Bachelor of Engineering Technology in Physical Metallurgy

Purpose

The purpose of the Bachelor of Engineering Technology (BEngTech) Physical Metallurgy is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent, practicing Metallurgical Technologist. Specifically, the qualification provides graduates with:

• Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technological proficiency and to make a contribution to the economy and national development.
• The educational base required for registration as a Professional Engineering Technologist with the Engineering Council of South Africa (ECSA).
• The ability to enter NQF Level 8 qualifications.

Rationale

The BEngTech is aligned with the new requirements of the professional body for the training of Engineering Technologists.

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 Faculty qualification, to promote life-long learning.

The purpose of the institution's RPL Policy (please refer to uploaded document), that directs the Faculty's RPL procedure, is 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 faculty-specific RPL practices.

Recognition of Prior Learning is undertaken using the following process

The applicant indicates the reason for applying for recognition of previous learning (this could be entrance to a qualification or exemption from certain modules in the qualification).

• The RPL committee determines the criteria for the recognition of prior learning based on the request (this could be the admission requirements of the qualification, assessment of exit level outcomes of modules for which exemption is requested or approved guidelines required by the professional body/industry).
• The applicant must submit a portfolio of evidence of learning in place (what the applicant knows).
• The RPL committee assesses the evidence of previous learning supplied by the applicant against the criteria and makes a recommendation to the Faculty's quality committee in a full report describing the process followed.
• The quality committee will make a recommendation to Faculty Board to ratify the decision.

Entry Requirements

• Senior Certificate (SC) with endorsement.
• National Senior Certificate (NSC) passed with Bachelors' Degree admission.
• National Certificate Vocational (NCV), Level 4 passed with Bachelors' Degree admission.

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

Modules at NQF Level 5

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

Total Credits, 140.

Modules at NQF Level 6

• Physical Metallurgy, 28 Credits.
• Mechanical Metallurgy, 28 Credits.
• Metallurgical Thermodynamics, 14 Credits.
• Material Testing (NDT/E etc.), 14 Credits.
• Heat and Mass Transfer, 14 Credits.
• Structure and Properties of Alloys, 14 Credits.
• Quality Techniques (QA and QC), 14 Credits.
• Material Testing (Analytical techniques and destructive etc.), 14 Credits.

Total Credits, 140.

Modules at NQF Level 7

• Project Methodology, 14 Credits.
• Foundry Technology, 14 Credits.
• Corrosion Technology, 14 Credits.
• Mechanical Deformation Technologies, 14 Credits.
• Casting Design and Simulation, 14 Credits.
• Principles of Management and Economics, 14 Credits.
• Refractory Technology, 14 Credits.
• Metallurgical Project, 14 Credits.
• Production of Iron and Steel, 14 Credits.

Elective modules (select one)

• Welding Technology, 14 Credits.
• Powder Metallurgy and Ceramic Material, 14 Credits.
• Advanced Engineering Materials, 14 Credits.

Total Credits, 140.

1. Systematically diagnose and solve broadly defined metallurgical problems by applying engineering principles.
2. Apply knowledge of Mathematics, Natural Science and Engineering Sciences to define and apply engineering procedures, processes, systems and methodologies to solve broadly-defined metallurgical 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 and codes of practice.
4. Conduct investigations into broadly-defined problems by locating, searching and selecting relevant data from codes, databases and literature, designing and conducting experiments, and analysing and interpreting results in order 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 metallurgical problems with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing, with engineering audiences and affected parties.
7. Demonstrate knowledge and understanding of the impact of metallurgical activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
8. Demonstrate knowledge and understanding of Metallurgical Management principles and apply these to 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 metallurgical technology 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 broadly-defined 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 are 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 constraints are recognised and dealt with.
• 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 judgment.
• 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.

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 used 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 are used to 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 occupational and public 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 are conducted.
• 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 and 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 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

• The nature and complexity of ethical dilemmas are described.
• The ethical implications of decisions made are described.
• 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.
• Judgments are made in decision making during problem solving and design.
• Decision making is limited to area of current competence.

Integrated Assessment

Formative and summative assessments are used to monitor learner progress and to determine their competence in specific modules. In the case of summative assessment, rules are in place regarding eligibility for examination entrance (a 40% minimum is required) and supplementary assessment.

In the Department, learner progress is monitored by means of Continuous Assessment (CA) and their performance assessed at various formative points in the qualification. In the case of CA, rules are in place regarding eligibility for supplementary assessments should learners not pass one of the summative assessments. 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 learner's strengths and weaknesses.
• Assists in the planning of future learning.
• Is developmental in nature and contributes to the learner's capacity for self- evaluation.
• 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 as to learners' level of competence in relation to the outcomes of a unit, module and/or programme. The results of such formal assessment (e.g. tests, assignments, projects, laboratory practical reports, presentations, creative production or traditional examinations) are expressed as a mark reflecting a pass or a fail. The minimum number of summative opportunities required is contained in the academic regulations.