Bachelor of Engineering Technology in Chemical Engineering

Purpose

The purpose of the Bachelor of Engineering Technology in Chemical Engineering [B. Eng. Tech (Chemical Engineering)] is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing chemical engineering technologist. Specifically, the qualification provides learners with:

• The educational base required for registration as a Professional Technologist with ECSA.
• For learners with an appropriate level of achievement, the ability to enter NQF Level 8 qualifications and then proceed to Master's Degrees.

The qualifying learners will be able to

• Apply knowledge of mathematics, natural science, and engineering sciences.
• Systematically diagnose and solve broadly defined chemical engineering problems.
• Use appropriate techniques, resources, and modern engineering tools.
• Communicate effectively both orally and in writing with engineering audiences.
• Demonstrate knowledge and understanding of chemical engineering management principles.
• Engage in independent and life-long learning through well-developed learning skills.
• Comprehend and apply ethical principles and commit to professional ethics.
• Understand the impact of chemical engineering on the society, economy, industrial and physical environment.

Rationale

The phasing out of the National Diploma and Baccalaureus Technologiae prompted the Department of Chemical Engineering to replace these two qualifications with the ECSA-standard three-year professional Bachelor's Degree, called the Bachelor of Engineering Technology (B. Eng. Tech). The new B. Eng. Tech is a step towards the alignment of all the technology-based engineering qualifications offered by the Faculty of Engineering and the Built Environment (FEBE) with the new requirements of the professional body for the training of engineering technologists (ECSA).

• Preparation for careers in engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to make a contribution to the economy and national development.

Recognition of Prior Learning (RPL)

The Faculty accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value, and the Faculty accepts the challenge to assess prior learning and award credits, as aligned to the Faculty's qualifications, in order to promote life-long learning.

The purpose of the University of Johannesburg's RPL Policy is to direct the faculty's RPL procedure, and to recognise prior learning, in order to provide access into qualifications and to grant advanced placement in qualifications to award credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

People with industrial experience will be accepted to the qualification on conditions that adequate preparation for academic engineering modules has been undertaken. In line with the University RPL policy the Department will follow the procedure below in assessing the suitability of learners:

• The learner is to be supplied with a list of outcomes for each of the modules.
• The learner will then be required to set up a portfolio of evidence to show that they are competent in the outcomes.
• Based on the portfolio, some or all of the following may be decided:

> Additional assessments may be set up.

> The learner may be required to partake in summative assessment(s), either those for learners or a special assessment of the same scope and standard.

> The learner may be interviewed.

• The lecturer or the Head of Department (HOD) will then assess the evidence collected.
• The HOD may be assisted by lecturers of various modules to assess evidence for a program.

Entry Requirements

Learners must have the following in place in order to be considered for admission

• National Senior Certificate (NSC) allowing entry in to Bachelor's Degree studies.

Or

• Senior Certificate (SC) with endorsement.

Or

• National Certificate Vocational (NCV) allowing entry in to Bachelor's Degree studies.

The qualification consists of 33 modules at NQF Levels 5, 6 and 7 totalling 455 credits

NQF Level 5 modules (9 modules totalling 112 credits)

• Mathematics, 14 Credits.
• Chemistry, 14 Credits.
• Computer Applications, 14 Credits.
• Physics, 14 Credits.
• Chemical Process Technology, 14 Credits.
• Citizenship, 14 Credits.
• Communication, 7 Credits.
• Engineering Drawing, 7 Credits.
• Chemical Engineering Fundamentals, 14 Credits.

Total credits at NQF Level 5 is 112.

NQF Level 6 modules (16 modules totalling 210 credits)

• Mathematics, 14 Credits.
• Chemistry, 14 Credits.
• Chemical Process Technology, 14 Credits.
• Process Fluid Flow, 14 Credits.
• Chemicals Engineering Fundamentals, 14 Credits.
• Mathematics, 14 Credits.
• Chemical Engineering Laboratory, 7 Credits.
• Transfer Process, 14 Credits.
• Chemical Thermodynamics, 14 Credits.
• Process Control, 14 Credits.
• Unit Operations, 14 Credits.
• Process Design, 14 Credits.
• Applied Thermodynamics, 14 Credits.
• Chemical Engineering Laboratory, 7 Credits.
• Environmental Engineering, 14 Credits.
• Innovation and Entrepreneurial Skills, 14 Credits.

Total credits at NQF Level 6 is 210.

NQF Level 7 modules (8 modules totalling 133 credits)

• Engineering Management, 14 Credits.
• Process Design, 28 Credits.
• Particle Technology, 14 Credits.
• Introduction to Reactor Design, 14 Credits.
• Multistage Operations, 14 Credits.
• Chemical Engineering Laboratory, 7 Credits.
• Process Control, 14 Credits.
• Investigative Project, 28 Credits.

Total credits at NQF Level 7 is 133.

1. Apply knowledge of mathematics, natural science, and engineering sciences to defined and apply engineering procedures, processes, systems and methodologies.
2. Systematically diagnose and solve broadly defined chemical engineering problems by applying chemical engineering principles.
3. Use appropriate techniques, resources, and modern engineering tools including information technology, prediction and modelling, with an understanding of their limitations, restrictions, premises, assumptions and constraints.
4. Communicate effectively both orally and in writing with engineering audiences and affected parties.
5. Demonstrate knowledge and understanding of chemical engineering management principles and apply these to one' work.
6. Engage in independent and life-long learning through well-developed learning skills.
7. Comprehend and apply ethical principles and be committed to professional ethics, responsibilities and norms of chemical engineering technological practice.
8. Demonstrate knowledge and understanding of the impact of chemical engineering on the society, economy, industrial and physical environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Concepts, ideas and theories are communicated.
• Reasoning about and conceptualising engineering materials, components, systems or processes is performed.
• Formal analysis and modelling of engineering materials, components, systems or processes is performed.

Associated Assessment Criteria for Exit Level Outcome 2

• The problem is analysed and defined and criteria are identified for an acceptable solution.
• Possible approaches that would lead to a workable solution for a problem are generated and formulated.
• Possible solutions are evaluated and the best solution is selected.

Associated Assessment Criteria for Exit Level Outcome 3

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

Associated Assessment Criteria for Exit Level Outcome 4

• Appropriate structure, style and language of oral and verbal communication for the purpose of the communication and the target audience are used.
• Graphics that are appropriate and effective in enhancing the meaning of text are used.
• Oral communication with the intended meaning being apparent is fluently delivered.

Associated Assessment Criteria for Exit Level Outcome 5

• The principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively, strategically and on time.

Associate Assessment Criteria for Exit Level Outcome 6

• Learning tasks are managed autonomously and ethically either individually or in a small group.
• Learning is undertaken and own leaning requirements and strategies are reflected upon.
• Knowledge acquired outside of formal instruction is comprehended and applied.

Associated Assessment Criteria for Exit Level Outcome 7

• The nature and complexity of ethical dilemmas is described.
• Ethical reasoning to evaluate engineering solutions is applied.
• Continued competence through keeping abreast of up-to-date tools and techniques available in the workplace is maintained.

Associated Assessment Criteria for Exit Level Outcome 8

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

Integrated Assessment

Formative assessment refers to assessment that takes place during the process of learning and teaching.

In the department, formative assessments are implemented through tutorial sessions, learner quizzes and additional tutorial sessions conducted on uLink.

Summative assessments are conducted for the purpose of making a judgment on the learners' level of competence in relation to the outcomes of a qualification. The results of these formative assessments (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark. Minimum number of summative opportunities required is contained in the Academic Regulations.