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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Describe and explain sound generation and propagation 
SAQA US ID UNIT STANDARD TITLE
244590  Describe and explain sound generation and propagation 
ORIGINATOR
SGB Environmental Sc/Mgt & Waste Mgt 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Environmental Sciences 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful for people working in local authorities as field workers to assist in the handling of noise nuisances within communities. They apply the by-laws and facilitate issues between complainants and offenders where there is a noise nuisance. They may issue an instruction for an investigation to be done by an expert.

This unit standard will recognize essential knowledge of sound and noise, and position field workers to understand and carry out their role in the community.

People credited with this unit standard are able to:
  • Define sound and noise.
  • Explain how sound is generated.
  • Explain how sound is propagated.
  • Explain the nuisance value of noise. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are already competent in :
  • Communication and maths literacy at NQF Level 3, or equivalent competence. 

  • UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.
  • Noise in this unit standard refers to environmental and ambient noise, and not occupational noise. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Define sound and noise. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The definition of sound complies with scientific principles and generally accepted understanding in the field, and includes reference to its physical properties and characteristics. The definition includes references to the qualitative and quantitative characteristics of sound. 
    ASSESSMENT CRITERION RANGE 
    Properties include:
  • Audible nature; mechanical energy; longitudinal wave (frequency, wavelength, period, amplitude, speed.
     

  • ASSESSMENT CRITERION 2 
    The physical nature of sound is illustrated by examples of its potential to cause damage to persons and physical structures. 

    ASSESSMENT CRITERION 3 
    Noise is distinguished from sound by reference to its unwanted nature as described in current legislation and regulations. 

    ASSESSMENT CRITERION 4 
    The difference between sound and noise is illustrated by reference to the relative objectivity and subjectivity in their definition. 

    ASSESSMENT CRITERION 5 
    A noise nuisance is differentiated from a disturbing noise by reference to its community and domestic nature, subjective description, and typical sources as indicated by complaints. 
    ASSESSMENT CRITERION RANGE 
    Sources of noise nuisance include:
  • Animals, home industries (power tools), music from residential premises, hooting, fireworks, loading of equipment, recreational vehicles, driving, household alarms (static), firearms, sirens (except emergency vehicles), construction.
     

  • ASSESSMENT CRITERION 6 
    Disturbing noise is defined with reference to its technical aspects, and potential for interference, measurement and engineering correction. 

    SPECIFIC OUTCOME 2 
    Describe and explain how sound is generated. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The explanation details the relationship between the source, the vibration of nearby air molecules, and its spread in a wave motion via further air molecules. 
    ASSESSMENT CRITERION RANGE 
    Source includes:
  • A disturbance of mechanical energy; something which sets up a vibration of air molecules.
     

  • ASSESSMENT CRITERION 2 
    Sound is described in relation to the sense of hearing. 

    ASSESSMENT CRITERION 3 
    The description of sound generation includes vibration frequencies outside of the range of human hearing. 

    ASSESSMENT CRITERION 4 
    The importance of the medium in sound generation is explained with reference to how well the medium supports and propagates sound. 
    ASSESSMENT CRITERION RANGE 
    Medium includes:
  • All forms of matter-gases, liquids and solids.
     

  • SPECIFIC OUTCOME 3 
    Describe and explain how sound is propagated. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The effectiveness of various mediums in propagating sound is explained with reference to the relative displacement and oscillation of particles in the medium. 

    ASSESSMENT CRITERION 2 
    The nature of the wave motion is described and explained with reference to alternating pressure and its impact on surrounding particles. 

    ASSESSMENT CRITERION 3 
    Low and high pitched sounds are described with reference to their wave lengths. 

    ASSESSMENT CRITERION 4 
    The speed at which sound propagates is accurately stated together with conditions that affect the speed of propagation. 

    ASSESSMENT CRITERION 5 
    The function of a receptor is described and explained with reference to the detection and interpretation of sound. 

    ASSESSMENT CRITERION 6 
    The importance of the position of the receptor in relation to the sound source is explained with reference to how sound behaves and how position affects what is received. 
    ASSESSMENT CRITERION RANGE 
    Receptors include:
  • Ear, microphone.
     

  • ASSESSMENT CRITERION 7 
    The effect of various surfaces on sound propagation is explained with reference to their reflective and absorbing qualities. 

    SPECIFIC OUTCOME 4 
    Identify and explain provisions for dealing with noise nuisance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The description makes reference to the listed types of noise nuisance as identified in current regulations. 

    ASSESSMENT CRITERION 2 
    Provisions for dealing with sources of unwanted sound causing a noise nuisance are described with reference to current legislation and regulations. 

    ASSESSMENT CRITERION 3 
    Possibilities for dealing with noise nuisance at community level are described with reference to information sharing and community education initiatives as alternatives to prosecution and legal action. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

  • Basic physical science (as it applies to sound).
  • Basic understanding of meteorological principles. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.

    Note:
  • Important in defining and identifying noise nuisances, and solving problems between complainants and offenders. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.

    Note:
  • Whole role is played out in a community context, operates as a member of a team, and must resolve issues for the good of the community. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note:
  • Must be meticulous in recording information and presenting reports. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note:
  • Key task is to collect and organise information and present it, forms the basis of further proceedings. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

    Note:
  • Core skill-communicating and mediating between complainants and offenders. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.

    Note:
  • Understanding sound, and presenting this information to others requires an ability to use science and technology. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    Note:
  • Core to role in noise management-understanding that the sounds people make affect those around them and may come to be viewed as unwanted sound, or noise. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure that evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

    All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    The following particular issues should be taken into consideration when assessing against this unit standard:
  • Assessment can be either oral or written.

    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • Propagation in this standard means: The process of spreading, especially the process by which a disturbance, such as the motion of electromagnetic or sound waves, is transmitted through a medium such as air or water.
  • Qualitative and quantitative means: the audible nature of sound (qualitative) and the measurable nature of sound (quantitative). 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58801   Further Education and Training Certificate: Environmental Noise Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  LG SETA 
    Elective  67569   National Certificate: Electronics Manufacturing and Assembly  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  MERSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.