Revision History

Revision: 00
DEPARTMENT OF Approved
Date:
CHEMICAL ENGINEERING Approved By
Programme
Coordinator:
Faculty of Engineering
SUBJECT GUIDE Signature

2024 Introduction to Social Studies and PROFESSOR

HOD:
Humanities M. CHETTY
Signature

QUALIFICATION INFORMATION
QUALIFICATION TYPE: Diploma in Chemical Engineering
SAQA CODE: D3CHME/D3CHMX
SAQA CREDITS: 360
NQF LEVEL: 6
SUBJECT GUIDE
SUBJECT NAME: Introduction to Social Studies and Humanities
SUBJECT CODE: CPB250S
IMPLEMENTATION: 2024
SEMESTER OR YEAR COURSE: Semester course
LEVEL OF SUBJECT WITHIN
Level 2
PROGRAMME:
DURATION: 13 weeks of lectures

COURSE LINKAGE/S
QUALIFICATION LINKAGE/S: None
PROGRAM-LEVEL LINKAGE/S: None
PRE-REQUISITE SUBJECT/S: None
C0- REQUISITE SUBJECTS: None
RECOGNITION AND EXEMPTION: None
COMPULSORY OR ELECTIVE
Compulsory
SUBJECT:
MAJOR SUBJECT: Yes

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 ORGANISATIONAL COMPONENT
INTRODUCTION
In an increasingly changing world where the gap between poor and wealthy societies is ever increasing,
the call is for ‘engaged citizens’ who can respond to pressing global concerns and address local realities of

WORD OF WELCOME: poverty, conflicts, climate change, HIV/AIDS, unemployment etc. In light of this, we would like chemical
engineering graduates – as ethical citizens, who are aware of societal injustices to be prepared to think and
act in ways aimed at problem solving.
The purpose of the subject is to make students aware of the cultural diversity in South Africa, and how the
SIGNIFICANCE OF THE
SUBJECT: South African labour market compares to the global labour market.

GENERAL
CONTACT INFORMATION
Consulting
Name Building/Room Telephone e-mail address
Hours
Office 2.64; Chemical Engineering and
LECTURER/EXAMINER: Z Gwele
Chemistry Building
021 959 6799 [email protected] By appointment

Office; Chemical Engineering and

INTERNAL MODERATOR: D De Jager
Chemistry Building
021959 6046 [email protected] TBA

EXTERNAL MODERATOR: Adv G Sefela Nelson Mandela University N/A N/A N/A
Office Chemical Engineering and
LEVEL COORDINATOR: Ms A Reiners
Chemistry Building
021959 6131 [email protected] TBA

HOD Office Chemical Engineering and

HEAD OF DEPARTMENT: Prof M Chetty
Chemistry Building
021 959 6131 [email protected] -

Chemical Engineering and Chemistry

DEPARTMENT Building
[email protected]
E. Alberts 021 959 6083
SECRETARY:

TIMETABLE
FOR OFFICIAL SUBJECT TIMETABLE REFER TO: DEPARTMENTAL NOTICEBOARD and the Learner Management System (LMS)
LENGTH OF COURSE
DURATION IN WEEKS
Number of CONTACT HOURS
METHOD:
weeks Monday Tuesday Wednesday Thursday Friday
FORMAL LECTURERS: 13 13h45 – 15h15
TUTORIALS: 13 15h15 - 16h00
PROJECT:

TOTAL: 13

Mode of Delivery

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The Department, in line with the Faculty and Institutional approach has adopted the following modes of delivery:
Blended (BL) - Blended learning is a learner-centred approach that integrates complementary face-to-face (synchronous) and online
learning (asynchronous) experiences in service of intended learning objectives.

Hybrid (HB) - Hybrid learning, also referred to as blended learning, is an approach to education that combines online educational
materials with traditional in-person classroom methods. It requires the physical presence of both teacher and learner

HyFlex model is a combination of “hybrid” and “flexible” learning and teaching approach. In HyFlex courses, students can choose from
one of three participation paths:

- Participate in face-to-face synchronous class sessions in-person (in a classroom)

- Participate in face-to-face class sessions via video conference (e.g., TEAMS)
- Participate fully asynchronously via Blackboard.

Blackboard (E-learning)
Registered students will have access to Blackboard. All assignments, relevant notes, additional information, will be shared on this
medium and all submissions must also be done via Blackboard. All communication will be via Blackboard and email. Students will
receive notification of new postings by the lecturer. This will be considered as the official method of communication for all
announcements, important dates and deadlines. Failure to ensure that you are registered and can access the google link made
available by the lecturer means that you cannot take part in this course.

MODULE CREDITS AND NOTIONAL HOURS

This subject is offered in semesters 1 only. Knowledge demonstrated by the graduate has the following characteristics:

Knowledge Areas Credit

Math Science 0
Natural Science 0
Engineering Science 0
Design & Synthesis 0
Complementary Studies 7.5
WIL 0
Total 7.5

The subject is managed as a 13-week module carrying a weighting of 7.5 credits, indicating that a learner should spend 75 hours
(i.e. 1 credit = 10 notional hours) to master the required skills. This credit calculation is based on ECSA E13-FT-P documentation.

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 Type of Activity Time Unit in Hours or Fraction of Contact Time Multiplier
an hour
L = total lectures TL = duration of a lecture period ML = total work per lecturer period
T = total tutorials TT = duration of a tutorial period MT = total work per tutorial period
P = total practical periods TP = duration of a practical period MP = total work per practical period
X = total other contact periods TX = duration of other period MX = total work per other period
A = total assignment non-contact hours TA = 1 hour
E = assessment hours outside time Hours ME = total work outside L, T, P, X, and
accounted for by L, T, P, X and A A per assessment hour

C = {(L * TL* ML) + (T * TT * MT) + (P * TP * MP) + (X * TX * MX) + (A * TA) + (E * ME)} / 10

Class Tutorials N/A Assign Tests.

C = {[26*0.75*1.5] + [13*0.75*1.5] + (1*7) + (6*4)]/10 = 7.5

A multiplier of 1.5 is used for this module. This implies that for every hour of contact time the student will engage with their subject
material for another 30 minutes.
The notional hour distribution is made clear below:-

Learning Activity Time (hours)

Lectures 29.5
Tutorials 14.5
Practicals 0
Assignments 7
Assessment 24
Total learning time 75

COURSEWARE
COMPULSORY COURSE TEXTBOOK/S:  Lecturer notes and sourced notes will be provided to the learners

RECOMMENDED BOOK/S: N/A

Please see the “RESOURCES” folder on Blackboard- Notes and Case law will be loaded here
RECOMMENDED READINGS:
too.
LEARNER MANAGEMENT SYSTEM: Blackboard Learning System (My classroom)
OTHER MATERIALS: Multi-media resources are loaded into the RESOURCES folder on Blackboard.
SUBJECT NOTICE BOARD LOCATION: Blackboard Announcements

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 STUDY COMPONENT

GRADUATE ATTRIBUTES
Graduate attributes are statements of the learning outcomes that a student must demonstrate at exit-level to qualify for an award of
a qualification; these actions indicate the student’s capability to fulfil the educational objectives. They are the high level qualities,
skills and understandings that a student should gain as a result of the learning and experiences they engage with, while at
university.
The Graduate Attributes (GAs) are developed in year 1 and 2 and finally assessed at exit level in year 3. In year 1 the respective
GAs will be developed and assessed at a “basic” level in allocated subjects. In year 2 these respective GAs will be developed and
assessed at an “intermediate” level. In year 3 (exit level) the GAs will be further developed and finally assessed at “exit” level. In
year 1 and 2 it is developmental (Basic and Intermediate respectively). Students who do not meet the min criteria may pass a
subject if they meet all the academic requirements to pass the subject. The measuring of the GAs in these years are to make the
students aware of these graduate attributes and use the results to develop the GAs where this is required.

In the third (exit-level) year, the GAs are measured through the application of projects/practicals/assignments for the respective
subjects in which they were allocated to. Students must meet a minimum criteria that measures the level of achievement. For each
indicator assessed, the student shall seek a minimum performance of 8 out of 15 with an overall average of ‘8 out of 15’ to achieve
the GA. Where the student does not achieve the subminimum of 8 out of 15 for the GA, it implies that the competencies are not
met and the student may be re-assessed. The student will address the deficiencies as outlined by the feedback and submit their
work as per re-assessment instruction. Accordingly, a maximum mark of 8/15 will be processed for the assessment. Should the
student still be unsuccessful in the GA Assessment, then the student must retake the subject in the next offering.

There are no Graduate Attributes associated with this subject.

Individual
Total Marks Group Component
Component
Project 1
Project 2
Community
Presentation
I/G ratio

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Learning Outcomes SPECIFIED OUTCOMES

Investigate the variety of human culture and demonstrate an Understand and use specific Human
understanding of the ways in which cultures have changed and Social Sciences knowledge;
Understand and employ a wide range of humanistic, qualitative, Know and apply specific Human and
quantitative, theoretical, or philosophical methods for recording Social Sciences skills
and explaining human experience
Describe ways in which a given language reflects a way of Understand, adopt and apply the
thinking, cultural heritage, larger set of cultural values, or values related to Human and Social
aspects of society; Sciences;
Identify and assess their own and others' values; identify the Foster empathy, fairness and
underlying premises in their own and others' arguments; and tolerance.
Use appropriate technologies to conduct research on and
communicate about culture, and/or philosophy and to access,
evaluate, and manage information to prepare and present their
work effectively.

ASSESSMENT NUMBER Weight

ASSESSMENT 1: 10%
ASSESSMENT 2 10%
ASSESSMENT 3: 15%
ASSESSMENT 4: 15%
ASSESSMENT 5: 50%

* Assessment Criteria are given in group assignment/project briefs location

ASSESSMENT ADMINISTRATION
T1 T2 T3 T4 T5
DESCRIPTION: Presentation Assignment Test 1 Test 2 FISA
TERM: 1 1 2 3 4
WEIGHT IN %: 0 GA 6 and
20 15 15 50
7(developed)
MODERATION SELECTION: Moderation Moderation Moderation

ASSESSMENT OUTLINE
Oral presentation of project; Question and Answer Session (0%) GA6 assessed GA7
ASSESSMENT 1:
(developmental)
ASSESSMENT 2: Written assignment based on topic (20%)
ASSESSMENT 3: Test based on prescribed scope (15%)
Test based on prescribed scope (15%)
ASSESSMENT 4:

ASSESSMENT 5: FISA (50%)

ASSESSMENT POLICY
1. TYPE OF ASSESSMENT: CONTINOUS ASSESSMENT AND FISA
2. % TO PASS SUBJECT: 50%
3. MISSED ASSESSMENT RULE: REFER TO CPUT POLICY

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 RULES AND RESPONSIBILITIES
1. ACADEMIC HONESTY RULE (REFER TO BLACK RULE BOOK)

SUBJECT STRUCTURE
SYLLABUS AND SCHEDULE
TERM 1
WEEKS CENTRAL TOPIC
(duration) THEME

3 Demography Dynamics of SA human population, population changes, HIV/Aids impact on the family
and population structure.
dynamics
3 Developmental  Financial, economic and cultural hubs in SA
Studies Index and United Nations Sustainable Development Goals and its attributes
3 Labour Policy  How does the SA labour policy compare to other first world and 3rd world countries.
and Investigative project for students.
Globalisation  Basic principles of labour
 Basic conditions of employment
 Compensation for Occupational Injuries and Diseases
Code of Conduct for Engineers
4 Migration and  Human mobility, social transformation
Society  Human dignity
 Equality and equity (Guest speaker)
 Socio-economic rights (Guest speaker)
 Life
 Freedoms
Environment

ECSA Graduate Attributes

Graduate Attribute 1: Problem solving

Apply engineering principles to systematically diagnose and solve well-defined engineering problems.

Graduate Attribute 2: Application of scientific and engineering knowledge

Apply knowledge of mathematics, natural science and engineering sciences to applied engineering
procedures, processes, systems and methodologies to solve well-defined engineering problems.

Graduate Attribute 3: Engineering Design

Perform procedural design of components, systems, works, products or processes to meet requirements,
normally within applicable standards, codes of practice and legislation.

Graduate Attribute 4: Investigations, experiments and data analysis

Conduct investigations of well-defined problems through locating and searching relevant codes and
catalogues, conducting standard tests, experiments and measurements.
Graduate Attribute 5: Engineering methods, skills and tools, including Information Technology

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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.

Graduate Attribute 6: Professional and technical communication

Communicate effectively, both orally and in writing within an engineering context.

Graduate Attribute 7: Sustainability and Impact of Engineering Activity

Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy,
industrial and physical environment, and address issues by defined procedures.

Graduate Attribute 8: Individual, Team and Multidisciplinary Working

Demonstrate knowledge and understanding of engineering management principles and apply these to one’s
own work, as a member and leader in a technical team and to manage projects.

Graduate Attribute 9: Independent Learning Ability

Engage in independent and life-long learning through well-developed learning skills.

Graduate Attribute 10: Engineering Professionalism

Understand and commit to professional ethics, responsibilities and norms of engineering technology practice.

Graduate Attribute 11: Engineering management

Demonstrate knowledge and understanding of engineering management principles.

Graduate Attribute 12: Workplace practices

Demonstrate an understanding of workplace practices to solve engineering problems consistent with
academic learning achieved.

CPUT charter of graduate attributes

1. Technological capability and foresight

A CPUT graduate will recognise that society, technology and science are intertwined, and so that technology
and science have the capacity to effect changes in society. Furthermore, CPUT graduates will recognise that
science and technology should be used for the overall benefit of society even though its effects may also
sometimes be harmful. Graduates will also recognise that scientific knowledge and their related technologies
will need to be transformed/adapted to complex and changing circumstances. CPUT graduates would thus
need to take a critical and reflective stance on how technology is used and for what ends, including issues of
environmental awareness and sustainability, and to act accordingly.
2. Resilience and problem-solving capability
A CPUT graduate will recognise the complexity of problem solving in society (including technologically) and
will be able to engage confidently with such complexity. The graduate will recognise that there are no simple
solutions to problems in society and that there are many twists and turns, dead ends and necessary restarts
and they will need to act with resilience to succeed in these journeys. Such journeys will typically occur within
entrepreneurial, innovation and investigative/research activities.
3. Relational capability
A CPUT graduate will be able to ‘stand in the shoes of others’ in order to understand their needs, values and
cultures so that what is being worked on can have optimal effects and/or the best chances of success. In so
doing a CPUT graduates will be able to act with understanding of others different from themselves, at both the

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interpersonal and inter-professional level. Furthermore, CPUT graduates will understand, learn with and so be
able to engage with others for the best possible solutions to work and societal problems. This capability is of
advantage beyond the university and influences hoe graduates work with community groups or in local
government and relates to caring as well as effectiveness. It can also apply to working inter-professionally
where, for example, a roads engineer would also have to work with environmentalists, heritage experts and so
on to get a job done for the benefit of all.
4. Ethical capability
A CPUT graduate will have an orientation to the well-being and improvement of society rather than just
ensuring the well-being and advancement of themselves. It would involve hearing and acknowledging the
concerns of others. In the professional fields, furthermore, morality forms a cornerstone against which ethical
decisions are made in practice and as such characterises being professional.

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