Mensuration and Calculation

The four fundamental operation (addition, subtraction, multiplication and division)

skills should be developed in doing jobs. Inaccurate operation would mean waste of time,
effort, materials and the quality of the finish product. The skill in measuring starts with the
ability to add, subtract, multiply and divide.
Addition is the process of combining two or more arithmetical or algebraic quantities
in one sum. It is the most common operation in mathematics indicated by a plus (+) sign. It
is also used when numbers are added horizontally or vertically. When more than two
numbers are added vertically, no sign is required. The sum is the result obtained from
adding two or more numbers.
Subtraction is the process of taking one number away from another number. It is
the opposite of addition. The minus (-) sign indicates subtraction. The minuend is the
number from which the subtraction is made. The subtrahend is the number which is
subtracted. The remainder is the difference between the two numbers.
Multiplication is the process of adding one number as many times as there are
units in the other number, for example 2 x 3 = 6. It can also produce the same result as
adding 3 + 3 = 6. The sign times or multiplied by (X) indicates multiplication. The
multiplicand is the number which is multiplied. Multiplier is the number by which
multiplication is done. Product is the result of multiplication.
Division is the process of finding how many times one number contains the other
number. It is the reverse of multiplication. The sign divided by ÷ indicates division. Dividend
is the number to be divided. Divisor is the number by which division is done. Quotient is the
result of division and Remainder is part of the quotient left whenever a quotient is not a
whole number.

E.1 Measurement Systems

The Metric System is known as the most common measurement system used in
most places of the world. There are common prefixes used to represent as multipliers. For
example, in a distance of 2,000 meters can also be expressed as 2 Kilometers.
The English System on the other hand is also known as the British (US) System
likewise commonly used anywhere in the world. This system uses the Inch, Foot and Pound
as the basic units of measurement. Decimal inch based on tenths and hundredths to
simplify measurements. It is commonly used by Engineers, Architects, Surveyors, and
Draftsmen etc. For better understanding of the systems one must be familiar with the
conversion of the English units of measurement to the metric system and vice versa by
applying the appropriate conversion factors and procedures.

The basic measurement in the English system is the Yard divided into Feet and
Inches abbreviated as follows: Yard – Yd. , Feet – Ft. , and Inches as In. The Metric System
or the Systems International (SI) use Meter as the basic unit of measure divided into
Decimeters, Centimeters, and Millimeters with the following abbreviations when used Meter
– m, Centimeter – cm, Decimeter – dm and Millimeter – mm etc.

E.2 Ratio and Proportion

The ratio of two numbers is a comparison of two quantities. It is expressed as the
indicated quotient of two numbers called TERMS of the ratio. The ratio of C to D maybe
expressed as
C : D, read as C is to D, C/D or C ÷ D.
The numbers 4/6, 6 : 9, 8 : 12 or 14 : 21 have the same value as the ratio is 2 : 3.

When the ratios are between measurements, the term of the ratio must be
expressed in the same units. The three angles of a triangle are usually expressed as 1 : 2 :
3, read as 1 is to 2 is to 3. If the sum of the angles of a triangle is 180 degrees, the
measurement of each angle can be determined using the following procedure.
Example: Find the measurement of each angle of a triangle, if the ratio of the angles of a
triangle is:
1 : 2 : 3 and the sum of the is 180 degrees.
Solution:
Let X = measurement of the first angle
2X = measurement of the second angle
3X = measurement of the third angle
X + 2X + 3X = 180 degrees – sum of the 3 angles of a triangle
6X = 180 degrees – sum of X’s
X = 30 degrees – measurement of the first angle
2X = 2 (30) = 60 degrees – measurement of the second angle
3X = 3 (30) = 90 degrees – measurement of the third angle

Proportion is the equality of two (2) ratios.

The Principle of Proportion:
The product of the Means is equal to the product of the Extremes.

Means

Extremes
The second and third terms are the means, while the first and the fourth terms are
the extremes of the Proportion. The product of 2nd and 3rd terms = 12 (3 x 4 = 12). The
product of the 1st and 4th terms = 12 (1 x 12 = 12) Thus, the product of the means is equal
to the product of the extremes.
Examples:
A) 2:4 = 5:X
2x = 20
x = 10
B) 4/X : 2/8 or 4:X = 2:8
2X = 32
X = 16
Proportion is an equation with a ratio on each side. It is a statement that two ratios are
equal.
Example: 3/8 = 6/16

When one of the four numbers in a proportion is unknown, cross product may be
used to find the unknown number. Question marks or letter x and n are frequently used in
place of the unknown number.
Example:
½ = n/4
Using cross product, we multiply 2 x n then 1 x 4
2n =4
To get the value of n, we need to transpose 2 into the other side of the equation
which is
 N = 4/2
so n = 2

E.3 COMPUTING FOR AREA AND VOLUME

In the metal trades, common formulas related to plane and solid figures are used for
laying-out jobs. For example, a welder maybe required to lay-out and build a cylindrical tank
to hold specified number of gallons of liquid. By applying the volume formula for cylinders,
the welder can determine the size of cylindrical tank.

AREA
Area is the number of unit squares equal to the surface of an object. For example, a
standard size of a piece of plywood contains 32 square foot (sq. ft.). Because it measures 4
feet by 8 feet so, 4 x 8 = 32 square feet.
Area is expressed in square inches, square feet and other units of measure. A
square inch measure 1” x 1” or each equivalent. A square foot contains 144 square inches
by multiplying 12” x 12” = 144 sq. inches. The area of any plane figure can be determined
by applying the proper formula.

Circle
When the diameter of a circle is known, the circumference is found by using the following
formula.
C= πD Where: C= Circumference
π = 3.1416
D = Diameter
When the radius is known, the circumference of a circle is found by applying the following
formula.
C=2πr Where: C= Circumference
2 = Constant
π = 3.1416
r = Radius
When the diameter of a circle is known, area of a circle is found by applying the following
formula.
A = πd2/4 or A = 0.7854 x D² Where A = Area
0.7854 = (π/4) Constant
D² = Diameter Squared

When the radius is known, the area of a circle is found by applying the following formula.
A=πr² Where A = Area
π = 3.1416
r² = radius squared
Square or Rectangle
The area of square or a rectangle can be found by applying this formula.
A=LxW Where A = Area
L = Length
W = Width

Triangle
The area of a triangle can be found by using this formula.
A=½bh Where A = Area
½ = Constant
b = base
h = height
VOLUME
 Is the three- dimensional size of an object measured in cubic units. For example, the
volume of a standard size of concrete block is 1,024 cubic inches, because 8 x 8 x 16 is
equals to 1,024 cu. In.
Volume is expressed in cubic inches, cubic feet, cubic yards and other units of
measure. A cubic inch measures 1” x 1” x 1” or its equivalent. A cubic foot contains 1,728
cubic inches because 12” x 12” x 12” = 1,728 cu. In. A cubic Yard contains 27 cu. Ft.
because 3‟ x 3‟ x 3‟ = 27 cu. Ft. The Volume of a solid figure can be determined by
applying the proper formula.
The volume of a rectangular solid can be found by applying the following formula.
V=LxWxH Where V = Volume
L = Length
W = Width
H = Height
Cylinder
When the diameter of a cylinder is known, the volume can be found by applying the
following formula.
V = 0.7854 x D² x h Where V = Volume
0.7854 = (π/4) Constant
D² = Diameter squared
h = Height

Gender Responsive OSH Practice in Metal Works

Gender mainstreaming is not a goal in itself but a strategy to achieve equality between women and
men. In other words, gender mainstreaming is used to integrate concerns of women as well as men
into policies and actions so that women and men benefit equally. It should cover design,
implementation, monitoring and evaluation.

The safety and health of all workers, women, men, young, old, migrants or person
with disabilities is of paramount importance to all. These in International Labour
Organization (ILO) guidelines, Gender Mainstreaming in Occupational Safety and Health
(OSH), aim to assist both policy-makers and practitioners by taking a gender-sensitive
approach and mainstreaming gender into OSH policy and practice with the ultimate goal of
reducing occupational accidents and diseases for both men and women workers.
The guidelines explain how to integrate gender issues into the analyses, formulation
and monitoring of policies, programmes and preventive measures in order to reduce
inequalities between men and women in OSH. They include advice in the areas of
information gathering, standard setting, legislation, policy making and preventive strategies;
they set out the need to:
■ carefully explore the effects of gender roles on safety and health;
■ analyse risks in both male and female dominated occupations;
■ develop sex-disaggregated OSH data;
■ incorporate the findings from OSH research into policy making and workplace action; and
■ fully involve both men and women workers in the decisions that affect their safety and
health at all levels, from bodies such as national safety councils to occupational health
services and workplace-level safety committees.
 The purpose of these guidelines is to mainstream gender issues in OSH thereby
giving the same priority to women’s as to men’s OSH, by taking into account the specific
gender realities of women and men in the design of policies on OSH. The ILO’s strong
commitment to integrating gender concerns into the overall OSH policy development
process is reflected in this approach.

Men and women are exposed to different hazards and risks at work
As the labor market remains heavily segregated, women and men still do different
work. Women and men may be exposed to different physical and psychological hazards
and risks at the workplace. In addition, exposure to the same risks may also impact women
and men differently. Work predominantly undertaken by women is often presumed to be
lighter, easier and safer than that undertaken by men, and consequently receives less
attention. The safety and health risks associated with work dominated by male employees
are generally better known and many preventive measures have been identified.
Nevertheless, to ensure continued improvement in workplace safety and health for both
men and women, gender differences must be taken into account in the design of OSH
legislation, policies, systems and preventive measures.
To address gender disparities in OSH, gender integration should respond to the
specific hazards and risks, working conditions and requirements, benefiting both and not
adversely affecting either men or women in the implementation of protective and preventive
measures. This means neither being gender biased nor being gender-blind (not taking
gender into account) in the design of legislation, policies and OSH practice.
1. Guideline 1: Taking a gender mainstreaming approach to reviewing and developing
occupational safety and health legislation
2. Guideline 2: Developing OSH Policies to address gender inequalities in OSH practice
3. Guideline 3: Ensuring consideration of gender differences in risk management
4. Guideline 4: OSH research should properly take into account gender differences
5. Guideline 5: Developing gender sensitive OSH indicators based on sex-disaggregated
data
6. Guideline 6: Promoting equal access to occupational health services and health care for
all workers
7. Guideline 7: Ensuring the participation of both men and women workers and their
representatives in OSH measures, health promotion and decision-making
8. Guideline 8: Developing gender-sensitive OSH information, education and training
9. Guideline 9: Designing work equipment, tools and personal protective equipment for both
men and women
10. Guideline 10: Working time arrangements and work-life balance