MINING 7106 - Hard Rock Mine Design & Feasibility

North Terrace Campus - Semester 1 - 2018

This course involves the development of a pre-feasibility study for a metalliferous mining project. Activities include: assessment of reserves, mining method selection, open pit and underground mine design, optimisation of surface and underground operations, geotechnical design, ventilation design, project risk assessment, production scheduling, equipment selection, cost estimation, financial technical model, sustainability. Students will make use of industry-standard mine design and optimisation software.

  • General Course Information
    Course Details
    Course Code MINING 7106
    Course Hard Rock Mine Design & Feasibility
    Coordinating Unit School of Civil, Environmental & Mining Eng
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange N
    Assumed Knowledge MINING 3073 or MINING 7073
    Assessment Project report, final presentation, progress interviews
    Course Staff

    Course Coordinator: Associate Professor Chaoshui Xu

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1 Conduct mine design and planning, taking into account data analysis and interpretation, mine optimisation using proper geometrical, geotechnical and economic parameters, mine layout, scheduling, geomechanics and ventilation, social and environmental impacts of mining.
    2 Perform mine development planning, production scheduling and equipment selection.
    3 Conduct economic evaluation of mining projects.
    4 Operate effectively mine design and optimisation software packages.
    5 Develop team skills in project managements.
    6 Advance written and oral communication skills.

    The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
    The course is designed to develop the following Elements of Competency: 1.1   1.2   1.3   1.4   1.5   1.6   2.1   2.2   2.3   2.4   3.1   3.2   3.3   3.4   3.5   3.6   

    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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    MTEC reading materials (available on MyUni):
    · MTEC0008 - LG Geotechnical Factors in the Mine Planning and Design Process
    · MTEC0011 - LG The Process of Mine Planning and Design
    · MTEC0015 - LG Strategic Planning
    · MTEC0018 - LG Mine Planning and Scheduling

    Software Required:
    · EXCEL
    · Whittle
    · Vulcan (Maptek)
    · RocScience
    · Ventsim
    · TALPAC

    Recommended Resources
    • SME Mining Engineering Handbook, 1992. USA
    • SME Mining Engineering Handbook, 2011. USA
    • R2Mining, Australian Metal Cost Guide, available for short term borrowing from the School Office
    • Hartman, HL. 2002. Introductory Mining Engineering, 2nd edition. Wiley, New York
    • Hustrulid, W and Kuchta, M., 2006. Open Pit Mine Planning & Design, Balkema, Rotterdam
    • Kennedy, BA., Editor, 1990. Surface Mining, 2nd edition, Society for Mining, Metallurgy, and Exploration, Littleton, Colorado
    • ISBN 0–87335–102–9  
    • Noakes, M and Lanz, T. 1993. Cost Estimation Handbook for the Australian Mining Industry, Monograph No: 20/ Australasian
    • Institute of Mining and Metallurgy
    • Hustrulid, WA, and Bullock, R. (Editors), 2001. Underground Mining Methods: Engineering Fundamentals and International Case Studies
    • (Society for Mining Metallurgy & Exploration: Littleton)
    • Noakes, M  2012. Cost Estimation Handbook, second edition, Monograph No: 27, The Australasian
    • Institute of Mining and Metallurgy
    • MEA Mine Planning Course Learning Guide
    • MEA Mining Systems Course Learning Guide
    • MEA Report Writing Guide
    • MEA Resource Estimation and Project Evaluation Course Learning Guide
  • Learning & Teaching Activities
    Learning & Teaching Modes
    • Project-based learning: This course utilises project-based learning method. Students will be given one group project to work on. Students are required to work in groups, to share the project workload and to have weekly meetings and discussions. A progress and a final report have to be submitted for assessment.
    • Tutorials: Project works will be supported with tutorials/trainings as required. The content of these are aligned with the project.
    • Question/Answer sessions: Project works will be supported with weekly Q/A sessions. All students are to attend these sessions.
    • Group work: The project includes a number of topics/components. Each member of the group can elect to work on a specific topic of the project but all members must report their work to the group on a weekly basis. A peer review will have to be submitted by each team, indicating the proportion of each individual group member's contribution to the project. Marks will be deducted for underperforming students. Zero mark will be awarded to the student if he/she makes no contribution to the completion of the project.

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

    Activity Estimated Student Workload (hours)
    Software training 32
    Whittle optimisation 20
    Mine design 40
    Financial technical model 20
    Interviews and final presentation 10
    Report preparation 34
    Total 156
    Learning Activities Summary
    Week Activities
    1-4 Vulcan training
    Whittle optimisation
    4-8 Mine design (open pit, underground, surface infrastructure)
    9-11 Equipment selection, cost estimation, project evaluation
    12 Final presentation, report preparation
    Small Group Discovery Experience
    Students will benefit from face-to-face group discussions with the lecturer and tutors during progress interviews and Q/A sessions.
  • 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 (%) Individual/ Group Formative/ Summative
    Due (week)*
    Hurdle criteria Learning outcomes
    Progress Interview 1 10 Group Summative Week 4 1. 2. 3. 4. 5. 6.
    Progress Interview 2 15 Group Summative Week 8 1. 2. 3. 4. 5. 6.
    Final Presentation 25 Group Summative Week 12 1. 2. 3. 4. 5. 6.
    Final Report 50 Group Summative Week 12 1. 2. 3. 5. 6.
    Total 100
    * The specific due date for each assessment task will be available on MyUni.
    This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. a. i    1. a. ii    1. a. iii   
    Assessment Detail

    No information currently available.

    Key assessment deadlines:

    Assessment Due Weighting
    Progress interview 1 Week 4 10%
    Progress interview 2 Week 8 15%
    Final project presentation Week 12 25%
    Final project report Friday, Week 12 50%
    Total 100%
    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.

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

  • 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 ( 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
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