(3) Rooms and halls that are designated as radiation control areas where radioactive
isotopes, internationally controlled substances and nuclear fuels are used/stored.
(4) Rooms where experiments using biohazardous materials (microorganisms, animals andrecombinant DNAs) are carried out.
(5) Rooms where electromagnetic and high frequencies are generated.
(6) Rooms where metallic powder is used/stored.
(7) Clean rooms.
(8) Rooms for experiments by students.
(9) Rooms that have the following equipment:i) Draft chamber, clean bench.
ii) Furnace.
iii) Radiation generator and X-ray equipment.
iv) Equipment that generates high voltage, such as a sputtering system (high voltage
system).
v) Laser apparatus (regardless of class).
vi) Test machines.
vii) Machine tools such as lathes and drilling machines.
viii) Boiler and pressure vessel.
ix) Equipment that uses city gas.
x) Other equipment that may cause a fire/explosion or create a high temperature andhigh relative humidity in the laboratory rooms.
3. Types of fire extinguishers
Fire extinguishers shall be ABC designated (capable of extinguishing ordinary
combustion materials, flammable liquids and electrical fires). When there is a threat of apotential fire/explosion that the ABC type cannot extinguish and thus increase damage,install appropriate fire extinguishing equipment in corresponding laboratory rooms.

4. Fire extinguisher location sign (example)

15.3 Common Everyday Accidents and Sanitation Concerns
15.3.1 Everyday accidents
The most common day to day accidents tend to occur in stairways, especially whendescending the stairs. Ideally, you are advised to always hold the handrail.
Cuts and burns are also common everyday accidents. The Health Management Center
Clinic (extension 7829) for minor injuries is at the Kawauchi campus. Emergency response
drills are held several times a year with a lecturer from the Sendai City Fire Department.
Please participate in the drill. Each and every person in the School of Engineering is
expected to have self-awareness at all times.
15.3.2 Sanitation
1. Restrooms
Since the campus is over thirty years old, it is possible that restroom floor traps (Fig.
15-6) may generate an odor. If you sense that this is the case, please report it to the
Administration Bureau.
2. Cleaning ventilation filters (figure 15-7)
In many laboratories, the filters for the heaters and air conditioners are not clean. Thisnot only reduces their efficiency, but also spreads dust throughout the room. Monthly
cleaning is recommended.

Chapter 16 VDT Work
Computers are playing an increasingly important role in the IT society. The VDT (visualor video display terminal) is integral part of the computer in addition to cellular phones,
video game systems, etc. As VDT use has become commonplace, adverse healthproblems on VDT operators caused by eyestrain, etc. have become a social concern. The
Ministry of Health, Labour and Welfare published guidelines for occupational health for
VDT operators, and, to meet this, the university has been carrying out special medical
examinations for corresponding students at the Health Administration Center since
1988.
Health Problems Associated with VDT Work – VDT Syndrome
Working with video display terminals (VDTs) requires visual attention andconcentration as well as continuous keyboard operation. VDT work can result inphysical problems including eyestrain and stress on muscles in the back, neck, arms,
and wrists, and psychological stress from the long hours of monotonous work involved.
Students are subject to extra physical and mental stress because of the intellectual
strain involved with their performances and results and the need to carry out giventasks within a definite time frame. The health problems associated with VDT work aretermed VDT syndrome (i.e. techno-stress syndrome). More than sixty percent of thoseworking with VDT complain of health problems to some extent.
Symptoms
1. Eye symptoms: dry eyes, itching eyes, ocular hyperemia, blurring, sense of
decreased vision, eyestrain, contraction of accommodation, conjunctivitis, keratitis,
lacrimal hyposecretion
2. Physical symptoms: stiffness of the neck and shoulders, feeling of heaviness in theback, legs and lumber, pain in the neck, shoulders, arms and back, numbness in thefingers
3. Indefinite complaints: headaches, vertigo, feeling of heaviness of the body, loss ofappetite, excessive eating, frustration, menstrual disorders, constipation
4. Mental symptoms: depression
Causes of adverse health effect
1. Staring at screens continuously causes a reduction in blinking and results in dryeyes.

2. The glare generated directly or indirectly by the light source, illumination and thereflection of lighting cause eyestrain.
3. Incorrect posture or maintaining the same posture over extended periods results instiffness of shoulders and lumbar pain.
4. Switching attention back and forth between paper documents and the screen whentyping results in eyestrain.
5. Aging, stress and lack of sleep reduce lacrimal fluid and facilitate eyestrain.
Dealing with VDTIn order to reduce the incidence of VDT syndrome, an improved work environment,
better work management, regular health examinations and health & safety training arerecommended. In the case of university laboratories, not to mention that eachorganization of the university takes an active part in improving safety and healthmanagement, the primal importance is that everyone who does VDT work understandgood health management and put it into practice. The following is a summary of theimportant points from the Guidelines on Occupational Health for VDT Work (Ministryof Labor, 1985).
1. Improving the Work Environment(1) Adjusting the light
Adjust the light to reduce the strong contrast between the monitor and thesurrounding visual field such as the surface of documents and the keyboard. Avoid
glare:
e.g.: The optimal brightness level when using the CRT:
For the monitor, 500 lux or below is recommended.
For the paper documents and keyboard, 300 to 1,000 lux is recommended.
For fine visual tasks (e.g. designing, drawing, typing and calculating), 700 to 1500
lux is recommended. Use blinds and curtains to adjust the directly incoming lightfrom the sun.
(2) Eliminating glare
You should position the monitor so that high-bright illuminations, windows, wall
surfaces and blinking light sources do not come into the view field of an operator nor
they are reflected on the monitor.
The reflection of the light source can be reduced in several ways, including:i) Tilting the monitor to change the angle toward the lightii) Dimming the illumination level of lighting apparatusiii) Attaching anti-glare filters or hoods to the monitor.
iv) Using anti-glare type monitors(3) Prevention of noise and other irritations.
You should adopt proper countermeasures to reduce objectionable noise from theprinter or the air conditioning and ventilating system. Whenever possible, improveyour indoor environment (e.g. manage air-conditioning and ventilation, andeliminate static electricity).
2. Managing Workplace(1) Working hours
You should not work using a VDT for more than one consecutive hour, and you
should take one or two breaks during this period. When you start your next periodof consecutive work on VDT, you should take regular rests of 10 to 15 minutes induration.
(2) Use anti-glare type monitors and clear fonts and figures on the screen.
(3) Use the keyboard you find most comfortable, preferably one which is positionadjustable.
(4) Arrange your desk so that it has the space necessary for VDT work. Ensure there issufficient leg room. For a person of average height, the desk should be 65 to 70cm
from the floor. If the height can be adjusted, make sure it is in the 65 to 70 cm range,depending on your height.
(5) A stable chair with casters which can be moved easily and is height-adjustable isrecommended. Also, a back rest and an armrest are considered desirable.
Considering that it is difficult to adjust the height of the work desk and the
keyboard, a height adjustable chair is recommended so that you can find the most
comfortable position to work in.
3. Working Posture
VDT work results in both mental and physical fatigue. Maintaining the same sitting
posture for lengthy periods of time can result in lumbago, stiff shoulders and mental
fatigue due to stress. It is important to assume good working posture to minimize thisfatigue.
(1) It is important to adjust the height of the chair and to position the keyboard anddisplay so that you are not working in a cramped posture.
(2) Good sitting posture is when your feet are on the ground, and your back is firmly
placed against the back rest. If necessary, use a footstool.

(3) There should be a comfortable amount of space between your thigh and the table
when seated for work in the chair.
(4) Your fingers should be able to reach the keyboard with ease and your upper arm
should hang vertically from your shoulders. The angle between your upper arm andyour forearm should be a comfortable ninety degrees or more.
(5) Adjust your height so that the upper part of the display screen is at eye level andensure there is 40 cm or more between your eyes and the screen.
(6) Arrange the display, the key board, the document and whatever else you may beusing so that they are in easy view.

4. Health Management(1) When continuing VDT work for long periods of time, keep your mind and bodyrelaxed by taking regular rests from concentration. Do this by focussing on a distantpoint and stretching.
(2) If you wear glasses or contact lenses, make regular visits to the optometrist toensure the right adjustments to your glasses and contact lenses are made.
(3) There are special physical examinations made available at the HealthAdministration Center for VDT operators every October. You are advised to takethese examinations if you would categorize yourself as someone who does a lot of
VDT work.

Chapter 17 First Aid
17.1 Introduction
An accident happens unexpectedly. It is essential to be prepared for accidents in order toprevent the worst result. In an emergency it is not easy for anyone to make cool-headed
decisions and actions; however, it is necessary for people who encounter an emergency
to have a minimum understanding of the status, make required communications
promptly, and take first-aid actions until an emergency team arrives. Drills makepeople prepared for an emergency so that they can make the right actions.
17.2 Basic Life Support: BLS
17.2.1 Ensuring safety of rescuers and victims
Make sure that the surroundings are safe (i.e., no danger or contamination).
 Are the victims conscious? Are they breathing? Do they have a pulse?
17.2.2 Checking of consciousness
Pat a victim on the shoulder, speaking to him or her. If the victim reacts and needs
medical treatment, you may go away to make a 119 call (i.e., call an ambulance). You
should, however, come back as soon as possible to see that the victim’s condition has notchanged. Check his or her condition frequently.
 In case of a victim with possible cardio pulmonary arrest (CPA) (The survival rate
four minutes after the CPA is 50%) (Fig. 1)

Fig. 1 Survival rate after cardio pulmonary arrest

Time after the respiratory arrest (minute) versus likelihood of saving the life
Pat both of a victim’s shoulders softly, asking “Are you all right?” If the victim does notreact,(1) Call out “Help, somebody!”, and make a 119 call (i.e., call an ambulance).
(2) Ask somebody coming for help to bring an AED (Automated External Defibrillator).
AEDs are in place in the buildings. (*2)
＊1 : ABC of resuscitation
A: Airway (airway management)
B: Breathing (artificial respiration)
C: Circulation (cardiac massage)＊2 : AED locations (total of 18 AEDs as of April, 2008)
Mechanical Systems and Design
Mechanical Systems No. 1 Building 1st Floor Lobby: 1 unit
Mechanical Systems No. 2 Building 1st Floor Lobby: 1 unit
Joint Building No. 1 Lobby: 1 unit
Quantum Science and Energy Research Lab 1st Floor: 1 unit
Electric Engineering and Information Engineering and Physics
Electric Engineering and Information Engineering and Physics No. 1 Building 1st
Floor Lobby: 1 unit
Electric Engineering and Information Engineering and Physics No. 2 Building 1st
Floor Lobby: 1 unit
Electric Engineering and Information Engineering and Physics No. 3 Building 1st
Floor Lobby: 1 unit
Chemical Engineering and Biomolecular Engineering
Chemical Eng. and Biomolecular Eng. Lab. Complex Building 1st Floor Lobby: 1 unit
Metallurgy, Materials Science
Metallurgy, Materials Science A Building 1st Floor Staff Lounge: 1 unit
Civil Engineering and Architecture
Civil Engineering and Architecture A Building 1st Floor Lobby: 1 unit
Laboratory Complex Building
2nd Floor Hall: 1 unit
Environmental Studies
Main Building 1st Floor Lobby: 1 unit
New Industry Creation Hatchery Center
Main Building 1st Floor Lobby: 1 unit

FFF for New Information Industry 1st Floor Lobby: 1 unit
Environment Conservation Research Institute
Faculty Building 2nd Floor Hall: 1 unit
Administration Office
1st Floor Guard’s Room: 1 unit
2nd Floor Sickbay: 1 unit
Branch Library
1st Floor Reading Room: 1 unit
17.2.3 Call 119
When you make a 119 call (i.e., call an ambulance), you should tell the dispatcher thenumber of victims, and their condition. In such a case, however, you tend to be in apanic. You should prepare yourself for such situation by reading “In Case of an
Accident” contained in Chapter 18 of this manual so that you can be calm to speak to
the dispatcher. The following shows how to behave in an emergency.
- When you are the only rescuer:
If you find an unconscious victim (i.e., no body movement or no response tosimulation), first call 119, and bring an AED where possible. As soon as you comeback after making a 119 call, apply artificial respiration and cardiac massage (i.e.,
CardioPulmonary Resuscitation - CPR) on the victim, and use the AED fordefibrillation, if necessary.
- When there are two or more rescuers:
Do CPR, while one of the rescuers goes to make a 119 call and/or bring an AED.
- When an unconscious victim is an adult:
There is a possibility that the victim has fibrillation (in that case, the only aid isdefibrillation). Thus, it is then very important to bring an AED before applying
artificial respiration or any other resuscitation means.
- In case of drowning or suffocation, without doubt:
Try CPR for about two minutes before calling 119. Then go to make a 119 call.
- When a victim is a child:
Try CPR for two minutes before calling 119, because a child often goes into cardiac
arrest due to respiratory disorders.
17.2.4 Airway: Tilt the head back down, and lift the chin (Fig. 2).
(1) To begin CPR (Cardio Pulmonary Resuscitation), lay the victim with their back on ahard floor.

If a victim is lying on the face, roll the body over so that the victim will be on theirback.
(2) Open the airway by holding the head back down and raise the lower jaw up withyour hand (regardless of whether a victim is injured or troubled in some other way)
Put the palm of one hand on the forehead of the victim, and put the fingers of theother hand on the edge of the lower jaw, and then pull the jaw up.
(3) After clearing the airway, check that the victim is breathing.
See, hear and feel whether the victim is breathing.
(i) Can you see the chest move? Can you hear the sound of breaths? Can you feel
breath on your cheek?
(ii) Check whether breathing within ten seconds.
If you are not sure that the victim is taking normal breaths, blow air into themouth (rescue breathing) twice. If you do not like doing this, just begin to dochest compressions.

Fig. 2 Tilt the head back down and lift the chin
17.2.5 Rescue Breaths (ventilation)(1) If a victim is not spontaneously breathing, blow air into the victim’s mouth for one
second, while pinching the nose with your thumb and index finger.
(i) If the rescue breaths are sufficient, you will see the victim’s chest rising up.
(ii) If you do not see the chest rising up when you blow air once, tilt the head further
back down and try the breaths again.
(iii) If a face shield or a pocket mask is available to you, use it to protect yourself
from infection.
(2) Do not check for signs of circulation (i.e., breath, cough, body movement).
As soon as you have blown your exhaled air in twice, begin to do chest compressions
by making 30 chest compressions.

17.2.6. Chest Compressions (circulation) (Fig. 3)(1) Perform a series of 30 chest compressions and 2 rescue breaths. (This applies to all
ages.)
Hand Position:
The center of the chest on the line connecting the nipples
Method:Put both hands one over the other on that point. Compress the chest repeatedly
at a rate of 100 per minute so that the chest wall can be compressed four or fivecentimeters downward each time. Ensure that the chest is not only compressed
but also recoils each time. Each time, after you compress the chest, take theforce away from the chest enough to relax the thorax completely. The time when
the chest is compressed should be the same as the time when it is free fromcompression.

Fig. 3 Chest compressions-

When two people apply Cardio Pulmonary Resuscitation (CPR):
One person should perform chest compressions while the other should perform
rescue breaths.

At every five cycles of CPR, they should exchange their CPR roles

within five seconds and should continue CPR.
-

When the rescuers cannot do rescue breaths:
Do chest compressions only.

(2) Continue to do chest compressions until an AED arrives, until the body of the victim
is seen moving, or until you turn the victim over to a rescue team. Regularly checkthe pulse.

-

If the victim shows signs of circulation but no signs of respiration:
Continue to do rescue breaths at a rate of once per five seconds.

-

If the victim shows signs of both circulation and respiration, but is unconscious:
Place the victim in a recovey position (i.e., put the victim on the side). (Fig. 4)

Fig. 4 Recovery position
17.2.7 AED (Automated External Defibrillator)
The timing of attaching an AED to the victim is “just on its arrival” for every age group.
(1) Way of use(i) First, switch on the power supply of the AED. When you turn it on, it begins to giveyou voice instructions. You must follow them without stopping CPR operations
until it begins cardiac rhythm analysis.
(ii) Attach the electrode pads on the right upper part of the chest and the position of
the apex of the heart, respectively. (Fig. 5)
Right side to the breast bone and lower side to the clavicle

Lower left side of the chest (the left side of the thorax)
Fig. 5 Positions of AED pads

(iii) If the victim has a pacemaker embedded in the body, the pads must be more than
2.5 cm away from it. If there are plasters of percutaneous medicine on thepositions of the chest, take them away, and, if the chest is wet, wipe it with a
towel or a handkerchief, before you apply the AED pads.
(iv) Before the AED analyzes the victim’s cardiac rhythm and discharge electricity, tell
everyone near to stay clear away from the victim, and make sure of safety by
speaking loudly:“I’m away.” “You’re away.” “All are away.”(v) After giving one AED shock, begin CPR operations (first, cardiac massage) again
immediately.
(vi) Usually the AED starts analyzing the cardiac rhythm after two minutes of CPR
operation.
(2) The possible results after giving one electric shock are as follows:(i) The victim may recover normal heart rhythms.
The AED then gives a message “No further shock is necessary.”(ii) The victim may remain in the same abnormal condition (i.e., with fibrillation).
Defibrillate a maximum of three consecutive times until the victim recovers anormal cardiac rhythm.
(iii) The victim’s cardiac rhythms may change to another abnormal rhythm thatcannot be treated with an AED.
If the victim shows no sign of circulation, apply CPR operations for two
minutes, and follow the instructions given by the AED again.
(3) Leave the AED pads on the victim’s chest until the professional rescuers arrive.
If the victim recovers circulation and respiration, but has arrhythmia again, andthe rescue team has not yet come, follow the following: (Fig. 6)-

If the AED gives the message “No further shock is necessary,”:(i) Check that the victim has an open airway and is breathing, and then that thevictim shows signs of circulation.
(ii) If the victim is not breathing, or if there are no signs of circulation, apply CPR
operations for two minutes, and follow instructions of the AED again. (The AED
resumes analysis in two minutes automatically.)-

If the victim is unconscious, but breathing with signs of circulation, do the following:(i) Leave the AED pads on the victim.
(ii) In case of no injury, place the victim in the recvery position and keep watching
until the professional rescuers arrive.

-

If the victim is not breathing normally in spite of signs of circulation being shown:

(i) Give rescue breaths at a rate of once per five seconds, without doing chest
compressions.

Fig. 6 BLS flowchart (for non-expert rescuers)********************************************************************************
No response from the victim
Speak loud to the victim

119 call and AED

Open airway, and check breathing
Is the victim breathing normally?

Yes

Place the victim in the recovery position,

keep watching the victim, and wait for expert rescuers.
No
Give 2 rescue breaths.
(This may be omitted.)
Give cycles of 30 chest compressions and 2 rescue breaths until an AED is attached,until you turn the victim over to professional rescuers, or until he or she begins moving
voluntarily.

Continue chest compressions strongly, rapidly (at a rate of about 100 times per minute)and allow for the chest to completely return to its normal position following eachcompression.
Attach the AED
AED analyzes the cardiac rhythm, to determine whether an electric shock is necessary(yes/no)?
Yes
Give one shock, and then do five cycles of CPR operations (for two minutes).
No
Just resume and do five cycles of CPR operations (for two minutes)********************************************************************************
17.3 Injury Care: Hemostasis and Disinfection
17.3.1 Hemostasis (Stop Bleeding)
The basic of hemostasis is to compress the bleeding part directly.
(1) Direct compression
Apply a piece of clean gauze, a clean handkerchief, or other clean cloth, directly overthe injured part, and press it by hand.
(2) Indirect compression
Compress a point of the body that is nearer to the heart than the bleeding part byhand or fingers, or other means.
(i) If using a rubber ring or string, do not tie it too tight.
Tissues distal to the point tied may die.
(ii) Tying a point proximal to the bleeding point is not usual for first aid because it
may cause congestion and worsen the conditions except for arterial hemorrhages,
large hemorrhages, etc.
17.3.2 Disinfection
When the victim is bleeding, first stop the bleeding, and then, clean and disinfect thewound.
(1) If the wound is dirty, wash it to remove the dirt with tap water.
(2) Disinfect it with Oxydol (hydrogen peroxide), etc.
(3) Cover the wound with a clean piece of gauze, and apply a bandage or adhesive tape.
If a knife or a piece of wood is stuck into the chest or the abdomen:
Do not pull it out, but leave it as it is.

Severed finger:
If a finger is severed, dress the wound with a piece of gauze and apply hemostasispressure. At the same time, wrap the severed finger part with a piece gauze or
clean cloth, put it in a plastic bag, put the bag in another bag with pieces of ice,and take it to a hospital.
17.4 Care of Burns and Scalds
17.4.1 Cooling
For burns and scalds, it is critical to cool them as soon as possible. Cool them by
immersion in running tap water. After cooling for 20 minutes, go to a hospital(preferably keep cooling them with a cool wet towel or ice).
If the victim’s clothing is stuck to the burn:
Never peal stuck clothing from the burn, but flush the burn area with large
amounts of cooling water.
17.4.2 Calling an ambulance
If the victim’s burn is large, or the victim has inhaled hot air, call an ambulance.
Especially, pay attention to the following.
(1) When burns extend over 30% or more of the body surface, it is a serious condition.
(2) It occasionally happens that even though it does not look like a problem initially, thevictim may fall gradually into shock or kidney dysfunction.
(3) A burn of the airway is a serious condition.
Pay attention to eyebrow burns, redness and/or pain of the pharynx, hoarse voice,dyspnea, soot in the sputum, etc.
17.4.3 Injury by electric shock
For injury by an electric shock, see if injury inside the body is serious even with smallburns at the points of entrance and exit of electricity. It is necessary to hospitalize thevictim for medical examinations and follow-ups.
17.5 Sprain, Bruise, and Fracture
17.5.1 Fractures are suspected in the following cases:(1) The victim feels a sharp pain when the injured part is moved or touched.
(2) The injured part is swelling.
(3) There is a deformation in the injured part.

(4) Due to pain, it is difficult to move the victim.
(5) The victim has a wound and/or bleeding, and the bone sticks out from the wound.
17.5.2 Care of bone fractures
The basics of care of bone fractures are to cool them and not move the injured part.
(1) Set the injured part in a rest condition.
(2) If the victim has wound and/or bleeding, first take care of them.
(3) Cool the injured part with ice.
(4) Raise the injured part a little.
(5) The victim should see an orthopedist soon.
* If the victim feels very bad or is in unbearable pain, call an ambulance.
17.5.3 Fixing the fractured part
(1) Prepare a splint long enough to fix the distal and proximal articulations of thefractured part, i.e., a long splint over the two articulations with the fractured partin between.
(2) The order of fixing is first the part higher than the fracture, then the part lower thanit, then another part higher, then another part lower.
(3) In each fixing action, ask the victim if there is pain. If you can have another person
to help, have the person support the fractured part while you are fixing.
If the victim suffers stronger pain by fixing, and takes an unnatural posture:
Keep the victim in a rest posture without fixing.
Be careful about possible shock.
Call an ambulance if the victim feels strong pain, breaks into a cold sweat,
becomes pale, or has a weak pulse.
17.6 Hyperthermia
People suffer hyperthermia when they play sports or work in an environment with hightemperatures and/or high humidity.
17.6.1 According to the level of symptoms, hyperthermia is classified into:(1) Heat cramps: muscle pain, cramp, nausea, dizziness, and headache(2) Heat exhaustion: lowered blood pressure, frequent pulses and body temperaturerises (up to 41 degrees centigrade)(3) Heat stroke or sun stroke: dried skin with no sweating, body temperature rises to41-43 degrees centigrade, and unconsciousness

17.6.2 Points of care
Move the victim to a cool place. Give the victim a sports drink, and cool the body.
(1) The victim is unconscious or faint: Call an ambulance.
(i) After loosening the clothing, make the victim lie or rest in breezy shade.
(ii) Apply pieces of ice or ice packs to the neck, armpits, ankles, etc., to cool the victim.
(iii) Fan the victim with a fan or the like.
(iv) If the victim can swallow water on their own, have the victim take a sports drinkor the like to supply water and salt.
(2) If the victim is conscious, but cannot swallow water on their own, or is staggering,call an ambulance to turn the victim over to a hospital.
(i) After loosening the clothing, make the victim lie or rest in breezy shade.
(ii) If the victim is pale and has a weak pulse, make the victim lie with the feet raised.
(iii) If the body of the victim is hot, apply pieces of ice or ice packs to the neck, armpits,
ankles, etc., to cool. Fan the victim with a fan or the like.
(3) Prevention
To prevent hyperthermia, it is important to:(i)Sleep well to avoid accumulating fatigue.
(ii) Put yourself in good physical condition by taking meals with a good nutrientbalance.
(iii) Supply water and salt by drinking a sports drink.
17.7 Poisoning by Chemicals
17.7.1 Finding causal materials
If poisoning is plausible, first, find what materials might have caused poisoning by
asking the victim what he or she has swallowed or inhaled. In case of a suicide, it is notcertain that the victim will tell you the true material that he or she took, so you may
have to suspect from the scene, bottles, packs, etc., that may be there. It is also
necessary to infer the amount that the victim has swallowed from the remaining
amount in a container, if possible.
17.7.2 First aid
MSDS (Material Safety Data Sheets) describe first aid measures for corresponding
chemicals. Put the MSDS of chemicals, now in use, somewhere they are readily
available by everyone.
(1) When a poisoning material is swallowed:
Basically, have the victim drink milk or water, and then, give stimulation to deep

inside of the throat to induce vomiting.
(Generally, milk protects stomach walls and weakens the effect of the poisoning
material.)
Cases where milk must not be given:
Insecticides, petroleum products (kerosene, gasoline, paint thinner, benzine, etc.),
and so on.
Since these materials are soluble in fat, drinking milk will increase the amountabsorbed in the body.
Cases where you must not let the victim vomit:
Petroleum products (kerosene, gasoline, benzine, etc.)
 Can cause serious pneumonia if the victim inhales these materials into thewindpipe.
Strong acids and alkalis (toilet cleaning chemicals, drain pipe cleaningchemicals, mold and mildew removers, bleaches, etc.)
 Can cause a serious burn on the esophageal mucosa.
If the victim is unconscious and has a cramp,

Can choke the throat by vomit(2) When the victim inhaled a poisoning gas:
Move the victim to a place with clean air, and keep him or her in a rest position.
(3) When a poisoning material gets into an eye of the victim:(i) Immediately, open the eyelids wide and wash the eye with tap water, or otherrunning water, for about 15 minutes.
(ii) Remove contact lenses, if any, if possible.
(iii) Turn his or her face sideways. Then, splash water from a kettle into the eye
slowly. When using tap water directly, set the flow from the faucet to slow. If you
use a strong water flow, it can cause problems.
(4) When a poisoning material is attached to the skin:
Remove the clothing that has the poisoning material, and then wash the skin withwater and soap.
(5) If the victim is unconscious:
Lay the victim sideways so that any vomit will not choke them. Pull the lower jaw
up, and support the body in a way that the elbow and knee on the upper side arebent.
17.7.3. Consulting with a medical institution
The victim should consult with a doctor, with the material that has been swallowed (thecontainer and the description of the material). If further information on the product orits toxicity is required, call Toxicity 110.
Items of information to be given to the doctor:i) Age and weight of the victimii) Exact names of the causal materialsiii) Amount taken, how the materials were taken into the body, amount of time thathas passed after the intakeiv) Were there spills?
v) The amount remaining in the container.
vi) Situation where the accident occurredvii) Mistakenly swallowed, or an attempt of suicide?
viii) All the symptoms that the victim has nowix) Has the victim vomited, or not?

Chapter 18 Emergency Communications Guideline in Case of Fire or Accident
18.1 In the Event of an Accident
In the event of an accident, it is important to immediately call the attention of
nearby people to what has happened in order to get help and prevent further damage. Even
if you think it is a minor accident, you need to let other people know and respond to thesituation as a group. Judgments made by just one individual tend to make the situation
worse and can even bring about more danger.
The general rule of thumb is to remove all materials which could exacerbate theaccident and prepare for evacuation. If you consider the situation to be relatively safe andmanageable, and primary emergency responses including the initial fire extinguishing has
been done, then get away from the site and report the accident to the professor andassociate professor of the laboratory (hereafter the faculty responsible), who should direct
you what further action needs to be taken. If the faculty responsible cannot be contacted,
contact the security guard. If there are people around you, share the roles, such asreporting, using fire extinguishers, etc.
It is important that everyone in the laboratory works together from when the accident
is first discovered. It is important that decisions are taken as a group until help arrives. You
may not be in a suitable state of mind to make decisions if you are either the person
responsible for the accident or the person who discovered the accident. Be sure to makedecisions with others and share the roles, if possible, in responding to the accident.
Refer to Fig. 18-1 for the appropriate responses to an emergency, and be sure to follow
this procedure in the event of an accident. Make it a rule, according to the emergency
procedure, to contact the faculty responsible when an accident occurs and ask for decisions
as to the best response considering the situation at hand.
In the event of a fire emergency, for example, report the faculty responsible first andhave him or her call the fire department, but, if you deem the situation to be especiallyserious, call the fire department directly.
18.2 Contacting the Emergency Services
In an emergency situation, such as a fire or an accident in the laboratory or traffic
accident, the student at the site should contact the faculty responsible (or security guard, if
the faculty responsible cannot be contacted) immediately and follow his or her instruction.
However, if the situation requires a rapid response, follow the Emergency Communications
Procedure Notes *1 and *2 (refer to Fig. 18-1) and contact the fire department, hospital or
police station directly. Then report to the faculty responsible, the administration bureau, or
the security guard room (ex.4631, 5840) right away.
(1) FireIf you encounter a fire, turn on the nearest fire alarm and get the attention of people inother adjacent laboratories by shouting “Kaji (Fire)”. Call the fire department immediately.
If you can protect yourself from fire, try to extinguish it and do what is possible to minimize
the damage in cooperation with the faculty, staff and other students.
(2) Life or death situations
If you encounter a serious or potentially fatal accident, call a doctor or an ambulance.

(3) Contacting the police station
If you encounter a serious or potentially fatal accident, and if you judge it to besomething that should to be reported to the police department immediately, you should callthe police directly.
Communication under these circumstances must follow the Emergency
Communications Procedure (refer to Figs. 18-1 and 18-2). The emergency contact process
and phone numbers need to be posted in easy view.
Also, each experimental room and laboratory must post emergency phone numbers for
the Tohoku University Hospital and the faculty responsible in a conspicuous position. Since
people tend to panic in an emergency, it is important to be prepared routinely.
18.3 Accident Reports
When an accident occurs, the student who encountered it must contact the nearest
faculty or staff immediately. The faculty or staff must then report it to the professor or the
associate professor in charge, or the professor responsible, regardless of the amount ofdamage incurred. At the same time, the faculty or staff must inform the Health and Safety
Management Office about the details of the accident by filling the forms of the Accident
Reports I and II. If there is an accident at sports events, notify the Health and Safety
Management Office with the attachment of a filled-in form of the report for the sports
event.

*1 If a fire cannot be extinguished immediately, or if an accident is potentially fatal, theperson involved or first witness must call the fire department (dial 0 then 119) for an
ambulance or call the Tohoku University Hospital directly.
*2 In case of a fatal accident, a possibly fatal accident, or a robbery, all of which would
require immediate police attention, the person involved or first witness must call thepolice department (dial 0 then 110) directly.
*3 In case of a fatal accident, or a possibly fatal accident, the person involved or firstwitness must report the dean of the School of Engineering directlyWhen an accident occurs:
InjuryFireMust do
1. Turn off switches
2. Call for help
3. Emergency
treatment
Bleeding: tie witha tourniquet
Loss ofconsciousness:
perform artificial
respiration
4. Call the places
listed on the rightcolumn.
(take a deep
breath to calm
down)
5, If it is a minor
injury, take thevictim to ER at
the University
Hospital
1. Call for help
2. Turn off switchesand gas
3. Call listed places on
the right column.
4. If possible, try
extinguishingthefire. If it is serious,
evacuate to a safe
area.

Where to call
1) University
Hospital ER

Phone number
0-(717)-7000
After hours, Sat, Sun
and holidays 0-(717)-7024

2) Firedepartment(calling an
ambulance)

Dial 0 to call 1193)School ofEngineering
Security
OfficeExtension
5840, 4631

1) Firedepartment(calling forambulance)

Dial 0 to call 119

What to say
xxx is injured at the School ofEngineering Department of zzz.
yyy will take him/her to thehospital.
There is an injured person in the
School of Engineering room ##in Tohoku University at
Aobayama campus. Please send
an ambulance. My name is xxx
from School of Engineering withthe major of ###. (My phone
number is ####)
There is an injured person in**department, **building, **floor,**room.
Please guide the ambulance tothe site

There is a fire in the School ofEngineering room ## in Tohoku
University at Aobayama campus.
Please send us a firetruck.
My name is xxx from School ofEngineering with the major of###. (My phone number is ####)
2)School ofExtension
There is a fire in **department,
5840, 4631**building, **floor, **room.
Engineering
Security
Please guide the firetruck to thesite.
Guard OfficePotential If an accident seems 1)Police
Dial 0 to call 110
There is an accident in School ofor actual potentially fatal andDepartment
Engineering room ## in Tohoku
fatalityrequirespoliceUniversity at Aobayama campus.
Please send us police officers.
involvement, theperson involved or first
My name is xxx from School of
witness must call theEngineering, with the major ofpolice directly.
### (My phone number is ####)
1.Call the places2)School ofExtension
There is an accident inlisted on the rightEngineering
5840, 4631**department, **building, **floor,
columnSecurity**room.
(take a deep breath
OfficePlease guide the police car to theto calm down)site.
After having made an emergency call, report to the head of the each organization including thechair of each department and the chief of each administration section.

Be prepared for an emergency, and always keep the following information ready at handnear the telephone.
-Handling and extinguishing of dangerous materials in the event of a fire.
-Addresses and phone numbers

Home page for School of Engineering Emergency Contacts
http://www.eng.tohoku.ac.jp/saigai/

How to write and submit an accident report
1. Creating an accident report(1) The kind of accidents that need to be reported:
1. Injuries (treated at the school infirmary or an outside hospital) or the death ofstudents, staff, faculty and researchers that happen during an experiment, disaster(earthquake, fire, etc), or business trip (including an internships and dispatch)
2. When faculty, staff or students cause a fire which damages the facilities or
equipment
3. Accidents during a school-recognized sports event. (This applies to injuries treatedat the school infirmary or an outside hospital). *Attach the filled-in form of thereport for the sports event.
4. Accidents during commuting (for injuries treated at the school infirmary or an
outside hospital)
5. Any other accident or illness involving faculty, staff or students that may be deemed
best to report considering health and safety management(2) Type of accidents
1. Serious accidents (injuries which require more than one day hospitalization, or
death)
2. Minor accidents (accidents other than serious accidents, which require outpatient
treatment)
2. When to submit(1) Accident Report I needs to be written and submitted on the day of the accident or by
the next day.
(2) Accident Report II needs to be written and submitted within a week of the accident.
Fill in the relevant sections to the accident.
*If an accident occurs on a public holiday or on the weekend, submit the report on thenext work day.
3．Where to submit(1) The person who wrote the report should submit it to the head of the organizations
including the chair of the department. Then, the chair is required to pass it on to the
Health and Safety Management Office through the Administration Section Chief.
(2) If the person who wrote the report is an administrative member, he or she should
submit the report to the Health and Safety Management Office through the chief ormanager of the administration section.
4. Who should write the reports (I & II)(1) If a faculty member, technical staff member, a laboratory’s undergraduate or a
graduate student, or a researcher is involved in an accident, the professor, associate
professor, lecturer, research associate or technical staff member should write thereports with the professor’s sign for approval. If the professor is absent, the head of theorganization such as the chair of the department needs to give the approval.
(2) If administrative staff member writes the reports, the sub-section manager or chief is
responsible for the forms and is required to get approval from the head of theadministration section.
(3) In case of accidents while commuting, the victim or person who received the call isrequired to write Report I, and the victim is required to write Report II.
5. In the event of a serious accident(1) An accident investigation committee will investigate the site of the accident and its
cause by reviewing the health and safety management system and the daily health andsafety practices at the department, unit, etc. where the accident occurred.

Form 1

(Serious Accident / Minor Accident)
Accident Report I

To: The Chief Safety and Sanitation Manager, Dean of the School of Engineering
Date created: Year (Heisei)
Reported byKind of accident
Date
Place
Injury(if many, useanother sheet)

Material damage

Report status

month

date

SectionName
Phone
Fire/explosion Inflammation/smoke Leak(gas, chemical)
Exposure(radiation, etc.)
Abnormal odor
Bursting/breakage Falling/tumbling
Other
Year (Heisei)
month
day
time

No
Yes (fill in below)
Name of victim:
School status: Full-time employment
Other
Section (Department, Lab name):
Title or Student ID number:
Description of damage or injury:
No
Yes (

Sex: M / F
AgePart-time employment Guest researcher

Student)

Outside: Fire dept.
Police station. Labor Standards Bureau.
Government organization (),
Ambulance, Hospital (Attendant:),
Company the victim belongs,
Other ()
Inside: Professor Associate. professor Security room Administration Bureau
Other

Family,Summary ofaccident(attach a
photo or mapof the site)
Accident
responses(chronologicalorder of events
including timeof emergency
call)
Person responsible check

Year (Heisei)

month

day

Signature*A serious accident involves injuries that require more than one-day of hospitalization or
result in death. A minor accident involves injuries that require outpatient treatment.
*This form is also used for faculty, staff or student accidents that occur while commuting.
In such cases, the victim or the person who received the emergency call will write thereport.

Form 2
Accident Report II
To: The Chief Safety and Sanitation Manager, Dean of School of Engineering

Reported by
Accident
Report I
submitted
date
1. Victim’s condition
Victim’s
information(if many, useanother sheet)

SectionYear (Heisei)

Name:

Date: Year (Heisei)
month
Name
Phone
month
day (
)

Sex: Male / Female

date

Age

School status: Full-time employment Part-time employment
Contract researcher Student
Other
Section (Department/Lab name):
Title or Student ID number:

Victim’s condition(write down a reportfrom hospital orfamily if victim isin a hospital)*A serious accident involves injuries that require more than one-day of hospitalization or
result in death. A minor accident involves injuries that require outpatient treatment.
*This form is also used for faculty, staff or student accidents that occur while commuting.
In such cases, the victim or the person who received the emergency call will write thereport.

2. Details of accident, cause, and prevention plan
Detail(Describe the accidentsite thoroughly with aphoto or chart attached.
If necessary, add an
explanation to Accident
Report I)

Cause(Describe clearly
and in detail)

Prevention plan in the
future(Itemize ideas clearly.
Attachsupporting
materials, if applicable)

3. Safety and sanitation management status and daily activity report
Please answer following questions. Circle the appropriate answer.
(1) Documents for safe experimental procedure
1. Was a document for experimental procedure created exclusively for this experiment?
Yes, No*If yes, please attach a copy
If no, please explain why not:2. Was this experiment done according to the document for experimental procedure? Yes,
No
3. Did the document for experimental procedure lack information regarding thisexperiment? Yes No*If yes, explain how the document could be improved:(2) Safety training for the victim
1.What kind of safety training was carried out prior to this experiment?
Attach supporting material, if applicable.

2. Was there an introductory training for new equipment?
Did the victim attend this training?

Yes, No
Yes, No

3. Was there a monthly safety and sanitation meeting at this laboratory?
Did the victim attend this meeting?
Yes, No

Yes, No(3) In case of a serious accident
1. Did the department or group undergo safety training?
Did everyone have a record of attendance?

Personcheck

responsible

Year (Heisei)
day

Yes, No
Yes, No

month Sign

REPORT FORM FOR SPORTS EVENTS
To prevent sporting accidents, the applicant should understand and confirm the items below before holding asports event. In the event of an accident, the Personal Accident Insurance for Students Pursuing Education andResearch will be applied and forms should be submitted to the person in charge at the Education and Student
Support Section or the Administration Office of relevant departments and then submitted to the Health and Safety
Management Office together with the Accident Report Form.
The applicant must check and confirm the following with the participant and make appropriate preparations.

I. Sports Event
Name of Applicant
Type of Event
Date
Venue
No. of participantsStudent No.

Extension No.

Year/Month/Day to Month/Day(see attached sheet)

II. Preparing for the Event
1.

Attire/Protective Equipment

No.
Item
1
Check whether a hat (or cap) is being worn (limited to outdoor sporting events).
2
Check whether long-haired participants have their hair secured so they cannot swing their hair,
have their field of vision obstructed or touch others with their hair (e.g. braiding or tying their hair or
wearing a hair band)3
Check whether nails are properly trimmed.
4
Check whether protective equipment such as helmets, masks, headgear, goggles, or protectors
are being used (equipment differs according to event).
5
Check whether participants wearing glasses have attached strings to keep them in place or fromfalling off.
6
Check whether clothing is breathable, light and not constricting.
7
Check whether shoes fit comfortably with socks on and will not cause blisters.
8
Check whether shoelaces are tied properly and are not about to break, and whether the spikes on
spike shoes are not worn down.
9
Check whether watches or stopwatches are being worn.
2.

Check mark

Health Check

No.
Item
1
Check whether participants are suffering from fatigue, overwork, constipation, diarrhea, menstrual
cramps, lack of sleep, or excessive drinking.
*participants who have any of these symptoms should not do strenuous exercises or overdo
things.
2
Check whether participants are suffering from muscle pain.
*participants who have this symptom should do extra warm-up stretching exercises and cool-down
stretching exercises.
3
Check whether participants are experiencing abnormal symptoms such as dizziness, chest or

Check mark

4

5
6

7
8
9
3.

stomach pain, heart palpitations at rest or abnormal palpitations during exercise, have difficulty
breathing, feel lethargic, or have chills or nausea.
*participants who have these symptoms should stop exercise immediately and go directly to a
hospital accompanied by someone.
Check whether participants have symptoms such as cold sweats, are very pale, have glassy eyes,
have a rapid heart rate at rest or abnormal increase in heart rate when exercising, or have serious
arrhythmia.
*participants who have these symptoms should stop exercise immediately and go directly to a
hospital accompanied by someone.
Check whether participants have a communicable disease or infection*participants with these conditions should either not participate or do only light exercise
Check whether participants have a sports disability such as lower-back pain (chronic or disabling
symptoms).
*participants suffering from an inflammation or disability in specific areas of the body should notparticipate in sports that will aggravate these areas.
Check whether participants have done sufficient warm-up exercises such as jogging or stretching
exercises.
Check whether participants have done cooling down exercises after exercise to help recover frommuscle fatigue.
Check whether participants have supplies of liquid supplements such as sports drinks and havetaken adequate time out to rest and rehydrate.
Miscellaneous

No.
Item
1
Check whether participants are familiar with all the rules.
2
Check whether the number of participants is appropriate in terms of space to prevent collisions
with other players.
3
Check whether lights are not too bright or too dark (in gyms or training rooms).
4
Check whether there is sufficient ventilation (in gyms or training rooms).
5
Check whether temperature settings are appropriate (in gyms or training rooms).
6
Check whether floors are decayed, damaged or aged (in gyms or training rooms).
7
Check whether participants have had medical checkups beforehand (for participation in strenuous
sports).
8
Check whether the telephone numbers and addresses of nearby hospitals are readily available incase of an accident.
9
Check whether all the participants are enrolled in the Personal Accident Insurance for Students.

Check markIII. Activity Report (if a student is injured or becomes ill and receives treatment from the school infirmary or an outside
hospital, please be sure to fill in an accident report form and submit it to the student’s advisory teacherand the
Education and Student Support Section or administration office of relevant department)
No.
Item
Response1
Check whether any students were injured during a game.
2
Check whether any students became ill during a game.
3
Check whether any students were injured or became ill for reasons other than participation in a
game.
*1) This report shall be subject to the sports events that are recognized by the Undergraduate School of Engineering,
Graduate School of Engineering, Graduate School of Environmental Studies, and Graduate School of Biomedical
Engineering (Aobayama Campus) or their departments.
2) List of participants should be attached.

Chapter 19 Daily Safety Management System
19.1 The Safety Management System and Organization
A large variety of equipment and chemicals are used in day-to-day research andeducational activities in the School of Engineering at Tohoku University. It goes without
saying that electricity, water and gas services are indispensable for these activities.
When we use these services, we have to observe all the related laws and ordinances. The
relevant laws have been enacted as a base line for maintaining security, public health,and environmental sanitation. Therefore, all students, staff and faculty have tounderstand the laws related to their research and educational activities and comply
with them at all times. Considering the importance of security management, the Schoolof Engineering has established the Safety and Health Committee and other related
committees to ensure each and every department has a good understanding of thoselaws and ordinances. In addition, the Safety and Health Committee has been engaged,
among other things, in preparing safety manuals, providing safety education, carryingout inspections and evaluations of safety management, and ensuring that chemicals aremanaged according to the PRTR laws.
Each department and laboratory is also responsible for organizing its own committees(own Safety and Health Committee and other) dealing with safety and health, anddisaster prevention issues to maintain security and a better environment.
19.2 Safety Inspections and Evaluations
The Safety and Health Committees and other related committees work together toimprove safety issues by carrying out inspections and evaluations under the guidance of
the Labor Standards Bureau and other regulatory agencies. The students, staff andfaculty members are required to cooperate with these committees in their inspections
and evaluations. In section 19.4, there is a list of all the areas taken into account during
inspections and evaluations. You should make yourself familiar with them, and make aneffort to maintain the safety of your work place.
19.3 Insurance
There is an insurance system in place to provide compensation for any financial damage
incurred as a result of disasters or accidents.

1) Personal Accident Insurance for Students Pursuing Education and ResearchThis insurance covers both undergraduate and graduate students. Compensation will
be provided for any damage incurred as a result of disasters and accidents which
occur during research and educational activities as well as extracurricular activities
outside the campus. Taking out this insurance policy is mandatory for all students at
the School of Engineering. The details of this insurance are explained in Chapter 3.
Please read the details of this insurance before taking it out. The Student Support
Section in each department has brochures that explain the insurance in more detail.
This insurance is effective for four years after it is taken out. It should be noted that
renewing insurance is mandatory for those staying at Tohoku University for morethan four years, whatever the reason. Note that all research and educational
activities to be undertaken outside the campus must be reported in advance. No
damage incurred outside campus will be compensated for by insurance without thisprior notification. Contact your advisory teachers or the Student Support section at
the Education and Student Support Division in your department if you have any
queries.
2) Premises Operation Liability Insurance
Compensation will be paid under this insurance system for any liable damage toresearch facilities or equipment or for any liable injuries incurred to students* whoare performing research or educational activities under the control of teachers. Lossof life is also covered. The maximum coverage for one accident is 500 million yen witha maximum 100 million yen per person and a maximum 100 million yen for
loss/damage to properties. When obtaining and maintaining this insurance policy,
support has been provided by the Aoba Kougyoukai, which is the alumni associationof the School of Engineering.
(Students* includes undergraduate and graduate students, research students andnon-degree students at the Undergraduate/Graduate School of Engineering,
Graduate School of Environmental Studies, Graduate School of Information Sciences
and Graduate School of Biomedical Engineering (Aobayama Campus).)19.4 Safety Evaluation Checklist
Assuring safety is the most important aspect of everything we do in our university. It is
crucial that everyone understands the importance of maintaining safety and does what
is required of them. Safety inspections and evaluations are considered indispensable formaintaining and improving our health and environment. Refer to the evaluation
checklist below to see what the safety considerations are, and then make an effort tokeep your particular circumstances in the condition marked “A”. Note that there is
flexibility in how each of the evaluation items listed is interpreted, depending on thepeculiarities of each situation.
I. Safe laboratory environment
1. <Safety in the laboratory room>(1)

Ventilation of the entire room

P: Not required
A: Clean air with no odor of chemicals
B: Stagnant air and a slight odor of chemicals
C: No ventilation system or a disabled ventilation system(2)

Local exhaust ventilation

P: Not required
A: A draft chamber or local exhaust ventilation hood is in place and all the harmful
chemicals are treated there.
B: Some harmful chemicals are used on the lab bench.
C: There are no draft chambers or local exhaust ventilation hood, or they are out oforder.
(3)

Room temperature control

P: Not required
A: The room temperature is controlled comfortably.
B: The room temperature is not always comfortable.
C: The room temperature cannot be controlled.
(4) Heating system
P: Not required
A: The heating system does not pose a fire hazard.
B: The heating system does not use a naked flame, but there is a risk that it makes
flammables catch fire.
C: The heating system uses a naked flame.
(5)

Room lighting

P: Special lighting is not necessary.
A: The light is bright enough and the lighting is maintained well.
B: Maintenance is insufficient.

C: The room is poorly lit.
(6)

Passageways

P: Special attention is not necessary with regard to the passageways in thelaboratory
A: There is enough space for experimental work and passageways (80 cm or wider).
B: There is equipment or materials blocking the passageways.
C: None or very narrow passageways.
(7)

Emergency escape route

A: There is a clear escape route for emergency.
B: There are obstacles blocking the emergency escape route.
C: There is only one exit in the room and no emergency escape route.
(8)

Emergency lighting system

A: Lighting is secured under power interruption.
B: There is a flashlight but not for exclusive use.
C: There is no emergency lighting system.
(9)

Locking system

P: Only an assigned person manages the locking system, and no specific concern isnecessary when conducting an experiment.
A: Student, staff and faculty members are controlled when entering and leaving theroom by the locking system.
B: There is a locking system but it is not in operation.
C: There is no locking system(10) Cleaning and organizing
A: The laboratory room is well organized and cleaned up regularly.
B: The laboratory room is cleaned and put in order occasionally.
C: The laboratory room is unorganised and not clean.
2. <Hallway>(1)

Circumstance
P: There are no hallways
A: The hallway is clear. No equipment or materials are left in the hallway.
B: Some equipment or materials are left temporarily in the hallway.
C: Equipment or materials are left habitually in the hallway.

(2)

Fire control area
P: There is no designation for a fire control area.
A: The fire control area is protected by an automatic fire shutter.

B: A fire shutter is installed but its functioning is not assured.
C: There is no fire shutter.
II. Equipment
1. < Fire prevention system under the Fire Service Law>
(1)

Fire prevention in laboratory
A: The fire prevention system* is installed and the emergency security procedure isprepared.
B: There is no equipment for eye washing.
C: The fire prevention or emergency security system is insufficient.
The fire prevention system* includes a fire alarm system, fire extinguisher andeye shower.

(2)

Inspections of the fire prevention system
A: The system is inspected regularly.
B: The system is inspected occasionally.
C: The system is rarely inspected.

2. <High pressure gas equipment>(1)

Safety device for high pressure gas equipment
P: Not applicable.
A: A safety device is installed for experimentally important equipment.
B: A safety device is not always installed for the equipment.
C: There is no safety device installed.

(2)

Management of the high pressure gas equipment
P: Not applicable.
A: The equipment is inspected regularly according the established inspection
guideline for corrosion and material degradation.
B: The equipment is inspected regularly.
C: The gas system is inspected occasionally.

(3)

Management of high pressure gas containers
P: Not required.
A: High pressure gas containers are under the management in accordance withgood safety management practices*.
B: High pressure gas containers are under the management though there is aconcern for safety.

C: Safety practices and management are insufficient.
Safety practices* includes signs, overturning prevention, piping, gas leakdetector.
3. <Chemicals and hazardous materials storage equipment>(1) Installation of chemicals storage cabinet
P: Not applicable.
A: There is a fireproof storage cabinet for chemicals.
B: There is a storage cabinet for chemicals, but it is not fireproof.
C: There is no storage cabinet for chemicals and bottles are put on the floor.
(2)

Preventing bottles from falling
P: Not applicable.
A: All the storage cabinets are prevented from overturning by fixing them to thefloor, wall or ceiling, and bottles are prevented from falling by putting them intrays to counter earthquakes.
B: The storage cabinet is partially protected from overturning.
C: The storage cabinet is not protected from overturning.

(3)

Sorted storage of chemicals with their indications
P: Not applicable.
A: All the chemicals are stored in a sorted manner with their indications.
B: All the chemicals are stored in a sorted manner but there are no indications.
C: No sorted storage and no indications.

(4)

Storage quantity and managing status of chemicals
P: Special management is not necessary.
A: Chemicals are correctly registered with their quantities into the Management
System for Lab-chemicals and the faculty members in charge figure out thequantities.
B: Some chemicals are registered into the Management System for Lab-chemicals
but others are not.
C: No chemicals are registered into the Management System for Lab-chemicals.

(5)

Warehouse for chemicals and hazardous materials
P: Not applicable.
A: There is a warehouse for chemicals and hazardous materials and it is managed
by a safety supervisor (hazardous materials officer).
B: There is a warehouse for chemicals and hazardous materials, but it is not
managed properly.

C: There is no warehouse for chemicals and hazardous materials, and hazardous
materials above their designated quantities are left randomly in thelaboratories.
4. <Refrigerator for chemicals>(1)

Management of the refrigerator
P: Not used
A: All the hazardous materials are stored and managed strictly in the refrigerator,
which is protected from explosion.
B: The refrigerator is inspected regularly but there are no storage management
standards.
C: The refrigerator is not under the storage management. Both chemicals and foodare stored in the same refrigerator.

5. <Self-made experimental equipment for unmanned operation>(1)

Maintenance of high speed rotating equipment, etc.

P: Not applicable.
A: The equipment is inspected regularly and repaired properly.
B: The equipment is inspected occasionally.
C: The equipment is not inspected.
(2)

Safety check for self-made equipment
P: Not applicable.
A: Safety check has been done by the person responsible at the time of designingand manufacturing.
B: Safety check has been done to a certain level at the time of designing andmanufacturing.
C: Safety check has not been done.

(3)

Automatic operation equipment
P: Not applicable.
A: A person responsible is assigned to manage the equipment, and a rapid
detection and response is possible in an abnormal situation. Emergency
measures are well-established.
B: A system for a rapid detection and response is installed, but the emergency
measures are not sufficient
C: There are no safety measures.

6. <Electrical equipment>(1) Installation and management of electrical equipment
P: No special equipment
A: The equipment is inspected regularly for adequate installation according to thechecklist for electrical equipment.
B: Easy combustibles are left around the electrical equipment, and there are burnmarks on the surface of the terminal connector. Safety measures are
insufficient.
C: The equipment is not inspected and repaired until it breaks down.
(2)

Electricity wiring
P: No special wiring
A: The wiring is inspected regularly for adequate management according to thechecklist for electrical equipment.
B: Inspections are not carried out. Safety measures are insufficient.
C: Safety is lacking since electric cords are jammed and cross a passageway.

7. <Equipment for DNA recombination>(1)

Security cabinet
P: Not applicable.
A: The cabinet is inspected regularly.
B: The cabinet is not inspected regularly, but it operates normally.
C: The cabinet is not inspected and does not operate normally.

(2)

Sterilizer
P: Not applicable.
A: The sterilizer is inspected regularly.
B: The sterilizer is not inspected regularly, but it operates normally.
C: The sterilizer is not inspected regularly and does not operate normally.

(3)

Centrifuge
P: Not specifically necessary.
A: The centrifuge is inspected regularly.
B: The centrifuge is not inspected regularly, but it operates normally.
C: The centrifuge is not inspected regularly and does not operate normally.

III. Experiment
1. <Preliminary measures>(1) Hazard prediction and assuring safety
P: Not specifically necessary.
A: The experimental procedure is created. Safety issues including the hazard
prediction are reviewed and the appropriate safety countermeasures are
established.
B: Some particular points and certain themes are subject to hazard prediction.
C: No hazard prediction is conducted.
(2)

Experimental procedure
A: The experimental procedure is created and kept.
B: The experimental procedure is created, though important points or safety items
are missing, and is incomplete.
C: The experimental procedure is not created.

(3)

Clothing and footwear
P: Special attention is not necessary.
A: During the experiment, it is required to wear safety gear such as a lab coat,protective glasses, mask, gloves, etc.
B: During the experiment, it is required to wear part of safety gear.
C: There are no rules regarding clothing and footwear.

2. <Safety gears>(1)

Maintenance of safety gear
P: Not applicable.
A: Safety gear is always kept in good condition. The use standards and handlingprocedure are established and well understood by everyone, and they are wornor used properly.
B: Safety gear is kept, but the handling procedure is not well understood byeveryone.
C: No safety gear is kept in the laboratory.

(2)

Indication of the place for safety gear
P: Not applicable.
A: The place of safety gear is indicated. The safety gear is under regular
maintenance and kept in good condition.
B: Safety gear is kept in a pre-determined place, but maintenance is not sufficient.

C: There are no pre-determined places for safety gear. The safety gear is not undergood maintenance.
3. < Workbench>(1)

Apparatus on the workbench
A: Apparatus are always kept in order. They are protected from overturning andfalling.
B: Apparatus are not always kept in order.
C: Apparatus are put on a messy workbench without being protected fromoverturning or falling.

(2)

Chemicals on the workbench

P: Not applicable.
A: A person responsible for management is assigned, and only the necessary
chemicals are put on the workbench in an orderly manner.
B: Only the necessary chemicals are put on the workbench.
C: Unnecessary chemicals are also left on the workbench.
4. <Management of waste and laboratory waste liquid>(1) Treatment of wastes
P: Not applicable.
A: Wastes are sorted according to the predetermined rules. Their storage andtreatment are managed properly.
B: Some wastes are sorted. Their storage and treatment are not managed properly.
C:(2)

Wastes are not sorted.

Management of laboratory waste liquids and their containers (plastic containers)
P: Not applicable.
A: Laboratory waste liquids are sorted properly in respective plastic containers
according to the Classification Table of Laboratory Waste Liquid. Request tocollect them is addressed to the ECRI through its Waste Liquid Management
System.
B: Laboratory waste liquids are sorted in plastic containers, but a request to the
ECRI for collection is not made. Containers are placed randomly in the room.
C: Plastic containers are not available.

5. <Poisonous and deleterious substances>(1)

Management of poisonous and deleterious substances

P: Not applicable.
A: A person responsible for management is assigned. Poisonous and deleterious
substances are managed through the storage cabinet locking system, MSDS
utilization and the Management System for Lab-chemicals.
B: Some poisonous and deleterious substances are not managed properly.
C: There is no management for poisonous and deleterious substances.
6. <Fire>(1)

Management of fire prevention

P: No fire is used in the laboratory.
A: Easy combustibles are sufficiently managed to prevent a fire.
B: Easy combustibles are managed to prevent a fire, though not sufficiently.
C: There is no management for fire prevention.
7. <Proper handling of equipment>(1)

Maintenance of manuals

P: Not applicable.
A: Manuals, experimental procedures, etc. are ready to use and proper handling ofequipment is well understood.
B: There are manuals, experimental procedures, etc., though handling ofequipment is not well understood.
C: There are no manuals, experimental procedures, etc. for use.
8. <When ending the experiment>(1)

Management at the time of ending the experiment

P: Not specifically necessary.
A: The procedure to be taken when ending the experiment is prepared and it isproperly performed.
B: There is no predetermined procedure for ending the experiment, but practices forending the experiment is managed.
C: Ending the experiment is not managed.
(2)

Management when finally leaving the experimental room

P: Not specifically necessary.
A: There is a manual for a last person leaving the room, describing what to do suchas writing in the log book, checking across and locking the room, and so on. Final
practices are properly managed.

B: There is no manual, but final practices are managed.
C: Final practices are not managed at all.
IV. Health and safety management
1. <Work environment>(1)

Management of the work environment

P: Not specifically necessary.
A: The work environment is managed properly in compliance with the relevantlaws and ordinances.
B: The work environment is managed to a certain level, but not sufficiently.
C: The work environment is poorly managed.
(2)

Experimental design for DNA recombination

P: Not applicable.
A: The experimental design for DNA recombination has been notified in a proper
manner.
B: The experimental design has been notified, though in an imperfect manner.
C: The experimental design has not been notified.
2. <Indication signs>(1)

Posting the indication signs

P: Not specifically necessary.
A: There are signs indicating the prevention of miss-operation, emergency exit andemergency evacuation area.
B: There are signs posted in certain areas, but not sufficient in number.
C: There are no signs posted.
3. <Books and papers>(1)

Orderly arrangement of books and papers

P: Not applicable.
A: Books and papers are arranged in order in a regular interval. They areprevented from falling and are always kept in order.
B: Books and papers are kept in an orderly arrangement, but are not wellprevented from falling.
C: Books and papers are not kept in an orderly arrangement.

V. Management system and education & training
1. <Safety management organization>(1)

Safety management organization of each department

A: A standing committee for safety management is organized and its meeting isheld on a regular basis.
B: The committee meeting for safety management is held occasionally.
C: There is no committee for safety management, or if there is, a meeting is not
held.
(2)

An own safety management system for each experimental room

P: Not applicable.
A: A standing committee for safety management is organized and its meeting isheld on a regular basis.
B: The committee meeting for safety management is held occasionally.
C: There is no committee for safety management, or if there is, a meeting is not
held.
2.

<Safety inspection and evaluation>(1)

Inspection and improvement

A: Inspection is regularly performed by a supervisor, and accordingly improvements
are made.
B: There are comments and points for improvement, but improvements are notsufficient.
C: Inspection is not regularly performed by a supervisor.
3. <Safety education>(1)

Undertaking safety education
A: An education program for safety issues is effectively organized and is open to allstudents, staff and faculty. The level of understanding is evaluated.
B: There is an education program for safety issues, but the level of understanding
is not subject to evaluation.
C: There is no systematic education program for safety issues.

4. <Emergency drill >(1) Holding an emergency drill
A: An emergency drill is held at regular intervals, which allows appropriateresponses to fires or earthquakes.
B: An emergency drill is held occasionally.
C: There is no emergency drill.
5. <Emergency procedure>(1)

Procedures for actions in an emergency

A: There are appropriate procedures for actions to take in an emergency, such as afire, injury, and earthquake.
B: Most people know what actions to take in an emergency.
C: Appropriate actions to take in an emergency are poorly known.

Chapter 20 Disaster Response in the Event of a Major Earthquake
20.1 Introduction
The Miyagi Prefecture offshore earthquake broke out in 1978 causing significant
damage to Sendai and its surrounding areas. Tohoku University as well suffered fromdamage including fire. In August 2005, there was another earthquake and theuniversity had some damage. There is a 99% probability of another earthquake within
the next thirty years that is centered offshore of Miyagi Prefecture. The School ofEngineering has been prepared for large earthquakes and has established all possible
preventive measures. Its Disaster-Response Risk Management Manual decides the
responses and actions to be taken by each of the organizations and their members in an
earthquake disaster. There is also an emergency communication network that allows
informing each member of the status of damage at the university and actions to betaken. The safety report system aims to find out about the safety of all people at theuniversity by receiving a safety report from them. All students, staff and faculty are
expected to thoroughly read and understand this chapter and take rapid andappropriate actions when a large earthquake occurs.
20.2 Emergency organization
The School of Engineering has a disaster prevention head office to counter theoccurrence of disasters such as earthquakes. The head office has seven branch offices. It
is headed by the dean of the Graduate School of Engineering along with the dean of the
Graduate School of Environmental Studies (or a person appointed by him/her), dean of
the Graduate School of Biochemical Engineering (or a person appointed by him/he),director of NICHE, manager of the Health and Safety Management Office,fire-prevention supervisor (administration office manager) the radiation protection
supervisor as the sub-heads (Fig. 20-1). Each department has its own emergency teamwhich is responsible for routinely stocking emergency supplies, including helmets andmedicine and taking measures to prevent lockers, cabinets, bottles from overturning or
falling. When an emergency occurs, the emergency head office is launched for
emergency

responses

andrestoration.

Itisorganized

the

same

as

the

disaster-prevention head office. Also, each department has its emergency branch office.

20.3 Emergency Evacuation Area
When a large earthquake occurs, it is critical to evacuate to a safe place by giving thehighest priority to life. A predetermined evacuation area is located near the building ofeach department, organization and research institute so that confirming safety, making
emergency communication and taking action on a organized basis are easy (Figs. 20-2
and 20-3). Everyone is required to check his/her own evacuation route and place inadvance.
20.4 Communication in the Event of an Emergency
In an emergency, good communication is imperative to let others know you are safe, toreport damage, and to ensure a smooth response. Be familiar with the predetermined
emergency procedures including the emergency head office, each department’s
emergency branch office and the emergency communication network that connects thestudents, staff and faculty members through the Internet/Telephone(Fig. 20-4).
Everyone is required to contact the university through the Internet or the Telephone to
inform that he or she is safe.

Fig. 20-1 Graduate School of Engineering Disaster Prevention (Emergency) Office

The Dean of the School of Engineering

The Disaster Prevention General Administrator(The Disaster Prevention) Assistant Administrator(The Disaster Prevention) Assistant Administrator(The Disaster Prevention) Assistant Administrator

Environmental Studies Vice Dean

Civil Engineering and Architecture

Metallurgy, Materials and Materials Processing

Applied Chemistry, Chemical Engineering and Bio Engineering

Electrical Information and Physics Engineering

New Industry Creation Hatchery Center

Environmental Studies

Information Gathering

Dealing with the Radiation disaster

Facilities and equipment check and their maintenance

Radiation Group
Radiation and Safety Administration Management Office
Assistant / Technical Staff

Facility Administration Office Manager

Institution and Facility Inspection Group/Team

Information and Publicity Manager,
Verification of safety by using student communication system
Research Associate and Manager of the
Department of School AffairsStudent Information Group/Team

Research Cooperation Room/office/group

Information Gathering Group/Team(The Disaster Prevention) Assistant Administrator Assist the General Administration Manager and Assistant Administration Manager,
or be on supply the Assistant Administration Manager

School of Engineering Vice Dean

Mechanical Engineering Team

Control Building

Deal with the radiation prevention law)

(The Disaster Prevention) Assistant Administrator Assist the General Administration Manager and Assistant Administration Manager,
or be on supply the Assistant Administration Manager

Health and Safety Administration AssistantManager (Technical Radiation Manager)

Dealing with the Fire law

In charge of gathering information about damage situations

Fire Control Administrator (Manager of Secretariat or auditor)(The Disaster Prevention) Assistant Administrator

Health and Safety Administration Manager(In charge of Fire office and the site)

Vice President (In charge of the press and public relations)

Dean of Advanced Science and Technology of Materials, or special appoint of the Dean

(The Disaster Prevention) Assistant Administrator

Dean of Environmental Studies or special appoint of the Dean

Disaster Prevention Group/Team

President

Support the President
Secretary-General,General Affairs Manager

President Support Group/Team

Tohoku University East Aoba-yama Area General Disaster Prevention Administration Office / head officeLess than the Critical point Laboratory
Cobalt 60
Liquid Metal Laboratory
MachineShop
Department of Quantum Science and Energy Engineering
RI Research Laboratory
Plasma Laboratory
Lecture Room Building
Department of Quantum Scienceand Energy Engineering

Mechanical Engineering

Mechanical Engineering Building
Venture Business Laboratory
Clean Room
Fracture and Reliability Research InstituteStudent Cafeteria (East Branch)Research Building No.2

COE COE Experiment Building
Pump RoomHigh Pressure Research Laboratory

Engineering Shop

Laboratories for students
Research Buildings No1

Research Buildings No2

Prefab Laboratory

Pump RoomAnniversary Hall

Research Center for the Prediction of Earthquakes

Converter Room

Research Building No.1

Research Laboratory

Material Science and Engineering

Compressor Room

Material Science and Engineering
Central Student Restaurant
Lecture Hall

Main Lecture Hall

GarageAdministration OfficeElectric Engineering, Information Engineeringand the Department of Physics

Aoba Memorial Hall

North Research Building
Electrical , Information and physics
Engineering Research Laboratory
Machine shop

Administration Office – School of Engineering
Main Conference Room
Hatchery Square

Boiler Room

North Research Laboratory

Aobayama Hall
Sub-centre for
Low Temperature Research

Research Room for Peculiar
Electromagnetic Field

South Research Building 1

Electric Engineering, Information Engineeringand the Department of Physics

South Research Building 2

pond
lawn

South Lecture Room Building
North Lecture Room Building

Cylinder storage facility

Research Building
Civil Engineering and Architecture

Research Facility for Ultra High Voltage
Special Laboratory

Research Laboratory

Machine Shop
Lecture Hall

Chemical storage facility

New Industry Creation Hatchery Centerswimming pool

Drain disposal room

Applied Chemistry, Chemical Engineeringand Bio-molecular Engineering

KEYAKI dining – student
restaurant west branch

groundNICHeApplied Chemistry, Chemical Engineeringand Bio-molecular Engineering

New Industry Creation Hatchery Center

Civil Engineering and Architecture
Fluctuation Free Facility for New Information Industry

Electric Engineering, Information Engineeringand the Department of Physics
Aobayama gymnasium

Graduate school of International Sciences
Research Laboratory

Water tank
Laboratories of Architecture and Building Sciencetennis court

Research Building
Engineering shop
Machinery Shop
Information Synergy Center
Center for Interdisciplinary Research

Riding grounds

Fig. 20-2 Map of the emergency head office and branch offices andevacuation areas at the School of Engineering(Aobayama Campus)

Higashi Ichibancho

Building No3 of Institutefor Material Research
Tennis Court

Institute for Material Research
Building No2 of Institutefor Material Research

Building No1 of InstituteNorth Gate Student Restaurant
for Material Research Honda Memorial Hall
North Building
South Building

Pump Room No2

Institute of Multidisciplinary
Research for Advanced Materials

Welfare Facilities

Engineering Shop
Sample Room

Boiler Room
Administration Bureau
Pump Room No1

GarageHigh-Voltage Electron
Microscope Laboratory

Institute of Fluid Science,
Transdisciplinary Reswrch
for Advanced Materials

High Field Laboratory
for Superconducting Materials

Greenhouse
Sample Room Co-op
Building No.1
Tennis Court

GroundChanging Room / Field House
Katahira Hall No.5
Katahira Hall No.1
Katahira Hall No.2

Institute of Fluid Science,
Transdisciplinary Fluidintegration
Research CenterClub room
Club room

Building No.2
Tranformer substation room
Pump Room No3
Building No.3
Students Hall

Gymnasium

High Voltage Transformer Substation

The Nurse’s Office

Martial Arts Gymnasium
Laboratory for Nanoelectoronics
and Spintronics

Information Science Laboratory

Fig. 20-3 Map of the evacuation areas at the Katahira Campus

Student , faculty

Telling information
Phone and e-mail contacts

Each Department , Section

Verification of safety
Gathering Information

Verification of safety(Staff and faculty)

Report the details of the accident
and other relevant information.

Verification of safety(Student)

Verification of safety

General Affairs Department(Check with the list)

Education and Student Support Department(Check with the list)

Verification of safety

Verification of safety(Staff and faculty)(Student)
School of Engineering website
Health and Safety Administration Enter the details of the accidents, and other relevant information.
http://www.eng.tohoku.ac.jp/saigai/
Health and Safety Administration
Verification of safety

Fig. 20-4 Emergency Communication Network(1) Safety report through the School of Engineering website.
In an emergency, please access http://www.eng.tohoku.ac.jp/saigai/index-e.html,
enter the safety report form and send it back.

Fig. 20-5 Emergency access homepage of the School of Engineeringand its safety report form
(2) Emergency contact by telephone and e-mailIf the web site cannot be accessed, all students, staff and faculty should inform others intheir laboratory that they are safe by telephone or e-mail. Refer to Table 20-1 below for
the relevant numbers and e-mail addresses. The emergency head office at the School ofEngineering and the emergency office of each department will contact you, if necessary,by telephone or email. To ensure this goes smoothly, make sure your contact details arealways kept up to date, and inform the appropriate office when you take long periods ofabsence. In particular, each of the students of the 3rd grade or below are asked to submit
his/her new address, telephone number, email address, if changed, to the appropriate
office without delay.
Table 20-1 Emergency contact list by telephone and e-mailTelephone Number

E-mail address(022-795-****)****@***tohoku.ac.jp

Department OfficeStudents

Staff

Students

Staff

Mechanical and Aerospace Eng.

7030

7028

Kc-kyomu@bureau

kc-shomu@bureau

Information and Intelligent Systems.

7185

7182

kyoumu@ecei

shomu@ecei

App. Chem./ Chem. Eng. / Bio. Eng.

7205

7286

che-kyom@bureauche-syom@bureau

Materials Science and Engineering

7373

7340

kyomu@material

shomu@material

Civil Engineering and Architecture.

7489

7487

ningen-k@bureaushom-nin@bureau

Manage. Science and Technology

3863

3863

office@mostoffice@most

Graduate School of Environ. Studies

4504

7414

kyomu@mail.kankyo

somu@mail.kankyo

NICHC

7105
5822

Graduate School of Eng.
Administration Office(Students)

5809(Staff and faculty)

liaison-office@niche
eng-kose@bureau

eng-jin@bureau3791
eng-anze@bureau
Health and Safety Management Office(3)Use of NTT Emergency Message Call
NTT provides an Emergency Message Call system for use during emergencies in theevent that telephone lines are jammed after disasters, such as earthquakes andvolcanic eruptions. The messages are distributed by TV, the radio and the Internet.
To use this system, dial 171, and follow the voice guidance to leave your message.
Note that this can only be done through fixed telephone lines, but the message canbe retrieved by any type of telephone. Please refer to the following website for more
information: http://www.ntt-east.co.jp/voiceml/

Chapter 21 Safety Education and Documents for Safety Management
21.1 Experimental Procedure
Most accidents and injuries can be avoided if proper safe practices are conducted. However, oral
instruction alone is not enough to secure safe practices, and thus, safety education is required tomake people understand each work practice. To provide for this, it is important to prepare the work
procedure, which is called the “experimental procedure”.
The experimental procedure needs a clear description for each work practice so that anexperiment is conducted safely. Those responsible for preparing an experimental procedure shouldtake the following basics into consideration:(1) An experimental procedure should be prepared for each experiment even when the principle
between the experiments is similar.
(2) An experimental procedure should be prepared to ensure the experiment proceeds well. Thismeans that each practice of the experiment should be carried out in a “safe”, “correct”, “smooth”
and “easy” manner. The experimental procedure will not be stuck to unless it targets
streamlined practices. Conducting an experiment in an inefficient manner may lead to an
accident, which may be avoidable if the experimental procedure is well written.
The following describes important points when to prepare, keep, review and use the experimental
procedure
21.2 Requirement and Handling of the Experimental Procedure
1. Objective:
This requirement is established to determine the rules to prepare and keep the experimental
procedure in order to improve it and prevent accidents by false experimental practices.
2. Application:
This requirement applies to all anticipated experimental practices conducted at each laboratory.
3. Form:
The experimental procedure should be prepared using the predetermined form. (see Fig. 21-1)
4. Preparation:
The experimental procedure should be prepared as follows:(1) The procedure should be prepared by undergraduate and graduate students who carry out theexperiment under the instruction of the advisory teacher(2) The teacher should check the content of the draft.
(3) All students, and faculty should participate in reviewing the draft so that the experimental
procedure is completed with their full understanding.

5. Revision:
The experimental procedure should be revised in the following cases:(1) When equipment is modified or improved, or the content of work practices are changed.
(2) When an accident or an injury occurs.
(3) The experimental procedure should be reviewed at least once a year to update it.
6. Keeping and distribution:
Three copies of the experimental procedure should be prepared. One should be kept in theprofessor’s room, one in the laboratory, and the other should be placed readily available (being
put in a plastic case, etc.) near the relevant equipment.
21.3 When Preparing and Revising the Experimental Procedure
1. Intention:
The experimental procedure form is shown in Fig. 21-1, and an writing example is shown in Fig.
21-2. Please take into consideration the following when preparing and revising the experimental
procedure.
2. Unit:
The experimental procedure should be prepared for each experimental unit.
3.

Remarks:(1) In the boxes at the top left corner of the form, write the type of equipment to be used, thelocation of the equipment, and the title of the research project.
(2)On the top right corner of the form, write the date the experimental procedure was prepared,
and also the date it was revised.
(3)On the top of the left, large column of the form, write the name of a specific practice. Below,
write the step-by-step content of the practice in numerical order to carry out the experiment.
Each step of the procedure should be simple and, basically, must not exceed one line in length.
(4) The extent of the risk involved in the important steps of the procedure should be marked using◎ (a risk of an accident which may result serious injury) and ○ (a risk of an accident which
may result minor injury). Accidents should include both that are predicted and actuallyoccurred,(5) At the uppermost line of the middle, large column, the name of each apparatus, tool andmeasuring device used in the experiment should be written in with a mark (letter such as a, b
and c). Then, put a relevant mark or marks to the corresponding step where the apparatus(s),tool(s) and measuring device(s) is/are used.
(6) Safety know-how and key points for the experiment should be specifically and clearly written
in corresponding steps in the middle, large column.
(7) Necessary protective equipment such as protective glasses, gloves, and heat resistant clothingshould be written with marks (letters such as A, B and C) at the uppermost line of the right,
large column. Put a relevant mark or marks on the corresponding step where the relevant
protective equipment is used. (If wearing a safety cap, safety shoes, spats and the like is theessential requirement for the targeted experimental unit, you do not need to write them.)(8) In the rightmost column, clearly indicate all the risks involved in the corresponding steps.
(9) At the bottom of the form, all accidents and injuries, which have occurred in the past or are
predicted in the future while carrying out this experimental unit, should be written. For
predicted accidents, write them in the numbers of the corresponding steps above in an
occurring order.
(10) Also write important points of health and safety considerations from the perspective of thewhole experimental unit.
(11) If a diagram or a flowchart allows easy understanding, attach such a diagram or a flowchart(any form can be used).
4.

Revision:
The experimental procedure should be reviewed on an annual basis. If it is revised, be sure toindicate the date of the revision in the top right corner of the form.

21.4 Important Matters to Introduce and Use the Experimental Procedure
1. Once the experimental procedure has been decided, then it is imperative to prepare andimplement the experimental procedure in a complete manner. If an accident occurs, the accident
investigation and pursuing managerial responsibility at the time of the accident will be based on
the prepared experimental procedure.
2. It is necessary to explain the objectives and the importance of the experimental procedure andensure that all undergraduate and graduate students, who carry out experiments, prepare andcomply with the experimental procedure.
3. When an accident occurs during the experiment, investigate to see if the experiment was carriedout according to the experimental procedure. If the experimental procedure was not observed
properly, the cause and reason should be pursued.
4. Protective equipment is effective not only to prevent accidents during the experiment, but they
can also minimize an accident if it occurs. It is strictly forbidden to carry out experiments without
protective equipment written in the experimental procedure because of budget reasons, etc.
5. If an accident occurs in one laboratory, the same type of accident may occur in other laboratories.
To prevent similar accidents, it is necessary to hold a meeting in each laboratory to review thepresent experimental procedure.
21.5 References on Safety Issues
References on safety issues are available at the Engineering Library for students who want todeepen their safety understanding and expand their knowledge on safety.
For details concerning safety issues, please inquire to the faculty in charge of experiments andresearch or members of the health and safety committee of each department or organization.

Experimental procedure
Name of device

Written 2000 / July

Place

Reviced 2000 / November

Theme

Revised 2001 / October

Unit Name of Procedure
Risk of injury Number

Accident case
Equipment number

Number of Procedure

Equipment/
instruments

Possible
accidents

Crux of procedure

Protective
Equipment

Safety points

Experimental procedure
Name of device

Non-consumable electrode Argon arc furnace

Written 2000 / July

Place

Furnace Room (C1)

Reviced 2000 / November

Theme

Metal and alloy dissolution

Unit Name of Procedure

Metal and alloy dissolution

Risk of injury Number

Number of Procedure○

Revised 2001 / October
Equipment/ (a)plus Screwdriver (b)Geissler tube
instruments
Crux of procedure

1

Turn on the coolant switch.

2

Open the dissolution chamber and change the mold.

3

Run off the coolant.

If other furnaces are in use, check the water pressure.

4

Turn on the rotary oil pump and oil diffusion pump.

Male sure the R.P. leak valve is closed.

5Turn on the electrode and put the dissolution staple on the mold.

6

Close the dissolution room to make a rough vacuum.
Put the Ar gas in after making a complete vacuum with therotary oil pump.
Repeat steps 6 and 7.
After making a rough vaccum, then make a complete
vaccum with a rotary oil pump.

7
8
9
10

Check the vaccum level with an lonization Gauge.

11

Turn off the oil diffusion pump.

12

Put Ar gas into the dissolution chamber.

Protective
Equipment(a)electricity resistant gloves

Make sure your hands are dry.

a

Clean the O ring.

Make sure the leak valve of the main body is closed.
bCheck the vacuum level with the Geissler tube.

Be careful. The Ionization Gauge will be damaged. If you
use it when the vaccum level is in.
Open the vernier valve to turn off the rotary oil pump.

13

Turn off the swich on the east side of the distributor.

A

○

14

Turn on the control swich.

A

◎

15

Step on the footswitch to discharge the arc.

◎

16

Dissolve the getter.

Slowly increase the electric current.

A

◎

17

Dissolve the sample.

Slowly increase the electric current.

A

◎

18

○

19

○

20

Step on the footswitch to stop the arc.
Turn over the sample and repeat steps 15 to 18 as manytimes as required.
Turn off the control switch.

21

Turn off the swich on the east side of the distributor.

A

Open the dissolution chamber and take the sample out.

a23

Clean the dissolution room, electrode and the mold. Change the mold.

b

24

Close the dissolution room to make a rough vacuum.

25

Turn off the rotary oil pump.

26

Stop the coolant.

27

Turn off the coolant swich.

28

Clean around the device.

Equipment number

none
い－１３
Number 244(Department of Materials, Science and Engineerinｇ）

Check the preserve glass.
Pay attention to the temperature of theelectrode, the main body and the mold.
Pay attention to the temperature of theelectrode, the main body and the mold.

A

22

Accident case

Safety points

Indicate that the dissolution chamber is in use by the 「使用中」 sign.

Clean the O ring.
Open the R.P. leak valve once before closing it.
Change the 「未使用」 sign to show the dissolution chamber
is no longer in use.

Possible
accidents

Electric shock 13 14 16 17 19
Burns 16 17Make sure your hands are dry.

Chapter 22 Total Management System for Hazardous Substances
22.1 Overview of the System
In 2001, Department of Applied Chemistry, Chemical Engineering and BiomolecularEngineering introduced a management system for lab chemicals for trial and examined
its advantages. As a result, managing lab chemicals has been put into actual practiceon a department basis and a laboratory basis.
# Main targets were:(1) To acquire the names and amounts of chemicals kept at specific storage areas(storage cabinets, laboratories and buildings) and those of the chemicals
controlled under specific laws (PRTR law, Poisonous and Deleterious Substances
Control Law, Fire Service Law, Labor Safety and Sanitation Law, etc.).
(2) To acquire the usage history of each chemical(3) To acquire the specified amounts of hazardous materials per group under thecontrol of the Fire Service Law.
(4) To acquire the annual purchase amounts of the PRTR Law-related materials with
their consumed amounts.
(5) To obtain MSDS (Material Safety Data Sheets).
Based on this practice, the whole university decided to establish a Total Management
System for Hazardous Substances as a two-year project beginning in 2005 for the
management of lab chemicals and experimental waste liquids. The first year of the
project encompassed the introduction of the management system for lab chemicals to
the whole university, and the second year the management system for waste liquids.
These systems are now running at each place. We are now examining introducing themanagement system for high pressure gases in 2008 and after.
The introduction of the Total Management System for Hazardous Substances aims at
thoroughly managing hazardous materials on the basis of the whole university andeach department. Also, it aims to largely improve work efficiency by networking ECRI
with each department for experimental waste liquid treatment.

22.2 Operational Rules of the Total Management System for Hazardous Substances
under the Supervision of the Client Terminal of the School of Engineering
The School of Engineering Safety and Health Committee Meeting held on October 10,
2006 decided the Operational Rules of the Total Management System for Hazardous
Substances as follows. All the students, staff and faculty who use the system are
required to adhere to the rules.

Operational Rules of the Total Management System for Hazardous Substances
Running on the Client Terminal of the School of Engineering
Established: Oct. 10, 2006
Revised: Apr. 1, 2008
1. Structure of the organizations
Organizations that are subject to these rules are as follows:(1) Graduate School of Engineering and Undergraduate School of Engineering(2) Graduate School of Environmental Studies(3) Graduate School of Biomedical Engineering(4) New Industry Creation Hatchery Center(5) Environment Conservation Research Institute(6) Graduate School of Information Sciences
2. Administrative organization(1) Appoints a supervisor to the Technology Division of the School of Engineering
as an administrator who manages the Total Management System for
Hazardous Substances (hereafter referred to as the System).
(2) Appoints a middle supervisor to each department and organization of the
School of Engineering as a person who manages operational issues of the
System and acts as a window to the supervisor when making an application.
(3) The Health and Safety Management Office makes a legal notification andapplication to the appropriate authorities based on the results of totals per
chemical and per organization obtained from the System.
(4) The supervisor, middle supervisors and the manager of the Health and Safety
Management Office (hereafter referred to as administrator(s)) have the rightto browse each laboratory’s content and must not leak what they find through
System management.
(5) When the administrator cannot implement his/her duties due to unavoidable
circumstances such as a long duty-trip, his/her surrogate implements theduties.
3. Hazardous materials to be registered into the System
Laboratories that handle the following hazardous materials must register theminto the System without fail and adequately manage them.

(1) Chemicals that are controlled under the following laws (The other chemicals
for which the System has their Chemical Master data should also be
registered.)i)

Poisonous and Deleterious Substances Control law

ii)

Fire Service Law ("hazardous materials" in the law, including fuelssuch as kerosene, light oil, gasoline)iii)

Labor Safety and Sanitation Law (organic solvents and specified
chemical substances)iv)

Narcotics and Psychotropics Control Lawv)

Law Concerning Reporting, etc. of Releases to the Environment ofSpecific Chemical Substances and Promoting Improvements in Their
Management (PRTR Law)

(2) High pressure gas cylinders (in 2008 and after)(3) Laboratory waste liquid
4. How to manage chemicals
Chemicals should be managed by the laboratory unit in the following way:
(1) Poisonous substances under the Poisonous and Deleterious Substances Law
are subject to weight management (weigh the weight of the substanceincluding its container using a balance, etc. and register the whole weight).
(2) Chemicals other than the toxic substances are managed either for weight orbottle number (when all the chemical is consumed, this amount is registered as
the consumed amount), depending on the server you access.
5. Responsibilities of the laboratory(1) The system shall be put on a personal computer having the following browserthat is connected to the university LAN.
1. Windows: Internet Explorer 6.0 or later
2. Macintosh: Internet Explorer 5.1 (OSX), 5.2 (OSX), Apple Safari or later(2) The laboratory shall correctly use the system based on the instruction manualof the Total Management System for Hazardous Substances.
(3) The laboratory shall follow instructions of the administrator for system
operation, and promptly communicate to the administrator when any problem
occurs.

6. Group ID and user name(1) A uppercase alphabetic 3-letter group ID is assigned to each laboratory before
starting to use the system. The group ID is to be determined by the
middle-supervisor which the laboratory belongs to, and the alphabetic initialletter for identification shall be based on the departments of the Graduate
School of Engineering and the Undergraduate School of Engineering, and otherorganizations.
However, the residents of the Engineering Laboratory Complex building are
included in respective departments and organizations they belong to.
Laboratories of the Graduate School of Environmental Studies, Graduate
School of Biomedical Engineering and Graduate School of Information Sciences
located in the Aobayama Campus (Kogaku Campus) are included in thedepartment or organization where they reside.
School of Engineering Department of Mechanical and Aerospace Engineering
Department of Information and Intelligent Systems

A
B

Department of Applied Chemistry, Chemical Engineering, Biomolecular. C
Engineering
Department of materials Science and EngineeringD

Department of Civil Engineering and Architecture

I

Other

Z

Graduate School of Environmental Studies (Main Building)F

New Industry Creation Hatchery Center

G

Environment Conservation Research InstituteE

Graduate School of Information Sciences

H

Middle Supervisor

M(2) The user name shall be “full name” for faculty and staff members andabbreviation such as “Student1, Student2” for students depending on thenumber of applications. The faculty and staff in charge of the laboratory must
manage the user names that students use.
(3) There shall be three patterns of operation permissions: “Teacher” for technicalstaff and faculty,; “Administrative staff” for administrative staff; “Student” forstudents. Each user shall be able to operate functions authorized with thepattern of operation permissions.

(4) When newly starting the system (addition of group or user), changing thelaboratory name, terminating use due to faculty/staff transfer or graduation of
student, or change in detail of user registration, the laboratory shall prepare"User Registration Application Form (Form 1)" and submit it to the supervisor
via the middle supervisor to make an entry into the Users Master.
7. Password(1) The laboratory shall get permission for use of the system from the supervisor
via the middle supervisor before starting to use the system and be given theinitial password.
(2) The staff/faculty member in charge of the laboratory shall manage thepasswords responsibly to ensure they are not disclosed.
8. Chemical Master(1) The chemical manufacturers that are registered in the Chemical Master of the
System are as follows:i) Kanto Chemical Co., Inc.
ii) Wako Pure Chemical Industries, Ltd.
iii) Nacalai Tesque Inc.
iv) Sigma-Aldrich Japan K. K.
v) Tokyo Chemical Industry Co., Ltd.
(2)

When a laboratory tries to register a chemical that has not been registered in
the Chemical Master and that is the product of a manufacturer other than theabove chemical manufacturers (1), select the name of the product of the above
manufacturer that has the same CAS register number, weight or volume,
concentration, and register it.

(3) When it is impossible to register a chemical using the above registration
method, a laboratory can register into the Chemical Master by applying to thesupervisor via the middle supervisor with the filled-in “Chemical Master
Registration Application Form (Form 2)”
9. Storage Location Master(1) Registration in the Storage Location Master is made by entering into the
Storage Location (1) the name of the building, into the Storage Location (2) the
name of the room, and into the Storage Location (3) the name of the cabinet or
rack. The names of the building and the room should be written with thestandardized names shown in the building ground plains collected in the Schoolof Engineering Administration Information System. Names of the rooms should
be registered by the room number only otherwise there is no room number.
Buildings and rooms that are not shown in the building ground plains should
be written by the standardized names of each department and organization.
(2) When changes are made to the Storage Location Master because of, for example,
installation of a new storage cabinet, discarding of a storage cabinet, relocating
a laboratory, the relevant laboratory should fill in “Storage Location Master
Registration Application Form (Form 3)” and apply to the supervisor forregistration into the Storage Location Master via the middle supervisor.
10. Briefing on use(1) The supervisor shall hold a briefing on use for staff, faculty and students who
newly start to use the system under the client computer of the School ofEngineering at the beginning of a new school year.
(2) Staff, faculty and students who newly start to use the system shall join abriefing on use, which is held by the supervisor.
11. Miscellaneous(1) Requirements related to the system operation shall be discussed in the safety
and health committee of the School of Engineering, etc.
(2) Needed information on the system shall be communicated to the laboratory via
the middle supervisor, or posted to the message window of the system by thesupervisor.
(3) Equipment and consumption articles needed to operate the system shall be
prepared by each department, organization, or laboratory.

Form 1

User Registration Application Form
1. Information of the applicant
Applicant

Department/organization name:

Name

Course & position

Tel (extension)

Email

2. Information of the group
Application category

New

ChangeFinished

Group ID

Name of applicant group

Name of group after change

Reason for application

Management of chemicals other than poisonous
materials

3. Information of the user
Application category
New / addition

ChangeFinished

User name

Password

Authorization pattern
Faculty

Administrative staff

Student

Form 1

User Registration Application Form (Example of writing)
1. Information of the applicant
Name
XXXXX
ApplicantTel (extension) YYYYY

Department/organization name: Department of Information and Intelligent Systems
Course & position ZZZZZ Course, Assistant professor
EmailYYYYYYYYYY

2. Information on the group
Application category

New

Name of applicant group

XX library

Name of group after change

YY laboratory

Reason for application

The name of the laboratory was changed

Management of chemicals other than poisonous

Bottle number

Change○Finished

Group ID

KKK

materials

3. Information of the user
Application category
New / addition

ChangeUser name

Finished○

Password

Authorization pattern
Faculty□□□□

Student○

Student20○

Administrative staff

AAAAAAAAA○(Notes)

1.
2.
3.
4.
5.
6.
7.
8.

The applicant is required to apply to the middle supervisor of each department/organization. Do not directly apply to the supervisor. Applications not via the middle supervisor are
not acceptable.
Fill in box 2 with the information of the group, and box 3 with the information of the user.
Write in “weight management” or “bottle management” in the box of “Management of chemicals other than poisonous materials.”Enter ○ in the appropriate boxes of “Application category” and “Authorization pattern.” When you have forgotten the password, enter ○ in the box of “Change” of the“Information of the user.”
When the application is “New”, a group ID is decided and entered by the middle supervisor. When it is “Change” or “Finished”, the user is required to enter the group ID.
The box “”Name of the group after change” is filled in only when the name of the group is changed.
For staff and faculty members, the user name is written by the family and given names. For students, the user name is written in an abbreviated style such as “student1” or“student2.”
When the application is “New”, a password is decided and entered by the supervisor. When it is “Change” or “Finished”, the user is required to enter the password.

Form 2

Chemicals Master Registration Application Form
Department/organization name:ApplicantGroup ID

Name

Course & position

Tel (extension)

EmailName of the group

Name of the chemical (product)
Name of the manufacturer
Amount

CAS number
Management of chemicals○ When making an application, be sure to send the copy of MSDS to the middle supervisor.

Form 2

Chemicals Master Registration Application Form (Example of writing)
Department/organization name: Dept. of Applied Chemistry, Chemical Engineering and BiomolecularEngineering
ApplicantGroup ID

Name

XXXXX

Course & position

ZZZZZ Course, Technical staff

Tel (extension)

YYYYY

Email

YYYYYYYYYYName of the group

XX laboratory

Name of the chemical (product)
Name of the manufacturer
Amount

CAS number
Management of chemicals○ When making an application, be sure to send the copy of MSDS to the middle supervisor.
(Notes)1.
2.
3.

The applicant is required to apply to the middle supervisor of each department/organization. Do not directly apply to the supervisor. Applications not via the middle
supervisor are not acceptable.
The box of “Management of chemicals” is filled in with “Weight management” for the registration of toxic materials. Fill in the box with either of “Weight management”
or “Bottle number management” for the registration of chemicals other than toxic materials.
Be sure to send a copy of MSDS. The supervisor registers chemicals into the Chemical Master using the information written in this application form in addition to
MSDS. Registration cannot be done without MSDS.

Form 3Storage Location Master Registration Application Form
Department/organization name:ApplicantApplication category

Name

Course & position

Tel (extension)

Email

New

ChangeFinished

Group ID

Name of the group
Reason for application
Storage location of (1) ※building nameStorage location (2) ※room nameStorage location (3) ※cabinet/rack name
Group

name

using/browsing)(authorized

for GroupID

using/browsing)(authorized

for Group name (authorized for browsing only)Group ID (authorized for browsing only)Form 3Storage Location Master Registration Application Form (Example of writing)
Department/organization name: Dept. of Mechanical and Aerospace
Engineering
Name

XXXXX

Course & position

ZZZZZ Course, Assistant professor

Tel (extension)

YYYY

Email

YYYYYYYYYY

Application category

New○

Name of the group

XX laboratory

Reason for application

Purchased a new cabinet for storage.

ApplicantChangeFinished

Storage location (1) ※building nameDept. of Mechanical and Aerospace Engineering building

Storage location (2) ※room nameRoom No. 101

Storage location (3) ※cabinet/rack nameStorage cabinet 1

Group

name

(authorized

for GroupID

using/browsing)using/browsing)

YY laboratoryPPP

ZZ laboratory

PCV(authorized

for Group name (authorized for browsing only)
QQ administration officeGroup ID

PPP

Group ID (authorized for browsing only)
PRR(Notes)

1.
2.
3.

4.
5.
6.
7.

The applicant is required to apply to the middle supervisor of each department/organization. Do not directly apply to the supervisor. Applications not via the middle
supervisor are not acceptable.
Enter ○ in the appropriate box of “Application category”
Location of storage (1) is filled in with the building name, location of storage (2) with the room name and location of storage (3) with the cabinet/rack name. The names ofthe building and the room should be written with the standardized names shown in the School of Engineering Administration Information System. Names of the rooms
should be registered by the room number only otherwise there is no room number. Buildings and rooms that are not shown in the Information System should be written by
the standardized names of each department and organization.
Write down the group name and group ID now in use into the boxes of “authorized for using/browsing” for groups authorized for both using and browsing.
Write down the group name and group ID now in use into the boxes of “authorized for browsing only” for groups involved with totaling work but not with incoming andoutgoing inventory management.
The supervisor and middle supervisors are authorized for both using and browsing.
One storage cabinet needs one registration application using one sheet of this form. Entry should be made by using two-byte characters.

Total Management System for
Hazardous Substances Instruction Manual

What is Total Management System for Hazardous Substances?
This is a total system for the management of hazardous substances,which comprises of the Management System for Lab Chemicals (IASOR5)
and the Management System for Waste Liquid (FLUID WASTES).
This service is provided by the server that is deployed in the Tohoku
University Cyberscience Center. The Total Management System for hazardous
Substances can be used from any client personal computer that is connected to the university
network.
The Management System for Lab Chemicals enables us to manage chemicals by the control
number (barcode label) assigned to each chemical bottle in terms of "When", "Who", “Whichsupplier”, What", "Why", and "How much of chemicals purchased or consumed” by eachlaboratory.
The Management System for Lab Chemicals incorporates catalog data provided by 6 labchemicals manufacturers: Kanto Chemical Co., Inc., Wako Pure Chemical Industries, Ltd.,
Sigma-Aldrich Japan K.K., Tokyo Chemical Industry Co., Ltd. and Nacalai Tesque, Inc. Whenyou purchased lab chemicals, make a data entry on the server using this lab chemicals
database, and every time you take out or return laboratory chemicals, follow the instructions
on the screen to enter necessary information in the system using the control number(barcode) as a key.
Two different servers are installed for the Total Management System for Hazardous
Substances : Bottle Based Management Server and Weight Based Management Server.
Which server you connect to depends on the management method that the laboratory uses.

Address of Bottle Based Management Server:

http://192.168.7.8/
Address of Weight Based Management Server:

http://192.168.7.9/

The Bottle Based Management Server is set up to implement “Weight Based Management”
for the chemicals that are specified as poisonous substances in the law, and it implements“Bottle Based Management” for other chemicals that are controlled under the law.
The Weight Based Management Server is set up to implement “Weight Based Management”
for all chemicals.
System operating procedure
MethodWhen taking out chemicals

When returning chemicals

WeightManagement
Login⇒Enter information⇒Weight⇒Accept

Login ⇒Enter information⇒Weight ⇒Accept

BottleManagement
Login ⇒Enter information⇒Accept

Login ⇒Enter information⇒Accept

Operating Instructions of the “Management System for Lab Chemicals”● Start the Total Management System for

Hazardous Substances:①① Start the Web browser (Internet Explorer 6.0
or later recommended) and enter one of thefollowing

addresses

dependingonthelaboratory.

②

Address of Bottle Based Management Server:

http://192.168.7.8/
Addressof

WeightFig. 1 System selection screen
BasedManagement

Server:http://192.168.7.9/④

If your client is connected successfully tothe server, the system selection screen(“Management System for Lab Chemicals”③

and “Management System for Waste Liquid”)
appears (see Fig. 1).
② When the “Management System for Lab
Chemicals” is selected, the login screen
Appears (see Fig. 2).
Fig.2 Login screen

③ The link of “Getting Started” is under the Login button. When you click this link, you will
see the setup method of IASO on your PC. Carefully read it and set up your PC.
④ Enter the group ID (alphabetic 3 letters) and the password (case sensitive) to log in R5(e-web).
※When you log in for the first time, the password change screen appears.
※Any messages from the administrator appear on the login screen..
※You can log in to either the bottle based management or weight based management server.

When you cannot log in to either, please contact the middle supervisor of thedepartment/organization.
⑤ After login, the main screen (see Fig. 3)
appears, and the group name and user nameare displayed in the middle of the upper part.
Menu

⑥

items

Registration,-

ChangeCheck-out/Return,location,⑥

Inventory⑤

entry, Waste registration, Barcode print, andMaster application - are displayed. Click on
any item you want to execute.
※

Master application” is dimmed and cannot
be clicked as this function is optional.

Fig. 3 Main screen● To print the IASO barcode label for①management:①③

Clicking the “Barcode print” button on themenu bar displays the pull-down menu. Selectthe label size you want to print (see Fig. 4).

②

The type R is a format of 44 labels per sheet
and type S is 80 labels per sheet.
② When you select “Individual”, you can directly
enter the barcode number in the designatedfield. When you select “Range”, you can enter
the start and end numbers of barcode in thedesignated fields.
③ Clicking the “PRINT” button displays theprint preview. Select File (F) -> Print (P) to
print out the label.
※ This function uses ActiveX. Select Permit

when a dialog box prompting for the use of
ActiveX controls appears.

Fig. 4 Barcode print screen

● Chemicals registration (registration ofpurchased chemicals)①① Click “Registration” button on the menu bar
to switch to the chemicals registration screen②(see Fig. 5).

③② Read the barcode attached to the chemicals
you want to register or identify the chemicals
using “Search for chemicals”.
③ When you identify using search for chemicals,
click the “Search” button.

Fig. 5 Chemicals registration screen④ The sub form for search for chemicals (see Fig.
6)

appears.

Selectthesearchcriteria④(chemical name, CAS No., Molecular formula,
Catalog number, etc.), and click “Stock”
button for inventory search or “All” button for
full search. Search results will be displayed.
Click the corresponding chemical to specify it.
To narrow the results, select the search
criteria again and click the “Limiting search”
button to specify the chemical.
※ Inventory

symbolchemicalsareindicated

Fig. 6 Chemicals search screenby.

⑤ When a chemical to be registered is identified,
the screen will appear as shown to the right(see Fig. 7). Select the storage place byclicking“Storagelocation”

button.

According to the necessity, enter the chelf life,,
conditionondelivery,dealer,Lot

No.,purchase price and comment II (entering⑤

them is not mandatory). Then, click the"ENTER" button.
⑥ Clicking the button displays a bar code
number issue screen (see Fig. 8). Attach theprinted IASO barcode to the container andread it with a barcode reader.
⑦ When putting an already opened chemical instorage, select the corresponding checkbox,

Fig. 7 Chemicals registration screen - 2

and then click the "OK" button to register

⑦

them.
When you want to continuously put samechemicals in storage, repeat steps from item 4.

⑥※With the checkbox selected, the input field for

initial volume is displayed. Enter the estimatedremaining amount of chemicals you are going toregister. The initial volume is displayed as
default.
Fig. 8 Barcode number issue screen●Check-out/Return process of chemicals
Check-out process① Clicking the "Check-out/Return" button on

①

③

⑤

process

screen②

the menu bar switches to the check-out/returnprocess screen (see Fig. 9).
② Read the IASO barcode label.
※ When opening an unopened chemical, the④message "Did you open it?" appears.
③ Select "Purpose of Use".

Fig.9

Check-out/Return④ In the case of chemicals for weight based management, enter the gross weight in the"Weight at Check-out" field. Auto entry from electronic scale or manual entry fromkeyboards is available. In the case of chemicals for bottle based management, "Weight at
Check-out" field is dimmed or disabled for entry.
⑤ Click the "ENTER" button to complete registration.
※

When the scale supported by IASO R5 is connected, the weighed value is automaticallyentered by clicking the "Weight at Check-out" button. Electronic scales from thefollowing manufacturers are currently supported: Mettler, Sartorius, Shimadzu andA&D (existing models).

Return process①① Clicking the "Check-out/Return" button on
the menu bar switches to the check-out/returnprocess screen (see Fig. 10).

②④

② Read the IASO barcode label.
③ In the case of chemicals for weight based③

management, as in Check-out, enter the grossweight into the "Weight at Return" field.
④ Click the "ENTER" button.

Fig. 10 Check-out/Return process screen (Return)⑤ The "Registration Confirmation" screen (see⑤Fig. 11) will appear. Click the "Registration"⑥

button to complete return process.
※ In

the case of empty bottles, click the"Register Empty Bottle" button to complete
registration. There is "Waste registration"

Fig. 11 Registration confirmation screen

button on the menu bar to register waste
chemicals (see Fig. 3). Note that this button
should be used in disposing of chemicals, notin processing empty bottles.
⑥ You can enter any comment on your use asrecords.

● Change in Storage Location① Clicking the "Change location" button on themenu bar displays the sub form.

Select"Change in storage location" or "Batch change①④

in storage location".
You can change the storage place of②chemicals per bottle with the "Change instorage location" and in a lump with the ③"Batch change".
※ The change in storage location screen isshown on the right (see Fig. 12).

Fig. 12 Change in storage location screen② Read the IASO barcode of the chemicals thatyou want to move.
③ Select the “Relocation (Destination)”.
④ Click the “ENTER” button to complete.

① ③

④

⑤

● Functions of buttons① Clicking the “Information” button displays
chemical information, stock information, listof chemicals in use and emergency numbers(see Fig. 13).
② Chemical information: Click this button incheck-out/return process or registration of②chemicals to confirm information of thecorresponding chemicals (see Fig. 14).

Fig. 13 Toolbar screen

List of chemicals in use: Displays list ofchemicals not returned.
Stockinformation:

Displaysinventory

information on a storage place basis.
Emergency numbers: Displays pre-defined
emergency contacts.
③ Click “MSDS” to start Acrobat Reader toconfirm MSDS. When checking-out, returningor registering chemicals, clicking this button
enablesyoutoconfirm

MSDS

of

the

Fig. 14 Chemicals information screen

corresponding chemicals.
④ Click “Data Manager” to start the Data Manager.
⑤ Click the “Help” button to see the manual for this system.

● To start the Data Manager
① You

can

start

the

Data

Manager,anapplication program with a tallying function①

for IASO R5, in either of the following ways:②

・Click the “Data Manager” button on themenu bar of R5.
・ Enter the URL corresponding to eachlaboratory into the address field.
Address of Bottle Based Management Server:

http://192.168.7.8/r5_dm/
Address of Weight Based Management Server:

Fig. 15 Login screen

http://192.168.7.9/r5_dm/② As in the case of R5 (e-web), enter the group
ID (alphabetic 3 letters) and the password(case sensitive) to log in (see Fig. 15).

● Functions of the Data Manager
The Data Manager provides you with thefollowing summaries for chemicals owned andconsumed in the group:(1) Tallying of inventories (opened or unopened
chemicals are identified)(2) Tallying the amount consumed (by regulations, purpose and user)

Fig. 16 Main screen

(3) Calculation of quantity of chemicals that are designated by the Fire Service Law(4) Inventory count results(5) List of chemicals of which the validity date has expired(6) List of purchased (stored) chemicals(7) List of consumed (empty bottle) chemicals(8) Tallying of PRTRs (purchased amount, inventory, and amount discharged/transported)(9) Tallying of disposed chemicals●Basic operation of the Data Manager
Tallying method
To tally chemicals, follow these steps (see Fig. 17):
① Select the item for which you want to make atally from the menu bar. The screen will be ①⑥②

switched to the corresponding one.
② Counting period: Specify the date range in the

④

③

④

⑤

④

date format of YYYY/MM/DD – YYY/MM/DD.
③ Number of display: When there are manytallied or selected results, you can specify the
number of results to be displayed. The default
is 10.

Fig. 17 Example of tallying screen④ Storage location/Regulations/Chemicals: You
can specify "Storage location", "Regulations",or "Chemicals" as conditions for tallying.
When specifying a chemical, the sub form forsearch for chemicals (see Fig. 18) will appear.
Select the search criteria (chemical name,
CAS No., Molecular formula, Catalog number,etc.), and click “Stock” button for inventory
search or “All” button for full search. Search
results

willbedisplayed.

Selectthecheckbox(es) next to the chemical name andthen click “Determine” to specify chemical(s).
To narrow the results, select the search
criteria again and click the “Limiting search”
button to specify the chemical.
※ Inventory

chemicalsareindicatedbysymbol
⑤ Detailed list: Select the checkbox to make atally on a bottle basis.

Fig. 18 Chemicals search screen

⑥ Then,

click

the

"LIST"

button.

Thecorresponding tallied results are displayed⑦(see Fig. 19). Clicking the chemical namedisplays tallied results on a bottle basis.
※For chemicals to which unit control is applied,the consumption is displayed after processing
empty bottles. "Consumption" and "Apparent
residue" in use are indicated by＊＊＊⑦

Click "Download". The display will beswitched to "Download of file". You can create
Fig. 19 Example of tally list screen

a file in CSV format.

● Creating the poisonous materials management register① For the poisonous and deleterious substancesmanagement register, a tally can be made foreach category (regulations/intended use/user)①

of Consumption list (see Fig. 20).

③

② Specify number of display, counting period,②

storage location, etc. as conditions for tallying,
and then click the ”LIST” button.
③ The poisonous and deleterious substancesmanagement register that lists date/time ofFig. 20 Screen of consumption list

use, user, purpose of use and amountconsumed will be displayed. You can output
thedetailin

CSV

formatbyclicking"Download".
①● Calculation of Specified Quantity ofHazardous Materials in the Fire
Service Law① Clicking the “Specified quantity” switches③②④

the screen to the right one (see Fig. 21).
② Specify the storage location for which you
want to perform calculation of specified
quantity.
③ Click the “List” button.
④ The results of calculation of specified quantity
are displayed on the sub form. The results are

Fig. 21 Example of calculation of specified quantity

tallied per item specified in the attached tableprovided by the ordinance of the Fire Service
Law along with the ratio of the storage
quantity to the specified quantity (multiple)
in the rightmost column. Total multiple isshown in the last row.

●Browsing the history of chemicals① Click the "List of record" to switch to the①chemicals history screen (see Fig. 22).

③②② Enter the IASO barcode No. of the chemicalbottle for which you want to browse its
history.
④※ For a chemical bottle whose IASO barcode No.
is unknown, you can identify the chemical
with"Search"

and

then

identify

thecorresponding IASO barcode from "Selectbarcode".
③ Click the "LIST" button.
④ Bottle-based management information
history

frompurchase up

to

now

and
are

Fig. 22 Example of list of chemicals history

displayed for each chemical.

Operating Instructions - The Management System for Waste Liquid (FLUID WASTES)● To start the Management System for Waste Liquid:① Start the Web browser (Internet Explorer 6.0
or later recommended) and enter one of thefollowing

URLs

in

the

addressfield①

depending on the laboratory.
AddressofBottleBasedManagement

Server:http://192.168.7.8/
Address of Weight Based Management Server:②

http://192.168.7.9/
If your client is connected successfully to theserver, system selection screen (Management

Fig. 23 System selection screenSystem for Lab Chemicals and Management
System for Waste Liquid) appears (see Fig.
23).
②

When the Management System for Waste
Liquid is selected, the login screen appears(see Fig. 24).

③

③ Enter the group ID (alphabetic 3 letters) andthe password (case sensitive) to log into theManagement System for Waste Liquid.
When you cannot log in, please contact the※

middle supervisor of thedepartment/organization.
④

Fig. 24 Login screen

After login, the main screen (see Fig. 25)
appears, and the group name and user nameare displayed in the middle of the upper part.

⑤

Menu items - Register tank, Enter waste
liquid,Fill-up,

Deletehistory,

Create⑤slip/Check status and List - are displayed.

④

Click on any item you want to execute.
※Functions of "Create slip" and "Delete history"

are available only for the person in charge ofdischarge(faculty/staff

memberexcludingFig. 25 Initial screen

researchers). These menu items are dimmed
and no one except for the person in charge ofdischarge can click to enter.

●To register the control number of the waste liquid tank:※Check the control number attached to thewaste liquid tank.
① Click the “Register tank” button to switch to①※

the right screen (see Fig. 26.)
② Directly enter the control number attached to
the waste liquid tank in the “Control No.”②

field and then click the “OK” button.
③ Selection of the waste liquid classification of
the

empty

tank

appears.

Select③

anappropriate waste liquid classification andthen click the “OK” button to register the
Fig. 26 Tank registration screencontrol number into the system.
When you reuse the control number※

Click the “Search for empty tank” button toshow the list of registered control numbers.
You can make a registration from the list.

● To enter waste liquid:① Click the “Enter waste liquid” button on themenu bar to switch to the waste liquid entry①

screen (see Fig. 27.)
The list of control numbers of registered②tanks will appear. Select the corresponding②

control number from the list.
③ The waste liquid registration screen (see Fig.
28) will appear. Enter or select “Material
name”, “How used”, “How much”, “CAS No.”,
Fig. 27 Waste liquid entry screen - 1“PRTR No.”, “Content” and “Regulations”.
※“Material name”, “CAS No.”, “PRTR No.”,“Content”

and“Regulations”

shouldbeentered as much as possible using “Whenentering

materials

data

from

materials ③④

search” (vide infra).
※ For materials that are not registered in the⑤

materials master, refer to MSDS in thechemicalsmanagement

systemtoenter/register accurate data.
※For disposal of a solution, make an entry withthe solute and solvent separated.
※For disposal of a solute (unit is “g”, “kg”, “ppm”,etc.), make an entry with “l (liter)” afterconverting the unit into “liters” using specificgravity.
④ Click the “Register” button to register thedata.
※The maximum number of logs for “How used” is10.
※If you entered the incorrect amount of waste

liquid, you should adjust and correct it by

Fig. 28 Waste liquid entry screen - 2

entering a minus amount.

◎When entering materials data from materials search⑤ Click the “Material name”.
⑥

Materials search screen (see Fig. 29) will⑥

appear. Enter information you want tosearch such as material name, CAS No.,
PRTR No., and regulations, and then click⑦the ”Materials master” or “History of waste
liquid disposal”.
※

Materials master: Search is executed basedon materials data stored in the system andFig. 29 Materials search screen

the result is displayed.
※

History of waste liquid disposal: Search is
executed based on the disposal history
entered in the management system for waste
liquid and the result is displayed.

⑦ When you click the material name on the
search result, the waste liquid entry screen isrefreshed accordingly.

●Fill up:
① Click the “Fill up” button on the menu bar toswitch to the fill-up entry screen.
①② The list of control numbers will appear. Select③

the corresponding control number you want toregister as fill-up.
③ The disposal history will appear. Check thedisposal history and then click the “Fill-up”②

button to register it (see Fig. 30.)
※ Note that you cannot perform “Enter waste

Fig. 30 Fill-up registration screen

liquid” and delete “Disposal history” if you
click the “Fill-up” button.

●To delete history (available only for person in charge of discharge):※ This is used to delete all tank information(control No. and disposal history) before fill-up

entry. Note that you cannot delete the history
after fill-up entry.

①① Click the “Delete history” button on the menu
bar to switch the delete history screen.

③②② Enter the control number of the tank you
want to delete in the “Control No.” field andthen click the “OK” button.
③ The history deletion screen will appear (seeFig. 31.) Click the “Delete” button afterFig. 31 History deletion screen

confirming the detail of the disposal history.
※Note that the entire disposal history is deleted

by clicking the “Delete” button.

● To create the request slip (available only for person in charge of discharge):① Click the “Create slip” button on the menu
bar to switch to the create slip screen (see Fig.
①

32.)
② The list of control numbers of filled-up tanks
will appear. Select the corresponding control
No.

②③ The request slip creation screen (see Fig. 33)
will appear. Enter or select “Waste liquidclassification”, “Storage warehouse”, “pH” andFig. 32 Request slip creation screen - 1“Comments”.
④ Enter “Constituent name”, “Constituent ratio”
and

“PRTR

subjected”

field

for

each

constituent. Click the “Add” button to display.
another set of blank fields.
※

③

④

⑤

⑥

If you want to delete “Constituent name”,“Constituent ratio” and “PRTR subjected”,
click the “Delete” button.

※ Click the “Disposal detail” button to show

disposal detail of the waste liquid.
※ If the pH is unknown for the waste liquid suchas that classified into the A-1 group, use 7. If
nothingisentered,registration

is

not

performed.
⑤ Click the "Register" button to register (save)Fig. 33 Request slip creation screen - 2

the entry.
⑥ Click the "Application" button.

⑦※When you click the "Application", the entry will

be sent to the Environmental Conservation
Research Institute.
⑦ The request slip for waste liquid (see Fig. 34)
will be created. Print out the screen, attach itto the waste liquid tank and then discharge
the waste liquid tank.

●Confirmation status

Fig. 34 Request slip creation screen - 3① Click the "Confirmation status" button on themenu bar to switch to the confirmation status
screen (see Fig. 35).
② Select"Tallying

period","Wasteliquid①classification" and "Status", and then click the②"List" button.
③ The corresponding list will be displayed.
※1 If your application is passed back, the statusof ③ is indicated as “Pass back.” In this※1③case, reapplication to the Environmental
Conservation

Research

InstituteisFig. 35 Confirmation status screen

necessary. Click the control No. to create therequest slip again. If the waste liquid tankhas been passed back, treat the content in
an appropriate way, create the request slip
again, print it out, attach it to the tank andbring the tank to the waste liquid storage
warehouse. If the status is “Slip has beenchecked”, you can see the request slip byclicking the “Control No.”● Special note
The Total Management System for Hazardous Materials is application software basedon a Web environment, and is designed and verified for operation under Internet
Explorer 6.0 and SAFARI. It may not work properly on other versions of the browsers orother browser applications. Please note the following:① Timeout
If approximately 20 minutes have passed without any operation, you will be forced tolog out of the system. In this case, when you try to operate something, you are forced
to the log-in screen and you have to log in again.
② Logout
After you log in from the password screen, “Logout” menu item is displayed on every
screen. After completion of your work, click the “Logout” before you exit the browser.
③ Do not use Back and Forward buttons
Back and Forward buttons on the browser enable you to navigate already-displayed
pages. The displayed page is not always refreshed and movement between pages may
not be consistent. It is recommended that you do not use Back and Forward buttons
on the browser as validity cannot be assured when moving between pages.

●IASO barcode label
Barcode label sheets are available from:☆A-ONE CO., LTD. [A4 size/44 labels (Type R)]• 20 sheets (880 labels)

Product No. 28388

List Price JPY 1,200• 100 sheets (4,400 labels)

Product No. 28368

List Price JPY 5,000• 500 sheets (22,400 labels)

Product No. 28648

List Price JPY 22,800☆Kanto Chemical Co., Inc. [A4 size/80 labels (Type S)]• 25 sheets (2000 labels)

Product No. 96970-04

List Price JPY 2,500●If you have any questions about the Total Management System for Hazardous
Materials or its workings:
・For the Management System for Lab Chemicals IASOR5, contact Supervisor, middle
supervisor of the department/organization, Health and Safety Management Office・For the Management System for Waste Liquid, contact theEnvironmental Conservation research Institute, Health and Safety Management Office

Technical Question
IASO Web site
URL: http://www.iaso.info
Kanto Chemical Co., Inc.,
TEL (03)3667-6471 / FAX (03)3667-6892
E-mail: iaso@gms.kanto.co.jp

Chapter23 Mental Health of Students
In this chapter, we will give an explanation of mental health, one of commonplace issues,
so that you can spend a healthy and enjoyable student life.
23.1 What is Stress?
Stress is a psychological and mental strain that affects health. Psychological response,such as cabin fever, and physical reaction, such as hypertension, can affect health whenit lasts for an extended period of time. Recently, our life has been of a highly susceptible
nature to be stressed easily, and a national survey reported that approximately a half ofpeople of 15 to 24 years of age, nearly your generation, are stressed. The causes ofmental conflict and stress are shown below;
Causes of mental conflict and stress
Ranking/sex
First place
Second place
Third place

Male
Academicwork,

Femaleexams,

Academicwork,

exams,

advancement of themselvesadvancement of themselves

Human relationships to other

Human relationships to other than

than familyfamilyMotivation in life

Love affair

23.2 Reactions to Stress
What reactions do we make in the situation of being stressed? A reaction when adapting
to stress is to clarify and understand the situation of stress of one’s own, to think how tohandle it in one’s own way, and to act it out. We may take active action to resolve theproblems, or relieve the strain by enjoying hobbies or entertainment.
When we take maladaptive reactions instead of these appropriate reactions, we may fall
into an unhealthy physical and mental situation such as psychosomatic disorder,
depression, and anxiety disorder. Typical maladaptations are presented as follows.
1. Psychosomatic disorder
Psychosomatic disorder is a medical problem which is largely involved by stress.
Examples include gastric and duodenal ulcer, bronchial asthma, hypertension,
tension-type headache, and diabetes mellitus. In fact, psychosomatic disorder is thoughtto cause stress-involving headache and stomachache. In these situations, you should
consult the Health Administration Center or medical institutions (of internal medicine
or psychosomatic medicine).
2. Depression
Recently, depression is also called a mood disturbance that is susceptible to everyone
and, therefore, often expressed as “flue of the mind”. Although it is susceptible to people
with long-lasting anxiety, fatigue and strain and can lead to death (suicide). Depression
is curable. It is a commonplace disorder that is experienced in several, out of a hundred
people, in their entire life, and when you feel uneasy, you should not think imprudentlyof it and consult with the Health Administration Center or University CounselingCenter.
* For more information about depression, please see “About Depression” in Health
Guide No.31 which is available at the Health Administration Center.
○ Please check the simple self-diagnostic items for depression(1) You feel sad, blue or in a grave mood(2) You are uninterested in anything, or joyless(3) You easily fatigue, feel lusterless, or listless(4) You feel that your spiritual energy, motivation, or concentration is decreasing(5) You have trouble falling asleep at night and you wake up early most mornings andcannot get back to sleep(6) You have lost your appetite(7) You do not want to meet others(8) You are in a bad mood or feel sick in the morning, compared to in the evening(9) You are caught up in feelings of worries and you feel like that you are running incircles(10) You cannot recover from shock of failure, grief, or disappointment(11) You blame yourself and feel as if you were worthless. You feel guilty for no realreason(12) You do not want to live anymore.
※If you are in either case of (1) or (2) everyday and it has lasted for more than one
month, you should consult with the Health Administration Center, University
Counseling Center, or other medical institutions as soon as possible to get appropriate
instructions. In cases other than (1) or (2), you should also contact the HealthAdministration Center.

○ When you find that someone in your laboratory has one of the cases below, you
should consult with the advisory faculty, or contact the Health Administration
Center or University Counseling Center.
(1) He (She) has dark expression on his (her) face and looks out of blood, which was notseen before(2) He (She) expresses a feeling of unwellness (such as pain in the body and fatigue)
more than before(3) His (Her) efficiency in his (her) study looks lower and makes more mistakes than
before(4) He (She) keeps himself (herself) away from people around them.
(5) His (Her) tardiness, early dismissal or absence is increased.
(6) He (She) avoids hobbies, sports or going outside(7) His (Her) amount of drinking is increased.
○About depression - by a counselor of the University Counseling Center
Some students come to consult with the University Counseling Center after they
wondered if they were depressed and needed to consult with a neuropsychiatrist. At thecounseling center, students talk with counselors to organize their minds, physicalcondition and their daily lives, and then they decide to see how it works for a while or toconsult with medical institutions.
3. Anxiety symptom
Anxiety is one of signals that our minds give off and one of the most common
emotions among all the emotions we experience. Although anxiety brings about amental symptom, it is also experienced on a daily basis not only in the field of
psychiatric care but also in the field of physical care. It is easy for you to understandthat the feelings of anxiety would occur if you are in bad condition. Not only forpeople with some diseases but also for healthy people, feelings of anxiety occur on adaily basis and there is no one who has not had them. Those who are filled with afeeling of anxiety are encouraged to contact the Health Administration Center,
University Counseling Center or medical institutions.
* For more information about anxiety disorder, please see “About Anxiety Disorder” in
Health Guide No.35, which is available at the Health Administration Center.
○ About anxiety symptoms - by a counselor at the University Counseling Center
There is no one who does not feel anxious when presenting at seminars, thinking about
their future path, or spending student life in a complicated human relationship.

Reactions by anxiety such as frustration or worry are accompanied with physiologicalalternation such as an increase in cardiac rate, alternation in blood flow, respiratorychange or sweating. Although anxiety symptoms are a necessary biological life support
function, it is a complicated feeling that might be a difficult feeling to live with.
23.3 Ways of Dealing with Stress
As mentioned in chapter 23.2 “Reactions to Stress”, the key point in dealing with stressis to take a reaction approach that is adaptive to stress. Examples of dealing with stressare presented below, which are often seen in the students at the Undergraduate andGraduate School of Engineering, and Graduate School of Environmental Studies.
○ An example of dealing with stress, reported by a counselor at the University
Counseling Center.
(1) People with a devoting temperament who give themselves up to study or
extracurricular activities without consciously taking weekly rest tend to become
indifferent, distracted and uninterested. The Checked items in the depression
checklist often apply to these people..
<Stress management>
In order to prevent worsening and recurrence of depression, it may be useful to learn
the method of “time management”. Staff at the University Counseling Center can help
students who want to learn the method.
(2) After entering the university, especially when starting in their laboratories, it often
happens that students cannot step forward in their academic work or study without
instructions from the advisory faculty. However, if students are not good at asking
for advice or whose advisory faculty is too hardheaded to be asked, it is likely thatthey may suffer loss of motivation, loss of self-confidence or a depressive mood,consequently, leading to school refusal.
<Stress management>
It may be useful to learn “communication skill” or “how to communicate with people
hard to get along with. Staffs at the University Counseling Center can help students
who want to learn the method.
23.4 Visiting the Health Administration Center and University Counseling Center
Please feel free to use the support of these centers which are ready to be of help to you
for your university life. It is “an ability” to get over difficult matters with the help of

others. There is nothing to be ashamed of to contact and consult with the HealthAdministration Center, University Counseling Center, or the Academic Counseling
Office.
○ When you feel anxiety in your educational advancement○ When you feel “energyless or distressed” when facing problems○ When are absent from college and you think of yourself changing something in thepresent situation.
○ When you are in conflict or are not doing well in a personal relationship○ When you want to be of help to friends in trouble○ Others＊ Health Administration Center
Consultation by a neuropsychiatrist is available from Tuesday to Thursday every
week (prior appointment by telephone is necessary.)
Hours: 09:00-11:30, 13:00-16:30 (Consultation is only in the morning on
Wednesdays)
Consultation by: Dr. Naoto Yamazaki
Tel: 022-795-7829
hoken@bureau.tohoku.ac.jp＊ University Counseling Center
Open: Monday to Friday every week (excluding Saturdays and Sundays, year-end
and New Year holidays, and national holidays; prior appointment by telephone isnecessary.)
Hours: 09:30-17:00
Six counselors are available.
Tel: 022-795-7833
gakuso@bureau.tohoku.ac.jp
What was talked about is kept confidential.
＊ Academic Counseling Office
Open: Monday to Friday every week (excluding Saturdays and Sundays, year-end
and New Year holidays)
Hours: 10:00-16:00 (appointment by telephone, facsimile, or email is desirable)
Two advisors (Emeritus professors of the Graduate School of Engineering, Graduate
School of Information Sciences, and Graduate School of Environmental Studies) areavailable.

If you are wondering where to get advice, or you have problems about your school
life or way of living, do not hesitate to contact the Academic Counseling Office.
Referral to other appropriate advisors and the University Counseling Center is alsoavailable.
Tel (Fax): 022-795-4922, 5886
gakuso@bureau.tohoku.ac.jp
What was talked about is kept confidential.

Chapter 24 Conclusion
This Safety Manual was written with the intention of providing instruction and knowledge
about chemicals and poisonous materials as well as hazardous risks, in the main, tostudents who carry out experiments and research at the School of Engineering. Althoughintended to cover all possible substances and hazardous events, enough cannot be said.
People may encounter accidents at any moment, and some of the accidents may be due tocarelessness. Students are required to understand and be routinely prepared on how to
respond and remain calm in the event of an accident. Students are advised to pay attention
to each other to prevent fires and accidents, especially in the laboratory. No one should ever
perform experiments alone.
It is very important that every student takes out Personal Accident Insurance forStudents Pursing Education and Research and is insured in case of unexpected accidents.
Advise anyone you know, if he/she is not yet insured, to take out insurance coverage.
Even though the Undergraduate and Graduate School of Engineering, Graduate Schoolof Environmental Studies, and Graduate School of Biomedical Engineering offer lecturesand education on safety issues using this manual, it is not enough, because oftime-restricted lectures, to ensure a through understanding of all the safety considerations
included in this manual. We expect every student to peruse this manual and have a goodsolid understanding of safety considerations to spend a safe and pleasant life at school.
This manual has been revised many times since the Safety Manual Working Group of the“Research and Education Safety Committee” at Tohoku University School of Engineering
published the first edition in April 1994. In the 2008 edition, we revised or added andenriched the following chapters based on the responses to a questionnaire that was
conducted in July 2008 targeting the staff, faculty and students at the School ofEngineering.
Chapter 1 “Introduction”: Indices on important matters and items were added to makethis manual more understandable.
Chapter 2 “High Pressure Gas”: This chapter was newly written since there are many
people who handle high pressure gases at the School of Engineering.
Chapter 10 “Laboratory Waste Treatment”: Partially revised since a Total Management
System for Dangerous Materials was introduced and there were changes in the Organic
Waste Liquid Classifications and the Quick-reference Guide for Sorted Collections.
Chapter 11 “Electricity”: A Checklist for Electrical Equipment was inserted since there
were two electrical fires in 2007.
Chapter 17 “First Aid”: This chapter illustrates the latest first aid which was newly
written by Associate Professor Ogawa, an advisor of occupational medicine.
Chapter 22 “Total Management System for Dangerous Materials: The instruction
manual for a new Management System for Waste Liquid was added.
Chapter 23 “Mental Health of Students”: This chapter was newly written since there area few students who have mental health problems.
In addition, important points were colored in red or underlined to emphasise them andlegal terms were changed to easy terms with an intention to make the manual clear andeasily understandable.
Wewould like to thank those who allowed us to use many of their references. Opinions,suggestions and requests were provided by many people, which were very helpful when

editing the manual. With the Health and Safety Management Office in a leading position,
we are going to improve this manual through continued revision by adding and changing its
content in future years so that further safety considerations will be addressed by thestudents, staff and faculty. We are expecting opinions and requests relating this manual to
improve it.

Examples of Near Misses and Accidents
We received a lot of valuable information on experiences regarding accidents fromstudents, staff and faculty. It is our hope that you refer to them to secure your own safety.
Note that special care is required when carrying out procedures involving ignition,
explosions, electric shocks and dangerous substances, which are, in some way, the causesof most of the accidents reported here.
1. Ignition and inflammation-When I put the remaining magnesium-aluminium alloy in a cardboard box, it ignited.
-When I took out iron oxalate that had been thermally decomposed in a low vacuum, it
ignited.
-When a rare earth metal was polished in water, its powdery remains dried later andaccidentally ignited.
-When I took superfine powders out of the vacuum chamber, they ignited.
-Alkali metal ignited and my plastic gloves caught fire.
-I accidentally spilled water over sodium hydride, leading to ignition.
- When I tried to wash the equipment after processing metallic sodium with methanol,
the unprocessed sodium remaining ignited, making methanol spills flash off, and thenthe surroundings near the sink caught fire. There was a fear that explosion would
break out if organic solvents caught fire, but, fortunately, I was able to put out the firewith a fire extinguisher so that damage was limited to the sink.
-When I was washing a flask that still had a small amount of ether inside, the flame ofthe hot water supply equipment caused ether to catch fire.
-Right after washing the equipment with organic solvent, the solvent caught fire from acigarette butt from a passing student.
-I dropped a three-liter hexane bottle on the floor, and it caught fire from the flame in theheater.
-After doing glass work, I left the product on the lab bench while it was still hot. It burned
the lab bench and ignited a chemical which had been left there.
-When aluminum powder caught fire, I poured water over it and the fire got worse.
-When I added too much hardening agent, it rapidly generated heat, and the cold
embedding resin caught fire.

-I put a paper towel, which had been used to mop up toluene, in a plastic bag, and thenput the plastic bag in the incinerator. Flames burst out and burned both of my arms
when I lit it with a lighter.
-After treating the metal specimen cutting power by wet air combustion, it was put in thebowl and ignited. Unexpectedly, it flamed vigorously and scattered sparks. My righthand got burned. The cause was that insufficient evaporation of water with a remaining
small amount of alcohol.
-I threw metal lithium, which is classified into the water-prohibiting substance, in thetrash bin. Ignition was caused by the moisture in the bin. The bin burned.
2. Explosions, ruptures-A sealed tube exploded because the temperature control in a sealed tube reaction
experiment was not working properly.
-When I tried to pump off oxygen filled in the chamber using a rotary pump, the chamber
exploded.
-When I put a flask into a dryer after washing it with acetone, it exploded.
-When I was measuring acetyl peroxide with a spatula, it exploded.
-When I quenched molten metal quickly, it created a phreatic explosion.
-A mixture of oxygen and hydrogen gases exploded. Fortunately nobody was injured.
-While injecting the equipment with liquid nitrogen through a tube, it suddenly burst
and scattered its shattered pieces all around.
-The label on the chemical bottle was illegible. I was told that it was a chloride so I
poured it into water. It generated a spark, and I found out it was a hydrogen compound.
-When I was trying to neutralize hydrochloric acid, I accidentally added too much sodium
bicarbonate and the beaker containing the hydrochloric acid exploded.
-I was performing an extraction with a separatory funnel. When I mixed an organic
solvent and water, pressure from inside the funnel pushed the glass plug out because I
did not remove the gas thoroughly. The organic solvent sprayed onto my lab coat and onothers as well.
-When I was collecting residual tetrahydrofuran using the same solution again and again,
it exploded. (Peroxide generates ether)-When I stored chemicals in an ordinary refrigerator, they exploded. A low-boiling-point
chemical leaked from an unsealed container and vaporized, then ignited by a spark.
(When storing chemicals, use an explosion proof refrigerator)

-While handling chemicals that are unstable in heat, a decompression distillation
apparatus exploded when I was carrying out a procedure that had not beencommunicated between the members. Two people were injured by the shattered glassfrom the apparatus.
-During an experiment that accumulates hyperoxidation silicon film by the CVD(Chemical Vapor Deposition) method, a monosilane gas leaked and exploded. Two
students died and the explosion ignited organic solvents, which then started a fire.
-When I was operating the autoclave, the gas came gushing out.
-A student put a wet tin into an autoclave that was still hot, which caused the water toboil rapidly. It suddenly released a lot of steam which burned another student’s face.
Since that accident, we purchased large safety googles and made it mandatory to wearthem.
-I synthesized an aluminum and lithium alloy according to the Mechanical Alloying
method with an Attritor mill. Later, when I was washing the mill, the vessel of the millsuddenly exploded and the bolts fixing the lid ripped off.
-The cooling part of the distillation apparatus being used in the draft chamber was
clogged and the flask burst. Hot water (containing phenol) in the flask spattered on myhand and I got a burn. The cause was that the compound crystallized and the apparatus
was sealed, causing its internal pressure to increase and, as a result, the flask burst.
-When I vacuum enclosed a specimen into a quartz tube, heated it, and put it into water,
the quartz tube burst, and its scattered pieces stuck into my left arm causing bleeding.
-When I was solder connecting button-shaped batteries in series, the batteries burst.
3. High temperature, high pressure-I forgot to use a thermocouple when I raised the temperature of a tubular furnace. I did
not realize it until the temperature was dangerously high.
-Hydrogen that was heated to approximately 900ºC leaked in to the air. Fortunately there
was no explosion.
-I accidentally dropped a quartz sample with a temperature of nearly 1,000ºCand it
burned the floor. Although it did not catch fire, smoke filled the room. This happened
because we did not seal the bottom of the electric furnace properly.
-I accidentally unscrewed the bolt on a container of high-pressure gas and the gas gushed
out all at once. It could have been a serious accident if the unscrewed part of thecontainer had flown off.
-A regulator detached from a high-pressure cylinder, causing high-pressure gas to gushout.

-When we were putting gas into a vacuum chamber, high-pressure gas gushed into thechamber all at once and broke the window of the chamber. This happened because we
did not confirm the secondary pressure of the gas cylinder.
-While I was looking directly at the regulator of some high-pressure gas, the bourbon
tube inside the regulator broke and injured my eye. Since that accident happened, inthe laboratory looking directly at the regulator is not allowed, but must be viewed froman angle or using a mirror, especially when opening the cylinder head..
-When we were heating a sealed silica tube, the tube exploded and its shattered pieces
flew out of the electric furnace because the pressure of the metallic fumes was too high.
The person who was looking at the electric furnace sustained an eye injury. Since then,
we instruct students to observe this kind of electric furnace through an eye protector or
by using a mirror.
-To place a lid back on the heated crucible, which had been a little displaced, I
unintentionally touched it with my bare hand and got a burn from it.

4.Electricity, electric shock-During the daytime, I set the voltage and electric current higher than usual to quickly
increase the temperature of the electric furnace. It created an overload with thetemperature above 1,200 degrees Centigrade and a part of a firebrick melted. It isnecessary to set the electric furnace properly, and make sure there is always someone
there to watch when carrying out long term experiments.
-I soldered together two electric wires to make an extension and then used plastic tape as
an insulator to cover them. When I tied the two wires together, the sharp edges of thesoldered wires punctured the plastic tape and a short-circuit occurred. The fuse went off
immediately when I turned on the switch.
-I received an electric shock. Even though it is only 100 volts, it is still very dangerous
when you are unable to release your hands right away.
-When I turned on an electric switch while I was holding a bottle of acetone, it burned myhand.
-At a scheduled power outage, I was about to disconnect an electric line. To my surprise,
fluorescent light started to illuminate the room while I was holding the prongs and I
realized that the power was on. Fortunately I was wearing rubber gloves and nothing
happened. It was my mistake because I did not communicate beforehand with the staff incharge of re-energizing the line.
-Caused by the moisture, the power distribution board short-circuited, resulting in a
spark leading to a fire with combustibles around the distribution board.

-An electric plug was left insufficiently inserted to the receptacle. The exposed prongs
gathered dust, causing a short-circuit leading to a fire with papers in the surroundings.
-While I was repairing a vacuum gauge, I accidentally touched a high-voltage condenser
that was apparently fully charged. After my work was done, I measured the voltage andit was 2.5 – 3 kV. There was no sign warning of high voltage.
-While I was melting iron in a high frequency furnace, I touched the thermocouple thatmeasures temperature and got an electric shock because I did not notice that a highfrequency was applied. Later on, I grounded the thermocouple after sealing it.
-When I turned off a high voltage power supply, I got an electric shock because it was stillcharged. There was not enough electric current to do any damage, though.
-I almost got an electric shock because I turned off the wrong breaker. (I did not check the
breaker.)-I started repairing an electric furnace without having enough sleep. Although I always
turn off the breaker before I start working, I forgot to do so this day. As a result, I got anelectric shock and lightly burned my hands.
-Do not put a power strip on the floor. When there was water leaking on the floor, I did
not experience a short-circuit because I was not using the power strip on the floor.
-When I turned on an old electric heater, there was a spark. Never use electric equipmentwith deteriorated wire insulation . It is the worst kind of short-circuit.
-When I was pulling a plug out of the receptacle, its rubber cover came off. I touched thebare conductor and had numbness and pain from the tip of my left hand to the left chest.

5. Dangerous substances and hazardous substances-Liquid nitrogen spilled on my leg.
-While I was using liquid nitrogen, there was a lack of oxygen, and I collapsed.
-I was wearing only thin plastic gloves when I was pouring liquid nitrogen from one
container into another. I got a fright when a small amount of liquid nitrogen spilled on
my hand.
-When I was using hydrofluoric acid, it increased in temperature and started generatingsmoke.
-One student injured his finger with hydrofluoric acid. His finger went black. With severe
pain he could not sleep. It was because the gloves he was wearing had a hole in them.

-When I was reducing the volume of radioactive waste, it boiled and scattered inside thedraft chamber while I was looking away.
-When I mixed methanol with nitric acid, red smoke that smelled like hydrochloric acidwas generated, and the whole laboratory panicked. I should have used ethanol instead of
methanol.
-While distilling dried benzene, I forgot to open the cock on the nitrogen line and heated
it in a vacuum condition. Benzene gushed out and was ignited by the heat of the hot oilbath, which generated a fire. Distillation must be performed in a well ventilated space.
-Sulfuric acid adhered to the frame of my safety glasses, and the upper left eyelid got
burned.
-When I was injecting a reagent into a flask using a syringe, it spattered and the skinnear the upper left eyelid got burned. The cause was that I was wearing neither safety
glasses nor protective gloves.
-When I was handling NaOH powder, some adhered to my skin. A few seconds later I got
a sever pain.-I was handling concentrated NaOH and soon realized my fingernail was
melting because there was a hole in my glove.
-As soon as I unscrewed the lid on the hexane can, hexane gushed out and some got in myeyes.
-When I was using a large amount of triethylamine, its smell made me sick.
-Be careful with handling volatile selenium compounds, otherwise dangerous selenium
vapour may be generated.
-During a soaking experiment with 8N nitric acid, the solution leaked and melted the labbench and gas was generated all through the night. A person who came to the laboratory
the next morning found that there had been an accident. He ventilated the room
immediately.
-After handling potassium cyanide, I drank tea without washing my hands. I became
dizzy and almost fainted. Someone in the laboratory took me to the hospital for gastricirrigation, and I was saved.
-While distilling toluene, I realized that I had forgotten to apply zeolite. When I added
zeolite, toluene suddenly spewed out and the glass cap blew off. (Even if it does not look
like it is boiling, never apply zeolite after heating.)-In a low temperature laboratory, the oxygen concentration in the room became
dangerously low because of the sudden vaporization of large amounts of liquid nitrogen.
Two people died (one of them was a student) of anoxemia from inhaling concentrated
low-oxygen air.

-When I was filtering aqueous mercury nitrate (conc. 3%), the funnel supporter
overturned. The solution splashed my left arm and I got burned.
-I dropped a Tammann tube containing molten salt on the floor, and my hands got
burned.
6. Laboratory instruments and devices-While operating a laser, my eyes were accidentally exposed to the light when I bent down
to pick up a pen from the floor.
-When I was replacing mirrors of the laser appliance, the reflected light came into myeyes. A shadow remains in my field of vision.
-I almost touched the machine part that was radiating X-rays.
-Because the gas burner table for doing glass work was in poor condition, the burneralmost fell on me. Use a good solid bed.
-Since our thermocouple was out of order, the equipment became much hotter than thetemperature which was displayed.
-My finger was almost caught in the experimental equipment.
-I got caught rolled up in the mixer and was injured.
-When I was inserting a glass capillary into a gas detector, it was broken and it stuck mein the left hand. The cause was that I inserted it beyond necessary force.
-When I was doing an experiment using a special high pressure gas, there was a gas leakat the connection between tubes. The gas touched the skin of my right hand and I got
burned.
-When I was loosening the cap that had been inserted in the apparatus to releasenitrogen from it, a stainless rod ran off from the joint, and hit the middle finger of my left
hand. Conventionally water or ethanol is used for the experiment instead of nitrogen. In
addition, the cap I loosened was the one that was not conventionally loosened to releasegas. The cause was that fixing to the joint was loose.
-While operating the cement mixer, I was trying to stop the machine, and my hand got
caught.
-I was creating a dried surface condition of a fine aggregate during a concrete experiment.
When I tried to pick up the fine aggregate, another student turned the mixer on and myhand was caught between the mixer blade and the vessel wall. Even though I was lucky
not to get seriously injured, I got a huge scare.

7. Processing and operation-A specimen flew out from the crystal cutter. I got a fright because I was looking inside
the machine just seconds beforehand to check how well the specimen had been cut.
-While I was operating the cutter with bare hands, I cut my finger.
-When I was working underground, I became so obsessed with my work that I hit myhead.
-While doing radiation maintenance, I hit my head on an obstacle above me. I shouldhave been wearing a helmet.
-When I was removing the optical adjustment table with a knife, I dropped it and theknife hit my thigh and I got a 3 cm cut.
-When I was cutting wire, the cut section hit me at the eye due to the reaction of the
cutting force.
-When I was trying to cut a plastic tube covering the glass tube, my hand slipped and I
got a wound on my left hand.
-A faculty member was checking a recently placed lightning rod by standing on a
stepladder on the rooftop. The stepladder slipped, and he fell and hit his head and died.
-While carrying a heavy solenoid on a cart, the solenoid fell and injured my toe. I ended
up having my toe amputated because of that accident.
-When I was trying to force a glass tube inside a vacuum rubber tube, the glass tube
broke and I cut my hand.
-When I was filing a workpiece with a rotating lathe, the file got caught in my zipper andflew up. It hit my nose and I got injured.
-When I was replacing drills on the drilling machine, someone accidentally turned on theswitch and the machine started moving.
-While punching a hole into a workpiece on the drilling machine with my gloves on, theglove got entangled in the drill and my hand was injured.
8. Laboratory and hallway-A two-story shelving unit broke during an earthquake and the upper shelf fell andalmost killed me. A computer fell off the desk as well. All laboratories must haveearthquake proofing.
-During an earthquake, chromium sulfuric acid stored in a cabinet leaked and melted thefloor. Using trays is necessary.

-The room is so small that we trip over the heater on the floor. (We cannot find a safe
place for the heater.)-I tripped on the wiring of the experimental equipment and almost fell. Since then, we try
to organize wiring between the equipment using pit wiring, wiring ducts or putting thewires under the floor.
-When I was walking down the hallway, suddenly a door burst open and I almost got hit.
-While the hallway was being waxed, I slipped and fell and broke my leg.
-I saw a gas cylinder standing against the wall unprotected in the hallway. Fix it using a
chain or the like to prevent it from overturning.
9. Noise, fatigue and lack of sleep-I got a scare when I heard a sudden loud sound. Although I understand that students
need to do experiments, I want everyone to consider others. This is a public facility.
-As soon as I entered the building, I heard a thundering sound. I got such a fright that myheart almost stopped.
-I mixed the wrong chemicals in an experiment because I was tired.
-Since I was lacking sleep, I almost dropped my experimental apparatus.
-I was working hard until late in the night and fell asleep during an experiment.
-I tripped and fell, then hit the stair edge hard on the head. I was wounded, tearing thefrontal region of my head.

 Please report all accidents and disasters which occur during work, study or yourcommute as soon as possible. Use the designated forms.
 Even if there was no damage, please report any incident that nearly became an accident.
 Contact : Health and Safety Management Office