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In an age when our computer-savvy students are increas-ingly adept in the use of CD animations and virtual reality,the science fiction comic book genre remains popular, as isevident by its continued visibility in bookstores and on maga-zine stands. For generations, excellent artwork, entertainingstory lines and affordability have made it so. The legitimacyand introduction of comic scenes into academic curricula asa medium for the teaching of art (1), behavioral psychology(2) and science-related topics (3, 4) such as in the presenta-tion of microscale chemistry as a laboratory technique (5)have been well documented. In his extensive survey of thecomic book literature in this Journal (6, 7), Henry Carterpoints to numerous instances of chemistry themes being in-corporated in the text of stories. The topics that he liststherein, extracted predominantly from the CLASSICS Illus-trated comic books published from 1941 to 1971, includemany with which chemistry students are familiar. The presentarticle proposes that critiquing chemistry lab images in comicsis of value in teaching safety in the lab.

This exercise also provides an opportunity to discuss aca-demic plagiarism, scientific ethics, and academic honesty (8).Students learn that, prior to using printed images such asthese ones presented here, one must first obtain written per-mission from publishers or the intellectual owners of thatprinted matter.

While a stereotypical image presented in comics is of sci-entists working at their lab benches, absent from Carter’s re-view is a consideration of lab safety, a topic of paramountimportance in high school, college, and industrial laborato-ries. Unfortunately, for many students about to embark onthe lab component of a chemistry course, a preliminary andthorough discussion of safety considerations and rules, al-though certainly essential, can be excruciatingly bland. To

help sustain interest and perhaps even make learning lab safetyfun, this paper proposes using as visual aids superhero, crimefighting icons of comic book mythology familiar to manystudents. The instructor may as well use a non-superhero typefictional character, such as Sherlock Holmes, found on thecover of a recent issue of this Journal (9). In comic book im-ages from the 1940s, we note that early in their crime-fight-ing careers, Jay Garrick (Flash) and Bruce Wayne (Batman)honed their forensic and analytical skills by conducting chem-istry experiments at lab bench situations. At one point, Wayneexclaims, “I’ve got to know science thoroughly to become ascientific detective” (10). In the following exercise, studentsare encouraged to ferret out and critique the laboratory fauxpas represented in select images presented (11).

In the inaugural issue of the comic strip character Flash(12), Jay Garrick’s science teacher refers to him as a “bril-liant student”. Yet his actions in subsequent illustrations in-dicate anything but those of a prudent student, for he violatesbasic lab safety considerations throughout. The images (Fig-ure 1) show Jay remaining in the school lab unsupervised untilthe early hours of the morning, at which time he seems clearlytired. He appears without protective eyewear (safety glassesor goggles) and dresses in entirely inappropriate attire (a suitand necktie). This is far removed from donning appropriateloosely fitting clothing or a protective lab coat. An uncorkedflask containing volatile liquids (as one can ascertain fromfumes in the lab) sits beside him, and should rather have beenplaced in a well-ventilated fume hood. Jay pulls up a chair,which is an obvious physical obstruction in lab, and lights acigarette. In addition to the health concerns of cigarette smok-ing (laden with hydrocarbon carcinogens), the organic sol-vents present are highly flammable and lighting a match atthis time would be strictly forbidden. He casually seats him-

Teaching Chemistry Lab Safety through ComicsPasquale Di RaddoDepartment of Physical Sciences, Ferris State University, Big Rapids, MI 49307; diraddop@ferris.edu

Safety Tipsedited by

Timothy D. ChampionJohnson C. Smith University

Charlotte, NC 28216

Figure 1. The Flash at work in the school chemistry laboratory. DC Comics. All rights reserved. Used with permission.

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self, stretches back, and inadvertently knocks over and shat-ters a chemical-containing flask behind him. Due to the sub-sequent release of reaction flask fumes and dangers inherentin this situation, the character should immediately havereached for a fire alarm or, at the least, evacuated the facility.Foolishly, he attempts to retrieve the shattered glass withouteither protective gloves or the use of a broom, but rather withbare hands. Even a tiny cut resulting from this action wouldpermit the entry of small quantities of possibly dangerouschemicals into his bloodstream. Escaping chemical fumes areseen to overcome him in the next scene (not shown) as hecollapses onto the broken glass, remaining sprawled on thefloor and unconscious.

A second illustration that we use portrays Bruce Wayne,in training as Batman (13), in his private lab quarters (Fig-ure 2). Although the reaction test tubes are corked, vaporsare clearly visible in the scene, meaning that he too shouldbe working in the enclosed area of a ventilated fume hood.Bruce’s lab attire is clearly superior to that of Mr. Garrick’sin that he is wearing a full-length lab coat and safety glasseswith side shield protection.

A final scenario (Figure 3) is taken from a CLASSICSIllustrated comic book cover based on the novel Dr. Jekyll andMr. Hyde that was reproduced in a previous issue of this Jour-nal (6). Here is a scene fraught with safety violations. An aus-tere looking Dr. Jekyll is shown working alone in his labdevoid of eyewear protection and wearing inappropriate labo-ratory clothing, as noted by his Sunday best shirt and bowtie. Rather than a skimpy lab apron, he should have on afull-length lab coat with long sleeves to protect his bare armsfrom chemical contact and subsequent skin irritation. A closerinspection seems to show that Jekyll’s hair is slicked back,probably due to his liberal use of flammable hairspray. Bookson the counter add to the bench clutter about him, so thathe might easily bump and knock something over. Jekyll isdepicted as pouring a liquid from a flask into a narrow testtube without either the use of a graduated cylinder and fun-nel or test tube clamp (the reaction broth appears to be exo-thermic and possibly hot to the touch). Nor does he weargloves to protect his hands from chemical contact. Fumes re-leased from the reaction tube are clearly evident and exag-gerated to take on the amorphous form of Mr. Hyde. Hence,there is again a necessity that this experiment be conductedin a ventilated fume hood (a locale where Hyde can at leastbe contained). At the image’s foreground, distillate drippingfrom the retort into a drinking glass implies that he is aboutto consume a beverage in lab. Not! Alcohol use impairs hand-eye coordination and perhaps further precipitates lab acci-dents. Clearly, my students have pointed out, the doctorappears preoccupied, angry, careless, and not enjoying the labexperience.

In contrast to these scenes, students are then shown typi-cal modern-day images of chemists at work (14, 15). In theformer reference there is an image of pristine lab facilities inwhich several scientists, in appropriate attire, are weighingchemicals on analytical balances, perhaps engaged in combi-natorial chemistry research. Another image therein indicatesa wealth of computers in the lab facility, which serves as theinformation reference source of choice. In the latter refer-ence, two scientists are depicted in serious discussion stationedat a state-of-the-art fume hood.1

In conclusion, comic book scenes may be used as a me-dium to facilitate and promote lab-related safety educationthrough richness of colorful and entertaining imagery. Teach-ers may readily obtain permission for the use of these andother relevant images for presentation in their classrooms bycontacting the appropriate publishers of the magazines wherethey are found (16).

Acknowledgments

I thank Raymond Dickinson for his encouragement andassistance with this work.

Figure 3. Dr. Jekyll prepares a frothy solution. Copyright 1951Gilberton Company.

Figure 2. Bruce Wayne (Batman) experimenting in the Bat Cave.DC Comics. All rights reserved. Used with permission.

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Note

1. All three aforementioned laboratory scenes take place out-side a fume hood.

Literature Cited

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sented at the 15th Biennial Conference on Chemical Educa-tion, University of Waterloo, Waterloo, Ontario, Canada, Aug9–13, 1998; Paper S64.

4. Carraher, C. E. J. Chem. Educ. 1975, 52, 654.5. Szafran, Z.; Pike, R. M.; Singh, M. M. J. Chem. Educ. 1994,

71, A151.6. Carter, H. A. J. Chem. Educ. 1988, 65, 1029–1035.7. Carter, H. A. J. Chem. Educ. 1989, 66, 118–123.8. Kovac, J. The Ethical Chemist: Professionalism and Ethics in Sci-

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9. Lucy, C. A. J. Chem. Educ. 2000, 77, 459–470. The pictureof Sherlock Holmes is featured in this article and on the coverof the April issue.

10. Gresh, L. H.; Weinberg, R. The Science of Superheroes; JohnWiley & Sons: Hoboken, NJ, 2002; p 36.

11. In the popular series of Archie comic book periodicals, the lead-ing character is regularly depicted inappropriately attired inexaggerated lab settings, such as in having blown up the con-tents of a reaction flask after mixing various concoctions. Seefor examples the covers of Laugh Digest, No. 196, Nov 2004and Archie, No. 551, Nov 2004.

12. Famous 1st Editions; National Periodical Publications: NewYork, 1975; Vol. 2, Aug, 3–4

13. Batman in the Forties; DC Comics: New York, 2004; p 1714. Chem Eng. News 2004, July 26, 2315. Chem Eng. News 2004, August 9, 3116. A tutorial on copyright information may be found at http://

www.utsystem.edu/ogc/intellectualproperty/cprtindx.htm#top (ac-cessed Jan 2006).