Bsie14 Gonzales L01

CHEMISTRY FOR ENGINEERS – LECTURE ANSWER SHEET FOR ACTIVITIES AND ASSESSMENT
LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

UNIT NO. & TITLE: UNIT 1 - HAZARD AND ITS CLASSIFICATIONS
NAME: JOHN RAVE M. GONZALES DATE OF SUBMISSION: 11/04/2023
ID NO.: 2023-03411-MN-0 PAGE NO: 1
YEAR/COURSE/SECTION: BSIE 1 - 4 TOTAL NUMBER OF PAGES: 5
No. 1: In your own words, define what chemical safety is and state its importance to your life as (1) a
member of the community, (2) a student of Chemistry for Engineers who is to undergo laboratory
classes; and (3) a future professional working in the engineering field.
Chemical safety, in my perspective as a chemist, is a paramount concept that involves the practices and
measures employed to protect individuals, the environment, and property from the potential harm or damage
caused by chemicals and chemical processes. It encompasses a comprehensive set of guidelines,
procedures, and protocols that aim to prevent accidents, minimize risks, and ensure the responsible
management of chemicals throughout their lifecycle.
As a Member of the Community:
As a member of the community, chemical safety is a matter of direct relevance to my daily life. The
products and technologies resulting from chemical innovations are ubiquitous in our society. From the
water we drink to the medicines we take, chemicals play an integral role in our well-being. Therefore,
being informed about chemical safety is essential. It helps me make informed choices when using
household products, being aware of potential hazards, and taking necessary precautions. In this role,
my awareness of chemical safety not only safeguards my own health but also that of my family,
neighbors, and the environment. By following proper disposal practices and supporting responsible
chemical use, I can contribute to a safer and healthier community.
As a Student of Chemistry for Engineers:
In the context of being a student studying Chemistry for Engineers and preparing for laboratory
classes, chemical safety is a fundamental aspect of my academic journey. Laboratory work involves
handling a wide range of chemicals, from reagents to solvents, which may have various degrees of risk
associated with them. My understanding of chemical safety protocols is crucial to ensure that I and my
peers conduct experiments safely and effectively. This includes proper storage, labeling, and handling
of chemicals, as well as being knowledgeable about emergency response procedures. By adhering to
these practices, I not only safeguard my well-being but also facilitate a conducive learning environment
that encourages exploration and innovation during my chemistry classes.
As a Future Professional in the Engineering Field:
As a future professional working in the engineering field, chemical safety is a vital component of my
career. Engineers often deal with complex chemical processes, whether it's in manufacturing,
environmental management, or product development. The knowledge of chemical safety is essential in
designing systems and processes that mitigate risks and ensure the safety of workers, the public, and
the environment. By implementing chemical safety practices, I can contribute to creating sustainable,
reliable, and safe engineering solutions. It is my ethical responsibility to uphold the highest standards of
chemical safety, as any negligence can lead to catastrophic consequences, including environmental
pollution, harm to human health, and significant financial losses for the organization I work for. In
summary, chemical safety is not just an academic requirement or a regulatory obligation; it is a moral
and ethical duty that I must carry throughout my personal and professional life.

ID NO.: 2023-03411-MN-0 PAGE NO: 2
No. 2: Cite the difference between “hazard” and “risk” by giving an example.
Understanding the difference between "hazard" and "risk" is crucial when evaluating the safety of various
substances or situations. In simple terms, a hazard is something that has the potential to cause harm, whereas
risk refers to the likelihood and magnitude of that harm occurring.
Let's use an example from history to illustrate this distinction. The infamous Bhopal gas tragedy of 1984 in
India serves as a stark reminder of the difference between hazard and risk. In this tragic event, methyl
isocyanate (MIC) gas leaked from a pesticide plant operated by Union Carbide Corporation.
Hazard in Bhopal Tragedy: The hazard in this case was the presence of methyl isocyanate. MIC is a highly
toxic and reactive chemical compound, making it a clear hazard due to its inherent capacity to cause harm to
human health.
Risk in Bhopal Tragedy: The risk was determined by various factors, including the plant's safety measures,
maintenance procedures, and emergency response capabilities. In this instance, inadequate safety measures,
lack of emergency preparedness, and neglect of maintenance contributed to the disastrous release of MIC.
The risk was the likelihood of such a catastrophic release occurring, which unfortunately materialized due to
the inadequate risk management practices in place.
This tragic incident underscores the importance of distinguishing between hazard and risk. While MIC was a
known hazard, the disaster occurred due to the failure to manage the risks associated with it effectively.

ID NO.: 2023-03411-MN-0 PAGE NO: 3
No. #3: Imagine yourself to be a medical practitioner in a hospital that caters to Covid-19 pandemic
patients. Name a hazard under each classification that you are exposed to.
Working as a medical practitioner in a hospital during a pandemic like COVID-19 exposes one to various
hazards, which can be classified into physical, chemical, biological, radiation, psychological, and ergonomic
categories.
Physical Hazard: In this context, physical hazards are primarily associated with needlestick injuries that occur
when healthcare professionals, such as doctors, nurses, and laboratory staff, accidentally puncture their skin
with a needle or other sharp medical instruments used in patient care. These injuries can happen when
administering injections, drawing blood, or disposing of used needles.
Chemical Hazard: Medical practitioners dealing with COVID-19 patients are exposed to chemical hazards
primarily through the use of disinfectants and sanitizers. These substances contain various chemical
compounds, such as alcohols and chlorine-based agents, which can irritate the skin, eyes, and respiratory
system if not used correctly or in excessive amounts. Improper storage and handling of chemicals can also
pose risks.
Biological Hazard: In this category, the primary concern is exposure to the SARS-CoV-2 virus itself, which
causes COVID-19. Medical practitioners working in close proximity to infected patients are at risk of
contracting the virus, especially if proper infection control measures, such as hand hygiene, PPE usage, and
safe disposal of infectious waste, are not strictly followed.
Ergonomic Hazard: Ergonomic hazards relate to the physical strain and stress on the body due to the nature
of the work. Medical practitioners attending to COVID-19 patients often work long shifts and may need to wear
heavy PPE, leading to physical discomfort, fatigue, and even musculoskeletal problems. The repetitive tasks
involved in patient care and the need for constant vigilance can also contribute to ergonomic hazards.
Psychological Hazard: Psychological hazards are associated with the mental and emotional stress
experienced by medical practitioners during a pandemic. Dealing with the uncertainties and anxieties
surrounding COVID-19, witnessing patient suffering, and the fear of personal exposure can lead to
psychological distress, including burnout, anxiety, and post-traumatic stress. The constant need for empathy,
compassion, and decision-making under pressure can take a toll on the mental health of healthcare
professionals.
Radiation Hazard: In some medical settings, particularly when treating COVID-19 patients with severe
respiratory distress, healthcare professionals may be exposed to radiation hazards. This exposure can occur
during the use of X-ray machines and other medical imaging equipment. While these tools are essential for
diagnosing and monitoring patients, improper use or lack of adequate shielding can lead to radiation exposure,
which has both immediate and long-term health risks.
ID NO.: 2023-03411-MN-0 PAGE NO: 4
No. 4: How would you determine if a substance is hazardous or not?
To determine whether a substance is hazardous or not, we must first understand the Global Harmonized
System (GHS), which is an internationally recognized system for classifying and labeling chemicals. The GHS
was developed by the United Nations to create a standardized approach to classifying and communicating
chemical hazards. It provides a uniform set of criteria for categorizing substances based on their physical,
health, and environmental hazards.
The GHS employs standardized labels, safety data sheets, and pictograms to communicate information about
the hazards associated with a given substance. Understanding GHS labels and pictograms is a crucial step in
identifying hazardous substances, as it provides a standardized and universal method of communicating
potential dangers associated with chemicals.
Another essential component of the GHS is the Safety Data Sheet (SDS), which provides detailed information
about the properties of a chemical, its hazards, and the necessary safety precautions. SDSs are typically
prepared by the manufacturer or supplier and must be readily available to anyone handling or coming into
contact with the substance.
The SDS includes information on the chemical's composition, first-aid measures, fire-fighting measures,
accidental release measures, and more. It serves as a valuable resource for understanding the hazards of a
substance and how to safely manage it.
ID NO.: 2023-03411-MN-0 PAGE NO: 5
No. 5: What is the difference between a physical from chemical hazard? Between chronic and acute
hazard?
Physical Hazard vs. Chemical Hazard:
Physical Hazard: Physical hazards are related to the intrinsic properties of a substance that can cause harm
without undergoing any chemical change. These hazards are often associated with the physical state or form
of the substance. Some common examples of physical hazards include:
● Flammability: Substances that can catch fire easily, like gasoline or hydrogen.
● Explosivity: Materials that can explode when subjected to heat, pressure, or shock, such as dynamite
or nitroglycerin.
● Reactivity: Chemicals that can react violently when exposed to other substances or conditions, leading
to explosions or toxic gas release.
Chemical Hazard: Chemical hazards, on the other hand, are associated with the chemical composition of a
substance and its potential to cause harm when it undergoes a chemical reaction. Chemical hazards can
manifest in various ways, such as:
● Toxicity: Chemicals that are poisonous when inhaled, ingested, or absorbed through the skin.
● Corrosivity: Substances that can cause severe damage to living tissues or materials upon contact,
such as strong acids or bases.
● Carcinogenicity: Chemicals that are known or suspected to cause cancer when exposed to humans.
In summary, physical hazards are primarily concerned with the physical characteristics of substances, while
chemical hazards are related to the inherent properties of a substance and how it interacts with other
substances.
Chronic Hazard vs. Acute Hazard:
Chronic Hazard: Chronic hazards refer to long-term or continuous exposure to a substance that can lead to
health issues over an extended period. These hazards are associated with prolonged or repeated exposure to
a substance, and the health effects may not manifest immediately. Common examples of chronic hazards
include:
● Carcinogenic substances: Exposure to these chemicals over an extended period can increase the risk
of developing cancer. For instance, prolonged exposure to asbestos can lead to lung cancer.
● Teratogens: Teratogenic substances can cause birth defects in developing fetuses when pregnant
women are exposed to them.
● Reproductive toxins: Substances that can adversely affect the reproductive system over time,
potentially leading to infertility or birth defects.
Acute Hazard: Acute hazards, on the other hand, involve short-term or immediate exposure to a substance
that can cause rapid and severe harm. The effects of acute hazards become apparent shortly after exposure.
Examples of acute hazards include:
● Corrosive substances: Acute exposure to strong acids or bases can cause severe burns and tissue
damage upon contact.
● Toxic gases: Inhalation of toxic gases, like chlorine gas or hydrogen cyanide, can lead to immediate
respiratory distress and potentially fatal consequences.
● Explosive materials: Sudden exposure to explosive materials can result in immediate harm, including
injuries and fatalities.
In summary, the key difference between chronic and acute hazards is the duration of exposure and the time it
takes for the harmful effects to manifest. Chronic hazards are associated with long-term exposure, while acute
hazards result from immediate or short-term exposure.

UNIT NO. & TITLE: Unit 02 - Hazard Communication: GHS Labeling
ID NO.: 2023-03411-MN-0 PAGE NO: 1
No. 1: What does “GHS” mean and why is it important?
The GHS is not merely a set of technical standards for classifying and labeling chemicals. It is a vital tool that
plays a crucial role in ensuring chemical safety, protecting human health, and promoting international trade.
The acronym "GHS" stands for the "Globally Harmonized System of Classification and Labelling of
Chemicals." It is a standardized system developed by the United Nations to uniformly classify and label
chemicals to communicate their potential hazards.
One of the primary arguments for the importance of learning GHS is the achievement of global consistency in
classifying and labeling chemicals. GHS provides a standardized approach to conveying the potential hazards
of chemicals, ensuring that the same hazards are described in the same way worldwide. In a world where
chemicals are produced, transported, and used internationally, this uniformity is indispensable. Consider the
scenario of a chemical being manufactured in one country, transported through several others, and ultimately
used in a different part of the world. Without a consistent classification and labeling system, the potential for
misunderstandings and mishandling increases exponentially. Learning GHS standards equips individuals with
a common language to identify and communicate chemical hazards, thus mitigating the risk of accidents and
facilitating safer chemical management across borders.
Moreover, the GHS goes beyond mere uniformity; it enhances safety by providing standardized symbols,
signal words, and hazard statements that are comprehensible to individuals from diverse linguistic and cultural
backgrounds. Learning to interpret these GHS labels and safety data sheets (SDS) is essential, as it equips
people with the ability to decipher critical information about chemical hazards. When individuals can readily
identify the risks associated with a chemical, they are better equipped to take appropriate precautions during
its handling, storage, and transportation. This not only safeguards their well-being but also minimizes the risk
of accidents and chemical exposures. Thus, the knowledge of GHS labels and hazard statements becomes a
powerful tool in promoting safer practices.
Furthermore, GHS plays a big role in protecting human health. By providing clear and easily understandable
information about the hazards of chemicals, the GHS empowers individuals to make informed decisions
regarding their exposure to potentially dangerous substances. A well-informed worker, for example, can take
measures to avoid inhaling harmful fumes, wearing the necessary personal protective equipment, or
implementing proper ventilation in a workspace. This knowledge extends beyond the workplace and into
everyday life, allowing individuals to make safer choices when handling chemicals in their homes or during
recreational activities.
The significance of GHS extends to environmental protection. GHS includes specific labeling and classification
criteria for substances that can harm ecosystems. By learning GHS, individuals and organizations gain the
capacity to identify chemicals that pose a threat to the environment and wildlife. This knowledge is essential
for ensuring responsible stewardship of the planet. Therefore, GHS offers a means to reduce the
environmental impact of chemicals by raising awareness about their potential dangers. It empowers people to
make environmentally conscious decisions and contributes to the broader effort to protect our natural
resources.
Many countries have adopted the GHS into their chemical safety regulations. Compliance with these
regulations is not a choice but a legal imperative. Learning GHS is essential for chemical manufacturers and
users to ensure they are meeting national and international laws. The consequences of non-compliance can
range from legal penalties to reputational damage. By learning GHS, individuals and organizations can ensure
that they are on the right side of the law, contributing to a safer and more legally compliant chemical industry.
In a world where chemicals are ubiquitous and indispensable, GHS knowledge is the key to a safer, healthier,
and more prosperous future. It empowers individuals, organizations, and nations to take control of chemical
safety and make informed choices that benefit us all. These key points are consistent with the principles and
guidelines advocated by organizations like WHO and highly regarded chemistry institutions. The GHS is a vital
tool that enhances chemical safety, promotes global consistency, and supports the protection of human health
and the environment.

ID NO.: 2023-03411-MN-0 PAGE NO: 2
No. 2: Look for an available GHS-compliant label of hydrogen sulfide, identify the type of hazards
of the substances and the necessary measure(s) if someone inhales it.
The image above shows a GHS-compliant label of hydrogen sulfide. The type of hazards identified according
to the pictograms were:
● Physical Hazard
● Health Hazard
● Environmental Hazard
When inhaled, it is necessary to take the following measures:
● Get medical attention immediately. Call a poison center or physician. Remove victim to fresh air and
keep at rest in a position comfortable for breathing. If it is suspected that fumes are still present, the
rescuer should wear an appropriate mask or self-contained breathing apparatus. If not breathing, if
breathing is irregular or if respiratory arrest occurs, provide artificial respiration or oxygen by trained
personnel. It may be dangerous to the person providing aid to give mouth-to-mouth resuscitation. If
unconscious, place in a recovery position and get medical attention immediately. Maintain an open
airway. Loosen tight clothing such as a collar, tie, belt or waistband.

ID NO.: 2023-03411-MN-0 PAGE NO: 3
No. 3: Look for an available GHS-compliant label of n-Propyl alcohol, identify the type of hazards
of the substances and the necessary measure(s) if it gets to your eyes.
The image above shows a GHS-compliant label of n-Propyl Alcohol. The type of hazards identified according
to the pictograms were:
● Physical Hazard
● Health Hazard
In case of eye contact, it is necessary to take the following measures:
● Protect unexposed eye. Immediately flush with water for at least 15 minutes. Immediately get medical
assistance.

UNIT NO. & TITLE: Unit 03 - Hazard Communication: NFPA Diamond and SDS
ID NO.: 2023-03411-MN-0 PAGE NO: 1
No. 1: Make an NFPA hazard identification label for a deadly, stable radioactive substance but does not
burn.
Since the substance is a deadly, stable, and non-flammable radioactive material, the label would display a blue
diamond with the number 4 (for severe health hazard) and both the red and yellow diamonds would have the
number 0 (indicating no fire hazard and low reactivity).

UNIT NO. & TITLE: Unit 03 - Hazard Communication: NFPA Diamond and SDS
ID NO.: 2023-03411-MN-0 PAGE NO: 2
No. 2: You are to work with a 0.5N hydrochloric acid purchased from LabChem, Inc. The SDS is
available for download from the company’s website.
a) Is the product applicable for food use?

- Hydrochloric acid, especially at a concentration of 0.5N, is not intended for food use. It is a
highly corrosive and acidic substance, and its use in food or for human consumption is not
appropriate or safe.

b) Is the product flammable?
- No. According to its NFPA representation, the substance has a 0 on the red diamond,
indicating it’s a material that will not burn under typical fire conditions, including intrinsically
non-combustible materials such as concrete, stone, and sand.

c) What are the personal protective equipment (PPE) that you need to use when handling
the substance?
- According to Section 8: Exposure Controls/Personal Protection, the PPE required when
handling hydrochloric acid typically includes: Chemical resistant apron. Face shield. Gloves.
Safety glasses.
- The SDS also added:
Hand protection: Wear protective gloves.
Eye protection: Chemical goggles or face shield
Skin and body protection: Wear suitable protective clothing
Respiratory protection: Respiratory protection not required in normal conditions
d) What is (are) the available GHS pictogram(s) for the product?

- The SDS showed a Corrosive to metals GHS pictogram, indicating it’s a reactive hazard under
physical hazard.

e) What is the first aid measure during skin contact?
- According to Section 4: First-aid Measures, in case of skin contact, one should remove/take
off immediately all contaminated clothing. Rinse skin with water/shower. Immediately call a
poison center or doctor/physician.


UNIT NO. & TITLE: Unit 04 - Hazard Control
ID NO.: 2023-03411-MN-0 PAGE NO: 1
No. 1: What are the different hierarchy of hazard controls? Give an example for each
Elimination:
● The highest and most effective level of hazard control is elimination. This involves completely
removing the hazard from the workplace, eliminating the risk to workers.
● Example: In a manufacturing plant that previously used a toxic chemical in its production
process, a decision was made to remove the toxic chemical altogether in the production. This
eliminated the risk associated with the toxic chemical and protected the workers from potential
exposure.

Substitution:
● When elimination is not feasible, substitution involves replacing a hazardous material, process,
or equipment with a less hazardous alternative, reducing the risk to workers.
● Example: Consider a research laboratory that uses a highly toxic solvent for cleaning
equipment. To reduce the risk to workers, the laboratory manager decides to replace the toxic
solvent with a safer, environmentally friendly cleaning solution. This substitution mitigates the
risk while maintaining the functionality required.

Engineering Controls:
● Engineering controls involve the use of physical modifications to the workplace or the work
process to reduce or isolate hazards.
● Example: In an industrial setting where noise levels exceed safety limits, engineering controls
might involve installing sound barriers around noisy equipment, or using sound-absorbing
materials in the facility's design. These measures help reduce noise exposure for workers,
promoting a safer and more comfortable work environment.

Administrative Controls:
● Administrative controls focus on changing work procedures or practices to reduce the risk of
exposure to hazards.
● Example: In a construction site, where there is a risk of workers being exposed to extreme heat
during the summer months, an administrative control could be the implementation of a work
schedule that shifts outdoor activities to cooler parts of the day. By doing this, workers are less
likely to experience heat-related illnesses and discomfort.

Personal Protective Equipment (PPE):
● The last level of the hierarchy involves providing workers with personal protective equipment,
such as gloves, goggles, helmets, respirators, and other gear designed to shield them from
hazards.
● Example: In a chemical laboratory, where it may not be feasible to eliminate or substitute all
hazardous chemicals, PPE like lab coats, safety goggles, and gloves is crucial to protect
workers from chemical splashes or spills. While PPE is the last line of defense, it is still an
essential component of workplace safety.

ID NO.: 2023-03411-MN-0 PAGE NO: 2
No. 2: Give situations when you can appropriately use safety glasses, safety goggles, and face
shields.
Safety Glasses:
Safety glasses are a fundamental piece of personal protective equipment (PPE) that should be worn in a
range of situations where there is a potential risk to the eyes but not inclusive to a chemical splash. They are
characterized by their side shields and are most suitable for protecting against low to moderate impact
hazards. Some situations in which safety glasses should be appropriately used include:
1. In chemical reactions involving corrosive acids or bases, safety glasses are necessary to guard against
potential splatters or chemical spills that can result in eye damage.
2. When transferring liquids or using pipettes, there is a risk of small droplets being ejected. Safety
glasses are a must to prevent chemical contact with the eyes.
Safety Goggles:
Safety goggles provide a more comprehensive seal around the eyes and are indispensable when dealing with
liquid chemical hazards that can result in more severe consequences. In chemistry, situations that warrant the
use of safety goggles include:
1. During the preparation of chemical compounds, especially when working with volatile or reactive
substances, safety goggles are crucial to protect against chemical splashes and fumes.
2. In processes involving the heating or condensation of chemicals, safety goggles prevent the potential
release of hot or volatile substances that can harm the eyes
3. When conducting experiments with chemicals that may undergo rapid reactions, release gases, or
create pressure, safety goggles are essential to prevent eye exposure to any unexpected outcomes.
Face Shields:
Face shields offer the highest level of protection for the face and eyes in chemistry applications. They are
employed in situations where there is a high risk of extensive chemical exposure or other significant hazards,
such as:
1. During experiments or processes that involve high-energy reactions, such as those generating heat,
pressure, or the release of hazardous gases, face shields are indispensable to provide comprehensive
protection.
2. Pyrophoric chemicals spontaneously ignite upon contact with air. Face shields are necessary when
working with these substances to prevent eye and facial exposure to flames or sparks.
3. When responding to chemical spills, especially involving large quantities of hazardous substances,
face shields offer full-face protection against chemical splashes and airborne particles.

ID NO.: 2023-03411-MN-0 PAGE NO: 3
No. 3: The lesson on Chemical Safety ends with the slogan “Think Safety First.” Why is this so?
How are you going to practice during times of emergencies? Cite an example of a situation to
answer the question.
A scenario that explores “Think Safety First” would be the development and successful application of
life-saving medications and provide an excellent example of how stringent safety measures and rigorous
testing protocols have led to breakthroughs in the pharmaceutical industry while ensuring patient safety.
Before any new drug is tested on humans, it undergoes extensive preclinical testing in laboratories. This
phase involves in vitro and in vivo studies to evaluate the drug's efficacy and safety. Researchers meticulously
assess potential risks and side effects to ensure the well-being of future patients.
Even after a drug is approved and available to the public, post-market surveillance continues to monitor its
safety. Adverse events are reported and thoroughly investigated to identify any potential safety concerns.
Thus this production process, exemplifies the universal importance of prioritizing safety in any field that
involves hazardous materials, whether they are chemicals, radiation, or other potentially harmful substances.
"Think Safety First" transcends specific disciplines and serves as a resounding call to action for us to embrace
safety as a guiding principle, to safeguard lives, protect the environment, and minimize harm, especially during
times of emergencies.

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CHEMISTRY FOR ENGINEERS – LECTURE ANSWER SHEET FOR ACTIVITIES AND ASSESSMENT

LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

As a Member of the Community:

As a Student of Chemistry for Engineers:

As a Future Professional in the Engineering Field:

LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

No. 4: How would you determine if a substance is hazardous or not?

Physical Hazard vs. Chemical Hazard:

Chronic Hazard vs. Acute Hazard:

LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

No. 1: What does “GHS” mean and why is it important?

LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

When inhaled, it is necessary to take the following measures:

LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

In case of eye contact, it is necessary to take the following measures:

LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

​ a) Is the product applicable for food use?

Hand protection: Wear protective gloves.

Eye protection: Chemical goggles or face shield

Skin and body protection: Wear suitable protective clothing

Respiratory protection: Respiratory protection not required in normal conditions

​ d) What is (are) the available GHS pictogram(s) for the product?

LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

LESSON NO. & TITLE: LESSON 01 - CHEMICAL SAFETY

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a) Is the product applicable for food use?

d) What is (are) the available GHS pictogram(s) for the product?