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: |
Demonstrate an understanding of the concept of science |
SAQA US ID | UNIT STANDARD TITLE | |||
7507 | Demonstrate an understanding of the concept of science | |||
ORIGINATOR | ||||
SGB Natural Sciences in GET and ABET | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
- | ||||
FIELD | SUBFIELD | |||
Field 10 - Physical, Mathematical, Computer and Life Sciences | Life Sciences | |||
ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
ABET Level 4 | Regular | Level 1 | NQF Level 01 | 2 |
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 |
The purpose of this standard is to provide a general
introduction to the concepts of science. The learner will be able to explain and describe the: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Open
Specific Outcomes and Assessment Criteria |
UNIT STANDARD OUTCOME HEADER |
Describe the various fields of natural sciences |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Describe the various fields of natural sciences. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Various fields of study of the natural sciences are clearly identified and described. |
ASSESSMENT CRITERION RANGE |
Clear distinctions between the main branches of sciences (Physics, Chemistry, Life Sciences, Earth Sciences) are made in terms of typical subject matter. Two or three branches of each main branch are similarly distinguished and described. |
ASSESSMENT CRITERION 2 |
2. Career paths in the natural sciences are clearly identified. |
ASSESSMENT CRITERION 3 |
3. Natural science and non-natural science fields are distinguished in explaining natural phenomena. |
SPECIFIC OUTCOME 2 |
Describe the nature of scientific knowledge. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. The dynamic nature of natural science is identified by examples. |
ASSESSMENT CRITERION RANGE |
Examples to be used should include one from each theme (Earth and Beyond, Energy and Change, Matter and Materials, Life and Living). |
ASSESSMENT CRITERION 2 |
2. The process of change in knowledge is described using different examples. |
ASSESSMENT CRITERION RANGE |
Evidence which led to the change is described, as well as the role of research, chance discoveries and the invention of better instruments |
ASSESSMENT CRITERION 3 |
3. The processes that led to this change are deduced using different examples. |
ASSESSMENT CRITERION RANGE |
Examples of change would include (i) the advent of the electron microscope which brought about changes in the understanding of the structure and function of cells; (ii) how views about the earth had changed from being flat and at the centre of the universe; (iii) how progress on operating on the human body had advanced; (iv) personal change in point of view which could include a change from non-scientific (e.g. myths, superstitions) to scientific understanding; etc. |
SPECIFIC OUTCOME 3 |
Explain how different perspectives and world-views may influence the development of science. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Examples showing how particular world-views have given rise to particular explanations for natural phenomena are clearly explained. |
ASSESSMENT CRITERION RANGE |
: |
ASSESSMENT CRITERION 2 |
2. Examples showing how particular world-views have given rise to contested explanations for natural phenomena are clearly explained. |
ASSESSMENT CRITERION RANGE |
Examples of the influence of different world-views could come from religious, cultural or geographical origins.
E.g. Religion and its influence on the belief of whether the earth or the sun was the centre of the solar system in the 15th and 16th centuries. |
ASSESSMENT CRITERION 3 |
3. Examples where a particular world view/cultural perspective has either encouraged or limited the development of science are discussed. |
SPECIFIC OUTCOME 4 |
Describe the processes and attitudes necessary for scientific investigation. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Exploratory processes necessary for a scientific investigation are described. |
ASSESSMENT CRITERION RANGE |
Processes of investigation are illustrated using selected examples, e.g. data gathering, analysing and concluding. |
ASSESSMENT CRITERION 2 |
2. Focused processes necessary for a scientific investigation are described. |
ASSESSMENT CRITERION 3 |
3. Different attitudes necessary for a scientific investigation are discussed. |
ASSESSMENT CRITERION RANGE |
The influence of attitudes on scientific investigation such as of curiosity and questioning are also described. |
ASSESSMENT CRITERION 4 |
4. The reasons why processes and attitudes are necessary for a scientific investigation are analysed. |
ASSESSMENT CRITERION RANGE |
No detailed scientific investigation needs to be done. Attitudes could include: open-mindedness, honesty to report exact findings, objectivity and validity. |
SPECIFIC OUTCOME 5 |
Illustrate the significance of science in everday life. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. A range of applications of science to every day life is provided. |
ASSESSMENT CRITERION 2 |
2. The usefulness of science to day-to-day living is clearly illustrated. |
ASSESSMENT CRITERION RANGE |
Examples are taken from home (electrical appliances), regional (telecommunications), global (satellite, Internet) context and related to the four themes. |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively using simple language the use of science in everyday life. |
UNIT STANDARD CCFO DEMONSTRATING |
Demonstrate the contested nature of scientific knowledge in understanding the world in terms of the different religious, cultural and geographical contexts. |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
UNIT STANDARD NOTES |
The unit standards revolves around the four main themes. A brief description of each of the four themes is as follows:
Life and Living: This theme deals with organisms and their interdependence and interactions within their respective environments, how life processes are sustained and how these processes are affected by human activity and other factors. Matter and Materials: This theme deals with the nature of matter and its properties, both physical and chemical, their uses and their impact on the environment. Covered within this theme are aspects such as the nature and properties of matter, the change in matter and materials, production of natural and synthetic materials, and properties and uses of materials. Energy and Change: This theme deals with the concept of energy which is fundamental to understanding both processes of change and life processes. It deals with the transfer of energy in both biological and physical systems and the resultant changes, including movement as change in those systems. Planet Earth and Beyond: This theme deals with the planet earth from its core, through to its crust and into its upper atmosphere. It deals with physical features of the earth as well as processes that take place in and on the earth`s surface and it`s atmosphere. In addition, the theme deals with the position of the earth within the universe and covers the planet, moon and the stars in relationship to the earth. |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Core | 24153 | General Education and Training Certificate: Adult Basic Education and Training | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2008-09-13 | Was ETDP SETA until Last Date for Achievement |
Core | 48495 | General Education and Training Certificate: Water Services | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
Fundamental | 22971 | General Education and Training Certificate: Conservation | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2012-06-30 | CATHSSETA |
Fundamental | 58267 | General Education and Training Certificate: Mining and Minerals Processes | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MQA |
Fundamental | 23253 | National Certificate (GETC): Manufacturing, Engineering and Related Activities | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MERSETA |
Fundamental | 14891 | National Certificate: Agricultural Machinery Technician | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2007-10-18 | Was AgriSETA until Last Date for Achievement |
Fundamental | 48804 | National Certificate: Occupational Safety, Hygiene and Environment | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2008-11-26 | Was HW SETA until Last Date for Achievement |
Fundamental | 49014 | National Certificate: Rockbreaking: Underground Hard Rock | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2007-08-16 | Was MQA until Last Date for Achievement |
Elective | 71751 | General Education and Training Certificate: Adult Basic Education and Training | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Elective | 73249 | General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum | Level 1 | NQF Level 01 | Reregistered | 2028-06-30 | UMALUSI |
Elective | 22865 | National Certificate: Chemical Operations | Level 1 | NQF Level 01 | Passed the End Date - Status was "Registered" |
2005-10-09 | Was CHIETA until Last Date for Achievement |
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. | ADCORP TECHNICAL TRAINING (PTY) LTD |
2. | ALLOYS HEAD OFFICE |
3. | ASSMANG (PTY) LTD |
4. | ASSMANG BEESHOEK MINE |
5. | Aubrey Nyiko Business Enterprise cc |
6. | BAFOKENG RASIMONE MANAGEMENT SERVICES PTY LTD |
7. | BANA BA THARI MINING TRANING AND DEVELOPMENT ACADEMY |
8. | BARBERTON MINES (PTY) LTD |
9. | College of Cape Town - Athlone Campus |
10. | ERGO BUSINESS DEVELOPMENT ACADEMY NPC |
11. | EXXARO COAL (PTY) LTD |
12. | FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE |
13. | FINSCH DIAMOND MINE(PTY) LTD |
14. | FOSKOR (PTY) LTD |
15. | GLENCORE OPERATIONS SOUTH AFRICA PTY LTD |
16. | HARMONY GOLD MINING CO LTD |
17. | IMPALA PLATINUM SERVICES LTD |
18. | KUMBA IRON ORE (SISHEN) |
19. | Kumba Sishen HRD Centre |
20. | Leronsa Trading Enterprise |
21. | LYNAZY RESOURCES |
22. | MATHOME TRAINING AND DEVELOPMENT (PTY) LTD |
23. | MODIKWA MINING PERSONNEL SERVICES PTY L TD |
24. | MURRAY & ROBERTS CEMENTATION (PTY)LTD |
25. | NORTHAM PLATINUM LTD |
26. | Northlink College |
27. | NWK Beperk |
28. | PALABORA COPPER (PTY) LTD |
29. | People Upliftments t/a POPUP Upliftment |
30. | PPC Ltd |
31. | Professional Development and Training Institute (Pty) Ltd |
32. | PROGRESSIVE TRAINING DEVELOPMENT AND PROJECTS (PTY) LTD |
33. | RCL Foods-Sugar & Milling (MP) |
34. | RICHARDS BAY MINING PTY LTD |
35. | SENZEKO EXECUTIVE RISK CC |
36. | SEOPOSENGOE TRAINING CONSULTANCY CC |
37. | SIBANYE GOLD ACADEMY PROPRIETARY LIMITED |
38. | SIBANYE RUSTENBURG PLATINUM MINES PTY LTD |
39. | South Cape Public FET College - George Campus |
40. | Tembe Service Providers |
41. | THUNGELA OPERATIONS (PTY) LTD |
42. | TWO RIVERS PLATINUM (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. |