Provides a brief sketch of this safety act, put into effect in Great Britain in April, 1975. (MLH)

Eleven practical microbiology books intended or recommended for schools have been evaluated for safety. A number of the texts are unsatisfactory and suggest techniques and, or organisms which are potentially dangerous. (Author)

Describes chemical labeling standards published by the Association for Science Education in Great Britain to guide educators in identifying hazardous chemicals. (MLH)

Discusses the code of the Royal Institute of Chemistry (RIC) in Great Britain concerning laboratory safety; includes sections on hazardous chemicals and techniques, and legal responsibilities. (MLH)

Quotes several sections of the Health and Safety at Work etc. Act 1974, and discusses how these sections will affect science teaching at all levels in Great Britain. (MLH)

Discusses means of disseminating information about hazardous laboratory materials and situations; includes student-student contact, student-teacher contact, textbooks, research papers, and government services. (MLH)

Discusses the operation of the Health and Safety at Work etc. Act 1974 in relation to British universities. (MLH)

Discusses types of laboratory waste materials and methods for their safe disposal. (MLH)

Describes some of the problems likely to be encountered by British science teachers and school science departments in the implementation of laboratory standards under the Health and Safety at Work etc. Act 1974. (MLH)

Describes safety education curriculum units produced by the Science Teacher Education Project (STEP) in Great Britain. (MLH)

Safe science in schools depends on the premise that students and teachers share similar perceptions on issues of safety related to the general level of a student's maturity. Suggests that a divergence rather than a convergence of perception actually occurs. (DDR)

Discusses safety in school laboratories and school lab accidents in Britain and suggests ways of reducing potential hazards of school science. (HM)

Recommends beginning certain chemistry courses with revision and consolidation of mole calculations. Argues that by choosing examples related to health and safety, mole calculations can be made less academic while raising student awareness of important issues. (DDR)

Summarizes advice from the Laboratory Safeguards Subcommittee of the Association for Science Education related to flames and heat, hazardous chemicals, electricity and dangerous voltages, and mechanical hazards. Knowledge is cited as the key to preventing accidents in physics laboratories. (DH)

Describes the use and handling of alkali metals in school laboratories and seeks to reexamine precautions which one may reasonably take before executing routine procedures since their use, even by skillful teachers, occasionally results in accidents in the form of violent explosions. (Author/SK)