Example question
paper and Examiners’
feedback on expected
answers (EC1)
Example question paper and
Examiners’ feedback on
expected answers
NEBOSH NATIONAL CERTIFICATE
IN ENVIRONMENTAL MANAGEMENT
UNIT EC1:
MANAGEMENT AND CONTROL
OF ENVIRONMENTAL HAZARDS
CONTENTS
Introduction
2
General comments
3
Comments on individual questions
5
 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
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 50,000 candidates annually and are offered
by over 600 course providers, with exams taken in over 120 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 that applies best practice setting, assessment and marking and applies
to Scottish Qualifications Authority (SQA) regulatory requirements.
This report provides guidance for 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 2015
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.
Course providers and candidates will benefit from use of the “Guide to the NEBOSH Certificate in
Environmental Management” which is available via the NEBOSH website. In particular, the Guide sets
out in detail the syllabus content for Unit EC1 and tutor reference documents for each Element.
Some candidates may over rely on knowledge of health and safety gained through their own work
experience. While practical experiences can sometimes be helpful they are not a substitute for tuition
and study of the syllabus content, to the breadth and depth indicated in the Guide referred to above.
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 this Report has not been written to provide ‘sample answers’ but to
give examples of what Examiners are expecting and more specifically to highlight areas of
underperformance.
Common weaknesses and suggestions to assist providers and candidates
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.
Weakness in examination technique

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.

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.

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
question even when the question is on an unfamiliar topic. At the risk of stating the obvious,
an unattempted question will gain no marks. Questions or parts of questions missed can also
indicate a weakness in time management.

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.
3

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 benefit from the chance to practice answering questions in examination like conditions.
This should assist them to become familiar with the need to read questions carefully, consider, plan
their answer and then begin to write. By examination like conditions, practicing their answers within
appropriate time limits should help candidates with time management within the examination.
Feedback to candidates on their answers to questions is a key part of these practice activities.
Lack of attention to command word

Many candidates fail to apply the command words (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 ‘outline’ requires more
information than a list.

The most common weakness is the provision of too little content in an answer to meet the
requirement of the command word. This is an unfortunate error as it can mean that a
candidate, who knows the topic, and correct points to include in their answer, misses out on
marks.
There is good guidance available to candidates and providers “Guidance on command words and
question papers” which can be accessed on the NEBOSH website. This guidance will assist
candidates to see and understand what is required in an answer when the different command words
are used in questions. Some candidates miss out on marks by spending too long writing about one or
two points when the answer requires more points to be covered. The chance to practice questions
with a range of command words and to receive feedback on the quality of their answers will benefit
candidates.
Failing to read the question/memorising answers

Some candidates appear to have answered a question they hoped to see in the question
paper rather than the question actually asked. This error can lead to all the available marks
for a question being missed which can significantly impact on the likelihood of achieving the
pass standard.
Other weaknesses observed

Candidates should be aware of the need to make their handwriting as legible as possible.

Candidates should note that it is not necessary to start a new page in their answer booklet for
each section of a question.

Candidates do not need to write the question out before answering it, they just need to
indicate in the top right hand corner of the page which question is being answered. In some
cases valuable time is lost doing this rather than focusing on the answer needed.
4
Unit EC1
Management and control of environmental hazards
Question 1
(a)
(b)
(c)
Outline how records of environmental management decisions
can be used in the environmental management process at a later
date.
(4)
Identify ways in which environmental data may be recorded by
an organisation and presented to aid interpretation.
(4)
Outline the information contained within environmental records
that should be retained for audit purposes.
(12)
Within part (a) candidates were able to outline legal compliance, the link to ISO 14001
accreditation and use in accident investigation. However, few candidates specified
provision of a reference point for audits or to enable monitoring of progress against a
target.
Additional marks were available for provision of information to help set future targets
and confirmation that agreed actions have been taken.
In part (b) candidates identified checklists and meeting minutes but few candidates
specified databases and spreadsheets.
Additional marks were available for relaying log books and registers.
In part (c) candidates outlined environmental aspects of an organisation and incident
reports, but experienced difficulty in responding with organisational charts setting out
responsibilities and copies of forms submitted to regulators.
Additional replies that would have attracted marks were photographs of the situation
before and after action and correspondence with regulators.
Question 2
(a)
(b)
Outline the difference between direct and indirect environmental
impacts AND give an example of EACH.
(4)
Outline the difference between positive and negative
environmental impacts AND give an example of EACH.
(4)
Within part (a) candidates were expected to relay that a direct impact is an immediate
consequence of an aspect and subsequently give a relevant example such as water
pollution from cooling water discharge, or land contamination from industrial waste.
Candidates were also expected to outline that an indirect impact was the
consequence of an aspect of a third party supplier and give a relevant example, such
as a product designed with a high energy rating.
In part (b) candidates were expected to relay a positive impact in the sense of
enhancement from the current position, such as reduced quantities/reduced
temperature of cooling water returns to the sea from a power station and negative
impacts that cause damage to wildlife/humans, such as emissions of noxious gases
from stacks.
5
Question 3
Outline information that is required when submitting an application for a
permit to discharge effluent to a controlled water
(8)
Candidates relayed factors such as Biochemical Oxygen Demand, pH and
temperature but few candidates specified treatment applied or the volume/flow rate.
Additional marks would have been attained for outlined responses such as those
pertaining to the nature of the business and location of the discharge with a
corresponding map reference.
Question 4
Identify air pollutants that could be released to the atmosphere from the
following sources;
(a)
a coal-fired power station;
(4)
(b)
a paint-spraying process;
(2)
(c)
a diesel-fuelled forklift truck.
(2)
Within part (a) candidate’s specified carbon dioxide, nitrogen oxides and smoke but
few candidates mentioned heavy metal pollution such as mercury.
Candidates would have attracted additional marks for responses such as sulphur
oxides and dust/ash.
In part (b) some candidates identified solvent fumes and dust but few specified paint
overspray. Candidates would have gained additional marks for volatile organic
compounds and odour.
In part (c) candidates attained marks for carbon monoxide and soot but few
candidates specified PM10.
Candidates would have gained extra marks for nitrogen oxides and carbon dioxide.
Question 5
Outline the main requirements applying to the storage and consignment
for disposal of hazardous waste.
(8)
Candidates correctly outlined requirements including suitable labelling and
segregation of incompatible substances. However, few candidates specified the
general duty of care to avoid pollution or keeping an inventory of hazardous materials.
Additional marks would have been awarded for an outline of storage in suitable
containers and appropriate bunding of containers.
6
Question 6
Identify options that might be available to an organisation in order to
minimise the impact of carbon dioxide emissions from road transport.
(8)
Candidates were able to identify a suitable fuel choice, optimising vehicle routes and
choice of transport although few candidates specified vehicle emission testing or
working from home.
Additional marks would have been awarded for car sharing, optimisation of vehicle
loads and use of public transport.
Question 7
A construction project is being carried out on a large construction
site adjacent to a residential area.
(a)
Outline typical effects of noise during the construction work.
(4)
(b)
Identify the environmental factors that determine whether noise
from the construction site is likely to constitute a nuisance.
(4)
Within part (a) candidates outlined health issues such as headaches, stress and high
blood pressure but few mentioned understanding of structural damage to buildings.
Candidates would have been able to attain marks for wildlife disruption and public
nuisance.
In part (b) candidates identified environmental factors such as the loudness or dB
level and the time of day, although specification of the character of the area was rarely
mentioned.
Question 8
A manufacturing organisation operates at a site near to a stream.
Explain why the preparation of an environmental emergency response
plan would be advisable in this situation.
(8)
Candidates understood the relevance of the emergency response plan being a part of
an environmental management system, legal requirements and costs associated with
a clean-up of any spillage. However, few candidates explained contingencies for fire
water run-off and sustainability issues with protected species.
Additional marks were available for explanation of moral/ethical and public relations
issues.
Candidates demonstrated an overall lack of understanding of this learning outcome.
Question 9
Outline benefits to an organisation of good environmental management.
(8)
Candidates were able to outline money saving through reduction of waste and efficient
energy use but few candidates included satisfying packaging regulations through
reduced packaging or marketing advantages to customers.
7
Additional marks were available for correct responses such as improved community
relationships because of noise avoidance and more efficient use of water.
Question 10
(a)
(b)
Outline reasons for carrying out environmental impact
assessments.
(3)
Identify types of environmental impact that should be considered
when carrying out an environmental impact assessment.
(5)
Within part (a) candidates were able to outline the legal requirements and the
association with an environmental management system. However, most candidates
did not understand the implications with an integrated pollution prevention control
application and identification of impacts from corresponding aspects.
Marks were also available for specification of scheduling environmental impact
assessment and control measures for minimising environmental risk.
In part (b) candidates identified land and aquatic impact but did not mention
community and ecosystem effects and some candidate’s confused aspects and
impacts.
Marks were also available for identifying atmospheric and visual impact.
Question 11
Outline how the principles of sustainable development can be
achieved by an organisation.
(4)
Outline practical examples of actions that an organisation could take in
order to demonstrate sustainability across all of the threads in its widest
sense.
(4)
Within part (a) candidates outlined the fact that the needs of current generations were
met and the fact that future generations were not compromised. However, few
candidates highlighted promotion of good governance or the prudent use of natural
resources.
Marks were also available for specification of a balance between social, financial and
environmental considerations and awareness of social consequences.
In part (b) candidates outlined avoidance of damage to water/air/plants/animals and
occasionally referenced avoiding unnecessary extraction of non-renewable resources.
Additional marks were available for outlines of a plan for economic growth and
involvement of interested parties. Many candidates experienced difficulty with part
(b).
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