course outline - unsw faculty of engineering · 2014-07-22 · machine mining encompasses rock...

MINE3630 ROCK BREAKAGE

COURSE OUTLINE

SEMESTER 2, 2014

1 COURSE OUTLINE


CONTENTS 1. General Course Information ............................................................................................ 1 2. Course Content............................................................................................................... 3 3. Aims, Learning Outcomes & Graduate Attributes ............................................................ 4 4. Recommended Texts and Resources ............................................................................. 5 5. Learning Activities ........................................................................................................... 6 6. Course Assessment ........................................................................................................ 9 7. Assessment Criteria ...................................................................................................... 13 8. University Policies ......................................................................................................... 17

1. GENERAL COURSE INFORMATION

Course Details

Course Title: MINE3630 Rock Breakage Semester Offered: Semester 2 Level: Undergraduate Number of Units/Credits: 6 UOC

Course Convenor:

Machine Mining Module. Paul Hagan. Rm 159D, 1st Floor Old Main Building Telephone: 9385 5998; email: [email protected]

Drill and Blast Module. Duncan Chalmers, Rm 159B; Telephone: 9385 5727; [email protected]; and, Farshad Rashidinejad, Rm 159E; Telephone: 9385 7128; [email protected].

Contact Hours per Week:

Four contact hours to be utilised for Activity-based Learning and Project Support. Contact times are scheduled for

Tuesday: 4:00pm – 6:00pm; OMB Rm 229

Wednesday: 10:00am – 1:00pm; OMB Rm 230 (Primary Lecture period)

Learning Guide:

There are documents containing detailed information related to the course, these are

Learning Guide: Machine Mining

Learning Guide: Drilling

Learning Guide: Rock Blasting

Learning & Teaching Management System (LTMS):

The Learning & Teaching Management System (LTMS) used with this course is MOODLE. For up to date information on lectures and workshops, see the Calendar section in LTMS and the School Noticeboard.

COURSE OUTLINE 2


Support material for this course including, copies of lecture notes, recommended readings, assignments and results for assignments etc whenever available can be found in LTMS. All correspondence should be undertaken using the email facility within LTMS. Changes in the lecture schedule, seminars, workshops and assignment dates will be posted on the Calendar in LTMS. It is important that students regularly check LTMS for changes in calendar events and for email messages. It is strongly recommended that students use the mail redirection facility to forward LTMS emails to their usual email address.

Course Description

This course covers the principal methods of rock breakage used in mining including machine mining, drilling and blasting. Machine mining encompasses rock cutting principles, cutting with picks and discs, the design of cutter heads, effect of wear, assessment of rock cuttability, impact breakage and ripping. Drilling encompasses the methods of drilling used in mining and the impact of drilling parameters on performance and selection and costing of drilling equipment. Blasting encompasses the chemistry of explosives and mechanics of explosive-rock interaction, selection of commercial explosives, explosive charging techniques, initiation and delay systems, blast design principles for surface and underground mines, safety, environmental and regulatory management and blast performance assessment and analysis.

Assessment

Assessments will take the form of one individual assignment for machine mining and a group design project for drilling and blasting. In addition there will be a number of quizzes and a formal exam. Note: Students must attend at least 80% of course lectures in order for their mark in the Formal Exam and Quizzes to be counted towards their overall final course mark.

Course Completion

Course completion requires submission of all assessment items. Failure to submit all assessment items will result in the award of an Unsatisfactory Failure (UF) grade for the Course.

Assumed Knowledge

This course assumes that a student

is currently enrolled in the Mining Engineering single degree program or a Mining Engineering double degree program at UNSW; and

has successfully completed PHYS1121; and

has knowledge of mining terms and descriptions and have been exposed to mining methods and systems.

3 COURSE OUTLINE


2. COURSE CONTENT

This course involves the following topics:

Mechanics of rock breakage and fragmentation

o machine mining

o blasting

Machine mining

o types of mining machines

o design variables and performance of pick and disc cutting tools

o cutting tool materials and effect of tool metallurgy on wear and fracture resistance

o cutterhead design for mining machines

o methods of assessment of rock cuttability

o ripping and impact breaking

Drilling techniques for blasting

o types of drilling machines and drilling methods

o selection, performance and costing of different drilling machines

o safety and logistics of drilling machines

Explosive breakage

o detonation and explosive performance

o types, properties and selection of commercial explosives

o charging techniques, initiation systems, blasting accessories and their applications

o rock mass characterisation for blasting

o blast design principles and practices o bench blasting o open pit coal blasting o underground blasting o special blasting techniques

management of blast damage cast blasting secondary blasting

o blast fragmentation and analysis

o environmental management

o relevant legislation and standards

COURSE OUTLINE 4


3. AIMS, LEARNING OUTCOMES & GRADUATE ATTRIBUTES

Course Aims

This course aims to equip the student with knowledge and skills to design and select appropriate rock breakage techniques for different mining applications.

Learning Outcomes

It is intended that students will be able to:

1. explain the contribution and influence of rock breakage to the stream of mining processes and in particular the mine-to-mill concept

2. describe the various methods of rock breakage

3. select appropriate methods of drilling and rock breakage for given in-situ rock conditions

4. apply fundamental principles to the design and selection of safe and efficient blasting and machine mining to:

o design blasts to achieve particular outcomes;

o manage and control blast damage and environmental impacts;

o optimise design of cutterheads; and

o evaluate productivity and economics

5. identify relevant requirements for the security, storage and handling of explosives

Graduate Attributes

This course will contribute to the development of the following Graduate Attributes:

1. appropriate technical knowledge

2. having advanced problem solving, analysis and synthesis skills with the ability to tolerate ambiguity

3. ability for engineering design and creativity

4. being able to think and work individually and in teams

5. awareness of opportunities to add value through engineering and the need for continuous improvement

6. being able to work and communicate effectively across discipline boundaries

7. having HSEC consciousness

8. being active life-long learners.

5 COURSE OUTLINE


4. RECOMMENDED TEXTS AND RESOURCES

Reference Texts

1. ISEE Blasters Handbook. Society of Explosives Engineers Inc. 18th edition, 2011 (International Society of Explosives Engineers: Cleveland, USA).

2. Blasting principles for open pit mining and theoretical foundations. William Hustrulid. , Rotterdam: A.A. Balkema, 1999.

3. Practical Blasting Fundamentals, International Society of Explosives Engineers

4. Drilling and blasting of rocks. Carlos Lopez Jimeno, Emilio Lopez Jimeno, Francisco Javier Ayala Carcedo. , Rotterdam, Ne.: A.A. Balkema, c1995.

5. Open Pit Blast Design – analysis and optimisation, JKMRC Monograph 1, University of Queensland, 1996.

6. Rock Excavation Handbook, Sandvik Tamrock Corporation, 1999

7. Rock Blasting and Explosives Engineering. Per-Anders Persson, Roger Holmberg, Jaimin Lee., Boca Raton, Fla.: CRC Press, 1994.

8. Underground Mining Methods: Engineering Fundamentals and International Case Studies. Hustrulid, WA, Bullock, R. (ed.), 2001. (Society for Mining Metallurgy & Exploration: Littleton), 728p.

9. SME Mining Engineering Handbook, 2011, Peter Darling (ed.), ISBN 978 0 87335 264 2

10. Cost Estimation Handbook for the Australian Mining Industry, AusIMM

11. www.austlii.edu.au – for all Acts & Regulations for all states and territories

12. Australian Standard AS2817. Terminology, use and storage of explosives

Other Resources

Other material that should be referred to in conjunction with this Course Outline include:

Learning Guide: Machine Mining

Learning Guide: Drilling

Learning Guide: Blasting

Module Reader – Machine Mining: Elements of Machine Mining

Rock Breakage Resources DVD

Online Resources

Selected readings as well as other supporting material (e.g. course outline and lecture notes will be made available on LTMS.

COURSE OUTLINE 6


5. LEARNING ACTIVITIES

Learning Activities Summary

The schedule of learning activities and outcomes for the course are listed in Table 1.

Table 1. Schedule of topics in course during the semester.

MEA Week

Week beginning

Theme Content

1 Jul 28 Machine Mining

Course outline and course orientation. Content, course profile, learning objectives, orientation to teaching and learning, activity based learning, outline of resources, how to utilise the resources, methods of assessment, graduate attribute, how to get help, nature of feedback session, what students are expected to learn. Rationale (why we are going to this approach),

Outline of learning outcomes for machine mining.

Types of rock cutting tools and machines. The mechanics of rock breakage with a mechanical indenter.

2 Aug 4 Machine Mining

Design Objective 1: To analyse the effectiveness of the design of a cutterhead on a pick cutting machine for a continuous miner, longwall shearer and roadheader.

Impact of design variables and rock mass properties on rock cutting performance.

Concept of specific energy & cutting efficiency.

Tool interaction; spacing-to-depth ratio

Impact of wear on cutting performance with consideration of the quartz content of rock and cutting tool metallurgy


Design Objective 2: To design the cutterhead on disc cutting machine for a tunnel boring machine and raiseborer.

Models and empirical results linking major design variables and machine cutting performance for disc cutting tools.

Tool interaction; spacing-to-depth ratio


Assessing cuttability

Rippability, impact breakage of rock

5 Aug 25 Blasting

Topic 1: The role of rock blasting in mining

Topic 2: Explosives and rock breakage

Topic 3: Commercial mining explosives

Topic 4: Explosive performance

6 Sept 1 Blasting

Logistics and Safety

Topic 5: Initiation systems

Topic 6: Delivery and charging systems

Topic 7: Rock mass charactisation and explosive selection

Topic 7: Open pit blast patterns and explosive distribution

7 Sept 8 Blasting

Topic 8: Blast patterns and explosive distribution

Topic 9: Charge and pattern selection

Topic 9: Initiation timing

Topic 10: Wall control

7 COURSE OUTLINE


MEA Week

Week beginning

Theme Content

8 Sept 15 Blasting

Topic 12: Underground blasting concepts

Topic 13: Horizontal development blasts

Topic 14: Production ring blasts

Topic 15: Confined production blasts

9 Sept 22 Blasting

Topic 16: Blasting in underground coal mines

Topic 17: Managing the environmental impacts from blasting - 1

Topic 18: Managing the environmental impacts from blasting - 2

Sept 29 Mid-Semester Recess

Oct 6 Non-Teaching Week

10 Oct 13 Blasting Topic 19: Secondary breakage

Topic 20: Explosives legislation and security

11 Oct 20 Drilling

Rock drillability and the factors that affect drillability

Rock drilling methods (rotary-percussive, rotary-crushing, rotary cutting and rotary abrasive)

Mechanisms of rock breakage associated with drag bits, rotary bits and percussion bits.

Identify the range of drilling systems for exploration and production applications

Applications and operating characteristics (torque/rotation, feed/pull-down, flushing/bailing velocity, blow energy and frequency, etc) for rotary and percussion blasthole drills for different mining objectives and rock mass conditions Refer to Learning Guide for Rock Blasting

12 Oct 27 Drilling

Drill pattern design for various mining methods (underground and surface)

Choosing appropriate drilling machine(s) for different mining methods

Analyse the productivity (such as cost, performance, logistics) and safety issues for an open pit drilling operation

Analyse the productivity (such as cost, performance, logistics) and safety issues for an underground drilling operation

Nov 3 Study Week

Notes:

The MEA Week may not always align with the Semester Week.

The above schedule is a guide only and the indicated dates when each theme and course content is discussed is subject to change without notice.

Assessment submission dates are listed in Section 6 Course Assessment.

Students need to confirm the actual date of the formal exam for the course.

Teaching & Learning Methods

1. Activity-based learning: This course utilises activity-based learning methods. Activity-based learning is different from the traditional face-to-face lecture format of a lecturer in the front of the class doing most of the talking. The interactive sessions could include a traditional lecture using a PowerPoint presentation or a tutorial session or a group activity to reinforce the learning.

2. Lectures and tutorials: Project work will be supported with weekly consultative and information-sharing session. The content of these are aligned with the projects to help

COURSE OUTLINE 8


students. Although this is an activity-based course, it is a requirement that all work is conducted within the School.

3. Group work: Each project will have a number of focus areas. Members of a group may elect to work on a topic of the project they feel more comfortable with, but should integrate their work into the whole project. This should be reported back at their team meetings. A peer review will be required to ascertain the performance and contribution of individual students to the group project. Marks can be deducted from the underperforming students and allocated to other group members. If a student makes no effective contribution to the group project then that student can be awarded zero marks for that project assignment. This might result in failure in the course.

4. Effective Communication: One of the most effective means of learning is to effectively communicate what has been learnt. Part of the assessment in this course will be determined by how effectively the results are communicated. There are a number of opportunities for this in the form of 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, requires clarity of thinking, defending and revising a design and analysing the risks inherent in a project.

9 COURSE OUTLINE


6. COURSE ASSESSMENT

Assessment Summary

The following assessment tasks indicated in Table 2 have been devised to ensure the student can demonstrate that they have satisfactorily attained the minimum requirements of the course as defined in the Learning Outcomes of the course and the Graduate Attributes of the program. The student is advised to review the respective Assessment Criteria prior to commencing each assessment item.

Table 2. Weighting of the various course assessment tasks.

Item No.

Assessment item MEA Week due

Course weighting

Assessment Items

Machine Mining

A01 Individual Assignment 5 10% An individual assignment on the design of a cutting machine

A02 Quiz: Machine Mining 6 15% A quiz assessing all aspects detailed in the Machine Mining Learning Guide

Drilling & Blasting

A03a and

A03b

Group Assignment: Major Design Project

9 & 11 35%

A group assignment which is subject to a Peer Review to prepare blast designs, costing and other analyses for a given surface mining operation or underground operation 10% progress report + 25% final report

A04a and

A04b Quizzes: Blasting 8 & 12 10% Two on-line quizzes on Blasting held during semester

A05 Exam 30% Formal written exam covering Drilling and Blasting

Assessment requirements

Before starting and again prior to submission of each assignment task, the student is advised to read the requirements for the particular assignment as detailed in the Assessment Criteria whenever it is made available. Also prior to submission, the student is recommended to make sure they have have read and understood the following.

Declaration of Academic Integrity contained on the Assignment Coversheet;

Assignment Submission requirements detailed in the University Policies section; and

The School's Policy on Assignment Submission a copy of which can be found on the School's website.

In the case of electronic submission of an assignment, note in particular the requirements in the School Policy that only a single PDF document should be uploaded with the file consistent with a specific file naming convention. Submission requirements for all assignments are listed in Sections 4 and 7 of the Course Learning Guide.

COURSE OUTLINE 10


Assignment preparation

The submission must be prepared in the form of a formal report that includes a list of reference sources cited in the report, prepared in accordance with the report writing standards of the School as contained in the MEA Report Writing Guide for Mining Engineers. A copy can be obtained from the UNSW Bookshop or downloaded from the School website. It is strongly recommended that the School Report Template is used in preparing a written assignment. The template is available for download from LTMS. Note: as this template already incorporates the required the Student Declaration Form, a student does not need to separately append a signed copy of coversheet to their assignment when using this template.

Assignment attachments

Each assignment submitted for assessment must be attached with:

an official School Coversheet at the front of the assignment; and

the requisite Assessment Criteria form at the end of the assignment with the self-assessment completed by the student.

If either or both of these are not attached then the assignment will be deemed non-compliant with the assessment requirements. A non-compliant submission may not be marked and zero marks may be awarded for that assessment item. In any case a minimum 5% of the total marks will be forfeited for that assignment.

Assignments due date and time

If not otherwise stated the default deadline for submission of an assignment is 9:00am on Monday in the nominated week. If the Monday coincides with a Public Holiday then the due date is the next business day in the nominated week. Penalties will apply for non-conformance with Assessment Deadlines as detailed in the Course Outline. Early submissions are suggested if the student will otherwise be absent on the due date of submission.

Non-compliant Submissions

Penalties will apply to non-compliant assignment submissions, that is a submission that does not meet any or all of the requirements as detailed in the School's Policy on Assignment Submission and/or the later section on Assignment Submission in this Course Outline

Some examples of non-compliant assignments and the penalties that will apply are as follows.

The assignment document does not contain a signed copy of the Student Declaration Statement. Penalty: assignment not marked.

The assignment document does not contain at the end of the document a completed self-assessment by the student using the provided Assessment Criteria. Penalty: 5 marks.

The assignment file is not a single PDF document. Penalty: assignment not marked.

11 COURSE OUTLINE


The assignment file name is not fully consistent with the required file naming convention. Penalty 5 marks.

Quizzes

The three quizzes in the course will be conducted on-line quiz using Moodle in the School of Mining Engineering Computer Laboratory, OMB Rm 48.

The quizzes will be scheduled during the normal lecture period or either on a Thursday or Friday in the nominated week between 10am and 2pm. The duration of each quiz will vary between 30 and 50 minutes. Students should make provision in the diary to be available during these periods in each of the nominated weeks. Non-attendance at the Quiz will result in a zero mark. No supplementary quizzes will be scheduled.

The Quiz will cover the various learning outcomes as defined in the Course Outline and the material outlined in the Learning Guides.

The Quiz will include a combination of multiple answer, short answer and calculation style questions selected at random from a bank of questions.

Normal university regulations for examinations will apply to the Quiz.

Students must also bring to the Quiz a Quiz Summary Sheet (QSS). Preparation of the QSS is regarded as a key part of the learning process and so students are strongly encouraged to prepare their own QSS. Requirements of the QSS are:

o it must be the student’s own work;

o it must be a single A4 sheet of paper with notes placed on both sides of the sheet;

o the sheet must contain only handwritten notes and diagrams. It must NOT contain any typed, photocopied or computer generated information;

o it must be the individual student’s own work written in pencil and/or pen. A photocopy is NOT allowed;

o there are no constraints on the size or amount of information that can be included; and

o the student’s name and signature must be placed in the top right hand corner of the QSS with the statement “I declare this QSS is all my own work.”.

If a QSS does not comply with all of these requirements then it may be confiscated and the student will not have recourse to the QSS during the Quiz. Academic Misconduct procedures may also be applied.

The QSS must be surrendered at the end of the Quiz. The QSS will be checked but will not be assessed, so students can elect to submit a blank QSS. Students who do not submit a QSS will get zero marks for the Quiz.

The QSS will not returned to students. Students are advised to make a copy for their own use.

Machine Mining Quiz – summative assessment. As there will be only one exam component for this module, the Machine Mining quiz will be a summative assessment, that is there will not be an opportunity to correct an incorrect answer. The duration of this quiz will be approximately 50 minutes.

Blasting Quizzes – formative assessment. These are designed to be formative assessment, that is to contribute to student learning. When a student provides an incorrect answer to a question, the student will be given a brief explanation of the problem and may attempt one or more replacement questions. Any student who achieves 80% or more correct answers overall in a quiz will be awarded the full 5% for that quiz. Any student who fails to achieve 80% or more correct answers in a quiz will be given a zero mark for that quiz. Students will be under time pressure, so familiarity with the material is crucial.

COURSE OUTLINE 12


Students should bring to the Quiz a calculator, pen and pencil, the Quiz Summary Sheet and their Student ID card. A blank sheet of paper for workings will be provided.

Group Project

See the section on Group Work - Peer Assessment in the section on University Policies for further details on the requirements and process of peer assessment in the group project assignment.

Formal Exam

An exam in the formal examination period at the end of semester will be held on material covered in the Drilling and Blasting modules of the course. The examination will be closed book, all necessary formulae will be provided on the exam paper.

13 COURSE OUTLINE


7. ASSESSMENT CRITERIA

Full marks for an assignment or examination question can be obtained where:

The numerical ‘result’ is substantiated by an ‘answer’ comprising a complete mathematical working with appropriate definitions, assumptions, explanations and sketch diagrams at each stage.

The result is numerically correct, with the correct units, magnitude and sign.

The appropriate number of significant figures have been reported in the result and the accuracy of the result has not been compromised by rounding errors.

Where appropriate, there is some discussion of the reliability and applicability of the result in the relevant engineering context.

The answers to purely descriptive questions, which do not require any calculation and do not have a numerical result, should clearly and comprehensively address the specific question, supported by appropriate diagrams, graphs, formulae, examples and cited references.

A key ability of an engineer is to recognise when a numerical result ‘looks wrong’ and then go back over the work to check the input data, assumptions, and calculations. These typical maximum marks apply where the following errors occur:

There is a minor calculation or transcription error, but otherwise the answer is satisfactory and the result is consistent and apparently reasonable: 70 to 90%

The answer is satisfactory but the result is compromised by one of more of the following: is inaccurate due to rounding errors, has incorrect or no units, has the wrong magnitude, has the wrong sign: 60 to 80%

There is a minor calculation or transcription error but, although the answer is satisfactory, the result is clearly unreasonable: 40 to 60%

The result is correct but there is little or no mathematical working with appropriate definitions, assumptions, explanations and sketch diagrams at each stage: 30 to 50%

The question has been misunderstood, an inappropriate mathematical working has been applied but the result is consistent and apparently reasonable: 20 to 40%

The question has been misunderstood, an inappropriate mathematical working has been applied and the result is clearly unreasonable: 0 to 30%

The input data have been transcribed correctly, but there has been no serious attempt to answer the question 0 to 10%

A descriptive answer, although substantially correct, is padded with waffle and irrelevant material: 60 to 80%

A descriptive answer is very brief and clearly deficient: 30 to 60%

A descriptive answer merely comprises a re-statement of the question with something like “… is very important” added at the end: 0 to 10%

The following assessment criteria provide both a framework for students when preparing major assignments in the course as well as a guideline for assessors when marking an assignment. The student is advised to review the relevant framework before undertaking their assignment.

COURSE OUTLINE 14


The criteria listed for each item of assessment and the descriptions contained therein are not intended to be prescriptive nor is it an exhaustive list. Rather it should be viewed as a framework to guide the student as to the type of information and depth of coverage that is expected to be evident in an assignment; the framework illustrates for example what would distinguish an excellent achievement from a poor achievement. The student should be cognisant that a range of factors are often being assessed in any one assignment; not just whether the final results are numerically correct. Consideration is given to other relevant elements that contribute to the Learning Outcomes of the course as well as the Graduate Attributes of the overall degree program. The student is cautioned against merely using the assessment criteria as a checklist. When assessing an assignment, elements in the framework will be examined in terms of quality and creativity. Hence ensuring all elements are merely covered in an assignment is often not sufficient in itself and will not automatically lead to full marks being awarded. Other factors such as how the student went about presenting information, how an argument was structured and/or the elements supporting a particular recommendation or outcome are also important. Finally the framework can also be used to provide feedback to a student on their performance in an assignment. Periodically the criteria are reviewed and updated, consequently changes may be made to the framework to improve their effectiveness in achieving both these objectives. Note: Reference to RWG in the assessment criteria refers to the MEA Report Writing Guide, and GTA to the AusIMM Guide to Authors.

Major Design Project

The assessment criteria and weighting that will be use in assessing the assignment are summarised in the following table. Note: student submissions must be consistent with the requirements detailed in the earlier section on Requirements on Submission of Major Assignment.

Assessment Criteria – Major Design Project

Criteria Excellent Good Satisfactory Unsatisfactory Poor nil

Summary

summary clearly defines the objectives of project and methodology used

includes a comprehensive statement of the findings and outcomes consistent with analysis and was correct

summary defines the objectives of the assignment and methodology used

includes a statement of the findings and outcomes that fairly reflects the analysis

summary lists the objectives of the assignment and methodology used

statement of findings was incomplete and/or was inconsistent with analysis

summary lists some of the objectives of the assignment and aspects of the methodology used.

statement of findings was incomplete and/or contains errors

summary was inadequate or poorly written

lacks statement on objectives and methodology.

missing a statement on finding and outcomes

no summary provided

5 4 3 2 1 0

Interpretation of information

integrity of data-set analysed

data was correctly interpreted

all assumptions were clearly

integrity of data- set analysed

data was adequately interpreted

most assumptions

integrity of data- set analysed

some minor problems with interpretation of the data

integrity of data- set not analysed

some data was slightly misinterpreted

assumptions were

integrity of data- set not analysed

data was misinterpreted

no assumptions stated and/or

no calculations provided and/or incorrect method applied

15 COURSE OUTLINE



identified as re required and appropriately justified.

method of calculation was clearly stated, was correct and was easy to follow

full explanatory notes for calculations were provided

were clearly stated as required and justified to some extent.

method of calculation was clearly stated and mostly correct

some explanatory notes to calculations were provided

some assumptions stated and/or not clearly stated and/or not fully justified.

method of calculation was generally correct and/or not clear to interpret

few explanatory notes were provided

not stated and/or inadequately justified and/or unsubstantiated

method of calculation was incorrect and/or missing important elements and/or difficult to understand

no explanatory notes for calculations were provided

justified

method of calculation not provided

no explanatory notes for calculations were provided

10 9 8 7 6 5 4 3 2 1 0

Numerical results

all results were numerically correct

all values stated reflect appropriate level of precision

all units of measurements were stated and were the recognised standard units

most results were numerically correct

most values reflect appropriate level of precision

all units were stated and were mostly appropriate

many results were numerically correct

some account of precision in values

units were stated for most values and were often generally correct

many values were incorrect though some results were generally close to being numerically correct

values do not reflect level of precision

some units were stated and/or correct though some important units were missing

most results were incorrect

incorrect level of precision implied in stated values

units missing and were not appropriate

no results provided

20 19 18 15 14 10 9 5 4 1 0

Drill and blast designs

drill and blast design(s) were correct and consistent with industry practice

all design details were provided and are clearly justified by the analyses

all assumptions documented and justified in the report.

drill and blast designs were acceptable and consistent with industry practice

most design details were provided and justified by the analyses

most assumptions documented and justified in the report.

drill and blast designs were reasonable and consistent with industry practice

not all design details provided and justified by the analyses

some assumptions documented in the report

drill and blast designs were not reasonable and/or not consistent with industry practice

few design details provided

few assumptions documented though not justified in the report

inappropriate drill and blast designs and/or not consistent with industry practice

no design details provided

no statement of assumptions

did not provide any details on drill and blast design(s)

30 26 25 20 19 15 14 8 7 1 0

Cost estimates

provided comprehensive cost estimates in terms of capital, operating and total production costs

costs reflect current industry cost structure

all costs fully justified and all reference sources cited

provided most cost estimates in terms of capital, operating and total production costs

costs reasonably reflect current cost structure

most costs are fully justified and most reference sources cited

provided some cost estimates in terms of capital, operating and total production costs with some errors

costs are reasonable but do not reflect current cost structure

some costs are fully justified and some reference sources cited

provided some cost estimates in terms of capital, operating and total production costs with some errors

costs are out of date and/or do not reflect current cost structure

little justification of costs and many reference sources not cited

provided limited estimates in terms of capital, operating and total production costs

unrealistic costings

no justification of costs and no sources cited

no cost estimates provided

20 19 18 15 14 10 9 5 4 1 0

Discussion and conclusions

analysis presented demonstrates good comprehension of issues and insight into the significance of the results

report concludes with a clear concise summary of the outcomes

analysis presented demonstrates reasonable comprehension of issues and some insight into the significance of the results

report concludes with a summary of the outcomes and

analysis presented demonstrates comprehension

report concludes with brief summary of outcomes

some reference to other sources of information

analysis presented demonstrates some comprehension of issues

some evidence of reading though poorly integrated in report

inadequate conclusion and

analysis demonstrates limited comprehension of issues

report missing final summary of findings and outcomes

.no evidence of further reading

Little/no discussion and conclusion

COURSE OUTLINE 16



and includes qualifications

evidence of extensive research and excellent use made of the info from a variety of sources

includes qualifications

evidence of research and use made of the info from a variety of sources

summary of outcomes.

5 4 3 2 1 0

Standard of report presentation

report structure contains all sections required in a formal technical report and is in accord with RWG

structure follows a logical progression

format of report is completely in accord with the RWG

use of tables, figures and equations is correct with no errors

writing style is completely in accord with a formal technical report

report has no spelling and grammatical errors, etc.

report structure is complete though it has a few minor errors

format is largely in accord with RWG with only a few minor errors

use of tables, figures and equations is largely correct with only a few minor errors

style is largely appropriate for a technical report with a few minor exceptions

largely free of spelling and grammatical errors

report structure is mostly correct and/or has some minor errors

format of report mostly in accord with the RWG though it has some minor errors

use of tables, figures and equations is mostly correct though there are several minor errors

style is appropriate in most instances with some minor errors

several minor spelling and grammatical errors

several issues with report structure and/or many minor errors

many issues with format of report as it deviates from RWG

some issues with use of tables, figures and/or equations

writing style is inappropriate in many instances

many instances of spelling and/or grammatical errors

significant issues with report structure and/or many major errors

report incomplete in sections with missing/gaps in information

large number of significant major issues in format of report

use of tables, figures and/or equations is largely inconsistent with RWG

inappropriate report writing style

unacceptable number of spelling and/or grammatical errors

not presented as a formal technical report and/or not compliant with RWG

significant amount of information missing from report

most essential elements of report structure are missing and/or report has no logical structure

format of report not in accord with the RWG standards

use of tables, figures and/or equations is incorrect

major issues with spelling and/or grammar

10 9 8 7 6 5 4 3 2 1 0

17 COURSE OUTLINE


8. UNIVERSITY POLICIES

Assignment Submissions

All assignments submitted for assessment in this course must be made in accordance with the School Policy on Assignment Submissions, hereafter in this subsection termed the Policy. Details can be found in the School Policies section of the School webpage at < www.engineering.unsw.edu.au/mining-engineering/school-policies>. Students are required to read the latest version of the Policy and be aware of the various requirements including submission requirements and academic integrity. Failure to adhere to the requirement and/or submit an assignment that is in full accordance with the Policy can result in forfeiture of all marks for that assignment by the student. An Assignment Coversheet must be attached to each assignment submitted for assessment whether the assignment is submitted in electronic or hardcopy form. The coversheet identifies the student, assignment, course and contains a declaration of academic integrity – see later section on Academic Honesty and Plagiarism. An assignment that does not contain a full and proper completed copy of the official coversheet for the assignment will be deemed non-compliant and not marked and the student will be awarded zero marks for the assignment. In the case where a hardcopy submission of an assignment has been permitted in the assignment briefing document then the submission requirements for hardcopy submissions as detailed in the Policy must be followed. The student must attach to the front of the assignment a completed and signed copy of the appropriately coloured Assignment Coversheet for the particular Course Convenor which in this case is LIGHT GREEN. A copy of the coloured Coversheet is available from the Course Convenor one week before the assignment due date. The assignment must be stapled in the top left hand corner or bound in an appropriate manner. Alternatively an assignment can be bound along the left hand margin with a plastic binding comb with a clear plastic front cover. Assignments must NOT be submitted in a protective plastic sleeve. Assignments which submitted electronically may be required to be submitted through Turnitin. Students are advised to retain a copy of every assignment submitted for assessment for their own record either in hardcopy or electronic form. From time to time assignments may be mislaid and a student can be asked to re-submit.

Group Work – Peer Assessment

Group work is a key Graduate Attribute in the MEA program. As such it is integrated into the assessment activities of many MEA courses to determine whether a student has satisfactorily attained one or more of the Learning Outcomes. An important indicator of a student’s performance and of their contribution to the group’s overall performance is reflected in the results of a formalised system of peer review. The Course Convenor uses these results and other factors in their determination of an individual student’s result for the assignment.

COURSE OUTLINE 18


For further details see Peer Assessment in the School Policies section of the School webpage. Students should be aware that participation in the peer review process is compulsory and that failure to do so can result in withholding of marks and/or zero marks being allotted to the student for that assignment.

Late Submission of Assignments

In the normal course of events late submission of an assignment will automatically result in a zero (0) mark being awarded to the student/project team for the assignment. The onus is on the student to ensure each course assignment is submitted on-time during normal business hours and no later than the required time on the due date as stated in the relevant assignment briefing document. For further details see Late Submissions in the School Policies section on the School webpage. See also the later section on Adverse Performance – Special Consideration.

Course Results

For details on assessment policy, assessment process and an explanation of course results, see the Assessment Policy section in the School Policies section on the School webpage. In some instances a student’s final course result may be withheld and not released on the usual date. This is indicated by a course grade result of either:

WD – which usually indicates that the student has not completed one or more items of assessment or there is an issue with one or more assignment; or

WC – which indicates the student has applied for Special Consideration due to illness or misadventure and the course results have not been finalised.

In either event the onus in on the student to contact the Course Convenor as soon as practicable but no later than five (5) days after release of the course result. Failure to take this action will normally result in forfeiture of any additional assessment granted to the student. In which case the student may be required to re-submit an assignment or re-sit the final exam. Failure to contact the Course Convenor within the stated period may result in the student failing the course. If contact has not been made and/or course assessment has not been finalised by commencement of the following academic semester then the grade will be automatically altered to a course grade of NC (course not completed) in Week 2. This will require the student to re-enrol in the course at some later time.

Adverse Performance – Special Consideration

In cases of illness or other extenuating circumstances that may have adversely impacted on a student’s performance in a course, it is recommended the student apply to Student Central for Special Consideration. It is incumbent on the student to contact the Course Convenor immediately following lodgement and acceptance of the Special Consideration preferably in person and no later than one week from lodgement. Failure to make contact can result in forfeiture

19 COURSE OUTLINE


for any consideration and subsequent finalisation of the mark for the assignment and/or course. Only following acceptance and official notification from the University, will any decision be made by the Course Convenor as to an appropriate response based the circumstances outlined by the student. For further information, see Special Consideration – Illness and Misadventure within the section on UNSW Policies on the School webpage.

Academic Honesty and Plagiarism

The University has certain expectations in terms of academic behaviour related to study and research. This is expressed in the University Policy on Academic Misconduct. Students should be aware of and understand this Policy. For further information, see Academic Misconduct and Plagiarism in the section on UNSW Policies on the School webpage. Plagiarism is one form of Academic Misconduct. It is the presentation of the thoughts or work of another as one’s own1. Examples include:

direct duplication of the thoughts or work of another, including by copying work, or knowingly permitting it to be copied. This includes copying material, ideas or concepts from a book, article, report or other written document (whether published or unpublished), composition, artwork, design, drawing, circuitry, computer program or software, web site, Internet, other electronic resource, or another person’s assignment without appropriate acknowledgement;

paraphrasing another person’s work with very minor changes keeping the meaning, form and/or progression of ideas of the original;

piecing together sections of the work of others into a new whole;

presenting an assessment item as independent work when it has been produced in whole or part in collusion with other people, for example, another student or a tutor; and,

claiming credit for a proportion a work contributed to a group assessment item that is greater than that actually contributed2.

Submitting an assessment item that has already been submitted for academic credit elsewhere may also be considered plagiarism. The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not amount to plagiarism. Students are reminded of their Rights and Responsibilities in respect of plagiarism, as set out in the University Undergraduate and Postgraduate Handbooks, and are encouraged to seek advice from academic staff whenever necessary to ensure they avoid plagiarism in all its forms. The Learning Centre website is the central University on-line resource for staff and student information on plagiarism and academic honesty. It can be viewed at < www.lc.unsw.edu.au/plagiarism >.

1 Based on that proposed to the University of Newcastle by the St James Ethics Centre. Used with kind permission from the

University of Newcastle. 2 Adapted with kind permission from the University of Melbourne.

COURSE OUTLINE 20


The Learning Centre also provides substantial educational written materials, workshops, and tutorials to aid students, for example, in:

correct referencing practices;

paraphrasing, summarising, essay writing, and time management;

appropriate use of and attribution for, a range of materials including text, images, formulae and concepts.

Individual assistance is available on request from The Learning Centre. Students are also reminded that careful time management is an important part of study and one of the identified causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing of sources in preparing all assessment items. In line with this university expectation, a student must attach to each assignment a fully completed official coversheet which contains a declaration of academic integrity. The following is an example of an assignment coversheet (note: changes to the assignment may occur from time to time).

[An example extract from an Assignment Coversheet] ACADEMIC REQUIREMENTS Before submitting this assignment, students are advised to review:

the assessment requirements contained in the briefing document for the assignment;

the various matters related to assessment in the relevant Course Outline; and

the Plagiarism and Academic Integrity website at < http:/www.lc.unsw.edu.au

/plagiarism/pintro.html > to ensure they are familiar with the requirements to provide

appropriate acknowledgement of source materials.

If after reviewing this material there is any doubt about assessment requirements then in the

first instance the student should consult with the Course Convenor and then if necessary with

the Director – Undergraduate Studies.

While students are generally encouraged to work with other students to enhance learning, all

assignments submitted for assessment by a student must be their entire own work and they

may be required to explain any or all parts of the assignment to the Course Convenor or other

authorised persons. Collusion is where another person(s) assists in the preparation of an

assignment without the consent or knowledge of the Course Convenor.

Plagiarism and Collusion are considered as Academic Misconduct and will be dealt with

according to University Policy.

STUDENT DECLARATION OF ACADEMIC INTEGRITY I declare that:

This assessment item is entirely my own original work, except where I have

acknowledged use of source material [such as books, journal articles, other published

material, the Internet, and the work of other student/s or any other person/s].

This assessment item has not been submitted for assessment for academic credit in this, or

any other course, at UNSW or elsewhere.

I understand that:

The assessor of this assessment item may, for the purpose of assessing this item,

reproduce this assessment item and provide a copy to another member of the University.

The assessor may communicate a copy of this assessment item to a plagiarism checking

service (which may then retain a copy of the assessment item on its database for the

purpose of future plagiarism checking).

21 COURSE OUTLINE


Continual Course Improvement

Periodically the process of course evaluation is undertaken. One aspect of this evaluation is feedback from students gathered by various means including:

UNSW's Course and Teaching Evaluation and Improvement (CATEI) which is an anonymous, on-line survey system.

Student feedback is taken seriously, and continual improvements are made to the course based in part on such feedback. Significant changes that are made to a course as a result of such student feedback will be communicated to students by the Course Convenor at commencement of semester when the course is next run.

Correspondence and Email Messages

University policy states that official correspondence with a student will be made using the university provided email address and that it expects students will regularly check their official university email account. The School assists in this by providing free access to computing facilities and the internet. In line with this policy, messages will be sent to students through their LTMS account. Students can retrieve messages from the mailbox in each LTMS course account.

Administrative Matters

Students should ensure they are familiar with the various policies related to expectations of students. Links to the Policies can be found on the School web page. Equity and diversity: those students who have a disability that requires some adjustment in their teaching or learning environment are encouraged to discuss their study needs with the course convener prior to, or at the commencement of, their course, or with the Equity Officer (Disability) in the Equity and Diversity Unit (< www.equity.unsw.edu.au/disabil.htm >). Issues to be discussed may include access to materials, signers or note-takers, the provision of services and additional exam and assessment arrangements. Early notification is essential to enable any necessary adjustments to be made. Information on designing courses and course outlines that take into account the needs of students with disabilities can be found at < www.secretariat.unsw.edu.au/acboardcom /minutes/coe/disabilityguidelines.pdf >.

Document Management: Filename: CourseOutline_MINE3630_2014_140625.doc Date last update: 25-Jun-14 Changes made by: Paul Hagan Revision number: 2

course outline - unsw faculty of engineering · 2014-07-22 · machine mining encompasses rock...

Documents