NEBOSH IDip July 2013 Exam Report- Unit c

July 2013

Examiners’ Report NEBOSH International Diploma in Occupational Health and Safety (Unit IC)

Examiners’ Report NEBOSH INTERNATIONAL DIPLOMA IN OCCUPATIONAL HEALTH AND SAFETY Unit IC: International workplace and work equipment safety JULY 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]

2

EXTERNAL

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.

−

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.

−

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.

−

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’.

−

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.

−

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.

−

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. 3

EXTERNAL

UNIT IC – International workplace and work equipment safety

Section A – all questions compulsory Question 1

Outline the arrangements in a motor fleet policy that will minimise the risk to a multi-site organisation where workers drive vehicles between sites.

(10)

This question related to Element IC10 of the syllabus and assessed candidates’ knowledge of learning outcome IC10.2: Outline the factors associated with driving at work that increase the risk of an incident and the control measures to reduce workrelated driving risks. This question assessed a new aspect of the 2011 syllabus, that of driving at work. Many candidates failed to appreciate that this topic now sits within Unit IC. Consequently, a significant number of candidates attempted to answer this question as if it was a workplace transport issue. Answers concerning one-way systems, safety signs, road markings etc did not gain any marks. Examiners were looking for answers that outlined arrangements for ensuring driver competence, medical screening, daily checks by drivers and selection of vehicles etc. Most candidates appreciated that outline means giving an answer that is more than just a series of bullet points.

Question 2

(a)

Give the meaning of the term ‘confined space’.

(2)

(b)

Outline factors that should be considered in relation to emergency rescue arrangements for confined space work.

(8)

This question related to Element IC1 of the syllabus and assessed candidates’ knowledge of learning outcome IC1.3: Explain the assessment of risk and safe working practices associated with work in confined spaces. In the first part of this question, candidates needed to make some reference to the hazards posed by the confined space eg asphyxiation and it was well answered by most candidates. Part (b) was misread by many candidates. This may be due to the fact that these candidates attempted to answer a similar but different question that has been set previously. Answers giving general precautions about confined space entry were not required. The question specifically asked for the emergency rescue arrangements. Examiners were looking for an understanding that the emergency response was dependent upon the nature of the risk that the rescuers might be facing. There were limited marks for mentioning the physical pieces of equipment that might be needed for rescues such as life lines, breathing apparatus etc. Better answers included having access to medical help, having a system for contacting the emergency services and having a plan for the emergency evacuation of the rescue staff themselves.

4

EXTERNAL

Question 3

(a)

(b)

In relation to automatic fire detection and alarm systems, outline the basic principle AND operation of: (i)

heat detectors;

(4)

(ii)

smoke detectors.

(4)

Identify the circumstances in which EACH type of detector would be inappropriate.

(2)

This question related to Element IC3 of the syllabus and assessed candidates’ knowledge of learning outcome IC3.2: Explain the processes involved in the identification of hazards and the assessment of risk from fire. Most candidates answered this question well. The specific part of the syllabus being assessed was principal components of alarm systems, detection and signalling. The expectation was that candidates could identify pre-set and rate of rise heat detectors and optical and ionising smoke detectors. For part (b) many candidates failed to identify the circumstances when it would be inappropriate to use each type of detector. The command word of identify gave the level of detail required. Question 4

(a) (b)

Outline factors that might cause an agricultural tractor to overturn.

(6)

Outline measures that may be necessary to minimise the risk of a tractor overturning.

(4)

This question related to Element IC7 of the syllabus and assessed candidates’ knowledge of learning outcome IC7.1: Describe the main hazards and control measures associated with commonly encountered mobile work equipment. Agricultural tractors are specifically included on the syllabus, as are the hazards of overturning and roll-over. Generally, this question was well answered by most candidates. However, it is still necessary to remind candidates that they need to do more than just list training, supervision and competence in order to gain the marks where outline is the command word.

Question 5

The 1963 International Labour Organisation’s Convention 119 (C119) concerns the Guarding of Machinery. Part 1 considers general provisions; Part 2 concerns the sale, hire, transfer and exhibition of machinery and Part 3 the use of machinery. (a)

(b)

(c)

Outline categories of machinery covered by Part 1 of the convention.

(3)

Give examples of transmission machinery (exposed moving parts) specified in Part 2.

(2)

Outline requirements for the use of machinery as specified in Part 3.

(5)

This question related to Element IC6 of the syllabus and assessed candidates’ knowledge of learning outcome IC6.1: Describe the principles of safety integration and the considerations required in a general workplace machinery risk assessment.

5

EXTERNAL

The syllabus specifically refers to the Guarding of Machinery Convention C119 but few candidates understood the requirements of this convention. The important point that many candidates did not remember was that like all ILO Conventions, C119 places duties on the Competent Authority. In part (b), candidates had to name examples of the different types of exposed parts such as flywheels, gearing, cams, pulleys, belts, chains, pinions, etc. Article 6 in Part III, requires national laws to prohibit the use of dangerous parts of machinery without appropriate guards. As an international qualification, the machinery safety standard EN ISO 12100 is also highly relevant.

Question 6

Outline what should be considered when preparing a scheme for the systematic examination, testing and maintenance of portable electrical appliances.

(10)

This question related to Element IC8 of the syllabus and assessed candidates’ knowledge of learning outcome IC8.5: Outline the main hazards, risks and controls associated with the use of portable electrical equipment. Portable electrical equipment is a separate learning outcome on the current syllabus. Many candidates were able to provide an outline of the need for an inventory of equipment, asset registers giving unique reference numbers, the availability of competent testers and labelling of equipment to indicate its test status. More in-depth answers referred to the frequency of testing being dependent upon the working environment, the frequency of use of the appliance and its age. There were indications of rote learning in the answers given to this question. The question concerned portable appliance testing but many candidates provided answers to a question concerning fixed electrical installations. References to high voltage equipment, distribution boards were not relevant to the answer. Candidates and accredited course providers should note that the syllabus now includes the electrical risks from important portable appliances such as generators and arc/MIG/TIG welders.

Section B – three from five questions to be attempted

Question 7

(a)

(b)

Describe the effects of a fire in a workplace on the following structural materials: (i)

steel;

(4)

(ii)

concrete;

(4)

(iii)

wood.

(4)

Outline the precautions that could be taken to prevent failure of these materials in the event of fire.

(8)

This question related to Element IC2 of the syllabus and assessed candidates’ knowledge of learning outcome IC2.1: Outline the properties of flammable and explosive materials and the mechanisms by which they ignite.

6

EXTERNAL

This was a very popular question that was well answered by the majority of candidates. A minority of candidates attempted to provide a learned answer to a slightly different but previously asked question. Question 8

An external lift on a construction site has an interlocked guard to prevent the lift operating when the gate is open. With reference to the diagram: (a)

identify the two types of switch shown (Switch A AND Switch B);

(2)

(b)

identify the functional components associated with BOTH switches;

(4)

outline the normal sequence of operation for the electricallyoperated, cam-activated switch assembly when the gate opens and closes;

(6)

outline ways in which electrically-operated, cam-activated switches may fail to operate as intended.

(8)

(c)

(d)

Switch A

Switch B

Switch A

Switch B

Gate open

Gate closed

This question related to Element IC6 of the syllabus and assessed candidates’ knowledge of learning outcome IC6.3: Describe protective devices found on general workplace machinery. This was a very unpopular question but clearly within the syllabus. This question required candidates to demonstrate a correct understanding of the technical items they were referring to, in this case an interlocked guard.

Question 9

An organisation is proposing to build a store room for stocks of flammable paints. Outline factors to consider in the design, construction and use of the store room.

(20)

This question related to Element IC4 of the syllabus and assessed candidates’ knowledge of learning outcome IC4.2: Outline the main principles of the safe storage, handling and transport of dangerous substances. 7

EXTERNAL

This was a very popular question. Candidates who structured their answers around the aspects of design, construction and use gained the highest marks.

Question 10

During excavation there is a risk of striking underground cables. Outline precautions that minimise the risk of striking underground electrical cables.

(20)

This question related to Element IC9 of the syllabus and assessed candidates’ knowledge of learning outcome IC9.5: Explain the hazards associated with excavation work and the necessary precautions and safe working practices. This was a popular question with most candidates gaining good marks for it. Better answers were broken into sections where the work was first planned, then cables were located and then the digging took place. Most candidates referred to detection devices. The better answers specified Cable Avoidance Tools and hum detectors. The better marks were awarded for descriptions of safe digging practice and the avoidance of mechanical excavation in close proximity to the cables, in favour of hand digging with correctly selected tools and with training given where required. Some of the candidates concentrated on general excavation methods with emphasis on the general hazards, such as water ingress and collapse of side walls, rather than the striking of cables that was the point of the question.

Question 11

Failure of pressure systems can result in accidents. (a)

(b)

(c)

Identify examples of pressure systems AND give a workplace example in EACH case.

(5)

Outline a typical written scheme of examination for pressure systems.

(5)

Outline other control measures that could reduce the risk of pressure system failures.

(10)

This question related to Element IC11 of the syllabus and assessed candidates’ knowledge of learning outcome IC11.3: Outline the key features and safety requirements for process pressure systems. Very few candidates attempted this question. Of those who did only one or two gained good marks. Most answered part (a) well and were able to identify the component parts of a pressure system and generally gave good examples. Part (b) was less well answered although most candidates did mention the need for competent persons to carry out the examinations and most did refer to protective devices such as pressure relief valves. Most candidates missed out on the need to prepare the equipment and its environment beforehand. Part (c) was the area where most candidates failed to gain marks by concentrating just on various safety devices rather than the provision of safe systems of work, safe equipment in general and the need for condition monitoring and maintenance by competent persons who know the systems and how they work.

8

EXTERNAL

The National Examination Board in Occupational Safety and Health Dominus Way Meridian Business Park Leicester LE19 1QW telephone +44 (0)116 2634700 fax +44 (0)116 2824000 email [email protected] www.nebosh.org.uk