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CHAPTER 5
Physical Agents
ESSENTIAL OUTCOME
After completing the lesson on this chapter, if nothing else, my students should be able to
identify and categorize common physical agents found in the workplace, and be able to describe
typical ways of managing and controlling them.
LEARNING OUTCOMES
After completing this chapter, students should be able to:
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Chapter 5 – Physical Agents
• explain how and when many of the commonly found physical agents can be considered
hazardous
• identify methods of controlling physical agents within the workplace
KEY CONCEPTS
• Physical agents are sources of energy that may cause harm, injury, or disease if they are not
properly managed or controlled. Most physical agents fall into the categories of noise,
vibration, radiation, and extremes in temperature or pressure.
• Noise is the most common workplace hazard, and is defined as any unwanted sound. Noise is
complex to manage because situations and individuals vary greatly in terms of how noise is
experienced. Human hearing response is conditional, and based on the frequency, duration,
and loudness of sound, all of which may be important factors with noise. Excessive or
prolonged exposure to noise can result in hearing loss, which may be physiological
(conductive or sensorineural), or psychological. Noise control usually centres around the
source–path–human approach, and includes reducing noise at its source, moving workers
away from the path of the noise, and using personal protective equipment (PPE) such as
earmuffs or earplugs.
• Vibration, the oscillating motion of an object such as a piece of equipment, can be low
frequency or high frequency and can be experienced throughout the entire body (whole-body
vibration) or only in certain parts of the body, usually the hands and arms (segmental
vibration). Vibration can cause a range of health issues ranging from nausea or fatigue to
more serious problems affecting muscles, joints, tissue, and bones. Vibration can be managed
through engineering controls such as ergonomic features that reduce or dampen vibration at
its source, administrative controls that limit exposure to vibration, or the use of PPE such as
gloves, padding, or floor mats.
• Thermal stress involves exposure to temperature extremes—either hot or cold. The human
body regulates its temperature through homeostasis, and its ability to maintain a steady
temperature is affected by its exposure to external heat sources or cold sources through the
process of heat transfer. Heat transfer can be the result of conduction, convection, or
radiation. The effect of extreme heat or cold on the body depends partly on the individual’s
physical characteristics, including overall health and fitness level, age, height, and weight,
and by medical conditions such as heart disease or high blood pressure.
Heat-related illnesses include edema, heat rash, cramps, fainting, heat exhaustion, and heat
stroke. Engineering controls are used to reduce heat where possible, but administrative
controls (such as limiting exposure to heat and ensuring proper hydration) and PPEs like
hats, sunglasses, and even cooling vests are also commonly utilized.
Cold environments can also be hazardous, resulting in either nonfreezing injuries, such as
chilblains, mild circulation problems, immersion foot, or trench foot; or freezing injuries,
such as frostnip, frostbite, or hypothermia. As with heat, engineering controls (heaters),
administrative controls (shut down in extreme cold), and PPEs (warm clothing) are
commonly used to manage the hazards of cold.
• Radiation is electromagnetic energy and is classified as ionizing (e.g., X-rays or gamma rays)
or non-ionizing (e.g., ultraviolet or infrared radiation or microwave radiation). Radiation is
typically controlled through monitoring, shielding, job rotation, protective equipment, and
extensive training. Ionizing radiation can result in cell mutation, burns, and radiation
sickness. Non-ionizing radiation can result in illnesses such as burns and rashes but affects
the eyes most of all. PPE use therefore often includes eye protection. Other PPE devices are
used along with various engineering and administrative controls.
STUDENT MOTIVATION
Every student in the classroom will be able to relate to one or more of the physical agents
discussed in this chapter, even if not specifically in the workplace. All students have experienced
noise, for example, as well as the effects of temperature. Most will have some experience with
radiation as well, either from the sun or perhaps from tanning beds. When they draw from these
direct experiences and make the connection to the same hazards but in a workplace context, most
students will find this chapter of interest.
BARRIERS TO LEARNING
There should be relatively few learning barriers in this chapter, other than some of the
terminology, which may be challenging for some students. Encourage students to write out and
sound out words and terms that are unfamiliar or challenging to them (e.g., “sensorineural”).
Also bear in mind that English may not be the first language for some students in your class.
These students may require a little extra time to become familiar and comfortable with some of
the terms.
If you are using the chapter appendix, the sections on calculating noise levels and shift
adjustment for noise exposure present formulas for calculating decibel levels. These formulas
may be quite challenging for some students if they are expected to understand and work with
them.
Learning objective: At the completion of this activity, students will be able to relate their
own direct experiences with physical agent hazards to the content discussed in the chapter.
Post four flip charts around the classroom with the headings “noise,” “vibration,” thermal stress,”
and “radiation.” With markers provided, invite students to post on the appropriate charts any jobs
they have had where these types of hazards were (or may have been) present. Review the results
with the class, asking for elaboration/clarification as necessary. Use this activity as a way of
introducing the chapter and the four major types of physical agents described, and as a lead-in to
Lesson Plan item A: Physical agents: Definitions.
a. Learning objective: At the completion of this activity, students will have experienced the
sensation of hearing loss by listening to sound files of music and speech that simulate
normal, mild, high frequency, moderate, and severe hearing loss conditions.
As an addition to Lesson Plan item D, The Affects and Controls of Hazardous Noise, visit the
website hearingcenteronline.com/sound.shtml. Play the various sound files found on this page for
the class, beginning with “normal” and proceeding through the “mild,” “high frequency,”
“moderate,” and “severe” hearing loss conditions. Ask students to jot down how they are feeling
(e.g., frustrated, disconnected) as they experience listening to each file. Discussion can centre on
the impact of hearing loss and on the need to protect against hazards that may damage hearing.
b. Learning objective: At the completion of this activity, students will be able to consider
and apply strategies for ensuring worker compliance in the use of PPEs.
Organize students into groups of four, and have each of them assume a role within the group
(facilitator, recorder, time keeper, presenter). Have students read and discuss Case 2, “Expensive
Jewellery,” and expand on strategies that ensure employees wear their personal protective
equipment. After 5 to 7 minutes, have the presenter from each group briefly describe their
groups’ strategies to the class. Refer to Case 2 to fill in any missing strategies.
c. Learning Objective: At the completion of this activity, students will have considered the
importance of protecting their eyes from the effects of harmful radiation.
Ask students who have sunglasses with them to take them out for examination. Have students
who do not have sunglasses form small teams with students who do. Have the small teams
examine the sunglasses to try to determine whether the sunglasses provide protection from
harmful UV radiation, while referring to Figure 5.3, “General Absorption Properties of the Eye
for Electromagnetic Radiation.” If time permits and students have Internet access on their laptops
or tablets, it might be helpful for them to quickly research their sunglasses online.
* For a list of workplace hazardous noise DVD titles from WorkSafeBC Library Services, visit
www.worksafebc.com/about_us/library_services/assets/pdf/videos_titles.pdf.
Use PowerPoint slides to define physical agents and then define and discuss examples of the four
common physical agents encountered in industry—noise, vibrations, thermal stress, and
radiation. You can incorporate examples from students’ experiences in the workplace and
entertainment venues. Refer to End of Chapter Exercise 1.
Use PowerPoint slides to define and discuss workplace examples of the three ways noise can
affect humans: physiologically, socially, and psychologically.
Ask students what hazardous noise they have experienced in the workplace.
If any of the above statements are true, your workplace might be too noisy and a noise
assessment or survey of the workplace should be undertaken.
Ask the students a few more questions concerning hearing loss outside their workplace.
Ask students to form small groups and discuss Discussion Question 1 at the end of the chapter.
Workers in a manufacturing division have made a formal complaint that three machines are too
noisy. Noise measurements are taken: the results are 83 dB, 87 dB, and 88 dB. Do the workers
have a legitimate complaint? Refer students to OH&S Notebook 5.1, “Noise Exposure
Limits,” and to the CCOHS website: Noise—Occupational Exposure Limits in Canada
(http://ccohs.ca/oshanswers/phys_agents/exposure_can.html). Refer to End of Chapter
Discussion Question 1.