Nebosh IDip Exam Report July 2013 - Unit B

8/11/2019 Nebosh IDip Exam Report July 2013 - Unit B

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July 2013

Examiners Report

NEBOSH International

Diploma in

Occupational Health

and Safety (Unit IB)


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Introduction

NEBOSH (The National Examination Board in Occupational Safety and Health) was formed in 1979 asan 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 offeredby over 500 course providers, with exams taken in over 100 countries around the world. Ourqualifications are recognised by the relevant professional membership bodies including the Institutionof Occupational Safety and Health (IOSH) and the International Institute of Risk and SafetyManagement (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 andProject Code of Practicepublished 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 theirqualifications and experience. The standard of the qualification is determined by NEBOSH, which isoverseen by the NEBOSH Council comprising nominees from, amongst others, the Health and SafetyExecutive (HSE), the Confederation of British Industry (CBI), the Trades Union Congress (TUC) andthe Institution of Occupational Safety and Health (IOSH). Representatives of course providers, fromboth 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 ishoped will be useful to candidates and tutors in preparation for future examinations. It is intended tobe constructive and informative and to promote better understanding of the syllabus content and theapplication of assessment criteria.

NEBOSH 2013

Any enquiries about this report publication should be addressed to:

NEBOSHDominus WayMeridian Business ParkLeicesterLE19 1QW

tel: 0116 263 4700

fax: 0116 282 4000email: [email protected]

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General Comments

Many candidates are well prepared for this unit assessment and provide comprehensive and relevantanswers in response to the demands of the question paper. This includes the ability to demonstrateunderstanding of knowledge by applying it to workplace situations. There are always somecandidates, 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 beapplied to workplace situations.

In order to meet the pass standard for this assessment, acquisition of knowledge and understandingacross the syllabus are prerequisites. However, candidates need to demonstrate their knowledge andunderstanding in answering the questions set. Referral of candidates in this unit is invariably becausethey 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 responsesreliant on recalled knowledge and conjecture and fail to demonstrate any degree of understanding.Candidates should prepare themselves for this vocational examination by ensuring theirunderstanding, not rote-learning pre-prepared answers.

Candidates should note that Examiners Reports are notwritten to provide sample answers but to

give examples of what Examiners were expecting and more specifically to highlight areas of underperformance.

Common pitfalls

It is recognised that many candidates are well prepared for their assessments. However, recurrentissues, as outlined below, continue to prevent some candidates reaching their full potential in theassessment.

Many candidates fail to apply the basic principles of examination technique and for somecandidates 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 providecomplete answers. Candidates are advised to always attempt an answer to a compulsory

question, even when the mind goes blank. Applying basic health and safety managementprinciples can generate credit worthy points.

Some candidates fail to answer the question set and instead provide information that may berelevant 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 answerrequired. If, for instance, a question asks the candidate to describe something, then few markswill be awarded to an answer that is an outline. Similarly the command word identify requiresmore 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, forexample). Structuring their answers to address the different parts of the question can also help inlogically drawing out the points to be made in response.

Candidates need to plan their time effectively. Some candidates fail to make good use of theirtime and give excessive detail in some answers leaving insufficient time to address all of thequestions.

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 aretherefore expected to have a good command of both written and spoken English includingtechnical and scientific vocabulary. The recommended standard expected of candidates isequivalent 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 withoutthe necessary English language skills. More information on the IELTS standards can be found atwww.ielts.org

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http://www.ielts.org/http://www.ielts.org/


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UNIT IB International control of hazardous agents in theworkplace

Question 1 Workers in a chemical plant are provided with gloves to protect againstthe possible effects from the chemicals. In recent months, there hasbeen an increase in the number of hand and lower arm skin complaintsamongst the workers.

Outline possible reasons for this increase in skin complaints. (10)

This question related to Element IB3 of the syllabus and assessed candidatesknowledge of learning outcome IB3.2: Explain the various types of personal protectiveequipment (PPE) available for use with hazardous chemicals, their effectiveness andthe factors to consider in their selection.

A broad range of reasons are possible for the increase in skin complaints. Forexample, factors associated with the PPE itself (type, fit, specification changes,damage etc) or factors associated with PPE use and management (defect reporting,supervision of use, using for too long, training etc). Most candidates had fewproblems with this question.

Question 2 (a) Identify the way in which lasers are classified according to theirhazard. (2)

(b) Low power lasers are widely used to read bar code labelledproducts at checkouts in retail premises.

Outline:

(i) the design features; (4)

(ii) the procedural controls (4)

that should be in place for the safe operation and maintenance ofthe equipment.

This question related to Element IB7 of the syllabus and assessed candidatesknowledge of learning outcome IB7.2: Explain the effects of exposure to non-ionisingradiation, its assessment and control, including the special case of optical lasers.

Candidates did well on this question, being able to identify how lasers are classified(classes 1 to 4) and some candidates also identified the international standards thatdescribe this. Design features included restriction of power (class 1) and use ofenclosures. Procedures covering maintenance and worker competence were easilyidentified.

Section A all questions compulsory

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Question 3 Outlinecontrol measures to protect against occupational exposure to thehuman immunodeficiency virus (HIV). (10)

This question related to Element IB5 of the syllabus and assessed candidatesknowledge of learning outcome IB5.2: Explain the assessment and control ofbiological agents at work.

This question was not well answered. Many candidates did not answer the questionasked. The question was restricted to HIV exposure at work and some candidatesconcentrated more on non-occupational exposure. They therefore missed items suchas the use of microbiological safety cabinets and pre-employment medical screening.Other items were easily identified, such as covering existing wounds and sharps-handling procedures.

Question 4 Animal testing is sometimes needed for classification purposes.

(a) Outlinepossible arguments against vertebrate animal testing. (6)

(b) Outlinethe alternatives that could be used instead of vertebrateanimal testing. (4)

This question related to Element IB1 of the syllabus and assessed candidatesknowledge of learning outcomes IB1.4: Explain the health effects of chemicals in theworkplaceand IB1.5: Explain the principles of epidemiology and principles of derivingand applying toxicological data to the identification of work-related ill-health.

Part (a) was generally well answered. Candidates were able to outline issues such asethics and the applicability of animal data to human exposure scenarios. Even so,candidates should remember to outline arguments clearly and with sufficient depth.

For example, simply stating cost leaves considerable doubt as to what was intended.

Answers to part (b) were limited. Many answers demonstrated a lack of knowledge ofany alternative other than the Ames test and even this was sometimes confused withother types of testing. Candidates could have outlined techniques such as readacross, QSAR and others identified in the syllabus.

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Question 7 In a chemical process, workers use a mixture composed of several liquid

substances. One of the components, designated DTJH, is classified as asensitiser under the GHS system. Table 1 below shows the averagepersonal exposure levels to DTJH for one worker measured over an 8-hour day and Table 2 shows the exposure limits for DTJH.

Table 1

Task undertaken by workerDuration oftask

Exposureto DTJH(ppm)

Measuring out and adding mixtureto process vessel

15 minutes 140

Adding other components to the

mix

1 hour 50

Supervision of mixing 2 hours 70

Transfer of product to containers 2 hours 80

Assume that exposure is zero at al l o ther t imes.

Table 2

Exposure limits for DTJH

Long-term exposurelimit (8-hour TWA limitreference period)ort

Short-term exposurelimit (15-minutereference period)

50 100

(a) Outline the process of hazard classification under the GHSsystem. (2)

(b) Outlinewhat is meant by sensitiser under the GHS system. (4)

(c) Using the information in Table 1, calculate the 8-hour time-weightedaverage (TWA) exposure of the worker toDTJH. (6)Your answer should include detailed working to show that youunderstand how the exposure is determined.

(d) Using relevant information from Tables 1 and 2,explainwhatactions might be required by the employer to control exposure. (8)

This question related to Elements IB1 and IB4 of the syllabus and assessedcandidates knowledge of learning outcomes IB1.4: Explain the health effects ofchemicals in the workplace and IB4.1: Explain occupational exposure limits forairborne harmful substances, the basis upon which they are established, and theirapplication to the workplace.

Most candidates did not appear to be aware of the principles of the GHS classificationprocess. This involves reviewing relevant hazard data (which may be gathered usingprescribed standard test methods) and comparison with GHS criteria. Furthermore,

candidates did not appear to understand the nature of sensitisers. The calculationwas much better answered, as most candidates are now quite used to thismethodology, easily arriving at the result of 48.125 ppm. Candidates were givencredit even if they made a mistake in the first part of the calculation but followed the

Section B three from five questions to be attempted

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correct methodology in subsequent parts (carrying the error forward). As always, it isessential to show detailed working to gain maximum marks. Part (d) was quite wellanswered, in terms of the available control options, but many candidates failed toexplain the significance of the STEL and LTEL data from the tables.

Question 8 (a) Outline the possible impact of inadequate and inappropriate

lighting levels on safety issues in the workplace. (5)

(b) Outlinethe factors that should be considered to help ensure thatlighting in a workplace is adequate and appropriate. (15)

This question related to Element IB10 of the syllabus and assessed candidatesknowledge of learning outcome IB10.2: Explain the need for adequate and appropriatelighting in the workplace, units of measurement of light and the assessment of lightinglevels in the workplace.

This topic was new to the syllabus for this sitting, having been transferred from Unit Cof the Diploma. This was not answered well (the lowest average mark on the paper),

mainly due to lack of breadth. Most candidates concentrated on only a few factors.

For part (a), as well as the obvious increased accident potential due to lack of light,there were also impacts such as incorrect colour assessment leading to errors,personal safety/security risks, interference with vision (disability glare) and failure toperceive machinery movement (from stroboscopic effects). For part (b), a wide rangeof factors could have been outlined, such as the type/nature of the work (task lighting),avoidance of glare, use of natural light, workplace layout, provision for emergencies(fire escapes) and maintainability.

Question 9 Trichloroethylene (commonly known as trike) is used as a solvent in partof an industrial process.

(a) Identifythe ill-health effects from exposure to trichloroethylene. (4)

(b) Outline the principles and methodology of the following airmonitoring techniques that might be used to assess a workersexposure to trichloroethylene:

(i) stain tube detector; (4)

(ii) active personal sampling. (4)

(c) Outline a strategy to be used in the prevention or control ofexposure to trichloroethylene. (8)

Assume that trichloroethylene is essential to the process andcannot be substituted.

This question related to Elements IB1, IB2 and IB4 of the syllabus and assessedcandidates knowledge of learning outcomes IB1.4: Explain the health effects ofchemicals used in the workplace, IB2.2: Explain elimination of risk or controlmeasures for chemicals which are hazardous to health and IB4.2: Outline thestrategies, methods and equipment for the sampling and measurement of airborneharmful substances

This was the least popular question on the question paper but quite well answered by

those who attempted it. Trike can cause a range of effects such as drowsiness, skinirritancy and addiction (trike sniffing). For part (b) there was occasional confusionbetween active versus passive and personal versus general workplace sampling. Thequestion was phrased specifically to require active personal sampling (ie pump,

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sampling head) for vapours. Dust sampling heads were clearly not relevant in thiscontext.

For part (c), candidates were required to outline controls such as total enclosure,ventilation and training. Most candidates had little difficulty with this part.

Question 10 Hospital nurses are at risk from work-related violence when they arerequired to visit patients in their own homes.

(a) Outlinea strategy that the hospital management should have inplace in order to manage work-related violence. (10)

(b) Describea range of practical measures that the nurses can take tominimise the risk of violence when making visits to patients. (10)

This question related to Element IB8 of the syllabus and assessed candidatesknowledge of learning outcome IB8.4: Explain the identification and control of work-related violence/aggression with reference to relevant standards.

This was a popular choice and generally well-answered. Part (a) was less wellanswered, largely due to confusion about what a strategy should contain. Instead,whilst candidates could easily identify the need for a policy and allocation ofresponsibilities, they sometimes resorted to effectively repeating detailed practicalmeasures that were more relevant to part (b).

Question 11 Dental practitioners often work alone or with small teams.

(a) Identifythe health hazards to which dental practitioners may beexposed. (10)

(b) Outlinehow the risks to a dental practitioner may be reduced. (10)

This question integrates multiple Elements and learning outcomes into a work-basedscenario, including elements IB2, IB3, IB6, IB7, IB8 and IB9 and assessed candidatesknowledge of the following learning outcomes:

IB2.1: Outline the factors to consider when assessing risks from chemicals which arehazardous to health.

IB 3.1: Explain the purpose and operation of local exhaust ventilation and dilutionventilation including assessing and maintaining effectiveness.

IB 6.1: Explain the basic concepts relevant to noise.

IB 7.1: Outline the nature of the different types of ionising and non-ionising radiation.

IB 7.2: Explain the effects of exposure to non-ionising radiation, its assessment andcontrol.

IB 8.3: Explain the scope, effects and causes of work-related violence/aggression.

IB 9.1: Outline types, causes and relevant workplace examples of injuries and ill-health conditions associated with repetitive physical activities, manualhandling and poor posture.

IB 9.2: Explain the assessment and control of risks from repetitive activities, manual

handling and poor posture.

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This question was popular and quite well answered. Candidates could havementioned a wide range of hazards such as dental materials, sterilising agents,biological agents (in clinical waste, body fluids), use of X-rays, UV and ergonomicissues (posture). A very wide range of risk reduction measures were also possibleand candidates readily outlined these. Some candidates concentrated on only anarrow range of issues and so limited the marks available to them.

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The National ExaminationBoard in OccupationalSafety and Health

Dominus WayMeridian Business ParkLeicester LE19 1QW

telephone +44 (0)116 2634700fax +44 (0)116 2824000email [email protected]

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Nebosh IDip Exam Report July 2013 - Unit B