Bachelor of Engineering Technology in Mechanical Engineering

Purpose

The purpose of the Bachelor of Engineering Technology in Mechanical Engineering is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Mechanical Engineering Technologist. Specifically, the qualification enables learners to:

• Demonstrate knowledge and understanding of the impact of mechanical engineering activity on the society, economy, industrial and physical environment.
• Comprehend and apply ethical principles by committing to professional ethics, responsibilities and norms of mechanical engineering practice.
• Engage in independent and life-long learning through well-developed learning skills.
• Demonstrate knowledge and understanding of mechanical engineering and management principles and apply these to one's work.
• Communicate effectively both orally and in writing with engineering audiences and the affected parties.
• 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.
• Systematically diagnose and solve broadly defined engineering problems by applying mechanical engineering principles.

Rationale

The phasing out of the National Diploma and Baccalaureus Technologiae prompted the Department of Mechanical and Industrial Engineering Technology to replace the two qualifications in Mechanical Engineering with a three-year professional Bachelor's Degree, according to the standards set out by the Engineering Council of South Africa (ECSA). This qualification is known as 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) and with the new requirements of the professional body for the training of engineering technologists (ECSA).

The curriculum is continuously scrutinised by the industry and ECSA to ensure conformity with the required standards. The curriculum for the new qualification is based on the ECSA standards, (ECSA document E-02-PT Rev1 Bachelor Engineering Tech).

This qualification enables learners to prepare for careers in engineering and in workplaces that potentially benefit from engineering skills, and for learners to make a contribution to the economy and national development.

Furthermore, upon completion of the qualification, learners are required to register as a Professional Engineering Technologist with ECSA.

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 awards credits, as aligned to Faculty qualifications, in order to promote life-long learning.

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

Entry Requirements

Learners are required to have either one of the following in place in order to be considered for admission

• Senior Certificate with endorsement.
• National Senior Certificate (NSC) allowing entry in to Bachelors' Degree studies.
• National Certificate Vocational (NCV) at NQF Level 4 allowing entry in to Bachelors' Degree studies.

This qualification consists of compulsory modules at NQF Levels 5, 6 and 7 totalling 448 Credits.

NQF Level 5 modules

• Communication Skills, 14 Credits.
• Mechanical Engineering Drawing, 14 Credits.
• Mathematics, 28 Credits.
• Physics, 21 Credits.
• Computer Skills, 14 Credits.
• Electrotechnology, 14 Credits.
• Auto CAD, 14 Credits.
• Strength of Materials, 7 Credits.
• Mechanical Manufacturing and Workshop Practice, 28 Credits.

Total number of credits at NQF Level 5 is 154.

NQF Level 6 modules

• Fluid Mechanics, 14 Credits.
• Thermodynamics, 14 Credits.
• Mechanical Engineering Design, 14 Credits.
• Environmental Management, 7 Credits.
• Mathematics, 14 Credits.
• Citizenship, 7 Credits.
• Applied Strength of Materials, 14 Credits.
• Theory of Machines, 14 Credits.
• Hydraulic Machines, 14 Credits.
• Machine Design, 14 Credits.
• Steam Plant, 14 Credits.
• Mechanical Manufacturing and Workshop Practice, 14 Credits.

Total number of credits at NQF Level 6 is 154.

NQF Level 7 modules

• Strength of Materials, 14 Credits.
• Mechanics of Machines, 14 Credits.
• Fluid Mechanics, 14 Credits.
• Thermodynamics, 14 Credits.
• Mechanical Engineering Design Project, 28 Credits.
• Stress Analysis, 14 Credits.
• Turbo Machines, 14 Credits.
• Refrigeration and Air Conditioning, 14 Credits.
• Automatic Control, 14 Credits.

Total number of credits at NQF Level 7 is 140.

1. Systematically diagnose and solve broadly defined engineering problems by applying mechanical engineering principles.
2. 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.
3. Communicate effectively both orally and in writing with engineering audiences and the affected parties.
4. Demonstrate knowledge and understanding of mechanical engineering and management principles and apply these to one's work.
5. Engage in independent and life-long learning through well-developed learning skills.
6. Comprehend and apply ethical principles by committing to professional ethics, responsibilities and norms of mechanical engineering practice.
7. Demonstrate knowledge and understanding of the impact of mechanical engineering activity on the society, economy, industrial and physical environment.

Associated Assessment Criteria for Exit Level Outcome 1

• The problem is analysed, 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 2

• The method, skill or tool is assessed for applicability or 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 3

• 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 the text are used.
• Oral communication with the intended meaning being apparent is fluently delivered.

Associated Assessment Criteria for Exit Level Outcome 4

• 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 5

• Learning tasks individually and in a small group are managed autonomously and ethically.
• Learning 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 6

• 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 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 and safety is explained.
• Personal, economic, social, cultural values and requirements are taken to consideration for those who are affected by the engineering activity.

Integrated Assessment

The learner's progress is monitored by means of continuous assessment (CA) and their performance is assessed at various points in the formative process of the learning programme. In the case of CA, rules are in place regarding eligibility for supplementary assessments should students not pass one of the summative assessments. Formative and summative assessments are in the form class tests, assignments and practical projects. A final summative assessment is done by writing an examination. For summative assessments, especially where more than one assessor is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures.

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

• Supports the teaching and learning process.
• Provides feedback to the learner on his/her progress.
• Diagnoses learners' strengths and weaknesses.
• Assists in the planning of future learning.
• Is developmental in nature and contributes to the learner's capacity for self-evaluation.
• It helps to make decisions on the readiness of the learner to do a summative assessment.

Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module.