FEDERAL UNIVERSITY OF TECHNOLOGY OWERRI,

P.M.B 1526, OWERRI, IMO STATE

A REPORT ON

STUDENTS’ INDUSTRIAL WORK EXPERIENCE SCHEME

(SIWES 400L)

DONE AT

INTEGRATED ADVANCED QUEST ENGINEERING LIMITED,

FEDERAL CAPITAL TERRITORY, ABUJA

WRITTEN BY

UMOH, SOLOMON UWEM

20151011423

SUBMITTED TO
THE DEPARTMENT OF MATERIALS AND METALLURGICAL ENGINEERING,

SCHOOL OF ENGINEERING AND ENGINEERING TECHNOLOGY

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE

JANUARY, 2020.
ACKNOWLEDGEMENT
i
I hereby appreciate God almighty for giving me the Grace, opportunity and strength to complete

my industrial training successfully.

I acknowledge my parents, for being there for me all the time and providing necessary support

and assistance.

I also thank the management and staffs of Integrated Advanced Engineering Limited (IAQE)

most especially Engr. Bashir (the Manager of IAQE), Engr. David (supervisor) for their

exposure, support and assistance, and a chance to prove myself.

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 TABLE OF CONTENTS

Acknowledgement i
Table of Contents ii
Abstract iii

CHAPTER ONE
Introduction 1
1.1 Brief history of SIWES 2
1.2 Mission statement 3
1.3 Aim of SIWES 3
1.4 Objectives of SIWES 3
1.5 Importance of SIWES to Material and Metallurgical Engineering 4
1.6 Justification for choice of industry 4

CHAPTER TWO
Company’s profile 6
2.1 Objectives of the establishment 6
2.2 Establishment scope of work 6
2.2.1 Field investigation and sampling 6
2.2.2 Laboratory testing 7
2.3 Organisational structure of the establishment 8

CHAPTER THREE
The training program 9
3.1 Description of work done 9
3.2 Material laboratory 9
3.3 Soil laboratory 11
3.4 Atterberg limits 13
3.4.1 Purpose 13
3.4.2 Equipment 14
3.5 Particle size analysis 21

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CHAPTER FOUR
Equipment used in the laboratory 23
4.1 Soil laboratory 23

CHAPTER FIVE
Challenges encountered, Recommendation and Conclusion 27
5.1 Challenges encountered 27
5.2 Recommendation 27
5.3 Conclusion 27

References 29

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 ABSTRACT

This Industrial training report is a summary of the experience acquired during my six month
students work Experience scheme (SIWES) in Integrated advanced quest engineering
limited(IAQE), Abuja with highlights majorly on lab tests. Giving enlightenment on equipment
used and test carried out in the laboratory for quality control.

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 CHAPTER ONE

INTRODUCTION

Background of Study Students’ Industrial Work-experience Scheme (SIWES) is one of the

Industrial Training Fund (ITF) programme which was introduced in 1974 due to the inability of

engineering and technology students in Nigeria universities and polytechnics to meet the

practical aspects of their training. That is, the needs to enable students match their theoretical

school knowledge with the practical aspect of their training in industry. The Training lasts for six

months. One of the principles underlying any industrial work experience scheme for students in

institutions of learning is the desire to marry the practical with the theoretical learning which

characterizes conventional classroom situations with a view to striking a balance between theory

and practice. The author stressed further that it was in realization of this that the ITF when it was

established, set out to study the extent to which the theoretical knowledge that students in

engineering technology and other allied fields in Nigerian institutions offering technology based

courses related to the kind of work experience expected of them by employers. The result of the

ITF survey showed a great disparity between students’ knowledge and their ability to apply it in

relevant jobs. In order to bridge the gap between the two, the ITF in 1974 established a co-

operative internship programme, which enabled students of technology to spend some part of

their courses for relevant on the-job practical experiences in appropriate areas of the Nigerian

industry. The author further stressed that the internship programme, SIWES, can therefore be

seen as that which is intended to give Nigerian students studying occupationally related courses

experience that would supplement their theoretical learning as a well of equipping the students

with the needed skills to function in the world of work. This need to combine theoretical

knowledge with practical skills in order to produce results in the form of goods and services or to

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be productive is the essence and rationale for industrial training, and a basic requirement for the

award of B.Eng.

1.1 BRIEF HISTORY OF SIWES

In recognition of the shortcomings and weakness in the formation of SET graduates, particularly

with respect to acquisition of relevant production skills (RPSs), the Industrial Training Fund

(which was itself established in 1971 by decree 47) initiated the Students’ Industrial Work

experience Scheme (SIWES) in 1973. The scheme was designed to expose students to the

industrial environment and enable them develop occupational competencies so that they can

readily contribute their quota to national economic and technological development after

graduation. Consequently, SIWES is a planned and structured programme based on stated and

specific career objectives which are geared toward developing the occupational competencies of

participants. In spite of the challenges faced by SIWES in the four decades of its existence, the

Scheme has not only raised consciousness and increased awareness about the need for training of

SET students, but has also helped in the formation of skilled and competent indigenous

manpower which has been manning and managing the technological resources and industrial

sectors of the economy. Participation in SIWES has become a necessary condition for the award

of degrees and diplomas to SET students graduating from higher institutions in Nigeria. It is

therefore, not in doubt that SIWES is a veritable means or tool for National Economic

Development. The main thrust of ITF programmes and services is to stimulate human

performance, improve productivity, and induce value-added production in industry and

commerce. Through its SIWES and Vocational and Apprentice Training Programmes, the Fund

also builds capacity for graduates and youth self-employment, in the context of Small Scale

Industrialization, in the economy. The Industrial Training Fund is a grade ‘A’ parasternal

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operating under the aegis of the Federal Ministry of Industry, Trade and Investment. It has been

operating for 42 years as a specialist agency that promotes and encourages the acquisition of

industrial and commercial skills required for national economic development.

1.2 MISSION STATEMENT

To set and regulate standards and offer direct training intervention in industrial and commercial

skills training and development, using a corps of highly competent professional staff, modern

techniques and technology.

1.3 AIM OF SIWES

The effort is aimed at helping/training students in the Nigerian tertiary institutions the practical

aspect of their field of study by exposing students to machines and equipment, professional work

methods and ways of safeguarding the work areas and workers in industries and other

organizations.

1.4 OBJECTIVES OF SIWES

The Industrial Training Fund’s policy Document No. 1 of 1973 which established SIWES

outlined the objectives of the scheme. The objectives are to:

1. It provides an avenue for students in institutions of higher learning to acquire industrial

skills and experience during their course of study.

2. It exposes Students to work methods and techniques in handling equipment and

machinery that may not be available in their institutions.

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 3. It makes the transition from school to the world of work easier and enhance students’

contact for later job placements and a chance to evaluate companies for which they might

wish to work.

4. It provides students with the opportunities to apply their educational knowledge in real

work and industrial situations, there by bridging the gap between theory and practice.

5. The programme teaches the students on how to interact effectively with other workers

and supervisors under various conditions in the organization.

1.5 IMPORTANCE OF SIWES TO MATERIAL AND METALLURGICAL

ENGINEERING

1. It exposes students to more practical work methods and techniques in materials and

metallurgical engineering.

2. It provides students in material and metallurgical engineering with an opportunity to

apply their theoretical knowledge to real life situations.

3. It enables students in materials metallurgical engineering to gain experience in handling

equipment and machineries.

4. It provides an environment whereby students in materials and metallurgical engineering

can develop their creativity and interpersonal skills through software design techniques.

5. It is one of the requirements for the award of Bachelors of Science Degree (B.Sc.) in

materials and metallurgical Engineering.

1.6 JUSTIFICATION FOR CHOICE OF INDUSTRY

The company is related to materials and metallurgical engineering in terms of quality control.

Knowing Theoretical knowledge alone would not usually prepare an educated person for the

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world of work. The worker or productive individual must not only be knowledgeable but also be

versatile in the application of skills to perform defined jobs or work. Both education and training

are important; there cannot be effective education without some training input and there cannot

be effective training without some educational input. The productive individual, particularly in

this millennium, must be able to combine and utilise the outcomes from the two forms of

learning (Know-How Ability and Do-How Capability) for production of goods and services

which is crucial in pursuing careers.

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 CHAPTER TWO

COMPANY’S PROFILE

In line with the objective of this program, I was privileged to undergo the industrial training with

Integrated Advanced Quest Engineering Limited (IAQE). IAQE is located at plot 22, Ipent 3

Estate Lokogoma, Abuja. It was established in the year 2005 by its current chairman Engr.

Bashir Mohammed. It has staff strength of approximately 9 staffs.

2.1 OBJECTIVES OF THE ESTABLISHMENT

1. To become a highly recognized company that contractors and client see able to complete

the task with accurate results:

2. To improve construction quality with details reports

3. To ensure building safety and durability with well organized tests

4. To build an organization that fosters teamwork and innovation and develops our staff to

their maximum potential.

5. To building lasting and successful relationships with clients and contractors.

2.2 ESTABLISHMENT SCOPE OF WORK

IAQE is a geotechnical and material laboratories that provide services and implement with strict

adherence to federal government standards and guidelines in order to guarantee and assure the

highest level of quality for projects. Services include:

2.2.1 Field Investigation and sampling

 Work planning on man power and equipment with respect to the programme

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  Soil survey

 Mobilization of drilling team, super vision personnel and equipment

 Drilling works

 Standard penetration test

2.2.2 Laboratory testing

 Moisture content

 Particle size distribution

 Atterberg limit

 consolidation

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2.3 ORGANISATIONAL STRUCTURE OF THE ESTABLISHMENT

DIRECTOR

MANAGING DIRECTOR

MANAGER MANAGER LOGISTICS

SECRETARY SUPERVISOR

STAFF OPERATORS LAB TECHNICIAN

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 CHAPTER THREE

THE TRAINING PROGRAM

3.1 DESCRIPTION OF WORKDONE

During my stay at IAQE, I was assigned to the material lab. The job duties in the lab includes

keeping equipment available for use, inspecting and testing samples, water bath for marshall

stability, bulk density, oven dry some samples, steel reinforcement, strength of concrete

materials, bitumen extraction . Also worked in the soil lab, samples where arranging orderly

according to the chainage. Consolidation, compaction, shear box test, atterberg limit, sieve

analysis. Field work like condition survey and root soil/ borrow pit, standard penetration test

(SPT).

3.2 MATERIAL LABORATORY

In the material lab series of test are carried out. Purposes for these tests are:

Bitumen extraction test: it’s used to determine the amount of bitumen that is actually used as

binding content in asphaltic concrete laid at site because the durability, compatibility and

resistance from defects like ageing of flexible asphaltic roads is highly dependent on the amount

of bitumen used for coating of the filler aggregates.

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 trifugal

Fig. 3.1: Centrifugal asphalt extraction apparatus

Steel reinforcement test: It’s used to determine the tensile strength, bending test and tension

test which provides information on the strength and ductility of materials. This test is carried out

using the UTM (universal testing machine).

Bulk density test: It’s used to determine the material ability to function for structural support,

water and solute movement.

Water bath: It is laboratory equipment made from a container filled with heated water. It’s used

to incubate samples in water at a constant temperature over a long period of time.

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Fig. 3.1: Water bath equipment and a thermometer for temp.

Martial stability test: It determines the maximum load carried by a compacted specimen at a

standard temperature of 60c.

Concrete crushing test: This test is carried out as part of quality control of concrete structures

such as compressive strength test

3.3 SOIL LABORATORY

Moisture content: This test is done to know the quantity of water a soil contains and the amount

of water that can be absorbed by a soil sample

Sieve analysis: This test is performed to determine the percentage of different grain sizes

contained within a soil.

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Consolidation: Is used to determine the rate of soil magnitude of soil consolidation when soil is

restrained laterally and loaded axially.

Shear box test: It’s used to study friction between two materials one in the lower half another in

the upper half of box

Standard penetration test (SPT): It is used to determine the geotechnical engineering

properties of subsurface soil. It also tests to estimate the relative density of soil and approximate

shear strength.

Fig. 3.2A: Boring machine used in Lafiya, Adamawa State for SPT

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Atterberg test: it provides measurement of the moisture content at which a soil changes from

liquid to plastic to a semi solid state, to a solid state.

Compaction: soil are compacted in the lab to check their shear strength, check the ratio of voids

making it difficult for water to pass through

Fig 3.3: Compaction of a soil sample in the lab using mould and rammer

3.4 ATTERBERG LIMITS

3.4.1 Purpose

This lab is performed to determine the plastic and liquid limits of a fine grained soil. The liquid

limit (LL) is arbitrarily defined as the water content, in percent, at which a part of soil in a

13
standard cup and cut by a groove of standard dimensions will flow together at the base of the

groove for a distance of 13 mm when subjected to 30 blows from the cup being dropped in a

standard liquid limit apparatus operated at a rate of two shocks per second. The plastic limit

(PL) is the water content, in percent, at which a soil can no longer be deformed by rolling into

threads without crumbling.

3.4.2 Equipment

Liquid limit device, Porcelain (evaporating) dish, Flat grooving tool with gage, Eight moisture

cans, Balance, Glass plate, Spatula, Wash bottle filled with distilled water, Drying oven set at

105°C.

Fig. 3.4: Atterberg equipments

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Test Procedure

Liquid Limit

 Weigh four of the empty moisture cans with their lids, and record the respective weights

and can numbers on the data sheet.

 Take roughly 3/4 of the soil and place it into the porcelain dish. Assume that the soil

was previously passed though a No. 40 sieve, air-dried, and then pulverized. Thoroughly

mix the soil with a small amount of distilled water until it appears as a smooth uniform

paste.

 Adjust the liquid limit apparatus by checking the numbers blows making sure its zero

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 Place a portion of the previously mixed soil into the cup of the liquid limit apparatus at

the point where the cup rests on the base. Squeeze the soil down to eliminate air pockets

and spread it into the cup. The soil part should form an approximately horizontal surface

(See Photo B).

 Use the grooving tool carefully cut a clean straight groove down the center of the cup.

The tool should remain perpendicular to the surface of the cup as groove is being made.

Use extreme care to prevent sliding the soil relative to the surface of the cup (See Photo

C).

 Make sure that the base of the apparatus below the cup and the underside of the cup is

clean of soil. Turn the crank of the apparatus at a rate of approximately two drops per

second and count the number of drops, it takes to make the two halves of the soil part

come into contact at the bottom of the groove along a distance of 13 mm (See Photo D).

If the number of drops exceeds 50 do not record the number of drops, otherwise, record

the number of drops on the data sheet.

 Take a sample, using the spatula, from edge to edge of the soil part. The sample should

include the soil on both sides of where the groove came into contact. Place the soil into a

moisture can cover it. Immediately weigh the moisture can containing the soil, record its

mass, remove the lid, and place the can into the oven. Leave the moisture can in the

oven for at least 16 hours. Place the soil remaining in the cup into the porcelain dish.

Clean and dry the cup on the apparatus and the grooving tool.

 After drying the sample record the weight of the dried sample

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Plastic Limit:

 Weigh the remaining empty moisture cans with their lids, and record the respective

weights and can numbers on the data sheet.

 Take the remaining 1/4 of the original soil sample and add distilled water until the soil is

at a consistency where it can be rolled without sticking to the hands.

 Form the soil into an ellipsoidal mass (See Photo F). Roll the mass between the palm or

the fingers and the glass plate.

 Put the sample into a moisture can record while wet

 Take the wet sample to an oven and dried for 16 hours

 Record the weight of the dried sample

Analysis:

Liquid Limit:

 Calculate the water content of each of the liquid limit moisture cans after they have been

in the oven for at least 16 hours

 Plot the number of drops, N, (on the log scale) versus the water content (w). Draw the

best-fit straight line through the plotted points and determine the liquid limit (LL) as the

water content at 25 drops.

Plastic limit

 Calculate the water content of each of the plastic limit moisture cans after they have been

in the oven for at least 16 hours.

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  Compute the average of the water contents to determine the plastic limit, PL. Check to

see if the difference between the water contents is greater than the acceptable range of

two results (2.6 %).

 Calculate the plasticity index, PI=LL-PL. Report the liquid limit, plastic limit, and

plasticity index to the nearest whole number, omitting the percent designation.

EXAMPLE DATA

ATTERBERG LIMITS DATA SHEETS

Date Tested: September 20, 2019

Tested By: IAQE

Project Name: navy base asokoro

Sample Number: sample 1 (B/pit)

Sample Description: Grayey silty clay

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Table 3.1: Liquid limit determination

SAMPLE NO. 1 2 3 4

Container number 11 1 5 4

MC = Mass of empty, clean can + lid (g) 22.23 23.31 21.87 22.58

MCMS = Mass of can, lid, and moist soil (g) 28.85 29.27 25.73 25.22

MCDS = Mass of can, lid, and dry soil (g) 27.40 28.10 24.90 24.60

MS = Mass of soil solids (g) (MCDS-MC) 5.03 4.79 3.03 2.02

MW = Mass of pore water (g) (MCMS-MCDS) 1.16 1.17 0.83 0.62

Moisture content (MW/MS)x100 23.06 24.43 27.39 30.69

NO. of blows 31 29 20 14

Table 3.2: Plastic limit determination

SAMPLE NO. 1 2 3

Container number 7 14 13

MC = Mass of empty, clean can + lid (g) 7.78 7.83 15.16

MCMS = Mass of can, lid, and moist soil (g) 16.39 13.43 2.23

MCDS = Mass of can, lid, and dry soil (g) 15.28 12.69 20.43

MS = Mass of soil solids (g) (MCDS-MC) 7.5 4.86 20.43

MW = Mass of pore water (g) (MCMS-MCDS) 1.11 0.74 0.8

Moisture content (MW/MS)x100 14.8 0.74 0.8

14.8+15.2+15.1
Plastic limit (PL) = Average W% = = 15.0
3

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Graph page

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3.5 PARTICLE SIZE ANALYSIS

Particle size analysis for soils is performed in order to determine the percentage of different grain

sizes contained within a soil sample. After the experiment, this report concludes that the soil

sample that was analyzed is uniformly distributed after it passed the Unified Soil Grading

Criteria. The errors in the experiment performed are assumed negligible because of the small

discrepancy in the results of the two trials performed.

Purpose:

 To acquire the particle size distribution of the soil

 To produce data with acceptable error of less than 2%

 To generate a semi-logarithmic plot that displays the particle size distribution of the soil

and to identify the grading of the soil using the data points on the graph.

Apparatus:

 Soil Sample

 Scale

 Sieves

 Oven

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Methodology

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 CHAPTER FOUR

EQUIPMENT USED IN THE LABORATORY

There are various equipment found in the soil, material and field lab for different purposes

4.1 SOIL LABORATORY

B. S. Sieves: there are used in separating soil particles and group them based on their sizes.

Standard Proctor Moulds: are used for determining the moisture content and density of

compacted soil.

Rammer: used in compaction of soil samples

Fig. 4.2: Rammer

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Californian Bearing Ratio (CBR): Used to evaluate the sub-graded strength of roads and

pavement.

Triaxial Compression Machine: Used to measure the properties of soils, used to determine

shear strength

Measuring Cylinders: Used to measure the volume of liquids.

Weighing balance: Used to determine the weight or mass of an object

Drying oven: Used to remove moisture from objects without cooking them.

Material lab

Compression testing Machine: Are used to determine a materials behavior under applied

crushing loads and are typically conducted by applying compressive pressure to test a specimen.

Universal Testing Machine: It’s used to test the mechanical properties (tension, compression)

of a given test specimen by exerting tensile, compressive stresses.

Flakiness Apparatus: It’s used to determine the particle shape of the aggregate and each

particle shape being preferred under specific condition.

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Elongation apparatus: its use to determine the particle shape of the aggregate and each particle

shape being preferred under specific conditions.

Centrifugal Asphalt Extraction Apparatus: used to extract bitumen for asphalt materials.

Sieve Shaker: it’s used to shake a stack of test sieves which are placed in order

Crack measuring Gauge: used to measure widths and location of cracks prior to beginning a

monitoring program

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Field equipments

Jack Hammer: Used to break rock pavement and concrete

Fig. 4.5: Jack hammer used on site at Yobe State (Gubja)

Rebound hammer: It’s to investigate concrete hardness.

Fig 4.6: Rebound hammer

Digital Camera: Used to record images

GPS tracker: Used to location site position

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 CHAPTER FIVE

CHALLENGES ENCOUNTED, RECOMMENDATION AND CONCLUSION

5.1 CHALLENGES ENCOUNTED

1. During my first few weeks, I had difficulties understanding a lot of the terms and

terminologies that was used at the office because a lot of them were very new to me. This

made it hard for me to follow the procedures.

2. Inadequate equipment to carry out some tests

3. Transportation to the training area was at a high cost

5.2 RECOMMENDATION

I use this means to make the following recommendations concerning the training of students in

Industrial Attachments

1. I would like to recommend that the Engineering curriculum in the University be adjusted

such as would provide going on industrial attachments for a longer period of time as

opposed to 6 months or making the program to occur twice throughout an engineering

degree program.

2. Allowances should be paid to students during their programme just like NYSC and not

after. This would help them a great deal to handle some financial problems during their

training course

5.3 CONCLUSION

1. My 6months industrial attachment as a junior technician at IAQE was a huge success and

a great time of acquisition of knowledge and skills. Through my training I was able to

27
 appreciate my chosen course of study even more, because I had the opportunity to blend

the theoretical knowledge acquired from school with the practical hands-on application of

knowledge gained here to perform very important tasks that contributed in a way to my

productivity in the company.

3. My training here has given me a broader view to the importance and relevance of

Materials and metallurgical Engineers in the immediate society and the world as a whole,

as I now look forward to impacting it positively after graduation. I have also been able to

improve my communication and presentation skills and thereby developed good

relationship with my fellow colleagues at work. I have also been able to appreciate the

connection between my course of study and other disciplines in producing a successful

result.

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 REFERENCES

1. wikipedia.com/material/dictionary

2. engr. odarnile murisik, federal government specification or materials and workmanship

3. ASTM D 4318 - Standard Test Method for Liquid Limit, Plastic Limit, and Plasticity

Index of Soils

4. American Society for Testing and Materials. ASTM D422: Standard Test Method for

Particle-Size Analysis of Soils. E-book.

5. Das, Braja M. Principles of Geotechnical Engineering. Published on 2002. E-book.

6. Army Engineer. General Engineering Properties. Retrieved in

http://armyengineer.tpub.com/En5341a/En5341a0107.html

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