This case study describes the use of flipped teaching for information literacy instruction in a new course, Drill, Blast, and Excavate GeoE 49: within the mining option for geological engineering (GeoE) students. These students will enter the mining industry with less discipline-specific knowledge than a student that graduated with a degree in mining engineering, yet on-the-job training provided by the employer will fill in most of the technical gaps. Engineers in the workplace can connect to information sources online and do not need to rely solely on co-workers, short courses, and conferences for upgrading their knowledge. With this in mind, we developed a flipped teaching assignment to teach students how to effectively and efficiently access electronic information on topics faced by geological engineers in the field. The course included a research project that allowed the students to practice these information retrieval and evaluation techniques so as to better prepare them for the working world. Student feedback revealed a high level of engagement in the discovery of these research strategies and the instructor noted that these techniques were applied successfully in the students written reports and oral presentations. [ABSTRACT FROM AUTHOR]
Phasor analysis is a means of identifying if there are a significant number of construction blasts with a population of natural earthquakes. The application of phasor analysis has been extended to mininginduced seismic data. With a subtle modification, it can be used to infer seismic source mechanism in a population of mining-induced seismic events. A statistically significant phasor sum is related to stress-driven rockmass fracturing. For mining-induced seismic events on geological features, the phasor sum is random. The analysis can potentially identify temporal changes in seismic source mechanism. In some cases, the results of phasor analysis are scale dependent, giving insight into the breakdown of self-similarity for some populations of seismic events.
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