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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Apply principles of acoustics and acoustic screening to noise management decisions. 
SAQA US ID UNIT STANDARD TITLE
252381  Apply principles of acoustics and acoustic screening to noise management decisions. 
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 5  Level TBA: Pre-2009 was L5  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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 and charged with noise control, as appointed Noise Control Officers. They facilitate the generation of policy, develop procedures, apply the by-laws, ensure that issues between complainants and offenders are resolved, and initiate further action where this becomes necessary, including notices and legal proceedings.

More specifically this standard recognizes the knowledge and skill to apply acoustic screening principles in decision-making with respect to noise management.

People credited with this unit standard are able to:
  • Demonstrate understanding of acoustics and acoustic screening.
  • Demonstrate knowledge of acoustic screening material.
  • Demonstrate knowledge of screening methods.
  • Apply principles to particular screening scenarios. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Competence equivalent to that described in the National Certificate: Environmental Noise, NQF Level 4. 
    		•

    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. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of acoustics and acoustic screening. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key terms related to acoustics and acoustic screening are accurately defined, and used in accordance with generally accepted usage and understanding in the field. 
    ASSESSMENT CRITERION RANGE 
    Terms include:
  • Acoustics; production, control, transmission, reception, and effects of sound; acoustical measurements and instrumentation; vibration and the radiation of vibrations; waves; transduction (loudspeakers, microphones, sonar projectors, hydrophones, ultrasonic transducers, sensors); ultrasonics (frequency); aeroacoustics; shock waves/sonic booms); architectural acoustics; bioacoustics; environmental noise; noise health effects; noise mitigation; psychoacoustics (hearing, perception, and localization); physiological acoustics; physical acoustics; speech communication; structural acoustics and vibration.
     
    		•

    ASSESSMENT CRITERION 2 
    The properties of sound are discussed in relation to noise, noise propagation and mitigation, and dissipation of noise. 
    ASSESSMENT CRITERION RANGE 
    Properties include:
  • Energy; pressure; frequency; wavelength; period; amplitude; speed; impulse.
     
    		•

    ASSESSMENT CRITERION 3 
    The principles of acoustics are explained with reference to ways in which they affect noise propagation and reduction. The explanation is consistent with generally accepted understanding in the field. 

    ASSESSMENT CRITERION 4 
    Noise propagation is described and explained with reference to the type and medium of transmission, and the effect of the properties of the medium on propagation. 
    ASSESSMENT CRITERION RANGE 
    Properties include:
  • Density, pressure, temperature, reflective, absorptive, hard, soft.
     
    		•

    ASSESSMENT CRITERION 5 
    The psychological impact of noise is discussed with reference to the visibility or 'presence' of the noise source, and presence or absence of barriers between source and receiver. 

    SPECIFIC OUTCOME 2 
    Demonstrate knowledge of acoustic screening material. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The principles of acoustic screening are explained with reference to ways in which screening affects noise propagation and reduction. The explanation is consistent with generally accepted understanding in the field. 

    ASSESSMENT CRITERION 2 
    The impact of environmental factors on noise are discussed for their effect on propagation and transmission, and the implications for noise measurement and mitigation. 
    ASSESSMENT CRITERION RANGE 
    Environmental factors include:
  • Humidity; cloud cover; temperature/inversion layers; wind speed and direction.
     
    		•

    ASSESSMENT CRITERION 3 
    The purpose and action of acoustic screening materials is described and explained with reference to placement of screening materials or barriers, deflection and/or delayed response times, and the impact on received noise. 

    ASSESSMENT CRITERION 4 
    A range of possible screening materials is discussed in terms of their reflective or absorptive properties, and their suitability for different given applications. 

    SPECIFIC OUTCOME 3 
    Demonstrate knowledge of screening methods. 
    OUTCOME RANGE 
    Methods include:
  • Screening; noise control engineering. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A range of different screening methods is identified and discussed in terms of their effectiveness, durability and cost. 

    ASSESSMENT CRITERION 2 
    Screening methods and materials are discussed in terms of the absorption coefficient of the screening materials, the nature and location of the noise source, placement and height of the barrier, the reaction of sound in relation to the barrier, the location of the receiver, and the distances involved. 

    ASSESSMENT CRITERION 3 
    Calculations to determine appropriate materials, measures and placement are accurate and carried out in accordance with established methodology. 

    ASSESSMENT CRITERION 4 
    Approaches to screening in similar contexts are investigated for relevance to a given situation. Contexts are drawn from own experience or documented cases. 
    ASSESSMENT CRITERION RANGE 
    Documented cases include:
  • Reports; recommendations; case studies.
     
    		•

    ASSESSMENT CRITERION 5 
    Reports and/or recommendations are evaluated in terms of their cost effectiveness as solutions to given situations. Evaluations are accurate and consistent with available data. 

    SPECIFIC OUTCOME 4 
    Apply principles to particular screening scenarios. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A range of noise generators within own local authority are identified and described in terms of their noise propagation qualities, and the challenges represented for acoustic screening. 
    ASSESSMENT CRITERION RANGE 
    Noise generators include:
  • Machinery (compressors, air cons, extractor fans); roads; railway lines; aircraft/air fields; shooting ranges; recreational areas/night clubs.
     
    		•

    ASSESSMENT CRITERION 2 
    The hierarchy of controls with respect to noise problems is discussed with reference to sequence, complexity and degree of escalation. 
    ASSESSMENT CRITERION RANGE 
    Hierarchy includes:
  • Education, barrier, screening, engineering, closing down.
     
    		•

    ASSESSMENT CRITERION 3 
    Possible screening methods and/or materials selected for given scenarios are described in terms of their projected cost, durability and effectiveness. Possibilities are supported by reference to existing examples in practice. 

    ASSESSMENT CRITERION 4 
    Options for possible implementation are prioritised in terms of their cost effectiveness and current local authority policies and procedures. Information is documented to inform best practice decisions. 

    ASSESSMENT CRITERION 5 
    Enclosure as a screening option is considered only where it does not adversely affect the operation of the noise source. 

    ASSESSMENT CRITERION 6 
    Recommendations presented by external agents and experts are evaluated in the light of own experience and research. Approval of recommendations is consistent with available data and established best practice. 


    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. 

    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: Critical in identifying and applying materials to solve noise related problems. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: Work is directed towards the public and the greater good of the community. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Note: Essential in identifying and applying principles across a range of contests. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: Essential in identifying and applying principles across a range of contests. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Note: Important in working to influence decision making a council level. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
  • Note: Critical in identifying and applying materials to solve noise related problems. 
    		•

    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: Noise and its impact, and noise management implies an understanding of the "big" picture and the impact of decisions on the broader community. 
    		•

    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.

    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  59325   National Certificate: Environmental Noise Control  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  LG SETA 


    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.
     
    1. Avenida (Pty) Ltd 


    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.