Bachelor of Engineering in Electrical Engineering

Purpose

The Bachelor of Engineering in Electrical Engineering prepares learners for careers in Electrical Engineering. The purpose of the qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising Engineer. The recognised goal of the Bachelor's Degree in Engineering is to provide qualifying learners with a thorough grounding in Mathematics, Basic Sciences, Engineering Sciences, Engineering Modelling, Computer Science, Computer Engineering and Engineering Design together with the abilities to enable applications in fields of emerging knowledge.

The qualification will also prepare learners for careers in engineering and related areas, for achieving technical leadership and contribute to the economy and national development. The qualification also serves as an educational requirement towards registration as a Professional Engineer with the Engineering Council of South Africa as well as to allow the learner to make careers in engineering and related fields. Qualifying learners with an appropriate level of achievement in the qualification will be able to proceed to postgraduate studies in both course-based and research Master qualifications. This articulation is in line with the general purpose of a Bachelor's Degree according to the HEQSF; that is to strengthen and deepen the learner's knowledge in a particular discipline or profession.

Rationale

Engineering is a discipline and profession that serves the needs of society and the economy. The Bachelor's Degree in Engineering seeks to contribute to 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 Candidate Engineers towards becoming competent engineers to lead complex engineering activities and solve complex engineering problems ultimately.

The institution is making a strong case that the institution is in the heart of one of the fastest-growing provincial economies and that the qualifications will be in demand and will resonate with industry as the main economic activity in the region. Apart from that, the provision of many more qualified Engineers in South Africa is a high priority for Government, and local manufacturing industries have expressed strong support for the qualifications.

The industrial area around the institution has seen very substantial growth over the past decades, and it has been devoid of a local institution with an Engineering Faculty. Similarly, all of the learners who live in the area have had to travel long distances from home to study at other South African institutions. The establishment of an Engineering Faculty will have a very positive impact on the local industry in supplying qualifying learners in engineering to the area. It will have a significant effect on the local schools and the learners in those schools who can look forward to studying engineering at an institution much closer to their homes.

Recognition of Prior Learning (RPL)

The institution follows its RPL policy to grant credits offered in any of the Engineering degrees and any informal learning to gain entry to this qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 with endorsement.

Or

• National Senior Certificate, NQF Level 4 granting access to Bachelor's studies.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6, 7 and 8 totalling 576 Credits.

Compulsory Modules, Level 5, 176 Credits

• Calculus 1 for Engineers, 16 Credits.
• Calculus II for Engineers, 16 Credits.
• Classical Mechanics and properties of matter, 16 Credits.
• Nuclear Physics, Electromagnetism and Modern Physics, 16 Credits.
• General Chemistry for Engineers, 16 Credits.
• Introduction to Engineering, 16 Credits.
• Introductory Computing, 16 Credits.
• Engineering Mechanics, 16 Credits.
• Engineering Drawing, 8 Credits.
• Introduction to Engineering Design, 8 Credits.
• Introduction to Programming for Engineers, 16 Credits.
• Culture and Society in Africa, 16 Credits.

Compulsory Modules, Level 6, 128 Credits

• Advanced Calculus for Engineers, 16 Credits.
• Linear Algebra and Differential Equations for Engineering, 16 Credits.
• Embedded Systems I, 16 Credits.
• Electromagnetism for Engineers, 16 Credits.
• Signals and Systems I, 16 Credits.
• Introduction to Power Engineering, 16 Credits.
• Analogue Electronic Design, 16 Credits.
• Professional Communications, 8 Credits.
• Project Management, 8 Credits.

Compulsory Modules, Level 7, 128 Credits

• Electromagnetic Engineering, 16 Credits.
• Control Engineering, 16 Credits.
• Electronic Devices and Circuits, 16 Credits.
• Power Systems, 16 Credits.
• Energy Conversion, 16 Credits.
• Communications and Networks, 16 Credits.
• Signals and Systems II, 16 Credits.
• Electrical Engineering Design and research methods I, 8 Credits.
• Electrical Engineering Design and research methods II, 8 Credits.

Compulsory Modules, Level 8, 112 Credits

• Process Control and Instrumentation, 16 Credits.
• Professional Communication Studies, 8 Credits.
• Engineering Systems Design, 16 Credits.
• New Venture Planning and Management, 8 Credits.
• Engineering Professionalism, 8 Credits.
• Industrial Ecology, 8 Credits.
• Final Year Research Project, 40 Credits.
• Maritime Law, 8 Credits.

Elective Modules, Level 8, 32 Credits (Choose two modules)

• Power Electronics and Machines, 16 Credits.
• Power Systems Engineering, 16 Credits.
• Telecommunications, 16 Credits.

1. Identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
2. Apply knowledge of Mathematics, Natural Sciences, Engineering Fundamentals and an Engineering speciality to solve complex engineering problems.
3. 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. Display competence to use appropriate engineering methods, skills and tools, including those based on information technology.
6. Communicate effectively, both orally and in writing, with engineering audiences and the community at large.
7. Demonstrate a critical awareness of the impact of engineering activity on the social, industrial and physical environment.
8. Work effectively as an individual, in teams and multidisciplinary environments.
9. Engage in independent learning through well-developed learning skills.
10. Demonstrate a critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits of competence.
11. Demonstrate knowledge and understanding of engineering management principles and economic decision making.

Associated Assessment Criteria for Exit Level Outcome 1

• Formulate the given control problem, to apply system identification, to design an appropriate controller, to implement it in hardware, and to evaluate performance.
• Use conceptualisation of the physical unit to an adequate theoretical framework, to classify systems and signals and to envisage targeted experimentation and to utilise plant data.
• Propose, evaluate and compare different control strategies, convert theoretical solutions to physical implementations, use design tools to make technical decisions, and communicate the design.

Associated Assessment Criteria for Exit Level Outcome 2

• Provide a formal mathematical model structure for the dynamics, to quantify the nonlinear component, and to apply system identification to determine its parameters.

Associated Assessment Criteria for Exit Level Outcome 3

• Generate ideas (non-procedural design rules), individual work, resort to a design knowledge base, perform creatively, and synthesising components, systems, and products for carrying out engineering tasks.
• Undertake procedural design, identification of constraints, and resolution of possible conflicts.

Associated Assessment Criteria for Exit Level Outcome 4

• Engage with the requirements of an ELO tracking form, which ensures that the project has the required components and attempts to verify that the final report will contain the necessary evidence.
• Complete the tracking form for submission of the final project report.

Associated Assessment Criteria for Exit Level Outcome 5

• Assess the system requirements, and justify the selection of suitable protocols and peripherals from datasheets.
• Evaluate basic techniques from economics, business management; health, safety and environmental protection appropriate to the discipline; risk assessment and management; and project management.

Associated Assessment Criteria for Exit Level Outcome 6

• Write an ethics essay and multiple-choice question test, a graphical poster and an oral presentation.

Associated Assessment Criteria for Exit Level Outcome 7

• Describe the global challenge of sustainability through the lens of 'industrial ecology'.
• Describe how these issues of the impact of engineering on the environment and society at its core.

Associated Assessment Criteria for Exit Level Outcome 8

• Show creativity, innovative thinking, and idea generation in social, historical, and cultural contexts.
• Draw on the knowledge and insights of systems thinking, ecology, thermodynamics, economics and sociology to define and debate the challenges.
• Demonstrate ability to provide electric power and the questions concern efficiency, thermodynamics and resources.

Associated Assessment Criteria for Exit Level Outcome 9

• Verify that the final report will contain the necessary evidence.

Associated Assessment Criteria for Exit Level Outcome 10

• Participate in teamwork exercises, role-play and case studies based on real-life engineering ethical considerations and experiential negotiation exercises.

Associated Assessment Criteria for Exit Level Outcome 11

• Demonstrate competence in project management using tools such as Microsoft Project.
• Demonstrate competence in understanding financial statements, cash flow, income and expenditure and balance sheets.

Integrated Assessment

The qualification is designed for assessment to align to the Exit Level Outcomes. Learners will be assessed for each module through a range of methods, including formal examinations, group and individual assignments, class tests and projects. Depending on the course, examination proportions vary from 50% to 70% and coursework proportions range from 30% to 50%. Depending on the module, these are both formative and summative in nature. The coursework subminimum is 30% and the examination sub minimum is 40%. In order to pass, learners must obtain 50% for each module.

Assessments are designed to enable learners to demonstrate their critical understanding of the subject matter to which they have been exposed as well as their competence to deal with practice-based problems or issues arising out of that subject matter. In the final year the learner overall competence will also be evaluated through the fourth-year research project. An external examiner is appointed for exit level modules as well as research paper. The institution's criteria will be applied for the appointment of examiners and assessment of modules.