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. |
SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: |
Collect and use data to establish complex statistical and probability models and solve related problems |
SAQA US ID | UNIT STANDARD TITLE | |||
7465 | Collect and use data to establish complex statistical and probability models and solve related problems | |||
ORIGINATOR | ||||
SGB Math Literacy, Math, Math Sciences L 2 -4 | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
- | ||||
FIELD | SUBFIELD | |||
Field 10 - Physical, Mathematical, Computer and Life Sciences | Mathematical Sciences | |||
ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
Undefined | Regular-Fundamental | Level 4 | NQF Level 04 | 5 |
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 | |||
2026-06-30 | 2029-06-30 |
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 to people who aim to achieve recognition at some level in Further Education and
Training or to meet the Fundamental requirement of a wide range of qualifications registered on the National Qualifications Framework. People credited with this unit standard are able to: Collect and work with data using various techniques to establish statistical models for specific purposes; Use experiments and simulations to explore probability models, make predictions and study problems; and Construct and interpret probability and statistical concepts in problem solving and decision making in real-world situations. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
The credit value is based on the assumption that people starting to learn towards this unit standard are competent in Mathematics and Communications at NQF level 3. |
UNIT STANDARD RANGE |
This unit standard includes the requirement to:
Use experimental design; Select the sample that can be representative of the population; Decide on factors that influence the range of reasonableness of estimates of the population statistics from a sample; Make comparisons of distribution of variables in one population and compare with the distribution of the same variable in two different populations; Use electronic and other devices as available to assist data collection, organisation and representation; Recognise how sample size and transformation of data affects shape, centre and spread; Use technology to determine how well different models such as linear, quadratic, exponential and logarithmetic fit data; Look for symmetry and skewness, clusters and gaps, and possible outliers in data and consider their effects on the interpretation of the data; Use data from samples to estimate population statistics; Demonstrate understanding that some phenomena are random and apply the law of large numbers to predict long term behaviour; Demonstrate understanding of and compute probabilities of independent, disjointed and conditional events; Demonstrate an understanding of probability distributions. Further range statements are provided for specific outcomes and assessment criteria as needed. |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Collect and work with data using various techniques. |
OUTCOME NOTES |
Collect and work with data using various techniques to establish statistical models for specific purposes.
Specific purposes include: |
OUTCOME RANGE |
Techniques include:
|
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Situations or issues that can be dealt with through probabilistic or statistical methods are identified correctly. |
ASSESSMENT CRITERION 2 |
2. Methods for collecting, recording and organising data are identified and selections are made so as to maximise efficiency and ensure resolution of the problem or issue. |
ASSESSMENT CRITERION 3 |
3. Data sources and databases are selected to ensure representativeness of the data and validity of resolutions. Activities that could result in contamination of data are identified and explanations are provided of the effects of contaminated data. |
ASSESSMENT CRITERION 4 |
4. Data is gathered using methods appropriate to the data type and purpose for gathering the data. Data collection methods are used correctly. |
ASSESSMENT CRITERION 5 |
5. Calculations and the use of statistics are correct. |
ASSESSMENT CRITERION 6 |
6. Graphical representations and numerical summaries are consistent with the data, are clear and appropriate to the situation and target audience. |
ASSESSMENT CRITERION 7 |
7. Resolutions for the situation or issue are supported by the data and are validated in terms of the context. |
SPECIFIC OUTCOME 2 |
Use experiments, simulations and probability distributions to set up and explore probability models. |
OUTCOME NOTES |
Use experiments, simulations and probability distributions to set up and explore probability models, make predictions and study problems. |
OUTCOME RANGE |
Performance in this specific outcome includes the requirement to:
|
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Experiments and simulations are chosen and/or designed appropriately in terms of the situation to be modelled. |
ASSESSMENT CRITERION 2 |
2. Predictions are based on validated experimental or theoretical probabilities. |
ASSESSMENT CRITERION 3 |
3. The results of experiments and simulations are interpreted correctly in terms of the real context. |
ASSESSMENT CRITERION 4 |
4. The outcomes of experiments and simulations are communicated clearly. |
SPECIFIC OUTCOME 3 |
Construct and interpret probability and statistical models. |
OUTCOME NOTES |
Construct and interpret probability and statistical models using distributions in problem solving and decision making in real-world situations. |
OUTCOME RANGE |
Performance in this specific outcome includes the requirement to,
|
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Statistics generated from the data are interpreted meaningfully and interpretations can be justified. |
ASSESSMENT CRITERION 2 |
2. Assumptions made in the collection or generation of data and statistics are defined. |
ASSESSMENT CRITERION 3 |
3. Tables, diagrams, charts and graphs are used appropriately in the analysis and representation of data, statistics and probability distributions. |
ASSESSMENT CRITERION 4 |
4. Predictions, conclusions and judgements are made on the basis of valid arguments and supporting data, statistics and probability models. |
ASSESSMENT CRITERION 5 |
5. Evaluations of the statistics identify potential sources of bias, errors in measurement, potential uses and misuses and their effects. |
ASSESSMENT CRITERION RANGE |
Effects on arguments, judgements, conclusions and ultimately the audience. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
Providers of learning towards this unit standard will need to meet the accreditation requirements of the GENFETQA.
Moderation Option: The moderation requirements of the GENFETQA 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 by means 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 the possession or lack of knowledge can be inferred directly from the quality of the candidate`s performance against the standards. Methods for collecting, organising and analysing data; Techniques for representing and evaluating statistics; Basic discrete and continuous probability distributions. |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO IDENTIFYING |
Solving a variety of problems based on data, statistics and probability Use mathematics to critically analyse, describe and represent situations and to solve problems. |
UNIT STANDARD CCFO COLLECTING |
Gather, organise, evaluate and critically interpret data and statistics to make sense of situations. |
UNIT STANDARD CCFO COMMUNICATING |
Use everyday language and mathematical language to represent data, statistics and probability and effectively communicate conclusions. |
UNIT STANDARD ASSESSOR CRITERIA |
Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
Where this is required, there will be assessment criteria to specify the standard required. |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Fundamental | 48978 | Further Education and Training Certificate: Electrical Network Control | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
Fundamental | 14854 | National Certificate: Agric Sales and Services | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Fundamental | 22868 | National Certificate: Chemical Process Operations | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2005-10-09 | CHIETA |
Fundamental | 23678 | National Certificate: Fossil Power Plant Operation | Level 4 | Level TBA: Pre-2009 was L4 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
Fundamental | 20893 | National Certificate: Human Resources Management and Practices Support | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2005-02-13 | Was SABPP until Last Date for Achievement |
Fundamental | 23733 | National Certificate: Nuclear Power Plant Operation | Level 4 | Level TBA: Pre-2009 was L4 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
Fundamental | 49075 | National Certificate: Organisational Transformation and Change Management | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Fundamental | 21792 | National Diploma: Contact Centre Management | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Fundamental | 49076 | National Diploma: Organisational Transformation and Change Management | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Elective | 79806 | National Certificate: Occupational Hygiene and Safety | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Elective | 50479 | Further Education and Training Certificate: Advertising | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MICTS |
Elective | 65509 | Further Education and Training Certificate: Air-conditioning, Refrigeration and Ventilation | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MERSETA |
Elective | 48966 | Further Education and Training Certificate: Air-conditioning, Refrigeration and Ventilation | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2009-03-12 | Was MERSETA until Last Date for Achievement |
Elective | 49063 | National Certificate: Geographical Information Sciences | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CETA |
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. | Balemi Consulting Pty Ltd |
2. | BOLAND COLLEGE (Paarl) |
3. | Cedara College of Agriculture |
4. | College Africa Group (Pty) Ltd |
5. | ELSENBURG AGRICULTURAL COLLEGE |
6. | HILLCROSS BUSINESS SCHOOL (PTY |
7. | Ikusasalethu Youth Development Project NPC |
8. | Kelvin Power (Pty) Ltd |
9. | MBOWA COLLEGE PTY LTD |
10. | Metanoia Ratings PTY LTD |
11. | Musengavhadzimu Media |
12. | NWK Beperk |
13. | Nyathela Business College |
14. | OPELONG BUSINESS INSTITUTE (PT |
15. | PC Educational Holdings Pty Ltd |
16. | Peo Entle HIV Wellness Management and Youth Skills Development NPO |
17. | QUALITATIVE INNOVATIVE SOLUTIONS |
18. | RCL Foods-Sugar & Milling (MP) |
19. | Richfield Graduate Institute of Technology Pty Ltd |
20. | Sekhukhune FET College - Central Office |
21. | Senwes Beperk |
22. | Suidwes Beleggings Eiendoms Beperk |
23. | Varsity Institute of Science & Technology (Pty)Ltd |
24. | Visionary Skill Academy |
25. | VKB LANDBOU (PTY) LTD |
26. | Whitestone College |
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. |