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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 David Keys

APPLIED geophysics is the youngest child of that old branch of learning, that has been known from Aristotle's time as physics-the constitution and laws of nature. The mother science, with the help of mathematics, has given birth to many children, who, on becoming of age in the scientific sense, wedded more practical applications which later became known as electrical engineering, physical chemistry and acoustical engineering. Some vigorous sons still retain the family name, among which the most recent to take its place as a division of science is geophysics, which deals with the physics of the earth. Geophysics in its broad sense has many departments-meteorology, oceanography and seismology, to mention only three. Within the past 20 years, however, a special interest has arisen in the application of physical principles to, problems in geology, mining and civil engineering, with the consequent rapid growth of what has now been called "applied geophysics." Applied geophysics in this narrower sense is the application of experi-mental and theoretical physics to determine variations: and discontinuities in underground structures that cannot be ascertained from surface inspec-tion. It seems evident, then, that the physics department is the natural place in a university where the principles and methods involved should be taught and developed, for the physicist will also have had the requisite training in mathematics that the proper understanding of many methods now used will require. A knowledge of the procedure and principles, however, is not sufficient for the successful application of geophysical, methods. One may know the dynamics of flight of golf balls and of impact and yet not play a par game of golf ! The proper selection and use of the right club to suit the circumstances of the lay of the ball and an acquaintance with the possibilities and limitations of the strokes as well as the practical execution of the play is essential to a successful game. So, also, in the application of geophysical methods, it is important for the geophysicist to use the best device under the conditions presented, to know the limitations of the conclusions deduced from his physical measurements and to make the proper interpretation of the results. A knowledge of geology will be of great aid in coming to the correct con-

Jan 1, 1938

The teaching of geophysics in Canada at the present time presents a variety of approaches to the subject, and the different paths adopted imply, in turn, an uncertainty in the minds of some educators as to the role this science is to play in the future progress of geology, and a hesitancy to commit themselves to foster its development. The pedagogical attitudes vary from a whole-hearted acknowledgment that the science of geophysics is fundamental to the understanding of terrestrial phenomena (including, of course, geological processes) to a hesitant immersion of the toe to test the water's temperature (which is, of course, essentially a geophysical experiment) before deciding whether or not the time is ripe for total immersion. The present discussion has been organized in the hope that it will help to clarify the roads to geophysics and assist educators in making a more understanding choice of the best paths for them to follow, according to their particular requirements and objectives. Before proceeding further, however, it is necessary to define the term geophysics and circumscribe the field it covers. In the first place, it should be emphasized that geophysics is NOT confined to the art of geophysical prospecting. The popularization of geophysics has unfortunately engendered a general misconception of the word, and consequently a tendency to ignore the wider meaning of the term. Etymologically, geophysics means the physics of the earth. It is so understood by the International Union of Geodesy and Geophysics and the various geophysical societies which adhere thereto. To them, geophysical prospecting is but a very small field indeed, which they consider had best be left to engineering and prospecting organizations.

Jan 1, 1951

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 Elaine T. Cullen

Miners, like many skilled blue-collar workers, are not traditional learners. They have not always been successful in classroom-type settings, preferring to learn on the job in a hands-on environment. U.S. law requires that miners have a minimum of 8 hours of safety training annually, plus 40 hours for underground miners and 24 hours for surface miners when they enter the industry. However, miners rarely view this training time positively. In fact, it has been called “safety jail” by many, who regard it as a time to get a little extra sleep While mining has become far safer in the past 100 years, it is still a dangerous occupation. The Office for Mine Safety and Health Research, a part of the National Institute for Occupational Safety and Health (NIOSH), has funded a project for the past 4 years to address this challenge. The purpose of the research was to find a way to develop effective safety training for these people. Miners are born story tellers. They share “near miss” stories, stories about master miners they have known, and stories about how things used to be. These stories not only pass along information about what will happen if a miner fails to respect the mining environment, they also instruct listeners in the culture of mining and the values that it embraces. Stories, it seems, are a way to get safety messages across to miners, especially inexperienced ones, and using older, wiser miners in these stories is an obvious choice. This paper will discuss how a series of training videos was developed, how “master miners” and story lines were chosen, and how the resulting videos have been received in the mining industry.

By M. Albrecht

In the mining industry and particularly in the processing plants, we use some large and unusual equipment. Understanding what it is and what it does is important to good operations, but how do you teach a new employee. When I started out in this field, the information on the processing equipment was easy to come by. Equipment manufacturers readily supplied it; their salesmen, often engineers themselves, knew how important the availability of this information was. Old engineers used their notebooks to train the new engineers. Over time this has changed. Equipment manufacturers have changed hands or gone out of business, and often the older engineers are gone. As a start in reversing this, this presentation will be an introduction to sizing, selecting, and operation of some of this equipment, in particular gravity separating equipment. Major portions of this have been excerpted from A Mining Engineers Notebook: Mineral processing (2).

Feb 23, 2014

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

By O. L. Kowalke

THE measurement and control of temperatures have assumed positions of great importance in many industries. The manufacturers of byproduct coke and carbureted water gas find that proper temperature control helps to produce a better product and economizes in the use of raw materials. In the manufacture of glass, enameled ware, brass, and high-temperature refractories, temperature control is now regarded as being coordinate in importance with the control of materials used. To control such processes as malleablizing cast iron, and hardening, tempering, and annealing of steel in a manner to meet exacting market requirements has, within recent years, involved the installation of large and expensive pyrometer equipments. In many of these installations, it was necessary not merely to measure but also to record the temperatures over a period of time and thus obtain a record of the entire heat treatment and an effective check on the workmen in charge. In view of the importance of temperature measurement and control in such a wide variety of industries and the necessity for proper supervision of the installation and operation of the outfits, the following questions may be pertinent: What instruction is offered by the engineering colleges and what departments in the colleges are responsible therefor? The latest available catalogs of ten prominent engineering colleges east of the Mississippi River showed courses in high-temperature measurements given by the departments of physics. These courses, in general, were described as comprising classroom and laboratory instruction in the theory of high-temperature measurements, together with exercises in the calibration of the various devices used. In some cases it was stated that consideration would be given, in the courses, to the practical applications in the industries. In only one. college was the course required of all engineering students; in most colleges it was optional; in a few colleges, it was required only of certain groups. In colleges offering a course in metallurgical engineering, instruction in pyrometry was always given in connection with metallurgical laboratory work. The students in ceramic,

Jan 8, 1919

By George Wendell

THE fact that a symposium on pyrometry is being held under the auspices of the American Institute of Mining and Metallurgical Engineers may very properly be taken as a recognition of the importance of temperature measurements and control in production and in the industries, and of the need for instruction in pyrometry in our schools of engineering. Though there may be general agreement as to the need of some instruction along this line, there will undoubtedly be divergence of opinion as to the amount of time that can be allowed to such instruction, as well as to its character. Those who have given little attention to the complexity of high-temperature measurements will be apt to think that a few simple experiments are all that is required. They fail to distinguish between the artisan, who merely has to learn how to use any piece of apparatus that is installed, and the technically trained man, who must be prepared to assume the responsibility for the supervision and maintenance of the pyrometric equipment, for the calibration of the instruments, and for the solution of any temperature problems that arise. In approaching this subject two questions present themselves: What should be the character of the instruction in pyrometry in an engineering school, and what can be expected of the students who have had this instruction? In brief, it may be said that the aims of a course in pyrometry should be to give: (1) A thorough grounding in the fundamental principles of thermoelectric, resistance, radiation, and optical pyrometry, and of liquid and gas thermometry; (2) practical instruction in the calibration of pyrometers; (3) acquaintance with the errors that are likely to arise and the precautions that must be observed in practice; (4) information regarding the limitations of the various classes of instruments, their relative reliability, and the accuracy attainable with them at different temperatures; (5) acquaintance with the commercial instruments on the market, their construction and relative merits; (6) a knowledge of the chief sources of information relating to the measurement of high and low temperatures. To sum up, the aim should be to turn out resourceful young men familiar with the leading instruments on the

Jan 9, 1919

By C. E. Mendenhall

FOR the purpose in hand, pyrometry may be taken to include all temperature measurements from, say, 200° C. to the highest attainable, especially when considered from the technical or applied side. It will be convenient first to consider the entire content of a course of study grouped under the headings of the various methods of measurement, which are quite distinct in principle and involve different equipment. Brief suggestions will be given under each heading, and the summary will be followed by comments on the purpose of such a course and methods of conducting it. 1. Expansion and pressure methods: mercury thermometers (glass and quartz), liquid, gas, and vapor-pressure thermometers, especially recording instruments. Especial attention should be given to the limitations of these methods, which, particularly in high-temperature mercury thermometry, are often overlooked. Range approximately to 700° C. 2. Resistance thermometers: both bridge and potentiometer methods, of indicating and recording. Calibration; lead compensation; design of thermometers for special purposes. Range to 1200° C. 3. Thermoelectric pyrometers: potentiometer and deflection methods indicating and recording. Calibration, leakage errors, contamination errors, base and noble couples. Range to 1500° C. 4. Total radiation methods: thermoelectric, resistance, and expansion indicators, mirror and lens collectors, calibration, permanence of characteristics, absorption errors. Range, to highest attainable temperatures. Methods of producing perfect radiators-true, and virtual or "black body" temperatures. 5. Partial radiation methods: absorption and spectroscopic methods of getting partial radiation, various comparison sources, polarization, electric, sector, and absorption methods of controlling intensity (Morse, Lummer, and Wanner types). Calibration, permanence of calibration, absorption errors. Methods of producing perfect radiators -improvised methods; true, and virtual or black-body temperatures.

Jan 9, 1919

By Robert P. Harrison, Marie-Christine Patoinel, Kristian E. Waters

This paper describes a collaboration between McGill University and Hatch Ltd. to expose undergraduate students to real-world industrial projects. As part of the final-year design course, the students receive a detailed lecture on Scale-Up of New Technologies', including seven case studies drawn from over fifty years of full-scale industrial projects. The students are taught the basic concepts of scale-up, including the limits of pure theory and the need for empiricism. Insights from real scale-up failures and successes are fictionalized as Projects A, B, C, etc. The students are then asked to identify the guiding principles that can be distilled from these case studies.

Jan 1, 2011

No greater opportunity for public service has ever been presented to the engineers of the United States, as a class, than the campaign to make thrift a permanent American habit, conducted through the Savings Division off the Treasury Department. The engineer owes a duty to his community, to his country, by reason of the very fact that he is an engineer. By reason of his position and influence, his education and experience, he owes to his country the duty of public service. The public understands that the opportunities of the engineer have allowed him to equip himself to handle logically and properly questions affecting the public. He has been trained to maintain a constructive viewpoint. His work is constructive and he builds for the future. The qualities that the public deems necessary for public service have been bred in him. The time has gone by when the professional man can perform his whole duty to himself and his community by shrouding himself and his calling in mystery and locking himself away from the public in office or laboratory. The duty of public service is calling for every man whose training has fitted him to perform that service. The engineers of the country have demonstrated their capacity and their willingness for public service. Throughout the war period they, have been found in every branch of governmental and. civilian activity which could contribute to national success, doing their share to promote national efficiency. Their duties are not over.

Jan 7, 1919

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 ir. H. Eraly

The allocation of miners to teams, and of teams to production faces, is complicated by the high degree of absenteism of miners in Belgium. Therefore, the exact knowledge of who is actually present at the beginning of a shift and of the exact skills of those present, enables the foremen and mine captains to constitute their teams before all men go down into the mine in the most effective way possible. This paper describes the system of attendance recording and of displays which the foremen use to constitute their teams and/or to interrogate the personnel data base in order to do so. It shows how the foremen dialogue with the computer, to change the function of a miner within a team, to another team, or the function of a team as a whole. The implementation of the system, data bases, and data communication equipment and procedures, is described. The benefits obtained are presented for each level of the company: foremen and team supervisors, engineers, mine management.

Jan 1, 1977

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 J. W. Holzenthaler

Teams continue to play a major role at the Phelps Dodge Mining Company El Paso Operations, especially during the present time of low copper prices. The El Paso Operations' teams have taken the initiative during this copper market downturn and have helped reduce operating costs significantly. Because of this, Phelps Dodge El Paso Operations has continued to grow within the team process by creating a total, non- exempt salaried workforce. In the last year alone, the El Paso Operations have implemented three major initiatives to accommodate the team process. The first was the creation of "guiding principles", a policies and procedures handbook. Second was the "zero and beyond" safety initiative. Third was team compensation. In addition, the Copper Products Company has now adopted a work-team environment, following the lead of the refinery.

Jan 1, 1999