FACULTY OF ENGINEERING AND THE

BUILT ENVIRONMENT

Department of Chemical Engineering

Technology

Learning Guide

Chemical Process Technology 1A

(CPTCHA1)

Ms. Beauty Magage

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without the prior written permission of the University of Johannesburg.

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TABLE OF CONTENTS
1 Section A: Administrative details........................................................................1
1.1 Welcome................................................................................................................................1

1.2 Contact information...............................................................................................................1

1.3 General information – Policies and procedures.....................................................................2

2 Section B: Programme information....................................................................3
2.1 Programme name:..................................................................................................................3

2.2 Programme purpose:..............................................................................................................3

2.3 Programme NQF level:..........................................................................................................3

2.4 Programme entry requirements..............................................................................................3

3 Section C: Module information...........................................................................4
3.1 Purpose of the module...........................................................................................................4

3.2 Duration of the module:.........................................................................................................4

3.3 Module topics and outcomes (Available from Yearbook)....................................................4

4 Section C: Teaching and learning strategy........................................................5
4.1 Teaching strategy...................................................................................................................5

4.2 Mode of delivery....................................................................................................................5

4.3 Assessment strategy...............................................................................................................5

4.4 Promotion requirements/ Marks/weighting...........................................................................5

4.5 Assessment guidelines...........................................................................................................7

4.6 Assessment schedule.............................................................................................................7

4.7 Media/resources/examples/support for this module.........................................................7

5 Section D: Facilitation of learning and assessment...........................................8
4.1 Lecture work/schedule........................................................................................................8

Action verbs (Based on Bloom’s taxonomy).................................................................................10

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1 Section A: Administrative details
Welcome

Dear Student,

The Department of Chemical Engineering Technology extends a warm welcome to all students
registered for the Chemical Process Technology 1A course. The Department is available to assist
students, and the lecturers are available at specified times. The department is a disciplined one,
and students are well advised to adhere to the rules, policies, and procedures of the Department of
Chemical Engineering Technology, Faculty of Engineering and the Built Environment (FEBE) and
the University of Johannesburg (UJ).

This guide aims to show you all that you need to pass this subject in terms of:
- what you need to know,
- what you need to do,
- how you will be assessed and
- what the specific requirements are to pass this module

Contact information

Departmental secretary: Ms. Thumeka Nakani

Office Number: Room 4144, John Orr Building
Phone Number: 011 559 6276
Email: [email protected]

Lecturer: Ms. Beauty Magage

Office Number: Room 4136, John Orr Building
Phone Number: 011 559 6385
Email: [email protected]
Classes/Lectures: Tuesdays: 09:40 – 11:15 and Thursdays: 12:10 – 13:45
Tutorials: Wednesdays: 08:50 – 09:35
Consultation mode/day/time: Mondays: 13:50 – 14:35 and Wednesdays: 11:20 – 12:05

Tutor:
Phone Number:
Email:
Tutorials: Wednesdays: 08:50 – 09:35
Consultation mode/day/time:
Tutor:
Phone Number:

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 Email:
Tutorials: Wednesdays: 08:50 – 09:35

Consultation:
Tutor:
Phone Number
Email:
Tutorials: Wednesdays: 08:50 – 09:35

Consultation mode/day/time:
Refer to your |Moodle module on uLink for additional contact details of the lecturer or tutors.

General information – Policies and procedures

1. Rights and responsibilities of students

NEVER BE SHY OR AFRAID TO ASK QUESTIONS!

1. Class attendance
Students are responsible for attending all teaching and learning interactions (such as classes,
tutorials, practicals, etc.) unless they have a legitimate reason, and where appropriate, the necessary
evidence thereof, for being absent. Students are expected to attend at least 80% of tutorials
indicated as compulsory tutorials. In borderline academic result cases, the faculty considers
information on class attendance in making decisions.

2. Plagiarism
Cheating during tests will not be tolerated and will be dealt with very firmly.
This includes:
the use of crib notes in the tests,
Copying from another learner – similarities with another’s work,
Use of any means that will unfairly affect your performance in a test.
If found guilty, you could be expelled from the University.

3. Sick tests

If a test is missed, the student must produce a copy of an official document to the lecturer to
explain his/her absence within three (3) working days of returning to the University of
Johannesburg. These can include:
A sick note from a doctor
Certified copy of Death Certificate
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 Record of court appearance
Record of hospital admission
If this is done, a sick test will be awarded at the end of the semester, which may include the
entire syllabus covered during the semester.

Failure to produce this documentation within three (3) working days will result in a ZERO mark
being awarded.

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2 Section B: Programme information
2.1 Programme name: BEng Tech in Chemical Engineering (B6CE1Q)

2.2 Programme purpose:

The purpose of the BEngTech (Chemical Engineering) is to build the necessary knowledge,
understanding, abilities, and skills required for further learning and becoming a competent
practicing chemical engineering technologist. Specifically, the qualification provides graduates
with:

- preparation for careers in engineering itself and areas that potentially benefit from engineering
skills for achieving technological proficiency and contributing to the economy and national
development;
- the educational base required for registration as a Professional Technologist with ECSA; and
- for graduates with an appropriate level of achievement, the ability to enter NQF level 8
programmes and then proceed to Master’s degrees.

2.3 Programme NQF level:

Credits: 360

2.4 Programme entry requirements

Minimum APS 30, English 4 (50%), Mathematics or Technical Mathematics 5 (60%), Physical
Science 5 (60%).

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3 Section C: Module information
3.1 Purpose of the module
The main purpose of this module is to give first-year students an overview of the process
instrumentation and equipment used in the chemical and allied industries. Upon completion of this
course, the learner will be able to: a) Identify the major process industries in SA; b) Discuss the
interdependence between industries and the impact of industry on regional and national economy
and the environment; d) Understand the application of chemistry on an industrial scale; e)
Understand the applications of unit processes and unit operations in the process industry; f)
Understand basic chemical plants flow sheets.

Duration of the module:

Semester Module, Year 1, Semester 1

NQF level: 5 Credits: 14 Notional Hours: 140

Module topics and outcomes

Topic Introduction/ Overview Relevant/

focused
graduate
attributes
Learning Unit 1: Process This learning unit will introduce an overview of N/A
Industries in SA SA’s chemical and allied industry and its
economic impact.
Learning Unit 2: Inorganic This learning unit will introduce Sulphuric N/A
Chemical Industries acid, Phosphoric acid, and Fertilizers
(Ammonium sulphate, Ammonium nitrate,
Urea, SSP, and TSP).
Learning Unit 3: Natural In this learning unit, Vegetable Oil, Soaps and N/A
Products Industries Detergents, Coal Chemicals, Cement, and
Renewable energy sources will be introduced.
Learning Unit 4: In this learning unit, petroleum refining and GA10
Petrochemical Industries petrochemicals will be introduced.
Learning Unit 5: In this learning unit, Polyethylene, N/A
Polymerization Industries Polypropylene, PVC polyester Synthetic fibres,
and Rubber will be introduced.
Learning Unit 6: This learning unit will cover a logical N/A
Introduction to Industrial understanding of simple processing step
Process Flow Sheets sequences for some basic industries.

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4 Section C: Teaching and learning strategy
4.1 Teaching strategy
With the ever-increasing global challenges, which compelled the United Nations (UN) to meet to
formulate and introduce the Sustainable Development Goals (SDGs) as well as the Fourth Industrial
Revolution (4IR), it is inevitable that engineers would be required to play a vital role. Therefore, the
training programmes for engineers need to ensure that graduates possess the necessary requisite
capabilities to avert or solve some of these challenges. These training programmes need to be well
structured, adequately designed, student-centred, and make sure they fit well within our current
South African education system. The job market and rapidly evolving societies in the context of
heightened globalisation, new technologies, and the demand for adaptive, transformative, and
skilled workers have driven this movement. In general, the Engineering Council of South Africa’s
(ECSA) vision for engineering professionals is that they should be well educated and trained to
apply knowledge, engage in critical thinking and technical behaviour, and be capable of providing
all the knowledge required for the nation's socio-economic needs and having a positive impact in
South Africa. Through this, I apply the transformative learning theory (TLT), in which students are
expected to transform their mindset, and this transformation should be consciously remarked on by
the students and society since transformative learning is projected to shape individuals and reorient
their thinking.

4.2 Mode of delivery

Contact classes

4.3 Assessment strategy

The assessment strategy is designed to allow students to demonstrate the full range of learning
outcomes through the balanced mixture of lecture and tutorial/problem classes coupled with
carefully graded tutorial problems that reflect current industrial practice. Students who successfully
complete this module will be able to be equipped with industrial life beyond academia as well as to
develop teamwork and communication skills, critical thinking, problem-solving, and analytical
skills. This module is assessed continuously; neither examination is written. A supplementary
opportunity will be granted on the highest weighted assessment at the end of all assessments,
considering the following:

- A minimum of 40% must be obtained to qualify for a supplementary opportunity.

- The maximum mark for a supplementary is 50%.
- There is no supplementary opportunity after marks are finalized in
- continuous assessment modules.
- The supplementary opportunity must be substantially equivalent and cover the
- same work as the original assessment.
- Mark in the supplementary replaces the original mark even if it is lower.
- Typically, supplementary assessments are new assessments.

4.4 Promotion requirements/ Marks/weighting

A student will be deemed to have passed when the final mark is at least 50%. Marks obtained in
tutorials, tests, online activities, presentations, and any other project/assignment will be used to

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make up the final mark. Your lecturer will inform you of your ‘semester/year mark’ breakdown. It
is at his/her discretion to modify the mark breakdown at any time during the semester.

Date Assessment name/description Weight/Mark

17/03/2025 Test 1 20%
21/04/2025 Test 2 25%
22/05/2025 Test 3 35%
TBC Assignment 1 5%
Presentation 5%
Tutorials 10%
Total promotion mark 100%

Graduate Description Unit Focus

attributes /Task
GA 1: Problem- Identify, formulate, analyse, and solve
solving complex engineering problems
GA 2: Apply knowledge of mathematics, natural
Application of sciences, engineering fundamentals, and an
scientific and
engineering specialty to solve complex
engineering
knowledge engineering problems
GA 3: Perform creative, procedural, and non-
Engineering procedural design and synthesis of
design
components, systems, engineering works,
products or processes.
GA 4: Demonstrate competence to design and
Investigations, conduct investigations and experiments.
experiments, and
data analysis
GA 5: Demonstrate competence to use
Engineering appropriate engineering methods, skills,
methods, skills,
and tools, including those based on
and tools,
including IT information technology
GA 6: Demonstrate competence to communicate
Professional and effectively, both orally and in writing, with
technical
engineering audiences and the community
communication
at large.
GA 7: Demonstrate critical awareness of the
Sustainability sustainability and impact of engineering
and impact of
activity on the social, industrial, and
engineering
activity physical environment.
GA 8: Demonstrate competence to work
Individual, team, effectively as an individual, in teams, and
and
in multidisciplinary environments.
multidisciplinary
working
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 GA 9: Demonstrate competence to engage in
Independent independent learning through well-
learning ability
developed learning skills.
GA 10: Demonstrate critical awareness of the need Learning Petrochemical
Engineering to act professionally and ethically and to Unit 4 industries
professionalism
exercise judgment and take responsibility
within own limits of competence.
GA 11: Demonstrate knowledge and understanding
Engineering of engineering management principles and
management
economic decision-making

4.5 Assessment guidelines

The due dates for each assessment will be communicated timely.
No late assignments will be accepted without a valid medical certificate and/or explanatory letter, as
well as the necessary documents.

4.6 Assessment Schedule

Assessment opportunity Topic
Test 1 Learning Unit 1
Test 2 Learning Units 2
Learning Units 3, 5,
Test 3
and 6
Assignment Learning Unit 4
Tutorials Progressive topics
Contribution to Final Mark

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4.7 Feedback
Individual scripts are marked using a constructive guideline (i.e., memorandum/rubric), focusing
mainly on the student approach and understanding rather than the correctness of the solutions.
Where necessary, short-phrased comments are made on specific sections of the script to highlight
some unsighted shortcomings and possible improvement measures.

4.8 Media/resources/examples/support for this module

Moodle Learning Management System

Consult the following e-Book(s):

• Shreve’s Chemical Process Industries, Fifth Edition, (George T Austin)

• (Chemical Process Technology) Jacob A. Moulijn, Michiel Makkee, Annelies E. van Diepen
- Chemical Process Technology, 2nd Edition-John Wiley & Sons (2013)

• Analysis Synthesis and Design of Chemical Processes, Fifth Edition, Richard Turton,
Joseph A. Shaeiwitz, Debangsu Bhattacharyya, and Wallace B. Whiting

Library

UJ online environment (e.g. Student WhatsApp Group)

Learning Centre

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5 Section D: Facilitation of learning and assessment
The Module schedule is outlined in Table 5
5.1 Lecture work/schedule

Module outcomes Learning unit: Topic/ Learning outcomes: Assessment criteria/ Graduate attribute
Theme/Week
At the end of this At the end of this unit, you should be You will be assessed as competent if you
module, you should able to … are…
be able to …
1. Identify and Learning Unit 1: Process 1. Understand what chemical process 1. Able to explain what chemical process
understand chemical Industries in SA industries are. industries are.
2. Identify different chemical process 2. Identify the chemical process industries in
process industries in
industries. SA.
SA, their 3. Discuss the interdependence between 3. Able to discuss the interdependence
interdependence, and industries. between industries.
4. Discuss the impact of chemical 4. Able to discuss the environmental
their impact on the
industries on the environment. concerns associated with chemical process
economy and 5. Discuss how the chemical industries industries.
environment. impact the economy (regional and 5. Able to discuss the contribution of
national). chemical industries to the economy.

1. Understand the Learning Unit 2: Inorganic 1. Demonstrate the application of 1. Able to discuss the production of
importance of Chemical Industries chemistry in the production of sulphuric acid, phosphoric acid, and
chemistry in the sulphuric acid, phosphoric acid, and fertilizer (Ammonium sulphate,
production of sulphuric fertilizer (Ammonium sulphate, ammonium nitrate, Urea, SSP, and TSP).
acid, phosphoric acid, ammonium nitrate, Urea, SSP, and 2. Calculate the recommendation rate,
and fertilizers TSP). concentration of nutrients, and grade of
(Ammonium sulphate, 2. Determine the fertilizer fertilizer.
Ammonium nitrate, recommendation rate, nutrients, and 3. Able to discuss how sulphuric acid,

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Urea, SSP, and TSP) grade. phosphoric acid, and fertilizer can be
on an industrial scale. 3. Discuss the application of sulphuric applied in the environment.
acid, phosphoric acid, and fertilizer. 4. Able to discuss the environmental impact
4. Discuss the environmental impact of of sulphuric acid, phosphoric acid, and
sulphuric acid, phosphoric acid, and fertilizer and possible mitigations.
fertilizer.

1. Understand the Learning Unit 3: Natural 1. Demonstrate an understanding of the 1. Able to discuss the applications of unit
importance and Products Industries applications of unit processes and unit processes and unit operations in the vegetable
processing of vegetable operations in the vegetable oil process oil process industry.
oils while industry.
2. Able to discuss the production of soap and
manufacturing soaps
2. Differentiate the various production of detergent.
and detergents.
soaps and detergent.
2. Understand the 3. Able to discuss the production process of
production process of 3. Discuss the production process of coal coal derived products which are used in SA,
soaps and detergents. chemical industry in SA. i.e. Electricity, Fuel and Iron and steel.
3. Identify major
4. Discuss the general cement 4. Able to discuss the general cement
processes in SA that use
manufacturing process. manufacturing process.
coal in their process and
understand the 5. Discuss various renewable energy 5. Able to discuss various renewable energy
processes involved. sources with their advantages and sources.
4. Understand the disadvantages.
cement production.
5. Understand
renewable energy

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sources.
1. Understand the Learning Unit 4: Petrochemical 1. Discuss how various types of 1. Able to discuss the production process of
production process of Industries petrochemicals are produced. petrochemicals and the unit operations
petrochemical products. involved.
2. Discuss the environmental impact of
2. Understand the
the petrochemical industry. 2. Able to discuss the environmental impact of
impact of the industry
petrochemicals production.
on regional and national 3. Understand the industry’s impact on
economies and the regional and national economies. 3. Able to discuss the impact of the industry on
environment. the economy.

1. Understand the Learning Unit 5: Polymerization 1. Discuss the production of polymer 1. Able to discuss the polymer production
production process of Industries products. process.
producing polymer
2. Discuss the various polymer products. 2. Able to discuss and differentiate various
products.
polymers (Polyethylene, Polypropylene, PVC
3. Discuss how the production of
polyester Synthetic fibres, and Rubber).
polymers impacts the environment.
3. Able to discuss the environmental impact of
producing polymers.

1. Understand the Learning Unit 6: Introduction to 1. Discuss basic chemical plant process 1. Able to identify and differentiate the three
difference between the process flowsheets flowsheets. process flowsheets.
BFD, PFD, and P&ID.
2. Demonstrate an understanding of the 2. Able to draw a BFD and PFD for basic

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symbols used for different process process industries.
flowsheets.
3. Able to explain a chemical process given a
3. Demonstrate the ability to draw the process flowsheet.
process flowsheet for simple processes.

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Action verbs (Based on Bloom’s taxonomy)
Action verbs are used to assist you in the completion of the required activities, assignments
and/or tests/exams.
Table 1: Action verbs used to assist you in the completion of the required activities
Apply Put to practical use or make use of a relevant equation or law.
Calculate Determine the value, using formulae or specific calculation methods.
Group concepts or subjects together based on certain characteristics or
Classify
commonalities.
Point out the similarities and differences between objects or points of view. The
Compare
word contrast can also be used.
Convert Transform a quantity expressed in one unit to a quantity expressed in another unit.
Define Give a short and clear description of a term or concept.
Demonstrate Show clearly/prove/make clear by reasoning or evidence/illustrate and explain,
especially with many examples.
Derive Deduce or infer something from the given information.
Tell in detail how a process works or how a subject appears. You need not
Describe
comment on the process or the subject or give your own point of view.
Differentiate Find differences between objects or statements.
Explain terms or concepts in your own words. Give comments or give your
Discuss
own point of view.
Distinguish Write down the differences between subjects or concepts.
Draw Create a drawing, diagram or representation of a subject or concept.
Write about the subject in your own words. Clarify or give reasons – use examples
Explain
or illustrations. You must prove that you understand the content.
Formulate Express in a concise, systematic way.
Identify Establish the identity or recognise a process.
Illustrate Explain by means of detailed descriptions and drawings.
Interpret Explain or clarify the meaning of a concept/value.
List/Name Briefly write down the facts or main points.
Motivate Give reason(s) for your answer.
Name Nominate or specify a site or process.
Organize Arrange data according to certain criteria.
Predict Use the facts available to derive an outcome.
Relate Show the relation/connection of entities, how the concepts can be linked.
Solve Find an answer by using critical thinking and/or calculations.
Summarise Briefly state/list/write down only the most important detail/facts.

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