MINING 7107 - Surface Mining Systems

North Terrace Campus - Semester 2 - 2016

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 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 projects is undertaken by a group of 3-5 students.

  • General Course Information
    Course Details
    Course Code MINING 7107
    Course Surface Mining Systems
    Coordinating Unit School of Civil, Environmental & Mining Eng
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange N
    Course Description 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 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 projects 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
    Location: Engineering North N154
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. Provide a detailed description of the proposed surface minings ystemand related equipment and support infrastructure (including illustrations, sketches, plans, etc.);
    2. Design and evaluate materials handling and transport options;
    3. Conduct productivity and cost 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)
    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
    1-6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1-6
    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
    1-6
    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
    1-6
  • Learning Resources
    Required Resources
    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
    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.

    8. International Journal of Surface Mining and Reclamation, Balkema, Rotterdam.
    Online Learning
    The University offers a range of resources and services to support student learning. Details are available on the website (http://www.adelaide.edu.au/library/)

    Also, if you are a member of the AusIMM, you can access the Institute’s on-line library. (http://www.ausimm.com.au/)
  • Learning & Teaching Activities
    Learning & Teaching Modes
    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!
    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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                                          Due Date                                             Weighting                     Learning Objectives               

    Presentation                                                20/08/16                                                10%                           1,2,3,5
    Metal Project - Progress
    Presentation


    Project
    Metal Project - Final Report                          31/08/2016 @5pm                                   30%                          1,2,3,4,5,6


    Presentation
    Coal Project - Progress Presentation             15/10/2016                                              15%                           1,2,3,5
                                                                      Submit PTT on 14/10/2016
                                                                      by 11:59 pm


    Project
    Coal Project - Final Report                           02/11/2016 by 11:59 pm                           45%                            1,2,3,4,5,6
    Assessment Related 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%.

    The second factor calculated is the SAPA factor. This is the ratio of a student’s own self assessment rating compared to the average rating of their contribution by their peers. It provides
    students with feedback about how the rest of the group perceives their contribution. For example, a SAPA factor greater than 1 means that a student has rated their own performance higher than they were rated by their peers. Conversely, a SAPA factor less than 1 means that a student has rated their own performance lower than they were rated by their peers.

    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.

    Both factors for each student will be released to all group members.

    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.

    Objections

    The initial SPA and SAPA factors will be preliminary and only become official after any protests are considered. Any students believing their SPARK assessments were unfair may lodge an objection. Any objection to your self and peer assessment ratings must be made in writing to the lecturer in charge of the project. Each objection must be a maximum of 500 words (12 point Times New Roman font) clearly outlining why you believe your rating is unfair. Your protest will be discussed with the other members of your group. Objections must be lodged within 3 days from the date that the SPARK assessments are released.

    An objection usually indicates that at least one member of a group has not achieved the teamwork learning objectives. Marks are only awarded for successfully achieving learning outcomes. The lodgement of an objection will be considered as a request for reassessment of the entire group.
    Hence if a student lodges an objection the marks for the entire group will be reassessed and released after the objection has been considered. In considering any objection the log books and or meeting minutes for a group will be reviewed.

    Students must put up a bond of 5% of the assessment result to lodge an objection. If the objection is found to be unwarranted then the student who lodged the objection will lose the 5% bond. If the objection is found to be warranted the saboteur or saboteurs will lose 5% and the groups SPA’s will be altered accordingly.

    The course coordinator reserves the final say in application of the SPA factor.
    Assessment Detail
    Refer to MyUni course
    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.

    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 (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

    This section contains links to relevant assessment-related policies and guidelines - all university policies.

    This section contains the details of and links to the most relevant policies and course guidelines.

    6.1 Assessment Related Policies and Guidelines University Policies & Guidelines
    An overview of the University’s assessment-related policies can be found on : http://www.adelaide.edu.au/policies/700/

    http://www.adelaide.edu.au/student/exams/

    Academic Integrity

    It is the University's task to encourage ethical scholarship and to inform students and staff about the institutional standards of academic behaviour expected of them in learning, teaching and research. Students have a responsibility to maintain the highest standards of academic integrity in their work. Students must not cheat in examinations or other forms of assessment and must ensure they do not plagiarise.

    Plagiarism

    The University has adopted the following definition of plagiarism:
    Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media.

    Students are encouraged to read the UA Policy on Plagiarism & Academic Misconduct: (http://www.adelaide.edu.au/elc/policy/plagiarism.html; http://www.adelaide.edu.au/policies/1963

    which makes a comprehensive statement about the University's approach to plagiarism, including the approved use of plagiarism detection software, the consequences of plagiarism and the principles associated with preventing plagiarism.

    Alternative Examination Arrangements & Timetable Clashes

    • Students with a medical condition or disability who require special arrangements may apply for Alternative Examination Arrangements. Applicants must be assessed by the Disability Officer. Telephone 8313 5962 to make an appointment with Disability Service.
    • Students with a timetable clash (where exams are scheduled for the same date and time) may apply. See Scheduling Conflict application.
    • Students who have another conflict due to religious beliefs, defence force commitments or official duties (such as representing the University or State in a significant sporting or cultural event) may apply. See Off Campus application.



    • Elite Athletes may apply for alternative exam arrangements. See Elite Athlete Support Scheme.
    • All AEA applications must be received within 2 weeks from the publication date of the final examination timetables.

    Replacement/ Additional Assessment (R/AA)

    The exam application forms are available here. Students who wish to apply for R/AA on medical or compassionate grounds must apply through their School or Faculty within 5 days of the occurrence of the condition or circumstances. Where the occurrence falls on the day of the Primary exam, students must apply within 5 working days of that date.

    Feedback on Assessment: Feedback is essential to effective learning and students can expect to receive appropriate and timely feedback on all assessment.

    As a student you have a responsibility to incorporate feedback into your learning; make use of the assessment criteria that you are given; be aware of the rules, policies and other documents related to assessment; and provide teachers with feedback on their assessment practices.
    There are certain steps you can take if you feel your result does not reflect your performance.

    Feedback in this Course

    The feedback received from the students indicated that they have enjoyed the course last year. The only improvement requested was some additional supportive lectures for the projects which will be provided. Feedback will be provided to the students during the semester: at project presentations, after report submissions and during the classes.

    6.2 Other Policies and Guidelines


    Students with a Disability

    https://www.adelaide.edu.au/student/exams/support_services.html

    .
    Health, Safety and Wellbeing

    Undergraduate and Postgraduate Students should be familiar with the University policies on occupational health and safety in the laboratory http://www.adelaide.edu.au/hr/ohs/

    Other Course Guidelines

    MEA report writing guidelines need to be followed for all written submissions.
  • 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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.