Year 8 Science · Unit 3 · Lesson 10
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Learning Goals
Real-world context
A Year 8 class at Newington College in Sydney is setting up an acid-base neutralisation experiment using hydrochloric acid (HCl, corrosive) and sodium hydroxide (NaOH, corrosive). The teacher asks each group to complete a risk assessment before beginning. The experiment will be conducted at benchtops in a standard science laboratory with running water nearby.
Design a risk assessment
Identify three hazards from this experiment, assess the risk each poses, and describe a control measure to reduce each risk.
| Hazard | Who could be harmed and how | Control measure |
|---|---|---|
| Hazard 1: | ||
| Hazard 2: | ||
| Hazard 3: |
Compare two (and three!)
Complete the table to compare the corrosive, flammable, and toxic hazard symbols.
| Feature | Corrosive | Flammable | Toxic |
|---|---|---|---|
| What does this symbol mean? | |||
| Example substance with this symbol | |||
| Main body part at risk | |||
| Two precautions to take | |||
| Emergency response if exposed |
1. A student says: "I've done this experiment before and nothing bad happened, so I don't need goggles this time." Identify two problems with this reasoning, using what you know about safety practice in laboratories.
2. Explain why a risk assessment is still necessary even when the chance of an accident is very low. Use an example from a professional Australian science setting to support your answer.
Wrap Up
In one sentence, what was the main idea of this lesson?