| Effective Term: | 2024/20 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Mineral Processing II |
| Unit ID: | SCMET3200 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (SCMET3100) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 030305 |
| Other Change: | |
| Brief description of the Unit |
Mineral processing is a major and vital part of the mining industry. This unit allows participants to develop knowledge of the principles and practices applied in mineral processing and will equip participants with skills to be able to analyse how mineral processing fits into the economy of the industry and develop solutions to the challenges of extracting valuable minerals or metals. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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: |
| On successful completion of the unit, the students are expected to be able to apply: |
| Knowledge: |
| K1. | Recognise the significance of mineral processing in the mining industry and economy |
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| K2. | Identify critical operating parameters of beneficiation equipment, and understand systems for monitoring and controlling them |
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| K3. | Recognise different types of dewatering processes, identify the essential differences between them and their importance in the design of mineral processing plants |
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| K4. | Recognise the principles of magnetic and electrostatic beneficiation and identify the correct sequence of dry and wet magnetic and electrostatic separation in mineral sands processing |
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| K5. | Understand the principles of froth flotation chemistry, appreciate the role and chemical structure of typical reagents and their importance in the design of flotation processes |
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| K6. | Appreciate the importance of maintenance and adjustment of the mineral processing plant beneficiation equipment including magnetic, electrostatic, and froth flotation equipment |
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| Skills: |
| S1. | Evaluate problems involving parameters commonly found in mineral processing applications |
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| S2. | Evaluate graphical presentation of technical data commonly generated in mineral processing applications |
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| S3. | Assess, and present evidence of problem-solving and calculations in a clear, logical, and concise way |
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| S4. | Select equipment typically used in minerals processing, compare and contrast laboratory-scale units |
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| S5. | Evaluate the performance of laboratory-scale mineral processing units with respect to industrial standards |
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| Application of knowledge and skills: |
| A1. | Synthesize knowledge of mineral sample characteristics to design concentration process flowsheets in a range of technical functions |
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| A2. | Solve real mineral processing problems through symbolic, numeric, and experimental analysis |
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| Unit Content: |
Topics may include:
1. Ore sorting
2. Magnetic separation
3. Electrostatic separation
4. Flotation process, reagents and equipment
5. Concentrating processes flow-sheets
6. De-watering processes, equipment and flow-sheets
7. Tailing disposal |
| Graduate Attributes: |
| The Federation University graduate attributes (GA) are entrenched in the Higher Education Graduate Attributes Policy (LT1228).Federation University Australia graduates develop these graduate attributes through their engagement in explicit learning and teaching and assessment tasks that are embedded in all Federation Courses. Graduate attribute attainment typically follows an incremental development process mapped through Course progression. One or more graduate attributes must be evident in the specified learning outcomes and assessment for each Federation University Australia Unit, and all attributes must be directly assessed in each Course. |
| Graduate attribute and descriptor | Development and acquisition of GAs in the Unit | Learning outcomes
(KSA) | Assessment task
(AT#) | GA 1
Thinkers | Our graduates are curious, reflective and critical. Able to analyse the world in a way that generates valued insights, they are change makers seeking and creating new solutions. | K1-6, S1, S1-3, A1-2 | AT1-3 | GA 2
Innovators | Our graduates have ideas and are able to realise their dreams. They think and act creatively to achieve and inspire positive change. | K1-2, S1-5, A1-2 | AT1-3 | GA 3
Citizens | Our graduates engage in socially and culturally appropriate ways to advance individual, community and global well-being. They are socially and environmentally aware, acting ethically, equitably and compassionately. | K1-6, S1-5, A1-2 | AT1-2 | GA 4
Communicators | Our graduates create, exchange, impart and convey information, ideas, and concepts effectively. They are respectful, inclusive and empathetic towards their audience, and express thoughts, feelings and information in ways that help others to understand. | K1-6, S1-5, A1-2 | AT1-3 | GA 5
Leaders | Our graduates display and promote positive behaviours, and aspire to make a difference. They act with integrity, are receptive to alternatives and foster sustainable and resilient practices. | K1-6, S1-5, A1-2 | AT1-2 |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2-5, S1-5, A1-2 | Tutorial problems | Assignment | 20% - 40% | | 2. | K1-5, S1-5, A1-2 | Laboratory Practicals | Reports on practical exercises | 20% - 40% | | 3. | K1-6, S1-5, A1-2 | Examination(s) and/or Test(s) | Engagement in all learning activities including attendance and participation in classes, exercises, recomended and supplementary reading and other activities as suggested. | 40% - 60% |
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Professional Standards / Competencies: |
| | Standard / Competency | | 1. | Threshold Learning Outcomes - Science: Initial |
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| Attribute | Assessed | Level | | 1 Understanding Science | | 1.1 Demonstrate a coherent understanding of science. | | | 1.1.1 Articulating the methods of science and explaining why current scientific knowledge is both contestable and testable by further inquiry. | | Yes | Advanced | | | 1.1.2 Explaining the role and relevance of science in society. | | Yes | Advanced | | 2 Scientific Knowledge | | 2.1 Exhibit depth and breadth of scientific knowledge. | | | 2.1.1 Demonstrating well-developed knowledge in at least one disciplinary area. | | Yes | Advanced | | | 2.1.2 Demonstrating knowledge in at least one other disciplinary area. | | Yes | Advanced | | 3 Inquiry and Problem Solving | | 3.1 Critically analyse and solve scientific problems. | | | 3.1.1 Gathering, synthesising and critically evaluating information from a range of source. | | Yes | Advanced | | | 3.1.2 Designing and planning an investigation. | | Yes | Advanced | | | 3.1.3 Selecting and applying practical and / or theoretical techniques or tools in order to conduct an investigation. | | Yes | Advanced | | | 3.1.4 Collecting, accurately recording, interpreting and drawing conclusions from scientific data. | | Yes | Advanced | | 4 Communication | | 4.1 Be effective communicators of science. | | | 4.1.1 Communicating scientific results, information, or arguments, to a range of audiences, for a range of purposes, and using a variety of modes. | | Yes | Advanced | | | 4.1.2 Communication to other audiences. | | Yes | Advanced | | 5 Personal and Professional Responsibility | | 5.1 Be accountable for their own learning and scientific work. | | | 5.1.1 Being independent and self-directed learners. | | Yes | Advanced | | | 5.1.2 Working effectively, responsibly and safely in an individual or team context. | | Yes | Advanced | | | 5.1.3 Demonstrating knowledge of the regulatory frameworks relevant to their disciplinary area and personally practising ethical conduct. | | Yes | Advanced |
| | 2. | Engineers Australia - Stage 1 (Professional): 2017 accreditation & AQF |
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| Attribute | Assessed | Level | | 1 Knowledge and Skill Base | | 1.5 Knowledge of contextual factors impacting the engineering discipline. | | | 1.5.1 Identifies and understands the interactions between engineering systems and people in the social, cultural, environmental, commercial, legal and political contexts in which they operate, including both the positive role of engineering in sustainable development and the potentially adverse impacts of engineering activity in the engineering discipline. | | Yes | Advanced | | 2 Engineering Application Ability | | 2.2 Fluent application of engineering techniques, tools and resources. | | | 2.2.1 Proficiently identifies, selects and applies the materials, components, devices, systems, processes, resources, plant and equipment relevant to the engineering discipline. | | Yes | Advanced | | | 2.2.9 Understands the need for systematic management of the acquisition, commissioning, operation, upgrade, monitoring and maintenance of engineering plant, facilities, equipment and systems. | | Yes | Advanced | | 2.3 Application of systematic engineering synthesis and design processes. | | | 2.3.1 Proficiently applies technical knowledge and open ended problem solving skills as well as appropriate tools and resources to design components, elements, systems, plant, facilities and/or processes to satisfy user requirements. | | Yes | Advanced | | 3 Professional and Personal Attributes | | 3.5 Orderly management of self, and professional conduct. | | | 3.5.2 Understands the importance of being a member of a professional and intellectual community, learning from its knowledge and standards, and contributing to their maintenance and advancement. | | Yes | Advanced | | 3.6 Effective team membership and team leadership. | | | 3.6.1 Understands the fundamentals of team dynamics and leadership. | | Yes | Intermediate |
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