Ergonomics Laboratory Manual - Rev.2.0

Technological Institute of the Philippines
College of Engineering and Architecture
Industrial Engineering Department
Laboratory Manual
IE 401 – HUMAN FACTORS ENGINEERING LABORATORY

(Ergonomics)
Engr. Yoshiki B. Kurata, CIE, AAE, MSc.IE
Copyright 2017
HUMAN FACTORS ENGINEERING LABORATORY

(Ergonomics)
ENGR. YOSHIKI B. KURATA, CIE, AAE, MSc.IE
Master of Science in Industrial Engineering (Major in Human

Factors and Ergonomics and Production Systems), University
of the Philippines Diliman
Bachelor of Science in Industrial Engineering, University of

Santo Tomas, Manila
Certified Industrial Engineer (CIE), Philippine Institute of

Industrial Engineers
Associate ASEAN Engineer (AAE), ASEAN Federation of

Engineering Organizations
PREFACE
According to Weedmeester (2008), Ergonomics developed into a recognized field during World War II,
when for the first time, technology and the human sciences were systematically applied in a coordinated
manner. Physiologists, psychologists, anthropologists, medical doctors, work scientists and engineers
together addressed the problems arising from the operation of complex military equipment. The results of
this interdisciplinary approach appeared so promising that the cooperation was pursued after the war, in
industry. Interest in the approach grew rapidly, especially in Europe and in the U.S., leading to the
foundation in England of the first ever national ergonomics society in 1949, which is when the term
ergonomics was adopted. This was followed in 1961 by the creation of the International Ergonomics
Association (IEA), which represents ergonomics societies that are active in more than 40 countries or
regions, including the Philippines.
The word ergonomics came from the Greek words ergon (work) and nomos (law) which means it is the
‘study of laws of work’. In several countries, the term human factors is also used. A succinct definition
would be that ergonomics aims to design appliances, technical systems and tasks in such a way as to
improve human safety, health, comfort and performance. The formal definition of ergonomics, approved
by the International Ergonomics Association (IEA), reads as follows:
Ergonomics (or human factors) is the scientific discipline concerned with understanding of the
interactions among humans and other elements of a system, and the profession that applies theory,
principles, data and methods to design, in order to optimize human well-being and overall system
performance.
This laboratory manual includes exercises derived from the book Foundational Principles in Ergonomics
Laboratory by Bush and Laboratory Manual for Human Factors & Ergonomics by Gutierrez and
Mendoza. The objective of this workbook is to provide the Industrial Engineering students taking up
Human Factors Engineering (Ergonomics) with a study guide and it hopes to establish a better
perspective and appreciation in understanding the ergonomics as a discipline and as a future endeavor
for industrial engineering graduates.
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TABLE OF CONTENTS
Experiment # Title Page
1 Ergonomics as an Industrial Engineering Discipline 5
2 Equipment Evaluation Laboratory 9
3 Human Senses and Human Systems Laboratory 14
4A Anthropometric Investigation 20
4B Percentile Values and Variabilities of Anthropometric Data 28
5 Body Mass Index 34
6 NIOSH Lifting Exercises 40
7 Product and Service Systems Design 50
8 Assessment of Back Flexibility 57
9 Physical Environment: Light Measurement 67
10 Physical Environment: Weather Forecast

(Indication and Temperature Reading) 70
11 The Office Ergonomics Facility Exercises 76
ACCEPTABLE USE POLICY FOR LABORATORY AND SHOP USERS

(Students and Faculty Members)
3
1. Faculty members shall always inform the technician of his intent to use a laboratory room. The
Laboratory Custody Form for the room shall properly accomplish.
2. Students shall not be allowed to do a laboratory or shop activity without the supervision of a faculty
member. Faculty members shall not leave their classes while students are doing the laboratory or shop
works.
3. No equipment shall be operated without the permission of the faculty member.
4. No equipment shall be transferred to other locations without the consent of the laboratory and shop
officer.
5. Students shall not be allowed to stay in the laboratory or shop rooms beyond the laboratory class
schedule.
6. Students and Faculty Members shall always observe the 5S program of the school inside the laboratory
and shop rooms.
7. Faculty members shall see to it that the machine or equipment is clean and also switch off before leaving
the laboratory or shop rooms. Also, all borrowed tools and devices must be returned to the tool stock room.
8. In case of damage or losses of tool / devices / machines / equipment, the borrower shall be held
responsible.
9. Eating, drinking and bringing in foods and drinks insider the laboratory or shop rooms are strictly
prohibited.
10. Safety shall always be observed and practiced inside the laboratory.
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Laboratory Exercise No. 1
Ergonomics As An Industrial Engineering Discipline
Course : Experiment No. :

Group No. : Section :
Group Members : 1. Date Performed :
2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
To be able to fully understand the human factors and ergonomics as a discipline and its use to the
industrial engineering curricula.
2. Intended Learning Outcomes (ILOs)
At the end of the exercise, the students are expected:
1. To establish a good foundation of ergonomics as a discipline for industrial engineering students

and professionals;
2. To demonstrate skills in gathering details and information pertaining to human factors and
ergonomics; and
3. To understand fully the basic principles and theories that governs the ergonomics discipline.
3. Discussion
Human factors and ergonomics (HF&E) is a multidisciplinary field incorporating contributions from
psychology, engineering, biomechanics, mechanobiology, industrial design, physiology and
anthropometry. In essence it is the study of designing equipment and devices that fit the human body
and its cognitive abilities. The two terms "human factors" and "ergonomics" are essentially synonymous.
HF&E is employed to fulfill the goals of occupational health and safety and productivity. It is relevant in
the design of such things as safe furniture and easy-to-use interfaces to machines and equipment.
Proper ergonomic design is necessary to prevent repetitive strain injuries and other musculoskeletal
disorders, which can develop over time and can lead to long-term disability.
Human factors and ergonomics is concerned with the "fit" between the user, equipment and their
environments. It takes account of the user's capabilities and limitations in seeking to ensure that tasks,
functions, information and the environment suit each user.
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To assess the fit between a person and the used technology, human factors specialists or ergonomists
consider the job (activity) being done and the demands on the user; the equipment used (its size, shape,
and how appropriate it is for the task), and the information used (how it is presented, accessed, and
changed). Ergonomics draws on many disciplines in its study of humans and their environments,
including anthropometry, biomechanics, mechanical engineering, industrial engineering, industrial
design, information design, kinesiology, physiology, cognitive psychology and industrial and
organizational psychology. (Wikipedia, 2014)
4. Materials and Equipment
 Paper
 Pen
 Internet Resources
 Ergonomics books
 Computer
5. Procedure
You are to bring different resource references on ergonomics in class. You may borrow from the school
library of the different and wide ranges of references offered. Individually, determine the answer for the
following questions pertaining to ergonomics.
6. Data and Results
Using the general report, answer the following questions:
1. In your own words, what is ergonomics?
2. How would you differentiate ‘human factors’ from ‘ergonomics’?
3. What is an ergonomist?
4. What are the different branches of ergonomics? Cite them and describe their focus.
5. Who are the professionals who need the ergonomics discipline in their course of work? Why? Justify
your answers.
7. Data Analysis and Conclusion
6
8. Reflection on the Attainment of Intended Learning Outcomes (ILOs):
9. Assessment Rubric
7
8
Equipment Evaluation Laboratory

2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
To familiarize the students with the different equipment used for Human Factors Engineering
(Ergonomics) and to be able to identify their use.
1. To demonstrate the skills in gathering the usage of the tools even in the first time use;
2. To use his/her knowledge in conceptualizing the importance and the use of gathered information
about the equipment; and
3. To establish good working relationship with the other groups and develop his/her interpersonal
relationships.
3. Discussion
Human Factors Engineering as a field would not be effective and efficient as a discipline without the use
of the equipment developed by ergonomists.
 Ergonomics Laboratory Equipment

 Paper
 Pen
 Internet Sources
 Ergonomics Reference Books
5. Procedure
As a laboratory group, identify the equipment presented by the instructor to study in the ergonomics
laboratory. Make sure you do not use a piece of equipment that the other team is evaluating at the same
time. You should be able to work on your respective group alone.
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For the piece of equipment that your team selects, do the following:
 Review the manual (if there is) or the material that describes the tool/equipment
 Practice using the equipment. Make sure to use them with care.
 Identify the applications or research environments where this piece of equipment or software
would be useful in an ergonomic setting.
 Identify an application where this tool or a similar tool was used in an research or application
environment.
 Prepare a presentation to teach the class how to use the equipment.
o Powerpoint presentation should be approximately 5-10 minutes long
o Summarize how to use the equipment assigned in a laboratory report to be submitted to
the instructor
o Prepare for a hardcopy of the report made available for your classmates for their
reference.
o Include all references and sources cited in the laboratory report.
6. Data and Results
1. In your own opinion, what is the valuable contribution of the assigned equipment to your group to the
study of ergonomics for industrial engineers?
2. With the equipment presented in class, what is the most important equipment that can be used
universally for the study of ergonomics? Justify your answer.
3. Why is it necessary for industrial engineering students to determine the equipment that will be utilized
in the course of ergonomics at the start of the semester? What can it give to you as a student?
4. Individually, give your own interpretation of the equipment assigned to your group. For you, what is its
advantage for the user? What is its disadvantage?
5. If you are to rate the laboratory activity (10 as the highest mark and 1 as the lowest mark), what would
you rate? Why?
10
11
12
Human Senses and Human Systems Laboratory

2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
This activity is designed to teach about the descriptions, functions and operation of the following human
senses and human systems:
 Visual Sense
 Auditory Sense
 Cardiovascular System
 Skeletal System
1. To demonstrate the skills in gathering information about visual sense, auditory sense,
cardiovascular system and skeletal system;
relationships.
3. Discussion
 Paper
 Pen
5. Procedure
This laboratory consists of a series of questions having to do with describing the various senses and
systems of the human body. The method of research involves using the internet and the class textbook
(and other ergonomics references) as research tools for general information.
13
Part A. Visual Sense:
Describe the operations of the eye from the time that an object is perceived by the eye until the image is
received in the brain.
a.) Describe the various elements of the eye; and

b.) Describe the process that the eye is going through to perform the receipt of the image.
Figure 3.1. Major Elements of the Eye
Part B. Auditory Sense:
Describe the operation of the ear.
a.) Describe the various elements of the ear by three segments; and
b.) Describe the process of receiving sounds.
Figure 3.2. The Human Ear
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Part C. Cardiovascular System:
Describe the function of the cardiovascular system.
a.) Describe the cardiovascular process;

b.) What are the major risk factors that can’t be changed?
c.) What are the major risk factors you can modify, treat or control by changing your lifestyle?
d.) What are the factors that contribute to heart disease risk?
Figure 3.3. The Human Heart
Part D. Skeletal System
Describe the functions of the skeletal system.
a.) What are the uses of the skeletal system in different functions of the human body system?
b.) What are the limitations of the skeletal part of the body.
6. Data and Results
1. How are the following body systems related with the study of ergonomics?
2. What are the principles learned in your other industrial engineering courses that has a relation with the
human body system and the study of ergonomics?
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16
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Laboratory Exercise No. 4A
Anthropometry Investigation

2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
To conceptualize the use of anthropometric data and its usage in the ergonomics discipline.
1. To demonstrate the skills in gathering the anthropometric measurements;
2. To apply knowledge in conceptualizing the importance and the use of gathered anthropometric
data; and
relationships.
3. Discussion
Anthropometry is a scientific discipline in the measurement of the human body. Engineers have become
highly interested in the application of anthropometric data and biomechanical information, especially to
the design of equipment and the arrangement of workstations.
For standardization purposes, anthropometric measurements are done on persons standing or sitting
erect with body joints at 0.90 or 180 degrees – body postures not usually maintained at work (Kroemer,
et.al., 2002).
 Small and Large Anthropometer

 Tape Measure
 Weighing scale with standing height meter
 Paper
 Pen
 Calculator
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5. Procedure
Gather the anthropometric measurement of each member of the class. Refer to the figures for the
illustration of body parts and the table for the anthropometric data that needs to be measured.
Table 4.1. Anthropometric Data (Standing Body Dimensions)
Factors Dimensions (m)
1. Stature
2. Eye Height
3. Shoulder Height
4. Chest Height
5. Elbow Height
6. Fingertip Height
7. Waist Height
8. Crotch Height
9. Kneecap Height
10. Calf Height
11. Functional Reach
12. Glutealfurrow Height
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STANDING POSITIONS
3
4 7
5 8
6 12
9
10
Figure 4.1. Standing Position
11
Figure 4.2. Functional Reach
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Table 4.2. Anthropometric Data (Sitting Body Dimensions)
Factors Dimensions (m)
1. Sitting Height, erect
2. Sitting Height, relaxed
3. Eye Height, sitting erect
4. Eye Height, sitting relaxed
5. Mid-shoulder Height
6. Shoulder-height Sitting
7. Shoulder-elbow Length
8. Elbow-grip Length
9. Elbow-fingertip Length
10. Elbow Rest Height
11. Thigh Clearance Height
12. Knee-height, Sitting
13. Popliteal Height
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14. Buttock-knee Length
15. Buttock-popliteal Length
16. Buttock-heel Length
1
2
3
7
4 8
5
6 10 9
14
15
12
13
16
Figure 4.3. Sitting Position Factors
6. Data and Results
1. In your own point of view, what is the importance of the gathered anthropometric data? Justify your
answer.
2. Conceptualize the uses of the gathered anthropometric data. Explain briefly each conceptualized
uses.
3. List your observations about the conducted exercise on the gathering of anthropometric
measurements.
4. State your conclusions based on the observation and the result obtained from the exercise.
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23
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Laboratory Exercise No. 4B
Percentile Values and Variabilities of Anthropometric Data

2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
To compute for the percentile values and variabilities of the gathered anthropometric data.
1. To be equipped with the working knowledge in the computation of anthropometric data

percentile values and their variabilities; and
2. To demonstrate knowledge in identifying the sources of anthropometric variability of the

gathered anthropometric data.
3. Discussion
The distribution of anthropometric information is for practical purposes, well described by the mean m
(often called as the average), SD (standard deviation), and n (sample size). The range indicates the
smallest and largest values.
Anthropometric data often are best presented in percentiles. They provide a convenient means of
describing the range of body dimensions to be accommodated, making it easy to locate the percentile
equivalent of a measured body dimension. Also, the use of percentiles avoids the misuse of the average
in design.
To calculate a percentile value p of a normal distribution, simply multiply the standard deviation by a
factor k selected from Table 4.3. Then subtract the product from the mean if p is below the mean:
p = m – kSD
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If p is above the mean, and the product to the mean:
p = m + kSD
To calculate a new mean from the sum of two distributions, simply add the means of the x and y
distributions to obtain the mean of the combined distribution z:
mz = m x + m y
The estimated standard deviation of the summation distribution z is:
SDz = {SD2x + SD2y – 2r SDx SDy] ½
For a normal distribution, percentiles are easily calculated from the mean and standard deviation. Simply
multiply the standard deviation by a factor k, selected from table 4.3 and then deduct the result from the
average to arrive at the desired percentile value below the 50 th, or else add the result to the average
(which coincides with the 50th percentile) to arrive at a value above the average.
Table 4.3. Factor k for Computing Percentiles from

Mean X and Standard Deviation SD
Percentile P Associated with X

k X (bar) = X - kSD X (bar) = X + kSD
2.576 0.50 99.50
2.326 1.00 99.00
2.060 2.00 98.00
1.960 2.50 97.50
1.880 3.00 97.00
1.650 5.00 95.00
1.280 10.00 90.00
1.040 15.00 85.00
1.000 16.50 83.50
0.840 2.00 98.00
0.670 25.00 75.00
0.000 50.00 50.00
Examples:
To determine the 95th percentile, use k = 1.65

To determine the 20th percentile, use k = 0.84
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 Anthropometric Data
 Paper
 Pen
 Calculator
5. Procedure
1. Gather all the anthropometric data – standing body dimensions obtained in Experiment # 4A and
compute for the 5th percentile and 95th percentile values for men and women. Plot the computed values
of
5th percentile and 95th percentile in Table 4.4.

Table 4.4. Percentile Values of Anthropometric Data
Standing Body Dimensions
Percentile Values (cm)
Factors 5th Percentile 95th Percentile
Men Women Men Women
2. Gather all anthropometric data – seated body dimensions obtained in Experiment # 4A and compute
for 5th percentile and 95th percentile values for men and women. Plot the computed values of the 5 th
percentile and 95th percentile at Table 4.5.
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Table 4.5. Percentile Values of Anthropometric Data
Seated Body Dimensions
Percentile Values (cm)
Factors 5th Percentile 95th Percentile
Men Women Men Women
6. Data and Results
1. What are the four sources of variability on the anthropometric data? Briefly explain each.
2. Discuss the reasons why variabilities occur from the above mentioned four sources?
3. What is the importance of the 5th and 95th percentile rank in design?
28
29
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Body Mass Index

2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
To compute for the body mass index of students and determine the current case of their body mass
indexes.
1. To demonstrate skill in determining the weight and the height of each member of the group;
2. To apply knowledge in the computation of their Body Mass Index; and
3. To give emphasis and understand the importance of maintaining an ideal body mass index.
3. Discussion
Body Mass Index (BMI) is a measure of body fat based on height and weight that applies to both adult
men and women.
Table 5.1. BMI Interpretation for People 16 years and Older
Category BMI
Serious Anorexia Below 16
Underweight, Anorexia 16.0 – 18.4
Normal Weight 18.5 – 22.4
Normal Weight, Longest Life Expected 22.5 – 24.9
Overweight 25.0 – 29.9
Obesity 30.0 – 34.9
Grave Obesity Above 35.0
Source: http://www.web4health.info/en/answers/ed-dia-weight-bmi-calc.htm
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Calculate the Body Mass Index (BMI) by dividing the body weight (in kilograms) by the square of the
body height (stature, in meters). While the BMI calculation yields a better estimate of body composition
than simply the weight of an individual, it has weak discriminant validity; because it taps into both lean
and fat mass (Kroemer, et.al., 2002). Body composition varies among individuals of the same height and
weight due to their genes and bone structures.
 Weighing scale with standing height meter

 Paper
 Pen
 Calculator
5. Procedure
1. Measure the height and weight of each member of your group and compute for their respective
“Body Mass Index”. Fill-up the table below with the gathered measurements.
Table 5.1. Body Mass Index Assessment
Member’s Name Height Weight BMI
1.
2.
3.
4.
5.
6.
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7.
8.
9.
10.
2. Using the BMI category listed above, determine the BMI category of each member of the group.
Table 5.2. Body Mass Index Category
Member’s Name BMI Category
1.
2.
3.
4.
5.
6.
7.
8.
9.
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10.
6. Data and Results
1. With your computed BMI category, what will you do to maintain your ideal body mass index?
2. Enumerate and briefly explain the activities you need to do to maintain an ideal BMI.
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35
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NIOSH Lifting Exercises

2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
To understand and comprehend on different manual working tasks using NIOSH Lifting Eqn.
1. To demonstrate the skills in gathering the NIOSH lifting measurements;
2. To apply knowledge in conceptualizing the importance and the use of gathered NIOSH lifting
data; and
relationships.
3. Discussion
A decade after the first NIOSH lifting guide, NIOSH revised the technique for assessing overexertion
hazards of manual lifting. The new document no longer contains two separate weight limits (Action Limit
(AL) and Maximum Permissible Limit (MPL)) but has only one Recommended Weight Limit (RWL). It
represents the maximal weight of a load that may be lifted or lowered by about 90% of American
industrial workers, male or female, physically fit and accustomed to physical labor.
This new equation resembles the 1981 formula for AL, but includes new multipliers to reflect asymmetry
and the quality of hand-load coupling. The 1991 equation allows as maximum a “Load Constant (LC)” –
permissible under the most favorable circumstances with a absolute value of 23 kgs (51 lbs).
Recommended Weight Limit=LC x HM x VM x DM x AM x FM x CM
Notes:
 LC – load constant of 23 kgs or 51 lbs.
 Horizontal Multiplier (HM) – the horizontal distance of the hands from the ankles (the midpoint of
the ankles).
 Vertical Multiplier (VM) – the vertical location (height) of the hands above the floor at the start
37
and end points of the lift.
 Distance Multiplier (DM) – vertical travel distance from the start and end points of the lift.
 Asymmetry Multiplier (AM) – angle of asymmetry, (e.g. the angular displacement of the load
from the medial (mid-saggital plane) which forces the operator to twist the body. It is measured
at the start and end points of the lift).
 Frequency Multiplier (FM) – frequency rate of lifting, expressed in lifts per minute.
 Coupling Multiplier (CM) – indicates the quality of coupling between hand and load.
Using the NIOSH lifting equation, perform an analysis of the lift below the same person and then perform
the same analysis for the second person. Calculate the RWL and LI for the origin and destination of both
lifts.
Load
Lifting Index ( LI )=
Recommended Weight Limit

 Paper
 Pen
5. Procedure
Look for an actual worker who does lifting tasks in general. Observe the worker as he do the lifting task
and measure the necessary details in order for you to solve the RWL and LI. For the laboratory report,
you are to present the following (with actual pictures):
1. Description of each task

2. List any necessary assumptions
38
3. Explain the values for each of the parameters from the NIOSH lifting equation
4. Do the task requirements seem excessive? Explain.
5. Compare and contrast the results of the tasks.
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Figure 6.1. Graphic Representation of Hand Location
40
Figure 6.2. Graphic Representation of Angle of Asymmetry
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Figure 6.3. Loading Punch Press Stock
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Hand to Container Coupling Notes
1. An optimal handle design has 0.75 – 1.50 inches (1.90 to 3.80 cm) diameter, 1 4.5 inches (1 1.5 cm)
length, 2 inches (5 cm) clearance, cylindrical shape and a non-slip surface.
2. An optimal handhold cut-out has the following approximate characteristics:
 1.5 inch (3.8 cm) height

 4.5 inch (11.5 cm) length
 semi-oval shape
 5 inch (12 cm) clearance
 smooth non-slip surface
 > 0.25 inches (0.60 cm) container thickness (e.g. double thickness cardboard)
3. An optimal container design has 16 inches (40 cm) frontal length, < 12 inches (30 cm) height, and a
smooth non-slip surface.
4. A worker should be capable of clamping the fingers at nearly 90 degrees under the container as
required when lifting a cardboard box from the floor.
5. A container is considered less than optimal if it has a frontal length of > 16 inches (40 cm), height of
>12 inches (30 cm), rough and slippery surfaces, sharp edges, asymmetric center of mass, unstable
contents or requires the use of gloves.
6. A worker should be able to comfortably wrap the hand around the object without cawing excessive
wrist deviations or awkward postures, and the grip should not require excessive force.
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Figure 6.4. Frequency Multiplier
Figure 6.5. NIOSH Lifting Equation Job Analysis Worksheet
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6. Data and Results
1. In your own opinion, what is the valuable contribution of the worker’s condition to your group to the
study of ergonomics for industrial engineers?
2. Why is it necessary for industrial engineering students to determine the equipment that will be utilized
in the course of ergonomics at the start of the semester? What can it give to you as a student?
3. If you are to rate the laboratory activity (10 as the highest mark and 1 as the lowest mark), what would
you rate? Why?
45
46
Product and Service Systems Design

2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
To conceptualize product and service systems designs with the gathered anthropometric measurements.
1. To demonstrate a working knowledge on the use and the importance of the conceptualized
product designs; and
2. To apply knowledge in the conceptualizing product and service systems design.
3. Discussion
This exercise will promote an understanding among ergonomics’ students on the importance of the
gathered anthropometric measurements and encourage creative thinking on the creation of product
design or service systems design.
According to Blanchard, B. & Fabryckry, W. (2002), when establishing the basic design requirements for
the system, particularly regarding human activities, and one obviously must consider the physical
dimensions of the human body. The weight, height, arm reach, hand size, and so on, are critical when
designing operator stations consoles, control panels, accesses for maintenance purposes, and the like.
The application of anthropometric data in design involves many considerations. The human body and
work-space dimensions are significant.

 Paper
 Pen
 Anthropometric Data
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5. Procedure
1. Given the anthropometric data that you have gathered from the previous exercise, conceptualize
at least three (3) product designs. Draw your own two products design concept on the space
provided and describe them. Indicate the anthropometric data that you will use for your own
product design concept.
ILLUSTRATION: Product Design Concept No. 1
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49
50
6. Data and Results
1. If your own product design concepts will materialize, who will be benefited?
2. State your reasons behind your product design concepts.
3. Enumerate the steps you’ve made in coming up with your three (3) design concepts.
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Assessment of the Back Flexibility

2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
To familiarize the students with the concept of adjustable sit and reach flexibility tester.
1. To be equipped with the working knowledge in the use of the adjustable sit and reach flexibility
tester;
2. To demonstrate knowledge in the assessment of the back flexibility; and
3. To develop a good working relationship with their classmates in accomplishing the assigned
tasks.
3. Discussion
The standard sit and reach test will determine the maximum flexibility of the back attainable without
undue strain on the back muscles. The flexibility of the back muscles can indicate the tasks or
movements the back is capable of performing. The Flexibility Tester is a highly accurate and valid
method of measuring back flexibility. It replaces the crude measuring devices described by Wells/Dillon
and Johnson/Nelson.
The unit is constructed of durable, yet lightweight aluminium. The top is a platform scale containing an
auto-zero slide arm that extends more than 16 inches. The rule is marked in 1/2” increments to 23”, and
in centimeters, to 59 cm.
The subject sits with legs straight and feet flat against the no-mar rubber panels affixed to the front. The
subject reaches forward, moving the slide bar to maximum reach.
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 Adjustable Sit and Reach Flexibility Tester
 Instruction’s Manual
5. Procedure
1. Have the subject sit on the floor with legs together and fully extended with feet against the
rubber pads on the unit. Ensuring the head, upper back, and lower back are in contact with a
wall.
2. Have the subject extend arms fully in front of their body with the right hand overlaying the left
hand, with the middle finger of each hand directly over each other.
3. Move the measurement slide to zero. Place the adjustable scale arm at the tips of the middle
fingers and lock it into place.
4. Instruct the subject to reach forward with fingertips against the slide arm, and bending forward at
the waist, moving the measurement slide-up the scale as far as he/she can.
5. Record the data to the nearest 1/2”.
For the Wellness-Fitness Initiative:
1. The student is advised that the evaluation is a series of 3 measurements that will evaluate the
flexibility of the lower back, hamstring muscles and shoulders. The student is informed that the
flexion required during this evaluation must be smooth and slow, as the individual advances the
slide on the box to the most distal position possible. Inform the student that if at anytime during
the evaluation they experience back pain, chest pain, light-headedness, ataxia confusion,
nausea or clamminess, they should terminate the evaluation.
2. The student is instructed to sit on the floor ensuring the head, upper back and lower back are in
contact with a wall. The individual is instructed to place legs together, fully extended. The sit and
reach box with the adjustable slide is placed with the box flat against the feet.
3. While maintaining the head and upper/lower back contact with the wall, the student is instructed
to extend arms fully in front of their body with the right overlaying the left want, with the middle
finger of each hand directly over each other. The measurement slide is set to 0.00” at the tips of
the middle fingers. The individual is then instructed to exhale slowly while stretching slowly
forward, bending at the waist and pushing the measurement slide with the middle fingers. During
the stretch, the legs are to remain together and fully extended and hands are to remain overlaid.
The stretch is held momentarily and the distance obtained. If the student bounces, flexes knee
or uses momentum to increase distance, the evaluation is not counted.
4. Instruct the student to relax for 30 seconds. Once the student has completed the 30-second
recovery period, begin the second evaluation. Repeat evaluation for the third time using the
54
same procedure.
5. Record the farthest distance of the three trials by computing for the average scores (rounded to
the nearest ½ inch) as the final sore. Record students’ data on Table 8.1.
Table 8.1. Back Flexibility Assessment Result
Dominant First Trial Second Third Trial Final Score

Student’s Name
Hand Score Trial Score Score (inch)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
6. Data and Results
55
1. What is the application of measuring the back flexibility? Give at least two and justify your answers.
2. Based on the exercise performed, state your conclusions from that result from the back flexibility
measurement.
56
57
58
Physical Environment: Light Measurement

2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
To familiarize the students with the use of light meter.
1. To demonstrate creative skill in measuring the luminance of the classrooms;
2. To understand and give emphasis in working on a well-lighted place; and
3. To assess knowledge in designing a workstation with convenient lighting systems.
3. Discussion
Light can be defined as any radiation capable of causing a visual sensation. The natural source of such
electromagnetic radiation is the sun. Lamps (also called luminaries) are common artificial sources.
Measurement of the quantity of radiant energy may be done by determining the rise in temperature of a
blackened surface that absorbs radiation.
The four fundamental types of energy measurement:

 The total radiant energy emitted from a source per unit of time: radiant flux.
 The energy emitted from a point in a given direction: radiant intensity.
 The energy arriving at (incident on) a surface at some distance from a source: irradiance.
 The energy emitted from or reflected by a unit area or surface in a specified direction: radiance.
59
Table 9.1. Terms, Symbols and Units of Light Energy
Term Symbol Unit
Radiant Flux Pe Watts (W)
Radiant Intensity Ie W x sr -1
Irradiance Ee Wm-2
Radiance Le Wm-2 sr -1
 Digital light Meter

 Instruction’s Manual
 Pen
 Paper
5. Procedure
Please strictly observe safety instructions during the use of the light meter. Read the precautionary
instructions before the use of light meter.
1. CAUTION:
 Please do not drop or subject the light meter to a strong shock.
 Do not immerse the unit in water or any liquids. The light meter is not water proofed.
 Do not leave the instrument inside cars, buses, and other vehicles during warm days.
 Do not expose the light meter into dust, high temperature and humidity, or direct sunlight.
 Turn off the power when the light meter is not being used. If the light meter is not to be used for
a long time, please remove the battery.
 Avoid disassembling the light meter. If light meter failure occurs, ask for technician assistance.
60
 Please do not wipe the unit with benzene or thinner, this may cause the unit to easily break and
produce white marks on the chassis.
2. BATTERY REPLACEMENT:
 When the upper left corner of the LCD display shows “LO BAT”, the battery needs to be
replaced. However, it would still take several hours before measurement becomes inaccurate.
 In replacing the battery, slide out the battery cover until it is removed, then take the battery out.
 Replace the battery with a new one and position this new battery correctly inside the meter’s
battery compartment.
 Fasten back the cover.
3. CLEANING:
 Wipe off dust, and other dirt on the unit using a dry cloth.
4. SPECIFICATIONS:
A. General Specifications
Display : 13 mm LCD, 3 ½ digit display

Sensor : Silicon, Photo Diode
Measuring Functions : 0 – 20000 LUX, 2 range selections
Over Range Indicator : Displays “1”
Operating Conditions : 0 – 50 deg C, less than 80% RH
Power Supply : 006P, MN1604 (PP3) or equivalent … 1 piece
Battery Life : Approx. 200 hours
Dimensions : Main Unit = 131 (H) x 70 (W) x 25 (D) mm
Sensor Part = 85 (W) x 58 (H) x 18 (D) mm
Nearly 150 g (battery and sensor included)
Accessories : Instruction Manual, 1 piece battery
61
B. Electrical Specification
Table 9.2. The Light Meter Specification
Measuring Range Resolution Accuracy
0 – 1999 LUX 1 LUX ± (5% + 4d)
2000 – 19990 LUX 10 LUX + (5% + 4d)
5. MEASURING PROCEDURE:
1. Slide the power simply switch to the “ON” position.
2. Adjust the Range Select Switch according to the intensity of the light being measured.
3. Take the sensor, and then position the sensor facing the light source. If the display stabilizes,
take the reading.
* Measuring Consideration:
Range Select B (2000 – 19900 LUX) is designed to measure light intensity within the specified range
mentioned above. In case that the light may be below this range, select the lower range to obtain a more
accurate reading.
EXERCISE INSTRUCTION:
1. Measure the intensity of the light in the rooms assigned by the instructor.
2. Record your gathered light intensity readings on Table 9.3.
62
Table 9.3. Gathered Light Intensity Readings
Designated Rooms Light Intensity
6. Data and Results
1. What are the sources of confusion in the measurement of light energies and the perception of those
energies by the human observer?
2. List your observations about the conducted light intensity readings on the designated rooms by your
instructor.
3. State your conclusions based on the observation and the result of the exercise performed.
63
64
65
Physical Environment: Weather Forecast (Indication and Temperature Reading)

2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
To familiarize the student with the use of electric barometer.
1. To demonstrate knowledge in the assessment of how the body interacts with the environment;
2. To apply the skill in temperature reading and weather forecasting; and
3. To be equipped with working knowledge in the analysis of the effects of temperature in the
physical and mental health of an individual.
3. Discussion
The human body generates heat and at the same time, exchanges (gains or losses) energy with the
environment. Since a rather constant core temperature must be maintained, the body must dissipate
heat in a hot climate, while excessive heat loss must be prevented in a cold environment.
The human body has a complex control system for maintaining the deep-body core temperature very
close to 37 deg C (about 99 def F), as measured in the intestines, the rectum, the ear, or (most often) as
estimated by measure in the mouth. While the temperature of the body fluctuates slightly throughout the
day, due to diurnal changes in the body functions, the main task of the temperature-control system is to
regulate the energy exchange between (metabolic) heat generated within the body and external energy;
the body may absorb heat in hot surroundings or lose heat in cool environment.
 Electronic Travel Barometer

 Instrument’s Instruction Manual
 Paper
66
 Pen
 Calculator
5. Procedure
Read first the Electronic Travel Barometer Instruction’s Manual before the exercise.
How to read the barometric pressure trend?
The barometer gives you the pressure trend for the last hour, indicated by the arrow displayed in the
upper left corner of your display, next to the weather icon. The weather will be improving if this trend
(arrow) is rising, or getting worse if the trend (arrow) is falling.
How to read the illustrated weather forecast symbols and the storm alarm?
The travel barometer automatically detects the barometric pressure changes in your area. Based on the
changing pressure, it displays an illustrated weather symbol indicating the weather forecast. The
displayed weather marks are indicating a forecast of 12 to 24 hours ahead, for a radius of approximately
30 to 50 km (20 to 30 miles).
If the travel barometer detects stormy conditions, the storm indicator (lightning bolts) will flash and an
alarm will beep. The alarm sound will stop automatically after 1 minute to conserve power.
IMPORTANT:
1. The accuracy of weather forecasting when using pressure trend alone is about 70 to 75 percent
and therefore, the electronic travel barometer cannot be held responsible for any inconvenience
caused by an inaccurate weather forecast;
2. The weather forecast symbols may not affect the current weather condition. The symbols are
forecasting the future; and
3. A “SUNNY” forecast covering the night time reflects a fine clear weather.
EXERCISE INSTRUCTION:
This exercise will be conducted by determining the barometric pressure trend from the ground floor up to
the fifth floor of the TIP QC Building 5. Find the barometric pressure trend and temperature reading in
each floor and plot your readings on Table 10.1.
67
Table 10.1. The Barometric Pressure Trend and Temperature’s Readings
Date of Reading: __________ Weather Forecast:___________

Reading’s Location
Temperature Pressure Trend
First Floor
Second Floor
Third Floor
Fourth Floor
Fifth Floor
6. Data and Results
1. Are the sensations of feeling hot or of cold reliable indicators of the climate strain? Justify your
answer.
2. Enumerate the four physical factors in assessing the thermal environment. Briefly explain each
factors.
3. List your observation about the conducted barometric pressure trend readings, temperature readings,
and the weather forecast on the designated rooms at fourth floor.
4. State your conclusions based on the observation and the result of the exercise performed.
68
69
70
71
The Office Ergonomics Facility Exercise

2. Date Submitted :
3. Instructor :
4.
5.
1. Objective(s)
To appreciate the importance of ergonomics in facility planning and layouts.
1. To demonstrate knowledge in the application of ergonomics in the facilities around us;
2. To show different ways on how to discuss and plan for ergonomically designed facilities; and
3. To be equipped with working knowledge in the application of office ergonomics in the physical
facilities and environment.
4. To test creativity in designing facility layouts with the use of the theories and principles learned in
your ergonomics class.
3. Discussion
Ergonomics is the study of the kind of work you do, the environment you work in, and the tools you use
to do your job. The goal of office ergonomics is to set up your office work space so that it fits you and the
job you are doing.
When your workstation is set up right, you may:
 Be less likely to have problems such as headaches or eyestrain.

 Reduce neck and back pain.
 Prevent bursitis or tendon problems that are linked to doing the same task over and over
(repetitive tasks).
It's common for injury and illness to happen at work. Both can cost you and your employer time and
money. They can also affect how well you do your job.
72
Most on-the-job injuries are caused by:
 Falls.
 Repetitive movements.
 The way you sit or stand (posture).
 Bending over, lifting heavy objects, or using pressure or force.
 Working with vibrating tools.
Office ergonomics can help you be more comfortable at work. It can help lower stress and injury caused
by awkward positions and repetitive tasks. It focuses on how things are set up in your office work space,
such as:
 Your workstation setup, how you sit, and how long you stay in one position.
 How you do a certain task, the kinds of movements you make, and whether you make the same
movements over and over.
 Your work area, including light, noise, and temperature.
 The tools you use to do your job and whether they are set up to fit your needs.
Most injuries that happen at work are caused by physical stress and strain, such as sitting in the same
position for a long time, making repetitive movements, and overuse. These injuries can cause stress and
strain on your muscles, nerves, tendons, joints, blood vessels, and spine.
Symptoms can include pain in your:
 Back.
 Hand, wrist, or arms.
 Neck and shoulders.
You could also be at risk for problems such as tendinopathy and bursitis. These are caused by overuse
and repetitive movements. Over time, these kinds of movements can make you feel bad. They can
cause long-term health problems. And they use up your sick time.
You may be at greater risk for injuries at work if you have other health problems, such as arthritis or
emotional stress.
 Instrument’s Instruction Manual

 Paper
 Pen
 Calculator
73
5. Procedure
Design an experiment on how to evaluate facility layouts in a real company setting and give an
ergonomic assessment on it. You may refer in the figures below for possible standards that you can use
in your designs.
Figure 11.1. Maximum Reaches in Seated or Standing Work
Figure 11.2. Sloping Work Surface for Tasks which Require No Manual Work
74
Figure 11.3. Viewing Manual Work
Figure 11.4. Required Legroom for Sitting
75
Figure 11.5. Legroom Required for Standing Work
Figure 11.6. Guidelines for the Dimensions of a Workplace at which Seated and
Standing Work can be Alternated
76
6. Data and Results
1. What are the importance of ergonomics principles in designing a facility layout?
2. Are there any principles in ergonomics that you have violated since it contradicts on your
ergonomically designed facility layout? Why?
3. What do you think is the importance of office ergonomics to your everyday environment?
77
78
BIBLIOGRAPHY
Books
Blanchard, B.S., Fabryckry, W.J. (2002). Systems Engineering and Analysis (3 rd Edition). Prentice Hall
Publishing
Badiru, A.B. (2006). Handbook of Industrial and Systems Engineering. Taylor and Francis Group, LLC
Frievalds, A. (2009). Niebel’s Methods, Standards and Work Design (12 th Edition). McGraw-Hill Education
(Asia)
Gallwey, T.J., O’Sullivan, L.W. (2009). Ergonomics Laboratory Exercises. Taylor and Francis Group, LLC
Guttierrez, M.T., Mendoza, M.T. Laboratory Manual in Human Factors Engineering / Ergonomics.
Technological Institute of the Philippines, Department of Industrial Engineering
Kanawaty, G. (1992). Introduction to Work Study (4th Edition). International Labour Organization
Kroemer, et.al. (2002). Ergonomics: How to Design for Ease and Efficiency (2 nd Edition). Prentice Hall
Publishing
Salvendy, G.S. (2006). Handbook of Human Factors and Ergonomics (3 rd Edition). John Wiley & Sons, Inc.
International Labour Organization. Introduction to Work Study (3rd Revised Edition)
Instrument’s Instruction Manual
Cardinal Scale Mfg. Co.

www.detectoscale.com
EXTECH Instrument
Model 407727 and Model 407730
www.extech.com
Lafayette Instrument
Email: [email protected]
www.lafayetteinstrument.com
Line Seiki Co., Ltd.

Email: [email protected]
www.line.co.jp
Oregon Scientific
Model EB312E
79

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Technological Institute of the Philippines

College of Engineering and Architecture

Industrial Engineering Department

IE 401 – HUMAN FACTORS ENGINEERING LABORATORY

Engr. Yoshiki B. Kurata, CIE, AAE, MSc.IE

HUMAN FACTORS ENGINEERING LABORATORY

Master of Science in Industrial Engineering (Major in Human

Bachelor of Science in Industrial Engineering, University of

Certified Industrial Engineer (CIE), Philippine Institute of

Associate ASEAN Engineer (AAE), ASEAN Federation of

Experiment # Title Page

1 Ergonomics as an Industrial Engineering Discipline 5

2 Equipment Evaluation Laboratory 9

3 Human Senses and Human Systems Laboratory 14

4B Percentile Values and Variabilities of Anthropometric Data 28

5 Body Mass Index 34

6 NIOSH Lifting Exercises 40

7 Product and Service Systems Design 50

8 Assessment of Back Flexibility 57

9 Physical Environment: Light Measurement 67

10 Physical Environment: Weather Forecast

11 The Office Ergonomics Facility Exercises 76

ACCEPTABLE USE POLICY FOR LABORATORY AND SHOP USERS

3. No equipment shall be operated without the permission of the faculty member.

Ergonomics As An Industrial Engineering Discipline

Course : Experiment No. :

2. Intended Learning Outcomes (ILOs)

At the end of the exercise, the students are expected:

1. To establish a good foundation of ergonomics as a discipline for industrial engineering students

4. Materials and Equipment

6. Data and Results

Using the general report, answer the following questions:

1. In your own words, what is ergonomics?

2. How would you differentiate ‘human factors’ from ‘ergonomics’?

7. Data Analysis and Conclusion

Course : Experiment No. :

2. Intended Learning Outcomes (ILOs)

At the end of the exercise, the students are expected:

4. Materials and Equipment

 Ergonomics Laboratory Equipment

Using the general report, answer the following questions:

7. Data Analysis and Conclusion

Human Senses and Human Systems Laboratory

Course : Experiment No. :

2. Intended Learning Outcomes (ILOs)

At the end of the exercise, the students are expected:

4. Materials and Equipment

a.) Describe the various elements of the eye; and

Figure 3.1. Major Elements of the Eye

Part B. Auditory Sense:

Describe the operation of the ear.

Figure 3.2. The Human Ear

Describe the function of the cardiovascular system.

a.) Describe the cardiovascular process;

Figure 3.3. The Human Heart

Part D. Skeletal System

Describe the functions of the skeletal system.

6. Data and Results

Using the general report, answer the following questions: