| Effective Term: | 2025/08 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Mining Geology and Mineral Processing |
| Unit ID: | ENGRG2402 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 030303 |
| Other Change: | |
| Brief description of the Unit |
This unit enables participants to apply a body of knowledge in the area of geology and mineral processing and equips them with highly developed skills for research and enquiry. Students enrolled in this unit will be able to apply the body of knowledge to a range of contexts within the mining industry enabling them to undertake professional or highly skilled work as a mining engineer and allow them to undertake further study. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Describe ore-forming processes and classification of minerals/rocks. |
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| K2. | Identify various geological discontinuities. |
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| K3. | Explain the processes involved in size reduction of minerals/rocks. |
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| K4. | Differentiate the basic methods of extracting metals from concentrated ores. |
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| Skills: |
| S1. | Compare the composition and properties of common minerals and rocks. |
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| S2. | Interprete simple flow sheets for mineral processing. |
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| S3. | Sketch an appropriate mine processing flow. |
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| Application of knowledge and skills: |
| A1. | Use basic geological knowledge to solve engineering geology problems. |
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| A2. | Demonstrate the concept of comminution in beneficiation/liberation of minerals. |
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| Unit Content: |
Topics may include:
1. Rock weathering and soil formation
2. Mineralogy and petrology
3. Geological map interpretation
4. Ore and mineral
5. Basic principles of crushing and grinding
6. Screening and sieve analysis
7. Concentration methods and equipment
8. Basic flow-sheet design |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K3, K4, S1, S2, S3, A2 | Field/Laboratory based experiment | Lab. reports/Presentations | 20-40% | | 2. | K1, K3, K4, S1, S2, A1 | A comprehensive theoretical and design exercise(s) will be undertaken with a range of conceptual questions. | Assignments | 20-40% | | 3. | K1, K2, K3, K4, S1, S2, S3, A1, A2 | Examination of some or all of the unit materials | Examination/Test/Presentations | 30-50% |
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