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 examinations 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 2012

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 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 one or more of the questions 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 a sufficient degree of
understanding. Candidates should prepare themselves for this vocational examination by ensuring
their understanding, not rote-learning pre-prepared answers.
Candidates should therefore 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.
− Candidates should note that it is not necessary to start a new page in their answer booklet for
each section of a question.

3 EXTERNAL
 UNIT IOG1
Management of international oil and gas operational safety

Question 1 A crude oil storage tank needs to be taken out of service for an internal
inspection. Although tank inspection is hazardous establishing suitable
control measures should prevent injury.

With reference to the description above:

(a) outline risks associated with internal inspection; (4)

(b) identify THREE items of equipment, associated with the normal

tank operation, that would need electrical isolation prior to the
inspection; (3)

(c) identify THREE ignition sources, associated with the preparation

of the tank, that would need to be considered; (3)

(d) outline control measures, other than control of ignition sources,

that should be in place before allowing internal inspection of the
tank; (8)

(e) identify TWO physical hazards the inspector would be looking

for within the tank. (2)

This question related to Elements 2 and 3 of the syllabus and assessed candidates’
knowledge of learning outcomes 2.5: Safe plant operation and maintenance of
hydrocarbon containing equipment and 3.5: Fire hazards, risks and controls.

Candidates should take note of the command words used in each question. In part
(a), many candidates identified rather than outlined risks associated with internal
inspection, as required by the question. They did not therefore gain the available
marks.

Part (b) was not well answered and the responses given often repeated those given in
part (a). Candidates also failed to demonstrate that they had a practical knowledge of
the equipment that is associated with oil storage tanks.

In part (c), candidates talked about the types of tools to use, which was not relevant
for an inspection. Other candidates mentioned welding gases, fumes and friction.
Some candidates mentioned electrical lamps and electrical equipment but failed to
see the importance of ensuring that these were intrinsically safe and therefore failed to
gain marks.

When answering part (d), the majority of candidates talked about permits-to-work
without identifying that this was a confined space and therefore a confined space permit
would be required. This seemed to show a clear lack of knowledge of permit-to-work
systems in use within the oil and gas industry.

In part (e), candidates’ answers included slips and trips, use of PPE, falling from height
and hygiene requirements. Some candidates gave answers relating to risks and control
measures that were not relevant. Other candidates failed to note that the inspector
would look for corrosion and damage to internal structures.

4 EXTERNAL
Question 2 During a safety tour it was found that an external fuel storage tank did not
have a bund wall.

(a) Identify the risks if a tank failure occurred. (3)

(b) Outline the features which should be included in the design of a

tank bund wall. (5)

This question related to Element 3 of the syllabus and assessed candidates’

knowledge of learning outcome 3.4: Safe containment of hydrocarbons including loss
of containment / bunding of storage tanks including volume and area sizing,
construction and valving arrangements.

In part (a), candidates did not demonstrate a sound understanding of this topic and
therefore failed to gain the available marks.

In part (b), many candidates gave only general answers when a more specific answer
was required. Furthermore, many candidates gave answers relating to the floor of the
bund, rather than the wall, as required by the question. Many candidates also failed to
include the requirement for the walls to be impervious and able to withstand the
hydrostatic forces that may be placed upon them. These are both key concepts
concerning the design of a storage tank bund.

Question 3 (a) Give the meaning of ‘safe operating envelope’. (2)

(b) Identify FOUR operating parameters that are part of a safe

operating envelope within an oil and gas plant. (4)

(c) Outline the failure mode ‘thermal shock’. (2)

This question related to Element 3 of the syllabus and assessed candidates’

knowledge of learning outcome 3.1: Failure modes that lead to loss of containment
including safe operating envelopes.

When answering part (a), candidates showed a lack of understanding of the term ‘safe
operating envelope’ and therefore did not gain marks.

Many candidates failed to gain any marks in part (b). Candidates mentioned
“pressure, temperature, differential, flow and level,” but failed to mention “high / low,”
which is the key factor when looking at the parameters of a safe operating envelope
within an oil and gas plant.

Part (c) was where most marks were gained, but quite a few candidates failed to
demonstrate that they clearly understood the meaning of ‘thermal shock’ and the
process conditions required for it to occur.

5 EXTERNAL
Question 4 A large induced draught fan is used to exhaust gases from a furnace.
The hot gas flow is controlled through pneumatically operated vanes
within the fan. The fan can be isolated from the process by hydraulically
operating inlet and outlet valves. The fan needs to be stopped and
isolated for electric motor and fan repairs.

In relation to Lock Out Tag Out (LOTO) in this example:

(a) Identify FOUR residual energy sources that may need de-
energising; (4)

(b) Outline locations where locks and associated tags may need to be
applied. (4)

This question related to Element 2 of the syllabus and assessed candidates’

knowledge of learning outcome 2.3: The role and purpose of a permit-to-work system
including lock out, tag out and isolation.

The majority of candidates performed well in part (a) of the question and gained good
marks.

Part (b), however, proved to be a little more challenging, with very few candidates
gaining high marks. Many candidates did not comply with the command word and
provided a list instead of an outline. This prevented them from gaining full marks.

Question 5 Following preparation of a vessel for maintenance within an oil and gas
installation a low specific activity (LSA) radioactive sludge was
encountered.

(a) Identify hazards associated with the sludge. (2)

(b) Outline FOUR control measures to reduce the risk to workers

exposed to the sludge. (4)

(c) Identify TWO other pieces of workplace equipment where the

sludge may be found. (2)

This question related to Element 1 of the syllabus and assessed candidates’

knowledge of learning outcome 1.2: Hazards inherent in oil and gas arising from the
extraction, storage and processing of raw materials and products including sludges
(including low specific activity (LSA) sludges).

Very few candidates gained any marks in part (a). Some answers referred to radioactive
materials, which was mentioned in the question, but not the type of ionising radiation.

Candidates also mentioned fire and explosion and toxicity to divers, none of which were
relevant. Many candidates gave risks and not hazards, demonstrating that they did not
understand the difference between the two terms.

Part (b) of the question asked for an outline answer. Many candidates, however, gave
lists and therefore full marks were not gained. Some candidates gave one or two
paragraphs that did not contain sufficient information to gain the four marks available.
The majority of candidates did not demonstrate sufficient knowledge of the topic to gain
marks.

6 EXTERNAL
 There were a large number of candidates who clearly had little or no knowledge of the
topic and types of equipment where LSA sludge may be found and therefore failed to
gain any marks.

Question 6 A hydrocarbon gas plant and nearby plant suffered catastrophic damage
when a gas cloud exploded after coming into contact with an ignition
source. The damage may have been minimised if an associated deluge
system had activated and an emergency shutdown of the plant had been
performed.

The disaster occurred when a pressure safety valve was removed for
maintenance and a blank was attached to the open pipework within a
permit-to-work system. The blank was not tightened sufficiently and when
the pipework was re-commissioned a flammable gas cloud leaked from
the loose blank.

Similar disasters may be prevented within the oil and gas industry
through risk control in the form of barrier models.

Barrier Model
Hazard Control Recovery
Barriers Measures
(Proactive (Reactive
Controls) Controls)

TOP
Hazard Consequence
EVENT

(a) Using the description and the diagram above (the top event
being the gas explosion), identify:

(i) ONE hazard; (1)

(ii) TWO hazard control barriers; (2)

(iii) TWO recovery measures; (2)

(iv) ONE consequence. (1)

(b) Outline reasons for involving all workers in the development of

barrier models. (2)

This question related to Element 1 of the syllabus and assessed candidates’ knowledge
of learning outcome 1.3: Risk management techniques used in the oil and gas industries
including the concept of risk control using barrier models (barrier between hazard and
hazard realisation).

The use of barrier models is in wide use across the oil and gas industry and candidates
should have been able to answer this question well. From the answers given in part (a),
however, it was clear that many candidates had very little knowledge of the topic. They
therefore gained very few marks, despite many of the answers actually being signposted
in the question and associated diagram.

7 EXTERNAL
 Similarly, in part (b), candidates performed poorly with very few gaining marks. In some
cases, candidates simply repeated the question asked.

Question 7 (a) Smoke is one product of combustion that activates an automatic

fire detection system.

Identify FOUR other products of combustion that may activate an

automatic fire detection system. (4)

(b) Identify the two basic types of smoke detectors. (2)

(c) Outline the reasons for installing a heat detector instead of a

smoke detector in a kitchen. (2)

This question related to Element 4 of the syllabus and assessed candidates’ knowledge
of learning outcome 4.1: Leak and fire detection systems, including spot, line, zone, flame
and heat detection systems.

Part (a) was well answered and most candidates gained all of the available marks.

The majority of candidates also gained full marks in part (b).

In part (c), some candidates were unable to give an explanation as to why heat detectors
would be better than smoke detectors in reducing false or spurious alarms in the kitchen
area.

Question 8 Welding is to be carried out on a broken pipe support bracket within a

hydrocarbon processing plant. The plant does not need to be shut down
to carry out the repair.

Outline factors that would need to be considered before welding takes

place. (8)

This question related to Element 2 of the syllabus and assessed candidates’ knowledge
of learning outcomes 2.3: Role and purpose of a permit-to-work system and 2.5: Plant
operations and maintenance including types of permit and control of ignition sources
during maintenance and operations respectively.

This question sought to determine whether candidates could apply their knowledge of the
theory of permit-to-work systems and preparation for hot work in practice. Candidates
failed to read the question correctly, however, and many missed the key point that
welding was involved and that a hot work permit would therefore be required. The fact
that a potential ignition source was being brought into the operating plant was ignored.

Many candidates failed to mention the preparation of the plant area prior to the welding
starting, including covering of drains, carrying out gas testing and containment of sparks
from the welding site. Some candidates also gave answers that did not comply with the
command word outline and therefore the depth of the answer provided was not sufficient
to gain full marks.

8 EXTERNAL
Question 9 Identify hazards that should be considered when planning diver
operations beneath an oil and gas platform. (8)

This question related to Element 5 of the syllabus and assessed candidates’ knowledge
of learning outcome 5.1: Main hazards and suitable controls for marine transport in the oil
and gas industries including diver operations.

Even though this question asked candidates to identify, more than one or two words were
required to gain all the marks. Answers such as “environment” or “trapped” were simply
not sufficient to gain full marks. Many candidates also failed to demonstrate that they
understood the difference between a hazard and a risk.

Question 10 (a) Identify the hazardous properties of Liquid Petroleum Gas

(LPG). (4)

(b) Outline risks associated with Liquid Petroleum Gas (LPG). (4)

This question related to Element 1 of the syllabus and assessed candidates’ knowledge
of learning outcome 1.2: Hazards inherent in oil and gas including properties and hazards
of gases – liquefied petroleum gas (LPG).

Many candidates gave the risks instead of the hazardous properties of LPG. This
demonstrated once again that many of them did not understand the difference between
hazard and risk.

Part (b) required an outline but candidates gave lists and in some cases repeated their
answers from part (a).

Question 11 During the construction of a new oil and gas installation many welds are
used to join pipework to vessels and pipework to pipework.

(a) Outline FOUR reasons why a weld may be defective. (4)

(b) Identify FOUR techniques used for inspecting welds. (4)

This question related to Element 3 of the syllabus and assessed candidates’ knowledge
of learning outcome 3.2: Types of failures that lead to loss of containment from
hydrocarbons including weld failures – the need for regular weld inspection and non-
destructive inspection techniques.

In part (a), many candidates gave lists instead of the required outline and therefore
failed to gain marks. Many of the reasons given were not relevant to the question asked.

Part (b) was well answered and the majority of candidates gained full marks for this part.

9 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
www.nebosh.org.uk