January 2013
Examiners’ Report NEBOSH International Diploma in Occupational Health and Safety (Unit IB)
Examiners’ Report NEBOSH INTERNATIONAL DIPLOMA IN OCCUPATIONAL HEALTH AND SAFETY Unit IB – International control of hazardous agents in the workplace JANUARY 2013
CONTENTS
Introduction
2
General comments
3
Comments on individual questions
4
2013 NEBOSH, Dominus Way, Meridian Business Park, Leicester LE19 1QW tel: 0116 263 4700
fax: 0116 282 4000
email:
[email protected]
website: www.nebosh.org.uk
The National Examination Board in Occupational Safety and Health is a registered charity, number 1010444 EXTERNAL
Introduction
NEBOSH (The National Examination Board in Occupational Safety and Health) was formed in 1979 as an independent examining board and awarding body with charitable status. We offer a comprehensive range of globally-recognised, vocationally-related qualifications designed to meet the health, safety, environmental and risk management needs of all places of work in both the private and public sectors. Courses leading to NEBOSH qualifications attract around 35,000 candidates annually and are offered by over 500 course providers, with exams taken in over 100 countries around the world. Our qualifications are recognised by the relevant professional membership bodies including the Institution of Occupational Safety and Health (IOSH) and the International Institute of Risk and Safety Management (IIRSM). NEBOSH is an awarding body to be recognised and regulated by the Scottish Qualifications Authority (SQA). Where appropriate, NEBOSH follows the latest version of the “GCSE, GCE, Principal Learning and Project Code of Practice” published by the regulatory authorities in relation to examination setting and marking. While not obliged to adhere to this code, NEBOSH regards it as best practice to do so. Candidates’ scripts are marked by a team of Examiners appointed by NEBOSH on the basis of their qualifications and experience. The standard of the qualification is determined by NEBOSH, which is overseen by the NEBOSH Council comprising nominees from, amongst others, the Health and Safety Executive (HSE), the Confederation of British Industry (CBI), the Trades Union Congress (TUC) and the Institution of Occupational Safety and Health (IOSH). Representatives of course providers, from both the public and private sectors, are elected to the NEBOSH Council. This report on the examination provides information on the performance of candidates which it is hoped will be useful to candidates and tutors in preparation for future examinations. It is intended to be constructive and informative and to promote better understanding of the syllabus content and the application of assessment criteria. © NEBOSH 2013
Any enquiries about this report publication should be addressed to: NEBOSH Dominus Way Meridian Business Park Leicester LE19 1QW tel: 0116 263 4700 fax: 0116 282 4000 email:
[email protected]
General Comments
Many candidates are well prepared for this unit assessment and provide comprehensive and relevant answers in response to the demands of the question paper. This includes the ability to demonstrate understanding of knowledge by applying it to workplace situations. There are always some candidates, however, who appear to be unprepared for the unit assessment and who show both a lack of knowledge of the syllabus content and a lack of understanding of how key concepts should be applied to workplace situations. In order to meet the pass standard for this assessment, acquisition of knowledge and understanding across the syllabus are prerequisites. However, candidates need to demonstrate their knowledge and understanding in answering the questions set. Referral of candidates in this unit is invariably because they are unable to write a full, well-informed answer to the question asked. Some candidates find it difficult to relate their learning to the questions and as a result offer responses reliant on recalled knowledge and conjecture and fail to demonstrate any degree of understanding. Candidates should prepare themselves for this vocational examination by ensuring their understanding, not rote-learning pre-prepared answers. Candidates should note that Examiners’ Reports are not written to provide ‘sample answers’ but to give examples of what Examiners were expecting and more specifically to highlight areas of under performance. Common pitfalls It is recognised that many candidates are well prepared for their assessments. However, recurrent issues, as outlined below, continue to prevent some candidates reaching their full potential in the assessment. −
Many candidates fail to apply the basic principles of examination technique and for some candidates this means the difference between a pass and a referral.
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In some instances, candidates do not attempt all the required questions or are failing to provide complete answers. Candidates are advised to always attempt an answer to a compulsory question, even when the mind goes blank. Applying basic health and safety management principles can generate credit worthy points.
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Some candidates fail to answer the question set and instead provide information that may be relevant to the topic but is irrelevant to the question and cannot therefore be awarded marks.
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Many candidates fail to apply the command words (also known as action verbs, eg describe, outline, etc). Command words are the instructions that guide the candidate on the depth of answer required. If, for instance, a question asks the candidate to ‘describe’ something, then few marks will be awarded to an answer that is an outline. Similarly the command word ‘identify’ requires more information than a ‘list’.
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Some candidates fail to separate their answers into the different sub-sections of the questions. These candidates could gain marks for the different sections if they clearly indicated which part of the question they were answering (by using the numbering from the question in their answer, for example). Structuring their answers to address the different parts of the question can also help in logically drawing out the points to be made in response.
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Candidates need to plan their time effectively. Some candidates fail to make good use of their time and give excessive detail in some answers leaving insufficient time to address all of the questions.
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Candidates should also be aware that Examiners cannot award marks if handwriting is illegible.
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The International Diploma in Health and Safety is taught and examined in English. Candidates are therefore expected to have a good command of both written and spoken English including technical and scientific vocabulary. The recommended standard expected of candidates is equivalent to the International English Language Testing System (IELTS) level 7 (very good user). It is evident from a number of scripts that there are candidates attempting the examination without the necessary English language skills. More information on the IELTS standards can be found at www.ielts.org
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UNIT IB – International control of hazardous agents in the workplace
Section A – all questions compulsory
Question 1
A catalogue distribution company employs drivers, warehouse staff and office staff to process telephone and internet orders. Identify the functions of the distribution company’s occupational health department when: (a)
recruiting new workers;
(5)
(b)
a worker returns to work after ill-health.
(5)
This question related to Element 11 of the syllabus and assessed candidates’ knowledge of learning outcome 11.3: Outline the management of occupational health (including the practical and legal aspects). Candidates had little difficulty with this topic, readily supplying answers such as drug/alcohol testing for drivers (in part a) and making recommendations to management on phased return to work (for part b).
Question 2
Outline how the human body may defend itself against harmful chemical substances.
(10)
This question related to Element 1 of the syllabus and assessed candidates’ knowledge of learning outcome1.3: Describe the main effects and routes of attack of chemicals on the human body. Element 1 outlines body defences. Though many candidates performed well, there was a tendency for some candidates to focus on respiratory defences (such as nasal hairs to filter larger particles) and blood-borne defensive cells but neglect wider issues such as the physical barrier presented by the skin, vomiting/diarrhoea to eject toxins and tear formation to wash out substances from the eyes. Some candidates did not outline how these defences worked but instead simply identified them and so did not gain the marks. Question 3
Assembling components on a production line can cause workers to develop work-related upper limb disorders (WRULDs). (a)
Identify the ill-health conditions associated with WRULDs.
(2)
(b)
Outline control measures that could reduce the risk of workers developing WRULDs.
(8)
This question related to Element 9 of the syllabus and assessed candidates’ knowledge of learning outcomes 9.1: Outline types, causes and relevant workplace examples of injuries and ill-health conditions associated with repetitive physical
activities, manual handling and poor posture and 9.2: Explain the assessment and control of risks from repetitive activities, manual handling and poor posture. Many candidates gained few marks in part (a). Ill-health conditions such as tenosynovitis, tendinitis and carpal tunnel syndrome were required, instead of general descriptions of aches/pains in various parts of the body. For part (b) most candidates easily identified controls such as job rotation and the use of frequent short breaks. Many candidates were also able to outline issues such as providing lightweight tools (to reduce weight of items) and taking into account the different body sizes/capabilities of workers in work equipment design/selection. Improving the working environment (such as by setting a comfortable workplace temperature) was also identified. However answers were often too narrow in focus.
Question 4
A contractor has been hired to examine the quality of a weld repair to a metal pipe on a chemical plant. It has been decided that on-site radiography, using either gamma or X-ray sources, is the only practical option in this case. Outline suitable measures to control the radiological risks from the examination work.
(10)
This question related to Element 7 of the syllabus and assessed candidates’ knowledge of learning outcome 7.3: Explain the effects of exposure to ionising radiation, its measurement and control. It did not require any knowledge of non-destructive testing or access equipment. Some candidates went well beyond the question and included issues such as isolation, lock-off and purging of the pipe. Only measures for control of the radiological risks were required. Candidates commonly displayed a limited knowledge of radiation; confusion with particulate radiation (such as alpha) was also noted. Most candidates noted the need for shielding, personal dosimetry and restricting access to the area but missed the need for competent operator, competent advice (RPA) and enforcement of local rules (RPS).
Question 5
Outline the occupational factors that can contribute to stress-related problems amongst call centre workers.
(10)
This question related to Element 8 of the syllabus and assessed candidates’ knowledge of learning outcome 8.1: Explain the scope, effects and causes of workrelated stress. Element 8 contains the basic knowledge to answer this question. Most candidates had very little difficulty in tackling this. Good answers were framed around the areas of work demands, control, support, relationships, role and change. Some candidates included domestic issues such as personal finances and relationships with family members but only occupational factors were required.
Question 6
(a)
(b)
(c)
Outline why it is important to measure transport (duct) velocity when assessing the efficiency of a local exhaust ventilation (LEV) system.
(2)
Outline the methods that can be used to measure transport velocity in an LEV system.
(5)
Identify other measurements that can be used to determine if the LEV system is working as designed.
(3)
This question related to Element 3 of the syllabus and assessed candidates’ knowledge of learning outcome 3.1: Explain the purpose and operation of local exhaust ventilation and dilution ventilation including assessing and maintaining effectiveness. This question was either quite well answered or very poorly answered. For part (a) candidates easily outlined the need to ensure captured particles were kept airborne and did not settle in the ducting. For part (b) candidates could usually identify equipment such as pitot-static tubes and thermal anemometers, although some also suggested rotary anemometers that would be unsuited to this task. The details of how these devices were used was not always understood. Part (c) was generally well answered and candidates provided a range of measures such as capture velocity, static pressure and fan power consumption.
Section B – three from five questions to be attempted
Question 7
(a)
(b)
(c) (d)
Outline how the use of drugs or alcohol can adversely affect a worker’s fitness to work.
(5)
Outline circumstances when drug and alcohol testing should be used at work.
(4)
Outline how the use of drugs or alcohol problems at work can be managed effectively.
(7)
Identify FOUR disciplines or agencies that may assist in assessing or managing the use of drugs or alcohol at work.
(4)
This question related to Element 11 of the syllabus and assessed candidates’ knowledge of learning outcome 11.3: Outline the management of occupational health (including the practical and legal aspects. This was one of the most popular questions on the paper. It was generally quite well answered. Part (a) required answers such as increased absenteeism, lateness and loss of work performance. Part (b) covered issues such as circumstances where the public are put at risk, when there is clear evidence of drinking or drug taking and when affected workers return to work after a period of rehabilitation. Answers to part (c) were often limited to consideration of a drugs/alcohol policy when this was just one element of managing the problem. Issues such as encouraging workers to seek help from their own doctor, temporary transfer to an alternative job (not safety critical) and giving them time off work to get help for their addiction were also expected. Part (d) required answers such as accredited laboratories and specialist alcohol advisory
services. A number of candidates suggested the police or other enforcement agencies that would not have been appropriate in the context.
Question 8
A small motor vehicle repair workshop uses paints known to contain isocyanates. (a)
Outline the health effects from exposure to isocyanates.
(3)
(b)
Outline factors to consider when assessing the risks arising from using these paints.
(7)
Outline practical measures to control exposure to the isocyanates when spray painting the vehicles in the workshop.
(10)
(c)
This question related to Elements 1 and 2 of the syllabus and assessed candidates’ knowledge of learning outcomes 1.4: Explain the health effects of chemicals used in the workplace, 2.1: Outline the factors to consider when assessing risks from chemicals which are hazardous to health and 2.2: Explain elimination of risk or control measures for chemicals which are hazardous to health. This question was also very popular. Most candidates were aware of the possible range of effects on exposure to isocyanates, such as respiratory irritation and respiratory sensitisation. Some candidates outlined control measures in part (b) that were more relevant to part (c). Risk factors include issues such as quantity, duration of exposure, specific health effects of the isocyanates the nature of the tasks and the effectiveness of existing control measures. Candidates generally provided reasonable answers to part (c), easily identifying control measures such as substitution for less harmful substances, minimisation of quantities, enclosure in a spray booth and the use of LEV and RPE.
Question 9
The guidance document ‘HSG173 Monitoring strategies for toxic substances’ describes a three-stage strategy. The three stages are initial appraisal, a basic survey and a detailed survey. (a)
(b)
(c)
Outline circumstances when EACH of these stages might be appropriate.
(5)
For EACH of these THREE stages, outline the methods and equipment that could be used in the monitoring.
(10)
Outline how the data obtained from the monitoring could be used to determine whether controls in place are adequate.
(5)
This question related to Element 4 of the syllabus and assessed candidates’ knowledge of learning outcome 4.2: Outline the strategies, methods and equipment for the sampling and measurement of airborne harmful substances. This question was very unpopular and answers were generally weak. For part (a) an initial appraisal is conducted simply to identify whether a problem exists (and its extent). This may then lead to a basic survey if inconclusive or it shows that a problem exists (ie significant exposure that requires further investigation). Detailed surveys are done when exposure is highly variable and/or higher risk substances are being used (like carcinogens) or a basic survey shows exposure is very close to the exposure limit. For part (b) the basic methodologies needed to be outlined as described in HSG173. For example, the initial appraisal is primarily an information gathering stage (substances, exposure durations etc) and uses only crude qualitative methods, such as smoke tubes and dust lamps.
For part (c) the data gathered is converted to the appropriate TWA and compared with various standards. You may also have to take account of mixed exposures. Other data such as LEV performance tests may also prove useful.
Question 10
A noise assessment carried out at a manufacturing plant has revealed that personnel working in the vicinity of machinery are exposed to noise levels in excess of acceptable limits. It has been decided to investigate engineering methods of reducing noise exposures. (a)
(i) (ii)
(b)
Explain the purpose of an acoustic enclosure AND an acoustic haven (acoustic refuge). Explain the design features of an acoustic enclosure.
(2) (12)
Hearing protection may also be required to further reduce exposure to the noise. Outline factors that should be considered when selecting the hearing protection.
(6)
This question related to Element 6 of the syllabus and assessed candidates’ knowledge of learning outcome 6.4: Explain the principles of controlling noise and noise exposure. This was a reasonably popular question. Part (b) was better answered than part (a). For part (a)(ii) some candidates explained the design features of an acoustic haven rather than (and sometimes as well as) an acoustic enclosure. Most candidates could easily identify the need to use acoustically insulating materials and the use of double glazing in windows but answers were often too general and lacking detail. Part (b) was quite well answered, candidates being able to identify issues such as its effectiveness in attenuating noise, compatibility with other PPE and conformity with standards.
Question 11
(a)
(i) (ii) (iii)
(b)
Identify SIX factors that can affect the thermal comfort of an individual.
(6)
Outline the role of heat indices when assessing a thermal environment.
(3)
Give an example of a heat index AND identify the parameters that contribute to this index.
(3)
Catering staff prepare chilled meals for reheating. A significant part of their working day is spent in an area where the ambient temperature is between 3°C and 5°C. Describe the control measures that could be used to minimise the risks associated with working in this cold environment.
(8)
This question related to Element 10 of the syllabus and assessed candidates’ knowledge of learning outcome 10.1: Explain the need for, and factors involved in, the provision and maintenance of thermal comfort in the work environment. This was quite a popular question. Many answers to part (a)(ii) and (iii) were weak. Answers to parts (a)(i) and (b) were better. For part (a)(i) factors such as air temperature, radiant temperature, humidity and air velocity were required. General references to temperature were not accepted. For part (a)(ii) some candidates were able to identify that heat indices provide a single representation of a range of
parameters and give an indication of the severity of the environment. Many candidates could not give an example of a heat index (such as WBGT, HSI, CET or WCI) or specify the parameters related to the specific heat index example given. Instead, some candidates simply provided a large list of parameters (such as wet bulb temperature, dry bulb temperature, sweat rate) and so gained few marks. Part (b) was usually well answered, with candidates outlining measures such as regular breaks from the cold environment, thermal clothing and acclimatisation.
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