Bachelor of Engineering in Mechatronic Engineering

Purpose

The purpose of the Bachelor of Engineering in Mechatronic Engineering is to build the necessary knowledge, understanding, abilities and skills required to solve related problems whilst preparing them to register as Professional Technologists with the Engineering Council of South Africa (ECSA).

The purpose of the qualification is to provide graduates with

• A thorough grounding in mathematics, basic sciences, engineering sciences, engineering modelling, computer science, computer engineering and engineering design, and the ability to enable applications in fields of emerging knowledge.
• Preparation for careers in engineering and related areas, for achieving technical leadership and contributing to the economy and national development.
• The educational requirement towards registration as a professional engineer with the Engineering Council of South Africa as well as to allow the graduate to make careers in engineering and related fields.
• The ability to proceed to postgraduate studies in both course-based and research Master's degrees.

On completion of the qualification, qualified learners will be able to

• Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
• Apply knowledge of Mathematics, Basic Science and Engineering Sciences to wide practical procedures and practices to solve broadly-defined engineering problems.
• Perform procedural design of broadly defined components or processes to meet desired needs within applicable standards, codes of practice and legislation. Conduct tests, experiments, and measurements of broadly defined problems by applying relevant codes and catalogues.
• Use appropriate established techniques, resources, and modern engineering tools including Information Technology for the solution of broadly defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions, and constraints.
• Communicate effectively, both orally and in writing, with engineering audiences.
• Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
• Demonstrate knowledge and understanding of Engineering Management principles and apply these to one's own work, as a member and leader in a technical team.
• Engage in independent and life-long learning through broadly developed learning skills.
• Understand and commit to professional ethics, responsibilities, and norms of engineering technical practice.

The Mechatronic Engineering qualification will produce qualified learners that will be able to apply knowledge of multi-disciplines such as Mechanical, Electrical, Electronic and Computer Engineering Systems to solve problems.

Rationale

Engineering is a discipline and profession that serves the needs of society and the economy. The Bachelor's Degree in Engineering is designed 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 specialization 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 ultimately lead complex engineering activities and solve complex engineering problems.

The institution is in the heart of one of the fastest growing provincial economies, and the qualification will be in demand and resonate with industry as the main economic activity in the region. Engineering is a discipline and profession that serves the needs of society and the economy. The qualification contributes to meeting this need by developing engineering competence. The provision of many more qualified engineers in South Africa is a high priority for Government, and strong support for the qualification has been expressed by local manufacturing industries.

The industrial area around Richards Bay has witnessed substantial growth over the past decades and it has been devoid of a local university with an engineering faculty. Similarly, all learners who live in the area have had to travel long distances from home to study at other South African Universities. The establishment of an Engineering Faculty will have a very positive impact on the local industry in supplying graduates in engineering to the area. It will have a huge impact on the local schools and learners in those schools who can look forward to studying engineering at a university much closer to their homes. It will also be the first full engineering faculty in an historically disadvantaged university in South Africa to offer Bachelor of Engineering degrees.

South Africa's future competitiveness depends on the capacity of human resources in the manufacturing sector to master advanced technology domains, innovate and meet the precise needs of customers. These economic sectors employ engineers, technologists, and technicians. The companies in the industrial area around Richards Bay will provide employment for the graduates who live in the area and bursaries for the learners studying Mechatronic Engineering in the new faculty. Mechatronics plays a predominant role in automation. The availability of suitably qualified human resources is of cardinal importance to ensure high levels of productivity and reliability of systems, such as control systems, robotic applications in manufacturing, material supplies, etc. The industry at large witnesses the rapidly rising demand for knowledge and skills in this field especially in the integration of computer-based control, data acquisition and monitoring as applied to automated processes. This qualification has a strong professional or career focus and holders of this qualification are prepared to enter in the Mechatronics labour market.

Professional Mechatronic Engineering Technologists are characterised by the ability to apply established and newly developed Mechatronic engineering technology to solve broadly defined problems and develop components, systems, services, and processes. Professional Mechatronic Engineering Technologists are characterised by:

• The ability to provide leadership in the application of technology in safety, health, engineering, and commercially effective operations and well-developed interpersonal skills.
• The ability to work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
• Having a specialised understanding of Mechatronic Engineering Sciences underlying a deep knowledge of specific Mechatronic technologies together with financial, commercial, legal, social, and economic, health, safety, and environmental matters.

Qualifying learners will contribute positively to the economic growth of the nation and bridge the skills gap. In addition, qualifying learners will derive personal gains in the profession that rewards them financially as they discharge their responsibilities in multidisciplinary engineering environments that include printing, packaging, food processing, manufacturing, assembly, automation, automotive and mining industries.

This qualification is aligned with the Engineering Council of South Africa (ECSA) Standard E-05-PT.

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advanced standing within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

• National Senior Certificate, NQF Level 4

Or

• National Certificate (Vocational), NQF Level 4.

Or

• Senior Certificate, NQF Level 4 with endorsement.

Or

• Higher Certificate in Mechatronic Engineering, NQF Level 5.

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

Compulsory Modules Level 5, 144 Credits

• Calculus 1 for Engineers, 16 Credits.
• Calculus II for Engineers, 16 Credits.
• General Physics A for Engineers, 16 Credits.
• General Physics B for Engineers, 16 Credits.
• General Chemistry for Engineers, 16 Credits.
• Introductory Computing, 16 Credits.
• Engineering Drawing, 8 Credits.
• Introduction to Engineering, 16 Credits.
• Engineering Mechanics, 16 Credits.
• Introduction to Engineering Design, 8 Credits.

Compulsory Modules, Level 6, 144 Credits.

• Advanced Calculus for Engineers, 16 Credits.
• Mechanics of Solids I, 12 Credits.
• Signals and Systems I, 16 Credits.
• Analogue Electronic Design, 16 Credits.
• Materials Science in Engineering, 12 Credits.
• Linear Algebra and Differential Equations for Engineering, 16 Credits.
• Thermofluids I, 12 Credits.
• Introduction to Power Engineering, 16 Credits.
• Dynamics I, 16 Credits.
• Mechanical Engineering Machine Element Design I, 12 Credits.

Compulsory Modules, Level 7, 144 Credits

• Mechanics of Solids II, 12 Credits.
• Energy Conversion, 16 Credits.
• Mechanical Engineering Machine Element Design II, 8 Credits.
• Statistics for Engineers, 12 Credits.
• Digital Electronics, 12 Credits.
• Measurements and Microprocessors, 8 Credits.
• Dynamics II, 16 Credits.
• Control Engineering, 16 Credits.
• Professional Communication Studies, 8 Credits.
• Culture and Society in Africa, 16 Credits.
• Thermofluids II, 12 Credits.
• Project Management, 8 Credits.

Compulsory Modules, Level 8, 144 Credits

• Mechanical Vibrations, 12 Credits.
• Product Design, 12 Credits.
• Engineering Professionalism, 8 Credits.
• Industrial Ecology, 8 Credits.
• Power Electronics and Machines, 16 Credits.
• Process Control and Instrumentation, 16 Credits.
• System Design, 12 Credits.
• New Venture Planning and Management, 12 Credits.
• Maritime Law, 8 Credits.
• Final Year Research Project, 40 Credits.

1. Demonstrate the ability to identify, formulate, analyse, and solve complex engineering problems.
2. Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering specialty to solve complex engineering problems.
3. Perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes.
4. Conduct investigations of well-defined problems by locating and searching relevant codes and catalogues, and conducting standard tests, investigations, experiments, and measurements.
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 knowledge and understanding of the impact of Mechatronic Engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
8. Demonstrate competence to work effectively as an individual, in teams and in 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 your own limits of competence.
11. Demonstrate knowledge and understanding of engineering management principles and of economic decision-making.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify and apply a standard mathematical function to solve the fundamental theorem of calculus.
• Communicate mathematical ideas in appropriate ways, using mathematical symbols and a logical structure, with diagrams if necessary.
• Examine and apply concepts and theories of the Mechatronic Engineering discipline.
• Apply probability rules to answer basic questions that arise in uncertain Mechatronic Engineering situations.
• Apply the power of linear system theory (particularly Fourier analysis) for designing and analysing mechatronic systems.

Associated Assessment Criteria for Exit Level Outcome 2

• Develop a systematic understanding of the engineering approach to Mechatronic Engineering based on the natural sciences.
• Develop an equivalent circuit model for electromechanical devices and circuits using conceptually based mathematics.
• Set up the models and analyze the electromechanical circuits using Simulation Program with Integrated Circuit Emphasis (SPICE) and other associated software.
• Develop a systematic formulation of a Mechatronic module based on natural science and engineering fundamentals.
• Apply knowledge of Mathematics using formalism oriented toward Engineering for analysis and modelling.
• Apply fundamental knowledge of Natural Sciences as relevant to both a sub-discipline and a recognised practice area.
• Use Mathematics, Natural Sciences and Engineering Sciences, supported by established models to aid in solving broadly-defined engineering problems.

Associated Assessment Criteria for Exit Level Outcome 3

• Clearly communicate ideas using sketches and models.
• Describe the system using modelling tools such as the use of case diagrams, sequence diagrams and activity diagrams.
• Document the system development process in a clear written report for engineering audiences and the community at large.

Associated Assessment Criteria for Exit Level Outcome 4

• Define the scope of the investigation in the field of Mechatronic Engineering.
• Plan Investigations and conduct them within the field of Mechatronic Engineering.
• Search available literature and material and evaluate it for suitability for the investigation.
• Select relevant equipment or software and use it appropriately for the investigation.
• Analyse and interpret data obtained.
• Draw conclusions from an analysis of all available evidence.
• Record the purpose, process, and outcomes of the investigation in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5

• Clearly communicat ideas using sketches and models including CAD.
• Assess the method, skill or tool for applicability and limitations against the required result.
• Apply the problem-solving and algorithm development method, skill, or tool correctly.
• Test and assess results produced by the method, skill, or tool.
• Identify and use computers, networks, and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork.

Associated Assessment Criteria for Exit Level Outcome 6

• Use appropriate structure, style, and language of written and oral communication for the purpose of the communication and consider the target audience.
• Apply visual materials and graphics as part of reports (graphs, pies, Gantt charts etc) to enhance oral communication.
• Examine and apply accepted methods for providing information to others involved in the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 7

• Explain the impact of technology in terms of its benefits and limitations to society.
• Analyse the impact of engineering activity on the created physical environment, occupational, and public health, and safety.
• Promote personal, social, economic, and cultural values and requirements for those who are affected by the engineering activity.
• Highlight and identify in project management, awareness of the role of engineering in society.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, and leading, and controlling.
• Carry out individual work effectively, strategically and on time.
• Make individual contributions to team activities to support the output of the team.
• Demonstrate the ability to work as a team leader in a multi-disciplinary environment.
• Organise and manage a project.

Associated Assessment Criteria for Exit Level Outcome 9

• Translate the system's user requirements into technical specifications.
• Identify multiple approaches to solve specific problems in the project and select one approach based on the constraints of the project, and sub-system requirements to optimize the performance metrics of the system.
• Conduct a professional engineering design project by applying the knowledge in practice.
• Identify areas of development as the requirement for independent learning.
• Source, organize, and evaluate relevant information.
• Comprehend and apply the knowledge acquired outside of formal instruction.
• Display awareness of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace

Associated Assessment Criteria for Exit Level Outcome 10

• Describe the nature and complexity of ethical dilemmas.
• Discuss the ethical implications of decisions made.
• Apply ethical reasoning to evaluate engineering solutions.
• Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.
• Embrace the system of continuing professional development as an on-going process.
• Accept responsibility for consequences stemming from own actions.
• Make judgements in decision-making during problem-solving and design.
• Limit decision-making to an area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11

• Analyse and explain models, principles, theories, techniques, and methodologies in the chosen field.
• Apply basic techniques from economics, and business management; project management to one's own work, as a member and leader in a team, and manage projects and in multidisciplinary environments.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1

• Identify and apply a standard mathematical function to solve the fundamental theorem of calculus.
• Communicate mathematical ideas in appropriate ways, using mathematical symbols and a logical structure, with diagrams if necessary.
• Examine and apply concepts and theories of the Mechatronic Engineering discipline.
• Apply probability rules to answer basic questions that arise in uncertain Mechatronic Engineering situations.
• Apply the power of linear system theory (particularly Fourier analysis) for designing and analysing mechatronic systems.

Associated Assessment Criteria for Exit Level Outcome 2

• Develop a systematic understanding of the engineering approach to Mechatronic Engineering based on the natural sciences.
• Develop an equivalent circuit model for electromechanical devices and circuits using conceptually based mathematics.
• Set up the models and analyze the electromechanical circuits using Simulation Program with Integrated Circuit Emphasis (SPICE) and other associated software.
• Develop a systematic formulation of a Mechatronic module based on natural science and engineering fundamentals.
• Apply knowledge of Mathematics using formalism oriented toward Engineering for analysis and modelling.
• Apply fundamental knowledge of Natural Sciences as relevant to both a sub-discipline and recognised practice area.
• Use Mathematics, Natural Sciences and Engineering Sciences, supported by established models to aid in solving broadly-defined engineering problems.

Associated Assessment Criteria for Exit Level Outcome 3

• Clearly communicate ideas using sketches and models.
• Describe the system using modelling tools such as the use of case diagrams, sequence diagrams and activity diagrams.
• Document the system development process in a clear written report for engineering audiences and the community at large.

Associated Assessment Criteria for Exit Level Outcome 4

• Define the scope of the investigation in the field of Mechatronic Engineering.
• Plan Investigations and conduct them within the field of Mechatronic Engineering.
• Search available literature and material and evaluate it for suitability for the investigation.
• Select relevant equipment or software and use it appropriately for the investigation.
• Analyse and interpret data obtained.
• Draw conclusions from an analysis of all available evidence.
• Record the purpose, process, and outcomes of the investigation in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5

• Clearly communicat ideas using sketches and models including CAD.
• Assess the method, skill or tool for applicability and limitations against the required result.
• Apply the problem-solving and algorithm development method, skill, or tool correctly.
• Test and assess results produced by the method, skill, or tool.
• Identify and use computers, networks, and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork.

Associated Assessment Criteria for Exit Level Outcome 6

• Use appropriate structure, style, and language of written and oral communication for the purpose of the communication and consider the target audience.
• Apply visual materials and graphics as part of reports (graphs, pies, Gantt charts etc) to enhance oral communications.
• Examine and apply accepted methods for providing information to others involved in the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 7

• Explain the impact of technology in terms of its benefits and limitations to society.
• Analyse the impact of engineering activity on the created physical environment, occupational, and public health, and safety.
• Promote personal, social, economic, and cultural values and requirements for those who are affected by the engineering activity.
• Highlight and identify in project management, awareness of the role of engineering in society.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, and leading, and controlling.
• Carry out individual work effectively, strategically and on time.
• Make individual contributions to team activities to support the output of the team.
• Demonstrate the ability to work as a team leader in a multi-disciplinary environment.
• Organise and manage a project.

Associated Assessment Criteria for Exit Level Outcome 9

• Translate the system's user requirementsinto technical specifications.
• Identify multiple approaches to solve specific problems in the project and select one approach based on the constraints of the project, and sub-system requirements to optimize the performance metrics of the system.
• Conduct a professional engineering design project applying the knowledge in practice.
• Identify areas of development as the requirement for independent learning.
• Source, organize, and evaluate relevant information.
• Comprehend and apply the knowledge acquired outside of formal instruction.
• Display awareness of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace

Associated Assessment Criteria for Exit Level Outcome 10

• Describe the nature and complexity of ethical dilemmas.
• Discuss the ethical implications of decisions made.
• Apply ethical reasoning to evaluate engineering solutions.
• Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.
• Embrace the system of continuing professional development as an on-going process.
• Accept responsibility for consequences stemming from own actions.
• Make judgements in decision-making during problem-solving and design.
• Limit decision-making to an area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11

• Analyse and explain models, principles, theories, techniques, and methodologies in the chosen field.
• Apply basic techniques from economics, and business management; project management to one's own work, as a member and leader in a team, and manage projects and in multidisciplinary environments.

INTEGRATED ASSESSMENT

The qualification is designed for assessment to align to the exit level outcomes. The qualification will combine formative and summative assessment methodologies. There will be multiple assessment opportunities for learners to demonstrate the Exit Level Outcomes. All assessments and moderation will be performed and is subject to the institutional Assessment policies, procedures, and guidelines.

Formative Assessment.

Formative assessment forms an integral part of the interactive and blended learning strategy followed by the faculty and is a critical element of teaching and learning. Through formative assessments, lecturers guide learners in their theoretical, experiments, practical work and project during the semester or year in their progress towards achieving the different exit level outcomes.

Summative Assessment.

Learners are 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%.

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's overall competence is evaluated through the fourth-year research project.

An external examiner is appointed for each module. University criteria will be applied for the appointment of examiners and assessment of modules.