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Chemistry has served a unique historical role among the sciences by not only studying the world around us, but also creating the chemicals we study and use. The impacts of chemistry are accordingly more profound on earth and societal systems, and helping our students understand both the benefits and potential hazards of chemicals and chemical processes represents a core responsibility of chemistry education. Establishing an overarching learning outcome for chemistry courses presents a flexible approach for embracing the challenge posed by our unique history and catalyzing future contributions to society through the students we educate. [ABSTRACT FROM AUTHOR]

A survey was conducted of companies from the chemical industry with an emphasis on the organic division. The data include results from 377 respondents from more than 100 different companies. More than half of all undergraduates gain fulltime work in the chemical industry or government after graduating with a bachelor's degree in chemistry. This article sheds light on these topics: (i) the current chemical methods, techniques, and instrumentation used in industry; (ii) which attributes or abilities chemical companies desire in newly minted bachelor's-level chemists; and (iii) how the survey data compare to the current focus on academic training in the United States. Industrial viewpoints of chemical safety are also probed. These results provide insight and guidance as to what should be included in the organic laboratory curricula for those students planning on entering industry and government with bachelor's degrees. [ABSTRACT FROM AUTHOR]

The article focuses on chemistry laboratory safety measures. It offers detailed information about the safety teams and provides preliminary assessment of the effectiveness of the hands-on program that increases the students' awareness regarding laboratory safety. It mentions that safety education is essential, not only for safety per se, but for preparing students for future work in college, professional school and the workplace. It states that effective safety education can also minimize instructor liability in the event of an accident. It also highlights the incorporation of safety teams in every laboratory class where students have a hands-on experience in safety procedures.

Introduces chemical laboratory information profiles (CLIP). Problems in acquiring hazard information from Material Safety Data Sheet and labels; List of chemicals commonly used in the laboratory; Use of CLIP in selecting precautionary measures for laboratory work.

Reports on the results of a study of the safe disposal of some highly reactive compounds. Reacting with water in a controlled fashion; Reduction of oxidizing agents.

The need for a revision of the Division of Chemical Education's "Minimum Safety Guidelines for Chemical Demonstrations" is described, along with guiding principles for the revision. The revised guidelines are included as Supporting Information. [ABSTRACT FROM AUTHOR]

The article reflects on the importance of safety in the laboratory and work area. It mentions that maintaining a safe environment in science laboratory is a responsibility of scientists regarding the practice of science. It also highlights the guidelines issued by the U.S. Occupational Safety and Health Administration (OSHA) for chemical hygiene plan.

The article provides information on the Schools Chemical Cleanouts Campaign (SC3) established by the U.S. Environmental Protection Agency (EPA). The campaign was design to protect students from chemical exposures and accidents as well as to improve the school's chemical management particularly in K-12. It is a cleanouts procedures which aims to provide guidelines on developing successful chemical management programs and to create a healthier school environment. EPA is in partnership with several institutions and community organizations including the American Chemical Society (ACS), however, it is reported that the program had no fundings yet at the present. Meanwhile, an information also on how to participate in the program is provided.

The article presents an interview with chemical safety consultant Jay A. Young. When asked what areas of chemistry he specialized in, Young replied that he chose physical chemistry as his major in graduate school. Young remembers receiving a chemistry set with the safety instruction manual as a 6 year old which became the basis for his dedication to the safe use and handling of chemicals. He states that the message expounded in the essay "Message to Garcia," by Elbert Hubbard has inspired him.

The article presents a chemical laboratory information profile on n-butyl alcohol also known as butyl alcohol or 1-butanol and ethyl bromide also known as bromoethane. It provides information on the chemical compound's physical properties, exposure limits, hazardous characteristics, reactivity hazards, typical symptoms of acute exposures, principal target organs or systems and storage requirements. It provides necessary information needed by teachers and students that depicts some of the hazards of the chemical compound as commonly used in laboratories.

The article announces that the "Journal of Chemical Education" asks for comments from the users of the book "Prudent Practices in the Laboratory." It is said that a committee of the ACS Division of Chemical Health and Safety is updating the 1995 edition of the book. The new edition is the "Prudent Practices in the Laboratory: Handling and Disposal of Chemicals.

The article reports updates related to chemicals and environment. It states that the American Chemical Society (ACS) Committee on Chemical Safety (CCS) has undertaken the task of compiling a partial list of chemicals that should not be found in a secondary school chemical inventory or used by individuals who are not skilled enough in working with hazardous substances. Meanwhile, the article also features the Earth Portal's http://www.earthportal.org, a comprehensive resource for objective science-based information about the environment.

The article presents the chemistry laboratory information profile (CLIP) of the chemical Antimony (V) Chloride. Synonym of Antimony (III) Oxide is Antimony pentachloride and its chemical symbol is SBCl5. Physical properties, hazardous characteristics and reactivity hazards of Antimony (V) chloride are discussed. It states that the chemical should be stored with other poisons but separated from bases as it reacts violently with them. It emphasizes that users should follow appropriate precautions while handling the chemical as its vapor pressure exceeds limits set by the U.S. Occupational Safety & Health Administration. It is specified that the CLIP is not a material safety data sheet but a brief summary for teachers and their students.

The article presents the chemistry laboratory information profile (CLIP) of the chemical Antimony (III) Oxide. Synonyms of Antimony (III) Oxide are antimony trioxide and flowers of antimony while the chemical symbol is Sb2O3. Physical properties, hazardous characteristics and reactivity hazards of Antimony (III) Oxide are discussed. It informs that the chemical should be stored with other poisons in a cool, dry location and when heated its vapor pressure exceeds the limits established by the U.S. Occupational Safety and Health Administration and the American Conference of Governmental Industrial Hygienists. It is specified that the CLIP is not a material safety data sheet but a brief summary for teachers and their students.

The article presents the Chemed Learning Information Center's chemical laboratory information profile for compound Cumene. It has a colorless flammable liquid with a penetrating and aromatic odor that reacts with strong oxidizing agents. The typical symptoms of acute exposure to the chemical as well as its main targe human organs are also discussed. The advisory serves as a brief summary for teachers and their students who are exposed to the hazards of this chemical as it is used in laboratories.

The article presents information about physical properties and hazardous characteristics of methyl methacrylate. Its melting point and boiling point is -48 °C and 101 °C, respectively. Methyl methacrylate reacts vigorously with moderate to strong oxidizing agents. Typical symptoms of acute exposure include coughing, sore throat, labored breathing, dizziness, dullness, loss of control, lung edema, dermatitis, eczema, abdominal pain and vomiting. The principal target organs of its exposure are skin, respiratory tract, central nervous system and eyes. It should be stored in a cool, dry, well-ventilated location away from ignition sources and separated from oxidizing agents.

This article presents information on the physical and chemical properties of ammonium dichromate. Ammonium dichromate is water soluble, acidic and decomposes violently when heated forming asphyxiating nitrogen and toxic chromium trioxide. As a strong oxidizing agent, ammonium dichromate reacts, often violently, with any reducing agent, the stronger the reducing agent, the more violent the reaction. Since the molecule consists of ammonium ion, a reducing agent, and of chromium in the +6 oxidation state, an oxidizing agent, it is explosively unstable. Decomposition is exothermic; and once initiated it continues spontaneously until the entire quantity is decomposed-sometimes called a "chromate volcano." Symptoms of acute exposure to the compound include pain, blurred vision and blindness. On acute exposure to the skin, it causes inflammation, pain, and skin burns. In sealed containers, ammonium dichromate is likely to explode if heated. Symptoms of lung edema are not manifest immediately in victims who have inhaled ammonium dichromate dust or solution mist; some hours may elapse first; physical effort can exaggerate these symptoms.

The article presents a chemical laboratory information profile for the chemical Yellow Phosphorus. It provides a brief summary for teachers and their students that describes some of the hazards of Yellow Phosphorus as it is typically used in laboratories. Yellow phosphorus ignites spontaneously when exposed to air forming toxic, corrosive diphosphorus decaoxide; it reacts with other oxidizing agents more violently the stronger the agent. With warm alkaline solutions, the reaction products include toxic phosphorus hydrides that usually ignite spontaneously in the air.

The article presents a chemical laboratory information profile for the chemical Red Phosphorus. It provides a brief summary for teachers and their students that describes some of the hazards of Red Phosphorus as it is typically used in laboratories. Red phosphorus reacts with oxidizing agents, more violently the stronger the agent. In some cases either the mere action of the contact itself, or the product of the reaction, causes an immediate fire or explosion. In other instances, the product explodes later when subjected to mechanical shock.

Provides information about chemical laboratory hazards. Focus on precautionary measures in Glycerin; Identification of the hazardous characteristics of the substance; Storage requirements.

Focuses on the chemical compound (CH[sub 3]CO)[sub 2]O or acetic anhydride and describes the hazards of the chemical as it is typically used in the laboratory. Physical properties; Exposure limits; Hazardous characteristics.

Provides information on the chemical compound (CH[sub 3])[sub 2]CO or acetone and describes the hazards of the chemical as it is typically used in the laboratory. Physical properties; Exposure limits; Hazardous characteristics.

Describes a method of teaching safety in handling chemicals in laboratories. Assignment of students to locate safety resources; Laboratory safety requirements.