camborne school of mines (csm) - university of...

CAMBORNE SCHOOL OF MINES

(CSM)

College of Engineering, Mathematics and Phsical Sciences

(CEMPS)

BEng (Hons.) Mining Engineering

Student Handbook

BEng(Hons.) Mining Engineering Student Handbook

University of Exeter in Cornwall, Camborne School of Mines Page 1

Contents Page

Page No. Introduction 2 Programme Management 2 Introduction to Mining Engineering 3 Programme Structure 4 Assessment Strategy 4 Assessment Procedure 5 Appeals Procedure 11 Transferable Skills 12 Module Details 14 General Notes 20



Introduction

Welcome to the Camborne School of Mines. The Camborne School of Mines (CSM) is a component body of the College of Engineering, Mathematics and Physical Sciences (CEMPS), University of Exeter in Cornwall (UEC). This student handbook aims to introduce you to your chosen programme and to provide you with information about degree programmes in general. Additional general information is provided in the CSM student handbook. CSM has a long and very highly respected tradition of providing first class training for scientists and engineers for the applied extractive industries; your programme represents the continuation of that tradition. We hope that you enjoy your time at CSM, and that you find your programme rewarding and your leisure time enjoyable.

Programme Management

The Programme Director, Dr. A. Wetherelt, has overall responsibility for the BEng (Hons.) in Mining Engineering and reports to the Teaching Committee. The day-to-day running of the programme is shared amongst a small team of tutors as follows: Dr. A. Wetherelt, Prof. J. Coggan, Dr. P Foster, Dr. R Pascoe and Dr G. Kennedy This team meets regularly to consider the budget, technical support, staff development, research, industrial tours etc. Quality Assurance The content and assessment of individual programme units is the responsibility of the Module Leader(s). Quality is monitored by student questionnaires, for each lecturer on each module, at the end of a semester (MACE). The responses of the students are collated and average marks for overall impression of the students to the module and lecturers, along with any proposed actions are formulated. After the examinations the module leader undertakes a review of the module, to see if any aspect can be improved for the future. The Programme Director annually reviews the programme, looking at all the module reviews and reports to the Teaching Committee. A major programme review by the programme team would take place on a three-year cycle when a fundamental overhaul of the programme would be performed. The Programme Director provides feedback to students via the Student Staff Liasioc Committee (SSLC), raising key issues and outlining planned action. Student Staff Liasion Committee The quality of the programme is monitored by term meetings of the SSLC. This consists of a group of academic staff, support staff and undergraduate student representatives from each year. This committee monitors the programme, initiates new developments and considers the module leaders response to student questionnaires. Industrial Advisory Panel This panel advises the Programme Team on an annual basis. Representatives from a range of industrial sectors considers the programme content and areas for future development and discusses these with the combined Mining Engineering programme teams.



Introduction to Mining Engineering

The demand for minerals is continuing to grow. Mineral development and production must be managed in a responsible manner if we are to obtain these minerals without great damage to our environment. Highly trained engineers and scientists are needed by the minerals industry now and in the future. Mining engineers are primarily responsible for the safe and economic production of the earth’s minerals. They work with metal ores, diamonds, coal, oil and industrial minerals such as clays, granites and limestone. Many mines involve deep underground excavations with high temperatures and very large stresses in the rock. Others involve surface working in quarries, open pits and strip mines. Graduates can work in surface or underground operations including tunnelling projects. Mining engineers often manage teams of engineers and others from many different disciplines. Because of this, mining engineering degrees are very wide ranging and they are therefore ideal for careers in engineering management. The department has its own purpose built laboratories access to an underground mine where students can gain valuable experience. Visits to operations within the UK, or abroad, are used to reinforce taught material. BEng (Hons.) in Mining Engineering A wide range of subjects are taught. The first year provides a foundation in mathematics, engineering, surveying and geology. The second and third years gradually introduce the mining and management subjects. The programme culminates with a feasibility study which ties together all aspects of the programme. Students work in small groups to plan and design a mining project. During the first year students will undertake a five day industrial experience course including the use of mining equipment and explosives. Between the first and second year, during the early Summer months students will attend a three week long surveying course held on campus. During the Activities Week in Semester 1 of year two, students are involved in a week long underground survey course at the CSM Test Mine. All students must work in the minerals industry for at least eight weeks in one of their summer vacations (normally between years 2 and 3) with most of them spending their vacation period working abroad. Prior to the commencement of year three students will participate on a week long industrial tour.



Programme Structure

The BEng (Hons.) Mining Engineering is a 3 year full time programme being composed of a number of separate subjects termed modules. Modules have a credit weighting, depending on the period of study involved, ranging from a module value of 10, 15 or 20 credits. The modules run for a eleven week period known as a term. There are three terms per academic year. Normally, nine weeks are assigned to formal teaching, however term one additionally includes an Activities Week. The final one/two weeks of each term are given over to exams for that respective term. On average 60 credits are studied in each term. The current programme structure is shown in the assessment schedule which follows. Individual module details are shown in outline in the syllabus section page 13 onwards; more detail on the syllabi can be found at: http://www.ex.ac.uk/cornwall/academic_departments/csm/module-descriptions/undergraduate/index.shtml

Assessment Strategy

The timing and value of modules and their assessments are shown on the additional sheet. In general, assessment consists of • (1) a mark for a written examination • (2) marks compiled from continuous assessment and/or written reports Module marks are balanced to reflect the relative importance of theory and practical work and to judge candidates' overall ability in each subject. All coursework set must be completed and submitted to the School Secretary by the submission deadline. The following procedures for the late submission of coursework have been approved. Assessed work submitted more than two weeks beyond a submission date would receive a mark of zero. The University penalty for assessed work submitted up to two weeks late is the actual mark up to a maximum mark of 40%. If for medical or other reasons a student could not make an assessment deadline It is recommended that he/she should complete a form, supplying or referring to their supporting evidence for Mitigation, which shall detail the modules/assessments claimed to be affected. During the preparation of coursework if you use material from various sources (WWW, books, journal etc.) you must acknowledge its origin. You must NOT copy from other students - plagiarism is a disciplinary offence and will not be tolerated by the University. The key below explains the entries in the assessment table. E = examination A = assignment V = verbal presentation R = report L = laboratory T = test subscripted numbers = % of assessment for that component shaded week = Activities Week



Assessment Procedure

Introduction Below summarises the procedures now approved by Senate for use by Boards of Examiners for all undergraduate programmes as follows: · Nomenclature · Progression and summative assessment procedures · Re-assessment procedures · Consequences of failure in referred assessments · Consequences of failure in deferred assessments · Aegrotat passes and Aegrotat awards · Classification of awards These general University procedures will be supplemented by more detailed assessment conventions for each Board of Examiners submitted by Schools and approved annually by the Board of the Faculty of Undergraduate Studies (the ‘Faculty Board’, or the Dean of Undergraduate Studies acting on its behalf). All assessment and classification conventions will be in the public domain. Codes of practice regulating the procedures of Boards of Examiners and the work of external examiners are included in the TQA Manual. The disclosure of marks to students is regulated by conventions included in the TQA Manual. Nomenclature The following definitions are adopted for the purposes of this document: Levels and Stages: A level is an indicator of the relative demand, complexity and depth of learning associated with a module or stages of a programme. Each stage of a programme consists of 120 credits of modules at a level (or mix of levels) appropriate for that stage (as defined by the programme specification). Programmes of 360 credits therefore consist of three stages. For full-time students, there will typically be a clear relation between years of study and stages. Deferral: A first attempt at a module assessment/examination permitted to a student prevented from previously completing it for good reason, normally medical. Deferrals shall normally take place within one calendar year of the initial assessment. Referral: A further attempt, following initial failure, at a module assessment/examination without the requirement to repeat any attendance. Repeat Study: A further attempt, following an initial or second failure, at a module assessment/examination with a requirement that it be taken only following the equivalent of the period necessary to repeat the associated module in its entirety. In some instances individual candidates will be permitted to repeat "with or without attendance"; in others "attendance" or "non-attendance" may be specified. Repeat study can be of individual



modules or of an entire stage of study and is normally only available once throughout a student’s period of study. Reassessment: The process by which failure or non-completion of assessment is handled through deferral, referral or repeat study. Summative Assessment: Final assessment point in a particular programme of study determining the award given and classification of that award where appropriate. For this Single Honours programmes, this will be at the end of either Stage 3. Stage Average: The average mark a student has achieved over all credits assessed in one stage (expressed as a percentage and combining individual module marks with weightings which reflect the credit attached to each). Award of Credit: The pass mark for individual modules and award of associated credits is 40%. Marks below 40% constitute failure. Failure of modules at any stage will normally be required to be condoned or reassessed. Condonement: The process that allows a stage to be passed despite failure to achieve 120 credits in the stage, provided that a stage average of at least 40% has been achieved over the 120 credits of assessment including the marks for any failed and condoned modules. Normally, only up to 30 credits can be condoned per stage, and some programmes may exempt some or all modules from condonement, as specified in the relevant programme specification. On the student transcript no credit will be given for condoned marks, and such marks will be recorded on the student transcript in their original form. Students will not be given the opportunity of reassessment in the condoned credit. Progression and Summative Assessment procedures. The procedures detailed below (including nomenclature) will be adopted by all Boards of Examiners. Where accrediting bodies require alternative nomenclature, application by the School concerned should be made via the Faculty Board to Teaching Committee for approval. Absence from Examinations: The treatment of students failing to undertake examined assessments will be as follows: (a) If a student is absent from examination(s) with properly documented medical, or other extreme personal circumstances known to the School before the relevant Board of Examiners, the examination(s) will normally be deferred. (b) If a student produces a reason explaining their absence to the Board of Examiners which does not fall under (a) above, the Board of Examiners will regard the absence as a fail with a mark of 0 for the module(s) in question and subsequently treat the mark in the same way as any other failure. (c) If no reason for absence is produced by the student to the Board of Examiners, a recommendation will be made to Faculty Board to deem the student to have withdrawn from the University.



Raising of module marks: A Board of Examiners may decide, in appropriate and fully documented circumstances, to raise a module mark where it decides there are adequate grounds, such as medical reasons or exceptional personal circumstances. The minutes of the Board of Examiners must clearly identify all such cases and provide a brief justification for the decision. Progression: At any stage, progression (including progression to award in the final stage) will operate as follows: · Pass in accordance with Board of Examiners’ conventions required for progression to the next stage (or award in the final stage), which will require, as a minimum, assessment in at least 120 credits at the stage, a stage average of 40%, and normally the achievement of at least 90 credits at the stage. · Normally, up to 30 credits of failure may be condoned at any stage; however, certain programmes may exempt some or all modules from condonement, as specified in the relevant programme specification. · Where there is more than 30 credits of failure, the assessment procedures for individual programmes should specify a consistent strategy for identifying the modules to be condoned. (Examples of such strategies may include condonement of the highest or of the lowest module mark(s), or a preference for condonement of options over condonable core modules). Note that no condonement is possible where the stage average is below 40%. Summative Assessment: Progression to award at the final stage, and classification of that award will operate as follows: · Subject to passing the final stage in accordance with the Board of Examiners will grant the award and classify that award in accordance with the guidelines set out below. Re-Assessment Procedures The following sets out the action available to Schools when dealing with failure to progress at a Stage (including failure to progress to an award at the final Stage). Note that it is not the responsibility of a Board of Examiners to make recommendations about the consequences of failure for individual students (i.e. whether referral, deferral, repeat study or withdrawal should result). This is the responsibility of the relevant Head(s) of School(s) involved who shall, after due consultation within the School(s), submit recommendations to the Faculty Board. (This formulation reflects a legal judgment which required that processes of academic assessment should be clearly separated from those concerning the consequences of failure.) Referral: (a) If students fail a module for the first time, and cannot be condoned in the failure then referral can be recommended. Referrals will usually be held in the August/September assessment period, or, otherwise, normally at the next assessment period. Students successful in any referred assessment will have recorded the mark of 40% only for the relevant module. Unsuccessful candidates will have the higher of the two fail marks recorded for progression and classification purposes (i.e. the higher of the mark in the original assessment or that in the



referral). A referred candidate must be examined on the syllabus and in accordance with the assessment requirements in force at the time of the original assessment. (b) Where a student fails part of an assessment, but passes the module as a whole, he or she will progress to the next stage (note that certain Boards of Examiners may require all elements of a module to be passed for professional accreditation purposes). (c) Where a student fails part of an assessment, and fails the module overall for the first time without condonement, he or she will normally be referred in the failed element only, with the module mark capped at 40%. Repeat Study: If a student fails a module (or modules) for the first time, cannot be condoned in the failure and either referral is not possible, or a decision is made in consultation with the student that repeat study is more appropriate than referral, then repeat study can be recommended. Students required to repeat a stage (120 credits) or individual modules will normally be expected to do so with attendance. Such students will be treated as though they are new registrations and will have recorded the actual marks they achieve in all assessments in all repeat modules. Students repeating a stage will normally start at the beginning of the next academic year. The opportunity to repeat a stage will normally be only available once throughout a student’s programme of study. Students repeating individual modules will normally start at the beginning of the next available delivery of the module(s). Students must make applications to the Faculty Board through their School if they wish to delay their repeat study. Deferral: If a student is prevented from completing assessment requirements for a module (or modules) for valid and sufficient medical or personal reasons then deferral may be recommended. Deferrals will usually be held in the August/September assessment period, or, otherwise, normally within one calendar year of the initial assessment. Candidates will only be permitted to sit deferred assessments if the Board of Examiners has received appropriate written medical or other evidence. A deferred candidate must normally be examined on the syllabus and in accordance with the assessment requirements in force at the time of the original assessment. It will be for Schools to recommend to the Faculty Board appropriate action where any exceptional circumstances relating to deferral are concerned. Consequences of Failure in Referred Assessments Absence from referred examination(s) will be treated as described in above. Success or failure in a deferred/referral will be treated as it would be for a referral. Where, after referral a student still has failed marks beyond those which permit progression to the next stage or to classification of the award the School involved can recommend to Faculty Board: (a) An award commensurate with the results achieved. In particular, at the summative assessment an unclassified Ordinary Degree can be awarded based on achievement of an overall average of 40% in the assessment of at least 300 credits for a three stage programme (including not more than 150 credits of level 1 modules and at least 60 credits of level 3 modules). Standard rules for condonement in individual stages apply and the overall average



referred to combines individual module marks with weightings which reflect the credit attached to each. (b) Allowing the student to proceed to an alternative award commensurate with results that can still be achieved. In particular, students must have successfully accumulated at least 180 credits (including no more than 150 at Level 1) for a recommendation to proceed to the Ordinary Degree for a three Stage programme. (c) Allowing progression carrying the failure. This may be recommended subject to a maximum of 30 credits and normally only in the following circumstances: · Where, following referral, progression would normally be allowable under general requirements (40% Stage average and 90 credits achieved at the Stage), but some or all of the credits still failed are not condoneable under the relevant programme specification. · Where, following referral, a student has achieved a Stage average of 40%, but has not achieved 90 credits at the stage. In recommending a candidate to proceed to the next stage under these circumstances, Schools must make recommendations to Faculty Board taking into account the academic requirements of the programme at future stages. Students must be carefully advised over any implications for module choice, prerequisites at the next stage, assessment requirements and financial support. In addition Schools should be confident of the candidate’s ability to pass the assessment(s) carried while also studying (if full-time) for the 120 credits of the next stage. Faculty Board will also consider recommendations from Schools which involve taking a replacement module (or modules) (where permissible under the programme specifications and to a maximum 30 credits). (d) Allowing repeat study of part or all of the stage. Schools must make recommendations to Faculty Board if they consider that after referral the student could ultimately meet the requirements of the programme but needs repeat study to provide the necessary foundation. Note that repeat study is normally only available once throughout a student’s period of study. (e) Withdrawal from the programme. Consequences of Failure in Deferred Assessments Absence from deferred examination(s) will be treated as described above except that an Aegrotat pass or award may also be considered in relation to missed deferral as described below. Where, after deferral, a student still has failed marks beyond those which permit progression to the next stage or to classification of the award the School involved can recommend to Faculty Board: (a) Progress and referral at the next assessment period: This may be recommended where a student fails deferred assessment in August/September subject to a maximum of 30 credits and normally only in the following circumstances:



· Where, following deferral, progression would normally be allowable under general requirements (40% Stage average and 90 credits achieved at the Stage), but some or all of the credits still failed are not condoneable under the relevant programme specification. · Where, following deferral, a student has achieved a Stage average of 40%, but has not achieved 90 credits at the stage. In recommending a candidate to proceed to the next stage under these circumstances, Schools must make recommendations to Faculty Board taking into account the academic requirements of the programme at future stages. Students must be carefully advised over any implications for module choice, prerequisites at the next stage, assessment requirements and financial support In addition Schools should be confident of the candidate’s ability to pass the assessment(s) carried while also studying (if full-time) for the 120 credits of the next stage. (b) Non-Progression and referral at the next assessment period: This may be recommended where the failure exceeds 30 credits, or where the failure totals 30 credits or below but the Schools is not satisfied that the student can progress to the next stage carrying a referral in the failed assessment(s). Such students must pass the referred assessment(s), normally at the next available assessment period, prior to progression. (c) Alternative recommendations: Faculty Board may allow alternative recommendations which could include the setting of a referred examination in late September or the interruption of a student’s studies until a referred assessment has been completed. Aegrotat Pass and Aegrotat Awards Where students are prevented by illness or exceptional personal circumstances from taking a deferred assessment at any stage they may request that an Aegrotat pass or, at the final stage, the award of an unclassified Aegrotat degree be considered under the terms of Ordinance 13. Under the terms of Ordinance 13, an Aegrotat Pass or Award will be permitted on one occasion only during the course of a student’s programme of study. Where an Aegrotat Pass has been granted in a student’s stage 2, the Board of Examiner will base summative assessment including classification of award on the results available for the stage(s) not affected by the Aegrotat Pass. Classification of Awards This section presents the principles that should guide Boards of Examiners in drawing up classification conventions for the award of undergraduate Degrees, Certificates and Diplomas. The marks achieved at stage 1 (for the first 120 credits of a programme) will not count towards classification or award unless the programme in question leads to an undergraduate Certificate. Classification will be based on the student’s profile of marks at stages 2, and 3, and the overall average marks obtained from these stages, in accordance with the conventions of the Board of Examiners for the programme.



The credit attached to modules will generate their weighting within a stage - i.e. a 30 credit module will contribute one quarter to the overall average or profile of marks of the stage of the programme in which it is taken. The successful completion of a full year abroad should count as 120 credits towards the total credits accumulated for the award of a degree and the mark for the year abroad shall count no less than 30 credits towards the classification of that degree. The programme’s assessment procedures will make clear the weighting to be given in classification to modules taken at stages 2, and 3. It is not permitted for assessment procedures to give different weighting to modules of different levels within a single stage. Where profiling systems are used - i.e. where marks are grouped into classification bands - students should receive a class which corresponds with the distribution of credits between the different classes. In cases where the final average mark suggests a different class from a profiled class, Boards of Examiners must consider whether the higher class should be awarded. In assigning marks attained for individual modules in profiling, and also in evaluating overall averages, classifications correspond to the following percentages:

Class I 70% + Class II, Division I 60-69% Class II, Division II 50-59% Class III 40-49%

Transcripts will always record the actual numerical marks obtained for modules (in case of two failures, the higher mark to be recorded). Marks for referred modules, where 40% is the maximum achievable, will also carry an indicator to specify that the mark has been capped at 40%.

Appeals Procedure

In the case of having failed more than maximum permitted module values students may either be advised by the Board of Examiners to repeat the year or withdraw from the programme. Students with just grounds may appeal against the decision of the Examination Board. Appeals need to be lodged with the Teaching Director, usually on the day following the Examination Board prior to the meeting of the Teaching Committee. It is recommended that appeals should be discussed with the programme director/tutor before being formally lodged.



Transferable Skills

An important and integral part of your programme is Transferable Skills. These represent a wide range of skills which you will develop during your programme. Transferable skills are assessed at appropriate times during the programme using a range of assignments and activities. The syllabus for each module gives details of the skills that are being assessed and by which exercise. The main transferable skill areas are described below. The skills are very important both within the programme and your future careers. Self Management This is mainly concerned with the development of personal qualities such as reliability, punctuality, initiative, tenacity and the management of time and tasks. The programme will provide opportunities for these skills to be developed in partnership with the personal tutor. Regular meetings with the tutor will provide the basis for monitoring the development of these skills. Learning Skills At one time learning was largely associated with memorising. It is now associated with a range of skills which includes effective use of the library and information technology, such as CD-ROM and other databases. In many instances students are encouraged to research. analyse and synthesise information rather than being passive recipients. Library skills are taught during a short library introduction in the first term and this is developed in a variety of modules, particularly in those which are project based. Communications Communication skills are developed throughout the three years of the degree. Initial evaluation and instruction of both written and verbal skills takes place in the Communications module. Diversity of approach characterises the second year. Technical reports feature prominently throughout a variety of modules in the second year. Communication skills play a large part in third year activities. Key aspects are major technical reports and verbal presentations associated with the Mining Project and the Feasibility Study. Teamwork The ability to work effectively within a team is a quality that all employers value. At CSM students begin to work in formal groups at the beginning of the second year in the context of the Survey Course. Here each member must take on responsibility and carry out agreed tasks effectively. Teamwork is a vital element of the final year and during the Feasibility Study as previously mentioned. Problem Solving Problem solving is central to most of the science and engineering subjects in the second and third year. The students ability to analyse and interpret a range of data is assessed within many modules in the second year Data Handling Skills



Data handling is one of the dominant skills required of a practising engineer. The observation, recording and interpretation of field data is of central importance and is developed throughout the programme in a carefully designed programme of field studies and underground exercises. Increasing use is made of computer software in developing visual displays and drawings for illustration purposes.



Module Details

A brief description of the modules in BEng (Hons.) Mining Engineering are shown below. * Denotes Core Modules

Term 1 Year 1 BEng (Hons.) Mining Engineering

Professional Development and IT An introduction to the planning and construction of technical and scientific reports. The course allows the student to gain experience in technical writing. The course also provides a general introduction to the Windows environments, and the use of an integrated Windows package encompassing word processing, database design, and presentation graphics. Chemistry for the Applied Sciences An introductionary course in applied chemistry tailored generally for the minerals industry. Geology The course provides an elementary training in the principal geological disciplines and their applied significance plus an overview of the structure of the earth and the processes by which it has evolved. Surveying The course takes students through fundamental surveying techniques and its associated computation. This course continues examining other methods of survey control and detail data capture along with computational skills required for these methods. Foundation Mathematics An elementary course covering basic principles, methods and techniques in algebra, trigonometry, calculus and statistics. *Mining and Minerals Engineering An overview of the minerals industry starting with an historical perspective and leading up to the current day implications of financial, political and economic constraints. A basic introduction to mining and minerals engineering then follows. Blasting practicals are also undertaken during the first term.



Term 2 *Engineering Mechanics This course serves to bring together students having differing backgrounds in Applied Mathematics and Mechanics in order to ensure a full appreciation and understanding of engineering mechanics. This course will enable a Mining Engineer to understand later aspects of study, and to make a first assessment of a mechanical or structural project. *Thermodynamics and Fluid Mechanics The course is designed to develop a student's knowledge from physical science into basic knowledge of energy transfer and storage in thermal systems. The course is designed to develop a student's knowledge from physical science into a knowledge of the principles of fluid mechanics. *Mathematics 1A A first-year undergraduate course, extending the work encountered in the Foundation Maths course and introducing a range of new topics in Mathematics and Statistics. *Electrical and Electronic Principles An introductory course covering the fundamental electrical principles including a complete range of semiconductor devices and electronic systems.




Summer Survey Course1 The course provides a major practical surface surveying exercise which is held over three weeks immediately after the fist year, second term exams. The course involves a surface topographical survey on Campus. An underground survey is conducted during the first term at the CSM Test Mine. Electrical Energy, Conversion & Transport An appreciation course covering the supply and utilisation of electrical energy on a large scale and the use of a wide range of electrical machines. An introductory course covering the fundamentals of electrical energy conversion and its transport/transmission. Fluid Mechanics The course extends the basic principles of the Thermodynamics and Fluid Mechanics course and also covers their practical application to real engineering situations. *Geotechnics This module runs through both teaching terms and is a general introduction to rotary drilling, basic applied hydrology and rock engineering. The course provides an insight into specific design applications of geotechnical engineering in civil and mining practice. *Mathematics 2A A second-year undergraduate course in advanced algebra and calculus. *Mining & Surveying This course provides a general introduction to the safe use of explosives, the selection of suitable drilling methods and underground excavation support, and an overview of mine development techniques, and the study of mine drainage. This course introduces the student to the selection of underground mining methods and their associated extraction systems. 1 Includes coursework marks for Summer Survey Course and Underground Survey Course.



Term 2 Mechanics of Materials The course gives the mining or minerals student an appreciation of the strength and safety of the structural components which will be met in industry. It also serves as an introduction to later work on the analysis of stress and non-elastic behavior of materials. *Mathematics 2B A more advanced, second year, mathematics course; essential for engineering degree students. *Project Management A detailed introduction to quantitative project management techniques. This module also provides students with experience of computer simulation used in the project management context. Environmental Management The legal, social and administrative framework within which the industry operates. It provides a greater insight into the development control systems in place in the UK, together with an appreciation of the environmental aspects of mining and waste disposal. Surface Mining & Mine Transport The course gives students an overview of surface mining methods and the equipment used. The course extends the understanding of engineering principles in relation the handling and transport of bulk materials and personnel.




Minerals Engineering The course provides an overview of minerals engineering, and includes both mineral processing and extractive metallurgy. Surface Excavation Design The course provides design-based consideration of some major aspects of geotechnical engineering found in civil and mining engineering practice. Accounting & Management This course gives students a background in industrial psychology and shows how management techniques are used in modern industry. Additionally, provides an introduction to the major quantitative management techniques used in the minerals industry. *Mining Project The project provides the student with the opportunity to carry out individual research. Project titles, involving any aspect of the course, will be chosen from a list at the beginning of the academic year. Students will start work on the project in October and work through both teaching terms. Health & Safety, Risk Management To acquaint students with Health and Safety Legislation relating to Mining & Quarrying. Including aspects of Risk Management as pertaining to the minerals industry. Tunnelling and Excavation Design The module provides design-based consideration of some major aspects of geotechnical engineering found in civil and mining engineering practice. Introduction to tunnelling methods and machine TBM selection.



Term 2 Mineral Economics & Feasibility Studies A general introduction to the types of feasibility studies used in the minerals industry, and their usual contents. This course also provides students with an overview of mineral economics. Mining Software & Industrial Placement Report This module provides an introduction to mining software using one of the most up to date mine design software packages available. The module builds on practical elements learnt in the first and second stage of the programme. The module also includes an assignment which involves the preparation of a industrial placement report (Mine Report). Working Environment & Ventilation The course extends the understanding of engineering principles in relation to the environmental conditions encountered in the workplace. The course also extends the understanding of engineering principles in relation to the ventilation of underground mines and surface buildings and plant. *Mining Project The project provides the student with the opportunity to carry out individual research. Project titles, involving any aspect of the course, will be chosen from a list at the beginning of the academic year. Students will start work on the project in October and work through both teaching terms. *Feasibility Study Following the examinations in term two students carry out a feasibility study of a mining project. This involves working in groups and taking a possible mining project from the initial geological information stage, through the mine and environmental planning stage, to an economic evaluation and request for capital.



General Notes The notes below cover a range of topics - it is not exhaustive, and if you have a question which is not covered by these notes then ask your Programme Director. Additional information is given in the CSM Student Handbook. (a) Local contact address/permanent home address If your local address during term time or your home (non-term time) address changes then you must notify the School Secretary. We sometimes need to contact people urgently outside of usual college hours. (b) Illness or personal problems If you miss part of the programme due to illness then please inform either the School Secretary, your tutor or the Programme Director. If you do have a medical condition (e.g. dyslexia) which may affect your studies please let the School Secretary know. At sometime or other everyone has problems they find hard to deal with. In all cases if something is affecting your work discuss the problem with your tutor as soon as possible. They will be able to help or put you in contact with professionals who can help. Your tutor will provide details of the times when this service is available and help you make an appointment. (c) Academic problems If you do find a particular module difficult then don't ignore it! Discuss any problems you have with the module leader or with the Programme Director. In most cases, it is possible to provide additional help or support. General problems experienced with the programme should be discussed with your representative on the SSLC who can raise the issue at the next meeting. In addition, you will be asked to complete the MACE questionnaires about the programme each year. (d) Guidelines for the preparation of reports General guidelines for the preparation of written reports have been prepared by Professor Pine and are available in the library. (e) CSM Association The CSM Association is the alumni association for the School. It has over 700 members in fifty countries, and as such is an invaluable source of information. The secretary for the CSM Association is Mrs. Claire Yelland. It is worth joining the Association as it is a valuable source of contacts and possible employment. (f) Professional institutions and societies A number of professional institutions and societies hold regular meetings either during the evening at Tremough or nearby. These meetings usually welcome students, and it provides you with the opportunity to meet professionals working in the industry. Watch the noticeboards for these external events and endeavour to participate - you never know, you



may end up chatting with a future employer! Students are encouraged to become student members of the Institute of Materials, Minerals and Mining (IMMM). (g) Additional information sources University Student Handbook

http://www.admin.ex.ac.uk/academic/tls/shandbook/

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