Environmental Monitoring &
Technology
Certificate 4 - Trainee Learner Resource
Environmental Fieldwork
Study Module 3 - Planning
cffet.net/env
Environmental Fieldwork
Study Module 3
Assessment details
Purpose
This subject covers the ability to site and set up basic ‘ground level’ meteorological
equipment and collect and record reliable data. It also includes the ability to assess data
quality, interpret significant data features and use the data to ensure the validity of air and
noise monitoring measurements.
Instructions
◗ Read the theory section to understand the topic.
◗ Complete the Student Declaration below prior to starting.
◗ Attempt to answer the questions and perform any associated tasks.
◗ Email, phone, book appointment or otherwise ask your teacher for help if required.
◗ When completed, submit task by email using rules found on last page.
Student declaration
I have read, agree to comply with and declare that;
◗ I know how to get assistance from my assessor if needed…
☐
◗ I have read and understood the SAG for this subject/unit…
☐
◗ I know the due date for this assessment task…
☐
◗ I understand how to complete this assessment task…
☐
◗ I understand how this assessment task is weighted…
☐
◗ I declare that this work, when submitted, is my own…
☐
Details
Student name
Type your name here
Assessor
Marker’s use only
Class code
EF
Assessment name
SM3
Due Date
Total Marks Available
46
Marks Gained
Marker’s use only
Final Mark (%)
Marker’s use only
Marker’s Initials
Marker’s use only
Date Marked
Click here to enter a date.
Weighting
This assessment contributes 5% to the overall mark for this subject
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 1
Environmental Fieldwork
Study Module 3
Introduction to fieldwork planning
Good planning requires a thorough understanding of both the field requirements, and the
administrative requirements of the job. We will keep this to an absolute minimum by
covering the following points;
◗ Reasons for sampling
◗ Access to sites
◗ WHS
◗ Field tests required
◗ Transport and communication
◗ Consumables
◗ Emergencies
The big picture that technicians rarely see
Environmental data collection projects require systematic planning, which is built on broad
knowledge of environmental regulations and the technical expertise of engineers,
geologists, chemists, statisticians, and other scientists. Systematic planning demands
foresight and experience, and its goal is to produce a set of sufficiently detailed planning
documents that address various aspects of project work. It is best carried out by a team of
multidiscipline professionals, who understand the overall project objectives and the specific
objectives of each task. Planning is the most critical phase of the data collection process as it
creates a foundation for the success of the implementation and assessment phases.
Figure 3.1 - Position of the ‘big picture’ planning in relation to field work.
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 2
Environmental Fieldwork
Study Module 3
Fieldwork safety
"Safety first” should be the motto for all personnel who will be involved in the collection of
water quality data. Using the information in this chapter, field personnel are responsible for
establishing and implementing safety procedures appropriate for their field activities. But
what is safety? One definition of safety is;
“The condition of averting or not causing injury, danger or loss”
The collection of water-quality data in the field has the potential to bring personnel in close
proximity with numerous hazards. To ensure safety, field work requires an awareness of
potential hazards and a knowledge of WHS regulations and recommended workplace
procedures.
The only worthwhile safety protocol is an implemented one.
Student welfare and Workplace Health & Safety is considered of the highest importance to
staff of Hunter TAFE. All students are required to follow all protocols and instructions at all
times.
Our field work protocols are to use the ‘Buddy’ system,
which means that you cannot travel anywhere without
at least two people. This may not be possible in
workplace environments, but you should have greater
access to communication tools than we use at TAFE.
The difference between working in an office or
laboratory workplace and the field is nature. The
natural world is very different to structured confines of
an engineered environment and presents unique hazards that will differ with every site, and
every visit to the same site.
For this reason, whenever field work is planned, a preliminary site visit needs to be
undertaken to identify the hazards, assess the risk they pose, and put in controls so as to
minimise the potential harm they may cause.
Examples of points that may be assessed when performing a field HIRAC include;
◗ Site access issues
◗ Bank stability
◗ Flow rate of the water
◗ Toxicity of the site
◗ Fauna and flora
◗ Exposure
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 3
Environmental Fieldwork
Study Module 3
As fieldwork is potentially dangerous, personnel must be physically fit enough to survive
without assistance. Samplers working near water should be able to swim and be physical
enough to be able to climb up river banks.
This being said, workplace protocols require that risks be reduced as much as possible and
that samplers not be required to operate in conditions where they are unsafe. All students
must be trained as part of the formal risk-minimization strategy.
Workplace Health & Safety
New work health and safety (WHS) laws commenced in NSW on 1 January 2012. The WHS
laws replaced the occupational health and safety (OHS) laws in NSW. The WHS laws were
developed using the model WHS laws developed by Safe Work Australia. WorkCover
administers and provides advice on;
◗ Work Health and Safety Act 2011 (WHS Act)
◗ Work Health and Safety Regulation 2011 (WHS Regulation).
The WHS Act sets out the legal obligations that must be complied with to provide for the
health and safety of workers. The WHS Regulation expands on the requirements of the WHS
Act by providing further details on how the Act is to be complied with. Compliance and
enforcement of WHS legislation in NSW is the role of WorkCover NSW and the Department
of Trade and Investment for mining workplaces.
Hazard Identification, Risk Assessment & Control (HIRAC)
A major part of WH&S policy involves risk management. This can only be done if appropriate
assessment has taken place. The three steps to risk management are hazard identification,
risk assessment and control.
Hazard identification
This requires an assessment of all the steps involved for each site that are required to
achieve satisfactory work objectives. Hazard identification requires a structured process of
investigation, unfortunately, this requires experience and there is no such thing as a perfect
tool to perform the assessment. Therefore, hazard identification requires the opinions of
more than just one person constant revision. Identifiable hazards include (but are not
limited to);
◗ Surfaces inducing slips, trips and falls
◗ Exposure to weather, heat and cold,
◗ Chemical and biological hazards
◗ Physical, mechanical and electrical hazards
◗ Stress and psychological hazards
◗ Exposure to flora and fauna (wild and domestic)
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 4
Environmental Fieldwork
Study Module 3
An example of a hazard identification tool is included in the appendices. Some hazards can
be well prepared for, whereas others need to be dealt with as they present themselves.
Risk assessment
Once the hazards have been identified, we need to assess the chance of someone being
injured (or equipment being damaged). This process is called risk assessment. The process
involved in assessing risk have been standardised for industry and involves the use of a risk
assessment matrix (which was explained to you in the WHS unit notes).
Figure 3.2 – Concept of a risk assessment matrix associated with the HIRAC concept.
Control
Once the hazards have been identified we can start to implement controls to minimise their
potential effects. This involves employing the Hierarchy of Hazard Control, which follows the
following steps;
◗ Eliminate the hazard entirely
◗ Substitute the hazard for a less hazardous process
◗ Provide engineering controls to shield from the hazard
◗ Use administrative controls such as training
◗ Use personal protective equipment as a last resort
The implementation of controls is often out of the field workers hands. This is especially the
case if engineering controls are required. Commonly it is PPE that is the fieldworkers last
defence, so always have it, and always use it.
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 5
Environmental Fieldwork
Study Module 3
Safety Preparations
Emergency contact information
Before leaving for the field, obtain the information listed in the table below and carry this
with you in the field. Become familiar with the information provided here before you are in
the field and confronted with an emergency.
Use safety checklists when preparing for a field trip. Examples of checklists are in
appendices. Develop your checklists from existing site safety information and site HIRAC.
Keep a field folder for each surface-water and ground-water site at which water-quality data
will be collected. The safety-related contents of a field folder include:
◗ Copies of the checklists mentioned above.
◗ Site type (hazardous waste, confined space, cableway, wading site, bridge site, boat
site) and site description.
◗ Site location (include map, site sketch, and description).
◗ Locations and phone numbers of emergency facilities, such as a hospital or first aid
station, police and fire departments, utility companies.
◗ Additional information specific to the site: for example, if it is open to hunting, and
season dates; appropriate clothing (such as orange safety vests).
Make an itinerary for every field trip and leave a copy at the office and with family or
colleagues. Schedule times to check in at work and with family or colleagues when field trips
require overnight stays. Follow the established schedule. Notify all concerned parties if your
schedule changes.
Obtain or reserve communication equipment, such as a cellular phone or two-way radio.
Transportation
Various modes of transportation are used to reach field sites. Each type of transportation
comes with specific guidelines for safe operation, for which appropriate training must be
completed before leaving for the field. Perform a safety inspection on all transportation
equipment before using.
Passenger cars, vans, and 4-wheel-drive vehicles can differ in operation and in safety
features, depending on the vehicle’s age, make, and model. Become familiar with all
operating systems of the vehicle before you leave for the field—test operation of lights,
locks, seat belts, windows, 4-wheel drive and winch, and hood release.
Standard rules that apply to all environmental technicians driving vehicles include;
◗ Have a valid driver’s license (for manual cars),
◗ Inspect all vehicles before use,
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 6
Environmental Fieldwork
Study Module 3
◗ Tie down or otherwise secure all cargo,
◗ Wear a seat belt,
◗ Obey all traffic laws and operate your vehicle safely,
◗ Avoid fatigue.
◗ Examples of common hazards
Wading
Wading involves the entering of a body of water for the purpose of sampling and testing of
measureable parameters, specifically wearing an item of PPE called ‘waders’ (shown below).
If waders fill with water, they can weigh you down and have the potential to sink you under
the surface of the water. Some general safety points for the effective use of waders would
include;
◗ Examine the section of a stream or river you plan to wade for obvious hazards
◗ Make sure you can climb any slopes to get out
◗ In the water, check for holes or ledges you might slip off or into.
◗ Use of a wading rod can be used to help find hazards
Figure 3.3 – Waders being used in an aquatic environment
Waders should not be considered PPE, they should be considered a hazard.
Figure 4.1 - Example of the use of waders for water sampling in a stream
If in doubt of your safety, do not enter the water. Waders can drown you if they fill with
water and you slip or fall below the surface. They are potentially dangerous items.
The United States Geological Survey Field Manual suggests that you should not use waders
(or enter waters freestanding) when the flow of the water reaches a critical criteria (using
kinematic viscosity) of 1 m2/s, calculated as the product of water depth and velocity .
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 7
Environmental Fieldwork
Study Module 3
Example
If the water depth is 0.5 m, and its velocity is 1.5 m/s, then the kinematic viscosity is
calculated at 0.75 m2/s. This water should be safe to enter.
If the water depth is 0.3 m, and its velocity is 3.8 m/s, then the kinematic viscosity is
calculated at 1.14 m2/s. This water could pose a hazard and should not be entered.
Note the inversely proportional relationship between the water depth and the water
velocity: the deeper the water, the less velocity required to reach the critical value.
While wading to collect a water sample;
◗ Wear hip boots or chest waders. Boots and waders provide protection from cold
and pollutants, as well as from underwater objects.
◗ Be aware of the possibility of slipping and going underwater (feet up, head down)
while wearing them.
◗ Avoid tight fitting waders as they are difficult to remove in an emergency situation.
◗ Be aware of surrounding conditions.
◗ Watch for debris floating downstream, such as logs and aquatic vegetation
◗ Watch for sand channels that can shift under foot and become quicksand.
◗ When wading below a dam or control structure, contact the gate operator before
entering the stream.
Chemical and microbiological hazards
Environmental technicians can be routinely exposed to chemicals during water sampling.
Chemicals (in the form of solids, liquids, or gases) range from dilute salt solutions to strong
acids, bases, dyes, and organic compounds. Field measurements and the processing of
sample water can cause chemical reactions that generate dangerous fumes and byproducts. Be cognizant of the regulations that govern the use, transportation, and disposal
of chemicals and wastes. Because regulations vary greatly from state to state, contact your
safety officer or state agency for the proper procedures in your locality.
For safe use of chemicals, follow the guidelines given below, communicate hazards to all
members of the field team, use proper personal protective equipment, and apply common
sense when working with dangerous substances.
Safety Data Sheets (SDS) supply material characteristics such as chemical description, fire
and explosion data, chemical compatibility and reactivity, protection precautions, and spill
procedures.
These documents are shipped with chemicals when purchased. Collect and take copies of
SDS’s for all materials out in the field in case of emergency.
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 8
Environmental Fieldwork
Study Module 3
Environmental aspects of chemical use
The use of chemicals in the environment should be avoided where possible, and used
sparingly when essential. The environmental technician should follow the principle of ‘leave
no footprint’ when working in the field.
Remove all waste materials and chemicals and dispose of correctly
Mercury thermometers cannot be used in the field
Temperature and sun exposure
Extremes of air temperature occur in all parts of the country. The ideal comfort range for
humans is between 16 to 32°C. Hypothermia and hyperthermia normally occur in
temperatures outside this range.
Hypothermia is a condition of reduced body temperature caused by exposure to cold, and
aggravated by wet clothes, wind, hunger, and exhaustion.
Always carry a complete change of dry clothes. This simple procedure could save a life!
Hyperthermia is a condition of increased body temperature caused by exposure to excessive
heat. Contributing factors are physical exertion, clothing, humidity, lack of air movement,
and temperature, but the most important factor is body hydration.
The normal body requirement for fluids in temperate regions is 2.5 L per day with desert
conditions requiring more fluids. Early warning symptoms of hyperthermia are chilling, a
throbbing pressure in the head, unsteadiness, dizziness, nausea, dry skin (either hot and red
or cool and pale), rapid pulse, and muscle pains and spasms.
Weather conditions
You should always examine weather forecasts and other environmental information
services prior to fieldwork. This could include checking the Bureau of Meteorology forecasts
or simply reading the paper, but to be forewarned is to be forearmed.
Thunderstorms
Thunderstorms, which can be accompanied by hail, are common throughout Australia.
Some are predicted by weather forecasters. Others can move into an area with almost no
advance warning. Watch the sky for signs of thunderstorms, and seek shelter before the
weather deteriorates. Lightning is extremely dangerous and should be respected.
Rainfall
Rain can fall at a rate of several centimetres per hour and rapidly create dangerous flash
flood conditions, either in the area where you are working or several miles away. Weather
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 9
Environmental Fieldwork
Study Module 3
forecasts from the Bureau of Meteorology will be helpful in planning your activities
accordingly to ensure your safety. Maintain an updated copy of your district flood plan.
Always be aware of rapidly rising stages in rivers and creeks. Beware of dry creek beds that
can become raging rivers in a short period of time.
Bushfire
Fire can spread out of control rapidly. Contact emergency services if you notice a bush fire
or other type of threatening fire or smoke. Working inside your field vehicle or outside at
your field site requires fire prevention measures. Do not smoke. Keep matches stored in a
metal container. Keep fire extinguishers visible and accessible.
Hazardous animals and plants
Most sampling activities take place in and around areas inhabited by animals. Before a field
trip, try to find out which species inhabit the area and how to deal with them.
First Aid Training
It is more than wise to get a First Aid certificate (Senior First Aid). This is offered as part of
the Diploma for NSW College based students as a fee for service. First aid training allows
you to look after yourself and possibly provide you with enough survival skill to get you from
where you were injured to the right help and may in fact save your (or someone else’s) life.
Figure 3.4 – Example of a proper first aid kit (which we don’t have!)
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 10
Environmental Fieldwork
Study Module 3
Data quality objectives
To facilitate systematic planning, EPA developed the DQO process, a seven-step planning
approach for data collection designs, which enables us to collect relevant and valid data for
project decision-making. The DQO process is defined by the USEPA as;
DQOs are qualitative and quantitative statements, developed using the DQO process,
that clarify study objectives, define the appropriate type of data, and specify tolerable
levels of potential decision errors that will be used as the basis for establishing the
quality and quantity of data needed to support decisions.
It is this ‘big picture’ of the planning process that technicians rarely see, yet are an integral
part of. Although not all Australian organisations follow the US EPA DQO model exactly, you
will work inside a structured management plan of some sort when undertaking field work,
and you should endeavour to find out what your organisations management plan is.
Figure 3.5 – Data Quality Objectives aspects of a data cycle.
But this is not the planning that we are really interested in here, what we want is a more
practical level of training inside tasks 3 and 4 of the DQO process seen in Figure #.# above.
The basic steps for planning a sampling event include the following broad points;
1.
Review the monitoring plan, including monitoring locations, number of samples
required, sampling methods, and Occupational Health, Safety and Welfare (OHS&W) issues.
2.
Inform the client or property owner of your intended schedule and be aware of any
liabilities that you may incur.
3.
Co-ordinate with the analytical laboratory. Obtain appropriate sample containers of
suitable material and volume that contain the appropriate preservatives and discuss any
problems you foresee, for example, with procedures, containers or limitations of reporting.
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 11
Environmental Fieldwork
Study Module 3
4.
Schedule the monitoring event, including planning how and when you will transport
the samples back to the laboratory. The aim is to have all samples preserved and delivered
to the laboratory as quickly as possible and within recommended holding times. This is
especially relevant for samples with holding times of 24 hours or less.
5.
Organise and review site maps and locations to determine logistics of sampling
including sampling order. Sampling order should be designed to avoid cross-contamination,
i.e. as much as practical, move from samples with lowest pollutant concentrations to
highest concentrations.
6.
Check that you have all the equipment required for the sampling event. Test that the
equipment is operational and calibrated. Ensure you are able to decontaminate equipment
that is to be reused between samples.
7.
Fill out as much paperwork as practical before sampling such as preparation of
labels.
Practical planning for field work
For most environmental technicians, practical planning means following workplace
protocols, so what follows here is a general summary.
Paperwork
Every organisation has paperwork (physical or electronic) that is used to collect information
from field work. The range, scope and depth will depend on the specific work performed but
generally it will include the following items
◗ Itinerary
◗ Inventory details of sampling stations
◗ Maps or other spatial information
◗ List of samples required at each sampling station
◗ List of stations where water level readings are to be recorded
◗ Personnel
◗ Labels and other stationary
◗ Pens/wax crayons
◗ Sample labels
◗ Field notebook
◗ Report forms
Co-ordination
◗ Local co-ordination, for example, to ensure access to sites on restricted or private
land
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 12
Environmental Fieldwork
Study Module 3
◗ Institutional co-ordination, for example, for travel arrangements or sample
transport
◗ Notify laboratories of expected date and time of sample arrival
◗ Check any available sources of information on local weather conditions and
feasibility of travel
For sampling
As you will soon read, the types of sampling that can occur are varied, but most surface
water sampling is quite simple (in principle! Always remember that sampling must be
representative!). Always view that taking a sample is not just the ‘filling of the bottle’ as the
process will always involve;
◗ Making sure you have the bottles and equipment,
◗ Labelling the samples,
◗ Filling the correct bottles with the correct samples
◗ Filling the bottles correctly (consider preservatives and filtering etc)
◗ Storing the samples appropriately (on ice or similar)
◗ Transporting the samples appropriately and maintaining sample integrity
◗ Relinquishing custody appropriately to the laboratory
When you consider that sampling involves all of these processes, you need to ensure correct
planning for the sampling by considering the following aspects;
◗ Sample bottles, preservatives, labels and marker pens
◗ Sample storage/transit containers and ice packs
◗ Filtering apparatus (if required)
◗ Samplers/sampling equipment
◗ Rubber boots, waders, etc.
◗ Standard operating procedures for sampling
◗ Spares of all above items if possible and when appropriate
Decontamination
Another aspect that should be considered are the requirements for the decontamination of
sampling equipment. All sampling equipment presents a risk of cross-contamination and
should be thoroughly cleaned between samples. Decontamination equipment may include
detergents, ethanol, scrubbing brushes, tap water, distilled water and a receptacle for
collecting waste rinse. A burner or 10% sodium hypochlorite solution may be required for
microbiological samples.
For on-site testing
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 13
Environmental Fieldwork
Study Module 3
The range of testing that technicians do on-site is very broad and deed in scope and
technical requirements. All site testing regardless of the type and technical difficulty
requires at least the following considerations;
◗ List of analyses to be performed on site
◗ Check stocks of consumables (including distilled water, pH buffers, standards and
blanks); replenish and refresh as appropriate
◗ Check and calibrate meters (pH, conductivity, dissolved oxygen, turbidity,
thermometers)
◗ Other testing equipment according to local practice
◗ Standard operating procedures and equipment manuals
◗ Spares (e.g. batteries)
◗ Appropriate levels of training on the equipment
Safety
As per the earlier chapter on safety in the field, an appropriate level of hazard identification,
risk assessment and hazard control will have been undertaken and implemented for any
specific field work. Generally, the technician is required to be signed off on these items (via
a risk assessment, safe work method statement or job safety analysis) and will be required
to use/have the following in the field;
◗ Appropriate levels of training
◗ First-aid kit
◗ Waders, gloves, etc.
◗ Fire extinguisher (if appropriate)
◗ Communication for emergencies
Transport & navigation
Transportation
Transport issues can render a sampling program to completely cease. Technicians will
(nearly) always use a company vehicle. Good companies check that you are licenced to use
the vehicle, can use it appropriately (i.e. four wheel drives, manual cars etc), and that it is
registered, maintained and fit for purpose. The technician should answer the following
questions about transportation for field work;
◗ Does assigned vehicle have sufficient capacity for personnel, supplies and
equipment?
◗ Is vehicle road-worthy? Check battery, lubrication, coolant, windshield washer
◗ Is there sufficient fuel for the trip, either in the tank, in fuel cans, or available en
route?
◗ Is the spare tyre inflated, is there a jack, wheel wrench and tool kit?
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 14
Environmental Fieldwork
Study Module 3
◗ Again, is there appropriate methods of communication for emergencies?
Navigational aids
It is important to be able to accurately locate the sampling site for future reference. A
modern Global Positioning System (GPS) can be a useful aid in accurately locating a sampling
site. Before attempting to navigate using GPS the sampler should be trained and competent
in the use of these systems. The sampling locations should also be recorded on site maps.
Double-check
Trades people live by a simple axiom, “Measure twice, cut once”, which really applies to
everything in life, but you should always double check, or better still, get someone else to
double check as a fresh pair of eyes are often good at detecting missing items. Consider the
following points;
◗ When was equipment last calibrated?
◗ Itinerary against travel details on inventory
◗ Accessories for equipment and meters (including cables, chargers and spare
batteries) and consumables
◗ Contingencies against worst case scenarios to protect staff, environment and
samples
◗ Also consider using cameras in the field as a ‘picture tells a thousand words’.
When is planning performed?
The DQO side of planning is performed well in advance of any practical field work, and in
some cases can be a year before. This is an important point;
All planning from the broader DQO process should be double checked by senior personnel
immediately prior to the technicians start of field work as certain aspects may have changed
which could inconvenience the sampling process or in extreme scenarios, but staff at risk.
The technician should perform tow levels of checks;
◗ A week or so before for items such as site access, transportation needs and the like;
◗ A day before or on the day for items such as consumables and sampling equipment
as well as calibration.
A lack of planning at any level will lead to inevitable failure of the sampling plan and this will
incur cost in terms of money, time and reputation.
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 15
Environmental Fieldwork
Study Module 3
Assessment Task
After reading the theory above, answer the questions below. Note that;
◗ Marks are allocated to each question.
◗ Keep answers to short paragraphs only, no essays.
◗ Make sure you have access to the references (last page)
◗ If a question is not referenced, use the supplied notes for answers
Answer the following questions
1. What key piece of legislation deals with safety in NSW? 1 mk
Type your answer here
Leave blank for assessor feedback
2. What is the difference between a hazard and a risk? 2 mk
Type your answer here
Leave blank for assessor feedback
3. What does HIRAC stand for? 3 mk
Type you answer here
Leave blank for assessor feedback
4. Describe the process of hazard identification. 4 mk
Type your answer here
Leave blank for assessor feedback
5. Describe the process of risk assessment. 4 mk
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 16
Environmental Fieldwork
Study Module 3
Type your answer here
Leave blank for assessor feedback
6. What does the term ‘control’ mean when applied to safety concepts? Provide an
example of a control used in the field. 4 mk
Type your answer here
Leave blank for assessor feedback
7. Identify three (3) basic rules that apply to driving vehicles in NSW. 3 mk
Type your answer here
Leave blank for assessor feedback
8. Explain how waders can be dangerous. 2 mk
Type your answer here
Leave blank for assessor feedback
9. If you are told to sample water that is 80 cm deep and flows at 1.8 m/s, is it safe to
enter? 4 mk
Type your answer here
Leave blank for assessor feedback
10. Provide 3 examples (general or specific) of chemical hazards that you may use when
doing fieldwork. 3 mk
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 17
Environmental Fieldwork
Study Module 3
Type your answer here
Leave blank for assessor feedback
11. What is an (M)SDS? 1 mk
Type your answer here
Leave blank for assessor feedback
12. Generally speaking, what information do (M)SDS’s provide? 1 mk
Type your answer here
Leave blank for assessor feedback
13. How do we identify hazards and perform risks assessments on environmental hazards
such as snakes and tree falls etc? (trick question). 0 mk
Type your answer here
Leave blank for assessor feedback
14. Identify three (3) communication devices that might be appropriate for performing
fieldwork. 3 mk
Type your answer here
Leave blank for assessor feedback
15. Do you have first aid training? If not, you should!. 0 mk
Type your answer here
Leave blank for assessor feedback
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 18
Environmental Fieldwork
Study Module 3
16. What does DOQ stand for? What is its purpose? 4 mk
Type your answer here
Leave blank for assessor feedback
17. List the 7 key points of the DQO structure (just the bold words). 7 mk
Type your answer here
Leave blank for assessor feedback
Assignment
You are to collect the following pieces of evidence and submit them to your teacher. Note,
that if you are in the workplace, you can submit examples from work. If you are studying at
college, you can use TAFE documents.

A completed hazard identification checklist

A completed risk assessment (full, not 5 minute or pocket assessment)

A list of control measures used to control the hazards and risks identified above
Also, as part of the assessment for this unit, you will be required to provide a sampling plan
which includes all the planning requirements for the sampling regime you perform.
NOTE: The sampling plan is actually a different document to this one and will be performed
when you have completed at least three site visits.
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 19
Environmental Fieldwork
Study Module 3
Assessment Submission
Answers
◗ Attempt all questions and tasks
◗ Type your answer into the text fields provided.
Submission
Use the documents ‘Save As…’ function to save the document to your computer using the
file name format of;
name-classcode-assessmentname
Note that class code and assessment code are on Page 1 of this document.
◗ email the document back to your teacher
Penalties
If this assessment task is received greater than seven (7) days after the due date (located on
the cover page), it may not be considered for marking without justification.
Results
Your submitted work will be returned to you within 3 weeks of submission by email fully
graded with feedback.
You have the right to appeal your results within 3 weeks of receipt of the marked work.
Problems?
If you are having study related or technical problems with this document, make sure you
contact your assessor at the earliest convenience to get the problem resolved. The name of
your assessor is located on Page 1, and the contact details can be found at;
www.cffet.net/env/contacts
References
Note that some of these resources might be available from your teacher or library
Other resources
If they exist, the items listed below are for general information only. If you know of a good
resource that other students might find useful let your teacher know and we shall add it to
the list.
http://www.epa.gov/QUALITY/dqos.html
Where to get help
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 20
Environmental Fieldwork
Study Module 3
Contact your teacher if you run into any trouble this unit. You would be surprised how
flexible we are at accommodating your needs, but communication is the key. If you don’t let
us know you are having trouble, we may have trouble trying to help you.
Chemical, Forensic, Food & Environmental Technology [cffet.net]
Version 1.0 30/05/2016
Page | 21