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: info@nebosh.org.uk 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: info@nebosh.org.uk

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.

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
UNIT IB International control of hazardous agents in the
workplace














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 companys 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

Section A all questions compulsory

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 work-
related 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) Outline why it is important to measure transport (duct) velocity
when assessing the efficiency of a local exhaust ventilation (LEV)
system. (2)

(b) Outline the methods that can be used to measure transport
velocity in an LEV system. (5)

(c) 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.








Question 7 (a) Outline how the use of drugs or alcohol can adversely affect a
workers fitness to work. (5)

(b) Outline circumstances when drug and alcohol testing should be
used at work. (4)

(c) Outline how the use of drugs or alcohol problems at work can be
managed effectively. (7)

(d) 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

Section B three from five questions to be attempted

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)

(c) Outline practical measures to control exposure to the isocyanates
when spray painting the vehicles in the workshop. (10)


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) Outline circumstances when EACH of these stages might be
appropriate. (5)

(b) For EACH of these THREE stages, outline the methods and
equipment that could be used in the monitoring. (10)

(c) 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) Explain the purpose of an acoustic enclosure
AND an acoustic haven (acoustic refuge). (2)

(ii) Explain the design features of an acoustic enclosure. (12)

(b) 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) Identify SIX factors that can affect the thermal comfort of
an individual. (6)

(ii) Outline the role of heat indices when assessing a
thermal environment. (3)

(iii) Give an example of a heat index AND identify the
parameters that contribute to this index. (3)

(b) 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 3C and 5C.

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.


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 info@nebosh.org.uk
www.nebosh.org.uk