Camborne School of Mines - University of Exeter

Cornwall Campus

College of Engineering, Mathematics and Physical Sciences

Camborne School of Mines

Handbook 2010-2011

MSc Mining Engineering MSc Applied Geotechnics

Programme Director: Professor John Coggan

DISCLAIMER This handbook is for guidance only. No contract is expressed or implied. It is as far as possible up-to-date at the time of going to press, but the contents are subject to change as the Department updates individual modules and its overall structure. Supplementary handouts may also be supplied in lectures. Up-to-date information will be posted on the Department’s WWW pages which can be found at the following location:

http://www.ex.ac.uk/csm/

MSc Mining Engineering & MSc Applied Geotechnics Programme Document 20010/11

Camborne School of Mines, CEMPS, University of Exeter, Cornwall Campus

CONTENTS Page Welcome and Staff contact details 3 1. Aims of the Programmes 4 2. Programme Supervision 5 3. Programme Curriculum and Structure 7 4. Assessment Arrangements 10 5. General Information 11 6. Students Complaint Procedure 15 7. Code of Good Teaching Practice 18 8. Safety and Ethics in Fieldwork 20 9. Attendance and Academic Conduct 21 10. What next? Skills, employability and your career after your degree 23 11. Syllabus 24 CSMM100 FUNDAMENTAL GEOTECHNICS 25 CSMM101 HAZARD AND RISK ASSESSMENT 27 CSMM102 MINERAL RESOURCE ASSESSMENT 30 CSMM103 MINERAL EXTRACTION, MANAGEMENT AND ENVIRONMENTAL IMPACT OF MINING 32 CSMM112 PROJECT MANAGEMENT, FINANCE AND APPRAISAL 34 CSMM113 SURFACE EXCAVATION DESIGN 36 CSMM114 TUNNELLING AND UNDERGROUND EXCAVATION DESIGN 38 CSMM115 ENVIRONMENTAL MONITORING AND ASSESSMENT 40 CSMM118 PROJECT AND DISSERTATION 42



Welcome to the Camborne School of Mines, University of Exeter, Cornwall Campus. We hope that you have a happy and rewarding time whilst studying towards your postgraduate degree here at Tremough and that you enjoy all that Cornwall has to offer.

This student handbook is given to all MSc Mining Engineering and MSc Applied Geotechnics students in CSM. It is designed to give you basic information about your chosen degree, your

module choices, staff contact details and research interests, departmental regulations and procedures. Additional information can be found on the CSM homepage at:

http://www.ex.ac.uk/csm/

The general ambience in CSM is one of informality. Members of the teaching staff either maintain an open-door policy with respect to enquiries from students or have a regular set of times when they can be consulted. The staff email addresses and direct dial telephone numbers are shown below; to telephone externally call 01872 37 followed by the 4 digit extension number shown.

The Departmental Secretary and Senior Adminstrator is Jo Shepherd (Room 3.133 [email protected] Tel:01326 2544112 or Ext: 4112)

The Assistant administrator is Emma Lamberton (Room 3.138 [email protected] 01326 371832 or Ext. 1832)

Full time staff involved with the MSc Mining Engineering and the Applied Geotechnics programmes

NAME and EMAIL ADDRESS

SUBJECT AREA AND OTHER ROLES ROOM Tel. No.

Professor John Coggan [email protected]

Geotechnical Engineering. Programme Director, MSc Mining Engineering, Applied Geotechnics

Office 3.092 Tel 1824

Dr Pat Foster [email protected]

Mining Engineering, Health & Safety, Mine Manager Office 3.093 Tel 1828

Professor Hylke Glass [email protected]

Mining/Minerals Engineering, Minerals Resource Assessment.


Dr Richard Pascoe [email protected]

Minerals Engineering/Environmental Chemistry. Director of Education


Dr Andy Wetherelt [email protected]

Mining Engineering, Surveying. Programme Director, BEng/MEng Mining Engineering




Technical Staff

NAME SUBJECT AREA AND OTHER ROLES ROOM Tel. No.

Mr Ian Faulks Mining Engineering and Geotechnics support Office 3.030B Tel 1846

Mr Gus Williams Mine Supervisor. Survey technical support Office 3.030B Tel 1848

Dr Rob Fitzpatrick Mineral processing laboratory technical support. Office 3.108 Tel 1848

Part time lecturing staff

NAME and EMAIL ADDRESS

SUBJECT AREA AND OTHER ROLES ROOM Tel. No.

Jim Dowling [email protected]

Underground Mining Office 3.104

Dr Mike Heath [email protected]

Environmental Studies Office 3.104

Dr Denise Pascoe [email protected]

Geotechnical Engineering Office 3. Tel 1896

Professor Bob Pine [email protected]

Geotechnical Engineering Office 3.104

Dr David Watkins [email protected]

Hydrogeology Office 3.104

Paul Wheeler [email protected]

Geology, Mineral Resource Assessment Office 3.104

Neil Wood [email protected]

Project Management, Finance and Appraisal Office 3.104

1.0 AIMS OF THE PROGRAMME The main aim of the programmes is to provide for the skill enhancement of engineers and geologists

already employed in the mining, civil and geotechnical-related industries. The programmes are also suitable for geology and engineering graduates wishing to specialise in one of the main study areas. In some cases science and mathematics graduates with some industrial experience, or non-graduates with industrial experience may be suitable candidates.

The programmes are structured in two semesters. For the award of the MSc., students must pass

four modules and complete a project or dissertation (based on work in the student's host company where appropriate). For the award of Postgraduate Diploma (PgD), students must pass at least 2 modules and a project dissertation. Students registered for PgD may upgrade to MSc depending on their performance in the early modules.

It is important that suitable combinations of modules are selected and guidance is provided to

potential students and their employers, where appropriate. The majority of modules will be selected from one of the four main study areas. The timetabling is designed to permit the completion of most suitable module combinations and the project within one calendar year. For part-time (block release) attendance, the completion of the MSc or Diploma requirements must normally be within three calendar years.



2.0 PROGRAMME SUPERVISION The supervision of the programme requires inputs from the Programme Director, Departmental

Management, Personal Tutors, Project Supervisors and External Examiners. Their roles are summarised below.

2.1 Programme Director The academic oversight of the programme is the responsibility of the Programme Director. The responsibilities of the Programme Director include: (i) Academic standards and progress of the programme. (ii) The allocation of staff for lecturing and other duties related to the programme. (iii) The execution of action agreed by Senate, Board of Postgraduate studies or the

Examinations Board related to the programme. (iv) Admission of students to the programme (in conjunction with the Entry Committee). (v) Regular and effective contact with all teaching staff, either individually or through their Heads

of Study. (vi) The conduct of the programme in accordance with regulations or conditions laid down by

Senate or the Board of Postgraduate studies. (vii) The integration, where possible, of the subject areas of the programme. (viii) The development of laboratories and facilities related to the programme. (ix) The development of the programme material in conjunction with the Programme

Development Committee. (x) The organisation of vacation field excursions and industrial visits. (xi) The appointment of assessors for student projects. (xii) The agreement of assessment procedures for student projects. 2.2 Departmental Management The Lead Academic is Professor Frances Wall.



2.3 Personal Tutors The personal tutors are allocated by the Programme Director at the beginning of the year, depending

on the main interests and module selections of the students. The tutor's role is to provide advice and guidance on academic and personal matters as far as possible and to advise on where further assistance may be sought.

2.4 Project supervisors The student is allocated a project supervisor by the Programme Director as early as possible in the

programme depending on the student's main interests and module selections. Often the project supervisor is also the personal tutor. In conjunction with the Programme Director, it is the responsibility of the project supervisor to ensure that the project to be undertaken is suitable for the purpose of completing the MSc or PgD to a satisfactory standard. The supervisor must also agree a program of work for the student and a schedule of meetings through to completion by the end of September.

2.5 External Examiners External examiners are appointed on the recommendation of the Board of Faculty, subject to the

approval of Senate. The external examiners are appointed for a period of three years. In view of the range of studies included in the modules, more than one examiner is appointed with specialisations broadly in the areas of Management and Geotechnics.

Each external examiner will: (i) assist the Board of Postgraduate studies in determining the policy of the development of the

programme, for example in the formulation of suitable projects. (ii) be an ex-officio member of the Examination Board. (iii) approve marking schemes and assessment arrangements for the subjects of the

programme. (iv) scrutinise all examination papers and have the right to set or modify questions. (v) scrutinise examination scripts and project dissertations. (vi) together with the Programme Director and other members of the Examination Board, as

necessary, conduct viva voce examinations when required. (vii) assist the Examinations Board in the exercise of its duty in determining pass lists and

Degree/Diploma awards. (viii) submit to the Board of Postgraduate studies such reports as the Board may require. (ix) comply with any requirement the university may prescribe.



3.0 PROGRAMME CURRICULUM AND STRUCTURE 3.1 Programme Curriculum The current module titles and reference numbers are as follows: EXCAVATION/APPLIED GEOTECHNICS CSMM100 FUNDAMENTAL GEOTECHNICS CSMM113 SURFACE EXCAVATION DESIGN CSMM114 TUNNELLING AND UNDERGROUND EXCAVATION DESIGN MANAGEMENT CSMM101 HAZARD AND RISK ASSESSMENT CSMM102 MINERAL RESOURCE ASSESSMENT CSMM103 MINERAL EXTRACTION, MANAGEMENT & ENVIRONMENTAL IMPACT OF MINING CSMM112 PROJECT MANAGEMENT, FINANCE AND APPRAISAL CSMM115 ENVIRONMENTAL MONITORING AND ASSESSMENT PROJECT CSMM118 PROJECT AND DISSERTATION Modules may be added to, or deleted from, this list according to perceived demand. Brief syllabus

details are included in Section 6. Each module may have a combination of formal lectures, seminars and, where appropriate, supervised laboratory, field and computational work. Students are expected to undertake directed study plus background reading. Lectures, which are mostly informal, are augmented by tutorials, practicals and seminars.

Project Each student undertakes a project which may commence at any time to suit his particular module

selection. In a full-time (1 year) programme, the project should be completed during the period June to September so that the resulting dissertation is submitted by the end of September. The length of the MSc dissertation is normally 15,000 to 20,000 words, but may be shorter where extensive laboratory or field experimentation, computer modelling or programming is included. The PgD dissertation is normally 10,000 to 15,000 words.

The project is related to the modules undertaken by the student and draws on as many module

subjects as possible. It may be a design, feasibility, computing or laboratory based study and may involve on-site work. Projects of relevance to the student's host company, and based at the student's normal place of employment, are encouraged. The Programme Director will provide separate project guidelines during the academic year.

3.2 Programme Structure The programme is of one calendar year's duration for full-time students with up to three years'

duration for part-time students. In any one calendar year, the timing of the full-time programme is typically as follows:



Week

Commencing

(Monday)

Timetable

Week

Number

Week

Commencing

(Monday)

Timetable

Week

Number

02-Aug-10 1 31-Jan-11 27

09-Aug-10 2 07-Feb-11 28

16-Aug-10 3 14-Feb-11 29

23-Aug-10 4 21-Feb-11 30

30-Aug-10 5 28-Feb-11 31

06-Sep-10 6 07-Mar-11 32

13-Sep-10 7 14-Mar-11 33

20-Sep-10 8 21-Mar-11 34

27-Sep-10 9 28-Mar-11 35

04-Oct-10 10 Lectures start 04-Apr-11 36

11-Oct-10 11 11-Apr-11 37

18-Oct-10 12 18-Apr-11 38

25-Oct-10 13 25-Apr-11 39

01-Nov-10 14 02-May-11 40

08-Nov-10 15 09-May-11 41 Exams

15-Nov-10 16 16-May-11 42 Exams

22-Nov-10 17 23-May-11 43

29-Nov-10 18 30-May-11 44

06-Dec-10 19 06-Jun-11 45

13-Dec-10 20 13-Jun-11 46

20-Dec-10 21 20-Jun-11 47

27-Dec-10 22 27-Jun-11 48

03-Jan-11 23 04-Jul-11 49

10-Jan-11 24 Exams 11-Jul-11 50

17-Jan-11 25 18-Jul-11 51

24-Jan-11 26 Lectures start 25-Jul-11 52 Note Project Submission date to be decided (but likely to be around 15

th September 2011)

TABLE 1 - Module Timetable

Semester 1 October to January

Semester 2 January to May/June

May/June to September

Fundamental Geotechnics (30) Tunnelling & Underground Excavation Design (30)

Project (60)

Mineral Resource Assessment (30)

Hazard and Risk Assessment (30) Surface Excavation Design (30)

Project Management, Finance & appraisal (30)

Min Ext, Man & Env Impact of Mining (30) Environmental Assessment & Monitoring (30)

A minimum of 4 modules for MSc and 2 modules for PgD plus a project are required for successful

completion of the programme of study.



3.3 Example module combinations Some examples of appropriate module combinations for the MSc are presented below. Other

combinations could also be appropriate. The Programme Director can provide advice regarding suitable module combinations.

A. MSc Applied Geotechnics Fundamental Geotechnics Hazard and Risk Assessment Choice of Two from: Tunnelling and Underground Excavation Design Surface Excavation Design Project Management, Finance & Appraisal B. MSc Mining Engineering Mineral Extraction, Management & Environmental Impact of Mining Hazard and Risk Assessment Choice of Two from: Project Management, Finance & Appraisal Surface Excavation Design Tunnelling and Underground Excavation Design Mineral Resource Assessment



4.0 ASSESSMENT ARRANGEMENTS 4.1 Control of Assessment The assessment of students on the programme is under the control of an Examination Board which

is responsible to the Board of Faculty. The Examination Board consists of: The Programme Director The Internal Examiners The External Examiners The Assistant Registrar The Director The Chairman of the Examination Board is either the Head of Camborne School of Mines or the

Programme Director. The decisions of the Board are recorded by the Departmental Secretary. 4.2 External Examiners External examiners are appointed on the recommendation of the Board of Faculty, subject to the

approval of Senate. The External Examiners are appointed for a period of normally three years. 4.3 Nature of assessment Individual modules and the project report are assessed separately. Each module is assessed by a written examination and coursework or coursework only. The overall

weighting of the MSc assessment is one third for the project and two thirds for the modules. Within each module, the weighting of the assessment is typically 50% for coursework and 50% for the final written examination. There are variations in this weighting from module to module, depending on the nature of the study material. The weightings are advised to students in advance of the programme commencement.

Students are required to undertake independent projects related to selected modules and must

submit a dissertation to the Departmental Secretary on the work carried out with a submission date normally towards the end of September.

Each project is assessed by at least two members of staff. Where a project is supervised by one

person, that person acts as one of the assessors and a member of staff familiar with the general field in which the project has been carried out is appointed as a second assessor. Once a project proposal has been accepted, the Programme Director appoints the second or third assessor for that project after consultation with the supervisor(s) and with the relevant senior subject specialists.

The assessment of the project is based on the student's approach and motivation, dissertation

content and dissertation presentation. A marking scheme for each project based on the above headings is submitted to the Programme

Director by the assessors prior to the submission of the dissertation. This marking scheme is agreed at a meeting of the assessors and the student is informed of the scheme during the early stages of the project. In rare cases, the marking scheme against which the project is finally assessed might differ from that previously agreed. Reasons for any such modification must be included in the report on the dissertation that the assessors present to the Examination Board.

4.4 Marking Scheme and Criteria



Boards of examiners will have discretion to make appropriate recommendations for a candidate’s award where exceptional circumstances prevail, the reasons for which should be minuted.

A consequence of failure for one award could be the recommendation of another, depending on the number of credits successfully accumulated.

These criteria should be read in conjunction with the University’s approved policy on credit, levels and awards.

Marks Range Marking Criteria

70% and above Distinction. Work of near publishable standard reflecting outstanding knowledge

of material and critical ability.

60-69% Merit. Work with a well-defined focus, reflecting a good working knowledge of

material and good level of competence in its critical assessment.

50-59% Pass. Work demonstrating adequate working knowledge of material and evidence

of some analysis.

40-49% Condonable fail. Limited knowledge of core material and limited critical ability.

39% and below Fail. Lacking in basic knowledge and critical ability.

Guidelines can be found on the Gradschool website, particularly reference to the Teaching Quality Assurance Manual (TQA Manual) www.ex.ac.uk/gradschool/ 5.0 GENERAL INFORMATION Your needs in teaching and assessment In your time at the University of Exeter in Cornwall you will encounter many different learning and teaching environments (such as lectures, seminars, labs and fieldtrips) and a wide range of learning and teaching resources (such as handouts, WebCT, e-journals and the internet). We want to make these learning and teaching environments and resources equally accessible to all our students and we recognise that we might need to make adjustments to do so. When you arrive, we will ask you about any special educational needs, illnesses, disabilities or other conditions that you have which might affect your ability to utilise learning resources, participate in certain kinds of activity or undertake some forms of assessment. If you have any special needs it is also vitally important that you contact Student Services to undergo a formal assessment so that your needs can be fully addressed and accounted for, and that special equipment, software or services can be put at your disposal.

Students who feel they need extra time in exams or a ‘safe haven’ because of conditions like dyslexia or panic attacks should contact their personal tutor in the first instance well in advance of the first semester examinations in January 2010. Medical certificates will normally be required. Advice is also available from the Disability Service and the Student Counselling Service, situated on the first floor of the Annexe to Tremough House.

Assessment and your responsibilities



Right from the start of your university career, you will face deadlines for handing in work. You must submit your coursework to the Departmental Secretary using the BART system. Failure to meet any deadline is taken very seriously and will result in penalties being applied to that piece of work. These penalties can make a material difference to the class of degree that you end up with.

� Work that is submitted within two weeks of the submission deadline will be assessed for a maximum mark of 50%. � If work is submitted more than two weeks late it will be reduced to 0%.

To avoid handing in work late, it is important to plan ahead and manage your time and workload efficiently. Late coursework or assessed practical work will not be accepted by academic staff and should not be handed to them. However, in some circumstances, you might have good reasons as to why you have not been able to complete the coursework on time. These reasons might include illness, or significant personal circumstances, which are affecting your work. In this case, ideally you should talk with the module leader and your personal tutor so that they are aware of the situation, although neither the module leader nor your personal tutor has the authority to accept late work. Instead, if your work is late, hand it in to the Academic Support Unit together with a mitigation form that you must complete stating why the work is late. If late submission is due to illness, then evidence such as medical certificates should also be attached to this form. The application for mitigation is then considered by the Department Mitigation Committee, which is chaired by Dr Richard Pascoe, who is the Department Director of Teaching and Learning. If the mitigation is approved then the work will be assessed for full marks to count.

If you are aware in advance that you will not be able to submit a piece of work by the due date because of mitigating circumstances, you can request an extension to the submission deadline by requesting the appropriate form from the Departmental secretary. This will then be considered and you will be informed of the decision of the Departmental Mitigation Committee. Once again, it is important to be aware that individual members of staff cannot give extensions to coursework deadlines.

Illness

If, due to illness, you are absent from the Department for more than a few days, or are unable to submit as stipulated any coursework or fieldwork, you should provide a letter or certificate from your GP explaining the nature of the illness. You are also advised to inform us as soon as possible if there is any illness that may affect your performance in examinations or other assessed work. Letters should be sent in confidence to Jo Shepherd, CSM Departmental Secretary. Any circumstances which might have affected your examination performance or coursework submission are considered in confidence by the mitigation committee prior to the meeting of the Board of Examiners. If the mitigation is approved, the Board of Examiners are informed that mitigation has been approved but they are not made aware of the individual circumstances. The Department fully realises that in some instances students may wish to keep medical details confidential. Such confidentiality shall be respected, but it is necessary for the Mitigation committee to be satisfied that the case is genuine and has had an effect on a student’s work. The Penryn Medical Practice, Saracen Way, Penryn (01326 752502) offers students resident in Penryn a General Practitioner service. Students resident further afield should register with a local GP.

Plagiarism

You will notice that the articles and books that you read are full of references to the published and unpublished work of other academics, institutions, individuals and so on either in footnotes, endnotes or in a reference list. It is important to learn how to reference the books, articles or ideas that appear in your work in the same way. This is good academic practice. Failure to do so will be penalised and may result in the serious charge of plagiarism. Plagiarism is defined as the representation, as your own, the thoughts, writings or inventions of other people, whether published or not. People can be guilty of plagiarism if they copy, without proper attribution, from a book, scholarly article, lecture handout, electronically-stored text or another student’s work. It is a very serious offence, which can result in outright failure of your degree.



Personal Guidance

Your Personal Tutor is there to monitor your progress and act as a source of advice and guidance throughout your time at Tremough. You will have one-to-one meetings with your tutor at regular intervals and after examinations to discuss progress and focus goals. However, if you have a problem and feel unable to discuss it with your tutor, you may make an appointment to discuss the matter in complete confidence with the Head of Department, Professor France Wall.

Understanding the role of academic staff

Whether you have come to University shortly after leaving school or college, or as a mature student, your previous formal educational experience will have been mainly in an environment where teachers were almost always readily available to students, and spent most of their time teaching. This is not the case at the University. Teaching is a vital concern to all lecturers and we are fully committed to high quality teaching. However, you will soon notice that your lecturers do not spend as much time teaching as your teachers at school or college because it is only one component of their job. Research is just as important, and equally vital to the Department, the University and the quality of your own experience as a student. In addition, lecturers carry a heavy administrative load that also consumes their time.

Lecturers spend time developing, executing and completing research projects, writing journal articles and books, applying for grants and managing the research activity of their postgraduates and post-doctoral research assistants. Much of this activity takes place during the times when you are not at the University and, while you enjoy long periods of vacation, the same is not true of the staff in the Department.

Please respect the work that lecturers do outside of the lecture theatre or laboratory by observing their office hours or emailing them to make a time to see them. Most are usually happy to see you if you turn up at their office door, but do not be surprised if they ask you to come back or arrange to meet you later.

Learning resources

The Learning Resources Centre at Tremough houses the Library open access IT facilities, and Academic Support. The Library Service at Tremough serves the needs of both the University of Exeter in Cornwall and University College Falmouth. The collection has over 80,000 items including core textbooks, journals both print and online, videos, maps, archive material from the Camborne School of Mines and the Institute of Cornish Studies. There are a wide range of electronic databases. From Tremough you will also have access to the University of Exeter Library and to the library and collections at the Woodlane campus of University College Falmouth that specialises in art and design materials. There are regular inter-site loan services between the different campuses. Within the Library at Tremough there are a range of different study spaces; group study tables, a quiet study room and an open access IT suite. There are facilities for using laptops and an Academic Support unit for help with study skills and dissertation support. There is an Enquiry Desk in the main part of the collection where Library staff provide help with subject and other queries. The electronic databases form an important part of the collection including access to Digimap Ordnance Survey Data Collection, Geobase and ISI Web of Science. These are essential for locating relevant, up to date research and information for technical reports, projects or dissertations. All are available on campus and many are available remotely, off-campus. Both University College Falmouth and the University of Exeter are members of a national co-operative scheme, UK Libraries Plus, which enables students to use other university libraries. This scheme provides part-time students borrowing rights at up to three Universities in the UK and reference rights for full-time students. Please ask in the Library for further details and further information on the scheme can be found at:

www.uklp.ac.uk. An introduction to the Library service is provided for all new students and further specialist support is offered later in the year. Further information on services and resources can be obtained from the Library’s web pages at:



www.falmouth.ac.uk/library/resources/uec-resources.htm

Many services are now available to users remotely, off-campus. The Library catalogue can be accessed on-campus, from home or work. Loans can be renewed online and holds or reservations placed through the Library catalogue, on and off-campus. The Librarian with subject responsibility for your area is Stephen Atkinson, and the Library Liaison Officer based within your Department who liaises with the Library on the development of resources is

Robin Shail, [email protected]

Student Services at Cornwall Campus, Tremough

The University provides a range of support services at the Tremough campus including the Student Union, Careers Office, Disability Office, Student Counselling Service, Student Health Service and Chaplain. Student Services are based upstairs in the Annexe building opposite the Refectory. There is disabled access via a lift (same entrance as the shop). All the services are confidential and student centred, and no information will be passed between the services, or anywhere else, without the student’s permission. Opening hours are 9 am – 5 pm weekdays during term time, with a more limited service during the vacations. You can drop in or telephone 01326 370460. The receptionist has Access to Learning Fund forms, bus timetables, information on local part time jobs, maps, leaflets and lots of useful information if you are not sure where to go for help. The receptionist can make appointments for these services:

The Careers Advisory Service Careers advisers are available for individual interviews at any stage during your studies. They can help with career choice, preparing CVs and applications, finding the right employer, and ways of enhancing your employability. The extensive Careers Library is based within the Student Services office and has databases for funding, volunteering and working abroad. You are very welcome to drop in and browse.

The Counselling Service You can talk to a counsellor about anything that might be troubling you. Counsellors do not give advice or judge you, instead they work alongside you to find a way forward. You have a choice of seeing a male of female counsellor, and all the counsellors are professionally trained and work in accordance with the British Association of Counselling and Psychotherapy Ethical Framework. They will not talk to academic staff, other Student Services staff, family members or anyone else without your permission.

The Disability Service The service offers individual support for students with learning, physical or mental health difficulties. Screening for Dyslexia and Dyspraxia is available, and we can help with diagnostic and support needs assessments, and claiming Disabled Students Allowance. If you feel you may have extra needs, for example you may by dyslexic, do make contact as soon as possible, so that we can arrange support. You can drop in and talk in confidence to a Disability Adviser at any time.

Medical Service Students at Tremough are strongly recommended to register with the Penryn medical Practice, Saracen Way, Penryn. Tel: 01326 372502. The practice can provide free medical certificates for students where there would normally be a charge, and also run a nurse drop-in clinic at Student Services twice a week. The nurse can provide immunisation (as long as you are registered with the practice), contraception and sexual health advice, including emergency contraception, Chlamydia screening and treatment and pregnancy testing, and general health advice. Clinic times are Mondays and Wednesdays 10am – 1pm.

Chaplaincy The chaplain can be contacted via Student Services, and is available to assist students of all faiths and none

Student Union Advice Service This service is hosted by Student Services, and can help with housing advice, benefits, finance, childcare, academic appeals, legal matters and many other issues. Appointments can be made at Student Services reception.

The Student-Staff Liaison Committee



The Student-Staff Liaison Committee, or SSLC, is a student-run forum which meets three times a year for suggestions and feedback to and from the Department staff. The objectives of the SSLC are as follows:

• To enable students and staff to jointly participate in the composition, management and review of School provision with a view to improving the quality of teaching and learning.

• To facilitate greater communication between students and staff within a School.

• To identify and address areas of concern to students and staff.

• To assist a student contribution at all levels of decision-making concerning unreserved business within the School and University.

• To disseminate examples of good practice.

• To provide documentary evidence of the participation of students in the quality assurance and development of the programmes delivered by the School or teaching unit.

The SSLC has student Programme Representatives from each year for all CSM undergraduate and postgraduate programmes. The staff membership is limited to six members of the academic staff. As can be seen the students clearly outweigh the staff, allowing the Committee to be student orientated, as well as providing an un-intimidating atmosphere in which to raise issues and suggestions. A number of first year Programme Reps will be needed, who will be elected within the first couple of weeks of term. See the SSLC noticeboard for more information.

Undertaking paid employment during term time Many students wish to undertake part-time employment during their undergraduate careers, not only to earn some extra money, but because many graduate recruiters are keen to see that students have undertaken work experience whilst they are studying. Work experience can enable you to develop a range of skills (e.g. time management, team working) that are beneficial to your studies, boost your CV and employers find attractive. Showing that you have already done work in a certain field or environment can help convince employers that you are serious about a particular career path. Nonetheless, students are encouraged to seek advice from their Personal Tutor or Student Counselling if they are facing severe financial difficulties or encountering debt problems. You should also take time to read the current University guidance on working whilst studying.

6.0 STUDENT COMPLAINTS PROCEDURE

The following details about the Student Complaints Procedure are taken from the University Website. The full document can be found on the University’s webpages at:

www.ex.ac.uk/calendar/progdev/complaints.htm

6.1 The University’s Commitment

The University is committed to delivering a high quality service and encourages its students to tell it where there is cause for concern and a case for improvement.

At the same time it is expected that in raising possible issues of complaint, students themselves will have observed their obligations as members of the University, through meeting their academic commitments and a state of general behaviour that accords with University regulations or reasonable consideration for others.

We aim to handle complaints in a way that:

- encourages informal conciliation - is fair and efficient



- treats complaints with appropriate seriousness, sympathy and confidentiality - facilitates early resolution - allows the University or a particular section to benefit from the experience

6.2 Before you complain

If you are considering making a complaint or need help or further information, you can seek advice from a number of sources. These may include one or more drawn from the following list but it could be well worth your while enquiring first of the Student Advice Centre of the Guild of Students about the best route to take.

- Student Advice Centre of the Guild of Students - Your personal tutor/supervisor - Your Department’s student/staff liaison committee - Procedures outlined in your Department’s codes of practice - The appropriate Faculty Office in Northcote House

6.3 How to complain

This procedure outlines a number of simple routes to be used by any student depending on the seriousness of the complaint. The following list indicates examples of the type of complaint covered by this procedure:

- Misinformation about academic programmes - Poor teaching or supervision - Insufficient facilities - The behaviour of a member of staff - The behaviour of another student - A failing in a University service, academic or non-academic

However, you should also note that for the following matters of potential dispute, separate procedures apply (details on the Web site indicated):

- Equal opportunities: www.ex.ac.uk/EAD/Academic/TLS/TQA/eqal.htm

- Sexual harassment: www.ex.ac.uk/EAD/Academic/TLS/TQA/harrass.htm

- Racial harassment: www.ex.ac.uk/EAD/Academic/TLS/TQA/harrass.htm

- Academic appeals: www.ex.ac.uk/EAD/Academic/Exams/appeals.htm

If you do not have access to the Web, you can obtain paper copies of any of these procedures from the Student Advice Centre of the Guild of Students or the Academic Secretary, Northcote House.

A flowchart outlining the complaints procedure appears on the student complaints procedure website at:

www.exeter.ac.uk/brad/ead/academic/stucompr.htm

6.4 Results

Do remember that complaints will not always produce the outcome preferred by a complainant. For instance, policy decisions or resourcing beyond the University’s control may affect the level of service provided. However, whatever the decision, we undertake to inform you of the result of a complaint and the reasons for it.

6.5 Anonymity

In general, those about whom complaints are made have a right to know what is being claimed and who is making a complaint. There are exceptions to this rule, for instance in the initial stages of the harassment procedures. If in the context of another type of complaint you are concerned to protect your anonymity, please contact the Guild’s Student Advice Centre which may be able to make initial enquiries on your behalf.



Where a complaint is made in writing, a copy will normally be supplied to the person who is the subject of the grievance. You will not be discriminated against or suffer recrimination as a result of making a complaint unless it is found to be malicious. 6.6 Confidentiality

It is the University’s expectation that the confidentiality of the documentation generated by a complaint will be respected by all parties.

6.7 What we tell the University

Each year a report will be prepared by the Registrar and Secretary’s Department (in consultation with the Guild of Students) for the University’s Student Affairs Committee detailing (anonymously) the sorts of general matters on which students have been raising complaints. We hope that in this way, broad concerns can be shared and appropriate action taken.



7. CODE OF GOOD TEACHING PRACTICE All teaching departments in the University are required to produce a Code of Good Teaching Practice and to make this known to their students. This is intended to provide a formal statement of each department’s overall policy towards teaching and of the mechanisms employed to ensure the maintenance of good teaching practice. The CSM’s Code is reproduced below in full. Your attention is drawn to the fact that this code places responsibilities upon students as well as upon the Department and members of the teaching staff.

7.1 Management of the teaching programmes in CSM

Aims of the programmes: a statement of the aims of any programme and a synopsis of any programme should be available to all prospective teachers and students.

Structure of a programme: a statement of the pre-requisites, and of core and optional module components, should be available to all prospective students; a degree programme should be intellectually progressive (linear) in character to present a continuing challenge to students; research interests of staff should feed directly back into teaching.

Teaching of a programme: teaching methods should be chosen to ensure that desirable educational objectives are reached, and a variety of methods (both staff-driven and student-driven) should be involved in the programme.

Monitoring of a programme: a Student-Staff Liaison Committee should exist in the Department, one of its responsibilities being to review modules and teaching matters.

7.2 Design and operation of modules

Presentation of modules: a description of each module including aims, objectives, mode(s) of teaching, length, summary content, bibliography, and mode(s) of assessment should be available to each participating student at the beginning of the module. If team-taught, the module description should indicate clearly which teacher is responsible for each part.

Teaching / learning of a module: the method(s) of teaching should be chosen to best suit the purpose and objective of the module, the skills of the teacher(s), and the learning capabilities of the students.

Student progress: whenever appropriate and practicable, students should be made aware of their progress on a module and should receive comment on written work within reasonable time.

Module assessment: the teaching and learning processes of a module should be supported by appropriate methods of assessment and, whenever practicable, examination papers, projects and dissertations should be assessed by at least two teachers.

Module evaluation: student opinion of a module should be obtained at the end of each module, either by anonymous questionnaire or by some other mutually agreed method.

7.3 Projects

Opportunity for self-directed study: students should be provided with such opportunity through completion of a project whenever appropriate; projects may derive from and be part of modules taught by other methods, or may stand alone as a dissertation.

Supervision: clear guidance should be given to students on the format, style and length of a project whether it is to be presented orally or in writing, and on the mode and status of assessment; a project should be supervised in proportion to its purpose as a training exercise or as an independent piece of work for assessment.



7.4 Fieldwork

Instruction: every opportunity should be taken to provide instruction in field observation and techniques for all students completing degree programmes in CSM.

7.5 Tutorial practice

Allocation of personal tutors: each student should be allocated to a tutor for each academic year.

Tutorial teaching: tutorial instruction and guidance through small-group teaching or individually as necessary should be given to all students taking modules in CSM.

Personal matters: tutors should be prepared to assist students with personal as well as academic matters in the interest of maximising student performance and achievement.

7.6 Student responsibilities

Enrolment and participation: students should regard enrolment and participation in a module as an agreement to be respected; students should attend scheduled activities, produce work when so requested against reasonable deadlines, and act responsibly toward other students and members of staff.

Student-Staff Liaison Committee: to assist in the process of improving teaching quality, students should ensure that any matters pertaining to the substance, teaching and assessment of a module or a programme are taken for discussion to the Student-Staff Liaison Committee; students should report through the Student-Staff Liaison Committee or if appropriate directly to the Head of Department if any member of staff or any other student appears to be acting irresponsibly toward students or toward the module in general.

Personal study: students should undertake sufficient personal study through reading and required work to ensure successful completion of a module.

7.7 Review of the code of practice

Departmental Profile: this code of practice will be included in the departmental profile, and be subject to annual scrutiny and modification as necessary.



8. SAFETY AND ETHICS IN FIELDWORK

Fieldwork is one of the most rewarding and enjoyable parts of a geology degree and safety in fieldwork is of paramount importance. You will take part in organised one day and residential field courses during your time with the University of Exeter but you may also need to organise your own field research for your summer vacation project and/or dissertation. You will be given guidance about the safety issues surrounding planning and undertaking a piece of independent field research. During field courses organised and led by members of staff you should always take note of the following guidelines.

8.1 Safety in Fieldwork

The conduct of fieldwork during field courses is governed by the Health and Safety at Work Act (1974). Under the provisions of this Act, students are required to take full account of instructions and warnings issues by members of staff. Furthermore, all students are required to conduct their work and activities in such a way as not to expose themselves or others to unnecessary risks, including physical injury and getting lost. These requirements apply at all times during the field course (i.e. including the leisure time) and failure to meet them may result in suspension from the field course which may result in non-fulfilment of module and programme requirements. Specific requirements and instructions will vary according to the nature of the fieldwork and the venue, and will be provided by members of staff leading the field course. Some important general rules enforceable under the Act are listed below:

- Appropriate clothing and footwear must be worn and ill-equipped students will not be permitted to

participate in field courses. During cold weather or in harsh environments, a reserve of warm clothing should be carried. Some form of headgear is also essential under these conditions. Footwear should be suitable for the terrain. In most cases the ideal is good walking boots although other suitable footwear with good tread and support may be permitted by the leader.

- A safety helmet conforming to British Standard 5240 must be worn by workers near cliff bottoms or quarry faces, in mines, tunnels, caves and other places where there is risk to the head.

- Safety goggles conforming to British Standard 2092 must be work when chipping rock, although note that you are NOT expected to own or carry a geological hammer during our supervised field courses.

- Workers in remote areas must always carry a map and compass, know how to take a bearing, keep known landmarks in sight, be accompanied whenever possible and be aware of forecast weather conditions.

- If you need to enter a field containing animals, be aware that some animals can be aggressive. If in doubt do not place yourself at risk.

- Do not climb over or through hedges or fences. Always use gates and/or stiles. - Always wash your hands when returning from fieldwork where you have handled soil, sediments,

vegetation, river/lake water etc. - Those working among or near dry vegetation, such as gorse or dead bracken, must not smoke or

undertake any other operation that might cause fire. All objects that might subsequently cause fire, such as glass, should be removed from the site.

- Those working on or close to rivers, lakes and the sea shore must wear waterproof and/or buoyancy clothing appropriate to the circumstances and take adequate advance precautions if working under abnormal conditions (e.g. floods, storms).

Remember - The Health and Safety at Work Act clearly indicates that responsibility for safety is yours. Please be responsible and thoughtful in your actions.

8.2 Ethics Guidelines for Postgraduate Students

All students must familiarise themselves with the School of Geography, Archaeology and Earth Resources Ethical guidelines. Ethical principles are concerned with the rights, dignity and welfare of participants and other stakeholders in research. To this end, research with humans, in particular vulnerable people, and animals in the School of Geography, Archaeology and Earth Resources requires the approval of the SoGAER Ethics Committee. The Ethics Committee comprises a group of academic staff who meet at



regular intervals to receive applications from students and staff of SoGAER and to consider any ethical issues that might arise from the research. Full guidance notes are available at:

http://www.ex.ac.uk/schools/sogaer/EthicsGuidelines.pdf

9. ATTENDANCE AND ACADEMIC CONDUCT The University has a number of important rules and regulations which you need to be aware of. Details of these can be found in the University Calendar and its Teaching Quality Assurance Manual, both of which can be found on the University’s website at the following addresses:

www.ex.ac.uk/calendar/progdev/genregs.htm

www.exeter.ac.uk/EAD/Academic/TLS/TQA/index.htm#contents

Some of the most important regulations concern your attendance at University and your academic conduct. These are reproduced below from the Calendar.

9.1 Attendance

The University Regulations are very clear about your attendance at University. Contravention of these regulations may result in disciplinary action on the part of the School.

The Regulations for Students and Disciplinary Procedures state that: All students must be in attendance as appropriate to their programme of study by the first day of term and must remain in attendance until the last day of term. No student may be absent from classes or other assigned academic activities except for illness without prior permission from the Head of Department concerned. Students who wish to withdraw from the University during term will normally be required to give one week’s notice to the Secretary of the Faculty concerned. A student who is prevented by illness from attending classes for more than three successive days must complete, sign and send to the School a certificate. After seven successive days of illness the student must ensure that a certificate signed by a medical practitioner is submitted. Students must present themselves punctually for University examinations in accordance with instructions given to them. A student who is prevented by illness from attending any examination or part of any examination must ensure that a certificate signed by a medical practitioner is sent to the School concerned.

9.2 Academic Conduct

The University regulations are also very clear about your academic conduct and has agreed procedures for addressing instances of plagiarism, cheating or obtaining unfair advantage as detailed below. The Regulations for Students and Disciplinary Procedures state that:

Students are not permitted to seek unfair academic advantage, e.g.

(a) by seeking to pass off the words of others as their own; (b) by unauthorised collusion, i.e. aiding or attempting to aid or obtaining or attempting to obtain aid

from another candidate or any other person; (c) by taking into the examination room, or possessing in that room, any books, notes or other

material which has not been explicitly authorised; (d) by obtaining an examination paper in advance of its authorised release.

Contravention of this Regulation will be treated under the Disciplinary Procedure of the University. The University offers the following definitions of cheating, collusion and plagiarism:

Definitions



Cheating Cheating is defined as any illegitimate behaviour designed to deceive those setting, administering and marking the assessment. Cheating in a University assessment is a very serious academic offence, which may lead ultimately to expulsion from the University. Cheating can take one of a number of forms, including:

(a) The use of unauthorised books, notes, electronic aids or other materials in an examination; (b) Obtaining an examination paper ahead of its authorised release; (c) Collusion, i.e. the representation of another’s work or ideas as one’s own without appropriate

acknowledgement or referencing, where the owner of the work knows of the situation and both work towards the deceit of a third party (while in plagiarism the owner of the work does not knowingly allow the use of his or her work);

(d) Acting dishonestly in any way including fabrication of data, whether before, during or after an examination or other assessment so as to either obtain or offer to others an unfair advantage in that examination or assessment;

(e) Plagiarism, i.e. the act of representing another’s work or ideas as one’s own without appropriate acknowledgement or referencing. There are three main types of plagiarism, which could occur within all modes of assessment (including examination):

- Direct copying of text from a book, article, fellow student's essay, handout, thesis, web page or other source without proper acknowledgement.

- Claiming individual ideas derived from a book, article etc. as one's own, and incorporating them into one's work without acknowledging the source of these ideas.

- Overly depending on the work of one or more others without proper acknowledgement of the source, by constructing an essay, project etc. by extracting large sections of text from another source, and merely linking these together with a few of one's own sentences.

Further details on the ‘Procedures for Handling Cases of Suspected Cheating, including Plagiarism, in University Assessments’ can be found at the following website:

http://www.ex.ac.uk/admin/academic/tls/tqa/plag1.htm

9.3 Code of Good Practice: Unsatisfactory Academic Progress

Students who are registered on programmes of study leading towards the awards of the University shall be required to be in attendance during academic terms, to be present at classes, and other assigned academic activities including examinations, to submit work when required, and otherwise to fulfil the academic requirements of their programme of study as stipulated by the academic unit concerned. A student who fails to satisfy these requirements or to make adequate academic progress may be reported to the Faculty concerned. This Code of Good Practice sets out the procedures through which unsatisfactory academic progress for all taught students (both undergraduate and postgraduate) should be handled. There are two formal stages for dealing with unsatisfactory academic progress, as indicated below: Level 1: School level School warnings will culminate in a formal warning by the Head of School (or appointed deputy). Schools must keep a record of the action taken leading to the formal School warning. The formal warning letter must include details of the unsatisfactory performance as well as the School’s expectation of improvement. Schools should further set out the potential consequences if there is no adequate improvement in performance. Schools should also include reference to the Dean as a potential mediator in this process Level 2: Dean’s Action Should a student’s performance remain unsatisfactory, the School will report the student to the Dean and recommend appropriate follow-up action. This may include the following: the requirement to repeat part or all of the programme of study; the requirement to withdraw from the programme and/or the University. The Dean shall invite the student in question for an interview, in which the matter can be discussed further. A student’s non-attendance without good reason to such an interview would normally result in the automatic withdrawal of the student concerned from the programme. Following the interview, the Dean may decide to apply sanctions intended to improve the student’s academic performance. In this case, the



Level 1 School warning system will remain in place. The Dean shall inform the student, the School, and any other unit involved of the decision taken. Timescales A formal School warning or consequences from Dean’s Action will normally be in place for one calendar year. Schools may choose to employ the system as a monitoring tool for students who repeat parts or all of their programme of study

Informal appeals against School warnings Following the issue of a formal School Warning, the student has the opportunity to discuss the matter with the Dean. Following such a discussion, the Dean may choose to ask the School to reconsider their position. Appeals against Dean’s Action A student who wishes to appeal against a decision may do so in accordance with the established Student Academic Appeal procedure Monitoring Faculties will establish a system by which to monitor any Dean’s Action and report annually to the relevant Faculty Board.

10. WHAT NEXT? SKILLS, EMPLOYABILITY AND YOUR CAREER AFTER YOUR DEGREE

Having a good degree is no longer a guaranteed way of getting a good job, though it certainly helps. Employers now expect more from graduates. In particular, they expect you to have developed a range of skills in addition to the subject-specific knowledge you gain from your degree and – crucially – they expect you to be able to reflect meaningfully on how you acquired these skills and why they are useful.

10.1 Introduction

In CSM we help you to develop these personal and key skills. Employers like to recruit graduates who have ‘joined in’, worked as a team, shown leadership, or spent time travelling and experiencing new situations and cultures – so long as you have learnt something from it. Skills, personal qualities and experiences may be developed both through your academic programme and through extra curricula activities. These all add up to increase your employability – your preparedness for, and ability to, work. If you are to appear credible to an employer it is vital that you reflect on your skills acquisition at every stage of your degree so that you build up a portfolio of skills and personal development.

10.2 Employability

Employability is broadly about five key areas;

- knowledge and understanding of the subject that you have chosen to study - developing skills, both subject specific and personal and key skills

- knowing who you are, being willing to try things out and being able to take responsibility for your own development and learning

- strategic thinking or reflection – thinking about what you have done and how it has helped you develop as a person, not just doing it!

- Possessing appropriate personal qualities

When you apply for jobs at the end of your degree, you will be expected to demonstrate that you have some, if not all, of the skills and attributes set out in the list below. Graduate application forms require you to identify, describe and provide evidence for all of your qualities and skills. It may be that there are gaps in your personal profile – and now is the time to take action, before you reach the job-application stage.

10.3 Personal and Key Skills

Personal and Key skills are not specifically related to the subject that you are studying, but are transferable between all subjects and hopefully situations. These are:

- Self-management - Managing your learning - Communication - Team/group work/ managing others



- Problem solving - Data handling

10.4 Work Experience

Many employers want to recruit graduates who have some work experience and understand how businesses work. Doing part-time work during term time or during the vacations can help you develop attributes that employers desire – such as managing your time more effectively, being more realistic and helping you to develop a more mature attitude.

For information about work experience, voluntary work, training courses and skills sessions, and how to make the most of them so that employers find you too attractive to miss out on, please go to:

www.ex.ac.uk/employability

11.0 SYLLABUS The next pages contain module details for modules that are part of the MSc Mining Engineering and MSc Applied Geotechnics programmes of study. The Programme Director (Dr John Coggan, Room 3.092) can provide guidance on a suitable module combination.



MODULE CODE CSMM100 MODULE LEVEL M

MODULE TITLE Fundamental Geotechnics

LECTURER(S) Prof J.S. Coggan (Co-ordinator), Prof R.J. Pine, Dr D Watkins, Dr Denise Pascoe

CREDIT VALUE 30 ECTS VALUE 15

PRE-REQUISITES None

CO-REQUISITES None

DURATION OF MODULE One semester

TOTAL STUDENT STUDY TIME 300 hours, to include: 36 x 2 hours lectures, 3 x 4 hours lab sessions, 8 hours field mapping, 16 hours field visits, 192 hours private study

AIMS

The module provides an understanding of the mechanics of rock and soil behaviour and groundwater flow. The module is the introductory module for all subsequent geotechnical-related modules. Where appropriate, case history information is used to emphasise important aspects associated with data variability and its influence on design.

INTENDED LEARNING OUTCOMES

At the end of the module students should be able to: Module specific skills:

1. Appraise and assess the methods, roles and limitations of laboratory and field measurements for engineering design.

2. Visualise and critically analyse discontinuity data using stereograms. 3. Perform rock mass mapping and critically apply empirical design methodology. 4. Evaluate and understand the influence of factors controlling the engineering behaviour of rock

masses. 5. Understand the concepts and principles of hydrogeology 6. Be able to plan, conduct and interpret hydrogeological investigations Discipline specific skills: 7. Evaluate and apply knowledge to specific design tasks. 8. Choose appropriate design from critical evaluation of available data. 9. Undertake synthesis of information and create responses in terms of advanced knowledge Personal and key skills: 10. Apply personal data-handling skills through critically evaluation of a design problem and produce,

to a strict deadline, detailed recommendations/reasoned arguments for an appropriate solution. 11. Utilize a full range of computer-based learning resources as an autonomous learner.

LEARNING/TEACHING METHODS

Lectures to provide concise notes on theory and application (ILOs 1-6). Laboratory classes to provide experience of material behaviour (ILOs 1,3 & 5). Field mapping to develop practical skills (ILOs 2-4). Example classes to give practice in problem solving (ILOs 1-7). Field visits to provide context and application of module material (ILOs 1-6). Students must submit four assignments to deadline (ILOs 1-11).

ASSIGNMENTS

Three assignments are used to promote understanding of key aspects of the module. This involves use of field mapping data and associated interpretation (Assignment 1 – ILOs 1-4, 8-11). A laboratory-based exercise (Assignment 2 & 3: – ILOs 1-4, 8-11) is used to assess rock behaviour. The third is a design-based assignment to assess aspects of applied hydrogeology (ILOs 5 -11) The assessments take the form of professional summary reports of maximum 1200 words each with emphasis on interpretation, recommendations, worked solutions and critical use of figures and tables.

ASSESSMENT

50% of the assessment comes from the 3 assignments detailed above (of equal weighting and maximum of 1200 words). The remaining 50% assessment is a written examination (of 2 hours duration) at the end of the module (ILOs 1-9).

SYLLABUS PLAN



Time Subject(s)

Week 1 Introduction; Definitions; Rock Mass Classification RMR, Q, GSI; Soil Classification

Week 2 Groundwater; Derivation of Darcy’s law; Soil Index tests; Soil shear strength Week 3 Rock mass mapping; Pore pressure and permeability measurement; Soil triaxial

test Week 4 Permeability lab and field; Mohr envelope/circles

Assignment: Permeability Week 5 Pore pressure coefficients A and B; Effective stress;

Assignment: Rock mass mapping Week 6 Consolidation; Intact Rock failure Week 7 Settlement; Deformability and Strength;

Contaminant transport Assignment: Applied Hydrogeology

Week 8 Foundation design (bearing capacity); Rock Discontinuity behaviour; Hydrogeological problems

Week 9 Geosynthetics; Public and Private groundwater supply; Rock mass strength; In-situ stress

Week 10 Assignment: Rock testing laboratory

INDICATIVE BASIC READING LIST

Barnes, G.E. 2000. Soil Mechanics – principles and practice. 2nd Edition. Macmillan Press Ltd. Harrison, J.P. and Hudson J.A. 2000. Engineering Rock Mechanics Part II: Illustrative worked examples. Elsevier. Hoek, E., Kaiser, P.K. and Bawden W.F. 1995. Design of Support for Underground Hard Rock Mines. A.A.Balkema. Hudson J.A. and Harrison JP. 1997. Engineering Rock Mechanics – and introduction to the principles. Permagon. Wylie DC and Mah CW. 2004. Rock Slope Engineering (4

th Edition). Spon Press

http://www.rockeng.utoronto.ca/roc/Hoek/Hoek.htm – Hoek’s Corner




MODULE TITLE Hazard and Risk Assessment

LECTURER(S) Professor R.J. Pine (Co-ordinator) and Dr P.J. Foster


PRE-REQUISITES

CO-REQUISITES

DURATION OF MODULE 1 semester

TOTAL STUDENT STUDY TIME Example: 300 hours, to include: 40 x 1 hour lectures; 2 x 8 hour site visits; 244 hours private study with WebCT support.

AIMS The module provides an introduction to hazard and risk assessment methods and legislation and provides theoretical and practical case examples applicable to typical projects in mining and civil engineering.

It is intended that the students learn from a combination of traditional lectures, assignments and site visits, supported by the use of WebCT and other electronic methods.


The intended learning outcomes include the gaining of a systematic understanding of the knowledge and critical awareness of current approaches, much of which is informed by current research and professional requirements. More specifically the various skills to be developed are as follows: Module Specific Skills: At the end of the module the student will be able to demonstrate: 1) The ability to select suitable forms of hazard and risk assessment for a range of processes / systems. 2) The ability to undertake qualitative, order of magnitude and comprehensive quantitative risk assessments 3) Suitable awareness of risk-based legislation applicable the Mining, Quarrying and Civil Engineering industries. 4) An understanding of risk perception by various stakeholders (e.g. companies, local authorities and individuals). Discipline Specific Skills: At the end of the module the student will be able to demonstrate 5) The ability to obtain and critically evaluate suitable data in a Mining or Civil Engineering context to permit formal risk assessment 6) The ability to plan and conduct a range of risk assessments, including considerations of risk acceptance and mitigation Personal and Key Skills: At the end of the module the student will be able to demonstrate 7) The ability to develop and apply the use of spreadsheets with graphics to comprehensive risk assessments 8) The ability to present probability and risk arguments / analyses to appropriate professionals 9) The ability to critically evaluate a design problem and produce, to a strict deadline, detailed recommendations / reasoned arguments for an appropriate solution. 10) The ability to source further information for updating knowledge and practice in hazard and risk assessment


The learning and teaching methods include lectures and seminars supported with WebCT applied to all intended learning outcomes; assignments applied primarily to 1,2,4, 5, 6,7 and 10, group discussions and presentations applied primarily to 7,8 and 9, field visits applied primarily to 4, 5, 8.

ASSIGNMENTS

Three summative assignments are used to develop understanding of key aspects. Each is based on actual



project data or data obtained by the students themselves. Assignments are selected from the following typical examples and address the numbered intended learning outcomes indicated:

Hazard appraisal and risk assessment at a local quarry, as required by the Quarries Regulations (1999): 2,3,4,5,6,8 ; Qualitative risk assessment and mitigation of potentially hazardous working conditions in underground mining: 2,3,4,5,6,8 ; Risk assessment and risk based design for potentially unstable rock slopes adjacent to active roads: 1,2,5,6,7,8, 9 ; Risk assessment and mitigation in use of toxic chemicals in mineral processing: 1,2,3,5,6,7,9 ; Risk assessment of stability of water and tailings dams: 1,2,3,5,6,7,8,9 Risk assessment of transport operations in quarrying or underground mining: 2,3,4,5,6,7,8,9.

The assignments take the form of a technical reports of maximum 1500 words, together with appropriate use of graphs, calculations, references. Emphasis is on interpretation, recommendations and where appropriate, worked solutions. In addition, formative assignments are embedded in lectures / seminars. Typically these might include : development of a hazard influence diagram and associated fault tree for a subject of student choice: 1,7,8; team effort using the Delphi system for risk assessment avoiding subjective bias: 1,7,8.

ASSESSMENT

Three written assignments contribute 50 % of the overall module assessment (each assignment 1500 word equivalent) with 50 % for a written examination ( 2 hours), ILOs 1-6.

SYLLABUS PLAN

Typical elements of the syllabus are as follows, in approximate chronological order.

Week 1 Introduction; Hazard and risk terminology; Risk Assessment in UK Legislation: COMAH Regulations, COSHH Regulations; Quarry Regulations, 1999. Overseas Mining Regulations

Week 2 Hazard appraisal / identification; Hazard consequence / vulnerability ; Subjective Risk Assessment: Overview of OH&S Hazard Identification Techniques

Week 3 Probability / frequency of occurrence / trigger events; Probability of failure and factor of safety (include safety margin, reliability); Health & Safety Risks in Quarrying; Case example: geotechnical hazard appraisal and risk assessment for quarries

Week 4 Assignment: geotechnical hazard appraisal and risk assessment for quarries Week 5 Fault trees and Event trees; Bayesian methods for managing uncertainty ; OH&S risk

management ; SWIFT (Structured ‘What-If’ Analysis Technique) Week 6 Case example: risk assessment new highway in highly seismic area; Tolerability of risk / F-

N curves. Risk management / mitigation / ALARP;QRA: Safety Cases in Industry ; Safety Cases: setting of second assignment – preparation of a mining safety case.

Week 7 Monte-Carlo simulation ; Hazard and Operability Studies Case example: risk assessment for tailings dam rehabilitation in Spain;

Week 8 Case example: risk assessment for rock slopes in Hong Kong;

Case example: risk assessment for managing cyanide in gold extraction process; Assessment of Health Risks

Week 9 Case example: risk assessment for underground radioactive waste disposal; Demonstration: Environment Agency programs LANDSIM and CONSIM; Case Study/Group exercise taken from UK disaster reports

Week 10 3rd

Assignment INDICATIVE BASIC READING LIST

General Texts: General Texts: General Texts: General Texts: Australian/New Zealand Standard 4360 (1995). Risk Management British Standards Organisation (1996) BS8800: Guide to Occupational Health & Safety Management Systems, BSI.

British Standards Organisation (1999) OHSAS 18001: Occupational Health & Safety Management Systems – Specification.

British Standards Organisation (2000) OHSAS 18002: Occupational Health & Safety Management Systems – Guidelines for the Implementation of 18001.Cox SJ & Tait NRS (1991) Reliability, Safety and Risk Management: An Integrated Approach, Butterworth-Heinemann Ltd, UK



Glendon AI & McKenna EF (1995) Human Safety and Risk Management, Chapman & Hall, UK

Hambly E.C. and Hambly E.A. (1994). Risk evaluation and realism. Proc. Instn Civ. Engrs, Civ. Engng, 102, pp 64-71.

Harr M.E. (1987). Reliability based design in civil engineering. McGraw Hill , NY .

Health and Safety Commission UK (1999). Quarries Regulations 1999 , Approved Code of Practice and Guidance

Health and Safety Commission (UK) (1999) Management of Health & Safety at Work Regulations, 1999, Approved Code of Practice (updates to Management of Health and Safety at Work Regulations, 1992).

Health and Safety Executive (UK) (1995). Managing construction for health and safety, Approved code of practice. HSE Books.

Health and Safety Executive (1990). The tolerability of risk from nuclear power stations. HMSO. ISBN 0-11-886368-1

Health and Safety Executive (1997) Successful Health & Safety Management HS(G)65, HSE Books.

Health and Safety Executive (1993) ACSNI Study Group on Human Factors 3rd

Report: Organising for Safety, HSE Books.

Health and Safety Executive (1998) Reducing error and influencing behaviour HS(G)48, HSE Books.

Institution of Civil Engineers (1998). Risk analysis and management of projects (RAMP), handbook. Thomas Telford, London.

New South Wales Department of Mineral Resources (1997). Risk Management Handbook for the Mining Industry, MDG 1010,

Royal Society Safety Group (1992). Risk-Analysis, perception and management. Royal Society.

Websites: Websites: Websites: Websites:

www.environment-agency.gov.uk/gwcl/consim.html www.hse.gov.uk www.ramprisk.com http://www.raeng.org.uk/news/publications/reports/ http://www.aon.com/ http://www.palisade-europe.com/

http://www.decisioneering.com/




MODULE TITLE Mineral Resource Assessment

LECTURER(S) Prof. H.J. Glass (Co-ordinator), Dr J.E. Forkes (external, Rio Tinto), Prof. P.W. Scott, P. Wheeler+ external lecturer from Datamine


PRE-REQUISITES None

CO-REQUISITES None

DURATION OF MODULE 1 semester

TOTAL STUDENT STUDY TIME 300 hours (115 hours formal contact (lectures and tutorials), 185 hours associated study time)

AIMS The module introduces and applies key methods for resource estimation, as used in the extractive industry. It provides the student with in-depth understanding of the processing of data subject to implementation of the geological controls with a view to assessing the size of the resource and the uncertainty associated with the estimated resource.


By studying this module, the student will acquire the following skills: Module specific skills: ILO1: to understand what a mineral resource is ILO2: to determine the size of a mineral resource ILO3: to understand and apply geostatistical estimation in the context of mineral resource assessment ILO4: to estimate the uncertainty in mineral resource assessment ILO5: to run specialist software packages used by professionals in the field Discipline specific skills: ILO 6: to organize and analyse the data required for a mineral resource assessment ILO 7: to undertake a mineral resource assessment Personal and key skills ILO 8: to develop problem-solving skills and write up results in a concise manner within a short timeframe.


Teaching of subject knowledge will be through lectures and tutorials immediately followed by computer exercises (ILO1-7) Four intensive sessions of 3 consecutive days of training on computer packages (ILOs 2,3,5-7). Resource assessment exercises are returned with feedback (ILO 8)

ASSIGNMENTS

One assignment is set for mineral resource evaluation (ILO2, 5, 6-8), one assignment is set for geostatistical estimation (ILO3-6-8), one assignment is based on data manipulation (ILO3). All assignments are approximately 1000 words equivalent and are weighted equally.

ASSESSMENT

Assignments (3000 word equivalent) - 40 %. Examination (2h), ILOs 1-4 – 60%.

SYLLABUS PLAN

Semester 1 Week 1-2: General lectures on mineral resource estimation Week 3: 3 consecutive full days of intensive Mineral Resource Evaluation training, including application of commercial software. Distribution of mineral resource evaluation assignment Week 4: 3 consecutive full days of intensive Geostatistical Estimation training, including application of commercial software. Distribution of minerals resource estimation assignment Weeks 5-6: General lectures on mineral resource estimation Week 7: 3 consecutive full days of intensive Mineral Resource Evaluation training, including application of commercial software. Distribution of mineral resource evaluation assignment Week 8. 3 consecutive full days of intensive Geostatistical Estimation training, including application of commercial software.


1. Chiles, J.-P., Delfiner, P., 2002, Geostatistics: modelling spatial uncertainty, Wiley series in probability and statistics.



2. Dimitrakopolous, R, Ramazan, S., 2004, Orebody modelling and strategic mine planning, Proceedings International Symposium, Australian Instititute of Mining and Metallurgy.

3. Journel, A.G., Kyriakidis, P.C., 2004, Evaluation of mineral reserves: a simulation approach, Oxford University Press.

4. Leuangthong, O., Deutsch, C.V., 2005, Geostatistics Banff 2004, vols. 1&2, Proceedings of the Seventh International Geostatistics Congress, Springer Science&Business Media.

5. Wackernagel H., 2003, Multivariate geostatistics, Springer Verlag, Berlin, 3rd Edition. 6. Webster, R., Oliver, M.A., 2001, Geostatistics for environmental scientists, John Wiley and sons. For elementary background reading: 1. Clarke, I., 1982, Practical Geostatistics, Applied Sciences Publishers. 2. David, M., 1977, Geostatistical ore reserve estimation, developments in geomathematics 2, Elsevier

Science, Amsterdam. 3. David, M., 1988, Handbook of applied advanced geostatistical ore reserve estimation,

developments in geomathematics 6, Elsevier Science, Amsterdam 4. Davis, J.C., 2002, Introduction to statistics and data analysis in geology, John Wiley & Sons, N.Y.,

3rd Edition. 5. Isaaks, E.H., Srivastava, R.M., 1989, An introduction to applied geostatistics, Oxford University

Press. 6. Swan, A.R.H., Sandilands, M., 1995, Introduction to geological data analysis, Blackwell Science,

Oxford.




MODULE TITLE Mineral Extraction, Management and Environmental Impact of Mining

LECTURER(S) Prof John Coggan (Co-ordinator), Prof. Bob Pine, Jim Dowling, Dr Richard Pascoe, Dr Mike Heath, Dr Pat Foster, Dr Denise Pascoe.


PRE-REQUISITES None

CO-REQUISITES None


TOTAL STUDENT STUDY TIME 300 hours to include: 80 hours lectures, 3 x 4 hours lab sessions, 8 hours field mapping, 200 hours private study

AIMS

The module familiarises the student with mining terminology and methods of extraction and processing of ores to give an understanding of the wider operational, legislative, economic and social environment in which a mining geologist works.


Module specific skills: 1. Understand the drilling and blasting methods commonly employed in production situations, the

layout of mines and the mining methods employed in mineral extraction. 2. Familiarise the student with open pit and underground working environments, including instruction

in safety and mine regulations. 3. Understand the basics of rock and soil behaviour and groundwater flow. 4. Understand the basic principles of mineral economics and perform simple financial techniques in

the appraisal of mining operations. 5. Know the main methods used in mineral processing and understand the importance of mineral

processing in obtaining a saleable ore or industrial mineral product 6. Understand the effect of mining on the environment, the planning of extractive operations to

minimise impact, and the legislation associated with the environmental impact of mining. Knowledge of how to deal with environmental disasters associated with mining.

7. Understand and be able to use surveying techniques (including advanced satellite-based systems) for accurately locating sample/exposure positions

Discipline specific skills: 8. To undertake synthesis of information and create responses in terms of advanced knowledge 9. Understand the role of a geologist in a wider management context. 10. Ability to communicate knowledgeably with others on environmental issues associated with

mining. Personal and key skills:

11. To develop personal data-handling skills through critically evaluation of a design problem and produce, to a strict deadline, detailed recommendations/reasoned arguments for an appropriate solution.


Formal contact 100 hours (lectures/tutorials/field and laboratory exercises). Associated study time 200 hours

ASSIGNMENTS

Two assignments are used to promote understanding of key aspects of the module. This involves use of field mapping data and associated interpretation (Assignment 1 – ILOs 3, 8, 9 and 11). A laboratory-based exercises (Assignment 2 & 3: – ILOs 3, 8, 9 and 11) are used to assess rock behaviour. The assessments take the form of professional summary reports of maximum 1200 words with emphasis on interpretation, recommendations, worked solutions and critical use of figures and tables.

ASSESSMENT

50% of the assessment comes from the 2 assignments detailed above (of equal weighting and maximum of 1200 words each). The remaining 50% assessment is a written examination (of 2 hours duration) at the end of the module (ILOs 1-6 and 8 -11).

SYLLABUS PLAN

• Weeks 1-9. Mining & Drilling: mine induction course, drilling, blasting and use of explosives, mine development and tunnelling, support requirements and introduction to stoping.



• Weeks 1-9. Rock Engineering: rock mass classification, laboratory and field test methods, strength and deformation of geological materials, impact of groundwater flow. Mine design inc. in-situ stress, stresses induced by excavation, structural controls on stability, support criteria, computer applications and instrumentation

• Weeks 1-9. Mineral Economics: supply and demand influences on metal prices, smelter contracts, capital and operating costs estimates and cashflow, NPV and IRR calculations.

• Weeks 1-9. Introduction to minerals processing. Crushing, grinding, screening, size measurement, flotation, magnetic separation, dense media separation, other methods for mineral separation

• Weeks 1-9. Issues associated with the environmental impact of mining, both opencast and underground. Visual impact, noise, dust, effects on watercourses and groundwater, effects of chemicals used in processing, acid mine drainage. Methods for amelioration of impacts. Environmental legislation. Case studies.

• Weeks 1-7. Surveying, using traditional and advanced state-of-the-art procedures


Hartman 1987 Introductory Mining Engineering, Wiley Brady & Brown 1993 Rock Mechanics for Underground Mining, Chapman&Hall Smith 1990 Elements of Soil Mechanics, BSP Wanless 1983 Finance for Mine Managers, Chapman&Hall Wills. Mineral Processing Technology, Pergamon Wylie DC and Mah CW. 2004. Rock Slope Engineering (4

th Edition). Spon Press

http://www.rockeng.utoronto.ca/roc/Hoek/Hoek.htm – Hoek’s Corner Open University Block 268, Physical resources and environment.




MODULE TITLE Project Management, Finance and Appraisal

LECTURER(S) Mr Neill A. Wood & Mr Dean L. Millar (Co-ordinator)


PRE-REQUISITES None

CO-REQUISITES None

DURATION OF MODULE One Semester

TOTAL STUDENT STUDY TIME 300 hours, to include 44 hours lectures, 10 hours tutorials/computer workshops, 246 hours private study

AIMS

The module aims to allow candidates to master skills and attain thorough knowledge and understanding of project management techniques including appropriate computer based tools. The module further aims to provide opportunity for candidates to develop their understanding of the way people work as a route to effective management. The programme of lectures, tutorials, case-study and computer workshops aims to build on this foundation to so that candidates become proficient in the application of these techniques in a diverse set of project management contexts.


On completion of the module the student should be able to demonstrate the following skills:

Module specific skills 1. Ability to understand, analyse and interpret a set of annual financial statements and produce a

reasoned evaluation of corporate performance. 2. A sound understanding of the sources of finance and be able to conduct a conduct a contextual

evaluation of finance. 3. The ability to independently evaluate the financial feasibility of a proposed project including project

valuation and risk assessment. Discipline specific skills 4. Autonomous ability to interpret a scope of work and produce a work breakdown structure, from which

the student will have the ability to develop a project plan and project budget, and to use these documents as the basis of a reporting structure.

5. Autonomous ability to forecast completion dates and expenditure and to formulate appropriate plans for corrective action when required.

6. Able to clearly understand the sources of project risk (technical, contractual and commercial) and to devise ways in which these risks can be mitigated at project design stage to make the project plan more robust to unforeseen circumstances with confidence.

7. An understanding of the legal framework governing project management and corporate finance. Personal and key skills 8. The ability to use computer software to create a project plant (GANTT Chart) and to use the plan as a

project-monitoring tool.


Teaching of subject knowledge will be through a combination of lectures and linked tutorials (ILOs 1-8). Lecture materials focus on the explanation of a series of examples covering the major topic areas, introducing the necessary theory as and when necessary. The lecture notes thus form a coherent body of knowledge that students can use for formative self-assessment.

ASSIGNMENTS

Formative: Self-study problem sheets are issued with each major topic covered to ensure study time is appropriately



weighted to the relevant portions of the lecture materials and supporting texts. Most importantly, the problem sheets encourage students to practice using some of the methods and to consolidate their learning through "doing".

Summative: 1. A financial analysis assignment requiring a forensic evaluation of the financial standing of a quoted

industrial/engineering company (ILOs 1,2 and 3) –1500-2000 word equivalent. 2. A project management based assignment requiring the student to demonstrate critical judgement

based upon the use of a range of project management skills (ILOs 4,5,6 and 7) –1500-2000 word equivalent.

ASSESSMENT

40% Coursework (comprising 2 summative assignments with equal weighting of 1500-2000 words each). 60% Examination (2.5 hour duration), ILOs 1-7.

SYLLABUS PLAN

Lecture Topics Week 1: Project Definition.

Scope of Work & Budget, Planning & Control activity, MS Project - Planning Week 2: Project Evaluation

Decision making, Project Monitoring & Reporting, Planning Tutorial Week 3: Project Risk

Technical Risk, Contractual / Commercial Risk, Review & Risk Tutorial Week 4: Project Activity

Cost control, Progress reporting, Quality Control & Logistics, Tutorials Week 5: The Project Manager

Attributes, Matching management style to the project Week 6: Contract Management

Forms of Contract, Contractor - Client Relationship, Legal / contract obligations, Claims and adjustments Week 7: Financial Accounting

Financial accounting principles, Ledgers, Depreciation and Taxation, Position Statement, Income Statement, Funds Flow Analysis, Ratio Analysis and Interpretation of Accounts, Capital Structure, Shares & Trading

Week 8: Management Accounting Asset Valuation, Capital & Operating Cost Estimation, Product Costing, Budgets & variance Analysis

Week 9: Project Appraisal Income, Working Capital & Cashflow, Cashflow Model, Project Value Measurement, Financial Risk

Module Summary INDICATIVE BASIC READING LIST

Hillier F.S., and Lieberman, G.J., 2001. Introduction to Operations Research (7th edition) McGraw-Hill.

Downes, T.A., 1997. Textbook on Contract (5th Edition), Blackstone Press Ltd.

Furmston, M.P., 1991. Law of Contract (12th Edition), Butterworths.

Winston, Wayne L. 1991, Operations research: applications and algorithms (2nd

edition) PWS-KENT Publishing Company, Boston. Harr, M.E., 1987. Reliability-Based Design in Civil Engineering, McGraw-Hill. Cole, G.A., 2003. Management, Theory and Practice, 6

th Edition, Thompson Learning

Handy, C.B., 1993 Understanding organizations (4th edition) Penguin. Gray, E.R. and Smeltzer, L.R., 1989. Management: the competitive edge. Macmillan. Vause, B. 2002 Guide to Analysing Companies. 3

rd Edition, The Economist Books

Begg, D. et al., 2005 (Feb). Economics (7th Edition). McGraw-Hill.

Drury, C., 2003. Management and Cost Accounting (5th Edition). International Thompson Business Press

Kernot, C., 1991. Mining Equities: evaluation and trading. Woodhead Publishing: Cambridge. Gentry, D.W. and O’Neil, T.J., 1984. Mine Investment Analysis, American Institute of Mining, Metallurgical and Petroleum Engineers: New York.




MODULE TITLE Surface Excavation Design

LECTURER(S) Prof J.S. Coggan (Co-ordinator), Prof R.J. Pine, Dr A. Wetherelt, Dr D.M. Pascoe


PRE-REQUISITES To have studied CSMM100, CSMM103 or equivalent

CO-REQUISITES None


TOTAL STUDENT STUDY TIME 300 hours, to include: 18 x 2 hour lectures, 3 x 8 hour field visits, 240 private study

AIMS

The module provides specialist analysis and design skills associated with civil, geotechnical, environmental and related industries. The module provides problem-solving skills and provides simulated industrial experience.


At the end of the module students should be able to: Module specific skills: 1. Assess critically the role and limitations of analytical and computer methods in surface excavation

stability analysis and design. 2. Evaluate factors controlling instability and reinforcement design of slopes 3. Determine the data requirements for the design of surface excavations, including considerations of

data variability and risk assessment. 4. Understand and evaluate critically the key components for the design of blasting for surface

excavations. Discipline specific skills: 5. Evaluate and apply knowledge to specific design tasks. 6. Create an appropriate design from the critical evaluation of available data. 7. Undertake synthesis of information and create responses based on advanced knowledge. Personal and key skills: 8. Develop personal data-handling skills through critical evaluation of a design problem and produce,

to a strict deadline, a report with detailed recommendations/reasoned arguments for an appropriate solution.

9. Utilize a range of computer-based learning resources as an autonomous learner.


Lectures to provide concise information on theory and application (ILOs 1-6). Example classes to give practice in problem solving (ILOs 1-6). Field classes to provide context and application of module material (ILOs 1-7). Students must submit four assignments to deadlines (ILOs 1-9). Most of the module is supported by material delivered through WebCT and other electronic media.

ASSIGNMENTS

Four assignments are used to promote key capabilities in the analysis and design aspects of the module. One involves use of stereographic visualisation and associated interpretation of a case example (Assignment 1 – ILOs 1-3, 5-8). There are two slope design-based exercises (Assignment 2 & 3: – ILOs 1-3, 5-9), including calculations, data manipulation and graphical presentation. The fourth assignment is to design a blast for an operating quarry (Assignment 4: ILOs 4-8). The assessments take the form of professional summary reports of a maximum 1200 words each, with emphasis on interpretation, recommendations, worked solutions and critical use of presentation.

ASSESSMENT

50% of the assessment comes from the 4 assignments as detailed above (of equal weighting and maximum of 1200 words each). The remaining 50% assessment is a written examination (of 2 hours duration) at the end of the module. ILOs 1-7.

SYLLABUS PLAN

Time Subject(s) Week 1 Introduction; Shear strength review; Stereographic analysis and interpretation Week 2 Slope stability overview; Use of DIPS software; Plane Failure

Assignment: Stereographic interpretation



Week 3 Probability and risk in slope design; Composition and characteristics of explosives

Week 4 Plane failure and circular failure; Electronic and non-electric detonating systems; Misfires; Assignment: Planar failure analysis and design

Week 5 Plane and circular failure; Blasting regulations and safety Week 6 Program Slide, non-circular and infinite slope failures; Blast design

Assignment: Circular and non-circular failure analysis

Week 7 Wedge failure, program Swedge; Optimum blast specifications, including geometry;

Week 8 Rockfall; Single and multi-row blasts Week 9 Slope stabilisation techniques; Review and application of commercially available

slope design software Assignment: Blast design

Week 10 Review and application of commercially available slope design software; Types of Slope Instrumentation


Atlas Powder co., 1987 Explosives and Rock Blasting, ISBN 0-96162840-0-5. Harrison, J.P. and Hudson J.A. (2000). Engineering Rock Mechanics Part II: Illustrative worked examples. Elsevier. Hoek, E. and Bray, J.W. (1981). Rock slope engineering. 3

rd Edition. I.M.M.

Hudson JA and Harrison JP. (1997). Engineering Rock Mechanics – and introduction to the principles. Permagon. Wyllie, D.C. and Mah, C.W. (2004). Rock slope engineering. 4

th edition. Spon Press.

http://www.rocscience.com/hoek/Hoek.asp – Hoek’s Corner




MODULE TITLE Tunnel and Underground Excavation Design

LECTURER(S) Prof J.S. Coggan (Co-ordinator), Prof R.J. Pine, Dr A.Wetherelt


PRE-REQUISITES To have studied CSMM100, CSMM103 or equivalent

CO-REQUISITES None


TOTAL STUDENT STUDY TIME 300 hours, to include: 32 x 2 hours lectures, 4 x 2 hours tutorials, 228 private study

AIMS

The module provides specialist analysis and design skills associated with the tunneling, underground mining and related industries. The module provides problem-solving, data-handling and evaluation skills. The module also provides an opportunity for students to develop an awareness of risk assessment applied to underground excavation design.


At the end of the modules students should be able to: Module specific skills:

1. Assess critically the use of rock engineering for the design underground excavations in the mining, civil, geotechnical, environmental and related industries.

2. Evaluate critically the role and limitations of analytical and computer methods in underground excavation design.

3. Assess critically the data requirements for the design of underground excavations, including considerations of data variability and risk assessment.

4. Provide critical analysis and determine appropriate design of underground excavations in varying rock material.

5. Assess critically the use of analytical, empirical and observational design methodologies in specialist geotechnical applications.

6. Choose an appropriate tunneling technique for varying rock and soil material. Discipline specific skills: 7. Evaluate and apply knowledge to specific design tasks. 8. Create an appropriate design from the critical evaluation of available data. 9. Undertake synthesis of information and create responses in terms of advanced knowledge. Personal and key skills: 10. Develop personal data-handling skills through critically evaluation of a design problem and

produce, to a strict deadline, a report with detailed recommendations / reasoned arguments for an appropriate solution.

11. Utilize a full range of computer-based learning resources as an autonomous learner.


Lectures to provide concise notes on theory and application (ILOs 1-6). Example classes to give practice in problem solving (ILOs 1-9). Students must submit four assignments to deadline (ILOs 1-11). Much of the module is supported by material delivered through electronic media.

ASSIGNMENTS

Four assignments are used to promote key capabilities in the analysis and design aspects of the module. Three design-based assignments (Assignment 1, 2 & 3: – ILOs 1-4, 7-9) are based on the design of underground excavations in rock, including calculations, data manipulation and graphical presentations. The fourth assignment is used to assess critical aspects of soft ground tunnelling (Assignment 4: ILOs 5-9). The assessments take the form of professional summary reports of maximum 1200 words with emphasis on interpretation, recommendations, worked solutions and critical use of presentation.

ASSESSMENT

50% of the assessment comes from the 4 assignments detailed above (of equal weighting and maximum of 1200 words each). The remaining 50% assessment is a written examination (of 2 hours duration) at the end of the module (ILOs 1-9).

SYLLABUS PLAN



Time Subject(s) Week 1 Introduction; Review of data for underground excavation design; Design

Methodology; Overview of tunneling applications Week 2 Analytical methods for single openings (2D & 3D stress, strain and elasticity

solutions); Observational Design/Instrumentation; Soft ground tunnelling methods Week 3 Kirsch equations; Ellipse equations; Application of rock mass classification

(including Laubscher MRMR); Lining design Week 4 Empirical hangingwall design (including MRMR and Stability Graph); Excavation

stabilisation techniques and methods; NATM Week 5 Pillar design; Support dimensioning; Wedge failure; Use of SWedge; Blasting

Regulations and safety Assignment: Stope design

Week 6 Rock mass – support interaction; Analysis of roof behaviour; Ground treatment Assignment: FROOF and empirical methods

Week 7 Use of UnWedge; Use of RocSupport; Equipment selection Assignment: Rock mass – support interaction

Week 8 Computer based methods (use of Phase2, review of NFOLD, UDEC, FLAC,

FracMan/ELFEN); Spoil disposal and management Week 9 Rock Engineering Systems approach; Review of factors to consider for

underground excavation design; Pipejacking; Microtunnelling; Ventilation; Lighting Assignment: Soft ground tunnelling

Week 10 Case examples


Brady, B and Brown, E.T. 1993. Rock mechanics for underground mining (2nd edition). Chapman & Hall. Harrison, J.P. and Hudson J.A. 2000. Engineering Rock Mechanics Part II: Illustrative worked examples. Elsevier. Hoek, E., Kaiser, P.K. and Bawden W.F. 1995. Design of Support for Underground Hard Rock Mines. A.A.Balkema. Hudson JA and Harrison JP. 1997. Engineering Rock Mechanics - and introduction to the principles. Permagon. Whittaker, B.N. and Frith, R.C. Tunnelling: design, stability and construction. I.M.M., London, 1990. http://www.rockeng.utoronto.ca/roc/Hoek/Hoek.htm – Hoek’s Corner



MODULE CODE CSM M115 MODULE LEVEL M

MODULE TITLE Environmental Assessment and Monitoring

LECTURER(S) Dr M.J.Heath


PRE-REQUISITES

CO-REQUISITES None


TOTAL STUDENT STUDY TIME 300 hours (18 hours lectures, 282 hours self study)

AIMS

To provide an understanding of Environmental Impact Assessment (EIA), Environmental Management Systems (EMS) to ISO14000 specifications, and environmental monitoring.


Module specific skills. Following completion of the module the student will be able to demonstrate: 1. A detailed understanding of: the purpose and requirements of an EIA and its role in the planning process; the design and structure of an EMS; the identification of legislative, policy and economic drivers for improved environmental performance; the identification of the environmental effects of the business; and the establishment of an environmental monitoring plan. Discipline specific skills: Following completion of the module the student will be able to demonstrate: 2. The ability to relate the theoretical information to the context of professional practice through analysis and synthesis of published information, collected data and practical observation. Students should be able to evaluate and apply knowledge to specific case studies and scenarios. Personal key skills: Following completion of the module the student will be able to demonstrate: 3. The ability to develop high quality presentational materials. 4. The ability to analyse and synthesise material to produce a well researched evaluation of a practical problem in a report format developed through the mode of assessment, and presented to a professional standard.


The module will be presented in short format with tutorial support or flexible study, distance-learning format. In either case, there will be provision of learning materials, including module notes, study guide, website and reading list, and tutorial and/or email/postal support as appropriate.

ASSIGNMENTS

1. Preparation of presentational materials appropriate to a 20 minute oral presentation (2500 word equivalent) on a selected a case study illustrating aspects of EIA, EMS or/and environmental monitoring (ILOs 1-4).

2. A 5000 – 6000 word report on a relevant, case study based topic relating to one of the themes of the module to be agreed with the module leader (ILOs 1-4).

For both assignments a structured Portfolio of Evidence containing study materials collected during study of the module and demonstrating 300 hours input to the module and supported by a work diary is required.

ASSESSMENT

1. Presentation:2500 word equivalent, 30% of final mark, (15% presentation skills, 15% on analysis of issues)- ILOs 1-4 2. Assignment: 5000-6000 word equivalent, 70% of final mark (20% on report format and presentation, 50% on analysis and presentation of technical issues)- ILOs 1-4. Portfolio: must demonstrate 300 hours input to the module.

SYLLABUS PLAN

• Role and structure of an Environmental Impact Assessment;

• Function and structure of an Environmental Management System to ISO 14001 specification;

• Relation of EMS to quality systems;

• Relation of ISO 14001 to European Eco-Management and Audit Scheme (EMAS);

• Rationale for environmental monitoring;

• Overview of environmental monitoring techniques. The module will make use of case studies where appropriate.




BS EN ISO 9001:2000 Quality Management System - requirements. British Standards Institution. BS EN ISO 14001:1996 Environmental Management Systems: Specification with Guidance for Use. British Standards Institution. BS EN ISO 14001:2004 Environmental Management Systems: Requirements with Guidance for Use. British Standards Institution. Gilpin, A. (1994). Environmental Impact Assessment: Cutting Edge for the 21

st Century. Cambridge Univ.

Press. National Society for Clean Air and Environmental Protection (2004). Pollution Handbook 2004.




MODULE TITLE Project and Dissertation

LECTURER(S) Prof J.S. Coggan (Co-ordinator) + CSM staff


PRE-REQUISITES Completion of taught modules

CO-REQUISITES None

DURATION OF MODULE End of second semester examinations – mid September

TOTAL STUDENT STUDY TIME 600 hours private study

AIMS

To undertake an independent research project associated with the geotechnical, surveying, mining, minerals, civil or quarrying industry.


At the end of the module students should be able: Module specific skills:

1. To use a range of academic and practical skills to investigate and report on a problem, issue or range of problems related to geotechnical, surveying, civil, environmental or related industries.

2. To gain experience of working in a commercial and/or research environment. 3. To appraise and assess engineering design in the context of the geotechnical and related

industries. 4. To gain an in-depth knowledge of the capabilities of specialist equipment or computer design

software. Discipline specific skills: 5. To evaluate and apply knowledge to specific design tasks. 6. To choose appropriate design from critical evaluation of available data. 7. To undertake synthesis of information and create responses in terms of advanced knowledge. Personal and key skills: 8. To develop personal data-handling skills through critically evaluation of a design problem and

produce, to a strict deadline, detailed recommendations/reasoned arguments for an appropriate solution.

9. To utilize a full range of computer-based learning resources as an autonomous learner.


Working in a research or commercial environment. Utilisation and development of knowledge gained from taught

modules. Where appropriate, use of specialist equipment and/or computer software. Typical supervisor contact of 1-2

hrs/week.

ASSIGNMENTS

Preparation and submission of dissertation

ASSESSMENT

100% from assessment of submitted dissertation (ILOs 1-9), 15000-20,000 word equivalent.

SYLLABUS PLAN

Project content dependent on chosen topic area. Development of plan to be established between student/company/academic supervisor. Preparation of 15,000-20,000 word dissertation for submission by mid-September.


Books / journals and/or other published and unpublished reports required in the execution of the project will vary with the nature and topic of the research.

Camborne School of Mines - University of Exeter

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