January 2014

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 2014




CONTENTS



Introduction 2



General comments 3



Comments on individual questions 4



2014 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

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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: info@nebosh.org.uk
2

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
3
UNIT IB International control of hazardous agents in the
workplace














Question 1 Workers have complained that the washing facilities in the workplace are
inadequate and do not comply with the International Labour Standards.

Outline practical arrangements that need to be in place in order for washing
facilities to be considered suitable and sufficient. (10)


This question related to Element 10 of the syllabus and assessed candidates
knowledge of learning outcome 10.3: Explain the need for welfare facilities and
arrangements in fixed and temporary workplaces.

Considerations such as location, cleanliness and supplies were common. Most
candidates gained below half marks because candidates explored other welfare
issues which were not asked for such as toilets, rest areas, cloths storage and
laundering. The question focused on washing facilities rather than on welfare facilities
in general.



Question 2 Construction workers regularly use cement. Several of the long-term
workers and one of the new recruits have complained about red and sore
skin on their hands.

(a) Explain possible reasons for the symptoms that they are
experiencing. (6)

(b) Outline control measures that could be used to minimise these
symptoms. (4)



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 and 2.2: Explain the elimination of risk or control measures for
chemicals which are hazardous to health.

Cement is very much connected with skin irritancy, corrosion and dermatitis and this
question sought to assess candidates understanding of these, including an outline of
how irritants and sensitizers affect the skin. Some candidates answered this well.
Those that did not do well in part (a) often concentrated on a lack of control measures
as the reason, typically focusing on gloves. This was clearly a possible reason but one
of many and so they gained very few marks.

For part (b) candidates needed to outline control measures relevant to the scenario.
Some candidates outlined general management control hierarchies, including local
exhaust ventilation, which was not relevant or practical given the scenario which was
about protecting the skin on construction sites. More practical options would have
been use of protective gloves, washing off contamination and the use of skin
inspections. Remembering to check that answers are practical and relevant to the
given scenario can be difficult to keep in mind in an examination but is part of good

Section A all questions compulsory

4
examination technique. It is essential in order to avoid much effort with few marks to
show for it.


Question 3 Outline issues that need to be considered when selecting adequate
seating to minimise the ergonomic risk to workers. (10)



This question related to Element 9 of the syllabus and assessed candidates
knowledge of learning outcome 9.2: Explain the assessment and control of risks from
repetitive activities, manual handling and poor posture.

Most candidates gained less than half marks for this question. This was mostly
because candidates answers digressed from the topic. The question did not require
candidates to discuss general workstation issues such as a DSE assessment or
taking breaks nor specialised seating mechanisms. The seat itself should have been
the focus of the question.


Question 4 (a) Outline what is meant by the term biological monitoring AND
give examples where this type of monitoring may be appropriate. (6)

(b) Outline practical difficulties that an employer must overcome
when introducing a programme of biological monitoring. (4)



This question related to Element 4 of the syllabus and assessed candidates
knowledge of learning outcome 4.3: Outline the principles of biological monitoring.

Biological monitoring is a complimentary technique to atmospheric airborne monitoring
but some candidates continue to confuse the term with looking for viruses or bacteria
in the workplace. However, most candidates did well on this question, being able to
provide good examples of circumstances where it might be relevant e.g. where there
is likely to be significant absorption by non-respiratory routes. They were also able to
outline some practical difficulties, such as the facilities that might be needed to obtain
samples from workers and maintaining confidentiality.


Question 5 Workers cutting and finishing stone are exposed to silica dust.

Outline factors to be considered when carrying out a suitable and
sufficient assessment of the risks from exposure to silica dust. (10)



This question related to Element 2 of the syllabus and assessed candidates
knowledge of learning outcome 2.1: Outline the factors to consider when assessing
risks from chemicals which are hazardous to health.

Some candidates did very well on this question, outlining issues such as entry routes
(primarily inhalation), potential health hazards (such as silicosis) and exposure
frequency. However, some candidates did not give sufficient detail, adopting far too
generic an approach, and failing to recognise that it had to be related to the specific
case of silica dust exposure, and the risks it presented. Yet other candidates saw this
as a question about control measures and so gave lengthy descriptions of the different
types of respiratory protective equipment.






5

Question 6 (a) Outline the meaning of the term vocational rehabilitation. (2)

(b) Outline the benefits to the employer of vocational rehabilitation. (5)

(c) Identify health care practitioners who may be involved in the
vocational rehabilitation of a worker. (3)



This question related to Element 11 of the syllabus and assessed candidates
knowledge of learning outcome 11.2: Outline the principles and benefits of vocational
rehabilitation including the role of outside support agencies.

Vocational rehabilitation is all about helping people return to work or remain in work
after illness or injury. This question sought to explore the employer benefits. Many
candidates could not outline what the term meant. Some confused this topic with
providing sports fitness facilities such as gyms. Even so, most candidates could
outline benefits such as productivity gains and give examples of health care
practitioners.








Question 7 Telecommunication broadcast towers emit radio frequency (RF) radiation.
If not properly controlled, exposure to this radiation may cause harm to
RF maintenance workers and members of the public.

(a) (i) Outline possible health effects after exposure to high levels of
RF radiation. (5)
(ii) Describe practical control measures to help prevent exposure to
harmful levels of RF radiation from broadcast towers. (10)

(b) Identify other workplace sources of RF radiation. (5)



This question related to Element 7 of the syllabus and assessed candidates
knowledge of learning outcome 7.2: Explain the effects of exposure to non-ionising
radiation, its assessment and control, including for the special case of optical lasers.

This was not a popular question. Radio frequency radiation exposure can result in
various health effects including whole body and localised heating. Practical measures
include exclusion zones, permits and restricting transmitter power levels. Most
candidates could identify some sources of radio frequency radiation but often not the
higher power sources which are more likely to cause ill-health.

In answers to this question, there was clear evidence of confusion between non-
ionising and ionising radiation. Candidates need to be clear on this otherwise they will
gain few marks.










Section B three from five questions to be attempted

6

Question 8 (a) Identify the typical signs AND symptoms of Legionnaires
disease. (5)

(b) Outline the conditions under which legionella bacteria may grow. (3)

(c) Outline the means of controlling the growth of legionella bacteria.
(12)



This question related to Element 5 of the syllabus and assessed candidates
knowledge of learning outcome 5.2: Explain the assessment and control of risk from
exposure to biological agents at work.

This was a popular question. Those candidates who attempted this question did not
find it very difficult; they clearly understood the symptoms of legionnaires disease, the
conditions in which legionella may grow and how the growth can be controlled.


Question 9 (a) Explain the circumstances when it may be necessary to use
respiratory protective equipment (RPE) as a control measure to
reduce exposure to a hazardous substance. (6)

Workers carrying out a short duration task involving a corrosive
vapour of ammonia have been provided with RPE to protect them
from inhalation of the corrosive vapour. The employer used the
following information To determine the selection of the RPE.

Concentration of ammonia vapour in the workplace 280ppm
Occupational exposure limit for ammonia 35ppm (15 min STEL)
Assigned protection value for selected RPE APF=20

(b) Explain how the employer can use this information to determine
if the choice of RPE is appropriate. (4)

(c) Outline other factors that the employer should consider when
selecting RPE for use in this particular task. (10)



This question related to Element 3 of the syllabus and assessed candidates
knowledge of learning outcome 3.2: Explain the various types of personal protective
equipment (PPE) available for use with hazardous chemicals, their effectiveness and
the factors to consider in the their selection.

Questions which involve using tabular data and calculations often divide candidates;
some will avoid calculations at all costs, even though the calculation here is but a
small part. However, APF is fundamental to understanding how effective RPE is
specified and selected.

Part (a) was really linking RPE to its place in the control hierarchy and therefore
circumstances which might justify its use. Some candidates instead described
different jobs around the workplace where RPE might be used. Part (b) effectively
required a justification that the RPE selected was adequate or not. Knowledge of how
APF is calculated was therefore needed. Specific marks were included for first
outlining what APF means a pre-requisite for a subsequent calculation. Part (c) was
often well-answered, with many candidates being able to outline factors such as
compatibility, filter selection and cost.


7

Question 10 A newspaper printing company that employs 80 workers operates several
printing presses in a large open-plan area. Noise is considered to be a
problem.

(a) Identify the information that should be obtained before carrying
out a noise survey in the open-plan area. (6)

(b) Explain how the noise survey should be carried out AND the
type of equipment that could be used to assess workers
exposure to noise. (14)



This question related to Element 6 of the syllabus and assessed candidates
knowledge of learning outcomes 6.3: Explain the measurement and assessment of
noise exposure.

Answers to this question were limited, although part (a) was better answered than part
(b). For part (a), information needed included such things as any previous surveys
and applicable legal limits. For part (b), few knew sufficient detail to achieve high
marks. Surveys can be conducted in several levels of detail, ranging from basic to
detailed. Equipment can vary from simple sound level meters (for basic) to integrating
sound level meters, incorporating frequency analysis (for detailed). Personal versus
background noise measurements are also considerations.



Question 11 Managers are concerned at the increase in stress-related absence.

(a) Identify a range of information sources that can be used to
assess the levels of stress experienced by their workers. (6)

(b) Outline organisational and personal factors that can contribute to
the incidence of work-related stress. (14)



This question related to Element 8 of the syllabus and assessed candidates
knowledge of learning outcomes 8.1: Explain the scope, effects and causes of work-
related stress and 8.2: Explain the identification and control of workplace stress by
reference to relevant standards.

This was a popular question. Most candidates were easily able to answer part (a) but
had more difficulty with part (b). This was often because they concentrated on
describing only a few factors in detail (especially regarding personal home life), rather
than outlining a broader range of factors.
8
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