MINING 3073 - Mine Planning
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code MINING 3073 Course Mine Planning Coordinating Unit School of Civil, Environmental & Mining Eng Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Assumed Knowledge MINING 3070 & MINING 3071 Course Description The aim of the course is to present the theoretical principles and practical methodologies associated with mine planning. Mine planning is an iterative process entailing elements of design, scheduling and evaluation. As part of the planning process a range of issues have to be considered including short and long term planning, mine optimisation, cut-off grade analysis and mining valuation. The course presents principles of surface and underground mine planning and valuation for metaliferous and coal mining projects. Students will be expected to complete a project on pit optimisation including long term production scheduling and project evaluation.
Course Coordinator: Associate Professor Emmanuel ChandaAssoc Professor Emmanuel Chanda
Deputy Head of School
Mining Education Australia Program Leader
School of Civil, Environmental and Mining Engineering
Email: email@example.com Phone: (08) 83137410
The full timetable of all activities for this course can be accessed from Course Planner.
DAY TIME VENUE ACTIVITY Mondays 09-10am Napier G03 Lecture Tuesdays 3-5pm CAT Suite 5 (G22) Computer Lab Wednesdays 9-10 Napier G03 Tutorial or Lecture
Course Learning Outcomes1. Explain the process of strategic mine planning and its impact on decision-making during project development.
2. Design an optimal pit outline and develop the long/short term mine plans with cut-off grade optimisation.
3. Explain engineering aspects of surface coal mine planning, development and operation.
4. Explain the factors considered in underground mine planning for coal and metaliferous mines.
5. Construct mine schedules and compare different alternatives based on sequencing, timing and
6. Create realistic, properly integrated financial/technical discounted cash flow models
of mining projects.
7. Function effectively as a member of a mine planning team.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,2,3,4,5 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4,5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 3,4,5 Skills of a high order in interpersonal understanding, teamwork and communication. 3,4,5 A proficiency in the appropriate use of contemporary technologies. 3,4 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3,4 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 3,4 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,6,7
MEA Mine Planning Course Notes (2012) - available on Myuni.
Recommended Resources1) Camus, Juan, Management of Mineral Resources: Creating Value in the Mining Business, Society for Mining, Metallurgy, and Exploration, Inc (SME), 2002, Littleton, CO, USA
2) Hustrulid, WA and Kuchta, M, 2006. Open Pit Mine Planning & Design, Volume 1 – Fundamentals, 2nd Edition, 735p (Balkema: Rotterdam/Taylor and Francis: London).
3) Hustrulid, W.A. & Bullock R. L. (2001), Underground Mining Methods – Engineering Fundamentals and International Case Studies, Society for Mining, Metallurgy and Exploration Inc., Littleton, Colorado, ISBN: 0-87335-193-2
4) Lane, Kenneth F. 1988. The Economic Definition of Ore - Cut-Off Grades in Theory and Practice.
Mining Journal Books Limited, London.
5) Rudenno, V, 2004 The Mining Valuation Handbook – Australian Mining and Energy Valuation for
Investors and management, 430p (WrightBooks: Victoria).
6) Runge, Ian C., 2004 Mining Economics and Strategy. Society for Mining, Metallurgy, and
Exploration, Inc. Littleton, CO, USA.
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
- Lecturers = 2.0 hours per week;
- Tutorials/Labs = 1.0 hours per week,
- Group Work = 1 hour per week
- Self-study = 3 hour per week
Learning Activities SummaryThis course uses a number of different teaching and learning activities including:
- Tutorials (Problem-solving)
- Computer labs (hands-on software applications)
- Self-directed activities.
- Group discussions
- Project-based learning
- Analysis of case studies
- Discussions with guest lecturers
Specific Course RequirementsStudents will be expected to complete a project on open pit mine planning and design with emphasis on pit optimisation, long term production scheduling and financial technical evaluation.
Small Group Discovery ExperienceStudents will work in groups of 4 to investigate the optimal mining plan for an open pit mining project and to develop a financial technical model of an underground mining project.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryAssessment Tasks:
- Tute/Lab (5%)
- Quiz x 2 (20%)
- Assignment (15%)
- Project (20%, i.e., 10% each)
- Final Exam (40%)
Assessment Related Requirements
To be able to pass this course you must attempt all pieces of assessment and obtain 50% or more in
each piece of assessment.
ASSESSMENT DUE DATE WEIGHTING CLO/CONTENT Tutorials Weekly 5% [1,2,3,4,5,6,7]/participation Quiz #1 Week 4 10% [1,2]/Material in week 1-4; multiple choice Small Grp Discovery Project Week 6-9 20% [2,5,8]/Open pit design and scheduling Quiz #2 Week 8 10% [4,5,6]/Material in Week 5-8; multiple choice Small Grp Discovery Assignment Week 9-12 15% /Financial Technical Modelling Final Examination Week 14 40% 2,3,4,5,6,7/Comprehensive examination
All assessment to be submitted on-line as required
Late submissions will in most cases receive a zero mark. A late submission will only be allowed when a deferred deadline has been approved by the course coordinator prior to due date because of medical or extenuating circumstances. This will require documented evidence, e.g. Medical Certificate, etc.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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