MINING 4107 - Surface Mining Systems

North Terrace Campus - Semester 2 - 2016

This is an advanced course building on the learning acquired in the Mining Systems course. Students will have the opportunity to further develop their knowledge and skills in the selection and evaluation of surface coal and metaliferous mining systems using a project-based learning approach. This course assumes that students have a good understanding of mining terms and descriptions, have been exposed to surface mining methods and are familiar with mining development, operations and production. Each project is undertaken by a group of 3-5 students.

  • General Course Information
    Course Details
    Course Code MINING 4107
    Course Surface Mining Systems
    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
    Available for Study Abroad and Exchange N
    Assumed Knowledge MINING 3071
    Course Description This is an advanced course building on the learning acquired in the Mining Systems course. Students will have the opportunity to further develop their knowledge and skills in the selection and evaluation of surface coal and metaliferous mining systems using a project-based learning approach. This course assumes that students have a good understanding of mining terms and descriptions, have been exposed to surface mining methods and are familiar with mining development, operations and production. Each project is undertaken by a group of 3-5 students.
    Course Staff

    Course Coordinator: Associate Professor Emmanuel Chanda

    Course Coordinator:  A/Prof Emmanuel Chanda 
    Phone: 08 8313 7410  
    Email: emmanuel.chanda@adelaide.edu.au  
    Campus: North Tce;    
    Building/Office: Engineering North/N154

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Day Time Venue
    Thursday 2-4pm Barr Smith 2103 (Tutorial Group)
    Friday 10-11am Polygon LT 3022 (Lecture- Q&A)
  • Learning Outcomes
    Course Learning Outcomes
    1. Provide a detailed description of the proposed surface mining method and related equipment and support infrastructure (including   illustrations, sketches, plans, etc.);

    2. Design and evaluate materials handling and transport options;

    3. Conduct productivity analysis for the selected mining system;

    4. Identify and evaluate core risks in each mining method;

    5. Appraise mining systems with respect to safe, efficient, economic and environmentally and socially responsible operations; and

    6. Demonstrate awareness of major technological trends.
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1,2,3,4,5,6
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1,2,3,4,5,6
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1,2,3,4,5,6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,2,3,4,5,6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1,2,3,4,5,6
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1,2,3,4,5,6
  • Learning Resources
    Required Resources
    Books:
    1. SME Mining Engineering Handbook / edited by Peter Darling, 2011. Society for Mining, Metallurgy, and Exploration (U.S.) ISBN
    978-0-87335-264-2.                                                                                        

    2. Kennedy, B. A., Editor, 1990. Surface Mining, 2nd edition, Society for Mining, Metallurgy, and Exploration, Littleton, Colorado. ISBN 0–87335–102–9
    Recommended Resources
    Recommended Resources

    1. Hustrulid, W and Kuchta, M., 2006. Open Pit Mine Planning & Design, Balkema, Rotterdam.

    2. Hargraves, A and Martin, C., 1993. Australasian Coal Mining Practice Monograph 12, 2nd & 3rd Editions, The AusIMM:
    Melbourne

    3. Hartman, H.L. 2002. Introductory Mining Engineering, 2nd edition. Wiley, New York.

    4.  Woehler, R, H (ed), 1986. Bulk Handling in Open Pit Mines and Quarries, Trans Tech Publications, Berlin.

    5.  Rudenno, V. 2006. The Mining Valuation Handbook. Wrightbooks, Milton, QLD.

    6.  Noakes, M and Lanz, T, 1993. Cost Estimation Handbook for the Australian Mining Industry, Monograph No: 20/ Australasian
    Institute of Mining and Metallurgy.

    7.  AusIMM Large Open pit Conference Series International Journal of Surface Mining and Reclamation, Balkema-Rotterdam
    Online Learning
    The Course is available on MyUni with all the resources required
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This is an advanced course building on the learning acquired in the Mining Systems course. The students will have the opportunity to further develop their knowledge and skills in the selection and evaluation of surface coal and metalliferous mining systems using a project-based learning approach. Students will work on the assigned Project in groups of 3-4.

    Each week there will be a Lecture discussing the principles related to the project task for that week. This will be followed by a Question and Answer Session conducted by the Course Coordinator and his Assistant.


    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Lecture : 1 hour/week
    Group work: 3 hours/week
    Personal Research: 4 hours/week
    Learning Activities Summary
    Teaching and Learning Methods:

    1. Project-based learning: This course utilises a project-based learning approach. Students will be given two group projects to work on. Students are required to work in groups, share the project workload, have weekly meetings and discussions and share the outcome of their project with other groups with a presentation. A professional report (one per group) has to be submitted for each project.
     

    2. Questions/Answers Sessions: Project work will be supported with weekly questions and answers sessions.
     

    3. Group work: Each project will have a number of topics of emphasis, usually 4-5 depending on the number of students assigned
    to a project team. Each member of the group can elect to work on a topic of the project but all members must report their work on weekly basis to the group. A peer review will have to be submitted by each student, indicating the proportion of each individual group member's contribution to the project. Some marks will be taken from the underperforming students and given to others. If a student makes no contribution to the project, he/she will receive zero for that project.
     

    4. Effective Communication: One of the most powerful drivers of learning is effective communication of what has been learned. Even as a professional engineer, it is not sufficient to return to a client and simply present them with a number, saying, "Here is your answer". Assessment in this course will largely be determined in how well results are communicated. There are a number of opportunities for effective communication in this course: formal presentations and final reports. The process of writing reports, brainstorming within a design team, peer assessment, preparation and presentation of report both in front of an audience and in report form, forces clarity of thinking, defending and revising a design and analysing the risks inherent in a project.
     

    5. Presentations: As per the course requirement, each group is to give a 15 minutes presentation. All students are required to attend and take part in the presentations for the whole seminar session. The room is equipped with projection facilities and students may use PowerPoint if they wish. However, it is the team’s responsibility to ensure that the presentation is loaded up and functioning prior to start of the first seminar day. Computer problems will not be allowed to delay the proceedings!

    Specific Course Requirements
    Peer Assessment: 

    Group performance is a key component of the assessment for this course. The sole measure of performance of team work is by peer review. Teams which are having problems with unproductive or non-cooperative members are encouraged to seek the intervention of the course coordinator as early as possible. Do not leave these problems to the last minute. SPARK will be used as
    the peer assessment tool. The PEER REVIEW is required for all group assessments. SPARK is an online tool that will be used to collect Self and Peer Assessment data. These data will be used to provide feedback to, and receive feedback from, your group members regarding contributions to the project.

     
    Based on a series of answers from each group member SPARK automatically produces two weighting factors. The SPA or Self and Peer Assessment factor is a measure of how the group overall viewed the contribution of each member of the group. This factor will be used to adjust the group mark for the project into an individual mark.

     
    Individual mark = Group mark x Individual’s SPA

     
    For example; a student who receives an SPA factor of 0.9 for their project contributions, reflecting a lower than average team contribution as perceived by a combination of themselves and their peers, would receive an individual mark of 72% if their group project mark was 80%.

    Small Group Discovery Experience
    Students will have an opportunity to experience small group discovery learning strategy.
    The students will be required to discover many aspects of the project on their own by using pointers in the project briefs.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Weighting Learning Ojbective
    Metal Project Progress Presentation 10% 1,2,3,5
    Metal Project Final Report 30% 1,2,3,4,5,6
    Coal Project Progress Presentation 15% 1,2,3,5
    Coal project Final Report 45% 1,2,3,4,5,6
    Assessment Related Requirements
    Important: Students who do not complete and submit the required peer review tasks on time using SPARK will lose 20% of the
    group’s assessment mark and their peer review mark will be calculated based on the other group members’ submission. For example; if the group mark is 70% a student who does not submit a peer review will receive a mark of 56% which will then be adjusted by the SPA factor given to the student by their peers.

    The idea of using SPARK is not only to make group work fairer and provide feedback on your performance but to encourage the development of your professional skills. These skills include giving and receiving both positive and negative feedback, conflict resolution, collaboration, the ability to assess both your work and the work of your peers and developing your professional judgement. If you successfully achieve these learning outcomes your group experience should be productive. Teams that contain students who do not adequately participate in group activities and/or develop their teamwork skills typically have friction between group members.
    Assessment Detail
    Metaliferous  Project Progress Presentation
    Type: Presentation
    Learning Objectives Assessed: 1, 2, 3, 5
    Weight: 10%
    Task Description: Group Presentations
    Criteria & Marking: Presentations
    As per the course requirement, each group member is to talk for 2-3 minutes for a maximum time of 16 minutes per group. Individuals will be marked for content and presentation skills. All students are required to attend and take part in the presentations for the whole seminar session. 

    Metaliferous Project  Final Report
    Type: Project
    Learning Objectives Assessed: 1, 2, 3, 4, 5, 6
    Weight:  30%
    Task Description: Final report for Surface Mining Systems Metal mining
    project & Peer Review
    Criteria & Marking: refer to Project description


    Coal  Project Progress PresentationType: Presentation
    Learning Objectives Assessed: 1, 2, 3, 5
    Weight: 15%
    Task Description: Group PresentationsCriteria & Marking: Presentations
    As per the course requirement, each group member is to talk for 2-3 minutes for a maximum time of 16 minutes per group. Individuals will be marked for content and presentation skills. All students are required to attend and take part in the presentations for the whole seminar session. 

    Metaliferous Project  Final ReportType: Project
    Learning Objectives Assessed: 1, 2, 3, 4, 5, 6
    Weight:  45%
    Task Description: Final report for Surface Mining Systems Metal miningproject & Peer Review
    Criteria & Marking: refer to Project description
    Submission

    Late Submission

    The submission of progressive assessment material on the due date is the responsibility solely of the student. Students should not leave assignment preparation until the last minute and must plan their workloads so as to be able to meet advertised or notified deadlines.

    Late submissions will in most cases receive a zero mark.
     
    The University does recognise, however, that on occasion illness or other medical conditions may impair a student’s ability to complete items of progressive assessment by the due date. You can find further information and an application form for extension on the myAdvisor website: http://www.adelaide.edu.au/policies/700/

    Applications for extension must be made by the due date for the assessment, unless the illness or other medical condition is such that the student cannot reasonably be expected to have applied by the appropriate due date. 

    Course Grading

    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.

    M10 (Mark Scheme)

    Final results for this course will be made available through Access Adelaide.

    All student work in this Course must be submitted via MyUni as pdf files.
  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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