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 how scientific skills and knowledge could contribute to sustainable use of resources |
SAQA US ID | UNIT STANDARD TITLE | |||
14111 | Demonstrate an understanding of how scientific skills and knowledge could contribute to sustainable use of resources | |||
ORIGINATOR | ||||
SGB Natural Sciences in FET | ||||
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 |
Undefined | 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" |
2004-12-02 | 2007-12-02 | SAQA 1657/04 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2008-12-02 | 2011-12-02 |
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 |
A candidate credited with this unit Standard is able to identify, describe and classify natural resources. He/she can also describe and explain how scientific knowledge and skills can be effectively used in the management and control of sustainable resources. (Natural and artificial). |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Relevant scientific concepts are understood. |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Identify and classify natural resources. |
OUTCOME NOTES |
Selected examples of renewable and non-renewable resources from learner's immediate local, regional and global environment, biotic and abiotic components (e.g. water, air, energy, elements, soil, forests, plants, and animals including humans).
In addition, learners should examine a South African example of mis-management and over-utilisation of a natural ecosystem and relate it to environmental legislation Mention is made of career opportunities in resource management. |
OUTCOME RANGE |
Renewable and non-renewable, recyclable and non-recyclable, organic and inorganic resources. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Natural resources are identified. |
ASSESSMENT CRITERION 2 |
2. Natural resources are classified. |
ASSESSMENT CRITERION 3 |
3. The inter-action between humans and natural resources. |
ASSESSMENT CRITERION 4 |
4. The uses and importance of natural resources are described. |
SPECIFIC OUTCOME 2 |
Explain how scientific knowledge and skills can be applied. |
OUTCOME NOTES |
Explain how scientific knowledge and skills can be applied in the sustainable development of organic resources.
Selected examples of renewable and non-renewable resources from learner's immediate local, regional and global environment, biotic and abiotic components (e.g. water, air, energy, elements, soil, forests, plants, and animals including humans). In addition, learners should examine a South African example of mis-management and over-utilisation of a natural ecosystem and relate it to environmental legislation Mention is made of career opportunities in resource management. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Give examples of how and where organic natural resources are utilised. |
ASSESSMENT CRITERION 2 |
2. The importance of ongoing development of organic natural resources is explained. |
ASSESSMENT CRITERION 3 |
3. Examples of organic resource development projects or resource development needs are described and evaluated. |
ASSESSMENT CRITERION 4 |
4. Examples of how scientific knowledge and skills can be used in the conservation of organic resources are given. |
ASSESSMENT CRITERION 5 |
5. The bodies responsible for managing the conservation and utilisation of organic natural resources are named and evaluated. |
SPECIFIC OUTCOME 3 |
Describe the effect of Mismanagement of inorganic natural resources on the organic environment. |
OUTCOME NOTES |
Selected examples of renewable and non-renewable resources from learner's immediate local, regional and global environment, biotic and abiotic components (e.g. water, air, energy, elements, soil, forests, plants, and animals including humans).
In addition, learners should examine a South African example of mis-management and over-utilisation of a natural ecosystem and relate it to environmental legislation Mention is made of career opportunities in resource management. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Give examples of how and where inorganic natural resources are used. |
ASSESSMENT CRITERION 2 |
2. Explain and describe where and how the mismanagement of inorganic natural resources has had a detrimental effect on the organic environment. |
ASSESSMENT CRITERION 3 |
3. Provide scientific explanations to illustrate the effects of such mismanagement. |
ASSESSMENT CRITERION 4 |
4. In a case study of mismanagement suggested corrective measures using scientific principles are made. |
ASSESSMENT CRITERION 5 |
5. Innovative alternatives to the prevention of over-utilisation of inorganic natural resources are given. |
SPECIFIC OUTCOME 4 |
Describe how scientific knowledge and skills can be used in the recycling of artificial resources. |
OUTCOME NOTES |
Recyclable materials (rubber, paper, tins, glass etc.) and non-recyclable materials (batteries, forms of polystyrene, etc.). Examples of toxic materials relevant in South Africa e.g. Mercury, cadmium, cyanide, CFCO, nuclear wastes, etc. could be dealt with. (In theory, everything is recyclable but this is not always cost effective) Mention is made of entrepreneurial opportunities in recycling. |
OUTCOME RANGE |
Concepts and skills involved include melting points, simple separation techniques (e.g. different densities of metals) and simple chemical reactions. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Artificial resources are identified and categorised. |
ASSESSMENT CRITERION 2 |
2. The economic and environmental advantages and disadvantages of recycling are evaluated. |
ASSESSMENT CRITERION 3 |
3. Describe the scientific concepts and skills involved in recycling artificial resources. |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
Learners will understand the concept of sustainability. |
UNIT STANDARD DEVELOPMENTAL OUTCOME |
1. Participating as responsible citizens in the life of local, national and global communities.
2. Exploring education and career opportunities. 3. Developing entrepreneurial opportunities. |
UNIT STANDARD LINKAGES |
Strong link to Agri. 002/003, HSS3/4 |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO IDENTIFYING |
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made. |
UNIT STANDARD CCFO WORKING |
Work effectively with others as a member of a team, group, organisation, and community. |
UNIT STANDARD CCFO ORGANISING |
Organise and manage oneself and one`s activities responsibly and effectively. |
UNIT STANDARD CCFO COLLECTING |
Collect, analyse, organise and critically evaluate information. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. |
UNIT STANDARD CCFO SCIENCE |
Use science and technology effectively and critically, showing responsibility towards the environment and health of others. |
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. |
UNIT STANDARD NOTES |
Concepts relevant to this unit standard include: pH; photosynthesis, radioactivity; periodic table elements chemical reactions involving oxygen, carbon dioxide, sulphur dioxide etc. |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
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 |
Core | 20287 | National Certificate: Farming | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
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 | 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 | 22971 | General Education and Training Certificate: Conservation | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2012-06-30 | CATHSSETA |
Elective | 58026 | General Education and Training Certificate: Food and Beverage Handling Processes | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | FOODBEV |
Elective | 49753 | General Education and Training Certificate: General Technical Practice | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
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. | BAFOKENG RASIMONE MANAGEMENT SERVICES PTY LTD |
6. | Balemi Consulting Pty Ltd |
7. | BANA BA THARI MINING TRANING AND DEVELOPMENT ACADEMY |
8. | BARBERTON MINES (PTY) LTD |
9. | ERGO BUSINESS DEVELOPMENT ACADEMY NPC |
10. | EXXARO COAL (PTY) LTD |
11. | FINSCH DIAMOND MINE(PTY) LTD |
12. | FOSKOR (PTY) LTD |
13. | GLENCORE OPERATIONS SOUTH AFRICA PTY LTD |
14. | HARMONY GOLD MINING CO LTD |
15. | Hot To Go Training College and Services |
16. | IMPALA PLATINUM SERVICES LTD |
17. | KayDee Project Management Cc |
18. | KGWEBISWANO SUPPLIES & SERVICES |
19. | KUMBA IRON ORE (SISHEN) |
20. | Kumba Sishen HRD Centre |
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. | New Heights 1082 Pty Ltd |
26. | NORTHAM PLATINUM LTD |
27. | Operational Process Improvements (Pty) Ltd |
28. | PALABORA COPPER (PTY) LTD |
29. | PPC Ltd |
30. | PROGRESSIVE TRAINING DEVELOPMENT AND PROJECTS (PTY) LTD |
31. | RICHARDS BAY MINING PTY LTD |
32. | SENZEKO EXECUTIVE RISK CC |
33. | Setlakala Business Development |
34. | SIBANYE GOLD ACADEMY PROPRIETARY LIMITED |
35. | SIBANYE RUSTENBURG PLATINUM MINES PTY LTD |
36. | Taletso FET College - Central Office |
37. | The Skills Development Hub (Pty) Ltd |
38. | THUNGELA OPERATIONS (PTY) LTD |
39. | 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. |