Diploma in Analytical Chemistry

Purpose

The intended purpose of this qualification is to give the successful learners a professional, vocational and sound understanding of the general theoretical principles and their applications in the field of Analytical Chemistry. Learners who have achieved this qualification will be able to apply the advanced scientific principles and techniques of quantitative and qualitative analysis, quality control of raw materials including finished products and also gain the research and development skills. Learners may also benefit from the practical hands-on laboratory skills component whilst utilising the up-to-date equipment as well as direct exposure to the work environment.

Rationale

There is a growing demand for this qualification in the field of quality control and assurance. Learners who have achieved this qualification will be able to work in a laboratory or production process as well as chemical and laboratory sales. Industries such as detergent, petroleum, plastics, food, pharmaceuticals, mining, water treatment, metallurgy and educational institutions may employ learners possessing this qualification. In addition, learners may also work in a practical application such as quality control testing and testing, or a theoretical field such as research and development, with chemists and other technologists or technicians. Learners may pursue further educational qualifications and are expected to apply for associate membership of SACI (South African Chemical Institute).

Recognition of Prior Learning (RPL).

The Institutional Recognition of Prior Learning (RPL) policy and procedures are followed. Learners who do not meet entry requirements can apply for access to the qualification through RPL against a module, or part/full qualification for learning obtained through formal, informal and non-formal learning. Learners need to submit a Portfolio of Evidence which will be internally assessed. Credits may be awarded based on the assessment results and learners have the opportunity to appeal against the assessment result where credits were not awarded.

The minimum entry requirement for this qualification is the

• National Senior Certificate National Qualifications Framework (NQF) Level 4.

This qualification comprises of compulsory and elective modules at NQF Level 5, 6 and 7 totalling at 439 Credits.

Compulsory Modules, Level 5, 129 Credits

• Analytical Chemistry 1, 15 Credits.
• Chemistry 1, 15 Credits.
• ICT Skills 1, 10, Credits.
• Applied Communication Skills 1, 8 Credits.
• Analytical Chemistry Practical 1, 15, Credits.
• Organic Chemistry 2, 15, Credits.
• Inorganic Chemistry 2, 15, Credits.
• Mathematics 1 (Applied), 12, Credits.
• Physics 1 (Applied), 12, Credits.
• Mathematics 2 (Applied), 12, Credits.

Elective Modules, Level 5, 20 Credits

• Entrepreneurship 1 (Applied Science), 12 Credits.
• Applied Communication Skills 2, 8 Credits.

Compulsory Modules, Level 6, 90 Credits

• Organic Chemistry 3, 15 Credits.
• Analytical Chemistry Practical 2, 15 Credits.
• Physical Chemistry 3, 15 Credits.
• Inorganic Chemistry 3, 15 Credits.
• Analytical Chemistry 2, 15 Credits.
• Physical Chemistry 2, 15 Credits.

Elective Modules, Level 6, 100 Credits

• Industrial Chemical Analysis, 16 Credits.
• Chemical Process Industries 2, 16 Credits.
• Chemical Industry Practical P1, 60 Credits.
• Physics 2 (Theory), 8 Credits.

Compulsory Modules, Level 7, 108 Credits

• Chemical Quality Assurance, 15 Credits.
• Analytical Chemistry Practical 3, 15 Credits.
• Analytical Chemistry 3, 18 Credits.
• Chemistry Project P2, 60 Credits.

1.Apply principles to perform advanced routine chemical analyses and syntheses in the laboratory and in production.

2.Apply management principles to independent problem solving in the working environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Mathematical skills such as algebraic equations, functions, factors, ratios, conversions and Linear regressions, are used to perform data analyses.
• The principles of physics such as heat, sound, light, electricity and mechanics are applied in the use of instrumentation in the chemical laboratory.
• The principles of general chemistry such as nomenclature, acid/base theory, stoichiometric calculations and chemical reactions are applied to chemical analyses and syntheses.
• The principles of organic, inorganic, analytical and physical chemistry are applied to the analyses and syntheses.
• The principles of instrument theory are applied to the performance of chemical analyses.
• Prescribed techniques are used for collection, preparation and analyses of samples.
• Standard laboratory equipment is calibrated using the appropriate materials in quantitative and qualitative chemical analyses.
• Spectrometric, electrometric and chromatographic instruments and their associated data systems are calibrated and used for qualitative and quantitative analyses.
• Solutions of known concentrations are prepared and appropriate dilutions for laboratory procedures are performed.
• Physical tests such as melting points, boiling points, density and refractive index are performed on chemicals and materials.
• Time, equipment and materials are used in a cost-effective manner when performing analyses.
• Established synthetic procedures are used to prepare organic and inorganic compounds.
• Compounds are separated and purified using standard separation and purification methods such as distillation, crystallization, preparatory chromatography and extraction.
• The purity and identity of the products are confirmed using established / stated procedures.
• Data from quantitative and qualitative analyses is recorded in the required format.
• Relevant mathematical calculations are performed using the recorded data.
• Relevant statistical calculations are performed to evaluate the results.
• Results in oral or written format are presented as required.
• Abnormal results are appropriately responded to and reported according to specified guidelines.
• Current software packages such as word processing, spreadsheets and databases are used to express and manipulate chemical technology information.
• Computers are set-up and used in the monitoring of laboratory automation.
• Relevant software is used to acquire, store, retrieve, process and present information and data.
• Relevant software is used to monitor laboratory quality assurance and quality control.

Associated Assessment Criteria for Exit Level Outcome 2

• The principles of a variety of relevant quality control/quality assurance programs such as International Organisation for Standardisation (ISO 9000, ISO 14000 and ISO guide 25) are applied to the working environment.
• Quality control charts are constructed and interpreted.
• Appropriate corrective protocols are adhered to in response to test results.
• Ability to work as part of a team is demonstrated.
• Appropriate response(s) is/are given to feedback from supervisors.
• Oral and written formats are used to communicate effectively with others.
• Scientific and technical data and results are compiled, organised and presented.
• Information from appropriate chemical and related literature is gathered and used systematically.
• Letters, memos and scientific, technical and business documents and reports are organised, written and produced in the correct format.
• Oral presentations of technical information are planned, organized and delivered using appropriate terminology and visual-aids.
• Specific industrial practices such as Good Manufacturing Practice (GMP), Good Laboratory Practice (GLP) and International Organisation for Standardisation (ISO) are adhered to by subordinates in the working environment.
• Environmental, health and safety legislation and their related regulations such as the Workplace Hazardous Materials Information System and the Occupational Health and Safety Act are complied with by sub-ordinates in the working environment.
• All procedures are performed in accordance with the established workplace safety protocols.
• The influence that chemistry has on society in terms of the environment, health and safety is recognised by subordinates.
• Ethical guidelines for professional work are followed by every member of the team.
• Problems are recognised and defined.
• Problem -solving sequence is defined.
• Outside advice or information is obtained as required.
• Limitations in problem solving are recognised.
• The recommendations are implemented or referred to other appropriate personnel/organisations.
• Strategies for continued professional development are identified.
• Ability to work in a variety of practice locations and types is demonstrated.
• Relevant literature is processed to keep up to date.
• Plans to upgrade skills as required by technological change are developed.
• The role of professional associations and certification are identified.
• Self-knowledge of strengths, weaknesses and goals are applied to improve own professional competence.

Integrated Assessment.

Both formative and summative assessments are integral components of all modules within the qualification. All teaching and learning activities in the qualification are aligned to the assessment approach of the individual modules indicating a constructive alignment approach in the design of the qualification. The assessment activities form an integral part of the teaching and learning process and are systematically and purposefully used to generate data for grading. Timely feedback to learners' forms part of the assessment strategy of the institution and is used to inform teaching and learning and to improve the curriculum. Learning outcomes in all modules give an indication as to what will be assessed in the module and thus ensures constructive alignment of the modules within this qualification.