Diploma in Engineering Technology in Chemical Engineering

Purpose

This qualification is intended for process or chemical engineering technicians working in the process related industries. Learners achieving this qualification have the competence to apply existing process technology to chemical engineering problems in chemical processes and plant operations.

Rationale

The qualification prepares learners to work as technicians in the process related industries. Including use of information technology for application of Scientific Engineering Knowledge. Learners who qualify in this field of study will demonstrate knowledge and understanding of the impact of chemical engineering in the society, economy, industrial and physical environment.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is done following the institution RPL Policy. In cases of learners not complying with the formal entry requirements, RPL will be determined following the policy and guideline of the institution concerning the recognition of other forms of formal, informal and non-formal learning and experience. Recognition takes place only where prior learning corresponds to the required National Qualifications Framework (NQF) Level, and in terms of applied competencies relevant to the content and outcomes of the qualification. Through Recognition of Prior Learning, learners may gain access on condition that they continue their studies at the institution.

Entry Requirements

The minimum requirement is

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

This qualification comprises of compulsory modules at National Qualifications Framework (NQF) Level 5 and 6, totalling to 284 Credits.

Compulsory Modules, Level 5,178 Credits

• Physics (Practical), 4 Credits.
• Physics (Theory), 12 Credits.
• Chemical Practical, 6 Credits.
• Mathematics, 12 Credits.
• Chemical Engineering Technology, 12 Credits.
• Chemical Process Industries, 12 Credits.
• Physics (Practical), 4 Credits.
• Communication Studies, 9 Credits.
• Physics (Theory), 12 Credits.
• Computer Skills, 9 Credits.
• Chemistry (Theory), 12 Credits.
• Chemistry (Practical), 6 Credits.
• Physical Chemistry, 12 Credits.
• Organic Chemistry, 12 Credit.
• Drawing: Chemical Engineering, 12 Credits.
• Statistics, 11 Credits.
• Mathematics, 12 Credits.
• Communications Studies, 9 Credits.

Compulsory Modules, Level 6, 106 Credits

• Thermodynamics: Chemical Engineering, 12 Credits.
• Chemical Process Design: Principles, 12 Credits.
• Chemical Plant, Credits 12.
• Management Skills, 5 Credits.
• Thermodynamics: Applied, 12 Credits.
• Chemical Engineering B Technology, 12 Credits.
• Chemical Engineering A Technology, 12 Credits.
• Management Skills, 5 Credits.
• Process Control, 12 Credits.
• Chemical Plant, 12 Credits.

1. Apply engineering principles to diagnosed and solve well-defined engineering problems systematically.
2. Knowledge apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve well-defined engineering problems.
3. Perform procedural design of components, systems, works, products or processes to meet desired needs usually within applicable standards, codes of practice and legislation.
4. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements.
5. Use appropriate techniques, resources, and modern engineering tools including information technology for the solution of well-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing within an engineering context.
7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's work, as a member and leader in a technical team and to manage projects.
9. Engage in independent and life-long learning through well-developed learning skills.
10. Understand and commit to professional ethics, responsibilities and norms of technical engineering practice.

Associated Assessment Criteria are applied in an integrated manner to the Exit Level Outcomes

• Apply relevant mathematic, scientific and engineering principles in solving specific engineering problems.
• Demonstrate the application of existing monitoring techniques (e.g. Statistical Process Control (SPC), rating equipment) to evaluate the process.
• Apply existing monitoring techniques (e.g. SPC, rating equipment) to evaluate the process.
• Identify the crucial parameters for the operation of process equipment when solving process-related problems.
• Analyse a given design problem, identify the theoretical principles involved, do calculations, and propose alternative solutions.
• Produce sensible and workable drawings (flow sheets, P & IDs and isometrics) for modifications to the process/plant.
• Correctly specify and select equipment, e.g. pumps, heat exchangers or any other equipment concerning applicable codes, materials of construction and duty requirements.
• Complete the process section of datasheets for pumps, pressure vessels, tanks, heat exchangers distillation columns, relief valves, etc., according to requirements.
• Check the hydraulics of a distillation column or packed tower and identify flooding and up rating opportunities.
• Rate heat exchangers for fouling.
• Correctly specify sizing of pipes (pressure drop calculations).
• Write safe operating procedures.
• Establish clear priorities, schedule activities to ensure optimum use of time and resources, monitor performance against objectives.
• Plan and monitor handling activities by using relevant safety and hazardous information on materials/chemicals to safeguard the environment.
• Submit an operating budget.
• Determine priorities and deadlines with multi-tasking.
• Identify possible problems or conflicting demands in time so that contingent action can be taken.
• Work effectively as an individual, in a team and multidisciplinary environments.
• Plan and conduct investigations and experiments using appropriate equipment to test the feasibility of proposed options.
• Analyse, interpret and derive information from data.
• Evaluate possible alternatives through economic justification and their impact on social, legal, health, safety and environmental aspects.
• Write a report in the required format on a specific design problem.
• Present, facilitate and exchange information on the above to technical and non-technical audiences.
• Identify the main aspects of chemical processing activities that impact on the safety and health of people and the environment.
• Identify the Safety Health and Environmental (SHE) risks applicable to the use of a chemical for a particular activity given the Material Safety Data sheet.
• Demonstrate knowledge of Environmental legislation (water act, air pollution act) to a given problem.
• Apply the methodology of hazard identification and waste minimisation to a given environmental situation.
• Evaluate the results of appropriate methods and demonstrate information technology skills in the application of tools.
• Demonstrate computer literacy by accessing, processing and storing appropriate information.

Integrated Assessment

The qualification is coherently aligned in that all teaching, learning and assessment activities are linked to module and qualification outcomes. Assessment methods are varied and include a summative and formative assessment to enhance applied competence from learners and facilitate authentic assessment and learning. Assessment will not only be used to determine whether outcomes were achieved but also to generate data for grading and provide feedback in order to improve the curriculum. In order for all the assessment purposes to be achieved, class tests, assignments, project work, tutorials will be utilised. Work Integrated Learning (WIL) (Practical experiential learning, simulated learning, laboratory work, practical excluding workplace-based learning) forms part of the assessments methods.