School of Engineering /

Skool vir Ingenieurswese

Department of Chemical Engineering /

Departement Chemiese Ingenieurswese

Chemical Engineering Materials CIM210

2017
 <Chemical Engineering Materials>:<CIM210>
_____________________________________________________________________

TABLE OF CONTENTS

ORGANISATIONAL COMPONENT
Page
1. GENERAL PREMISE 3
2. LECTURER, VENUES AND CONSULTING HOURS 3
3. STUDY MATERIALS 4
4. LEARNING ACTIVITIES 4
5. RULES OF ASSESSMENT 5
6. GENERAL 6

STUDY COMPONENT

1. MODULE OBJECTIVES AND LEARNING OUTCOMES 7

2. MODULE STRUCTURE 8
3. GUIDELINES TO THE STUDY THEME DESCRIPTIONS 8

____________________________________________________________________________
2
<2017> University of Pretoria <EBIT>
 <Chemical Engineering Materials>:<CIM210>
_____________________________________________________________________

ORGANISATIONAL COMPONENT

1. GENERAL PREMISE

According to the education policy of the University it is accepted that "a student should undergo
an academic-scientific moulding as to be able later in professional context to function as an
independent scientist/engineer and to contribute to the creative development of the chosen
profession . . . in effect it refers to a purposeful and pro-active education approach which brings
with it a change in emphasis from the traditional lecturer-centred teaching approach to a more
dynamic student-centred learning approach" (A new approach, Tukkie-onderrig, Vol. 1(2), 1986).
A syllabus for this module has accordingly been developed as worded in this study guide.

The effective use and application of materials science and thermodynamics concepts are
essential to the practising chemical engineer. In the study of this module skills are developed
which will enable the learner to understand the fundamentals that govern the physics of materials
and associated thermodynamics phenomena relevant to the design materials and separation
systems.

The general objective with this module is to emphasize understanding rather than memorising, in
order to stimulate creative thinking and the development of innovative skills amongst students
in the field of materials chemical engineering. A problem-driven approach to learning is followed.
Student-centred and co-operative learning and teaching methods are applied during lectures and
tutorial classes, in order to optimally develop the above-mentioned skills, as well as to stimulate
the development of communication skills, interpersonal skills and group dynamics.

2. LECTURER, VENUES AND CONSULTING HOURS

Lecturer Room No. Telephone No. and e-mail Address

Dr Shepherd M Room 1-18 0796480655 (Cell)

Tichapondwa Building 2 tichapondwa@gmail.com
South Cammpus

Tutors
Andrew Cowgill awcowgill@gmail.com

Washington Mhike washie.m@gmail.com

Oliver Woodrow u10125664@tuks.co.za

Consulting hours: Consulting hours will be announced at the commencement of the semester,
and will also be displayed on the lecturer's office door. Students may consult lecturers only during
the consulting hours as indicated, or by appointment. This policy also holds before tests and

____________________________________________________________________________
3
<2017> University of Pretoria <EBIT>
 <Chemical Engineering Materials>:<CIM210>
_____________________________________________________________________
exams. In other words, lecturers are only available during their normal consulting hours on the day
before a test or exam. This policy aims to encourage students to plan their work and to work
continuously.

3. STUDY MATERIALS

Prescribed books:
W. D. Callister.and D. G. Rethwisch 2015. Materials Science and Engineering, 9th Edition SI
Version John Wiley & Sons. ISBN: 978-1-118-31922-2

4. LEARNING ACTIVITIES

4.1 Contact time and learning hours

Number of lectures per week: 2 Number of tutor classes per week: 2

This module carries a weighting of 8 credits, indicating that on average a student should spend a
total of 80 hours to master the required skills (including time for preparation of tests and
examinations). The average contact time is approximately 4 hours per week, meaning that
another 4 hours per week of own study time should be devoted to the module.

Table: Schedule of Classes (2017)

Monday Wednesday
Venues 13h30 11h30
Louw Hall EMB 2-150
Tutorial 12h30 & 13h30
EMB 2-150

4.2 Lectures

Lectures are presented in a style of co-operative and student-centred learning. Brief clarification
and explanation of the subject matter and concepts are given during the lectures. Problems
related to the subject matter are posed and students are requested to attempt the problems within
groups of two to three persons. This is followed up by class discussions. Students are advised
not to take comprehensive notes during lectures. The time should rather be used more effectively
by concentrating on the lecturing and by active participation in discussions. All the relevant study
material is adequately referenced and is available in the textbook, the notebook, the study guide
and the module website.

____________________________________________________________________________
4
<2017> University of Pretoria <EBIT>
 <Chemical Engineering Materials>:<CIM210>
_____________________________________________________________________

4.3 Tutor classes

Four class periods per week are provided for in the timetable. Typically two periods will be used
for lectures, whilst two will be allocated to tutor classes. During each tutor class students are
requested to attempt problems and exercises in small groups of three or four persons. Active
participation from each student in a group is mandatory. The lecturer will be available for
consultation and assistance to students during tutor classes.

5. RULES OF ASSESSMENT

The Examinations regulations are given in the Year Books of the Faculty of Engineering, Built
Environment and Information Technology (Part 1: Engineering).

Guideline. In terms of the new examinations regulations of the University and of the Faculty, the
pass requirements and the formula for calculation of the final mark and of the semester/year mark
must be clearly stated in the study guide of each module. This information will also be published
in a schedule, along with those of all the other modules presented in the Faculty, for approval by
the Faculty Board.

Pass requirements. In order to pass the module a student must

1. Obtain a final mark of at least 50%, and

A minimum semester mark of 40% is required to gain examination admission for the module.

Calculation of the semester mark Calculation of the final mark

The semester mark is compiled as follows: The final mark is calculated as follows:
Semester tests: 60% Semester mark: 50%
Class/Tutorial tests /Assigments 40% Examination mark: 50%

Semester tests. Two tests of 90 minutes each will be written during the scheduled test weeks of
the School of Engineering. Dates, time and venues will be announced as soon as the timetables
become available.

Any absence from semester tests must be supported by an official and valid statement (e.g. a
medical certificate) and must be submitted to the lecturer within three days after the date of the
test. A special semester test for all legitimate absentees can be taken on a date to be announced
by the lecturer and this will be based on all the work done in the module thus far.

____________________________________________________________________________
5
<2017> University of Pretoria <EBIT>
 <Chemical Engineering Materials>:<CIM210>
_____________________________________________________________________
Code and Module Name ECSA Exit Level Outcome addressed in Module*
1 2 3 4 5 6 7 8 9 10
CIM 210 Chemical
Engineering Materials
Explanation of symbols used:
Outcome addressed on elementary level
Outcome addressed on intermediate level
Outcome addressed on exit level

6. GENERAL

Official notices. All relevant official notices will be posted on the module website. The onus is on
the student to consult this site and to ensure that all matters relevant to tests, laboratory
arrangements, timetable alterations etc. are timeously noted.

Pocket calculators. Each student must be in possession of his/her own non-programmable

pocket calculator, which is essential during tutor sessions, tests and examinations. Under no
circumstances will sharing of calculators be allowed during tests and examinations.

Absence from scheduled activities. Any absence from tests, laboratory sessions, examinations
and tutor classes must be supported by an official and valid statement (e.g. a medical certificate)
within three days of the date of absence. In such cases alternative arrangements will be made.

ECSA Exit Level Outcome addressed in CIM 210

1: Problem solving
2: Application of scientific and engineering knowledge
3: Engineering design
4: Investigations, experiments and data analysis
5: Engineering methods, skills, tools, information technology
6: Professional and technical communication
7: Impact of engineering activity
8: Individual, team, multidisciplinary working
9: Independent learning ability
10: Engineering professionalism

Outcome addressed on: elementary level; intermediate level; exit level

Plagiarism:

Plagiarism poses a considerable problem for academic institutions worldwide as many students
and/or researchers do not realise that it is a serious form of academic misconduct which can lead

____________________________________________________________________________
6
<2017> University of Pretoria <EBIT>
 <Chemical Engineering Materials>:<CIM210>
_____________________________________________________________________
to expulsion from an institution such as a university, civil claims and even criminal charges. It is
important to note the following:
(a) Irrespective of whether plagiarism occurred with or without the intent to plagiarise, it remains
plagiarism.
(b) Plagiarism is a form of misconduct for which a student may be disciplined in terms of the
Universitys disciplinary code (when an assignment is submitted for assessment, plagiarism is the
equivalent of cheating in an exam).
(c) Plagiarism is also not dependent on the verbatim presentation of a specific number of words,
as, under certain circumstances, the use of a single phrase or idea can be judged to constitute
plagiarism.

Copies of the document on plagiarism is available at the following sites:

Students online (ClickUP)
Library Website mainpage: http://www.library.up.ac.za/plagiarism/index.htm

STUDY COMPONENTS

1. MODULE OBJECTIVES AND LEARNING OUTCOMES

1. Introduction to Materials Science and Engineering Callister 1

2. Atomic structure and interatomic bonding Callister 2 (Self study)
3. Crystalline solids: Fundamentals of Crystallography, Callister 3, 4 & 6
Structure of Crystalline Solids & Imperfections in
Solids
4. Mechanical Properties & Failure Callister 8
Callister 10
5. Phase diagrams Callister 11
6. Phase transformations Callister 12
7. Properties and Applications of Metals Callister 13
8. Stuctures of polymers, Characteristics and Callister 5 & 15
Applications of Polymers
9. Composites Materials Callister 16
10. Corrosion and Degradation of Materials Callister 18

Note: The learning objectives of each chapter are clearly highlighted in the prescribed book. Any
variation from these objectives will be highlighted during lectures

3. GUIDELINES TO THE STUDY THEME DESCRIPTIONS

____________________________________________________________________________
7
<2017> University of Pretoria <EBIT>
 <Chemical Engineering Materials>:<CIM210>
_____________________________________________________________________

The information given in the next section of this study guide under the various syllabus theme
headings is intended to assist students in their study of the module contents, in order to attain the
required skills and learning outcomes in an effective manner.

3.1 Learning outcomes of the syllabus theme

The given learning outcomes for each syllabus theme are essential to the attainment of the
primary learning outcomes as given in the previous section.

3.2 Study units

The title of the study unit and references to appropriate study material are listed at the beginning
of each Chapter in Callister. The study of the referenced study material is regarded as the
minimum requirement for satisfactory attainment of the learning outcomes.

6. Evaluation

4. Analysis 5. Synthesis
Level of

Complexity

2. Comprehension 3. Application

1. Knowledge

3.3 Criteria of assessment

The criteria of assessment (also known as "instructional objectives" or "learning objectives") are a
list of specific skills that must be mastered by the student in order to acquire the learning
outcomes of the syllabus theme. During assessment (tests and the examination) students will be
evaluated in terms of these criteria. The statements used to define the criteria of assessment are
classified in terms of a series of lower to higher order thinking skills (cognitive domains), in
accordance with Bloom's Taxonomy of Educational Objectives (Bloom, B.S. and Krathwohl, D.R.
1984. Taxonomy of educational objectives. Handbook 1. Cognitive domain. Addison-Wesley,):

____________________________________________________________________________
8
<2017> University of Pretoria <EBIT>
 <Chemical Engineering Materials>:<CIM210>
_____________________________________________________________________

The characterisation of the cognitive domains is given in the table below.

Cognitive Domain Definition Typical Action Verbs

1. Knowledge Remembering previously learned Arrange, define, describe, identify,

information label, list, match, name, outline

2. Comprehension Understanding the meaning of Classify, discuss, estimate, explain,

information give example(s), identify, predict,
report, review, select, summarise

3. Application Appropriate use of information in Apply, calculate, demonstrate,

different situations illustrate, interpret, modify, predict,
prepare, produce, solve

4. Analysis Breaking up of information into the Analyse, appraise, calculate,

component parts and seeing the compare, criticise, derive,
relationships differentiate, distinguish, examine,
subdivide
5. Synthesis Putting the component parts Assemble, compose, construct,
together to form new products and create, design, determine, develop,
ideas devise, formulate, propose,
synthesise
6. Evaluation Making judgments of an idea, Appraise, assess, compare, conclude,
theory, opinion, etc., based on defend, determine, evaluate, judge,
criteria justify, optimise, predict

____________________________________________________________________________
9
<2017> University of Pretoria <EBIT>