Standard risk assessment procedures in product design and manufacture.

Health and Safety in Product Design and Manufacture

Design & Technology students must demonstrate that they can protect the health and safety of staff, learners and end‑users. The Cambridge International AS & A Level syllabus (9705) requires a Standard risk‑assessment procedure (Syllabus 6.1) to be applied at every stage of the product life‑cycle, together with safe‑working practices, personal protective equipment (PPE) and an understanding of legal responsibilities.

Standard Risk‑Assessment Procedure (Syllabus 6.1)

1. Identify hazards – Look at every activity, material, tool or environment that could cause harm.
2. Identify who may be harmed – Consider operators, assistants, maintenance staff, other students, teachers and eventual users.
3. Evaluate the risks – Assign a score for likelihood (L) and severity (S) (1 = low, 5 = high) and calculate the risk rating:
   

   $$R = L \times S$$

4. Record findings and implement controls – Document the hazards, risk rating and the control measures chosen (elimination, substitution, engineering controls, administrative controls, PPE).
5. Review and update – Re‑assess whenever the design, material, process or working environment changes, or after an incident.

Risk‑Rating Matrix (L × S)

Scale definitions

• Likelihood: 1 = Rare, 2 = Unlikely, 3 = Possible, 4 = Likely, 5 = Almost Certain.
• Severity: 1 = Insignificant, 2 = Minor, 3 = Moderate, 4 = Major, 5 = Catastrophic.

School‑Level Health & Safety Responsibilities

• Duty of care – The school must provide a safe environment, ensure equipment is maintained and that risk‑assessment forms are signed by a responsible teacher before work begins.
• Supervision ratios – Follow the school’s policy (e.g., 1 teacher per 10 students in a workshop) and ensure competent supervision for high‑risk activities.
• Legal framework – Compliance with the Health and Safety at Work Act, Management of Health and Safety at Work Regulations and any local education authority guidance.
• Incident reporting – All accidents, near‑misses and unsafe conditions must be recorded on the school’s incident‑report form and investigated.
• Sign‑off & review – The completed risk‑assessment worksheet must be signed by the teacher, dated and reviewed at least annually or whenever a change occurs.

Hierarchy of Controls

1. Elimination – Remove the hazard entirely (e.g., redesign to avoid a moving part).
2. Substitution – Replace a dangerous material or process with a safer alternative.
3. Engineering controls – Guarding, interlocks, ventilation, isolation.
4. Administrative controls – Safe‑work procedures, training, signage, supervision.
5. Personal Protective Equipment (PPE) – Gloves, goggles, hearing protectors, respirators.

Typical Workshop Hazards

• Sharp edges or points – cuts, punctures.
• Moving machinery (band saws, bench drills, CNC routers) – entanglement, crushing.
• Electrical equipment (soldering irons, welding machines, laser cutters) – electric shock, fire, UV radiation.
• Chemical substances (adhesives, solvents, metal powders) – burns, inhalation, toxicity.
• Noise from power tools and CNC equipment – hearing loss.
• Ergonomic strain – repetitive‑motion injuries.

Mini‑Examples of the Standard Procedure

Each example follows the five steps and shows how the hierarchy of controls is applied.

1. CNC Milling Operation

2. Hand‑Drill (Portable)

3. Soldering Station

4. Laser Cutter

Mapping the Procedure to Assessment Objectives

Topic 7 – Aesthetics and Ergonomics (≈150 words)

Aesthetics concern the visual impact of a product. Key principles include:

• Line – direction and flow; can suggest movement or stability.
• Colour – influences mood and perceived function; use colour theory (complementary, analogous) to create harmony.
• Proportion & Balance – the relationship between parts; a well‑balanced design feels stable and purposeful.

Ergonomics ensures the product fits the user’s body and capabilities. Designers use anthropometric data such as:

• Stature (5th–95th percentile) for reach and clearance.
• Hand dimensions for grip size.
• Force capability for required effort (e.g., lever arm length to keep required force < 30 N).

Applying these data reduces fatigue, injury risk and improves overall usability.

Topic 8 – Materials and Components (Health & Safety Focus)

Topic 9 & 10 – Stages in Materials Processing & Materials Processing Techniques

Design & Technology expects students to recognise the main processing stages and the associated health‑and‑safety issues.

• Forming (bending, stamping, casting) – hazards: high forces, hot moulds, splatter; controls: guarding, heat‑resistant gloves, safe‑work procedures.
• Machining (cutting, drilling, milling, turning) – hazards: rotating tools, chips, noise; controls: enclosures, chip extraction, hearing protection.
• Joining (soldering, welding, adhesive bonding) – hazards: heat, UV, fumes, electric shock; controls: ventilation, PPE, RCDs, fire‑extinguishers.
• Finishing (grinding, sanding, polishing, painting) – hazards: dust, abrasive particles, volatile organic compounds (VOCs); controls: dust extraction, respirators, fire‑safe storage of solvents.
• Additive manufacturing (3‑D printing) – hazards: hot nozzle, fine polymer particles, possible laser exposure; controls: enclosure, cooling, PPE.

At each stage, the standard risk‑assessment procedure must be applied, and the hierarchy of controls used to minimise risk.

Key Points for Examination (AO1 & AO4)

• State the five steps exactly as in Syllabus 6.1.
• Identify *all* relevant hazards for the chosen product/process – include mechanical, electrical, chemical and ergonomic risks.
• Assign likelihood and severity using the provided scale; show the calculation R = L × S and refer to the risk‑rating matrix.
• Choose control measures using the hierarchy of controls; justify why a higher‑order control (elimination, substitution) is preferred to PPE.
• Record the assessment in a clear table, include teacher’s sign‑off, date and a review clause.
• Link each step to the appropriate assessment objective (AO1 for identification/evaluation, AO4 for evaluation of controls and suggestions for improvement).
• Remember that PPE is the *last* line of defence – aim to remove or control hazards before relying on protective equipment.