KIM WOODS TO COMPLETE WORK

MOS 5201, Safety Engineering 1

Course Description Considers the application of appropriate workplace hazard controls based on findings from the hazard recognition and analysis process in the contemporary work environment. Special emphasis is given to working with other professionals throughout the organization to assure proper implementation of controls.

Course Textbook Mroszczyk, J. W. (Ed.). (2012). Safety engineering (4th ed.). Des Plaines, IL: American Society of Safety Engineers.

Course Learning Outcomes Upon completion of this course, students should be able to:

1. Explain the concept of prevention by design. 2. Discuss hazard recognition, investigation, and analysis methods. 3. Apply appropriate calculations to the hazard analysis process. 4. Recommend controls for workplace hazards. 5. Explain hazard control technologies related to common construction hazards. 6. Perform risk assessment methods in conjunction with hazard assessment. 7. Apply risk assessment results to selection of controls for workplace hazards. 8. Evaluate residual risk associated with recommended controls for workplace hazards.

Credits Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.

2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material. 3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.

Suggested Readings are listed in the unit study guides to aid students in their course of study. The readings themselves may or may not be provided in the course, but students are encouraged to read the resources listed if the opportunity arises as they have valuable information that expands upon the lesson material. Students will not be tested on their knowledge of the Suggested Readings.

4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in each unit to aid students in their course of study.

5. Unit Assessments: This course contains seven Unit Assessments, one to be completed at the end of Units I-VII. Assessments are composed of written response questions.

6. Unit Assignments: Students are required to submit for grading Unit Assignments in Units IV, and VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.

7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

8. Student Break Room: This communication forum allows for casual conversation with your classmates.

MOS 5201, Safety Engineering Course Syllabus

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CSU Online Library There is a virtual library with resources, including both journals and ebooks, to support your program and your course at Columbia Southern University. eResources are accessible 24 hours a day/7 days a week from the CSU Online Library gateway page. To access the library, log into myCSU, and then click on CSU Online Library. Resources are organized in the library by title, but if you click on Research Guides, you will find eResources arranged by subject. The Library Reference service is available 7 days a week; you can reach CSU’s virtual librarians by emailing [email protected]. These professional librarians will be glad to help you develop your research plan or to assist you in any way in finding relevant, appropriate, and timely information. Librarian responses may occur within minutes or hours, but it will never take more than 24 hours for a librarian to send a response to the email address you have provided. Replies to reference requests may include customized keyword search strategies, links to videos, research guides, screen captures, attachments, a phone call, live screen sharing, and meeting room appointments, as well as other forms of instruction.

Unit Assignments Unit IV Case Study Using the CSU Online Library, locate a case study about a fire in either a hotel or high-rise office building. Do not use any of the case studies in the textbook. Write a review of the case that is a minimum of 300 words in length. Your review should answer the following questions:

 What were the main factors that caused the fire?

 What was the fuel source for the fire?

 Were there design flaws in the building that contributed to either the start of the fire or the size of the fire?

 Were there issues with the building design or maintenance that hindered the fire response?

 What recommendations would you have made to the building design or maintenance that you believe would have

prevented the fire from starting or reduced the severity of the outcome?

The case study and any additional sources must be cited in the text and references provided in APA style. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VIII Project Read the background and scenario descriptions in Sections I and II of the instructions. Prepare a paper addressing each of the subsections of Section III. Make sure you read each section completely and carefully before preparing your paper.

I. Background

Acme International has a small manufacturing shop that includes two welding stations and a separate paint room. Two welders produce small components for automobiles using stainless steel and MIG welding. After grinding has been performed in the welding bays, the parts are painted in the paint room. The only ventilation present is a ceiling fan in each room that is used for general dilution ventilation. Note: Because of specifications from their client, substitution is not a viable control method for either the welding or painting operations. An industrial hygienist (IH) recently conducted air monitoring at the facility. In the welding bays, the IH conducted initial monitoring with a personal sample collected on each welder and analyzed for hexavalent chromium (Cr+6). The results showed that time weighted average (TWA) exposures were 6.2 micrograms per cubic meter (µg/m3) and 6.6 µg/m3. The OSHA TWA PEL is 5 µg/m3 with an action level of 2.5 µg/m3. The paint area uses primer and paint containing benzene, ethyl benzene, toluene, and xylene. Workers in the area also use acetone on rags to clean surfaces. One employee was sampled for the entire work shift. A second employee was sampled for 15 minutes (STEL sample) while cleaning with the acetone and for 15 minutes (STEL sample) while mixing the primer and paint. The table below summarizes the results of the sampling, along with the applicable permissible

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exposure limits (PELs) established by OSHA and the guidelines (threshold limit values or TLVs) published by the American Conference of Governmental Industrial Hygienists (AGGIH).

Table 1

Analyte Sample Type

Analytical Results

OSHA PEL ACGIH TLV

TWA STEL TWA STEL

Benzene TWA STEL

12 ppm 25 ppm

1 ppm 5 ppm

0.5 ppm 2.5 ppm

Ethyl Benzene TWA STEL

20 ppm 35 ppm

100 ppm NE

20 ppm NE

Toluene TWA STEL

15 ppm 30 ppm

200 ppm 500 ppm (10 min.)

20 ppm NE

Xylene TWA STEL

24 ppm 36 ppm

100 ppm NE

100 ppm 150 ppm

Acetone TWA STEL

14 ppm 124 ppm

1000 ppm NE

200 ppm 500 ppm

ppm = parts per million NE = None Established

II. The Scenario

You have been hired by Acme International to evaluate the work areas, recommend controls, design the controls, and install the controls.

III. Assignment

1. Analyze the hazards in both areas of the facility using one of the methods described in Chapter 3 of the

textbook. You should identify at least two hazards in each area (welding and painting).

2. Perform a risk assessment on at least two hazards in each area using the 4X4 matrix in Table 17-3 of the

textbook.

3. Prioritize the need for controls for the hazards you selected based on the results of the risk assessment.

4. Using the hierarchy of engineering controls listed on page 420 of the textbook, recommend a control

method for each hazard that you believe would be the most effective in reducing risk to an acceptable level.

Use the 4X4 matrix to show the reduction in risk for each hazard. Note: At least one control method must be

a local exhaust ventilation (LEV) system.

5. For the LEV, specify the hood configuration, a recommended capture velocity, and a recommendation for

treatment of the exhaust stream. Explain why you made the choices and support your decisions with at

least one reference other than the text.

6. Discuss how Prevention through Design could be used to reduce the risks associated with these operations

if you were hired to design a new facility performing these same activities from scratch.

Prepare your paper in a properly formatted APA document, including a title page, a brief abstract section, the body of the paper, and a reference page. The body of your paper must be a minimum of four pages in length and double-spaced (title page, abstract, and reference page do not count toward the four-page minimum). You must use your textbook and at least one other source. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

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APA Guidelines CSU requires that students use APA style for papers and projects. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. Students can find CSU’s Citation Guide in the myCSU Student Portal by clicking on the “Citation Resources” link in the “Learning Resources” area of the myCSU Student Portal. This document includes examples and sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities. Rubric categories include: (1) Assessment (Written Response) and (2) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments). The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment. Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.” Again, it is vitally important for you to become familiar with these rubrics because their application to your Assessments and Assignments is the method by which your instructor assigns all grades.

Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Once you have completed Unit VIII, you MUST unsubscribe from the forum; otherwise, you will continue to receive e-mail updates from the forum. You will not be able to unsubscribe after your course end date. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information.

MOS 5201, Safety Engineering 5

Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Grading

Unit Assessments (7 @ 4%) = 28% Unit IV Case Study = 36% Unit VIII Project = 36% Total = 100%

Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

MOS 5201, Safety Engineering 6

MOS 5201, Safety Engineering Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course.

Unit I Hazard Recognition, Investigation, and Analysis Methods

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 1: Approaches to Safety  Chapter 2: Standards and Legislation  Chapter 3: Recognition and Control of Hazards  Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

Unit II Recommending Controls for Workplace Hazards

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 4: Work Systems and Ergonomics  Chapter 5: Personal Protective Equipment  Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

Unit III Performing Calculations for the Hazard Analysis Process

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 6: Environmental Controls  Chapter 7: Walking and Standing Surfaces  Chapter 8: Egress and Life Safety  Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

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MOS 5201, Safety Engineering Course Schedule

Unit IV Hazard Control Technologies for Fire and Explosives Hazards

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 9: Fire Prevention and Suppression  Chapter 11: Explosion  Suggested Reading: See Study Guide

Submit:  Case Study  Assessment

Notes/Goals:

Unit V Hazard Control Technologies for Radiation, Noise, and Hazardous Materials Hazards

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 10: Noise and Noise Control  Chapter 12: Radiation  Chapter 13: Hazardous Materials  Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

Unit VI Hazard Control Technologies for Mechanical, Electrical, and Tool and Machine Hazards

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 14: Mechanical Hazards  Chapter 15: Electrical Hazards  Chapter 16: Tools and Machine Controls  Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

MOS 5201, Safety Engineering 8

MOS 5201, Safety Engineering Course Schedule

Unit VII Risk Assessment Procedures

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 17: Principles of Risk Assessment and Machine Safeguarding  Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

Unit VIII Prevention by Design

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 20: Prevention through Design  Chapter 21: Case Studies  Suggested Reading: See Study Guide

Submit:  Project

Notes/Goals:

MOS 5201, Safety Engineering 1

Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to:

2. Discuss hazard recognition, investigation, and analysis methods. 2.1 Discuss the requirements for hazard assessment and control by

comparing regulations and standards. 2.2 Analyze hazards in an industry by calculating incidence rates. 2.3 Develop techniques for analyzing hazards by comparing common

hazard analysis methods. 2.4 Assess control techniques by prioritizing available control methods.

Unit Lesson Safety and health programs in U.S. facilities have greatly improved since the Occupational Safety and Health Act was passed in 1970. The Occupational Safety and Health Administration (OSHA) has been proactive in addressing workplace hazards to reduce workplace injuries, illnesses, and deaths since that time. According to the U.S. Bureau of Labor Statistics (1995), private industry employers had an overall injury and illness incidence rate of 11.0 per 100 full-time workers in 1973. That incidence rate has steadily declined over the years to 3.4 per 100 full-time workers in 2012, the latest year for which data are available (U.S. Department of Labor, Bureau of Labor Statistics, 2013). The number of work-related deaths has also declined from a total of 6,217 in 1992 to 4,628 in 2012 (U.S. Department of Labor, 2014). The number of work-related deaths in 2012 still represents almost 13 deaths in the workplace every day. Most safety professionals consider one work-related death to be too many. Further reduction in the numbers of work-related injuries, illnesses, and deaths requires a consolidated effort between all branches of safety professionals. Safety as a profession includes the identification and evaluation of workplace hazards. The term hazard has evolved in meaning over the years. Hazard is most commonly defined as the potential for causing harm to humans or the environment. Many individuals fail to distinguish between the terms hazard and risk. Risk is generally defined as the evaluation of the probability that some harm will occur related to a hazard, and the severity that would be associated with the hazard. An understanding of these terms is important when identifying and evaluating hazard in the workplace. Whenever a hazard is present in a workplace, some level of residual risk is also present. As a relative term, safe is a determination of the acceptability of risk, or What is an acceptable level of risk? Risk management is a specialized field in safety dealing with identifying and implementing controls to reduce risks in the workplace to what are considered an acceptable level. It is within risk management that safety engineers typically assert their influence. Traditionally, safety engineers have become involved after hazards have been identified in a workplace. The engineers would evaluate the hazards and

Reading Assignment Chapter 1: Approaches to Safety Chapter 2: Standards and Legislation Chapter 3: Recognition and Control of Hazards

Suggested Reading See information below.

Learning Activities (Non-Graded) See information below.

UNIT I STUDY GUIDE

Hazard Recognition, Investigation,

and Analysis Methods

MOS 5201, Safety Engineering 2

risks and recommend engineering or administrative controls to reduce the risks to some specified acceptable risk level. Recently, more emphasis has been placed on prevention of accidents through the design of machines or processes. This process is called “Prevention through Design” or “Safety through Design.” Some of you may remember an explosion that occurred at a Titan II ICBM missile silo in 1980. The Titan II ICBM was liquid fueled, using two hypergolic chemicals: nitrogen tetroxide, and unsymmetrical dimethyl hydrazine (UDMH). On September 18, 1980, some airmen from the maintenance squadron were working on a platform near the top of the missile in the silo. An airman dropped a wrench socket, which rolled to the edge of the platform and fell through a gap between the platform and the missile. After freefalling approximately 80 feet, the socket struck and punctured the skin of the missile, releasing UDMH into the silo. All personnel evacuated the silo safely, but the next morning two airmen were sent into the silo to take readings of the air concentrations of UDMH. After receiving high readings they departed the silo and made their way to the top of the stairs and exited the complex. As they were leaving the UDMH exploded killing one of the airmen, injuring 21 others, and destroying the complex. What lessons can we learn from this historical example? At the time, the risks associated with maintenance work in the missile silo were underestimated, and no risk management plan had been implemented. One reason the accident occurred was because the standard operating procedures (SOPs) were not followed. The platforms had extensions with rubber flaps that were supposed to be extended, sealing the gap through which the socket fell. After the accident occurred all three Titan II missile wings conducted hazard/risk assessments related to maintenance in the silos, and new risk management

procedures were implemented—including a policy that a crew member would be present during every maintenance procedure performed inside the silo to ensure SOPs were correctly followed. This is an historical example of how simple hazard analysis and risk management procedures could have been used to reduce the risk associated with an extremely hazardous situation. Consider a situation where a construction company is building a 30-story office building. There are workers present on every floor of the building who are working under different levels of completion of the project. The first five floors already have the outer “envelope,” including walls and windows installed, and interior work is being performed. The next 10 floors have some level of completion of the outer envelope, but there are still openings in the walls. The upper floors are basically just the skeleton of the building. If one focuses on the fall hazard that is present, one can see how the first three chapters of the textbook apply. A review of the U.S. Department of Labor data (2014) shows that the construction

industry accounted for more deaths than any other industry—except transportation. Most of the deaths in construction were due to falls. The tools presented in Chapter 3 of the textbook could be used to evaluate the risks associated with the work being performed on the building, and a risk management program could be implemented to reduce the risks associated with falls on this project to a level that would be considered acceptable. Can you think of some safety engineering controls that you have seen on construction projects related to falls? How effective do you believe the controls are that you have seen on construction projects? As we proceed through this course, we will review and evaluate some engineering controls related to falls.

MOS 5201, Safety Engineering 3

References

U.S. Department of Labor, Bureau of Labor Statistics. (1995). Workplace injuries and illnesses in 1994 (USDL Publication No. 95-508). Retrieved from http://www.bls.gov/iif/oshwc/osh/os/osnr0001.pdf

U.S. Department of Labor, Bureau of Labor Statistics. (2013). News release: Non-fatal

injuries and illnesses (USDL Publication No. 13-2119). Retrieved from http://www.bls.gov/news.release/archives/osh_11072013.pdf

U.S. Department of Labor, Bureau of Labor Statistics. (2014). Revisions to the 2012

census of fatal occupational injuries (CFOI) counts. Retrieved from http://stats.bls.gov/iif/oshwc/cfoi/cfoi_revised12.pdf

Suggested Reading The CSU Online Library contains many articles that relate to the Unit I readings. The following are just a few of the related articles that can be found in the Academic Search Complete database:

 The Failure Mode and Effect Analysis (FMEA) method has been used to analyze hazards. The 2010 article “Enhancing the Failure Mode and Effects Analysis Methodology with Fuzzy Inference Techniques” found in the Journal of Intelligent & Fuzzy Systems discusses how to improve the outcomes of FMEA and Risk Priority Number (RPN) methodologies using fuzzy RPN models. Tay, K. M., & Lim, C. P. (2010). Enhancing the failure mode and effect

analysis methodology with fuzzy inference techniques. Journal of Intelligent & Fuzzy Systems, 21(1/2), 135-146. doi:10.3233/IFS-2010- 0442

 Fault Tree Analysis is another methodology that has been used for hazard analysis. Historically, the use of NOT gates has been discouraged for FTA. The May 2001 article, “The Use of NOT Logic in Fault Tree Analysis” in Quality & Reliability Engineering International discusses both the difficulties and benefits that can be derived from incorporations of NOT logic. Andrews, J. D. (2001). The use of NOT logic in fault tree analysis. Quality &

Reliability Engineering International, 17(3), 143-150. doi:10.1002/qre.405

 Workplace Injuries and illnesses have steadily declined in the United States since the passage of the OSH Act in 1970. “Workplace Injury and Illness Rate Continues Downward Trend” in Professional Safety summarizes the downward trend. American Society of Safety Engineers. (2008). Workplace injury & illness rate

continues downward trend. Professional Safety, 53(12), 6.

 OSHA will periodically publish new standards and update existing standards. The June 2014 Professional Safety article “OSHA Publishes New HazCom Resources” discusses the recent OSHA update to the HazCom standard.

American Society of Safety Engineers. (2014). OSHA publishes new hazcom resources. Professional Safety, 59(6), 20.

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Learning Activities (Non-Graded) The OSHA and Bureau of Labor Statistics websites contain summaries of workplace injuries, illnesses, and deaths. Browse the web sites (www.osha.gov and www.bls.gov). Summarize the trends in overall injuries, illnesses, and deaths in the United States over the last decade. Which occupations appear to have the greatest risk for deaths? Which rate did you use to make that decision? If you are currently familiar with a workplace that records OSHA injuries and illnesses, compare the most recently posted summary with the rates you find on OSHA or BLS sites. How does OSHA use the rates from individual sites? Non-graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information.

MOS 5201, Safety Engineering 1

Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to:

4. Recommend controls for workplace hazards. 4.1 Discuss ergonomics, how work systems affect ergonomic issues, and

controls that can be used for ergonomic hazards in a workplace. 4.2 Analyze the positive and negative attributes of personal protective

equipment. 4.3 Compare and contrast the different types of personal protective

equipment based on the body parts that they are designed to protect. 4.4 Apply personal protective equipment to specific workplace hazards.

Unit Lesson In any workplace, there will be at least some interaction between humans and the work environment. This interaction can play an important role in the risk of injuries and illnesses. Injuries associated with repetitive movements while working with machines are called musculoskeletal disorders (MSDs). The Bureau of Labor Statistics (U.S. Department of Labor, 2013) identified MSDs as the leading cause of non-fatal occupational injuries and illnesses requiring days away from work. MSDs accounted for 388,060 injury and illness cases in 2012. This was 34% of all injury and illness cases in 2012. OSHA developed a general ergonomics standard that became effective on January 16, 2001. In an unprecedented move, Congress rescinded the ergonomics standard on March 9, 2001 using the Congressional Review Act. The repeal also keeps OSHA from passing another broad ergonomics standard. OSHA responded to the Congressional repeal by issuing guidelines for specific industries where there were high rates of injuries and illnesses from MSDs. To date, OSHA has issued guidelines for foundries, nursing homes, shipyards, retail grocery stores, and poultry processing facilities. MSDs, and ergonomics in general, are regulated by OSHA under the General Duty Clause of the OSH Act. An entire branch of safety has been developed to deal with the interactions between the work environment, humans and MSDs, and it is called ergonomics. An ergonomist is an individual who specializes in studying and evaluating the interactions and designing and implementing controls to reduce the risk of injury. There are so many different types of interactions that may be present in a typical workplace that ergonomics must be a multidisciplinary field. Ergonomists regularly evaluate such interactions as illumination, noise, touch, weight (lifting), vibration, worker-machine interface, and stress. Each of these areas typically requires special training on how to evaluate and control risks. The textbook discusses the hierarchy of controls used by OSHA. Personal protective equipment (PPE) may be necessary during the time engineering and administrative

Reading Assignment Chapter 4: Work Systems and Ergonomics Chapter 5: Personal Protective Equipment

Suggested Reading See information below.

Learning Activities (Non-Graded) See information below.

UNIT II STUDY GUIDE

Recommending Controls for

Workplace Hazards

MOS 5201, Safety Engineering 2

controls are being implemented and if the employer can show that engineering and administrative controls cannot reduce the risks associated with hazards to an acceptable level. PPE is very common in industrial facilities in the United States. OSHA requires a written hazard assessment for all PPE used. PPE exists for the face, eyes, hands, feet, skin, and respiratory system. Within each of these categories, PPE can be classified depending on the type of protection that is provided. For example, there can be hand protection for heat, cold, sharp objects, chemicals, or abrasion. Facilities should establish and maintain effective PPE programs in order to maximize the effectiveness of PPE. The American National Standards Institute (ANSI) publishes several standards that specify the criteria that effective PPE must meet. These standards are legally enforceable because they have been incorporated by reference in the OSHA regulations (OSHA Incorporation by Reference Rule, n.d.). For example, safety glasses must comply with the ANSI USA Standard for Occupational and Educational Eye and Face Protection, ANSI Z87.1.

References

OSHA Incorporation by Reference Rule, 29 C.F.R. § 1910.6 (n.d.). U.S. Department of Labor, Bureau of Labor Statistics. (2013). Nonfatal occupational

injuries and illnesses requiring days away from work, 2012 (USDL Publication No. 13-2257). Retrieved from http://www.bls.gov/news.release/osh2.nro.htm

Suggested Reading The CSU Online Library contains many articles that relate to the Unit II readings. The following are just a few of the related articles that can be found in the Academic Search Complete database:

 Many MSDs occur because employees use faulty lifting techniques. The June 2014 article “Moving Things Around Safely” in Industrial Engineer discusses methods for moving objects without increasing the risk of MSDs. Lotz, C. (2014). Moving things around safely. Industrial Engineer, 46(6), 34-

38.

 Many job descriptions include the requirement to be able to lift specific weights or perform specific tasks. Some employees include pre-employment assessment to determine it a candidate meets the requirements. The June 2014 article “Ergonomic Data” in Professional Safety describes how to use data from pre-employment assessments in the most effective manner. Blankenheim, E., Korth, C., Baumann, J., & Samuels, M. (2014). Ergonomic

data. Professional Safety, 59(6), 58-66.

 Personal protective equipment (PPE) is common in facilities in the United States. In some cases the use of PPE may cause employees to view safety at their employment in a different light. The February 2014 article “Personal Protective Equipment” in Professional Safety discusses the effects that the use of PPE may have on employees.

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Dean, J. (2014). Personal protective equipment. Professional Safety, 59(2), 41-46.

 Respiratory protection may be required in many instances to reduce the risks associated with airborne hazards. Fire fighters are a group of employees that rely on respiratory protection in many environments that can be classified as immediately dangerous to life and health (IDLH). The December 2012 article “Developing an Effective Respiratory Protection Program” in Fire Engineering discusses how to develop a program to ensure respirators are used properly.

Stott, H. (2012). Developing an effective respiratory protection program. Fire Engineering, 165(12), 81-86.

Learning Activities (Non-Graded) OSHA uses a method called incorporation by reference to give some standards written by outside organizations the same force and effect as OSHA regulations. Go to OSHA’s web site (www.osha.gov) and review 29 CFR 1910.6. From the list of standards that have been incorporated by standard, choose three organizations that you are familiar with. Evaluate which of the standards that have been incorporated by reference apply the most to the job you currently have or are planning to enter. What additional risks do you think would be present if the standards had not been incorporated by reference? Non-graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information.

MOS 5201, Safety Engineering 1

Course Learning Outcomes for Unit III Upon completion of this unit, students should be able to:

3. Apply appropriate calculations to the hazard analysis process. 3.1 Discuss the different methods of fall protection and how OSHA

regulations relate to consensus standards regarding fall protection. 3.2 Explain the variables involved in slips and falls and the common

methods used to reduce the risks associated with walking surfaces. 3.3 Compare and contrast the different types of ventilation systems

available for airborne contaminant control. 3.4 Discuss life safety and how it relates to egress and emergency

evacuation. 3.5 Elaborate on the variables affecting heat stress and the most effective

methods for reducing risk associated with heat stress.

Unit Lesson Designing engineering controls for occupational settings is not an easy task. Most engineering controls require some calculation to ensure the controls will work effectively in the specific location where they will be used. There are numerous variables that can affect the performance of any controls that are installed. Therefore, simply purchasing and installing an existing control system is not typically an acceptable option. Safety engineers must evaluate the conditions present in the workplace and account for any variables that may affect the performance of the system. These variables can include environmental factors and factors associated with the design of the location where the controls will be installed. Each of these classes of variables requires careful consideration during the design and implementation phase. Airborne contaminants are one of the more common hazards that safety engineering must address. No one knows exactly how many chemicals are currently used in facilities in the United States. The Chemical Abstracts System (CAS), a division of the American Chemical Society (2014), currently lists approximately 88 million organic and inorganic compounds. It would be reasonable to assume that at least one million of these chemicals are being used in facilities in the United States at any point in time. In our last unit, OSHA’s hierarchy of control methods for addressing air contaminants in the workplace was discussed. OSHA requires employers to attempt to reduce exposures using engineering or administrative controls whenever exposures exceed an OSHA permissible exposure limit (PEL). Engineering controls are listed by the U.S. Department of Labor, OSHA (n.d.) as one of the best control methods and should always be used prior to relying solely on personal protective equipment (PPE).

Reading Assignment Chapter 6: Environmental Controls Chapter 7: Walking and Standing Surfaces Chapter 8: Egress and Life Safety

Suggested Reading See information below.

Learning Activities (Non-Graded) See information below.

UNIT III STUDY GUIDE

Performing Calculations for the

Hazard Analysis Process

MOS 5201, Safety Engineering 2

Currently, there are only about 500 PELs for chemicals used in facilities regulated by OSHA. However, OSHA (2003) regulates exposures to chemicals with no established PEL through Section 5(a)(1) (the General Duty Clause) of the OSH Act. This requires employers to use engineering controls to reduce exposures for chemicals not covered by a PEL to concentrations that would prevent serious health effects in exposed employees. Ventilation systems are one of the most commonly used engineering controls in occupational settings (OSHA, 2004). Designing and installing ventilation systems may require extensive training and experience, depending on the complexity of the system. For all ventilation systems, there are several variables that must be considered in the design process. One of the main variables is the nature of the contaminant that one is trying to control. The chemical form is important in choosing an efficient ventilation system and designing the flow rates associated with the system. Vapors and gases will typically require a different type of hood design and air flow rate than particulates. The chemical state will often determine the type of air scrubber used on the system. Of course, the concentration of the contaminant is also important in the design process. Other environmental factors that can affect the design of a ventilation system include temperature and relative humidity. These two variables can have an effect on controlling the air flow in a system and the sizing of any motors used in the system. In some cases, the ventilation system is designed to control temperature and relative humidity in order to lower the risk of heat related illnesses. The large number of hood designs and air cleaning devices makes ventilation design a complicated field. Practitioners must have a good understanding of how air moves and what causes losses in a system. The design must provide adequate air movement to capture the contaminant of concern (capture velocity) and move it from the location of generation to some remote location where it will either be exhausted, filtered, or treated. Along the way, the design must account for pressure losses and the compatibility of the materials used in the system with the contaminant(s) being moved. There are additional engineering concerns associated with the surfaces employees walk on. Trips and falls are another leading cause of injury in occupational settings. The “slipperiness” of a walking surface can affect the risk of trips and falls, as can the design of stairs, ladders, and scaffolding. A safety engineer needs to understand the walking/working processes associated with walking surfaces and working at elevations in order to properly design controls to reduce the risk of trips and falls. Finally, the ability to quickly and efficiently move people out of a building in case of an emergency can greatly reduce the risk of injury or death in a crisis. Safety engineering should be heavily involved in designing and implementing building systems related to The Life Safety Code, especially for egresses from a building in an emergency. Safety engineering is a complex field requiring an understanding of chemical properties, physics, regulatory standards, mathematical calculations, and building design. Proper application of these principles can help reduce risks in the workplace resulting in fewer injuries, illnesses and deaths.

MOS 5201, Safety Engineering 3

References American Chemical Society. (2014). CAS fact sheet. Retrieved from

https://www.cas.org/about-cas/cas-fact-sheets U.S. Department of Labor, Occupational Safety and Health Administration. (2003).

Enforcement policy for respiratory hazards not covered by OSHA Permissible Exposure Limits: Memorandum for regional administrators. Retrieved from http://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=INTERP RETATIONS$p_id=24749

U.S. Department of Labor, Occupational Safety & Health Administration. (n.d.). Safety

and health management systems etool: Hazard prevention and control. Retrieved from http://www.osha.gov/SLTC/etools/safetyhealth/comp3.html

U.S. Department of Labor Occupational Safety and Health Administration. (2004).

Ventilation. Retrieved from http://www.osha.gov/pls/SLTC/ventilation/index.html

Suggested Reading The CSU Online Library contains many articles that relate to the Unit III readings. The following are just a few of the related articles that can be found in the Academic Search Complete database:

 Many new types of ventilation hoods are developed each year. The September 2006 article “Performance of the Vortex Ventilator System Based on Capture Velocity and Capture Efficiency” in HVAC & R Research discusses a method for evaluating ventilation systems. Sang-Min, L., & Jin-Won, L. (2006). Performance of the vortex ventilator

system based on capture velocity and capture efficiency. HVAC&R Research, 12(3c), 889-901.

 Several professional organizations monitor regulatory activities related to safety. At times, these organizations will publish comments about the specific activity. The November 2010 ASSE Perspective “Walking/Working Surfaces” in Professional Safety contains some interesting perspectives on walking and working surfaces. Walking/Working surfaces. (2010). Professional Safety, 55(11), 16-18.

 There are many injuries in the United States each year related to the use of ladders. The November 2012 article “10 Steps to Ladder Safety: Proactive Measures to Prevent Injuries” in Professional Safety discusses ways to reduce the risk associated with working on ladders. Francis, D. (2012). 10 steps to ladder safety. Professional Safety, 57(11), 54.

 Emergency egress is an important program for any building. The February 2007 article “The Built Environment, Evacuations, and Individuals with Disabilities” in the Journal of Disability Policy Studies discusses how to develop an emergency egress program when individuals with disabilities are present. Christensen, K. M., Blair, M. E., & Holt, J. M. (2007). The built environment,

evacuations, and individuals with disabilities. Journal of Disability Policy Studies. 17(4).

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Learning Activities (Non-Graded) Slips and falls are very common in both the construction industry and general industry. In many cases, the slip or fall results in an injury that eventually enters the Worker’s Compensation system. Some of the cases are published as case studies in peer- reviewed journals to educate practitioners on the hazards and risks associated with slips and falls. Search the CSU Online Library for case studies involving slips and falls. Evaluate the cases you find to determine if there are some proximate causes that are common to slips and falls. What types of control methods are commonly recommended to reduce the incidence of slips and falls in construction? In general industry? Non-graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information.

MOS 5201, Safety Engineering 1

Course Learning Outcomes for Unit IV Upon completion of this unit, students should be able to:

5. Explain hazard control technologies related to common construction hazards. 5.1 Analyze the variables involved in fires. 5.2 Compare and contrast different aspects of building design that

contribute to increases and decreases in the risk of fire in a structure. 5.3 Define the characteristics of an explosion, including combustible dusts. 5.4 Compare and contrast different methods for designing a building to

reduce the risks of a fire or an explosion.

Unit Lesson There are two approaches to fires that are associated with safety engineering: prevention of fires and suppression of fires after they start. Fire prevention is a proactive activity starting with the design phase and continuing throughout the life of the facility. This approach designs the facility and utilizes construction materials that will greatly reduce the risk of a fire occurring. In some cases, a comparison of costs and reduction in risk must be considered in the design phase. Fire suppression is a reactive approach designed to suppress and extinguish fires after they have already started. Fire suppression systems are required because it is typically not practical or feasible to eliminate all fire risk in a building. In order for fire suppression systems to be effective, fires must be detected as early as possible. This also requires the inclusion of fire detection systems in a building. Fire suppression systems may be permanent and integrated with the fire detection systems. For example, an active fire sprinkler system may be designed to release water whenever a fire is detected by the fire detection system. Another example would be a halon system in a computer room. Most facilities also include portable fire suppression systems. Typically, these are in the form of portable fire extinguishers placed in strategic locations throughout the facility. These fire suppression systems are passive, requiring humans to activate the fire suppression agent. Design of fire detection and suppression systems must include several variables. The amount of fuel present in the building is very important. Any analysis of this variable should include not only the building materials that are used, but also the storage and use of flammable chemicals and materials inside the building. This requires a fuel-load analysis (Biando & Beohm, 2012). The density of the fuel in a building is more important in performing a fuel-load analysis than the total quantity is. For this reason, OSHA (2012) has established maximum allowable sizes of containers and density of chemicals, based on their flammable or combustible class. These restrictions, along with local building codes, must be considered during the design phase. Certain characteristics of chemicals used in a facility can also be important in the design of fire detection and suppression systems. There are five classes of fires identified in the United States. Fire suppression systems, including portable fire

Reading Assignment Chapter 9: Fire Prevention and Suppression Chapter 11: Explosion

Suggested Reading See information below.

Learning Activities (Non-Graded) See information below.

UNIT IV STUDY GUIDE

Hazard Control Technologies for

Fire and Explosives Hazards

MOS 5201, Safety Engineering 2

extinguishers, have been designed for each class of fire. Some types of fire suppression systems may not be appropriate for a particular class of fire. For example, a building where combustible metals are being used should not have fire suppression systems using water in the area where the combustible metals are being used. Likewise, a room containing the servers for the IT department at a facility would not use a water based fire suppression system. Sprinkler systems are becoming more common in commercial buildings as the chosen fire suppression system. Many local building codes now require sprinkler systems in new construction and in most commercial buildings during renovations. Sprinkler systems are only effective if they are properly designed, installed, and maintained. NFPA (2008a) publishes guidelines for design and installation of sprinkler systems as well as a standard for the inspection and maintenance of the systems. The fuel load analysis is an important variable that is used for the design of a sprinkler system. Another type of suppression system involves the installation of a vent system that will open and vent smoke and gases outside a building during a fire. This process reduces exposures inside the building, which can save lives during a fire. A vent system can create additional hazards during a fire if it is not designed properly (Biando & Beohm, 2012). Some facilities include operations using explosive materials. These materials present hazards that are different than the hazards associated with fires. This requires a different approach in the design of a building. The fire detection and suppression systems discussed above probably will not be effective for explosive hazards. The NFPA (2008b) also publishes guidelines for explosion prevention systems. Explosive materials may include materials that are commonly associated with explosions, such as nitroglycerin. However, there are some explosive materials that are not as commonly recognized. One category that has caused several deaths in recent years is combustible dusts. Many dusts can become combustible due to the processes used within a building. The smaller the particles produced and the more mono-dispersed they are in the air, the more likely they are to combust. Some common examples include grain dust, flour, sugar dust, and metal powder. Detection and suppression of explosions is extremely difficult because of the rapidity with which the reactions occur. Special designs are used in the construction of rooms where explosive materials are used. They include the use of special lighting and the installation of explosion release walls and panels to disperse the energy from explosions. Adequate ventilation can be used to reduce the concentration of combustible dusts. In some instances, misting systems are used to reduce the concentration of combustible dusts in an area.

References

Biando, K. L., & Beohm, R. T. (2012). Fire prevention and suppression. In J. M. Mroszczyk (Ed.), Safety engineering (4th ed., pp. 191-216). Des Plaines, IL: The American Society of Safety Engineers.

National Fire Protection Association. (2008a). NFPA 13, Sprinkler systems. Quincy,

MA: NFPA. National Fire Protection Association. (2008b). NFPA 69L Explosion prevention

systems. Quincy, MA: NFPA. OSHA Flammable and Combustible Liquids Rule, 29 C.F.R. § 1910.106 (2012).

MOS 5201, Safety Engineering 3

Suggested Reading The CSU Online Library contains many articles that relate to the Unit IV readings. The following are just a few of the related articles that can be found in the Academic Search Complete database:

 To be more effective, many fire detection and suppression systems are integrated. The July 2014 article “Integration of Fire Alarm and Automatic

Suppression Design in Hospital Renovation Projects—an Overview” in Engineered Solutions reviews the design of fire detection and suppression systems in hospitals. Amin, V. (2014). Integration of fire alarm and automatic suppression design in

hospital renovation projects—an overview. Engineered Systems, 31(7), 48-51.

 There are a number of fire detection systems currently available and installed in buildings. The March 2012 article “Video Image Detection and Optical Flame Detection for Industrial Applications” in Fire Technology compares different fire detection methodologies. Gottuk, D., & Dinaburg, J. (2013). Video image detection and optical flame

detection for Industrial Applications. Fire Technology, 49(2), 213-251. doi:10.1007/s10694-012-0254-0

 One problem with fire response is alerting building occupants to the presence of a fire to improve evacuation. The February 2014 article “Fire and industrial safety (Civil engineering)” in Scientific Herald of the Voronezh State University of Architecture & Civil Engineering discusses a method used to design a single fire alarm method and the best positioning of the alarm in a building. Asminin, V. F., Antonov, A. I., & Kuznetsov, S. N. (2014). Fire and industrial

safety (Civil engineering). Scientific Herald of the Voronezh State University of Architecture & Civil Engineering, 22(2), 67-75.

 OSHA does not currently have a combustible dust standard, but has announced its intent to develop a standard. The March 2010 perspective “Combustible Dust” in Professional Safety presents the ASSE perspective on the proposed standard and the existing NFPA guideline for combustible dust. Combustible Dust. (2010). Professional Safety, 55(3), 53-56.

Learning Activities (Non-Graded) Perform an Internet search for case studies of fires in hotels over the last 20 years. Summarize the primary causes of the fires you found. Do you detect a similarity in causes? For fires where deaths occurred, what was the most common cause of death? Were there problems with fire response or suppression? What caused the response problems? In your opinion, what are some controls that you believe would have reduced the number of deaths in the fires? Non-graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information.

MOS 5201, Safety Engineering 1

Course Learning Outcomes for Unit V Upon completion of this unit, students should be able to:

6. Perform risk assessment methods in conjunction with hazard assessment.

6.1 Compare and contrast the different methods of measuring noise

exposures.

6.2 Evaluate the effectiveness of the different control methods for noise

hazards.

6.3 Compare and contrast the control methods for radiation hazards.

6.4 Discuss the characteristics of hazardous materials that are important in the design of controls.

Unit Lesson Hearing loss is a common occupational injury associated with exposure to noise. Noise sources can be work related or associated with activities outside of work. Sometimes it is difficult to distinguish hearing loss that is work related and non-work related. We are exposed to noise every day. Some noise sources include thunder, wind, insects, and animals. Some noise sources are related to activities that are outside of work activities such as hunting, racing automobiles, or flying airplanes. There are also numerous noise sources related to work. Some of the more common work-related noise sources are metal presses, compressors, power tools, compressed air used for cleaning, and motors. The health effects associated with exposure to these noise sources depends on several variables. The most important variables related to hearing loss are the frequency and intensity of the noise. There are several methods for quantifying these two variables. Sound level meters and noise dosimeters are commonly used to measure the intensity of noise, with the results expressed in decibels (dBs), with the A scale (dBA) the most common scale used. The frequency of noise can be measured by incorporating a frequency band analyzer with a sound level meter. Because hearing loss has been shown to be associated with exposure to excessive noise levels in the workplace, it is important to understand methods to reduce noise levels. The most effective control method is to control noise at the source. Noise control at the source may be as simple as improved maintenance to reduce vibration, or much more complex involving the replacement of parts inside a machine or the purchase of a new machine.

Reading Assignment Chapter 10: Noise and Noise Control Chapter 12: Radiation Chapter 13: Hazardous Materials

Suggested Reading See information below.

Learning Activities (Non-Graded) See information below.

UNIT V STUDY GUIDE

Hazard Control Technologies for Radiation,

Noise, and Hazardous Materials Hazards

MOS 5201, Safety Engineering 2

A noise control method that is used more frequently is to block noise somewhere in the path of the noise. This typically involves the placement of sound deadening materials in the path between the noise source and employees. Effective absorption or reflection of noise requires an evaluation of the frequencies associated with the source because sound deadening materials can be frequency dependent. Typically, the closer the sound deadening material is to the source, the more effective the control will be. Radiation is a general term that can be applied to a wide range of energy sources. There are two basic types of radiation: ionizing and non-ionizing. Ionizing radiation contains enough energy that it can ionize the matter that it contacts. Non-ionizing radiation does not contain sufficient energy to ionize matter, but can cause other health effects related to heating of the cells that it interacts with. Understanding the differences between ionizing and non-ionizing radiation can be very important in designing control methods. Distance is one of the most effective methods for reducing exposure to ionizing radiation (Sturchio, 2012). Shielding is also commonly used as a control for ionizing radiation. However, designing controls using shields requires a knowledge of the different types of ionizing radiation because materials that are effective for shielding vary from one type of ionizing radiation to another. In many cases, personal protective equipment (PPE) is also required when working with ionizing radiation sources. A thorough knowledge of the different types of ionizing radiation is important in selecting the proper PPE. Distance can also be used as a control for exposure to non-ionizing radiation sources. However, most control methods for non-ionizing radiation sources use some kind of barrier around the source. An example of this type of control is a Class IV laser embedded inside a shielded box, reducing the laser system to a Class I as long as the interlocks on the box are operational. The majority of manufacturing facilities in the United States use at least one hazardous material in one or more processes. Control methods for hazardous materials in occupational settings are highly dependent on several variables associated with the hazardous material. Some of these variables are the quantity that is present, the toxicity of the material, the amount of time each day that the material is used, general characteristics of the area where the material is used (volume, air flow, temperature, etc.), general characteristics of the process itself (closed-loop system, open tanks, heated process, etc.), and the susceptibility of the employees working with the material. A general understanding of each of these variables is required for designing controls for hazardous materials exposure. Typically, a job hazard analysis will be performed to identify all hazards that may be present in the workplace, including hazardous materials. This will usually be followed by a risk assessment. A common practice is to use a 5x5 matrix to evaluate both the probability that an employee will be exposed to a material and that the exposure will produce a response, and the severity that would be associated with the exposure. The results of the risk assessment can be used to prioritize the control methods that might be used in the work area. Care must be taken during the risk assessment to account for interactions among different chemicals. The most commonly used control method for hazardous materials is increased ventilation. The local exhaust and general dilution ventilation systems studied in Unit III have been successfully applied to numerous operations to reduce exposures to hazardous materials. Another effective method is substitution, where a less toxic material is substituted for the hazardous material that is currently being used.

MOS 5201, Safety Engineering 3

Reference Sturchio, G. M. (2012). Radiation. In J. M. Mroszczyk (Ed.), Safety engineering (4th

ed., pp. 260-269). Des Plaines, IL: The American Society of Safety Engineers.

Suggested Reading The CSU Online Library contains many articles that relate to the Unit V readings. The following are just a few of the related articles that can be found in the Academic Search Complete database:

 Some chemicals are also ototoxic. There have been several research studies which looked at the interaction between exposure to specific organic solvents and noise induced hearing loss. The November 2013 article “Evaluation of the Effects of Exposure to Organic Solvents and Hazardous Noise among U.S. Air Force Reserve Personnel” in Noise & Health summarizes the results of a study about that interaction. Hughes, H., & Hunting, K. L. (2013). Evaluation of the effects of exposure to

organic solvents and hazardous noise among US Air Force Reserve personnel. Noise & Health, 15(67), 379-387. doi:10.4103/1463- 1741.121224

 There are a number of materials that have been used for sound insulation to reduce noise levels. The February 2014 article “Recent Advances in the Sound Insulation Properties of Bio-Based Materials” in BioResources discusses the use of a more environmentally friendly bio-based material for sound insulation. Xiadong, Z., Birm-June, K., Qingwen, W., & Qinglin, W. (2014). Recent

advances in the sound insulation properties of bio-based materials. BioResources, (9)1, 1-23.

 Lead and other metals have been typically used for protection against X-rays in the form of aprons and lead-lined walls. A presentation titled “Silicone Composites for X-ray Protection” by Kaunas University of Technology discusses the use of a lighter, silicone based material for X-ray protection. Lisauskaite, A., Jankauskaite, V., Griskonis, E., Plaipaite-Nalivaiko., R., &

Kleveckas, T. (2013). Silicone deposits for x-ray protection. Medical physics in the Baltic states. 1-17.

 Local exhaust ventilation systems (LEVs) are commonly used to control exposures to hazardous materials. The January 2013 article “Designing, Construction, Assessment, and Efficiency of Local Exhaust Ventilation in Controlling Crystalline Silica Dust and Particles, and Formaldehyde in a Foundry Industry plant” in Archives of Industrial Hygiene & Toxicology discusses the process used to design and install a LEV system. Morteza, M., Hossein, K., Amirhossein, M., Naser, H., Gholamhossein, H., &

Hossein, F. (2013). Designing, construction, assessment, and efficiency of local exhaust ventilation in controlling crystalline silica dust and particles, and formaldehyde in a foundry industry plant. Archives of industrial hygiene & toxicology / Arhiv Za Higijenu Rada I Toksikologiju, 64(1), 123-131. doi:10.2478/10004-1254-64-2013-2196

MOS 5201, Safety Engineering 4

Learning Activities (Non-Graded) Visit the OSHA web site www.osha.gov. Research the dates when permissible exposure limits for various chemicals were established. How long have some of the PELs that OSHA uses been in place? Review some articles in the CSU Online Library about the controversy surrounding the use of alternate exposure guidelines like the threshold limit values (TLVs) published by the American Conference of Governmental Industrial Hygienists (ACGIH). Do you believe the consensus is that the PELs or the TLVs provide the greatest protection for workers? Which exposure limits would you recommend to be used at a facility where you worked and why? Non-graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information.

MOS 5201, Safety Engineering 1

Course Learning Outcomes for Unit VI Upon completion of this unit, students should be able to:

7. Apply risk assessment results to selection of controls for workplace hazards. 7.1 Compare and contrast the different classes of mechanical hazards as

they relate to implementing controls. 7.2 Discuss the requirements of the different regulations and standards that

apply to controlling risks associated with electrical hazards. 7.3 Explain the use of anthropometric data in designing safer tools and

machine controls. 7.4 Compare and contrast different machine guarding methods.

Unit Lesson Mechanical and electrical hazards are types of physical hazards. Physical hazards can cause harm through the transfer of force, as opposed to chemical hazards which cause harm through chemical interaction with the body. Physical hazards typically require different types of controls than chemical hazards. For example, ventilation systems are commonly used to control exposures to chemical hazards but are not effective for most mechanical and electrical hazards. Mechanical hazards are commonly divided into eight classes (Hayes, 2012). Controls for each of the eight classes commonly use some type of guard at the point of operation. The different methods of guarding are discussed in Chapter 16 of the textbook. To be effective, guards must be installed and maintained properly. In many cases, accidents occur because a guard is removed when a worker or supervisor decides that the guard is making the task more difficult or slowing down production. Electrocutions in the workplace continue to be a problem in the United States each year. In particular, the construction industry has a higher rate of deaths by electrocution than other industries (U.S. Department of Labor, Bureau of Labor Statistics, 2014). Electrical hazards are typically easy to identify. However, the risks associated with the hazards may require complex controls, which can require special training to design. The majority of deaths from electrocution involve direct contact with live circuits by employees. Proper design of circuits, grounding/bonding, the use of ground fault circuit interrupters (GFCIs), fuses, circuit breakers, and personal protective equipment can greatly reduce the risk of physical harm related to electrical circuits in the workplace.

Reading Assignment Chapter 14: Mechanical Hazards Chapter 15: Electrical Hazards Chapter 16: Tools and Machine Controls

Suggested Reading See information below.

Learning Activities (Non-Graded) See information below.

UNIT VI STUDY GUIDE

Hazard Control Technologies for Mechanical,

Electrical, and Tool and Machine Hazards

MOS 5201, Safety Engineering 2

Manufacturing processes require employees to use many types of hand tools and machines. Many injuries and deaths occur as a result of improper use of these tools and machines. In some cases, the injury or death is the result of human error. Proper design of hand tools and controls associated with machines can greatly reduce the risks associated with the use of tools and machines, including the risk associated with human error. One variable that is commonly addressed in the design phase is the interaction between humans and tools/machines. Data from human studies is often used to design both hand held tools and machine controls based on anthropometric data (Clouter & Andres, 2012). Guards associated with push buttons and other controls on machines can also be used to reduce the risks associated with operating the machines. Some common guards are two-hand controls, interlocked push buttons, light curtains, mat actuators, and guarded foot switches (Clouter & Andres, 2012).

References Clouter, D., & Andres, R. N. (2012). Tools and machine controls. In J. M. Mroszczyk

(Ed.), Safety engineering (4th ed., pp. 289-302). Des Plaines, IL: The American Society of Safety Engineers.

Hayes, S. W. (2012). Mechanical Hazards. In J. M. Mroszczyk (Ed.), Safety

engineering (4th ed., pp. 329-357). Des Plaines, IL: The American Society of Safety Engineers.

U.S. Department of Labor, U.S. Bureau of Labor Statistics. (2014). Revisions to the

2012 census of fatal occupational injuries (CFOI) Retrieved from http://www.bls.gov/iif/oshcfoi1.htm

Suggested Reading The CSU Online Library contains many articles that relate to the Unit VI readings. The following are just a few of the related articles that can be found in the Academic Search Complete database:

 Using electrical controls in wet conditions can present an increased risk. The November 2012 2013 article “How to … Avoid Electrical hazards with air logic”, in Machine Design discusses a novel approach to machine controls using air-logic controls which use compressed air instead of electricity. Korane, K. J. (2012). How to... avoid electrical hazards with air logic. Machine

Design, 84(17), 60-66.

 Ground fault circuit interrupters have become much more common in recent years and are even being required in some building codes. The August 2006 article “Why and How the GFCI Protects Firefighters” in Fire Engineering discusses the benefits that the GFCI provides to firefighters at fire scenes. Kampmeyer, R. (2006). Technology today: Why and how the GFCI protects

firefighters. Fire Engineering, 159(8), 136-139.

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 Anthropometry is commonly used to design tools and machine controls. The November 2013 article “A Review for Human Interaction Based on an Analytical Hierarchy Procedure and Anthropometry” in the International Journal of Academic Research discusses the use of a quantitatively based method to establish a hierarchy for designing controls using anthropometric data. Muzakki, H. (2013). A review for human machine interaction based on an

analytical hierarchy procedure and anthropometry. International Journal of Academic Research, 5(6), 169-173. doi:10.7813/2075- 4124.2013/5-6/A.22

 Guards are commonly used to prevent parts of workers’ bodies from entering danger zones on machines. Injuries and deaths still occur, especially when the guards are bypassed or defeated by workers to increase production. The January 1999 article “Machine Safety Deserves Better than Six Sigma” in Machine Design discusses ways to improve machine safety related to guards and workers’ tendencies to defeat the guards. Gyorki, J. R. (1999). Machine safety deserves better than six sigma. Machine

Design, 71(1), 112.

Learning Activities (Non-Graded) On the Internet, research fatal accidents in the last 10 years involving interactions between a worker and a machine. Determine the underlying causes related to the deaths. How many of the deaths were related to not having adequate guards on the machine versus the guards being bypassed or defeated by the worker? Develop a policy or procedure for reducing the ability for the worker to bypass or defeat a guard. Non-graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information.

MOS 5201, Safety Engineering 1

Course Learning Outcomes for Unit VII Upon completion of this unit, students should be able to:

8. Evaluate residual risk associated with recommended controls for workplace

hazards

8.1 Compare and contrast hazards and risks.

8.2 Discuss the steps in the risk assessment and reduction process.

8.3 Perform a risk assessment using a 4X4 risk matrix.

8.4 Compare and contrast the use of different types of machine guards

based on the results of a risk assessment.

Unit Lesson A hazard is generally defined as any source with the potential to cause injury or death to humans, or harm the environment. Hazards are present in virtually everything we do in life. Analyzing the hazards that are present and evaluating the risks associated with the hazards is a primary function of safety. There are several basic definitions of risk. The definition most commonly used by safety professionals is the potential to cause harm and the severity associated with the harm (Andres, 2012). Safety can then be defined as the evaluation of the acceptability of risk through a process called risk assessment. One problem that safety professionals face is in defining an acceptable level of risk. Individuals may have different perceptions of risk leading to different definitions of the acceptability of risk. Personal experiences with negative events in the past have been shown to be associated with greater risk perceptions (Blum & Silver, 2014). This means that workers who have experienced some injury or illness in the past are likely to perceive risk differently than workers who have never experienced an injury or illness. Designing controls for hazards in a workplace requires an evaluation of risks associated with the hazard both prior to implementing the controls and after the controls are in place. There are several methods that have been used for conducting risk assessments in the workplace. The textbook discusses the Risk Assessment and Reduction Process (Andres, 2012). This process identifies all hazards in the workplace and evaluates the probability of harm and the severity associated with the harm. Once risk has been assessed, controls are designed and implemented, and the risk is assessed again. The process is repeated until a level of risk is achieved that is considered acceptable. One of the challenges of the method is deciding what the acceptable level will be.

Reading Assignment Chapter 17: Principles of Risk Assessment and Machine Safeguarding

Suggested Reading See information below.

Learning Activities (Non-Graded) See information below.

UNIT VII STUDY GUIDE

Risk Assessment Procedures

MOS 5201, Safety Engineering 2

A common method used for assessing risk based on probability and severity uses a risk matrix. The textbook illustrates the process using a 4X4 matrix, but a 5X5 matrix is also common. The risk matrix can be used to prioritize controls that are being considered in a workplace. For example, a hazard with an extremely high risk would most likely be addressed using whatever controls are available prior to addressing a hazard with a very low risk. The textbook discusses different types of machine guards that are typically used in workplaces. Machine guarding is one of the most common forms of controls used for reducing risk in industrial settings. Each of the types of guards presented in the textbook has both positive and negative features. These positive and negative features must be evaluated, along with the risk assessment results, to choose the control that is the most effective for each hazard (Andres, 2012). Human error must also be considered during the design and implementation of controls. In many cases, the cause of a particular accident is related to human interaction with a control rather than the control design itself. For example, a machine guard may be effective in reducing the risks associated with the machine to an acceptable level. However, an employee bypasses the machine guard in order to make the task easier to perform and increase production. The accident occurs because the guard was bypassed. If the possibility of bypassing the guard had been evaluated prior to implementation, the guard could have been designed and installed in a manner that prevented the employee from bypassing the guard, reducing the risk of the accident occurring.

References Andres, R. N. (2012). Principles of risk assessment and machine safeguarding. In

J. W. Mroszczyk (Ed.), Safety engineering (4th ed., pp. 359-389). Des Plaines, IL: The American Society of Safety Engineers.

Blum, S. C., & Silver, R. C. (2014). Perceiving risk in a dangerous world: Associations

between life experiences and risk perceptions. Social Cognition, 32(3), 297- 315.

Suggested Reading The CSU Online Library contains many articles that relate to the Unit VII readings. The following are just a few of the related articles that can be found in the Academic Search Complete database:

 The way individuals perceive risk can have a huge effect on how they comply with safety program rules including the use of installed controls. The 2014 article “Perceiving Risk in a Dangerous World: Associations Between Life Experiences and Risk Perceptions,” in Social Cognition, discusses how negative events in the past can affect how individuals perceive risk in the present. Blum, S. C., Silver, R., & Poulin, M. J. (2014). Perceiving risk in a dangerous

world: Associations between life experiences and risk perceptions. Social Cognition, 32(3), 297-314. doi:10.1521/soco.2014.32.3.297

MOS 5201, Safety Engineering 3

 Risk assessment matrices are commonly used to evaluate risk in occupational settings prior to designing and implementing controls. The April 2012 article “Using Last Planner and a Risk Assessment Matrix to reduce Variation in Mechanical Related Construction Tasks” in the Journal of Construction Engineering and Management discusses how to use a risk matrix in conjunction with an existing planning method to improve risk reduction in the construction industry. Wambeke, B. W., Liu, M., & Hsiang, S. M. (2012). Using last planner and a

risk assessment matrix to reduce variation in mechanical related construction tasks. Journal of Construction Engineering and Management. 138(4), 491-498.

 Sometimes it is difficult to convince management to implement controls because of cost. The January 2006 article “Risk Assessment and Control: Is Your System Safety Program Wasting Resources?” in Professional Safety discusses the use of a risk matrix to help reduce the costs associated with implementing controls. Clemens, P., & Pfitzer, T. (2006). Risk assessment and control. Professional

Safety, 51(1), 41-44.

 Machine guards are commonly used in industry to prevent parts of workers’ bodies from entering danger zones on the machines. The February 2012 article “Five Serious Machine Guarding Problems” in Professional Safety discusses five of the most common problems that may reduce the effectiveness of machine guards. Soranno, C. (2012). Five serious machine guarding problems. Professional

Safety, 57(2), 64-65.

Learning Activities (Non-Graded) In your current workplace or a workplace you are familiar with, identify five hazards associated with machines. Perform a risk assessment using the 4X4 risk assessment matrix in Table 17-3 of the textbook. Based on your risk assessment, which hazards should be addressed first? For the two hazards with the highest risk, develop a list of controls that you might use to reduce the risk associated with the hazards. Search the Internet and determine if any of the controls you recommended are readily available, and determine their basic costs. At what point in the process would you consider cost in developing control methods? Non-graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information.

MOS 5201, Safety Engineering 1

Course Learning Outcomes for Unit VIII Upon completion of this unit, students should be able to:

1. Explain the concept of prevention through design. 1.1 Discuss the steps involved in prevention through design. 1.2 Compare and contrast the hierarchy of engineering controls. 1.3 Apply the concept of prevention through design to a workplace

scenario.

Unit Lesson The number of occupational fatalities, injuries, and illnesses in the United States has declined drastically since the passage of the OSH Act in 1970. However, there are still a large number of work-related fatalities, injuries, and illnesses. Additional approaches are needed to further reduce these rates. Traditionally, the approach has been to apply the hierarchy of controls we discussed earlier in the class to hazards as they are identified in the workplace. This reactive approach is not always the most effective in reducing risks associated with specific occupations. The National Institute for Occupational Safety and Health (NIOSH) lead a national initiative called Prevention through Design (PtD), The goals of the PtD initiative are to eliminate hazards or reduce risks to an acceptable level “at the source or as early as possible in the life cycle” of workplaces, machines, tools, equipment, substances, and work processes (NIOSH, 2010). The PtD process includes anticipating and identifying hazards during the design phase, or during redesign or retrofit. The design, redesign, or retrofit then would include prevention methods to eliminate identified hazards, or reduce any residual risk to an acceptable level. NIOSH considers this process to be the most reliable and effective type of prevention (NIOSH, 2010). PtD utilizes many of the principles that we have already discussed in earlier units. The first step is to identify hazards using some hazard analysis techniques. The hazard analysis should include both apparent and hidden hazards (Mroszczyk, 2012). The hazard analysis can utilize some of the methods discussed in the class including FTA, JSA, JHA, and FMEA. After the hazards have been identified, a risk assessment should be performed, as discussed earlier in the class. Most risk assessments use some type of matrix similar to what was introduced in Unit VII.

Reading Assignment Chapter 20: Prevention through Design Chapter 21: Case Studies

Suggested Reading See information below.

Learning Activities (Non-Graded) See information below.

UNIT VIII STUDY GUIDE

Prevention by Design

MOS 5201, Safety Engineering 2

The hierarchy of controls is still applicable to the PtD approach. The difference is that the controls are applied at the design phase (or redesign for existing equipment) instead of after the equipment is already in use at a workplace. NIOSH recommends including prevention considerations in all designs that could affect individuals in an occupational setting (NIOSH, 2010). NIOSH (2010) also summarizes the steps that are necessary to make PtD an established method. First, research must be performed that will help show the value of using PtD and address any challenges encountered in design. Next, safety professionals and business owners must be educated about PtD. NIOSH recommends the establishment of networks to identify and share successful procedures to increase the education. Creating policies that require safe designs will also create a demand for the PtD method. Finally, small businesses may not be able to afford the costs associated with the designs, so a method must be developed to tailor successful procedures to small businesses. Several examples of the application of the PtD method are presented in the textbook on pages 421-422. These examples show how the PtD process can be used to retrofit existing equipment. The same methods could be used to eliminate the hazards or reduce risks during the initial design of the machines in the examples.

References Centers for Disease Control and Prevention, National Institute for Occupational Safety

and Health. (2010). Prevention through design: Plan for the National Initiative (DHHS [NIOSH] Publication No. 2011-121). Retrieved from http://www.cdc.gov/niosh.

Mroszczyk, J. W. (Ed.). (2012). Safety engineering (4th ed.). Des Plaines, IL:

American Society of Safety Engineers.

Suggested Reading The CSU Online Library contains many articles that relate to the Unit VIII readings. The following are just a few of the related articles that can be found in the Academic Search Complete database:

 At times, understanding how a new method works is the most limiting variable. The March 2014 article “Getting Started with Prevention through Design”, in Professional Safety discusses how to start the PtD process. Anderson, M. E., & Galecka, C. (2014). Getting started with prevention

through design. Professional Safety, 59(3), 63-65.

 PtD can be applied at several stages. The October 2008 article “Prevention through Design: Addressing Occupational Risks in the Design and Redesign Processes” in Professional Safety discusses how to use PtD during design and redesign. Manuele, F. A. (2008). Prevention through design. Professional Safety,

53(10), 28-40.

MOS 5201, Safety Engineering 3

 Policy development is one of the key steps identified by NIOSH in the National Initiative. The January 2013 article “Policy Development: A Key Factor in Promoting PtD” in Professional Safety discusses development of policies at the local level in order to improve PtD efforts. Toole, T. M., Heckel, P., & Hallowell, M. (2013). Policy development.

Professional Safety. 58(1), 41-47.

 The American National Standards Institute (ANSI) developed a consensus standard for PtD. The April 2011 Q&A article “Prevention through Design” in Professional Safety summarizes the development of the standard in an interview with one of the members of the standards committee. Prevention through design. (2011). Professional Safety, 56(4), 60-61.

Learning Activities (Non-Graded) Prevention through Design has become more and more common in the last 10 years. Search the Internet and find some examples of the use of PtD in eliminating hazards or reducing risk in occupational settings with which you are familiar. Evaluate your current workplace, or a workplace you are familiar with, and list some equipment or work processes you believe could benefit from the PtD method. List the obstacles that you believe would hinder efforts to implement the PtD method for these hazards. Non-graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information.

Question 1 1. Define lost-time frequency rate, severity rate, and incidence rate. Choose the rate you believe best represents safety

performance in a company and explain your reasoning.

Your essay should be at least 200 words in length.

Question 2 1. Compare and contrast failure mode and effect analysis (FMEA), fault tree analysis (FTA), and management

oversight and risk tree (MORT). Which technique do you believe would be most effective for hazard analysis in a facility that primarily performs welding operations?

Your essay should be at least 200 words in length.

Unit 1 ­ Questions that need to be answered

Question 1 1. Engineered nanoparticles represent a newer material that has begun to show up in many occupational settings.

Discuss some of the unique hazards associated with engineered nanoparticles. What problems exist in determining which PPE might be effective in protecting workers against exposures to engineered nanoparticles?

Your essay should be at least 200 words in length.

Question 2 1. The four theories that are used to explain human behavior as it relates to safety are Theory X, Theory Y, Theo ry Z,

and Maslow's Hierarchy of Needs. Compare and contrast the four theories. Which theory do you believe best predicts a worker's behavior related to safety?

Your essay should be at least 200 words in length.

Unit 2 ­ Questions that need to be answered

Question 1 1. Describe the Life Safety Code, and include how it relates to egress and emergency evacuation.

Your essay should be at least 100 words in length.

Question 2 1. The Heat Stress Index (HSI) uses the terms O (Oxygen required), M (Metabolism), R (Radiation) C (Convection),

and E (Evaporation). Compare and contrast the terms. Provide an example of a control method that you believe would be effective in controlling heat stress related to each of the terms M, R, C, and E.

Your essay should be at least 100 words in length.

Question 3 1. You have a production area where ten welders are producing small parts using MIG welding on mild steel for eight

hours each day. There is a general "haze" visibly present, which increases throughout the work day. What t ype ventilation system would you recommend for the operation? Which factors associated with the contaminant(s) produced by the welding operation would you consider in choosing the ventilation system? How would you evaluate the effectiveness of any ventilation system you installed?

Your essay should be at least 100 words in length.

Question 4 1. Compare and contrast the different types of tribometers. In your opinion which of the tribometers best represents the

slip resistance of a surface?

Your essay should be at least 100 words in length.

Question 5 1. What dimensions would you use for a booth-type hood if you wanted an exhaust rate of 1,000 cubic feet per minute

and a capture rate of 100 feet per minute to capture organic vapors from a paint spray oper ation? Be sure to show your work. If you wanted to clean the air that you are capturing before exhausting it outside, what type of air cleaning device would you recommend and why?

Your essay should be at least 100 words in length.

Unit 3 ­ Questions that need to be answered

Question 1 1. Compare and contrast the types of prevention and detection systems used for explosions. Why would it be more

difficult to design controls for a room containing explosive materials than a room containing only flammable liquids?

Your essay should be at least 200 words in length.

Question 2 1. Explain why an understanding of the terms lower flammability limit (LFL) and upper flammability limit (UFL) are

important for fire prevention and suppression. How are the LFL and UFL different from the lower explosive limit (LEL) and upper explosive limit (UEL)?

Your essay should be at least 200 words in length.

And Case Study

Unit IV Case Study NEEDS TO BE UPLOADED

Unit 4 ­ Questions that need to be answered

Question 1 1. OSHA updated 29 CFR 1910.1200, the Hazardous Communication standard in 2013. The update included new

required elements for labels on hazardous materials. Discuss how the new labels compare to NFPA, HMIS, and DOT labels. Of the four labeling systems, which do you believe provides the most information about chemical safety to employees and why?

Your essay should be at least 100 words in length.

Question 2 1. Compare and contrast the different control methods that are commonly used for ionizing radiation.

Your essay should be at least 100 words in length.

Question 3 1. Compare two methods used to evaluate an employee's inhalation exposure to a hazardous material. Which method

do you believe provides the most accurate measure of an employee's exposure?

Your essay should be at least 100 words in length.

Question 4 1. Discuss the differences between ionizing and non-ionizing radiation. Provide one example of an occupational

exposure to ionizing radiation and one to non-ionizing radiation. How do the differences influence the control methods used for these two types of radiation?

Your essay should be at least 100 words in length.

Question 5 1. Compare and contrast the primary exposure routes for hazardous materials. How does the route of exposure

influence the type of control method that you would recommend?

Your essay should be at least 100 words in length.

Unit 5 ­ Questions that need to be answered

Question 1 1. Compare and contrast the use of grounding/bonding, fuses/circuit breakers, GFCIs, and double insulation for

protection against electrocution while using a machine in a wood shop. Of the methods, which do you believe provides the most protection? Would you recommend the use of a combination of the methods? Why or why not?

Your essay should be at least 200 words in length.

Question 2 1. Compare and contrast each of the eight classes of mechanical hazards. Describe the type of injury that may result

from these hazards. Provide at least one control method for each of the eight classes.

Your essay should be at least 200 words in length.

Unit 6 ­ Questions that need to be answered

Question 1 1. Summarize the fundamental steps in the risk assessment and reduction process. How would you recommend

establishing the level of acceptable risk? What steps would you take to make sure you identified all the hazards associated with a piece of equipment in a workplace?

Your essay should be at least 200 words in length.

Question 2 1. Compare and contrast the different types of machine guards that are discussed in the unit. Provide at least one

positive and one negative feature for three of the types of guards. What do you believe are some of the difficulties that might be encountered when attempting to install and maintain these types of guards on existing equipment in a workplace?

Your essay should be at least 200 words in length.

Unit 7 ­ Questions that need to be answered

Upload Assignment: Unit VIII Project NEEDS TO BE UPLOADED

Unit 8 ­ Questions that need to be answered