mine3007 underground mining systems semester 2,...

Unit study package code: MINE3007 Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 2 Hours Weekly Tutorial: 1 x 2 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units:309994 (v.0) Mining Systems 331 or any previous version OR MINE3005 (v.0) Mining Systems or any previous version

AND

303138 (v.0) Mining and Metallurgy 231 or any previous version OR 307020 (v.0) Bachelor of Engineering (Civil and Construction Engineering), Bachelor of Science (Mining) or any previous version OR MINE2001 (v.0) Mining and Metallurgy or any previous version OR BB-CCEMIN (v.1) Bachelor of Engineering (Civil and Construction Engineering), Bachelor of Science (Mining) OR 311148 (v.0) Bachelor of Science (Science) or any previous version OR B-SCNCE (v.1) Bachelor of Science (Science) OR BB-CCEMN (v.0) Bachelor of Engineering (Civil and Construction Engineering), Bachelor of Science (Mining) or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator:

Title: Dr

Unit Outline

MINE3007 Underground Mining Systems Semester 2, 2016

Faculty of Science and EngineeringMining Engineering

MINE3007 Underground Mining Systems Kalgoorlie Campus 23 Jul 2016 Mining Engineering, Faculty of Science and Engineering

Page: 1 of 16CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus This unit is a project-based one. Students are required to work in groups, share the project workload, have weekly meetings and discussions, and share the outcome of their project with other groups in a presentation. A group consists of 4 to 5 students. Students are allowed to form their own group. Two projects will be given: Metalliferous and Coal. Each group will have to make a presentation and submit a report for each project. Project work will be supported with weekly consultative and information sharing session. The content of these are aligned with the projects to help students. Each project will have a number of focus areas. Each member of a group may elect to work on a topic of the project that person feels more comfortable with, but all members should integrate their work into the whole project.

Introduction This unit covers the principals of underground mining methods, including metalliferous and coal projects. Part of the assessment in this unit will be determined by how effectively the results are communicated. There are a number of opportunities for this in the form of project presentations and final reports. The process of writing reports, brainstorming within a group, peer assessment, and presentation of the report both in front of an audience and in report form, requires clarity of thinking, defending & revising a design, and analysing the risks inherent in a project. As it is mentioned in the unit syllabus, this unit is a project-based. However, it is understood that some students, for various personal reasons such as working part time in the industry, prefer to work individually. Therefore, the Unit Coordinator will allow those who choose to take this path. However, the person’s work will be marked with the same criteria as that of the group one.

Unit Learning Outcomes

Name: Mehmet CiglaPhone: 08 9088 6173Email: [email protected]: Building: 703 - Room: 3108

Teaching Staff:

Name: Mehmet CiglaPhone: 08 9088 6173Email: [email protected]: Building: 703 - Room: 3108

Administrative contact: Name: Raelene NewnhamPhone: 9088 6182Email: [email protected]: Building: 703 - Room: 3130

Learning Management System: Blackboard (lms.curtin.edu.au)

Faculty of Science and Engineering Mining Engineering




http://lms.curtin.edu.au/

All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

Learning Activities This is a project-based unit. Therefore, assessments will take the form of progress presentations and final reports. Lecture and tutorial sessions are for face-to-face discussions. These are alinged with the projects to help students. However, this unit assumes that students have a good understanding of mining terms and descriptions, have been exposed to underground mining methods and are familiar with mining development, operations, production and materials handling. Students are required to review some of the materials from “Mining System” unit when necessary throughout the semester. Addition to face-to-face discussions in lecture and tutorial sessions, students are encouraged to make appointments with the lecturer to discuss some of the topics related to their project. In some cases, this may require the attendance of all group members.

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?MINE3007

On successful completion of this unit students can: Graduate Attributes addressed1 Identify and mitigate core risks for an underground mining system

2 Identify, analyse, evaluate and select appropriate underground mining methods, related

equipment, and support infrastructure for a mineral deposit 3 Appraise underground mining systems with respect to safe, efficient, economic and

environmentally and socially responsible operations 4 Demonstrate an awareness of legislation requirements

5 Demonstrate an awareness of technological trends and options in underground mining

systems

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://link.library.curtin.edu.au/primo/course?MINE3007http://ctl.curtin.edu.au/

Assessment Assessment schedule

Detailed information on assessment tasks

1. Coal Project Progress Presentation Each group needs to provide the Unit Lecturer a copy of their final presentation slides before the start of the seminar. All students are required to attend and take part in the presentations for the whole seminar session. Absence from these presentations will only be allowed because of medical or extenuating circumstances. This will require documented evidence, e.g. Medical Certificate, etc. The presentation will be 25 minutes long with an additional 5 minutes for questions. The room is equipped with projection facilities and students may use PowerPoint if they wish. However, it is the individual’s responsibility to ensure that the presentation is functioning beforehand. Computer problems will not be allowed to delay the proceedings. Peer review must be completed. Once the peer review is completed by each group member, the results will be published on the Blackboard. Any delays for viewing your assignment results will be due to incomplete peer review by group members. The following criteria will be used for assessing the project presentation.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Coal project progress presentation 15 percent Week: 4

Day: TBA Time: TBA

1,2,3

2Coal project final report 35 percent Week: 6

Day: TBA Time: TBA

1,2,3,4,5

3Metalliferous project progress presentation 15 percent Week: 12

Day: TBA Time: TBA

1,2,3

4Metalliferous project final report 35 percent Week: 14

Day: TBA Time: TBA

1,2,3,4,5

Criteria Excellent Good Satisfactory Unsatisfactory Poor

Introduction (10%)

Provided a comprehensive overview of the

presentation and objective[s] of the project.

Provided a good overview of the presentation and objective[s] of the

project. Some points not clearly presented.

Provided a general overview of the presentation and

objectives of the project but lacks clarity

Provided a limited overview of the

presentation and objectives of the project

but lacks clarity.

Provided little or no overview of the

presentation and limited or no objectives of the

project

10 9 8 7 6 5 4 3 2 1

Content quality (50%)

Demonstrated comprehensive knowledge

of the proposed mining system design

Demonstrated sound knowledge of the proposed mining

system design

Demonstrated an adequate knowledge of

the proposed mining system design

Demonstrated some knowledge of the

proposed mining system design

Demonstrated limited or no knowledge of the


50 45 44 35 34 25 24 15 14 1

Conclusions (10%)

The analysis of the work conducted highlights your comprehension and shows insight into the significance of the results. Concise and appropriate conclusions,

excellent and valid response to questions.

The analysis of the work conducted

demonstrates good comprehension. Good

conclusions, appropriate and valid response to

questions.


demonstrates some comprehension

Reasonable conclusions,

appropriate and valid response to questions.

The analysis of the work conducted demonstrates limited comprehension.

Unreasonable conclusions, barely



demonstrates no comprehension. Invalid

conclusions, barely appropriate and valid response to questions.

10 9 8 7 6 5 4 3 2 1

Visual Aids Slides easy to read with Slides easy to read with Slides legible but with Slides difficult to read. Slides inappropriate with





2. Coal Project Final Report Assessment Criteria Project reports must be written according to MEA’s report writing guidelines. This document is available on Blackboard. There is also suggested report structure to avoid any format and content issues. You may use this report template, which is also available on the Unit Blackboard. Report must be submitted with official WASM/Curtin University cover and all group members must sign the declaration that the work is original and students understand their rights and responsibilities in the academic misconduct, plagiarism and academic integrity. Reports that do not contain signature of all group members will not be accepted. Students are required to submit an electronic copy (in Word format) via Turninit. Peer review must be completed. Once the peer review is completed by each group member, the results will be published on the Blackboard. Any delays for viewing your assignment results will be due to incomplete peer review by group members. The following criteria will be used for assessing the final report.

Quality (10%)

appropriate sized graphs, wording etc and no errors

on slides.

appropriate sized graphs, wording etc and

only minor errors

some errors in formatting, wording,

sizing etc.

major mistakes.

10 9 8 7 6 5 4 3 2 1

Verbal Presentation

(20%)

Clear presentation, presented with confidence

and enthusiasm, well structured so that it flowed

Clear presentation, slight lack of

confidence, structure slightly erratic.

Reasonable presentation that

ensured the audience was informed of the topic, some structure

used.

Presentation difficult to follow due to erratic

structure.

Poorly presented with little or no structure.

20 18 17 14 13 10 9 5 4 1

Criteria Mark Excellent Good Satisfactory Unsatisfactory Poor Executive Summary

5% The executive summary has clearly defined objectives and methodology of the project and includes a comprehensive summary of the findings and outcomes of the project.

The executive summary has defined objectives and methodology of the project and includes some summary of the findings and outcomes of the project.

The executive summary has defined objectives and methodology of the project with minor errors in summary of the findings and outcomes of the project.

The executive summary has some defined objectives and methodology of the project with errors in summary of the findings and outcomes of the project.

The executive summary has poorly defined objectives and methodology of the project with major errors in summary of the findings and outcomes of the project.

5 4 3 2 1

Assumptions 5% Provided a comprehensive list of all the assumptions (e.g. geological model, geotechnical considerations, etc.) for the project with sound justification for the selection.

Provided a list of some of the assumptions (e.g. geological model, geotechnical considerations, etc.) for the project with sound justification for the selection.

Provided an incomplete list of assumptions (e.g. geological model, geotechnical considerations, etc.) for the project with some justification for the selection.

Provided an incomplete list of assumptions (e.g. geological model, geotechnical considerations, etc.) for the project with little justification for the selection.

Provided a limited list of assumptions (e.g. geological model, geotechnical considerations, etc.) for the project with little justification for the selection.

5 4 3 2 1

Mining system design

35% Provided a comprehensive technical justification for the proposed mining systems and provided a justified production rate, taking into account detailed technical, economical, environmental and OHS factors.

Provided a comprehensive technical justification for the proposed mining systems and provided a justified production rate, taking into account technical, economical, environmental and OHS factors.

Provided some technical justification for the proposed mining systems and provided a production rate, taking into account some technical, economical, environmental and OHS factors.

Provided some technical justification for the proposed mining systems and provided a production rate, taking into account limited technical, economical, environmental and OHS factors.

Provided limited technical justification for the proposed mining systems and fundamentally flawed production rate, taking into account limited technical, economical, environmental and OHS factors.





3. Metal Project Progress Presentation Each group needs to provide the Unit Lecturer a copy of their final presentation slides before the start of the seminar. All students are required to attend and take part in the presentations for the whole seminar session. Absence from these presentations will only be allowed because of medical or extenuating circumstances. This will

35 33 32 22 21 13 12 5 4 1

Equipment Selection

10% Selected an optimal size and quantity of each type of equipment for the required production rate taking into account detailed technical, economical, environmental and OHS factors.

Selected an optimal size and quantity of each type of equipment for the required production rate taking into account technical, economical, environmental and OHS factors.

Selected sub-optimal size and quantity of each type of equipment for the required production rate taking into account some technical, economical, environmental and OHS factors.

Selected sub-optimal size and quantity of each type of equipment for the required production rate taking into account limited technical, economical, environmental and OHS factors.

Selected inappropriate size and quantity of each type of equipment for the required production rate taking into account limited technical, economical, environmental and OHS factors.

10 9 8 7 6 5 4 3 2 1

Cost estimates 20% Provided comprehensive cost estimates in terms of capital, operating and total production costs.

Provided comprehensive cost estimates in terms of capital, operating and total production costs with minor errors.

Provided sound cost estimates in terms of capital, operating and total production costs with minor errors.

Provided sound cost estimates in terms of capital, operating and total production costs with some errors.

Provided limited cost estimates in terms of capital, operating and total production costs.

20 18 17 13 12 9 8 7 6 1

Risk assessment 10% Provided comprehensive risk assessment analysis for the proposed mining system.

Provided comprehensive risk assessment analysis for the proposed mining system with minor errors.

Provided sound risk assessment analysis for the proposed mining system with minor errors.

Provided sound risk assessment analysis for the proposed mining system with some errors.

Provided limited risk assessment analysis for the proposed mining system.

10 9 8 7 6 5 4 3 2 1

Layout and standard of Report

10% Excellent logical structure, physical layout and attention to detail. The report adheres to the MEA report writing guidelines. No or few spelling mistakes or grammatical errors.

Good logical structure and physical layout. The report adheres to the MEA report writing guidelines. No or few spelling mistakes or grammatical errors.

Acceptable structure and physical layout. The report adheres to the MEA report writing guidelines. Some spelling mistakes or grammatical errors. Some errors in referencing.

Unacceptable structure and physical layout. The report does not adhere to the MEA report writing guidelines. Numerous spelling mistakes or grammatical errors. Errors in referencing.

Very little structure and physical layout. The report does not adhere to the MEA report writing guidelines. Numerous spelling mistakes or grammatical errors. Errors in referencing.

10 9 8 7 6 5 4 3 2 1

Conclusions and recommendations

5% The analysis of the work conducted highlights your comprehension and shows insight into the significance of the results. The report concludes with a clear concise summary of the outcomes and includes qualification.

The analysis of the work conducted demonstrates some comprehension. The report concludes with a summary of outcomes.

The analysis of the work conducted demonstrates limited comprehension. The report concludes with some summary of outcomes.

The analysis of the work conducted demonstrates limited or no comprehension. The report concludes with a poor summary of outcomes.

The analysis of the work conducted demonstrates lack of comprehension. The report concludes with a poor summary of outcomes.

5 4 3 2 1





require documented evidence, e.g. Medical Certificate, etc. The presentation will be 25 minutes long with an additional 5 minutes for questions. The room is equipped with projection facilities and students may use PowerPoint if they wish. However, it is the individual’s responsibility to ensure that the presentation is functioning beforehand. Computer problems will not be allowed to delay the proceedings. Peer review must be completed. Once the peer review is completed by each group member, the results will be published on the Blackboard. Any delays for viewing your assignment results will be due to incomplete peer review by group members. The following criteria will be used for assessing the project presentation.

4. Metal project Final Report Project reports must be written according to MEA’s report writing guidelines. This document is available on Blackboard. There is also suggested report structure to avoid any format and content issues. You may use this report template, which is also available on the Unit Blackboard. Report must be submitted with official WASM/Curtin University cover and all group members must sign the declaration that the work is original and students understand their rights and responsibilities in the academic misconduct, plagiarism and academic integrity. Reports that do not contain signature of all group members will not be accepted. Students are required to submit an electronic copy (in Word format) via Turnitin. Peer review must be completed. Once the peer review

Criteria Excellent Good Satisfactory Unsatisfactory Poor

Introduction (10%)

Provided a comprehensive overview of the

presentation and objective[s] of the project.

Provided a good overview of the presentation and objective[s] of the

project. Some points not clearly presented.

Provided a general overview of the presentation and objectives of the project but lacks

clarity

Provided a limited overview of the presentation and

objectives of the project but lacks clarity.

Provided little or no overview of the

presentation and limited or no objectives

of the project

10 9 8 7 6 5 4 3 2 1

Content quality (50%)

Demonstrated comprehensive

knowledge of the proposed mining system

design

Demonstrated sound knowledge of the proposed mining

system design

Demonstrated an adequate knowledge

of the proposed mining system design

Demonstrated some knowledge of the proposed

mining system design

Demonstrated limited or no knowledge of the


50 45 44 35 34 25 24 15 14 1

Conclusions (10%)

The analysis of the work conducted highlights your comprehension and shows

insight into the significance of the results. Concise and appropriate

conclusions, excellent and valid response to

questions.


demonstrates good comprehension. Good

conclusions, appropriate and valid response to questions.

The analysis of the work conducted demonstrates

some comprehension Reasonable conclusions,


The analysis of the work conducted demonstrates limited comprehension.

Unreasonable conclusions, barely appropriate and

valid response to questions.

The analysis of the work conducted demonstrates no

comprehension. Invalid conclusions, barely


10 9 8 7 6 5 4 3 2 1

Visual Aids Quality (10%)

Slides easy to read with appropriate sized graphs, wording etc and no errors

on slides.

Slides easy to read with appropriate sized

graphs, wording etc and only minor errors

Slides legible but with some errors in

formatting, wording, sizing etc.

Slides difficult to read. Slides inappropriate with major mistakes.

10 9 8 7 6 5 4 3 2 1

Verbal Presentation

(20%)

Clear presentation, presented with confidence

and enthusiasm, well structured so that it flowed

Clear presentation, slight lack of

confidence, structure slightly erratic.

Reasonable presentation that ensured the

audience was informed of the topic, some

structure used.

Presentation difficult to follow due to erratic

structure.

Poorly presented with little or no structure.

20 18 17 14 13 10 9 5 4 1





is completed by each group member, the results will be published on the Blackboard. Any delays for viewing your assignment results will be due to incomplete peer review by group members. The following criteria will be used for assessing the final report.

Criteria Mark Excellent Good Satisfactory Unsatisfactory Poor Executive Summary

5% The executive summary has clearly

defined objectives and methodology of

the project and includes a

comprehensive summary of the

findings and outcomes of the

project.

The executive summary has


the project and includes some

summary of the findings and

outcomes of the project.

The executive summary has


the project with minor errors in



The executive summary has some defined objectives

and methodology of the project with

errors in summary of the findings and outcomes of the

project.

The executive summary has poorly


the project with major errors in



5 4 3 2 1

Assumptions 5% Provided a comprehensive list

of all the assumptions (e.g. geological model,

geotechnical considerations, etc.) for the project with sound justification for the selection.

Provided a list of some of the

assumptions (e.g. geological model,

geotechnical considerations, etc.) for the project with

sound justification for the selection.

Provided an incomplete list of assumptions (e.g. geological model,

geotechnical considerations, etc.) for the project with

some justification for the selection.

Provided an incomplete list of assumptions (e.g. geological model,

geotechnical considerations, etc.) for the project with little justification for

the selection.

Provided a limited list of assumptions (e.g.

geological model, geotechnical

considerations, etc.) for the project with little justification for

the selection.

5 4 3 2 1

Mining system design

35% Provided a comprehensive

technical justification for the proposed

mining systems and provided a justified

production rate, taking into account detailed technical,

economical, environmental and

OHS factors.

Provided a comprehensive

technical justification for the proposed

mining systems and provided a justified

production rate, taking into account

technical, economical,

environmental and OHS factors.

Provided some technical justification

for the proposed mining systems and

provided a production rate,

taking into account some technical,


OHS factors.

Provided some technical justification


provided a production rate,

taking into account limited technical,


OHS factors.

Provided limited technical justification


fundamentally flawed production rate, taking into account limited



35 33 32 22 21 13 12 5 4 1

Equipment Selection

10% Selected an optimal size and quantity of

each type of equipment for the

required production rate taking into account detailed



Selected an optimal size and quantity of

each type of equipment for the

required production rate taking into

account technical, economical,


Selected sub-optimal size and quantity of each

type of equipment for the required production rate

taking into account some technical,


OHS factors.

Selected sub-optimal size and quantity of each

type of equipment for the required production rate



OHS factors.

Selected inappropriate size

and quantity of each type of equipment

for the required production rate



OHS factors.

10 9 8 7 6 5 4 3 2 1

Cost estimates 20% Provided comprehensive cost estimates in terms of

capital, operating and total production

costs.

Provided comprehensive cost estimates in terms of


costs with minor errors.

Provided sound cost estimates in terms

of capital, operating and total production

costs with minor errors.

Provided sound cost estimates in terms

of capital, operating and total production

costs with some errors.

Provided limited cost estimates in terms of


costs.

20 18 17 13 12 9 8 7 6 1





Pass requirements

To pass this unit, students must achieve mark equal to or greater than 50 (Grade 5). For more details, visit http://examinations.curtin.edu.au/students/grading.cfm#final

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Risk assessment 10% Provided comprehensive risk assessment analysis

for the proposed mining system.

Provided comprehensive risk assessment analysis

for the proposed mining system with

minor errors.

Provided sound risk assessment analysis


minor errors.

Provided sound risk assessment analysis


some errors.

Provided limited risk assessment analysis

for the proposed mining system.

10 9 8 7 6 5 4 3 2 1

Layout and standard of

Report

10% Excellent logical structure, physical

layout and attention to detail. The report adheres to the MEA

report writing guidelines. No or few spelling mistakes or grammatical errors.

Good logical structure and

physical layout. The report adheres to the MEA report writing

guidelines. No or few spelling mistakes or grammatical errors.

Acceptable structure and physical layout. The report adheres to the MEA report writing guidelines.

Some spelling mistakes or

grammatical errors. Some errors in referencing.

Unacceptable structure and

physical layout. The report does not

adhere to the MEA report writing

guidelines. Numerous spelling

mistakes or grammatical errors. Errors in referencing.

Very little structure and physical layout. The report does not adhere to the MEA

report writing guidelines.

Numerous spelling mistakes or

grammatical errors. Errors in referencing.

10 9 8 7 6 5 4 3 2 1

Conclusions and recommendations

5% The analysis of the work conducted highlights your

comprehension and shows insight into the significance of

the results. The report concludes

with a clear concise summary of the outcomes and

includes qualification.


demonstrates some comprehension. The report concludes with

a summary of outcomes.

The analysis of the work conducted demonstrates

limited comprehension. The

report concludes with some summary

of outcomes.

The analysis of the work conducted demonstrates limited or no

comprehension. The report concludes

with a poor summary of outcomes.


demonstrates lack of comprehension. The report concludes with a poor summary of

outcomes.

5 4 3 2 1





http://examinations.curtin.edu.au/students/grading.cfm#finalhttp://policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is Chicago.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





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Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





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Additional information Teaching and Learning Methods 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. 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 students. Although this is an activity-based course, it is a requirement that all work is conducted within the School. 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. 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. Guidelines for Group Projects Learning to work effectively as part of a group is a wonderful skill you will use frequently in your career. Please remember: Do not assume your group experience will be bad. Beginning a group project with a positive attitude will have a favourable impact on those around you. You should not compare this experience to those in the past. This is a fresh start… Getting Started

1. Get to know one another. At your first meeting, find out each member’s major, job, and interests. This will help you be sympathetic to the people in your group and acquaint you with the stresses they have in their lives. Getting to know one another is also an excellent way to get an idea of the talents and skills that will strengthen your group. Find out who types fast, who know somebody that can be interviewed, who is best at logically thinking through an argument and other similar questions. This knowledge will also be beneficial when dividing tasks. Make sure to exchange phone numbers and set a schedule when everyone can meet periodically. 2. Team Contract. On a single sheet of paper, put your names and list the rules and expectations you agree as a team to adopt. Each team member should sign the sheet, indicating acceptance of these expectations and intention to fulfil them. Turn one copy into your lecturer, and keep a remaining copy or copies for yourselves. You can find a MSWORD copy of a team contract on Blackboard. 3. Create a time line. At your first meeting, make a list of everything that needs to be done in order to complete the project. Then organize the list according to priorities and set deadlines for each portion of the project. Your time line will serve two purposes: First, you will be organized. Everyone in the group will know what is due when. The second advantage is that the project won’t seem so huge when it is all broken down into parts. It will seem like a series of short assignments, instead of one large one. 4. Make task assignments. Talk with the group about how to divide the work equally so that everyone is consistently involved over the course of the project. Be the first one to volunteer for an assignment. This will ensure that you get to work on the portion of the project you are best at or most enjoy. When other members of the group see your willingness to volunteer, they may be more likely to volunteer for an assignment as well. Make sure the tasks are equal! Don’t let yourself and one other motivated person in the group do all of the work. Working on the Project 1. Do your part! It may not be necessary for your entire group to meet together again, but make sure you attend every meeting for your smaller group. If you cannot attend a meeting, send along any assignment (or your findings) you were to complete with another member so the group does not get behind. Remember, any meeting you do not attend means that you will not have input into that portion of the project. 2. Use effective communication skills. One of the more important things to remember when working in a group is to be sensitive to other members’ ideas, thoughts and opinions. Part of learning to work in a group is respecting others. There will be times when the work is being done differently than you think it should. That is okay. There are times members will disagree with you, but you will want them to respect your opinion. Group members’ difference will make the project interesting, unique and insightful.





3. Uncooperative members. In nearly every group, there is usually one person who may not cooperate. Do not let this person’s attitude affect your attitude or progress as a group. Carefully evaluate if your criticism of a member is merely a personality conflict or is there a specific problem. If other group members have similar reactions, then perhaps it is best to see the instructor about the problem. This is particularly true if the person is having a negative impact on completing the group project in a timely manner. The finished Project 1. Get the assignment done a day or two in advance. This will help your group make sure everything is in order. If you have kept to a schedule, you should not have to leave anything to the last minute. At least part of the group should do one final editing to ensure the project is presented the way the group had planned. There should be no surprises for anyone in the group about the final project. 2. Routinely evaluate group performances. If the group will work together throughout the class or semester, it is important to discuss grades with the group each time you are graded or evaluated. This will give you an opportunity to clarify your roles, express problems the group is having, and make changes to improve performance. It will also give you a chance to share positive feedback and successes. 3. Fairly evaluate individual and group effectiveness. The finished product may only be a portion of the grade for your project. Your lecturer may also ask you to evaluate groups and individual performance. Be fair in your assessment. Focus on how well you and other members completed tasks. Do not evaluate someone poorly because you may have disagreed with them or because they do things differently than you. Be honest with yourself in assessing your performance. If you feel that your final project grade is unfair, make an appointment to see the lecturer. Most lecturers are willing to listen to concerns about group projects. Explain carefully to your lecturer exactly why you think the grade is unfair and ask for him/her to reconsider. Peer Assessments Group performance is a key component of the assessment for this course. The sole measure of performance of team work is by peer review. Teams which are having problems with unproductive or non-cooperative members are encouraged to seek the intervention of the Unit Coordinator as early as possible. Do not leave these problems to the last minute. SPARK will be used as peer assessment tool. The PEER REVIEW is required for all group assessments. SPARK is an online tool that will be used to collect Self and Peer Assessment data. These data will be used to provide feedback to, and receive feedback from, your group members regarding contributions to the project. Each student will be peer-assessed based on the following tasks.

l Coal project progress presentation l Coal project final report l Metalliferous project progress presentation l Metalliferous project final report

Your ratings for each group member must ONLY be based on…

l Performance l Attitude l Leadership-initiative l Management of resources l Communication

Based on a series of answers from each group member SPARK automatically produces two weighting factors. The RPF (Relative Performance Factor) is a measure of how the group overall viewed the contribution of each member of the group. This factor will be used to adjust the group mark for the project into an individual mark - Individual mark = Group mark x Individual’s RPF – For example; a student who receives an RPF factor of 0.9 for their project contributions, reflecting a lower than average team contribution as perceived by a combination of themselves and their peers, would receive an individual mark of 72% if their group project mark was 80%. The second factor calculated is the SA/PA factor. This is the ratio of a student’s own self-assessment rating compared to the average rating of their contribution by their peers. It provides students with feedback about how the rest of the group perceives their contribution. For example, a SA/PA factor greater than 1 means that a student has rated their own performance higher than they were rated by their peers. Conversely, a SA/PA factor less than 1 means that a student has rated their own performance lower than they were rated by their peers. Important: Students who do not complete and submit the required peer review tasks on SPARK on time will delay the entire group's feedback from the unit coordinator. The idea of using SPARK is not only to make group work fairer and provide feedback





on your performance but to encourage the development of your professional skills. These skills include giving and receiving both positive and negative feedback, conflict resolution, collaboration, the ability to assess both your work and the work of your peers and developing your professional judgement. If you successfully achieve these learning outcomes your group experience should be productive. Teams that contain students who do not adequately participate in group activities and/or develop their teamwork skills typically have friction between group members. Objections: The initially RPF and SA/PA factors will be preliminary, and only become official after any protests are considered. Any students believing their SPARK assessments were unfair may lodge an objection. Any objection to yourself and peer assessment ratings must be made in writing to the lecturer in charge of the project. Each objection must be a maximum of 500 words (12 point Times New Roman font) clearly outlining why you believe your rating is unfair. Your protest will be discussed with the other members of your group. Objections must be lodged within 3 days from the date that the SPARK assessments are released. An objection usually indicates that at least one member of a group has not achieved the teamwork learning objectives. Marks are only awarded for successfully achieving learning outcomes. The lodgement of an objection will be considered as a request for reassessment of the entire group. Hence if a student lodges an objection the marks for the entire group will be reassessed and released after the objection has been considered. In considering any objection the log books and or meeting minutes for a group will be reviewed. The Unit Coordinator reserves the final say in application of the RPF factor.

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





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Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

New project assignments

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





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Program calendar

Week Begin Date

Lecture/

Seminar

Pre-readings

Tutorial/Other Assessment

Due

Orientation 27 July Orientation Week

1. 1 August Introduction to Coal Project

Working on Coal Project

2. 8 August Working on Coal Project


3. 15 August Working on Coal Project


4. 22 August No lecture session No tutorial session Coal Project Progress Presentation, TBA

5. 29 August Tuition Free Week

6. 5 September



7. 12 September



Coal Project Final Report, TBA

8. 19 September

Introduction to Metal Project

Working on Metal Project

9. 26 September

Tuition Free Week

10. 3 October Working on Metal Project




12. 17 October No lecture session No tutorial session Metal Project Progress Presentation, TBA





Metal Project Final Report, TBA

15. 7 November Study Week

16. 14 November

Examinations

17 21 November

Examinations





mine3007 underground mining systems semester 2,...

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