January 2014
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 January 2014
CONTENTS
Introduction
2
General comments
3
Comments on individual questions
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2014 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
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 2014
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]
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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. 3
UNIT IC – International workplace and work equipment safety
Section A – all questions compulsory Question 1
During a construction project, a number of different types of crane will be necessary to carry out mechanical lifting operations. Outline factors that would need to be considered when selecting cranes that are suitable for the required lifting operations.
(10)
This question related to Elements IC5 and IC7 of the syllabus and assessed candidates’ knowledge of learning outcomes IC5.1 Suitability of work equipment and hazards and IC7.2 Controls associated with lifting equipment. Some managed to answer this question but the majority were limited by a general lack of knowledge about the subject. A number of candidates did not read the question thoroughly and as a consequence, answered incorrectly. Some outlined how to plan a lift and went into depth, variously discussing risk assessment, checking test certificates, safety features, maintenance, fuel supplies, tandem lifting, ergonomics, weather conditions or training/competence. Some candidates discussed different types of cranes and their lift applications on a construction site and were able to accrue some marks. It seems that these candidates were distracted by the mention of ‘different types of crane’ in the stem and failed to focus on the factors ‘when selecting’. The average marks gained was below half marks.
Question 2
(a)
(b)
Identify features of floor design that may help to reduce the risk of slipping.
(4)
Outline THREE methods of reducing the slip potential of the floor in use AND give reasons why EACH method would be effective.
(6)
This question related to Element IC1 of the syllabus and assessed candidates’ knowledge of learning outcome IC1.1 Safe working environment. This is a topic new to the 2011 syllabus but is an area that practitioners should be familiar with. Candidates have been on notice that this is a suitable subject area for examination questions. The expectation of the Examiners was that this would be a popular and high scoring question. Despite this, the question was not well answered by the majority of candidates. In part (a) many used general phrases like ‘non-slip flooring’, rather than showing an understanding of the characteristics of a slip resistant surface. Whilst most knew that the floor should be level, almost all candidates spoke of the need for handrails. The second part of the question was generally very limited, with many answers revolving around cleaning up spills and providing good lighting and signage. In part (b), the knowledge of the topic seemed limited with many candidates unable to move beyond the provision of matting and the provision of non-slip footwear. Methods
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that were raised by several candidates involved roughening the existing surface by chemical or mechanical means or to apply a high friction coating.
Question 3
A 50 litre compressed air receiver made of welded steel is used in a factory pneumatic system. It is operating at a nominal pressure of 10 bar/1MPa. During a routine operation, the compressed air receiver ruptured when the weld running along its length failed. (a)
(b)
Outline why the compressed air receiver is classified as a pressure system.
(4)
Outline possible technical and procedural causes for the failure of the compressed air receiver during operation.
(6)
This question related to Element IC11 of the syllabus and assessed candidates’ knowledge of learning outcomes IC11.3 Pressure systems and 11.4 Failure of pressure systems. Overall this question was answered very well though a small number of candidates misunderstood the question and thought that the receiver was working in a welding fabrication facility and that this environment caused the failure. Some candidates spent a lot of time describing the type of failure for example, brittle, ductile failure, rather than concentrating on the technical and procedural causes. However a lot of candidates were able to get marks in the upper percentile. Most showed a good knowledge of why the air receiver constitutes a pressure system and were able to draw good conclusions as to what may have caused the system to rupture as it did.
Question 4
The control of risk when using work equipment relies on having trained and competent workers who are appropriately supervised. (a)
Explain the differences between training AND competence.
(4)
(b)
Outline circumstances when training is likely to be required.
(3)
(c)
Explain the relationship between competence AND supervision.
(3)
This question related to Element IC5 of the syllabus and assessed candidates’ knowledge of learning outcome IC5.4 Training and competence. This was another new topic area in the 2011 syllabus and was better answered than other new topics. In part (c) few candidates managed to link the level of supervision as inversely related to levels of competence but many were able to identify when training would be required and gained marks that way. Several candidates wrongly outlined the standards required of a competent supervisor.
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Question 5
Unless appropriate precautions are taken, chemical reactions in a batch manufacturing process can give rise to conditions that can lead to a ‘runaway reaction’. (a)
Outline what is meant by ‘runaway reaction’.
(2)
(b)
Identify conditions that may give rise to such an event.
(4)
(c)
Outline the design and operational features of chemical processes that are necessary to prevent such an event.
(4)
This question related to Element IC4 of the syllabus and assessed candidates’ knowledge of learning outcome IC4.3 Industrial chemical processes. This was a popular question for many who had revised the topic area well and it attracted high marks for a lot of candidates. Some missed out on outlining the uncontrolled nature of the exothermic reaction, thus making it a runaway reaction, but generally still did well by knowing the component areas of the chemical reaction, the part played by temperature and pressure and how the runaway reaction could be prevented. Overall this was a well-received and well-answered question, which boosted many candidates’ overall marks.
Question 6
(a)
Explain how metal fatigue occurs.
(b)
Outline factors that can promote the following types of material failure:
(4)
(i) brittle fracture;
(3)
(ii) ductile failure.
(3)
This question related to Element IC6 of the syllabus and assessed candidates’ knowledge of learning outcome IC6.2 Generic hazards. There was a very mixed response to this question with many candidates not being sure of which type of failure was which. This resulted in a lot of candidates giving the same criteria at different questions which indicated that they knew about things like plasticity, brittleness, shock loading, continual and cyclic stresses, the part that high and low temperatures can play, but did not quite know what applied where. Overall though there were some decent marks achieved here and most candidates picked up at least midrange marks.
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Section B – three from five questions to be attempted
Question 7
A conference centre is planning to extend its existing building to incorporate childcare facilities on the ground floor and additional conference rooms to hire out to local organisations on the upper floors. Outline the range of factors that would need to be reviewed following completion of the planned work to enable the conference centre’s fire risk assessment to be updated.
(20)
This question related to Element IC3 of the syllabus and assessed candidates’ knowledge of learning outcomes IC3.1 – IC3.5 Workplace fire risk assessment. This was for the most part a well-answered question with a lot of candidates gaining ten marks or more. This was a question that had to be read and understood fully to get high marks and one or two candidates displayed very good understanding of the question. The better answers used phrases like ‘additional requirements’ and ‘extra amounts of’ because they recognised the greater demand put upon the fire risk assessment by the change of usage, the increase in numbers of people (including children) and their specific needs. Unfortunately a small amount of candidates gave the requirements of a standard assessment and missed the need to identify specific new hazards introduced by the changes.
Question 8
A small organisation manufactures products using electro-chemical processes. The organisation has poor general standards of health and safety, made worse by the presence of conductive and corrosive fluids and humid, corrosive atmospheres. (a)
(b)
Outline the types of fault that may be found in a fixed electrical system under such conditions.
(10)
Outline the technical information that a competent electrician would require before conducting an inspection of a fixed electrical system.
(10)
This question related to Element IC8 of the syllabus and assessed candidates’ knowledge of learning outcomes IC8.3 Electrical systems. At least one candidate gained full marks for this question. In part (a), some candidates seem to have seen an explosive atmosphere in the question and went on to discuss intrinsic safety and flame-proofing. There were some good answers. In part (b), many of the candidates seemed to be providing rote-learned answers. Some candidates included a range of non-technical information rather than what was required.
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Question 9
An independent scaffold is to be used as a working platform to carry out repairs to a two-storey building. (a)
(b)
Outline factors that should be considered in order to confirm that the scaffold is safe to use. Identify the inspection requirements for the scaffold.
(15) (5)
This question related to Element IC9 of the syllabus and assessed candidates’ knowledge of learning outcomes IC9.3 Work at height. This question was generally well answered although common errors occurred as candidates failed to understand part (a) was looking for safe erection of the scaffold and part (b) looking for on-going assurance of the condition of the scaffold. Candidates made poor use of their time by including and often repeating elements that were required for one part of the question in the other. Some candidates did not seem to recognise the marking weighting on this question with equal volume of effort in terms of text written going into parts (a) and (b).
Question 10
There has been a steady increase in the number of road traffic incidents causing vehicle damage and injuries to engineers who work for a multinational organisation. The engineers are required to provide technical cover to clients in a number of countries around the world as part of the organisation’s global operations. To attend clients’ sites, engineers are required to take scheduled air travel and then drive from the airport to the site in hired cars. (a)
(b)
Outline factors associated with this work that can increase the risk of road incidents involving the engineers.
(10)
Outline practical ways of managing the work-related driving risk to the engineers.
(10)
This question related to Element IC10 of the syllabus and assessed candidates’ knowledge of learning outcomes IC10.2 Driving at work. This was another question on the paper that drew on new elements in the 2011 syllabus. This question was attempted by around half of the candidates but many of those found this challenging, with some referring to driving on the client’s site rather than to it. Although popular, this question did not attract particularly high marks. However, the best answers dealt with the fatigue and stress caused by the long flight along with measures to alleviate this by allowing the engineers time to rest by planning the trip to a schedule. Many good answers identified the need for engineers to have information on driving in foreign countries with regard to road signs, left and right hand driving and local traffic rules. The very best answers included suggesting taxis or chauffer driven cars from the airport to the client’s site.
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Question 11
In relation to dust explosions: (a)
outline conditions that must be present for a primary dust explosion to occur;
(4)
outline additional conditions necessary for secondary explosions to occur;
(4)
(c)
identify FOUR key features of a nitrogen inerting system;
(4)
(d)
other than a nitrogen inerting system, outline design features that would minimise the risk of a dust explosion.
(8)
(b)
This question related to Element IC2.1 of the syllabus and assessed candidates’ knowledge of learning outcomes IC2.1 Properties of flammable and explosive materials. Those who attempted this question seemed to know the topic well. Almost all the candidates who answered it did quite well with it and gained good mid-range marks. Parts (a), (b) and (d) were well answered. It was part (c) that let some candidates down, due to them not understanding the layout of the nitrogen inerting system. Nevertheless most did well in identifying the components of the explosion pentagon though only one candidate clearly identified it as such. Almost all could outline the conditions required for a secondary dust explosion as well as outlining the features that would mitigate against the risk of a dust explosion.
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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
