SAQA 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: 

Describe and explain the physical, emotional and psychological impact of noise on social well being 
SAQA US ID UNIT STANDARD TITLE
244614  Describe and explain the physical, emotional and psychological impact of noise on social well being 
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 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
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 environmental health practitioners charged with noise control. It will assist them in the handling of environmental noise nuisances and disturbing noises within communities. They apply the by-laws, facilitate issues between complainants and offenders, and initiate further action where this becomes necessary. They may investigate or issue instructions for an investigation to be done by an expert, as well as issue various notices in terms of the regulations.

This unit standard will recognize the knowledge environmental health practitioners must have about human perception of sound, as well as the physical, emotional and psychological impact of noise on social well being.

People credited with this unit standard are able to:
  • Describe and explain how the ear perceives sound.
  • Describe and explain the health issues associated with noise.
  • Describe and explain the emotional and/or psychological issues associated with noise nuisance and disturbing noise. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication at NQF Level 4, or equivalent.
  • Maths Literacy at NQF Level 4, or equivalent.
  • EN-03-Distinguish between and classify different types of occupational and environmental noise. 
    		•

    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 
    Describe and explain how the ear perceives sound. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The parts of the ear are accurately and clearly depicted in diagrammatic form. Terminology used to describe the ear is accurate in accordance with generally accepted use. 

    ASSESSMENT CRITERION 2 
    The relationship between the parts of the ear is explained with reference to their function, role and contribution to the perception of sound. The explanation includes a description of the action of sound waves on the ear mechanism. 
    ASSESSMENT CRITERION RANGE 
    Parts include:
  • Eardrum, cochlea, auditory receptor cells, nerves.
     
    		•

    ASSESSMENT CRITERION 3 
    The audio range for humans is described and explained with reference to specific frequency values. The description includes reference to the typical range for human speech communication, as well as the range of frequencies to which the human ear is most sensitive. 

    ASSESSMENT CRITERION 4 
    The factors which reduce the audio range for humans are described and explained with reference to their impact on the ear and effect on the frequency range. 
    ASSESSMENT CRITERION RANGE 
    Factors include:
  • Age, occupational hearing damage, gender.
     
    		•

    ASSESSMENT CRITERION 5 
    The ability to perceive loud and low-frequency sounds outside of the audio range is explained with reference to the physical impact of sound waves. 

    ASSESSMENT CRITERION 6 
    Definitions of key concepts related to sound and its perception are accurate in terms of generally accepted understanding and usage in the field. 
    ASSESSMENT CRITERION RANGE 
    Key concepts include:
  • Ultrasound, infrasound, decibel, sound pressure, sound power, sound intensity.
     
    		•

    SPECIFIC OUTCOME 2 
    Describe and explain the physical health issues associated with noise. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The logarithmic decibel amplitude scale is described and explained with reference to amplitude and sound pressure levels. Terminology and abbreviations are accurate in terms of commonly accepted usage. 
    ASSESSMENT CRITERION RANGE 
    Abbreviations include:
  • dB, µPa.
     
    		•

    ASSESSMENT CRITERION 2 
    The typical noise levels of common noise sources are accurately described with reference to their amplitude as defined in decibels, and their potential for damage to hearing. 
    ASSESSMENT CRITERION RANGE 
    Common sources include:
  • Noise nuisance and disturbing noises: busy roads, cars, aircraft, TV, conversation, normal conversation, residential 'ambient' noise, jack hammer, night club.
     
    		•

    ASSESSMENT CRITERION 3 
    The effects of prolonged exposure to a sound pressure level exceeding 85 dB in the workplace are described and explained in terms of impact on hearing and general well being. The explanation includes reference to occupational noise and occupational hearing damage. 
    ASSESSMENT CRITERION RANGE 
    Effects include:
  • Tinnitus, hearing impairment, increased blood pressure, increased heartbeat.
     
    		•

    ASSESSMENT CRITERION 4 
    The effect of exposure to sound pressure levels exceeding 120 dB in the workplace is described and explained with reference to their nonlinear effects and potential for serious pain, shock and permanent damage. 

    ASSESSMENT CRITERION 5 
    The amplitude of a particular sound wave is accurately specified in terms of its sound pressure level. 

    SPECIFIC OUTCOME 3 
    Describe and explain the emotional and/or psychological issues associated with noise nuisance and disturbing noise. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The negative impact of prolonged exposure to noise which exceeds ambient noise levels is described with reference to typical physical, emotional and psychological effects. 
    ASSESSMENT CRITERION RANGE 
    Effects include:
  • High blood pressure, increased heartbeat, loss of sleep, fatigue, anxiety, restlessness, loss of concentration, confusion.
     
    		•

    ASSESSMENT CRITERION 2 
    The purposeful use of sound, particularly music, is described and explained with reference to the effect produced on emotional and psychological states of people, and its application in consumer environments. 
    ASSESSMENT CRITERION RANGE 
    Effects include:
  • Reactions and responses to different paced sounds; energised and/or calm states.
     
    		•

    ASSESSMENT CRITERION 3 
    The subjective nature of the impact of music and/or sound is explained with reference to a person's emotional or psychological state and the particular nature and tempo of the music or sound. 

    ASSESSMENT CRITERION 4 
    Descriptions of noise nuisances and disturbing noises clearly distinguish between them, and are helpful in promoting understanding of their physical, emotional and psychological effects on others. 

    ASSESSMENT CRITERION 5 
    Explanations are delivered in a manner that promotes understanding and cooperation, and minimizes conflict. 


    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.
  • Basic occupational and safety 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 infringements and their impact on others, 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 COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note: Key task is to collect and organise information especially as it pertains to noise and noise infringements. 

    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 with and educating the community. 

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

    Note: Understanding the impact of sound and noise, 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 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:
  • None. 
    		•

    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  80306   Further Education and Training Certificate: Electronics  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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. Jobafrik Consulting 


    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.