Student Guide Book

Subject: Safety Health and

Environmental Protection
(ENGE ENGE600012)

Tim Dosen FTUI:

Yulianto Sulistyo Nugroho, Prof., Ir., M.Sc., Ph.D (YSN)

(Koordinator)
Budiarso, Prof. Dr. Ir., M.Eng. (BUD)
Budihardjo, Dr., Ir. (BHO)
Anondho Wijanarko, Prof. Dr. ST, MEng. (ANW)
Bambang Sugiarto, Prof., Dr., Ir., M.Eng. (BSG)
Andy Noorsaman, Dr. Ir. DEA. (ANS)
Lilik Sumarliadi, Ir., CES., M.M. (LIS)
Yuliusman, Dr. Ir. MT. (YLM)
Yunita Sadeli, Dr. Ir., M.Sc. (YUS)

Faculty of Engineering
University of Indonesia
2021
 This book is for non-commercial education purpose only.
It contains figures, tables, chart, materials taken from various references.
Preface
The field of engineering has become far more complex than the traditional research, development,
design, construction, and operation of facilities. Research and teaching activitiy in academic
premises like university laboratories and building have become a general concern since it becomes
a source of risk but also a great media to build awareness amongst student and the academia.

Prevention of incidents and accidents, reduction of workplace exposure to toxic and chemicals,
and the protection of human health and the environment have increased significantly during the
past millennium. The new trend is reflected by the industrial requirement for new engineering
graduates who has sound understanding in safety, health and environmental (SHE) protection.
According to ABET criteria, an engineering program must include safety, health and sustainable
development a part of profesional attribute in undergraduate curriculum.

The module covers the regulation framework and standards, risk perception, assessment, and
management and detail discussion on physical, chemical and process hazards, and related
engineering and management controls. Maintenance of safety conditions, personal protective
equipments, audit, incident and emergency planning are discussed in accordance to measures for
improving students awareness to their daily activities within the campus premises and local
environment.

This guidebook is intended to provide guidelines for students taking this subject. By reading this
guidebook, it is expected that students understand the learning objectives and should be able to
prepare themselves prior to each topic. It is also to guide students in working in group so that they
may make the most of the group exercises. Any comments, critics, correction to this guidebook is
thankfully accepted.

Depok, February 2021

Team of Lecturers
Table of Content
Endorsement Page
Preface 1
Table of Content 2
Chapter 1. General Information 3
Chapter 2. Learning Objectives 5
Chapter 3. Outlines of Subject 6
Chapter 4: Teaching Methods and Learning Activities 9
Chapter 5: Exercises and Assignments 12
Chapter 6. Assessments 17
References 18
 Chapter

1
General Information
1. Subject : Safety, Health and Environmental Protection
2. Subject Code : ENGE 600012
3. Semester : 6
4. Credit : 2 SKS
5. Year : 2020/2021
6. Type of Subject : Basic Competence Subject (Mata Kuliah Dasar Keahlian)
7. Prerequisite : None
8. Relationship between this subject and other subjects

Figure 2. Relationship of this subject with other subjects in Engineering study

9. Lecturer :
Yulianto Sulistyo Nugroho, Prof., Ir., M.Sc., Ph.D (YSN) (Koordinator)
Budiarso, Prof. Dr. Ir., M.Eng. (BUD)
Budihardjo, Dr., Ir. (BHO)
Anondho Wijanarko, Prof. Dr. ST, MEng. (ANW)
Bambang Sugiarto, Prof., Dr., Ir., M.Eng. (BSG)
Andy Noorsaman, Dr. Ir. DEA. (ANS)
Lilik Sumarliadi, Ir., CES., M.M. (LIS)
Yuliusman, Dr. Ir. MT. (YLM)
Yunita Sadeli, Dr. Ir., M.Sc. (YUS)

Student Guide Book 1

10. Description of the subject

The teaching of Safety, Health and Environmental (SHE) protection to undergraduates studying engineering
courses is an important part of the education of future engineers at all levels. It is the generally expressed
view amongst practitioners in industry, business and other organisations that all engineers need to be
equipped to appreciate, understand and implement the requirements of SHE management and practice to
meet the working needs of industry and of their company (or other organisation). Whilst the level of risk
and degree of control is dependant on the industry sector concerned the basic principles do not change. In
addition, according to code of ethics of engineers, engineers shall hold paramount the safety, health and
welfare of the public in the performance of their professional duties.

The module covers the regulation framework and standards, risk perception, assessment, and
management and detail discussion on physical, chemical and process hazards, and related
engineering and management controls. Maintenance of safety conditions, personal protective
equipments, audit, incident and emergency planning are discussed in accordance to measures for
improving students awareness to their daily activities within the campus premises and local
environment.

Learning activities will be conducted through various methods, which consist of: interactive lecture,
question-based learning, discussion, demonstration and unguided structured assignments. Assessment will
be made continuously through a set of exercises, group discussion, mid semester exam and final exam.

This guide book will help students prepare for learning activities throughout the semester for this subject.
Preparation may include reading, preparation of worksheet and practice. Achievement of students will
entirely be due to their activities and preparation. Construction of knowledge will be made through
exercises, and questions available in this book. Students are expected to do the exercises, and they may
move to further stage as they ready for that. Overall, students are expected to be active learners by acquiring
knowledge through thinking and exercising. Students may also use this guidebook to self-assess their
achievement.

Student Guide Book 2

 Chapter

2
Learning Objectives
2.1. Terminal Learning Objectives

Upon completion of this subject students are expected to be able to carried out hazard identification, and
characterization, to propose appropriate methods for risk reduction and mitigation, and to design safety
management system. The student is also expected to improve their awareness on industrial safety and
health, and understanding on safety regulation framework and standards as well as environmental program.

2.2. Supportive Learning Objectives

1. Students are expected to understand safety, health and environmental aspect as an integral part of
fundamental principal in engineering code of ethics (Understanding of SHE and engineering ethics).
2. Students are expected to be able to carry out process of risk assessments by considering risk factors in
the impact of hazards on people, facilities, and the surrounding community and environemt (Risk
assessment process).
3. Students are expected to understand the regulatory framework and standard related to the stages of life
cycle of machine, building structure, construction, and process (Safety in life of products and process
cycles).
4. Students are able to perform design improvement through multi-disciplinary cases by carrying out
risk assessment and investigation processes, and by proposing effective hazard communication,
management and engineering control, and risk mitigation (Design improvement by risk
management and mitigation).

Student Guide Book 3

 Chapter

3
Outline of Subject
Catatan:
1. Mata kuliah K3LL disepakati untuk diberikan pada semester 5 atau 6 untuk Program
Sarjana
2. Untuk memenuhi Butir (1), maka pada mata kuliah K3LL perlu ditambahkan prasyarat
pengambilan yaitu bagi mahasiswa yang telah memperoleh minimum 60 sks.

Week Supportive Learning Topic Sub-topic Reference /

Objective Case Study
(CPMK-)
1. (CPMK-1) 1. Introduction to 1.1 Introduction to SHE protection Ref [1] Ch. 1.
SHE Regulation 1.2 Hazard identification and
Students are expected and Standards characterization
to understand safety, including 1.3 Consequence of hazard
1.4 Safety and hazard regulation
health and national and
environmental aspect international
as an integral part of regulation on
fundamental principal Safety, Health
in engineering code of
2. ethics. 2. Introduction to 2.1 Environmental regulation
Environmental 2.2 International Perspective on SHE
(Understanding of Protection issues and Environmental Protection
SHE, and eng. 2.3. Engineering ethics
ethics).

3. (CPMK-2) 3. SHE Perception 3.1. Risk and Environment Ref [1] Ch. 2.
(Risk and perception, identification and
Students are expected Environment), assesments: statistics and
to be able to carry out Identification, probability of accidents
process of hazard Assessment and 3.2. Risk and Environment (aspect
identification and risk Management. and impact) analysis and
assessments by management
considering risk 3.3. Method of analysis of risk and
factors in the impact environmental
of hazards on people, 3.4. Vurnerability (kerentanan)
4. facilities, and the 4. Conducting Risk An effective risk assessment comes
surrounding Assessment down to three core elements: risk
community and Process identification, risk analysis and risk
environment. evaluation. Students are expected

Student Guide Book 4

 to be able to carry out a risk
(Risk assessment assessment process with their own
process). cases.
5. 5. Process safety 5.1. Industrial process design and Ref [1] Ch. 10.
hazard and analysis operation
technique: 5.2. Mechanical integrity of
process equipment
5.3. Process hazard analysis
5.4 Hazard analysis technique
HIRA/JSA, HAZOPS, HAZID
5.5. Process Safety Devices

6 6. Fire and 6.1. Fire triangle Ref [1] Ch. 6.

explosion hazard: 6.2. Fuel
6.3. Fire and combustion product
hazard
6.4. Fire prevention and
extinguishment
7 Mid Semester Examination
8. (CPMK-3). 8. Construction, 8.1. Life cycle of machine, Ref [1] Ch. 8.
machinery and building structure, construction,
Students are expected Noise hazards: and process
to understand the 8.2. Types of hazards (case
regulatory framework studies : machinery, building,
and standard related to construction and process hazards)
the stages of life cycle 8.2.1. Machinery : vibration, and
of machine, building workplace noise
structure, 8.2.2. Construction : Falling
construction, and accidents
process 8.2.3. Process: Material handling
and storage
(Safety in life of
products and
process cycles).
9. 9. Electrical 9.1. Electrical terminology Ref [1] Ch. 5.
hazard: 9.2. Electrical equipment
9.3. Electrical injuries
10. 10. Toxicology in 10.1. Route of body entry Ref [1] Ch. 3.
the Workplace: 10.2. Dose-response relationship
10.3. Acute and Chronic effect
10.4. Permissible exposure limits
11. 11. Ergonomy 11.1. Facet of ergonomics Ref [1] Ch. 12.
Aspect 11.2. Workplace musculoskeletal
disorder
11.3. Manual handling
11.4. Ergonomic risk identification and
assessment
11.5. Sources of ergonomic hazards
11.6. Mechanical Handling Equipment
11.7. Risk Control Options

Student Guide Book 5

12. (CPMK-4). 12. Hazard 12.1. SHE management system Ref [1] Ch. 9.
communication to 12.2. Goal of hazard
4. Students are employees communication
able to perform design 12.3. Emergency preparedness
improvement through procedure
multi-disciplinary 12.4. Material safety data sheets
cases by carrying out (MSDS)
risk assessment and 12.4.1. Understanding the MSDS
investigation 12.5. Personal Protective
processes, and by equipment (PPE)
proposing effective
13. hazard 13. Environmental 13.1. Air-Water Pollution and Land Ref [1] Ch. 4.
communication, Protection Contamination
management and 13.2. Pollution Prevention
engineering control, 13.3. Plant Processes criteria
and risk mitigation related to environment control
13.4. Environmental Protection
(Design Control Processes
improvement by risk 13.5. Pollution Control
management and Technologies
14. mitigation). 14. Safety Health 14.1.SHE audits including Ref [1] Ch. 14.
and preparation, execution and
Environment reporting
audits: 14.2. Incident and Accident
investigations
14.3. Environmental aspect and
impact

15. 15. Case study: 15.1. Hazard analysis related to Ref [1] Ch.
Industrial process design and 10,11,12.
operation : Temperature, Pressure,
Flow, Level, ....

16. Final Semester Examination

Student Guide Book 6

 Chapter

4
Teaching Methods and
Learning Activities

Week/Date Subtopic Supportive Learning Methods Media/

Learning Orientation Exercise Feedback Module
Objective (O) (L) (U)
1 1.1 Introduction to SHE Interactive Individual Individual PPT Slides #1
protection Lecture exercise, exercise
1.2 Hazard identification and Group
characterization discussion
1.3 Consequence of hazard , Self
1.4 Safety and hazard study
regulation
2 2.1 Environmental regulation Interactive Individual Individual PPT Slides #2
2.2 International Perspective on Lecture exercise, exercise
SHE issues and Environmental Group
Protection discussion
2.3. Engineering ethics , Self
study
3 3.1. Risk and Environment Interactive Individual Individual PPT Slides #3
perception, identification and Lecture exercise, exercise
assesments: statistics and Group
probability of accidents discussion
, Self
3.2. Risk and Environment
study
(aspect and impact) analysis
and management
3.3. Method of analysis of
risk and environmental
3.4. Vurnerability
(kerentanan)
4 An effective risk assessment Interactive Individual Group PPT Slides #4
comes down to three core Lecture exercise, exercise
elements: risk identification, Group
risk analysis and risk discussion
, Self
evaluation. Students are
study
expected to be able to carry
out a risk assessment process
with their own cases.

Student Guide Book 7

5 5.1. Industrial process design Interactive Individual Group PPT Slides #5
and operation Lecture exercise, exercise
5.2. Mechanical integrity of Group
process equipment discussion
, Self
5.3. Process hazard analysis
study
5.4 Hazard analysis
technique
HIRA/JSA, HAZOPS,
HAZID
5.5. Process Safety Devices

6 6.1. Fire triangle Interactive Individual Group PPT Slides #6

6.2. Fuel Lecture exercise, exercise
6.3. Fire and combustion Group
product hazard discussion
6.4. Fire prevention and , Self
extinguishment study
7 Mid Semester Examination Exam Paper
8 8.1. Life cycle of machine, Interactive Individual Individual PPT Slides #7
building structure, Lecture exercise, exercise
construction, and process Group
8.2. Types of hazards (case discussion
studies : machinery, , Self
building, construction and study
process hazards)
8.2.1. Machinery : vibration,
and workplace noise
8.2.2. Construction : Falling
accidents
8.2.3. Process: Material
handling and storage

9 9.1. Electrical terminology Interactive Individual Individual PPT Slides #8

9.2. Electrical equipment Lecture exercise, exercise
9.3. Electrical injuries Group
discussion
, Self
study
10 10.1. Route of body entry Interactive Individual Group PPT Slides #9
10.2. Dose-response Lecture exercise, exercise
relationship Group
10.3. Acute and Chronic discussion
, Self
effect
study
10.4. Permissible exposure
limits

Student Guide Book 8

11 11.1. Facet of ergonomics Interactive Individual Individual PPT Slides #10
11.2. Workplace Lecture exercise, exercise
musculoskeletal disorder Group
11.3. Manual handling discussion
11.4. Ergonomic risk , Self
identification and assessment study
11.5. Sources of ergonomic
hazards
11.6. Mechanical Handling
Equipment
11.7. Risk Control Options
12 12.1. SHE management Interactive Individual Individual PPT Slides #11
system Lecture exercise, exercise
12.2. Goal of hazard Group
communication discussion
, Self
12.3. Emergency
study
preparedness procedure
12.4. Material safety data
sheets (MSDS)
12.4.1. Understanding the
MSDS
12.5. Personal Protective
equipment (PPE)

13 13.1. Air-Water Pollution and Interactive Individual Group PPT Slides #12
Land Contamination Lecture exercise, exercise
13.2. Pollution Prevention Group
13.3. Plant Processes criteria discussion
related to environment control , Self
13.4. Environmental Protection study
Control Processes
13.5. Pollution Control
Technologies
14 14.1.SHE audits including Interactive Individual Group PPT Slides #13
preparation, execution and Lecture exercise, exercise
reporting Group
14.2. Incident and Accident discussion
investigations , Self
14.3. Environmental aspect and study
impact
15 15.1. Hazard analysis related
to Industrial process design
and operation : Temperature,
Pressure, Flow, Level, ....

16 Presentation / Final Student’s

Examination presentation and
or Final
Examination

Student Guide Book 9

 Chapter

5
Exercises and Assignments
Week/Date Subtopic Individual Group Assignments
Assignments
1 1.1 Introduction to SHE protection
1.2 Hazard identification and
characterization Assignment #1:
1.3 Consequence of hazard Mapping of SHE law
1.4 Safety and hazard regulation and regulation,
2 2.1 Environmental regulation including
2.2 International Perspective on SHE engineering ethics
issues and Environmental Protection cases
2.3. Engineering ethics

3 3.1. Risk and Environment

perception, identification and
assesments: statistics and probability
of accidents
3.2. Risk and Environment (aspect
and impact) analysis and
management
3.3. Method of analysis of risk and
environmental
3.4. Vurnerability (kerentanan) Assignment #2:
4 An effective risk assessment comes
down to three core elements: risk Understanding risk
identification, risk analysis and risk and conducting risk
evaluation. Students are expected to assessment process
be able to carry out a risk assessment using various
process with their own cases. methods.
5 5.1. Industrial process design and
operation
5.2. Mechanical integrity of process
equipment
5.3. Process hazard analysis
5.4 Hazard analysis technique
HIRA/JSA, HAZOPS, HAZID
5.5. Process Safety Devices

Student Guide Book 10

 6 6.1. Fire triangle
6.2. Fuel
6.3. Fire and combustion product
hazard
6.4. Fire prevention and
extinguishment
7 Mid Semester Examination
8 8.1. Life cycle of machine, building
structure, construction, and
process
8.2. Types of hazards (case studies :
machinery, building,
construction and process
hazards)
8.2.1. Machinery : vibration, and
workplace noise
8.2.2. Construction : Falling
accidents Assignment #3:
8.2.3. Process: Material handling and
storage Understanding risk
and types of hazards
in life cycle of
machine, building
9 9.1. Electrical terminology structure,
9.2. Electrical equipment construction, and
9.3. Electrical injuries process
10 10.1. Route of body entry
10.2. Dose-response relationship (Safety in life of
10.3. Acute and Chronic effect products and
10.4. Permissible exposure limits process cycles).
11 11.1. Facet of ergonomics
11.2. Workplace musculoskeletal
disorder
11.3. Manual handling
11.4. Ergonomic risk identification
and assessment
11.5. Sources of ergonomic hazards
11.6. Mechanical Handling
Equipment
11.7. Risk Control Options
12 12.1. SHE management system
12.2. Goal of hazard communication
12.3. Emergency preparedness
procedure Group Assignment
12.4. Material safety data sheets #4:
(MSDS)
12.4.1. Understanding the MSDS Students are able to
12.5. Personal Protective equipment perform design
(PPE) improvement through
multi-disciplinary

Student Guide Book 11

 13 13.1. Air-Water Pollution and Land cases by carrying out
Contamination risk assessment and
13.2. Pollution Prevention investigation
13.3. Plant Processes criteria related processes, and by
to environment control proposing effective
13.4. Environmental Protection hazard communication,
Control Processes management and
13.5. Pollution Control Technologies engineering control,
14 14.1.SHE audits including and risk mitigation
preparation, execution and reporting
14.2. Incident and Accident (Design improvement
investigations by risk management
14.3. Environmental aspect and and mitigation).
impact
15 15.1. Hazard analysis related to
Industrial process design and
operation : Temperature, Pressure,
Flow, Level, ....

16 Final Examination

Student Guide Book 12

 Chapter

6
Assessments
6.1 Assessments

Sub-competences models

1. Students are expected to understand safety, health and environmental aspect as an integral part of
fundamental principal in engineering code of ethics (Understanding of SHE and engineering ethics).
2. Students are expected to be able to carry out process of risk assessments by considering risk factors in
the impact of hazards on people, facilities, and the surrounding community and environemt (Risk
assessments).
3. Students are expected to understand the regulatory framework and standard related to the stages of life
cycle of machine, building structure, construction, and process (Safety in life of products and process
cycles).
4. Students are able to perform design improvement through multi-disciplinary cases by carrying out
risk assessment and investigation processes, and by proposing effective hazard communication,
management and engineering control, and risk mitigation (Design improvement by risk
management and mitigation).

No Sub-competences Weight
K3L CPMK-1 Understanding of SHE and engineering (25%)
ethics
K3L CPMK-2 Risk assessments (25%)
K3L CPMK-3 Safety in life of products and process (30%)
cycles
K3L CPMK-4 Design improvement by risk management (20%)
and mitigation
Total 100 %

6.2 Grading

≥ 85 80-84.9 75-79.9 70-74.9 65-69.9 60-64.9 55-59.9 50-54.9 40 – 49.9 0-40

A A- B+ B B- C+ C C- D E

Student Guide Book 13

References
[1] Charles A. Wentz, Safety, Health and Environmental Protection, McGraw Hill,
1998.
[2] Asfahl, C.R., Rieske, D. W., Industrial Safety and Health Management Sixth
Edition, Pearson Education, Inc., 2010.
[3] United Kingdom - Health and Safety Executive, http://www.hse.gov.uk/
[4] Undang-undang dan Peraturan Nasional terkait dengan Sistem Manajemen K3 dan
Lingkungan.
[5] Related Journal (http://www.journals.elsevier.com/safety-science/) etc, related
standards and publications.

Student Guide Book 14