ISEN 630: Human Operator in Complex Systems Spring 2012

Transcription

1 ISEN 630: Human Operator in Complex Systems Spring 2012 Course Info: Instructor: Text: 5:30 6:45, Tuesdays and Thursdays 1006 ETB Thomas Ferris, PhD 4081 ETB Office Hours: 3:45 5:15 Tues/Thurs, or by appointment An Introduction to Human Factors Engineering, Second Edition Wickens, C.D., Lee, J.D., Liu, Y., & Gordon-Becker, S.E., Pearson Education, Inc. (2004) Other materials will be hosted on elearning: tures will be recorded and hosted on e-masters, usually within 48 hours: Scope and Objectives: This graduate course is a survey of cognitive and physical ergonomics, covering topics of human information processing, physiological and biomechanical functioning, and implications for design of the workplace and jobs in that workplace. The field of Human Factors and Ergonomics (HFE) is interdisciplinary, with applications wherever humans interact with equipment in a system context. Examples will be drawn from manufacturing, medicine, aerospace, ground transportation, and computer interaction. Students will learn an overview of HFE principles and understand how they fit into engineering design and analysis. Typical design and operational problems in work domains, as well as their HFE solutions, will be highlighted. Students will apply HFE principles to design problems and a research project will allow them to explore in depth a relevant HFE topic of interest. Grade Determination: 25% 50% Exams: midterm (25%) and final exam (25%) 25% Research report Grades will be calculated on the basis of total points earned. The points can be curved based on class average and may be lower than the following standard (out of a total of 100 points). A B C D F 59 and lower

2 : There will be at least one homework assignment given each week, related to the current lecture topics and designed to give you practice in applying principles and ideas learned in the course. Assignments will be posted on elearning and announced in lecture and/or via . Due dates for each assignment will be given when they are issued, but will generally be within 1 week. Completed assignments can be submitted in class, or electronically via elearning (in pdf or Word format). Generally, assignments that are submitted after the due date/time will not receive any credit. Exceptions can be made in case of sickness, military service, jury duty, presentation at a professional conference, or death in the family. In all of these cases, some form of documentation will be required. Exams: There will be two exams, each of which will individually make up 25% of the overall course grade (50% total). Each exam will follow an open-book, take home format, with rigid timelines for completion. The exams will are tentatively scheduled to be issued the week before Spring Break and at the end of the semester. The exams will emphasize material discussed in lecture, but will also include questions from the texts and assigned readings. Each exam will have a mixed format, which can include quantitative problems, short answer questions, and/or essays. Grades will be posted on the course elearning website within 1 week, and students can review their graded exams during office hours. Exam submission dates will be flexible only in case of sickness, military service, jury duty, presentation at a professional conference, or death in the family (documentation required in all cases). Re-grading Policy: Students have 1 week after grades are released for an assignment or exam to submit a re-grade request in writing. This request must not exceed 1 page (11 point font, single spacing), and must clearly indicate the relevant problem(s) and justification for why you think re-grading is warranted. Note that a requested re-grade may result in further point deductions if new errors are discovered. Research report: Each student will work individually to prepare an in-depth research paper (~10 pages of singlespaced text plus figures, 10+ references cited) on some topic relevant to the course, due at the end of the semester. A research report proposal will be due after the 4 th week of class, so that I can judge the relevance and depth of the topic and provide advice/guidance. Further details on this report will be given early in the semester. Americans with Disabilities Act (ADA) The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call For additional information, visit

3 I also encourage you to discuss your situation with me in confidence so that I can better assist you in accomplishing your academic goals in this class. DL students with disabilities should or telephone me to discuss any special accommodations that they will need. Such conversations will be held in strict confidence. Academic Integrity An Aggie does not lie, cheat, or steal, or tolerate those who do. For additional information please visit: ture Topics and Tentative Schedule (Subject to Change!) Changes will be announced in class/via and an updated schedule will be available on elearning. Note: homework, exam, and research report due dates will be given when each is issued. Date ture title Tentative topics Text/source material and references Notes Course Introduction Introduction to HFE Definitions and scope, general guidelines Wickens, Ch. 1; elearning: MIL-HDBK-1908B (definitions) Bio Vision TBD (Gravens conference) Optics, physiology, perception, visual acuity, contrast Wickens, Ch. 4; elearning: Vision, Optical Constants, Corrective Lenses, Color Blindness Vision Illumination in the workplace Refractive error, color anamolous vision, performance Physics of light, Lambert's Law, illumination guidelines Wickens, Ch. 4; elearning: Photometry, Light measurement Displays Displays User interface, types of displays and usage guidelines Optics and workings of displays, virtual reality Wickens, Ch. 8; elearning: MIL-HDBK-759C 5.2, 5.3, Research report proposal 14-5 Warnings When, where to use warnings, types of warnings Wickens, Ch. 14 (Risk-Taking and Warnings); elearning: MIL-HDBK-759C 5.3, 5.5; MIL- STD-1472F

4 Date 16- ture title Tentative topics Text/source material and references Notes Warnings Criteria for effective warnings, warning design Hearing and noise Controls and dynamics Psychoacoustics, physics of sound propagation, noise limits Control types and usage, integration with displays Wickens, Ch. 5; elearning: Sound measurement, Hearing Conservation, Hearing Loss (to pg. 10) Wickens, Ch. 9; elearning: Reaction Time, Human Performance (3.2, 3.3), Movement Time, MIL-HDBK-759C Controls and dynamics Memory, attention, workload Modeling of perceptionreaction time, movement time Types of memory, use of mnemonics, job aids Wickens, Ch. 6, Ch. 13; elearning: Information Theory, Mental Workload, Cognitive Resources Memory, attention, workload 9 Human error Serial and parallel theories of attention, mental workload Reason's model of human error, error mitigation Wickens, Ch. 14; elearning: Human Error 8; Midterm exam: Topics SPRING BREAK SPRING BREAK Anthropometry 11 Work station design Human body dimensions, range of movement, design aspects Applications of anthropometry, basic principles, equipment Wickens, Ch. 10; elearning: MIL-BDBK-759C 5.6 Wickens, Ch Work study 13 Heavy work Overview of work study, operational sequence diagrams Physiology of work, physical work measurement, limits Wickens, Ch. 3; elearning: Work study materials Wickens, Ch. 11 & 12 10

5 Date ture title Tentative topics Text/source material and references Notes Manual material handling Manual material handling General guidelines and mitigants, application of military Industrial, government standards, esp. NIOSH Lifting Guide Wickens, Ch. 11 & 12; elearning: NIOSH Lift Guide, Material Handling Cumulative Trauma Disorders Scheduling and shift design Description of CTDs, their mitigants, and tool selection Fixed and rotating 2 and 3-shift schedules, pros and cons Wickens, Ch. 11; elearning: Elements of Ergonomics Programs (toolbox) Wickens, Ch. 13; elearning: Kodak Shift Schedules Hot and cold environments Accommodating disabilities Physiology of heat and cold tolerance, clothing, and guides Description of disabilities covered by ADA, discussion of elearning: Heat Stress, Cold Stress, MIL- STD-759C 5.8 elearning: ADAAG, ADAAG Checklist Accommodating disabilities Special applications of HFE ADA coverage, case studies and court decisions TBD Research report Final exam: Topics 10-18