CSP Math Course

BCSP Mathematics
Workshop
Peter J Hill, PE, CSP
Commandant Marine Corps (Safety Division)
14-15 March 2007 NAVOSH PDC

Intros & Housekeeping
 Exits
 Heads
 Texts
 Calculators
 Scratch Paper

Course Objectives & Intent
 Obtain a working understanding of major
mathematical concepts related to CSP/ASP
 Refresh or Improve individual Mathematical
abilities to meet concepts covered
 Focus on Working Problem Types encountered
on Exam
 Establish Process for you to Self-Teach new or
deficient areas
Syllabus
 Morning Session Day 1  Morning Session Day 2
 CSP Pre-Test  Application Areas
 Calculator Selection & Use  Engineering and Physics
 Fractions  Industrial Hygiene
 Exponents, Roots & Logs  Statistics
 Systems of Measurement  Sample Questions & Situations
 Scientific and Engineering
Notation
 Afternoon Session Day 1
 Algebraic Properties &
Simple Equations
 Applied Algebra
 Geometry
 Trigonometry
 Boolean Algebra

References
Background Math for the BCSP Safety
Certification Examinations
Glenn Young, CSP, (1st Ed. ASSE 2003)
Examination Guide
© 2006 Board of Certified Safety Professionals
(Free Download at www.bcsp.org)

ASP/CSP Self Assessment
 Mini-Test (30 Minutes)
 Excerpted quantitative questions from ASP/CSP
Examination Guide
 Grade it yourself
 Make a note of topical areas where you feel you
need to study
 After this class…Download the entire Examination
Guide and work through it all
 Consider other recommendations at www.bcsp.org
ASP/CSP Self Assessment
 Safety Fundamentals:  Comprehensive Practice
 3. 1  5. 4
 5. 3  6. 4
 7. 4  11. 4
 8. 1  12. 4

Before you all walk out…
 Recognize that the ASP/CSP exams test your
application of numerous concepts and processes as
well as your mathematical skill sets (Physics,
Chemistry, Mechanics, Regulatory Knowledge)
 Many problems are elementary enough for a solution
process to be derived – you don’t have to know it all
 THIS COURSE only addresses the math – not your
understanding of concepts

Chapter 1
Calculator Selection and Use

Text Reference Page 1
Calculators
 BCSP Rules (www.bcsp.org)
 Your Calculator MUST be on approved list or you will
not be permitted to bring it into the exam
 Calculator Functions
 Required: π, yx, x√y, ex ,10x, SIN, COS, TAN, x!, σ
 Recommended: °C to °F, 1/x, x’, y’
 Backup (2nd) calculator also recommended
 The Test is taken on a computer – You will have
access to the Windows Calculator tool
Calculator Hierarchy
 Normal Hierarchy (PEMDAS)
• (Parentheses)
• Exponents
• Multiply & Divide
• Add & Subtract
 Know how your calculator works & know

how to use parentheses
4 + 2 • 3 ≠ (4 + 2) • 3

Chapter 2
Fractions, Etc.

Fractions
 Can be represented as decimals or percents
 Divide Numerator by Denominator = Decimal
12
 12  69  0.17391
69
 Multiply Decimal by 100 = Percent
0.17139 100  17.139%
 Add, Subtract, Multiply, or Divide decimals normally
 An answer may have to be expressed as a fraction if question requires it

or if it contains variables (x or y)
Multiplying Fractions
 Multiply Numerators 2 3 23
 
 Multiply Denominators 3 4 3 4
6 1
 Reduce to Lowest Terms 
12 2
1 4 1
 Express Whole Numbers as 4  
Fraction with Denominator =1 3 1 3
Dividing Fractions
 Multiply by Reciprocal
 Change “Fractions of Fractions” to “Fraction  Fraction”
 Invert the Fraction you’re dividing by
 Multiply the terms of the new expression & Simplify
1
 
 2   1  3  1  4  1 4  4  2
 3  2 4 2 3 23 6 3
 
 4
Invert & Multiply

Dividing Fractions
 When whole numbers divided by fractions,
convert whole number to fraction by putting 1
in denominator (same as multiplying)
 When multiple fractions are divided, begin

with bottom-most expression and work up

Adding & Subtracting Fractions

 Watch Signs!
 A minus (-) sign may be placed before the fraction, its
numerator, or denominator
1 1 1 1
   
3 3 3 3
 Denominators must be equal in order to Add or Subtract
 Find a Common Denominator

Finding A Common Denominator

 Multiply each term of the equation 3 5 equal
These Fractions
by a fraction equivalent to 1 (any  multiple of 1
number or variable over itself)

8 7
 Add the Numerators ONLY  3 7  5 8
    
 This is also necessary if expressions 8 7  7 8
contain variables
21 40
 It is not necessary to determine a  
“Least Common Denominator” for 56 56
BSCP testing 61

56
Common Denominator with a Variable

 Multiply each term of the 3 5 equal These Fractions
 multiple of 1
equation by a fraction 8 x
equivalent to 1 (any number or
3 x   5 8
variable over itself) so that the     
denominators are the same 8 x   x 8
3 x 40
 
 Add the Numerators ONLY 8x 8x
 Reduce/Simplify (if possible) 3 x  40

8x
Understanding Reciprocals
 Definition:
3 8 24
 Any two numbers whose   1
product is one 8 3 24
 The reciprocal of a fraction is 3 x 7 y 21xy
also called its inverse   1
 The reciprocal of any whole 7 y 3 x 21xy
number or expression is one
divided by the number or
expression

Reciprocals & Proportions

 Calculator Tip: Use 1
Reciprocal Key or 1/x
x
 A Proportion exists 3 90
when Cross Products 
4 120
are Equal 3  120  360,4  90  120

Significant Digits & Decimal Places

 The most significant digit is the left most non-zero digit in a
number written in decimal form
 128.00 – The “1” is the left-most non-zero number
 The number of significant digits is the number of digits
counting from the right of the most significant digit
 128.00 – Five Significant Digits
 128 – Three Significant Digits
 .00208 – Three Significant Digits
 The number of decimal places in an answer is the same as the
number with the smallest number of digits to the right of the
decimal point

Rounding Rules
 Value of a digit is determined by next digit to
the right:
 0 to 4 – Value of the digit rounded stays the same
 6 to 9 – Value of the digit rounded is increased
 Exactly 5 – Value of the digit to be rounded stays
the same if even, increased if odd
 The exam may offer several choices where the
only difference is the rounding/significant digits

Absolute Value
 Represents the
magnitude of the 74  3 3
number or expression,
independent of its sign 7  10   3  3
 Like Parentheses, the
placement of the | |
makes a difference
 Work between | | First  10  5   10  5
 Pay attention to signs 10  5  15  5
outside the | |
Chapter 3
Exponents, Roots, and Logs

Exponents
 A number (Base) times itself;
the number of times is the
exponent 3  3  3  3  3  81
4
 3 is the Base, 4 the Exponent (or
x  1,  x  0 
power)
0
 Any nonzero number raised to
the zero power is equal to one
 A Base with a negative
exponent equals the inverse of 3 1
the base raised to the same x  3
power x
Exponent Operations
 Multiply (Same Base)  2 2 
– Add the Exponents 3 3  3
2 2
3 4
 2 2 
 Divide (Same Base) – 3 3  3
2 2
Subtract the Exponents 3 1

0
Products – Raise each

 2  4
 2
expression to same  2 4
2 2
power
Roots
 A Root is the opposite of an exponent
 Radical – √
3


Radicand – 125
Order – 3 (if blank, assume 2)
125
 Order
 Even - Root maybe positive or negative
 Odd - Root has sign of Radicand
 Can be expressed as an exponent by inverting 1
the Order and making the resultant fraction
the exponent
2
9 9 2
Logarithms
 Common Logarithms – Base 10
 It is the power (exponent) you raise a number
to that gets the result
 10-4 = .0001 therefore log 0.0001 = -4
 Natural Logarithms – Base e (e =
2.718281828…)
 Negative logarithms result in values less than 1

Antilogarithms
 Antilog is the opposite - Result when you
raise 10 (or e) to the power
 On Calculator
 Common Logs: Log x and 10x
 Natural Logs: Ln x and ex

Chapter 4
Systems of Measurement

Systems of Measurement
 English Units
 Pounds, Cubic Feet, Gallons, Hours, Mile,
Degrees Fahrenheit
 Metric Units
 Grams, Cubic Meters, Liter, Hours, Meters,
Degrees Celsius
 Dependent of prefixes (milli, centi, deci, deca,
hecto, kilo, etc)

Absolute Scales
 For Scientific Problems, absolute temperature
scales prevent use of negative temperature values
 Metric °Kelvin t  K  t  C  273
 English °Rankin t  R  t  F  460

 Absolute Pressure
 Gauge Pressure plus Atmospheric Pressure
Conversion
 The exam may require you to convert from metric to
English or vice versa
 A problem may be presented using a mix of both
systems (meters with pounds). You MUST convert
to one system
 Be mindful of the units presented and what is asked
for in the answer
 Have Reference Pages from the Examination Guide

Dimensional Analysis
 Allows you to derive appropriate conversion
factor
 Write the term to convert with number and units
 Write a fraction equal to one that has the start unit
in the opposite position from the original term
and the desired unit in the other position
 Multiply terms and cancel the units (desired one
should be left)
 Round to required accuracy
Dimensional Analysis Example

 Convert 20 miles to feet
20miles 5,280 feet

  105,600 feet
1 1mile
 Use the Tabular model in the text for more complex
examples

Chapter 5
Scientific and Engineering Notation

Scientific & Engineering Notation

 A shorthand method used to express very large or
small numbers
 Helps minimize errors (from miscounting zeroes)
 Scientific Notation: 1 number to left of decimal
point (base) times 10 raised to a determined power
 1,004,000 = 1.004 x 106
 Engineering Notation: A form of Scientific
Notation that limits the exponent of 10 to multiples
of 3, times a base with 1 to 3 places to left of the
decimal point
Processes in Scientific Notation

 Multiplication: 2.04  10 4  3.007  10 2
 Multiply the bases   2.004  3.007   6.13428
 Add the exponents 10 4
 10  2  10  4 2   10 2 
(powers of 10)  6.13428  10 2
 Combine and readjust
 Is the answer to the
right number of
decimal places?

Processes in Scientific Notation

 Division 4.78 10 6  2.47  103
Divide the bases
  4.78  2.47   1.9352226

 Subtract the exponents
 Combine and readjust 10 6
 103  10  63   103 
 1.9352226  103
 Same Processes work
in Engineering
Notation

Other Rules
 To add or subtract expressions in Scientific
Notation, adjust power of 10 to the same
value in each term (not likely to need this)
 (3 x 105) + (5 x 105) = 8 x 105
 When raising an expression containing
exponents by another exponent, multiply the
exponents
 (103)5 = 10(3x5) = 1015
Bonus Material – After Lunch
7 x 13 = 28
 Video: Abbott & Costello – In the Navy

Was Costello Really Wrong?
 If we think beyond our usual Base 10 system,
this is possible
 In Base 1, 7 means 7 x 10, or 7 x 1 = 7
 …and 13 means 1 x 11 + 3 x 10, or 1 + 3 = 4
 Therefore in Base 1, 7 x 4 = 28

Chapter 6
Algebraic Properties and Simple Equations

Algebraic Properties
 Variable – unknown value expressed as a letter
(x, y, z, a, b, c)
 Commutative Property (Order doesn’t matter)

 Addition: a + b = b + a
 Multiplication: ab = ba

Algebraic Properties
 Associative Property
 Placement of Parenthesis makes no difference in
operations consisting solely of either addition or
multiplication
 Does not apply when addition and multiplication are both
involved
 Distributive Property
 Factoring (Reverses the process)
a b  c   ab  ac
“Like” Terms and Polynomials

 Variables that are raised to the same power are like
terms and can be simplified or factored
 Multiplying polynomials
 Multiply the first term in the first expression by each term
in the second expression
 Multiply the second term in the first expression times each
term in the second expression
 Add the products
 Combine and simplify

Multiplying Polynomials
First expression in first term
 x  2 y  3

times each expression in
second term xy  3 x  2 y  6
 Second expression in first
term times each expression
in second term  x  2 x  3
 Carry the sign with each
factor when multiplying x  2 x  3x  6
2
(+2) x (-3) = -6
x  x6
 2

Rules for Equations

 Multiplying any term or expression by one
does not change its value
 Performing the following on both sides of an
equation will not change the equality
 Add or subtract the same number or term
 Multiply or divide by the same number or term
 CAN NOT divide by zero

Solving Single Variable Equations

 Isolate the variable on x  5  20
one side of the equal
sign and the constants x  5  5  20  5
on the other x  15
 Subtract same value
from both sides 4 x  7  3x  5
 Solve for answer
4 x  7  7  3x  5  7
 Same process if the
variable is on both 4 x  3 x  12
sides 4 x  3 x  3 x  3 x  12
1x  12
Solving Multiple Variable Equations

 Expressing one
variable in terms of
another 4 x  3  22 y
 Solving for x
 Subtract 3 from both 4 x  22 y  3
sides
22 y  3
 Divide both sides by 4 x
4
Simultaneous Equations/Substitution
 To achieve a numerical x  2 y  17, x  y  2
solution we need one
distinct equation for each x  17  2 y
variable (to solve for two
variables we need two 17  2 y   y  2
equations)
 Express one variable in
17  3 y  2
terms of the other
 Substitute the new
 3 y  2  17  15
expression into one of the
equations & solve like  15
single variable y 5
 Substitute resultant value 3
into equation and solve for
other variable
x   5  2
14-15 March 2007 NAVOSH PDC x  25  7
Simultaneous Equations/Addition
 Some equations can be x  2 y  17
added together to
eliminate a variable 2x  2 y  4
 Modify to have one
variable “zero out” 3 x  21
 Solve for remaining
variable
x7
 Plug result in either  7   2 y  17
equation
 Solve for the other 2 y  10
variable
y5
Using Proportions
 Remember “Proportion” means cross products are
equal. This quality can be used to set up an equation
to find an unknown
 If 21 parts cost $252, How much would 37 parts
cost?
 Set up Proportion with like quantities
in same position Parts  21 37
 Cross multiply to write an equation 
Dollars  252 x
where x = Cost of 37 parts
21x  252  37  9324
 Solve for x
9324
x  $444
21
Inverse Proportions
 Works like proportions,
set up as multiplication
 50 lb child 4 feet from 50lbs  4 ft  40lbs  D2
the fulcrum
200 ft  lbs  40  D2 ft  lbs
 40 lb child x feet from the
fulcrum 200
 D2  5 ft
 F1D1 = F2D2 40

Reality Checks
 Apply un-Common Sense to answer
 If some number of parts will cost a specific amount,
MORE parts should cost MORE money
 A heavier child on a seesaw would have to be closer to
the fulcrum to balance with a lighter child
 Draw a picture
 Use your head to eliminate obvious wrong answers
before doing any calculations – this can save time on
the exam
 If the UNITS in the problem don’t work out, there is
probably something wrong with the numbers also
Chapter 7
Applied Algebra

Sets & Subsets

 A Set is a collection of things, represented by
enclosure in braces {2, 4, 6, 8}
 Each Item in a Set is an Element
 Sets are Named with Capital Letters
 A Subset exists when all its elements are part of the
parent set
 Set Symbols – ,,, ,, 
Venn Diagrams
 Pictorial System to
show sets and
relationships
Set A Set C
B A 6, 8 5, 7
BC Set B
2, 4
AC
2  A, B, C
A  C   2,4,5,6,7,8
Mixtures
 Start with 10 gallons 10 gal  50%   xgal  25%   10  x   40%
of 50% Solution 10  0.5   0.25 x   10  0.4   0.4 x 
 Using 25% solution, 0.25 x  5  0.4 x  4
how much is needed  0.25  0.4 x  4  5
to make the overall
 0.15 x  1
concentration 40%?
1
 Let x equal amount of x  6.6667
 0.15
25% solution
Problems can often be worked multiple ways – decide how it’s being
worked and don’t confuse methods. Also know what they are asking for –
gallons of the new solution or the new total amount (would be 16.7776 gal)
Graphing, Slopes and Intercepts

 Understand basic graph concepts
 Graphing solutions limited to 2-dimensional (x, y)
 An equation of x and y yields a line on a graph
 When x and y are at the first power, the line is
straight
 With multiple equations, a solution represents an
intersection of two lines

Graph Formulas (Know These)

 Slope-Intercept y = mx + b
 Slope – x Intercept y = m(x - a)
 Point-Slope Formula y – y1 = m(x – x1)
 Where:
 m = Slope of a line
 x and y = known points on a line
 x1 and y1 = another known point on a line
 a = value of x when y = 0
 b = value of y when x = 0
Graphing
 Graph x = 2y
y-axis
 Using y = mx + b we find 0. 5
pe =
that y = 0.5x + 0 Sl o
1
 For every increase in y, x
2 x-axis
increases 2
 The y intercept b equals 0

Zero-Product Property
 When multiple expressions multiplied together equal
zero, at least one of the expressions MUST be equal
to Zero
3x  4 y  0
 Either x or y must equal zero!

Quadratic Equations
 Only one variable
 Highest order variable is squared
 Must be written in general form
 ax2 + bx + c = 0 (a ≠ 0)
 Solved using the  b  b 2  4ac
x
Quadratic Formula: 2a
 Formula yields 2 answers
(because a square root may
be either + or -)
Handou
t
Word Problems
 Read problem carefully
 List the relevant information provided
 Determine what is being asked for, including units of
measure
 Write an equation that expresses the answer you
need in terms of the information provided
 Plug the information into the equation and solve

Word Problems ~ Example 1

 List the relevant information
 When working on paper, underline each
quantifiable element (If working from computer,
list these on scratch paper)
 Example 1 Relevant Information:
 Two groups in cars (2 cars)
 1st car leaves on time; travels at 45 mph
 2nd car leaves on half hour later; travels at 55 mph


 Determine what is being asked for, including
units of measure
 Circle or box the question being asked
 Note the units the answer has to be given in
 Example 1:
 The question asks “How long will it take for the
second carload to catch up to the first?”
 The units of the answer will be in time (hours or
minutes)

 Writing the equation ~ Look for relationships
 Let the time it takes to catch the 2nd car equal t
 Using distance = velocity x time, we can state that the
distance the 1st car travels is 45 x (t + 0.5) (since it left a
half hour earlier)
 We can also state that the distance the 2nd car travels
during the “catch up” time is 55t
 Since both cars will have traveled the same distance at the
time the catch up, this forms the equality
55t = 45 x (t + 0.5)

 Solving the equality:
55t = 45t + 45 x 0.5
55t = 45t + 22.5
55t – 45t = 22.5
10t = 22.5
t = 2.25 hours or 2 hours 15 minutes

Reality Checks
 The number is positive (had the answer resulted in
negative time, you would have made an error)
 The distance traveled is ≈123.75 miles (reasonable
for college football games)
 The units work out
distance (miles) = velocity (mph) x time (hours)
 Minutes would not have worked unless you changed
the velocity into miles per minute

Chapter 8
Geometry

Givens:
 Know definitions and how to calculate the
following for basic shapes
 Squares/Rectangles – Perimeter; Area
 Circles – Circumference; Radius; Diameter; Area
 Triangles – Perimeter; Height; Area
 Volume for Cube, Rectangular Solid, Sphere,
Cone, and Cylinder

Typical Geometry Problems
 Finding the load related to a depth of liquid
 You would need to know the liquid and its
density
 Determining the height of a barrier needed to
contain spillage from tanks within the barrier
 Need to know volume of tank and regulatory
requirements that apply

Chapter 9
Trigonometry

Triangles
 The relationship of the angles and sides of
triangles relate to many safety and
engineering problems
 The sum of the angles in a triangle always
sum to 180°
 A right triangle has one 90° angle (shown by
a small square in the corner)

Trigonometry Applications
 Trig is used to determine the length of a side
of a right triangle and also to determine forces
acting in relationship to right angles
 About Right Triangles
 Angles labeled with capital letter, opposite sides
with same lower case letter
 The Right Angle is Labeled “C”
 The longest side is that opposite the right angle,
called the hypotenuse, and labeled “c”
Trig Functions
 Sine – Ratio of the opposite side to the
hypotenuse: SIN A = a/c
 Cosine – Ratio of the adjacent side to the
hypotenuse: COS A = b/c
 Tangent – Ratio of the opposite side to the
adjacent side: B
TAN A = a/b c (H
ypo
t en
a use)
14-15 March 2007 NAVOSH PDC C b A

Trig Laws
 Pythagorean Theorem: The Square of the longest side of a
Right Triangle is equal to the Sum of the Squares of the other
two sides
 c2 = a2 + b2
 Law of Cosines: To find the length of a side adjacent to
Angle C (Applies to any Triangle)
 c2 = a2 + b2 – 2abCOS C
 Law of Sines: The lengths of the sides of a triangle are
directly proportional to the sines of the angles opposite them
a b c
 
sin A sin B sin C
Application to Force Problems

 Stresses in a right angle system
are proportional to the lengths of
the sides involved
wir
e
 Find Stress in the pole and on the 4’
wire
 First find the value of side c 6’ (pole)
4 2 + 6 2 = c2 500#
16 + 36 = 52 = c2
√52 = 7.2 = c

Force Problem (cont’d)

b’
 Since the Forces are
proportional to the c=
c’
a’ = 500
a=4 7 .2
lengths involved…
 Display as right triangle
b=6
with forces
length _ a length _ c
 Find the Stress in the 
force _ a' force _ c'
Wire (c)
4 ft 7.2 ft

500# c' #
4c'  500  7.2
c'  900#
Force Problem (cont’d)

 Since the Forces are b’
proportional to the c’
c= a’ = 500
lengths involved… a=4 7.2
 Find the Stress in the

Pole (b) b=6
length _ a length _ b

force _ a ' force _ b'
4 ft 6 ft

500# b' #
4b'  500  6
b'  750#
Sling Problems
 When slings are directly vertical, the loads are
additive (Spreader Bar)
 When slings are at an angle to the load the
stress in each sling is greater than its
proportional share of the load
 If the angles are
different, so are
the stresses 1,000#

Sling Load Calculations

 Assume each sling bears a
proportional share of the c
500#
vertical load (2 slings, 30°
500# each)
 Represent the load on one 1,000#
sling by using a right
triangle
 Knowing the angle to the 500
sin 30 
load, calculate stress in one c
sling (the other will be the 500 500
same if lengths and angles c   1,000#
are equal) sin 30 0.5
Chapter 10
Boolean Algebra

Applications
 Boolean Algebra is the algebra of events
 Applications include computer science, digital
switching, probabilities and fault tree analysis
 Postulates are provided in the Examination
References
 Events are represented by capital letters (A)
 Event not happening is represented by the
prime (A′)
Boolean Postulates
 Basic Rules
 + means “OR”: A + B means either event A or
event B occurs – Probabilities are additive
 x means “AND”: A x B means both event A and
event B occur – Probabilities are multiplied
 Makes Probability of both occurring smaller
 Probability of A + A′ = 1 (One must happen)
 Probability of A x A′ = 0 (Both cannot happen)

Fault Tree Symbols

Basic Component Failure
Event with insufficient

A′)
significance or
information to develop a failure
Normally occurring condition or event
Combination of any of above events

Fault Tree Symbols

AND Gate – All inputs must be true in
AND
order for output to be true
OR
OR Gate – Any A′)input must be true in order
for output to be true
Condition
AND INHIBIT Gate – All inputs, plus additional

condition must be true for output to be true
The words will not normally appear in the symbols

The Least Cut Set

 The fewest number of A
events that will result in 0.5
the final event AND
 If D occurs and the

Condition is true, A OR
occurs
B C
 Note that D MUST occur
for B or F to occur (AND AND
OR
Gates)
D F
 If D can be eliminated, A D E
cannot occur AND
E D
Application Areas
Engineering & Physics

Engineering & Physics Concepts
 Force & Gravity
 Weight & Mass
 Moments
 Energy
 Speed
 Hydraulics
 Electricity
Force & Gravity
 Causes a mass to accelerate in proportion to
the size of the force
 F = MA
 Force is a vector
 Has magnitude and direction
 Measured in Newtons or Poundsforce
 Gravity exerts a Force that causes
acceleration of 9.8 m/sec2 or 32 ft/sec2
Weight and Mass
 Mass ≠ Weight
 The English System considers Mass = Weight and
factors out the gravitational acceleration
 Poundsforce = Poundsmass
 If we applied English system on moon, Neil Armstrong’s
mass would be the same as it is on earth, but his weight
would be less by a factor of 5.31/32.2 (one sixth)
 The Metric System considers Mass in grams, and
applies acceleration to obtain weight in newtons
 You need to understand this difference if presented
with a metric problem
Moments
 A Moment is a force applied at some distance
 Measurement in ft-lbs or newton-meters
 For a system in balance the sum of the moments
around a reference point is equal to zero
D1 D2
 F1D1 = F2D2 F1 F2
 As one weight increases,
its distance from the fulcrum
has to be reduced to balance
the other weight

Speed (Velocity), Distance & Time
 Speed is changed by acceleration
 v = v0 + at
 a can be positive or negative (deceleration)
 If distance known, v2 = v02 + 2as
 Distance s 2
 sv t
at
0
2
 Velocity with Friction considered (mph)
 vmph  30s
 The friction is decreased or increased by percent decline or incline

Velocity with Friction
 Vehicle makes emergency vmph  30s
stop on dry pavement. Skid
Marks are measured at 132 vmph  30  132  0.66
feet. If the coefficient of
friction is 0.66, what speed vmph  51mph
was the vehicle traveling?
 If multiple surfaces are
involved, determine speed
for each surface/skid
distance
v 
 The initial speed is given by
v0  2
1  v22
Energy
 The capacity to do work
 Kinetic Energy
 Objects in motion
 KE = MV2
 Potential Energy
 Stored
 Object suspended above ground or on an incline
 PE = MGH

Hydraulics
 Applications include
Q2  Q1
 S  R2 
0.54
determining if fire water

systems can provide
 S  R1  0.54
Q = Water Flow in gpm
required flow S = Static Pressure psi
 Solve for total flow available R = Residual Pressure
R2 = Residual at Max Flow
 Solve for Residual Pressure

Electricity
 Applications: Determining if a circuit is overloaded
 Voltage = Current (amps) x Resistance (ohms)
V=IR
 Power (watts) = Current x Voltage
P=IV
 Resistance
RSeries  R1  R2  ...  Rn
 Additive in Series
1 1 1 1
 Inverses added in Parallel    ... 
RParallel R1 R2 Rn

Application Areas
Industrial Hygiene

Noise Applications
 Determine change in noise level  d0 
with distance dB1  dB0  20 log 
 d1 
 Time Limits to noise exposure 8
 L = SPL T  [( L 90 ) / 5]
2
 90 = PEL (OSHA)
 Dose ~ Individual exposures over  Ci 
time x 100 D  100  
 C = Total Time at a noise level  Ti 
 T = Reference Duration for level
Time Weighted Average  D 

TWA  16.61 log   90
 100 
Vapor & Gas Concentrations
 Convert between parts per million
and milligrams per cubic meter 24.45  mg / m 3
 MW is molecular weight of atoms ppm 
MW
making up the molecule being
measured
 Exposures to PEL or TLV
TWA 
  c t  i i
 c = concentration (ppm)
 t = time exposed to that concentration
8
 Protection Factor of PPE cOutside Re spirator
PF 
cInside Re spirator
Vapor & Gas Concentrations
 Ventilation
G
 Flowrate ~ Cubic feet per minute (cfm)
Q
 Velocity ~ feet per minute (fpm) C
 G = Generation Rate of Vapor Produced (cfm)
 C = Concentration Required (ppm)
 To keep concentration below LEL LEL
 Safety Factors may apply C
 Watch Units (hours, volumes) 100

Application Areas
Statistics

Mean & Median
 The Mean is the average of all items in a
sample or set = (Sum)/(Number of items)
 Affected by a few extreme values
 The Median is the point where half the data
are smaller and half the data are larger =
midpoint of the data sample
 Not affected by extreme values

Standard Deviation
 A measure of how spread or diverse the data sample
or set is (use n-1 option on calculators)

S
1 n

n  1 i 1

Xi  X  n S=1
 n = Number of samples in data set

 Xi = Individual data point S=2
 X = Mean of the data set
A random spike here will change

14-15 March 2007 NAVOSH PDC the mean but not the median
Variance & Confidence Limits
 Coefficient of Variance: Percentage that
indicates the precision of a set of data points
 Used to Compare Different Data sets
 CV = 100(S/X)
 Confidence Limits: Measure uncertainty in
estimate of true Mean
 Is used to determine with 95% certainty that a
violation of OSHA exists, may exist or does not
exist
Calculate UCL and LCL
 Determine Standard Concentration
 Y = (Air Sample)/(PEL)
 Calculate UCL & LCL
 UCL = Y + Sampling & Analytical Error (SAE)
 LCL = Y- SAE
 Determine 95% Probability of Violation
 Violation definitely exists if LCL ≥ 1
 Violation may exist if LCL < 1 and UCL >1
 Violation cannot exist if UCL ≤ 1
Probability
 A number indicating the likelihood that a specific
event will occur
 Must use “Z-Tables” provided in Exam Reference
Material
 Calculate Z = (X – X)/SD
 Lookup Z in Table
 Add 0.5 if working to a single criteria
 Add values if working to a dual criteria
 Convert to percentage – probability the event will occur
Application Areas
Sample Questions & Situations

Ramp Problems ~ Sliding Forces
 Objects on an incline exert forces that align with an
identical triangle normal to the ramp surface
 Weight of the object is represented by the hypotenuse w
and always acts directly down
 Force down the ramp is a
represented by side a
w
 Sin A = a/w A
 The force to stop the object
from sliding a = w x sin A A
(assume no friction)
Ramp Problems ~ Friction Force
 Friction is a resisting force based on the force the
object exerts on the surface and the qualities of the
surface, expressed as the coefficient of friction μ
 Force normal to the ramp surface
is represented by side b
 Cos A = b/w
a
 The force exerted by
friction b x μ = w x cos A x μ w
A
b
A

Ramp Problems ~ Static
 Problem: what force must be exerted against an
object to keep it from sliding
 Since Friction helps prevent the object from sliding,
it is subtracted from the force acting down the ramp
 If the friction force alone exceeds the down-ramp force no
additional force is necessary to hold the object
 If the friction force is less than the down-ramp force, the
object will slide unless a resisting force equal to a minus
friction is applied

Ramp Problems ~ Pushing Uphill
 Problems ask what force must be exerted
against an object move it up the ramp
 Since Friction helps prevent the object from
sliding (in either direction), it must now be
added to the force down the ramp
 The force to move the object up the ramp must be
greater than the Friction Force plus the down-
ramp force
Crane Problems
D1 D2
 Crane Balance and Tipping
 Tower Crane/Counterweight
paradigm F1
 If CW is 1500# and D1 is F2
50 ft, is it safe to lift 1000# at
D2 = 100 ft?
 Questions assume counterweight
Moment must equal or exceed load
Moment. Since 75,000 is less than
100,000, the “textbook” answer is F1 D1  F2 D2
no
 This paradigm is incorrect!
1,500  50  100  1,000 ?
75,000100,000
Crane Problems
 A tower crane with no load applied has structural strength
that resists the Moment from the cw (in this case 75,000 ft-#),
sometimes called reverse moment
 If the load applied results in a moment equal to the cw
moment, the crane is in equilibrium (reverse moment goes to
zero)
 This means that the moment from a load can safely be up to
twice the cw moment
 2(FcwDcw) = FloadDload
 It has been observed that some preparatory materials ignore
this reverse moment. Be aware of this difference when
working this type of question.
Pulleys
F
 The use of pulleys creates a
mechanical advantage equal to the
number of lines in the pulley L
F
system 4 L
 If the free line (line being pulled)

is in a downward direction, the L
F
advantage is reduced by one  4  1
F L
Pulleys and Friction
 Problems will state whether friction is to be
considered
 If it is not stated assume no friction
 If a friction factor Ff is stated (as a percentage), the line
load LL is given by the formula below with n equal to the
number of lines in the pulley system
LL 
Load
1  Ff  n

Wire Rope
 Safe Working Load (in tons)
 SWL = (Diameter in inches)2 x 8
 1/5 the Manufacturer’s Breaking Strength
 For worn rope, reduce SWL by 50%
 Wear/Failure factors
 Incorrect size or grade or rope and/or sheaves
 Lack of lubrication/chaffing
 Overriding/cross winding
 Allowing contaminates to penetrate strands
 Exposure to corrosive liquids or vapors
 Severe or repeated overloading
Questions & Critique
Contact Information:
Peter J Hill, PE, CSP

Head, Engineering Section
Commandant Marine Corps, Safety Division
2 Navy Annex, Rm 2122
Washington DC 20380-1775
Phone: 703.614.1202
Email: peter.j.hill@usmc.mil

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 Know how your calculator works & know

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 An answer may have to be expressed as a fraction if question requires it

Invert & Multiply

 When multiple fractions are divided, begin

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Adding & Subtracting Fractions

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Finding A Common Denominator

by a fraction equivalent to 1 (any  multiple of 1

number or variable over itself)

Common Denominator with a Variable

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Reciprocals & Proportions

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Significant Digits & Decimal Places

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 3 is the Base, 4 the Exponent (or

Subtract the Exponents 3 1

Products – Raise each

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 English °Rankin t  R  t  F  460

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Dimensional Analysis Example

20miles 5,280 feet

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Scientific & Engineering Notation

Processes in Scientific Notation

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Processes in Scientific Notation

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 Commutative Property (Order doesn’t matter)

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“Like” Terms and Polynomials

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Rules for Equations

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Solving Single Variable Equations

Solving Multiple Variable Equations

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Sets & Subsets

Graphing, Slopes and Intercepts

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