Bachelor of Engineering in Chemical Engineering

Purpose

The primary purpose of the qualification is to provide a well-rounded, broad education that equips graduates with the knowledge base, theory and methodology of Chemical Engineering. And to enable them to demonstrate initiative and responsibility in an academic or professional context. This qualification prepares learners for vocational training, Postgraduate studies or professional practice in the field of Engineering. The qualification provides learners with a foundation in the education, philosophy, principles and skills in the Chemical Engineering profession. Also, it provides learners with the ability to apply these to professional or career contexts.

Rationale

The qualification is designed to contribute to meeting this need by developing engineering competence. The qualification with its broad fundamental base is the starting point of a career path in one of many areas of engineering specialisation through structured development and lifelong learning. The broad base allows maximum flexibility and mobility for the holder to adjust to changing needs. Skills, knowledge, values and attitudes reflected in the qualification are building blocks for the development of learner engineers towards becoming competent engineers. To ultimately lead complex engineering activities and solve complex engineering problems, thus contributing to economic activity and national development.

Recognition of Prior Learning (RPL)

Where applicants do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. The institution applies RPL according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and assessment (CHE 2016) and the institution s' policy.

• The institution implements quality assurance processes, which addresses the RPL process.
• The RPL process includes the application, assessment, reporting and management systems, and administrative and support systems, both prior and after RPL assessment, are in place.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to bachelor studies.

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6, 7 and 8 totalling 612 Credits.

Compulsory Modules Level 5, 152 Credits.

• Academic Literacy Development, 12 Credits.
• Materials and Corrosion, 8 Credits.
• Introduction to Computers and Programming, 12 Credits.
• Introductory Algebra and Calculus I, 12 Credits.
• Introductory Inorganic and Physical Chemistry, 12 Credits.
• Basic Physics I, 12, Credits.
• Statics and Mathematical Modelling, 12 Credits.
• Process Principles I, 16 Credits.
• Structured Programming, 12 Credits.
• Introductory Algebra and Calculus II, 12 Credits.
• Organic Chemistry I, 12 Credits.
• Basic Physics II, 12 Credits.
• Practical Engineering Practice, 8 Credits.

Compulsory Modules Level 6, 152 Credits.

• Materials and Corrosion, 12 Credits.
• Electrotechnics for Chemical Engineers, Core, 8 Credits.
• Analytical Chemistry II, 8 Credits.
• Dynamics I, 8 Credits.
• Differential Equations, 8 Credits.
• Advanced Calculus I, 8 Credits.
• Linear Algebra I, 8 Credits.
• Understanding the Technological World, 12 Credits.
• Chemical Thermodynamics I, 16 Credits.
• Process Principles II, 8 Credits.
• Organic Chemistry II, 8 Credits.
• Numerical Methods, 8 Credits.
• Engineering Analysis, 8 Credits.
• Applied Linear Algebra, 8 Credits.
• Fundamental Engineering Application Programme II, 24 Credits.

Compulsory Modules Level 7, 176 Credits.

• Transport Phenomena I, 16 Credits.
• Chemical Thermodynamics II, 16 Credits.
• Biotechnology I, 8 Credits.
• Particle Systems, 16 Credits.
• Engineering Statistics, 16 Credits.
• Numerical Methods for Partial Differential Equations, 16 Credits.
• Transport Phenomena II, 16 Credits.
• Separation Processes I, 16 Credits.
• Chemical Reactor Theory I, 16 Credits.
• Process Modelling for Control, 16 Credits.
• Plant Design I, 12 Credits.
• Science, Technology and Society, 12 Credits.

Compulsory Modules Level 8, 132 Credits.

• Biotechnology II, 16 Credits.
• Separation Processes II, 16 Credits.
• Chemical Reactor Theory II, 16 Credits.
• Process Control, 16 Credits.
• Plant Design II (year module), 32 Credits.
• Project (year module), 28 Credits.
• Vacation Training Seniors, 8 Credits.

1. Demonstrate competence to identify, assess, formulate and solve convergent and divergent engineering problems creatively and innovatively.
2. Demonstrate competence to apply knowledge of mathematics, basic science and engineering sciences from first principles to solve engineering problems.
3. Demonstrate competence to perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes.
4. Demonstrate competence to design and conduct investigations and experiments.
5. Demonstrate competence to use appropriate engineering methods, skills and tools, including those based on information technology.
6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
7. Demonstrate critical awareness of the impact of engineering activity on the social, industrial and physical environment.
8. Demonstrate competence to work effectively as an individual, in teams and multidisciplinary environments.
9. Demonstrate competence to engage in independent learning through well-developed learning skills.
10. Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits of competence.

Associated Assessment Criteria: for Exit Level Outcomes 1

• Analyses and defines the problem identifies the criteria for an acceptable solution.
• Identify necessary information and applicable engineering and other knowledge and skills.
• Generates and formulates possible approaches to the solution of a problem.
• Models and analyses possible solution(s).
• Evaluates possible solutions and selects the best solution.
• Formulates and presents the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcomes 2

The learner

• Brings mathematical, numerical analysis and statistical knowledge and methods to bear on engineering problems by using an appropriate mix of:

> Formal analysis and modelling of engineering components, systems or processes.

> Communicating concepts, ideas and theories with the aid of mathematics.

> Reasoning about and conceptualising engineering components, systems or processes using mathematical concepts.

>Deal with uncertainty and risk through the use of probability and statistics.

• Use physical laws and knowledge of the physical world as a foundation for the engineering sciences and the solution of engineering problems by an appropriate mix of:

> Formal analysis and modelling of engineering components, systems or processes using principles and knowledge of the basic sciences;

> Reasoning about and conceptualising engineering problems, components, systems or processes using principles of the basic sciences.

• Use the techniques, policies and laws of engineering science at a fundamental level and in at least one specialist area to:

> Identify and solve open-ended engineering problems.

> Identify and pursue engineering applications.

> Work across engineering disciplinary boundaries through cross-disciplinary literacy and shared fundamental knowledge.

Associated Assessment Criteria for Exit Level Outcomes 3

• Identify and formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan and manage the design process: focus on essential issues, recognises and deals with constraints.
• Acquire and evaluate the requisite knowledge, information and resources: applies correct principles, evaluate and use design tools.
• Perform design tasks including analysis, quantitative modelling and optimisation.
• Evaluate alternatives and preferred solution: exercises judgment, tests implementation and performs techno-economic analyses.
• Assess the impacts and benefits of the design: social, legal, health, safety, and environmental.
• Communicate the design logic and information.

Associated Assessment Criteria for Exit Level Outcomes 4

• Plan and conduct investigations and experiments.
• Conduct a literature search and critically evaluates material.
• Perform necessary analyses.
• Select and use appropriate equipment or software.
• Analyse, interpret and derive information from data.
• Draw conclusions based on evidence.
• Communicate the purpose, process and outcomes in a technical report.

Associated Assessment Criteria for Exit Level Outcomes 5

• Select and assess the applicability and limitations of the method, skill or tool.
• Apply the technique, skill or tool; properly.
• Test and evaluate the end-results produced by the method, skill or tool critically.
• Create computer applications as required by the discipline.

Associated Assessment Criteria for Exit Level Outcomes 6

• Use appropriate structure, style and language for purpose and audience.
• Use effective graphical support.
• Apply methods of providing information for use by others involved in engineering activity.
• Meet the requirements of the target audience.
• Use appropriate structure, style and language.
• Use relevant visual materials.
• Deliver fluently.

Associated Assessment Criteria for Exit Level Outcomes 7

- The learner identifies and deals with an appropriate combination of issues in

• The impact of technology on society.
• Occupational and public health and safety.
• Impact on the physical environment.

Associated Assessment Criteria for Exit Level Outcomes 8

• Identify and focus on objectives.
• Work strategically.
• Execute tasks effectively.
• Deliver completed work on time.
• Make individual contribution to team activity.
• Perform critical functions.
• Enhance the work of fellow team members.
• Benefit from the support of team members.
• Communicate effectively with team members.
• Deliver completed work on time.
• Acquire a working knowledge of co-workers' discipline.
• Use a systems approach.
• Communicate across disciplinary boundaries.

Associated Assessment Criteria for Exit Level Outcomes 9

• Reflect on your learning and determines learning requirements and strategies.
• Source and evaluate information.
• Accesses comprehends and applies knowledge acquired outside formal instruction.
• Critically challenges assumptions and embraces new thinking.

Associated Assessment Criteria for Exit Level Outcomes 10

• Be aware of requirements to maintain competence and to keep abreast of up-to-date tools and techniques;
• Display an understanding of the system of professional development.
• Accept responsibility for own actions;
• Display judgment in decision making during problem solving and design;
• Limit decision making to area of current competence;
• Reason about and make judgment on ethical aspects in case study context;
• Discern boundaries of proficiency in problem solving and design.

Integrated Assessment

Formative assessment methods include

• Homework, class tests, semester tests, practical reports, assignments.

Summative assessment methods include

• A 2 to 3-hour examination.