Bachelor of Engineering Technology Honours in Chemical Engineering

Purpose

The purpose of this qualification is to prepare learners for industry and research. The qualification serves to provide learners with the advanced knowledge in specialised engineering fields. The knowledge emphasises chemical engineering principles and application. Also the qualification provides learners with an in-depth knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. This qualification demands a high level of theoretical engagement and intellectual independence. The Bachelor of Engineering Technology Honours Degree may form part of a combination of qualifications to meet the educational requirements for registration in the category candidate engineer.

This qualification also serves to consolidate and deepen the learner's expertise in chemical engineering field and to develop research capacity in the methodology and techniques of the discipline. It also enhances the application of research and development as well as specialist and contextual knowledge to meet the minimum entry requirement for admission to a cognate Master's Degree. Learners completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in the qualification.

This qualification builds the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Professional Engineer. It provides:

• Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and competency to make a contribution to the economy and national development.
• The educational base required for registration as a Candidate and/or a Professional Engineer with ECSA (Refer to qualification rules).
• Entry to a Master's degree qualification.

Rationale

The institution designed this qualification in order to address the current shortage of skilled Chemical Engineers in the country. The qualification will provide learners with a pathway towards postgraduate studies in the form of a Master's degree followed by a Doctor of Philosophy in Engineering.

This qualification also seeks to expand the educational choices to new learners including Artisans, Supervisors, Inspectors and Entrepreneurs in order to provide them with opportunities to be Technicians, Technologists, Engineers and Researchers.

This qualification is compliant with the Engineering Council of South Africa and the Council on Higher Education's recommended minimum knowledge areas.

Recognition of Prior Learning (RPL)

Recognition of prior learning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through recognition of prior learning processes. Credits may be accumulated through RPL.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Chemical Engineering, National Qualifications Framework (NQF) Level 7, 120 Credits.

Or

• Bachelor of Engineering Technology in Chemical Engineering, NQF Level 7, 360 Credits.

This qualification consists of the following compulsory modules at Level 8 totalling 144 Credits.

Compulsory Modules: 144 Credits

• Statistical Techniques for Science and Engineering, 12 Credits.
• Chemical Analytical Techniques, 12 Credits.
• Chemical Engineering Design Project, 36 Credits.
• Chemical Engineering Research Project, 36 Credits.
• Biochemical Engineering, 12 Credits.
• Sustainable Energy Sources and Technologies, 12 Credits.
• Environmental Process Engineering and Design, 12 Credits.
• Engineering Economics, 12 Credits.

1. Identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
2. Apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models and to solve complex engineering problems.
3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
4. Conduct investigations of complex engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing, with engineering audiences and the community at large.
7. Demonstrate knowledge and understanding of the impact of engineering activities society, economy, industrial and physical environment.
8. Demonstrate knowledge and understanding of engineering management principles.
9. Engage in independent and life-long learning through well-developed learning skills.
10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice.

Associated Assessment Criteria for Exit Level Outcome 1

• The problem is analysed and defined and criteria are identified for an acceptable solution.
• Relevant information and engineering knowledge and skills are identified for solving the problem.
• Possible approaches are generated and formulated that would lead to a workable solution for the problem.
• Possible solutions are modelled and analysed.
• Possible solutions are evaluated and the best solution is selected.
• The solution is formulated and presented in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• An appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area is brought to bear on the solution of complex engineering problems.
• Theories, principles and laws are used.
• Formal analysis and modelling is performed on engineering materials, components, systems or processes.
• Concepts, ideas and theories are communicated.
• Reasoning about and conceptualising engineering materials, components, systems or processes is performed.
• Uncertainty and risk is handled.
• Work is performed within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
• The design process is planned and managed to focus on important issues and recognises and deals with constraints.
• Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
• Design tasks are performed including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
• Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
• The selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
• The design logic and relevant information is communicated in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4

• Investigations and experiments are planned and conducted within an appropriate discipline.
• Available literature is searched and material is critically evaluated for suitability to the investigation.
• Analysis is performed as necessary to the investigation.
• Equipment or software is selected and used as appropriate in the investigations.
• Information is analysed, interpreted and derived from available data.
• Conclusions are drawn from an analysis of all available evidence.
• The purpose, process and outcomes of the investigation are recorded in a technical report or research project report.

Associated Assessment Criteria for Exit Level Outcome 5

• The method, skill or tool is assessed for applicability and limitations against the required result.
• The method, skill or tool is applied correctly to achieve the required result.
• Results produced by the method, skill or tool are tested and assessed against required results.
• Computer applications are created, selected and used as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6

• The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
• Graphics used are appropriate and effective in enhancing the meaning of text.
• Visual materials used enhance oral communications.
• Accepted methods are used for providing information to others involved in the engineering activity.
• Oral communication is delivered fluently with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• The impact of technology is explained in terms of the benefits and limitations to society.
• The engineering activity is analysed in terms of the impact on public and occupational health and safety.
• The engineering activity is analysed in terms of the impact on the physical environment.
• Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8

• The principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively, strategically and on time.
• Contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Functioning as a team leader is demonstrated.
• A design or research project is organised and managed.
• Effective communication is carried out in the context of individual or team work.

Associated Assessment Criteria for Exit Level Outcome 9

• Learning tasks are managed autonomously and ethically, individually and in learning groups.
• Learning undertaken is reflected on and own learning requirements and strategies are determined to suit personal learning style and preferences.
• Relevant information is sourced, organised and evaluated.
• Knowledge acquired outside of formal instruction is comprehended and applied.
• Assumptions are challenged critically and new thinking is embraced.

Associated Assessment Criteria for Exit Level Outcome 10

• Ethical reasoning is applied to evaluate engineering solutions.
• Continued competence is maintained through keeping abreast of up-to-date tools and techniques available in the workplace.
• The system of continuing professional development is understood and embraced as an on-going process.
• Responsibility is accepted for consequences stemming from own actions.
• Judgements are made in decision making during problem solving and design are justified.
• Decision making is limited to area of current competence.

Integrated Assessment

Modules in this qualification have two assessment components as follows

Formative Assessment: Learning and assessment are integrated. This form of assessment includes assignments based on the learning material, progress reports for practicals conducted and competencies applied. The process is continuous and focuses on small sections of the work. (20 % of the final mark).

Summative Assessment: Examination (both written and oral) or equivalent assessment such as portfolio of a section or a Project are used. Summative assessment examines the learner's ability to manage and integrate a large body of knowledge. (80 % of the final mark).