Bachelor of Engineering Technology in Chemical Engineering

Purpose

The purpose of this qualification is to provide learners with advanced knowledge and practical techniques in engineering that can be applied as a professional chemical engineering technologist in the workplace. Specifically, the purpose of this educational programme are to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Chemical Engineering Technologist.

The focus of this qualification is to train chemical engineering technologists who can apply their skills set in various occupations to address the advanced technical workforce needs of South Africa. The core of this qualification is the integration of theory and practice (practical skills and know-how) spread over the duration of three years to ensure a balanced, highly skilled technologist in the chemical engineering environment.

Rationale

The diverse structure of South Africa economy is a critical aspect of its historical and current growth performance. The chemical process industry, mining and mineral processing sectors continue to occupy a significant share of the South Africa economy.

Chemical engineering is listed in the National Scarce Skills. Thus, the associated demand for human resources has exacerbated the "skill shortage" particularly in the scarce categories like engineering professions. The ratio of engineers to technologists to technicians is currently approximately 1: 0.4:1 yet the Engineering Council of South Africa (ECSA) and the Engineering Association of South Africa have proposed a ratio of one engineer to one technologist to four technicians to 16 artisans for the South African context.

The needs of the stakeholders such as chemical process industries, contractors, consultants, ECSA, South African Institute of Chemical Engineering (SAIChe) and Chemical Engineering Forum were addressed through the programme design. It also meets the minimum standard specified by ECSA in the Qualifications Standards for Bachelor of Engineering Technology: National Qualifications Framework(NQF) Level 7 document.

The content of this qualification will prepare the learner to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing chemical engineering technologist who will make a contribution to the SA economy and development.

This qualification provides

• Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and to make a contribution to the economy and national development.
• The educational base that may be required for registration in a Specified Category with ECSA.
• Entry to National Qualifications Framework(NQF) Level 8 programme such as the Bachelor Honours in Chemical Engineering.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part through recognition of prior learning processes. Credits may be achieved through Recognition of Prior Learning (RPL). Assessment for RPL must be done in compliance with the institution's policy on assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices.

Entry Requirements

The minimum entry requirement for this qualification is

• Senior Certificate with Mathematics and Physical Science.

Or

• National Senior Certificate is required, with an endorsement of a Bachelor's Degree, and with Mathematics and Physical Sciences.

Or

• National Certificate (Vocational) at Level 4 with Mathematics, Physical Sciences or Applied Engineering Technology.

Or

• National N Diploma at Level 5 (N4/N5/N6 and Trade Test) with Mathematics, and Engineering Sciences.

This qualification consists of compulsory modules at Level 5, 6 and 7 totalling 420 Credits.

Compulsory Modules, Level 5: 140 Credits

• Information Literacy, 1 Credit.
• Communication Skills, 6 Credits.
• Computer Literacy, 5 Credits.
• Life Skills, 2 Credits.
• Engineering Graphics, 14 Credits.
• Material Science, 14 Credits.
• Physical Chemistry, 14 Credits.
• Organic Chemistry, 14 Credits.
• General Physics, 14 Credits.
• Engineering Mathematics I, 28 Credits.
• Chemical Engineering fundamentals I, 14 Credits.
• Chemical Engineering Fundamentals II, 14 Credits.

Compulsory Modules, Level 6: 140 Credits

• Scientific Computing, 14 Credits.
• Engineering Mathematics II, 14 Credits.
• Probabilities and Statistics, 14 Credits.
• Chemical Process Optimization and Control, 14 Credits.
• Heat and Mass Transfer Processes, 14 Credits.
• Unit Operations, 14 Credits.
• Chemical Engineering Thermodynamics I, 14 Credits.
• Chemical Engineering Thermodynamics II, 14 Credits.
• Process Fluid Flow, 14 Credits.
• Chemical Process Technology, 14 Credits.

Compulsory Modules, Level 7: 140 Credits

• Environmental Engineering and Process Safety, 14 Credits.
• Engineering Practice, 14 Credits.
• Particle Technology, 14 Credits.
• Fuel Technology, 14 Credits.
• Chemical Engineering Design I (Equipment), 14 Credits.
• Chemical Engineering Design II (Plant), 14 Credits.
• Chemical Reaction Engineering I, 14 Credits.
• Chemical Reaction Engineering II, 14 Credits.
• Investigative Project, 28 Credits.

1. Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to define and applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.
3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
4. Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, data bases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined 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 affected parties.
7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a team and to manage projects.
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 technology practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and define the problem and identify criteria for an acceptable solution.
• Identify relevant information and engineering knowledge and skills for solving the problem.
• Generate and formulate possible approaches that would lead to a workable solution for the problem.
• Model and analyse possible solutions.
• Evaluate possible solutions and select the best solution.
• Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Bring to bear an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science to a fundamental level and in a specialist area on the solution of broadly- defined engineering problems.
• Describe and use theories, principles and laws.
• Perform formal analysis and modelling on engineering materials, components, systems or processes.
• Communicate concepts, ideas and theories.
• Perform reasoning about and conceptualising engineering materials, components, systems or processes.
• Ability to handle uncertainty and risk.
• Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan and manage the design process to focus on important issues and recognises and deals with constraints.
• Acquire and evaluate knowledge, information and resources in order to apply appropriate principles and design tools to provide a workable solution.
• Perform design tasks including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
• Evaluate alternatives for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
• Assess the selected design in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
• Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4

• Plan and conduct investigations and experiments within an appropriate discipline.
• Search available literature and critically evaluate material for suitability to the investigation.
• Perform analysis as necessary to the investigation.
• Select and use equipment or software as appropriate in the investigations.
• Analyse and interpret information derived from available data.
• 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

• Assess the method, skill or tool is for applicability and limitations against the required result.
• Apply the method, skill or tool correctly to achieve the required result.
• Test and assess the results produced by the method, skill or tool against required results.
• Create, select and use computer applications.

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 the target audience.
• Use appropriate and effective graphics in enhancing the meaning of text.
• Use Visual materials to enhance oral communications.
• Utilise accepted methods for providing information to others involved in the engineering activity.
• Deliver oral communication fluently with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• Explain the impact of technology in terms of the benefits and limitations to society.
• Analyse the engineering activity in terms of the impact on physical environment, occupational and public health and safety.
• Take into consideration personal, social, economic, cultural values and requirements for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, leading and controlling.
• Carry out Individual work effectively, strategically and on time.
• Contribute to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Demonstrate functioning as a team leader.
• Organise and manage a design or research project.
• Carry out effective communication in the context of individual and team work.

Associated Assessment Criteria for Exit Level Outcome 9

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Reflect on learning undertaken and own learning requirements and determine strategies to suit personal learning style and preferences.
• Show ability to source, organise and evaluate relevant information.
• Comprehend and apply knowledge acquired outside of formal instruction.
• Challenge assumptions critically and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10

• Describe the nature and complexity of ethical dilemmas.
• Describe 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.
• Understand and 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 area of current competence.

Integrated Assessment

Due to the nature of projects, Project Orientated Learning (POL) is the best method to assess the different Exit Level Outcomes of the qualification where chemical process and allied industries are the objective. Projects are a fundamental requirement for success in engineering disciplines.

Assessment will be done at the end of the problem/ project where the exit level outcomes will be assessed and feedback thereof will be given to learners indicating their progress.

In the case of a project: The final project will be an all-inclusive assessment where the exit level outcomes of the qualification will be assessed to ensure that the learner has mastered the required basic concepts. Peer assessment are also utilised during the project.