A TECHNICAL REPORT

On the

STUDENTS WORK EXPERIENCE PROGRAME (SWEP 1)

For the year

2023

Prepared by

OMOYENI DAVID OLUWAYINKA

EEE/19/1383

(GROUP 24)

Submitted to

THE DEPARTMENT OF ELECTRICAL/ELECTRONICS ENGINEERING,

SCHOOL OF ENGINEERING AND ENGINEERING TECHNOLOGY,

FEDERAL UNIVERSITY OF TECHNOLOGY, AKURE, ONDO STATE, NIGERIA.

In partial fulfillment for the award of the degree of

BACHELOR OF ENGINEERING (B.ENG) IN

ELECTRICAL/ELECTRONICS ENGINEERING

ENGR. MRS. IBUKUN OLAJIDE PROF P.B. MOGAJI

EEE SWEP COORDINATOR SEET SWEP COORDINATOR

May, 2023.
 PREFACE

Student work experience programme (SWEP) was a programme invented by the Council for

the regulation of engineering in Nigeria (COREN) a statutory organ of the Federal

government established by the decree No. 55 of 1970 as amended decree 27 of 1992, which

empowers it to control and regulate the practice of engineering profession in all aspect and

ramifications in Nigeria.

The primary mission of SWEP is to seek, capture and categorize student work experience

opportunities and to monitor the work experience progress of students. The primary goal of

the programme is to ensure that the educational experience of students will be at or above the

national average for all engineering students. The working definition of student work

experience is a structured, career related experience in which the students perform tasks that

contribute to their knowledge and widen their knowledge of their various fields.

Educational institutions find out that students with career-related work experiences perform

better academically, have higher retention rates, and compete better for jobs after graduation

to the knowledge the students gained during the Student Work Experience Programme.

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 ACKNOWLEDGEMENT

First and foremost, praises and thanks be to God, the Almighty, for His love, mercy, favor

and protection throughout and for the successful completion of my Student work experience

programme 1 (SWEP 1).

I would like to express my deep and profound gratitude to my parents, Mr. and Mrs.

Omoyeni and my siblings for their love, prayers, advice and support given to me towards this

programme.

I also want to thank the Dean of the School of Engineering and Engineering Technology

(SEET), Prof. P.K. Oke, and the SEET SWEP Coordinator, Prof. P.B. Mogaji for the

organization of this practical learning opportunity.

I am grateful to my Head of Department (H.O.D.), Dr. T.O. Ale and my departmental SWEP

coordinator, Engr. Mrs. Ibukun Olajide for their support and assistance in the programme.

Your assistance and strength of personality really made a difference. Thank you.

I appreciate all the technologists and technical staffs in every workshop and laboratory in

departments of Civil and Environmental Engineering, Mechanical Engineering, and Electrical

and Electronics Engineering. Thank you for your love and commendable tutelage.

My completion of this programme could not have been accomplished without the support of

my group members – Abolaji (MEE), Abiodun (CVE), Bolaji (CPE), Obaloluwa (IPE),

Bukunmi (MNE), Aisha (MME), Aliyashanu (AGE) and Michael (ICT). Thank you all for

the stimulating discussions and cooperation.

Finally, I thank everyone who helped in gathering of different information, taking pictures,

collecting data and guiding me from time to time during the programme.

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 TABLE OF CONTENTS

PREFACE……………………………………………………………………………………..ii

ACKNOWLEDGEMENT……………………………………………………………………iii

TABLE OF CONTENT………………………………………………………………………iv

1.0 INTRODUCTION……………………………………………………………………..1

1.1 INTRODUCTION TO STUDENT WORK EXPERIENCE PROGRAMME (SWEP)

………………………………………………………………………………………...1

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v
1.0 INTRODUCTION

1.1 INTRODUCTION TO STUDENT WORK EXPERIENCE PROGRAMME

(SWEP).

The need for university engineering graduates that are well equipped with requisite

expertise and knowledge to put to use the skills of the engineering profession and

proficient in the use of tools (both hand and machine) of trade cannot be overemphasized.

There must be engineering graduates who have gone through engineering training right

from the lecture rooms, workshops, laboratories, and industry itself. An engineer who has

imbibed the necessary quest and prowess for entrepreneurship in the setting up of small-

scale industrial and engineering enterprises will accelerate the pace of industrial

development.

Student Work Experience Programme (SWEP) is an intensive engineering training

programme designed to equip engineering students with the basic practical knowledge and

orientation needed to produce self-dependent and skillful engineers. This programme will

equip student engineers with the necessary skills in general engineering practice through

instructions in the use of hand and power tools for material cutting and fabrication.

Student Work Experience Programme (SWEP) is designed to expose students to

fundamental engineering skills in the use of simple hand tools, equipment, and operation

of common machines. The programme is designed to be hands-on intensive and therefore

serves as a channel to integrate in-house entrepreneurship development skills.

Although, Student Work Experience Programme (SWEP) was designed not only to expose

the students to skills acquisition but also to inculcate in them the development of the right

team spirit as well as expose them to rudimentary expectations for the world of work. It is

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carried out within the school. The SWEP covers all the areas/department in engineering;

each engineering student is to carry out activities covering all other engineering fields

other than their major.

The codes for SWEP I in the nine departments are;

 Agricultural and Environmental Engineering- AGE 220

 Computer Engineering- CPE 220

 Civil and Environmental Engineering- CVE 220

 Electrical and Electronics Engineering- EEE 220

 Industrial and Production Engineering- IPE 220

 Information and Communication Technology – ICT 220

 Mechanical Engineering- MEE 220

 Metallurgical and Materials Engineering- MME 220

 Mining Engineering- MNE 220

1.1.1 AIM AND OBJECTIVES OF THE PROGRAMME

 Exposing the student to all aspect of engineering practice;

 Developing the students’ innovative and creative abilities and skills relevant to

their programme;

 Engaging the students in manual labour so that they can appreciate the dignity

of labour and also make them engineers and professionals of excellence in the

future;

 Developing in the student a logical mode of thinking and reasoning that

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 promotes a practical application of acquired theoretical, knowledge in

overcoming technical and professional challenges; and

 Training the students on how to acknowledge and appreciate the numerous

professional challenges of their immediate environment and the society at large

and offer solutions, which their knowledge empowerment avails them.

1.1.2 CODE OF CONDUCT WHILE ON SWEP SITE

 Promptly report on the expected starting date for the programme.

 Report for duty daily and punctuality must be observed.

 Full observance of the rule and regulations of the department to which attended.

 Politeness in relationship with supervisors, other workers including mates is

essential.

 Although the attachment is for a brief period, students should show attitude and

right disposition to work.

 Should not linger or keep aloof when expected to work.

 Should avoid any alliance with regular workers or other students to protest in

any issue against the administration of the establishment.

SWEP is a vital aspect and requirement for the award of B. Eng. degree of the Federal

University of Technology, Akure. Hence, the programme must be taken seriously.

1.1.3 SAFETY

All general laboratory and workshop safety precautions must be observed.

 The use of protective clothing (Blue overall and shoe) is compulsory.

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 On no account should any equipment be used in the laboratory or workshop without

the permission and supervision of the technologist.

 Report any damage of any equipment to the technologist immediately.

 Equipment/Apparatus should be properly checked before use.

 Shouting and eating are highly prohibited.

 Working tables and equipment/apparatus should be cleaned at the end of every

laboratory/workshop activity.

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1.2 ORIENTATION

The 200 level Students of the School of Engineering and Engineering Technology of

FUTA commenced their 2023 Students Work Experience Programme (SWEP) with a

charge to redouble their efforts in achieving professional excellence.

The programme, which kicked off with briefing by stakeholders of the Faculty on

Monday, 8th May, 2023, was declared open by the SEET SWEP Coordinator, Prof. P. B.

Mogaji, at the ETF Lecture Theatre. The brief, which aimed at enlightening the students

on the importance of SWEP to their professions, the pros and cons involved in the

programme, steps to take in achieving distinctions in the programme, among others, was

attended by experts on SWEP from the Faculty.

The SEET SWEP Coordinator said that the scheme would also expose us to real-life work

experience and put us into practice. He also advises us to take all safety precautions in the

laboratory seriously to avoid any form of accident.

The coordinator also said that the lack of seriousness on the part of any student might lead

to repeating the programme the following year. Expressing his satisfaction, Prof. P. B.

Mogaji said that the programme has contributed immensely to the quality of graduates

produced by the faculty in the past thirty years.

The coordinators from the nine departments in the school which are:

 Agricultural and Environmental Engineering (AGE) - Dr. B. O. Soyoye

 Civil and Environmental Engineering (CVE) - Dr. Mrs. M. O. Ojo

 Electrical and Electronics Engineering (EEE) – Engr. Mrs. Ibukun Olajide

 Mechanical Engineering (MEE) - Dr. S. S. Yaru

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  Metallurgical and Materials Engineering (MME) – Dr. Daramola

 Mining Engineering (MNE) - Dr. A. O. Owolabi,

were introduced and they gave were given the opportunity to give short charges on the

Student Work Experience Programme.

The project coordinators were also invited to state the projects we would be embarking on

and their expectations from the student.

Finally, the students were assigned into different groups of nine for the project of the

Student Work Experience Program (SWEP I) and I fall in Group 24.

1.3 ORDER OF PROJECTS

DAY PROJECT LOCATION PROJECT COORDINATOR

Project One: CVE Workshop,

Tuesday, Obanla.
Production of
09/05/2023 Interlocks

To

Friday,

12/05/2023

Monday, Project Two: MEE Workshop,

Obanla
15/05/2023 Production of

Laboratory Stool
To

Thursday,

18/05/2023

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 Friday, Project Three: Basic Electricity
Laboratory, SEET
19/05/2023 Production of Central Laboratory
and Ogbemudia
Extension Box
To Electrical
Workshop, Obanla
Wednesday,

24/05/2023

Table 1.1 Showing the schedule of projects, location and coordinators of the projects.

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2.0 PRODUCTION OF INTERLOCKS (PROJECT 1)

2.1 General Overview

This project commenced from the 9th to the 12th of May, 2023, which is duration of 4 days.

On Tuesday, 9th of May 2023, the technical staff in charge introduced us to the project and

explained the uses and advantages of interlocks, the ratio of the mixture in concrete, the

types of interlocks and the considerations to be made before the use of interlocks. The

work began in earnest and the supervisor chose people randomly to perform the operations

involved. The concrete was mixed in the following proportion: 1 bag of 50kg cement, 5

head pans of sand (3 pans of pure sand and 2 pans of stone dust) and 7 head pans of gravel.

At the end of the first day, a total of 85 pieces of interlocks had been produced. Before the

start of work in the subsequent days for the project, different operations were assigned

based on group number to make sure everyone was actively engaged in the project. 95

pieces of interlocks were produced for the remaining three days of the project. At the end,

a total of 361 pieces interlocks were produced although few were broken during removal

from the mould.

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2.2 Apparatus and Materials Used

Plastic Interlock mould: Hand Trowel: used to Shovel: used for lifting
used to shape level and smoothen the and mixing the concrete.
surface of the concrete in
the mould.

Head Pan: used to Mallet: used to gently Tamping Rod: used to

transport and measure apply force to the mould to tamp fresh concrete into
the materials remove the solidified mould to eliminate void
interlock. and excess air.

Brush: used to apply the Stone dust: used to Sand: used as a binding
lubricant (black oil) to increase the compressive material in concrete and it
the mould to ensure easy strength because it makes provides stability.
removal of the solidified the concrete void-free.
interlock.

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 Granite: used to give
the concrete strength.

2.3 Procedures

 The surrounding of the workshop was cleared as it was bushy before the

commencement of the project.

 The mould was oiled with used lubricating oil (black oil) to ensure easy removal of

the interlock from the mould after it has solidified.

 Batching of sand, granite and fetching of water also followed simultaneously. The

proportion used for the concrete is 1 bag of cement, 5 head pans of sand (3 pans of

pure sand and 2 pans of stone dust) and 7 head pans of granite.

 A bag of cement was evenly mixed with the 5 pans of sand mixture before mixing

with the 7 pans of granite. Water was then added to the mixture to form the fresh

concrete.

 The oiled mould was filled with the fresh concrete and tamping followed to eliminate

void and excess air in the mould.

 The mould filled with concrete was then placed at a prepared location to allow for

solidification.

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 Finally, the solidified pieces of interlocks were removed from the mould using mallet

to apply force gently to the mould. This is usually done on the second day of

production.

Clearing the surrounding Batching of granite Mixing of the concrete

Filling the moulds with Placing the moulds to Removing the solidified
the fresh concrete allow for solidification interlocks from the mould

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3.0 PRODUCTION OF LABORATORY STOOL (PROJECT 2)

3.1` General Overview

This project commenced from the 15th to the 18th of May, 2023, which is duration of 4

days at the Machining Workshop, SEET Central Laboratory, Obanla. On Monday, 15 th of

May 2023, the chief technologist in charge introduced us to the nature of the project and

divided us (25 groups) into another 7 groups in which each of the 7 groups is to produce a

stool. He also emphasized the necessity of protective clothing (laboratory overall and

safety boot). The technologists gave the group leaders of the seven groups a long 1 inch

square metal pipe to be used for the project and the required equipment. The steps required

to produce the stool were explicitly explained and the different technologists to meet at the

various stages was stated. We were asked to measure and cut the pipe into the following

dimensions: 4 legs of 635mm, 4 upper braces of 230mm and 3 lower braces (footrest) of

320mm which were used in the production of the stool.

On the second day, Tack welding was used using the jig to hold the metal pieces together

at the appropriate angle and the frame structures were formed. Tack welding is a type of

welding that can be easily dismantled if any error is noticed. We then moved to the fitting

laboratory at the Engineering building to do the full welding after which the joints were

grinded to form a smooth surface.

On the third day, vanishes was applied on the wooden seat and the metal framework was

also painted with black gloss paint (the painting was done twice) after which they were left

to dry.

On the fourth day, we coupled the framework and the seat together using bolts and nuts.

Rubber shoes were also added to the legs. A total of 7 stools were made and we tendered

the stools for submission.

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3.2 Apparatus and Material Used

Metal Pipe: primary material Bench Vice: used to hold Try Square: Used to
used for producing the stool the material firmly for mark perpendicular lines
effective cutting

Welding Shield: protects the Grinder: used to Electrodes: melts due to

eyes against high intensity smoothen the surface heat to join metals
sparks and flying particles of joints and to cut. together.
during welding.

Welding Machine: used for Drilling Machine: used to Paint: used for protective
fusing the metals together create cylindrical holes in and aesthetic purpose
work piece

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 Measuring Tape: used for Hack Saw: used for Wooden Seat: it is fastened
taking measurement on the cutting metals to the metal framework to
work piece form the seat

Other Apparatus

 Screw driver
 Try Square
 Bolt and nut
 Binding wire
 Sandpaper
 Rubber shoe

3.3 Procedures

 The materials (1 inch square metal pipe and tools) needed were collected.

 The metal pipe was measured with a measuring tape and cut with an hack saw based

on the dimensions given – 4 legs (635mm), 4 upper braces (230mm), 3 lower

braces/footrest (320mm).

 The centers of the 4 upper braces were marked and holes were drilled there using the

drilling machine.

 The pieces of metals were arranged in a jig to facilitate the tack welding which is

done to fuse the metal pieces together. It can easily be dismantled if any error is

found.

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  After obtaining the correct shape and structure, full welding is done to permanently

fuse the metals together and obtain a solid frame structure.

 The joints and edges in the frame structure are then carefully grinded with a grinder to

obtain a smooth finish on the metal structure.

 Sandpaper is used to smoothen the surface of the wooden seat and also the edges to

avoid sharp edges which can cause injury.

 The wooden seat is then aligned with the holes drilled on the upper braces of the

metal framework to mark out the positions of the holes. Holes are then drilled on the

positions with the drilling machine.

 Both the metal framework and the wooden seat are then coated with paint for

protection and also for aesthetic purpose and allowed to dry.

 The metal framework and the wooden seat are then coupled together with bolts and

nuts.

Cutting of the metal pipe Tack welding Full welding

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Grinding of the joints Painting of the metal The laboratory stool that was
framework produced

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4.0 PRODUCTION OF EXTENSION BOX (PROJECT 3)

4.1 General Overview

This project commenced from the 19 th to the 24th of May, 2023, which is duration of 4
working days at the SEET Central Laboratory and Ogbemudia Electrical Laboratory,
Obanla. On the first day, the chief technologist in charge introduced us to the nature of the
project and divided us (25 groups) into another 7 groups in which each of the 7 groups is
to produce an extension box. Groups 1 – 16 used the Basic Electricity Laboratory while
groups 17 – 25 used the Ogbemudia Electrical Laboratory.

On the second day, the technologist gave us some materials (2 pattress boxes, wooden
pieces, drilling machine, screwdriver and screws) for the operation, and instructed us on
how to carry out the procedures. We drilled holes on the wooden pieces and the pattress
after which we screwed the pattress on the square wooden piece.

On the third day, the laboratory technologist gave us the remaining apparatus (2 twin
sockets, plywood, two 2.5mm2 flexible 3-core cables of different lengths, fuse plug of 13
amps, screwdriver and screws) to complete the project. We then submitted the completed
extension boxes to the technologist.

On the fourth day, we submitted our log book for assessment.

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 4.2 Apparatus and Material Used

Wooden Board: used for Double Pattress box: used Hand Drilling Machine:
supporting the pattress to hold the twin socket in used to generate holes in the
place wooden pieces and pattress

2.5mm2 Flexible 3-Core 13 amps Fuse Plug: it Plywood: used to cover

Cable: used for connects the cable of the the wiring done behind
supplying electricity to extension box to the supply the wooden board
the sockets

Screw Driver: used for Plier: used for cutting and Screws: used for coupling
tightening and loosing peeling wires. Also used the materials together
screws for making connection

4.3 Procedures

 The materials (wooden board, rectangular wooden side braces, screws, pattresses,

sockets and cable) and equipment needed for the project were collected.

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 The centers of the pattresses, one of the wooden side braces were marked. Two

uniformly spaced centers were also marked out on the wooden board.

 The marked out point were drilled using the hand drilling machine to create holes.

 The side braces were screwed to the board to form a box and the pattresses were also

screwed to the board by aligning the holes in both of them to create easy passage for

the wire.

 The shorter length of wire was peeled and the wire was used to link the two

pattresses.

 One of the ends of the longer wire was connected to one end of the shorter wire

(brown to brown, blue to blue and yellow to yellow). This is to supply the circuit

electricity.

 Twin 13amps sockets were connected to the wires in the pattresses. This was done by

connecting brown to live, blue to neutral and yellow to earth. Then the socket is

screwed to the pattress.

 The 13 amps fuse plug was connected to the other end of the long wire. This serves as

point of connection of the socket circuitry to the supply.

 The back of the box formed was covered with plywood.

 The Extension box was then plugged to electricity supply for testing and evaluation.

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Marking out the center Drilling Operation Screwing the side braces to
the wooden board

Connecting the sockets to Connecting the Plug to the Extension box fully
the wire wire operational

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5.0 RECOMMENDATIONS

In the preceding chapters, we have examined the activities that were carried out during the

Students Work Experience Programme (SWEP 1) which was organized to give students

hands-on practical experience. Subject to the experience during the programme, the following

are recommended to further improve SWEP 1 programme in subsequent editions :

1. Enough equipment and apparatuses should be provided in each of the laboratories in which

the projects will be carried out to avoid a group having to wait for another group before they

can start their own project. This leads to idleness and noise making.

2. Students should be divided into smaller groups to ensure that knowledge is actually

impacted and the objective of creating the programme is fulfilled. This ensures that everyone

in each group are actively involved in the project. There is higher tendency for complacency

and laziness in larger groups.

3. Finally, new projects should be introduced in each edition of the SWEP programme.

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6.0 REFERENCES

School of Engineering and Engineering Technology. (2020/2021). Training Log Book.

Akure: FUTA.

https://google.com

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