DEMONSTRATE AN UNDERSTANDING OF THE HANDLING OF ERROR IN A COMPUTER PROGRAMMING ENVIRONMENT 115359 PURPOSE OF THE UNIT STANDARD This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 4. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in: An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person. An understanding of mathematical applications that provide insight into the learner's present and future occupational experiences and so develop into a contributing worker. The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen. Qualifying learners are able to: Explain different errors found in the computer programming environment , and differentiate it from mistakes. Demonstrate how calculation errors are induced in the computer. Demonstrate how computer errors can be minimised. The performance of all elements is to a standard that allows for further learning in this area. 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 Mathematical Literacy and Communications at NQF level 3. Competent in demonstrating an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations (SAQA ID = 9010). UNIT STANDARD RANGE This unit standard covers: Approximation in relation to the use of computing technologies, the distinction between exact and approximate answers in a variety of problem settings. It builds on the mathematical unit standard on number bases and errors, and applies it to the computer environment. More detailed range statements are provided for specific outcomes and assessment criteria as needed. NC: IT: SYSTEMS DEVELOPMENT AUTHOR: LEARNER MANUAL REL DATE: 27/01/2020 REV DATE: 01/01/2023 DOC REF: 48872 LM MOD 4 V-1 PAGE 88 INDEX Competence Requirements Page Unit Standard 115359 alignment index Here you will find the different outcomes explained which you need to be proved 90 competent in, in order to complete the Unit Standard 115359. Unit Standard 115359 91 Explain different errors found in the computer programming environment, and 95 differentiate it from mistakes. Demonstrate how calculation errors are induced in the computer. 107 Demonstrate how computer errors can be minimised. 121 Self-assessment Once you have completed all the questions after being facilitated, you need to check the progress you have made. If you feel that you are competent in the areas mentioned, you 130 may tick the blocks, if however, you feel that you require additional knowledge, you need to indicate so in the block below. Show this to your facilitator and make the necessary arrangements to assist you to become competent. NC: IT: SYSTEMS DEVELOPMENT AUTHOR: LEARNER MANUAL REL DATE: 27/01/2020 REV DATE: 01/01/2023 DOC REF: 48872 LM MOD 4 V-1 PAGE 89 Unit Standard 115359 – Alignment Index SPECIFIC OUTCOMES AND RELATED ASSESSMENT CRITERIA SO 1 Explain different errors found in the computer programming environment. AC 1 The explanation covers the difference between an error and a mistake. AC 2 The explanation covers the errors found in data entry via computer input devices. AC 3 The explanation identifies sources of induced errors in calculations. SO 2 Demonstrate how calculation errors are induced in the computer. AC 1 The demonstration explains overflow errors found in computers AC 2 The demonstration explains underflow errors found in computers. AC 3 The demonstration explains conversion errors found in computers. The demonstration explains errors found in computers because of advancement in processor AC 4 word-sizes. SO 3 Demonstrate how mistakes and computer errors can be minimised. AC 1 The demonstration explains how mistakes can be minimised. AC 2 The demonstration explains how errors can be minimised. CRITICAL CROSS FIELD OUTCOMES UNIT STANDARD CCFO IDENTIFYING Identify, solve problems and make decisions: In relation to the current systems development environments relevant to the learner. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information: Gather, organise and interpret numeric information. UNIT STANDARD CCFO COMMUNICATING Communicate effectively: Using visual, mathematical and/or language skills to describe relationships, processes and problem solving methods. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically: Explaining how mathematics and computers relate, and how computers can be used to address error and mistakes. UNIT STANDARD CCFO CONTRIBUTING Contribute to his/her full personal development and the social and economic development of the society at large: Using mathematics to describe and represent realistic computer-related situations and to solve problems relevant to the learner. ESSENTIAL EMBEDDED KNOWLEDGE Number systems and rational and irrational numbers. Estimation and approximation. Scientific notation. How variable declaration is handled in computer languages. How input validation is handled in computer languages. NC: IT: SYSTEMS DEVELOPMENT AUTHOR: LEARNER MANUAL REL DATE: 27/01/2020 REV DATE: 01/01/2023 DOC REF: 48872 LM MOD 4 V-1 PAGE 90 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: Demonstrate an understanding of the handling of error in a computer programming environment SAQA US UNIT STANDARD TITLE ID 115359 Demonstrate an understanding of the handling of error in a computer programming environment ORIGINATOR SGB Computer Sciences and Information Systems PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY - FIELD SUBFIELD Field 10 - Physical, Mathematical, Computer and Life Sciences Information Technology and Computer Sciences ABET UNIT STANDARD PRE-2009 NQF LEVEL NQF LEVEL CREDITS BAND TYPE Undefined Regular- Level 4 NQF Level 04 2 Fundamental REGISTRATION STATUS REGISTRATION START REGISTRATION END SAQA DECISION DATE DATE NUMBER 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 is designed to provide credits towards the mathematical literacy requirements of the NQF at level 4. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in: An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person. An understanding of mathematical applications that provide insight into the learner's present and future occupational experiences and so develop into a contributing worker. The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen. Qualifying learners are able to: Explain different errors found in the computer programming environment , and differentiate it from mistakes. Demonstrate how calculation errors are induced in the computer. Demonstrate how computer errors can be minimised. The performance of all elements is to a standard that allows for further learning in this area. 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 Mathematical Literacy and Communications at NQF level 3. Competent in demonstrating an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations (SAQA ID = 9010). UNIT STANDARD RANGE This unit standard covers: Approximation in relation to the use of computing technologies, the distinction between NC: IT: SYSTEMS DEVELOPMENT AUTHOR: LEARNER MANUAL REL DATE: 27/01/2020 REV DATE: 01/01/2023 DOC REF: 48872 LM MOD 4 V-1 PAGE 91 exact and approximate answers in a variety of problem settings. It builds on the mathematical unit standard on number bases and errors, and applies it to the computer environment. More detailed range statements are provided for specific outcomes and assessment criteria as needed. Specific Outcomes and Assessment Criteria: SPECIFIC OUTCOME 1 Explain different errors found in the computer programming environment. OUTCOME NOTES Explain different errors found in the computer programming environment and differentiate them from mistakes. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The explanation covers the difference between an error and a mistake. ASSESSMENT CRITERION RANGE Including, but not limited