Higher Certificate in Mechatronic Engineering

Purpose

The purpose of this qualification is to provide learners with knowledge of Mechatronics Engineering and equip them with skills and attributes to operate effectively in a supporting role to Artisans, Technicians, Technologists and Engineers in the field of Mechatronics. Qualified learners will become effective employees in highly automated manufacturing industries.

Rationale

The Higher Certificate in Mechatronic Engineering is designed to provide learners with informed understanding of Mechatronic Engineering. Mechatronics plays a predominant role in automation. The availability of suitably qualified human resources is of cardinal importance to ensure high levels of productivity and reliability of systems, such as control systems, robotic application in manufacturing, material supplies, etc. The industry at large witnesses the rapidly rising demand for knowledge and skills in this field especially in the integration of computer based control, data acquisition and monitoring as applied to automated processes. It is reported that there are inadequate levels of support staff and Artisans with these highly developed technological skills.

The industry further requires a significant increase in, not only the number of Artisans, but also an increase in the conceptual understanding of engineering science within the discipline, which will be aided by the Higher Certificate.

Recognition of Prior Learning (RPL)

RPL will be applied in line with the Institution's Policy on Recognition of Prior Learning (RPL).

As the qualification is Exit-Level Outcome based, the whole qualification will be evaluated for substantial equivalence in terms of documented and verified achievement of specified Exit-Level Outcomes. Part of the qualifications will also be evaluated in terms of substantive equivalence in terms of documented and verified module outcomes and contents.

RPL implementation will use a triangulated verification approach using academic records, portfolios and interviews to grant access to learners who do not meet the entry requirements and for advanced standing.

Entry Requirements

The minimum entry to this qualification is

• A Senior Certificate (SC).

Or

• A National Senior Certificate (NSC) granting access to Higher Certificate studies.

Or

• A National Certificate Vocational (NCV) at Level 4 granting access to Higher Certificate studies.

This qualification comprises compulsory modules at Level 5 totalling 140 Credits.

Compulsory Modules

• Mathematics, 14 Credits.
• Physical Science, 10 Credits.
• Electrotechnology, 12 Credits.
• Mechanotechnology, 12 Credits.
• Introduction to Computers, 14 Credits.
• Language Studies, 12 Credits.
• Electrotechnology, 12 Credits.
• Mechanotechnology, 12 Credits.
• Mechatronic Systems, 14 Credits.
• Manufacturing, 14 Credits.
• Mechatronic Project, 14 Credits.

1. Apply Mechatronic Engineering principles to systematically diagnose and solve defined, routine and new Mechatronic related engineering problems.
2. Apply knowledge of Mathematics, Natural Science and Engineering Sciences to wide practical procedures and practices to solve defined, routine and new Mechatronic related engineering problems.
3. Perform procedural design of defined, routine and new Mechatronic components or processes to meet desired needs within applicable standards, codes of practice and legislation.
4. Conduct tests, experiments and measurements of defined, routine and new narrowly-defined Mechatronic Engineering problems by applying relevant codes and manufacturer guidelines.
5. Use appropriate established techniques, resources, and modern engineering tools including information technology for the solution of defined, routine and new Mechatronic engineering problems, with an awareness of the limitations.
6. Communicate effectively, both orally and in writing within a Mechatronic engineering context.
7. Demonstrate knowledge and understanding of the impact of Mechatronic Engineering activity on society and the environment.
8. Demonstrate knowledge and understanding of basic Mechatronic Engineering Management principles.
9. Demonstrate competence to engage in independent and life-long learning.
10. Understand and commit to ethics, responsibilities and norms of Mechatronic Engineering practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Mechatronic related problems and the criterion for acceptable solutions are identified.
• Relevant information and Mechatronic Engineering knowledge and skills are identified for solving the problem.
• Various Mechatronic approaches are considered and formulated that would lead to workable solutions.
• Solutions are identified in terms of strengths and weaknesses as they apply to solving the Mechatronic problem solutions.
• Mechatronic solutions are prioritised in order of suitability.
• The preferred mechatronic solution is formulated and presented in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Work is performed within the boundaries of the Mechatronic practice area.
• Applicable principles and laws are applied.
• Appropriate Mechatronic related engineering materials, components or processes are selected.
• Mechatronic concepts and ideas are communicated effectively.
• Reasoning about Mechatronic Engineering materials, components, systems or processes is performed.
• An appropriate mix of knowledge of Mathematics, Natural and Engineering Science at a core level and in the Mechatronic specialised area is brought to bear on the solution of narrowly-defined engineering problems.

Associated Assessment Criteria for Exit Level Outcome 3

• A Mechatronic design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
• A Mechatronic design process is planned and managed to focus on important issues and recognises and deals with constraints.
• Mechatronic knowledge, information and resources are acquired and evaluated in order to apply appropriate Mechatronic principles and design tools to provide a workable solution.
• Mechatronic design tasks are performed that include component testing to relevant premises, assumptions and constraints.
• Mechatronic Engineering alternatives are evaluated for implementation and a preferred solution is selected on an elementary, technical and cost basis.
• Mechatronic design logic and relevant information is communicated in a report.
• Occupational health and safety and environmentally related risks are identified and appropriate measures considered.

Associated Assessment Criteria for Exit Level Outcome 4

• Tests, experiments and measurements are conducted within the Mechatronic discipline.
• Available Mechatronic Engineering literature is identified and selected for suitability to the task.
• Mechatronic equipment is used in accordance with original equipment manufacture's specifications.
• Mechatronic information is interpreted and derived from available data.
• Conclusions are drawn from an evaluation of all available evidence.
• The purpose, process and outcomes of the task are recorded in a report.
• Occupational health and safety and environmentally related risks are identified and appropriate measures taken.

Associated Assessment Criteria for Exit Level Outcome 5

• Computer applications are selected and used as required.
• Results produced by the methods, skills or tools are verified against Mechatronic requirements.
• The appropriate Mechatronic methods, skills or tools are selected and applied to achieve the required result.

Associated Assessment Criteria for Exit Level Outcome 6

• The structure, style and language of written and oral Mechatronic related communication are appropriate for the purpose of the communication and the target audience.
• Mechatronic related graphics used are appropriate and effective in enhancing the meaning of text.
• Visual materials used enhance oral communications.
• Mechatronic information is provided in a format that can be used by others involved in the engineering activity.
• Mechatronic related oral communication is delivered with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• Mechatronic Engineering activity is considered in terms of the impact on public health and safety.
• Mechatronic Engineering activity is considered in terms of the impact on the natural environment.

Associated Assessment Criteria for Exit Level Outcome 8

• The principles of planning, organising, leading and controlling in the Mechatronic Engineering domain are explained.
• Mechatronic related individual work is carried out effectively and on time.
• Individual contributions made to the Mechatronic team activities support the output of the team as a whole.

Associated Assessment Criteria for Exit Level Outcome 9

• Mechatronic and related learning tasks are identified, planned and managed.
• Independent learning is undertaken in the Mechatronic field and knowledge acquired outside of formal instruction is comprehended and applied.
• Awareness is displayed of the need to maintain continued competence through keeping abreast of up-to-date Mechatronic tools and techniques available in the workplace.

Associated Assessment Criteria for Exit Level Outcome 10

• The ethical implications of the impact of Mechatronic Engineering decisions are known and understood.
• Responsibility is accepted for consequences stemming from own actions or failure to act.
• Decision making is limited to area of current Mechatronic competence.

Integrated Assessment

The Mechatronic project, with comprehensively detailed criteria, will provide the opportunity for comprehensive integrative assessment covering the complete spectrum of the learning achieved. Both formative and summative assessment processes, throughout the duration of the Mechatronic Project, will provide an opportunity for the learners to validate that they are able to integrate concepts, ideas and actions across the learning programme to achieve the required competence in order to meet the purpose of the learning programme. The assessment tools will critically evaluate the candidate's knowledge, critical thinking, and evaluation prowess as well as communication and presentation skills. Formative and summative assessments will include inter alia the following:

Formative Assessment

• Individual and collaborative group tutorials with memoranda and direct lecturer and/or tutor formative feedback.
• Individual and collaborative Assignments/Projects with direct discussions providing formative feedback.
• Class tests with direct formative feedback via memoranda and discussions.
• Peer collaborative feedback on class assignments and projects.
• Computer based simulations.
• Computer based interactive feedback using clicker-based systems.

Summative Assessment

• Closed and/or open book tests including scoring and feedback.
• Individual projects and assignments including feedback via assessment rubrics and scoring.
• Group projects and assignments including scoring and feedback via assessment rubrics.
• Individual presentations including feedback via assessment rubrics, lecturer and peer scoring.
• Closed or open book examinations.