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By Jochen Petersen

This paper gives an overview of the various strands of postgraduate and undergraduate training offered in the Department of Chemical Engineering at UCT. Since 2003 the Department is offering a formal postgraduate MSc programme in hydrometallurgical engineering aimed especially at graduate work-based engineers, with 5 weeks of intensive course work plus a research dissertation on a work-related project. This programme has now run 5 times over the years and produced some 20 degrees. The paper reflects on the experiences with running the course, especially the difficulties experienced with supervising industry-based external students. Furthermore, through the Department a graduate training program is offered for all junior metallurgists at a major South African minerals company. This 2-year program, which is currently on its 12th cohort, offers 1 or 2 week intensive blocks of course work alternating with longer stints where the candidates are based at various operations. Although primarily focussed on minerals processing, it has a significant element of hydrometallurgy in it and in recent years an advanced hydrometallurgy stream has been introduced. The paper reflects on the development of the program over the years, the benefits it has provided to the company as well as some of the challenges that remain. Finally the paper gives an overview of hydrometallurgy related undergraduate and research-only postgraduate MSc and PhD projects at the university. Some emphasis is placed on the recently launched South African Minerals and Metals Research Initiative (SAMMRI), a joint government-industry programme to support university-based research in the area of applied metallurgy.

Jan 1, 2014

By Stewart. J. W.

THE aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula. Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I). It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only. 3 of the 15 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remaining 10 schools, q gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year. PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1941

By J. W. Stewart

THE aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula. Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I). It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only 3 of the 15 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remain¬ing to schools, 9 gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year. PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1941

By J. W. Stewart

THE aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula. Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I), It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only 3 of the I5 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remaining 10 schools, 9 gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year. PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1941

By Robinson KJ

Education in Australia now has to respond to a very wide political and policy agenda. The political emphasis is upon increasing participation and retention rates with a view to greater graduation rates in `high-tech' disciplines. There is an implied linkage between `education' and `economic well-being'. Our argument is that equalitarianism in education tends towards mediocrity. In this context many Geoscience educators view the future with pessimism. The argument is that science has been `sold short' and needs revitalising. We contend that Geoscience coursework should be a feature of both secondary and tertiary education in Australia. To this end we propose six policy initiatives to increase the content of Geoscience in education programmes.

Jan 1, 1989

By Juan C. Diaz, Juan P. Carmona, Manuel Z. Salgado, Oscar J. Restrepo

The “Teaching Kids” project is an educational initiative for young people and children from elementary schools. It is carried out by Mining, Geological, and Environmental Engineering students from the SME Student Chapter of the Universidad Nacional de Colombia, Medellin. The primary purpose of the Teaching Kids project is to share knowledge about geosciences and mineral resources in a didactic and attractive way, emphasizing the importance of identifying the use of minerals in daily life and responsible and sustainable mining in our society. Furthermore, this project aims to promote the importance of pursuing geoscience majors in the new generations and improve the mining industry’s public perception. Different methodologies related to early childhood education are implemented, such as gamification, in which the dynamics of games are adapted during the development of workshops to teach and learn in an active and motivated environment. Furthermore, the Montessori Method is used. It implements textbooks, sensory mineral boxes, and presentations to allow learning through experimentation itself (Montessori 2003). The implementation of this methodology has been successful; it has shown high engagement, participation, and retention of the basic concept of geoscience and mining.

Feb 1, 2025

By Arthur E. Morris

The primary market driver for improving process technology is innovation, which requires a skilled and educated workforce. However, many Materials Science and Engineering departments have eliminated extractive metallurgy and chemical thermodynamics from their curricula, yet these topics contain the necessary fundamentals for process innovation. As a result, most MS&E students are ill-prepared for careers in processing. The dearth of processoriented MS&E curricula has prompted some Universities to develop a “shared” effort to offer distance education between multiple institutions [1]. A target audience for a shared process simulation course would not only benefit students, but also be a basis for an on-line course for practicing engineers faced with new or changing career choices. To fill the gap, the basics of a process simulation course was developed in an abbreviated form as series of eleven articles and Excel workbooks published in Industrial Heating magazine between July 2012 and July 2013.

Jan 1, 2014

Project delivery in our current market is not as efficient as it could be. Industry at large (both client and consultant), is diligently following the engineer, procure, construct, manage (EPCM) or engineer, procure, construct (EPC) delivery models and not necessarily appreciating the underlying principles that make them the effective tools they were to start with. We often misinterpret project management with EPCM and end up with a literal and superficial interpretation instead of the disciplined risk reduction and business value capture exercise it is intended to be. One of these underlying principles is the project team as resource or commodity depending on which perspective we follow. Some of us understand this principle only too well and succumb to the temptation to take advantage of the imbalance in the understanding of EPCM by selling bodies and hours. Value and return on investment do not always come into the equation. The latecomers and aspirants are struggling with this as a barrier of entry into this lucrative market, since as we all know - people as commodity was becoming and still is a scarce resource. Clients are also waking up and asking why 1000 engineers on the floor are better than 100, when engineering design in all aspects of industry, new technology aside, is mature. Why is it that we start with a clean sheet of paper with every project or that neighbours in the same industry segment and location just happen to have completely unique conditions and circumstances that require totally original design (Local conditions aside)? The answers to this question appear when we explore the role of the project team and how it is structured. We will need to investigate team culture and levers for success. Then we will formulate a business case for a team to be able to follow traditional project management practices with EPCM delivery models but yet end up with an alternative look, feel and result. An outcome where more input is not necessarily better and the client and consultant both are aligned with success measured in dollars and a win-win outcome for both parties.

Jan 1, 2009

By David M. Spatz

The way people interact, collaborate, learn and improve can have a profound impact on a company’s efficiency, performance, productivity and return on investment. This is the motive behind corporate efforts today to replace the traditional hierarchical structure with team-oriented organization. The increased importance of communication and collaboration during the past 20 years has been propelled by rapid advances in technology and increased availability of information. Companies must take advantage of the information that is required for competitive performance and for the continued production of quality products. So it is essential that outstanding communication, cooperation and collaboration take place among multidisciplinary specialists assigned to work together to solve common problems and achieve common goals. Companies are searching for ways to increase knowledge transfer and learning, particularly among people who work on related topics. This will improve efficiency and quality and reduce redundancy and costs.

Jan 1, 2000

By Steve Kral

The dramatic rescue of nine Pennsylvania coal miners trapped nearly 90 m (300 ft) underground for77 hours probably would not have happened without the high technology equipment and improved mine rescue training techniques available today. By now, most everyone has heard the story of the accident that occurred at the Quecreek Mine near Somerset, PA. At about 9 pm on Wednesday, July 24, the miners were drilling coal in the room-and-pillar mine. Their drilling accidentally punched through to the adjacent, abandoned Saxman Mine. Old mine maps of the Saxman Mine led Black Wolf Coal, Quecreek’s owners, to believe they were between 60 to 90 m (200 to 300 m) away from the abandoned mine. Those maps proved to be inaccurate.

Jan 1, 2002

By A. Lewis

"Thiol collectors including the xanthates and dithiophosphates have dominated the sulfide mineral processing industry for over a century. Tecflote represents completely different chemistry, without sulfur or phosphorus, and will float all sulfides and associated precious metals. As these collectors are surfactant in nature, they comprise a head group which binds to mineral surfaces, a spacer and a long hydrophobic tail. The modification of the spacer behind the head group allows for collector optimisation for different sulfide ore types and process conditions.The Tecflote surfactants have been designed to be either very selective against pyrite at the natural pH of the ore (pH 7-9) or to float all sulfides including pyrite. Depending on the ore type and the process flow sheet, the use of lime can be maintained, reduced or completely eliminated.Tecflote can be used either as a rougher collector giving good recovery and grade for the sulfide minerals or it can be used to target valuable minerals after regrind and through cleaner flotation. It has repeatedly shown to be very effective at holding onto gold through the cleaner steps. The low solubility has a significant impact on the mechanism and surface activity of the collector, resulting in a very different flotation response compared to conventional thiol collectors.INTRODUCTIONXanthate was first made in 1882 by Zeise and first used in flotation in 1924 (Keller, 2018). In 1946 Keller patented thionocarbamate as a collector, which was produced by Dow Chemicals (Keller, 2018). Later it was replaced by Dow product Z-200, while dialkylthionocarbamate was discovered by Harris et al. (Harris, 1954. No significant chemistry change to collectors has occurred since they were introduced in the mid-20th century and now that the feed grades have been declining over the last decades creating a need to find more selective collectors to extract difficult and complex ores and pushing the industry to look at other reagents."

Jan 1, 2018

By H. K. Pelzer

Belt conveyor systems for long-distance haulage are nowadays in a competitive position with conventional methods of transportation such as railways, truck haulage, and also pipelines for solid materials. In a number of cases, the economical use of conveyors is obvious. This is in all those cases where typical features of a conveyor system are showing the outstanding economical position in the very first approach for a certain project. Regarding downhill conveyors, with today's level of belt conveyor techniques nobody would reasonably doubt the justified application of a conveyor system, - as for instance at the Marcona Mining Installation, or at the iron ore mine of Lamco in Liberia.

Jan 1, 1968

By M. de Beer

The conversion of carbon-containing feedstock into liquid fuels can proceed via the Fischer-Tropsch synthesis, which is catalysed using supported cobalt catalysts. These catalysts contain noble metals to facilitate the reduction of oxidic cobalt species in the catalyst precursor to metallic cobalt, which is the catalytically active species for the Fischer-Tropsch synthesis. This is thought to occur via hydrogen spillover, i.e. the diffusion of atomic hydrogen over the support from the noble metal to the oxidic cobalt moieties. Noble metals may also affectthe dispersion of cobalt in the active Fischer-Tropsch catalyst. The economic aspect of the addition of noble metals to the Fischer-Tropsch catalyst is discussed.

Jan 1, 2014

By Eugene C. Spilker

Cross country belt conveyors are becoming the preferred method of bulk material handling in the industrial complex. Installed cost, maintenance, reliability, simplicity and operating expense enhance this choice, especially when faced with rising cost and questionable availability of liquid fuels. Conveyor flights are getting longer, faster, and higher in capacity, and are being installed in rugged terrain. Rights of way are often difficult to obtain. All these considerations lead up to design aspects well beyond those for in-plant conveyors. This paper points out some of the aspects that lead to the successful design of a cross country belt conveyor system.

Jan 1, 1980

By Edward DeLilla

Formalized technical audits for mining machinery during manufacturing are a fairly new concept to the North American mining industry. Although used extensively elsewhere, especially in Australia, the concept of independent auditing of machinery design and manufacturing has been slow to gain acceptance in the United States and Canada. Simply stated, a technical audit is an independent, third-party review of all or specific portions of machinery design, manufacturing and assembly to verify compliance with purchase specifications and suitability of the machinery for the specified application. If specified correctly, the useful life of different kinds of structural and mechanical components can be extended beyond normally accepted usage. There is no reason why, if properly designed and built for the application, major structural components on mining machinery cannot be made to last for 20 years before being rebuilt. Also, gearing can be made to routinely last for 15 years.

Jan 1, 1995

By J. Y. Hascoet, M. Marya, S. Marya

Additive manufacturing (AM) brings disruptive changes over the ways parts and products are designed, tested, qualified, assembled, inspected and marketed. With these changes come real technical challenges, therefore, concerns that mainly stem from the maturity and diversity of today’s AM processes, the feedstock materials, and the interactions between the numerous process parameters. Additive manufacturing is somewhat similar to laser and electron-beam conduction-mode welding and involves a multitude of dynamic physical events between projected feedstock and moving heat source that influence process robustness, thus deposit properties. For this paper, a simple air vent, selected for its size, thin-wall, hollow geometry and materials (specifically 316L) was made using a laser-based powder blown technology (Construction Laser Additive Direct or CLAD) and systematically inspected by optical microscopy, microhardness indentations, and electron-back-scattering diffraction (EBSD). This exemplary part is first analyzed to broadly discuss metallurgical phenomena in additive manufacturing, particularly solidification and texture development. The paper then expands to other alloys and continues correlating metallurgical observations to process parameters and part properties, also borrowing from past experience with the same 3D printing CLAD system.

Jan 1, 2014

[MININQ METHODS WILLIAM J. COULTEB, Chairman PHILIP B. BUCKY, Vice-Chairman LELAND A. WALKER, Vice-chairman ) CLYDE E. WEED. Vice-Chairman CHARLES F. JACKSON, Secretary]

Jan 1, 1946

By Kirk Carlton

This paper deals with a group of subjects so familiar to all of us that we might question the need for discussion. Even so, nearly every day's business turns up expensive examples of differences in understanding, misdirected assumptions and incomplete technical purchase documents. As our international activities increase, so do these problem areas. Their expense in both money and embarrassment gives rise to this attempt to focus a little extra attention on technical criteria and specifications. The two terms ?criteria? and "specifications" are, we believe, worth separating with respect to meaning. They should not be used interchangeably, although they often are. Criteria are by definition "standards for judging", whereas specifications are "enumerations of particulars". In relation to plant or project engineering, the criteria are the general rules and data which apply to the whole project and the specifications are the further listing of detailed requirements for specific contractual items or pieces of equipment. We'll look a little more closely at specifications after we give another minute or two to this "criteria" subject,

Jan 1, 1973

By Henry Knox

AMIDST the tumult and the shouting of the times, there are perceptible certain tendencies, quiet though serious, to take stock of the situation with a view to putting our house in order, and of these none is more encouraging than the awakening, interest in the higher education, and especially in technical education. Various committees of the professional organizations have cast much light on the matter and have pointed the way to progress and reform, but their scope is necessarily restricted by the requirements of precision and any excursion beyond these bounds must be undertaken by the unfettered individual who is free to rush in where responsible committees fear to tread. A discussion of the bearing of the higher education on character scarcely lends itself to objective treatment and yet, fraught as it is with imponderables and abstractions, the theme cannot be escaped in any com-prehensive scheme of education. The question is being pressed with growing insist-ence, why these United States, relatively to Europe, are deficient in intellectual output, and the ready reply, "Because America is a new country and Americans are too intent on developing their natural resources," is too facile and too false to carry conviction.

Jan 12, 1922

By H. W. Glen

The use of a personal style (mainly active voice and first person) makes technical writing more pleasant to read, and helps the writer to express his meaning clearly and to avoid many of the stylistic errors normally encountered in that type of writing.

Jan 1, 1979