Bachelor of Engineering Technology in Extraction Metallurgy

Purpose

The purpose of the Bachelor of Technology in Extraction Metallurgy is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent, practicing Extraction Metallurgy Technologist. Specifically, the qualification will provide the learner with:

• The educational base required for registration as a Professional Engineering Technologist with ECSA.
• The potential to enter NQF Level 8 qualifications and then proceed to Master's Degrees.

The qualifying learner will be able to

• Apply knowledge of mathematics, natural science and engineering.
• Systematically diagnose and solve metallurgical problems.
• Use appropriate techniques, resources, and modern engineering tools.
• Communicate effectively both orally and in writing.
• Demonstrate knowledge and understanding of metallurgical management principles.
• Demonstrate knowledge and understanding of the impact of metallurgical activity on the society, economy, industrial and physical environment.

Rationale

The University of Johannesburg is recognised as a major provider of technology-based extraction metallurgy technicians and technologists in the country.

The phasing out of the National Diploma and Bachelor of Technology prompted the Department of Metallurgy to replace the qualifications with two ECSA-standard three-year professional Bachelor Degrees, 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 with the new requirements of the professional body for the training of Engineering Technologists.

This qualification will prepare learners for a career 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 to promote life-long learning.

People with industrial experience will be accepted to the qualification on conditions that adequate preparation for academic engineering modules has been undertaken.

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, to grant advanced placement in qualifications, and to provide credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

Entry Requirements

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

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

Or

• Senior Certificate allowing entry to Bachelor's Degree studies.

Or

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

This is a 434-credit qualification consisting of 30 compulsory modules and 4 elective modules.

NQF Level 5 modules (10 modules totalling 140 modules)

• Mathematics, 14 Credits.
• Engineering Drawing, 14 Credits.
• Citizenship, 14 Credits.
• Chemistry, 14 Credits.
• Computer Applications, 14 Credits.
• Physics, 14 Credits.
• Communication Skills, 14 Credits.
• Fundamentals of Metallurgy, 14 Credits.
• Engineering Materials, 14 Credits.
• Engineering Practice, 14 Credits.

Total Credits at NQF Level 5 is 140.

NQF Level 6 modules (10 modules totalling 140 credits)

• Heat and Mass Transfer, 14 Credits.
• Mineral Processing, 14 Credits.
• Geology, 14 Credits.
• Process Statistics, 14 Credits.
• Metallurgical Accounting, 14 Credits.
• Process Engineering, 14 Credits.
• Metallurgical Thermodynamics, 14 Credits.
• Electrochemistry, 14 Credits.
• Geology, 14 Credits.
• Mineral Processing, 14 Credits.

Total Credits at NQF Level 6 is 140.

NQF Level 7 modules (10 modules plus 1 elective module totalling 154 credits)

• Project Methodology, 14 Credits.
• Ferrous Metallurgy, 14 Credits.
• Pyrometallurgy, 14 Credits.
• Hydrometallurgy, 14 Credits.
• Coal Processing, 14 Credits.
• Non-Ferrous Metallurgy, 14 Credits.
• Process Design, 14 Credits.
• Metallurgical Project, 14 Credits.
• Process Control, 14 Credits.
• Principles of Management and Economics, 14 Credits.

Elective: (Take one module from the 4 electives below)

• Industrial Minerals, 14 Credits.
• Refractory Technology, 14 Credits.
• Ferroalloy Production, 14 Credits.
• Project Management, 14 Credits.

Total Credits at NQF Level 7 is 154.

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 metallurgical problems by applying 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 metallurgical management principles and apply these to one's work.
6. Engage in independent and lifelong learning through well-developed learning skills.
7. Demonstrate knowledge and understanding of the impact of metallurgical activity on the society, economy, industrial and physical environment.

Associated Assessment Criteria Exit Level Outcome 1

• Formal analysis and modelling on engineering materials, components, systems or processes is performed.
• Reasoning about and conceptualising engineering materials, components, systems or processes is performed.
• Theories, principles and laws are used.

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 modelled, analysed and 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.
• Results produced by the method, skill or tool are tested and assessed against 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 is 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.

Associated Assessment Criteria for Exit Level Outcome 6

• Learning tasks are managed autonomously, ethically, individually and in learning groups.
• Learning is undertaken and own learning 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 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 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 and summative assessments are used to monitor the learner's progress and to determine their competence in specific modules. In the case of summative assessment, rules are in place regarding eligibility for examination entrance (40% minimum) and supplementary assessment.

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