Student Work Experience Programme (SWEP 1) Technical Report by Michael Agwulonu

A
TECHNICAL REPORT ON THE
STUDENT WORK EXPERIENCE PROGRAMME [SWEP 1]
FOR
THE 2019/2020 ACADEMIC SESSION
COMPLIED AND WRITTEN BY
AGWULONU MICHAEL CHUKWUEMEKA
(CVE/18/6548)
GROUP 21
SUBMITTED TO
THE DEPARTMENT OF CIVIL AND ENVIRONMENTAL ENGINEERING,
SCHOOL OF ENGINEERING AND ENGINEERING TECHNOLOGY,
THE FEDERAL UNIVERSITY OF TECHNOLOGY, AKURE, ONDO STATE, NIGERIA.
IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE AWARD OF BACHELOR OF ENGINEERING (B.ENG)
DEGREE IN CIVIL AND ENVIRONMENTAL ENGINEERING.
Dr. P. B. MOGAJI Dr. Mrs. M. O. OJO
SEET SWEP COORDINATOR CVE SWEP COORDINATOR
September, 2021

ii
CERTIFICATION
This is to certify that this Student Work Experience Programme was carried out by AGWULONU
MICHAEL CHUKWUEMEKA with matriculation number CVE/18/6548 of the Department of
Civil and Environmental Engineering, School of Engineering and Engineering Technology,
Federal University of Technology, Akure, Ondo State; in partial fulfilment of the requirement for
the award of Bachelor of Engineering (B.Eng.) degree in Civil and Environmental Engineering.
------------------------------------------- ………………………………
Agwulonu Michael Chukwuemeka Date
-------------------------------------------- ………………………………
Dr. Mrs. M. O. Ojo Date
(CVE SWEP Coordinator)

iii
PREFACE
Student Work Experience Programme (SWEP) is a programme invented by the Council for the
Regulation of Engineering in Nigeria (COREN). This council is a statutory organ of the Federal
Government of Nigeria established by decree No. 55 of 1970 as amended decree 27 of 1992, which
empowers it to control and regulate the practice of the engineering profession in all aspects 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. This programme is designed to give
students the right attitude towards work.
However, this report has come about from actual experience on various workshops and also from
the tutoring of lecturers, technologists of these workshops, and the departments under engineering
faculty. The report intimates its reader with what SWEP was all about, the details of practical
experiences gathered during the course of the programme, and the theoretical principles on which
such practical experiences depend. It also gives the reader the sense of being in the midst of all the
absorbed and experienced knowledge.
It is my hope that you, the reader will obtain a lot of useful knowledge from this report and your
understanding of the SWEP program will be broadened as care was taken to ensure that the
contents of this report are accurate to the writer’s best understanding.

iv
DEDICATION
This report is dedicated to God almighty, whose overflowing love and infinite mercy protected me
and gave me the grace to pass through the hurdles of the SWEP programme successfully despite
the challenges. I also dedicated this report to my parents, Mr. and Mrs. Agwulonu, who supported
me during the programme.

v
ACKNOWLEDGEMENT
I place on record my deep sense of gratitude to God for His love, mercy, favor, and protection
during the Student Work Experience Programme I (SWEP I).
I appreciate my parent, Mr. and Mrs. Agwulonu, and my siblings for their financial, physical, and
spiritual support. I also want to thank them for the words of advice and encouragement given to
me towards the programme.
I also want to thank the Dean of the School of Engineering and Engineering Technology, Prof.
M.A. Akintunde, and the SEET SWEP Coordinator, Engr. Dr. Bamidele Mogaji for their creditable
organization of the programme.
Hearty regards to my Head of Department (H.O.D.), Prof. L. M. Olanitori for his support and
assistance in the programme. Also, my profound appreciation goes to my department SWEP
Coordinator, Dr. Mrs. M. O. Ojo for her motherly assistance and guidance. Her strength of
personality made a difference.
I appreciate all the technologists and technical staff in every workshop and laboratory in the
Department of Agricultural and Environmental Engineering, Civil and Environmental Engineering,
Electrical and Electronics Engineering, and Metallurgical and Materials Engineering. Thank you
very much for the love and the commendable tutelage. You are the best, thank you so much.
Lastly, I thank all my group members – Kenneth (MNE), Mariam (MEE), Aminat (MME), Mercy
(AGE), Winifred (ICT), Faith (CPE), Bright (EEE), and Taiwo (IPE), for their cooperation during
the SWEP programme.

vi
TABLE OF CONTENTS
CERTIFICATION ..........................................................................................................................ii
PREFACE......................................................................................................................................iii
DEDICATION............................................................................................................................... iv
ACKNOWLEDGEMENT.............................................................................................................. v
TABLE OF CONTENTS............................................................................................................... vi
LIST OF FIGURES .....................................................................................................................viii
LIST OF TABLES......................................................................................................................... ix
CHAPTER ONE............................................................................................................................. 1
1. INTRODUCTION .................................................................................................................. 1
1.1 Introduction to SWEP ...................................................................................................... 1
1.1.1 Aim and Objectives of the programme..................................................................... 2
1.1.2 Code of Conduct While on SWEP Site..................................................................... 3
1.1.3 Duration of the programme....................................................................................... 3
1.2 SWEP Orientation............................................................................................................ 4
1.3 Order of Projects .............................................................................................................. 5
CHAPTER TWO ............................................................................................................................ 6
2. PRODUCTION OF EXTENSION BOX (PROJECT I)......................................................... 6
2.1 General Overview ............................................................................................................ 6
2.2 Apparatus and Materials Used ......................................................................................... 7
2.3 Procedures of Operation................................................................................................... 8
2.4 Precautions ....................................................................................................................... 9
CHAPTER THREE ...................................................................................................................... 11
3. PRODUCTION OF INDUSTRIAL GAS BURNER (PROJECT 2).................................... 11
3.1 General Overview .......................................................................................................... 11

vii
3.2 Apparatus and Materials Used ....................................................................................... 12
3.3 Procedures of Operation................................................................................................. 13
3.4 Precautions ..................................................................................................................... 15
CHAPTER FOUR......................................................................................................................... 16
4. PRODUCTION OF INTERLOCKS (PROJECT 3) ............................................................. 16
4.1.1 Advantages of Interlocks over Asphaltic blocks .................................................... 16
4.1.2 Measurements in Concrete and Interlocks.............................................................. 17
4.4 Precautions ..................................................................................................................... 19
CHAPTER FIVE .......................................................................................................................... 21
5. CASTING OF FRYING PAN (PROJECT 4)....................................................................... 21
5.4 Precautions ..................................................................................................................... 24
CHAPTER SIX............................................................................................................................. 25
6. CONCLUSION AND RECOMMENDATION.................................................................... 25
6.1 Conclusion...................................................................................................................... 25
6.2 Recommendation............................................................................................................ 25
REFERENCES ............................................................................................................................. 26

viii
LIST OF FIGURES
Figures Title Page
2.1 Radial connection 9
2.2 After fixing the connecting wires to the twin sockets in radial connection 10
2.3 The extension box produced 10
2.4 A group picture after the production of the extension box 10
3.1 The marking out process on the iron bar 14
3.2 The cutting process on the iron bar to produce the pot seat 14
3.3 The cutting of twisted rod for the industrial gas burner stands 14
3.4 The welding of the twisted rods to the vehicle steel rim 14
3.5 The boring of vehicle steel rim for the fixing of burner 15
3.6 The fixing of burner into the vehicle steel rim 15
3.7 The painting of industrial gas burner 15
3.8 The Industrial Gas Burners produced 15
4.1 The measurement of materials on weighing balance 20
4.2 The addition of water to the mixture 20
4.3 The mixing of the materials (cement, sand, stone dust, and granite) with water 20
4.4 The casting of the mixture of materials into the interlock moulds 20
4.5 The casted moulds under shed for solidification to take place 20
4.6 A solidified interlock after removing the mould 20
5.1 Separation of sand for the bed preparation 23
5.2 Preparation of sand bed and placing of pattern on the bed 23
5.3 The demarcation of alignment mark around the mould 24
5.4 The melting of aluminium scrap in the crucible furnace 24
5.5 The pouring of the molten metal through sprue 24
5.6 The frying pans produced 24

ix
LIST OF TABLES
Tables Title Page
1.1 Showing the days of operation, the projects to work on, and the location of workshops 5
3.1 Showing the component of industrial gas burner, its materials and dimensions 11

1
CHAPTER ONE
1. INTRODUCTION
1.1 Introduction to 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 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.

2
The codes for SWEP I in the eight 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
 Mechanical Engineering- MEE 220
 Metallurgical and Materials Engineering- MME 220
 Mining Engineering- MNE 220
Students are mandated to participate in all the activities of the SWEP programme: Orientations
lectures, practical activities, log booking, report writing, etc. For SWEP, at least 80% attendance
is required. It is therefore mandatory for all students offering relevant courses in Nigerian higher
institutions to undergo the SWEP programme at their assigned period (level) and through the
stipulated duration.
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 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.

3
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 Duration of the programme
The programme takes place after the second semester of each session during the long vacation
period as required by the Council for Regulation of Engineers in Nigeria (COREN) and the
National Universities Commission (NUC). SWEP is expected to be a year experience programme.
For this to be achieved, the programme was categorized into three at different levels in the Nigeria
Universities which are:
 SWEP 1 for students in their second year of study which lasts for a period of 8 weeks;
 SWEP 2 for students in their third year of study which lasts for a period of 8 weeks;
 Industrial Training (IT) also known as Student Industrial Work Experience Scheme
(SIWES) which lasts for a period of 6 months;
Everything sum up to give an experience of 10 months which is assumed to be a year experience.
The academic strike and COVID-19 lockdown which occurred in the early month of 2020 till the
beginning of year 2021 affected the school calendar. Thus, the Student Work Experience
Programme of this academic session 2019/2020 took place for four weeks in which four days are
rotated through different department’s laboratory and workshops for a period of 3 hours between
the hours of 9:00am and 12:00pm.

4
1.2 SWEP Orientation
The 200 level Students of the School of Engineering and Engineering Technology of FUTA
commenced their 2020 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, 30th
August, 2021, was declared open by the SEET SWEP Coordinator, Dr. 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, Dr. 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 seven 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) - Dr. Adu
 Mechanical Engineering (MEE) - Dr. S. S. Yaru
 Metallurgical and Materials Engineering (MME) – Dr. Daramola
 Mining Engineering (MNE) - Dr. A. O. Owolabi, were introduced and they shared more
lights on what we would be there facing during the Student Work Experience Programme
in their respective workshops.
Finally, the students were assigned into different groups for the project of the Student Work
Experience Program (SWEP I) as I fall in Group 21.

5
1.3 Order of Projects
The Order of projects and the visitation to each laboratory and workshop was stated by the SWEP
coordinator, Dr. P. B. Mogaji as shown in the table below:
Day Project Location
Tuesday, 31/08/2021
To
Friday, 3/09/2021
Project One:
Extension Box
EEE Workshop, Obanla
Monday, 06/09/2021
To
Thursday, 9/09/2021
Project Two:
Gas Burner
AGE Workshop, Obakekere
Friday, 10/09/2021
To
Wednesday, 15/09/2021
Project Three:
Interlocking
CVE Workshop, Obanla
Thursday, 16/09/2021
To
Tuesday, 21/09/2021
Project Four:
Casting of Fry pan
Foundry Workshop, Obanla
Table 1.1 Showing the days of operation, the projects to work on, and the location of workshops

6
CHAPTER TWO
2. PRODUCTION OF EXTENSION BOX (PROJECT I)
2.1 General Overview
On Tuesday, 31st August, 2021, the laboratory technologists, Engr. S. A. Oniya and Engr. Gbenga
Oladunni introduced us to the project (production of extension box) and explained the use of
extension box. They elaborated on the procedures to be followed in producing the extension box,
explained the laboratory and experimental precautions to adhere during the operations, as well as
the setup of the operation. Engr. Gbenga Oladunni explained that the extension box will be
connected as a radial circuit, in which two twin sockets will be connected with one fuse plug to
supply current to the sockets. In a radial circuit connection, all the circuits after the break will stop
working whenever there is a break anywhere along the cable.
The eleven groups (Group 1 to 10 and Group 21) were further grouped into 6 groups in which 18
students formed a group and Group 21 stood alone with just 9 students. We were informed that
these groups, in which my group was among (Group 21), would operate in the Basic Electrical and
Electronics Laboratory at Engineering Central Workshop, Obanla.
On Wednesday, 1st September, 2021, the laboratory technologists gave out some apparatus
(pattress boxes, wooden pieces, drilling machine, drilling bit, screwdriver and screws) for the
operation, and instructed us to carry out the procedures as earlier explained on the first day of the
project week (marking out, drilling, fitting of 3 by 6 inches pattress boxes and assembling of parts)
On Thursday, 2nd September, 2021, the laboratory technologists gave out the remaining apparatus
(twin sockets, plywood, flexible cable, connecting wires, fuse plug of 13 amps, sand paper,
screwdriver and screws) for the operation, and instructed us to complete the operation (cutting of
cable, connecting of wires in a radial connection, smoothening of the edges of the plywood, and
driving in of screws into the plywood for covering the electric box).

7
2.2 Apparatus and Materials Used
Pattress Box: For
holding the socket
onto the wood.
Square wooden
piece (8 by 8
inches): Used as a
platform for
working.
Botch Hand
Drilling Machine:
Used in drilling on
the pattress boxes
and the rectangular
wooden pieces.
Drill Bit: It is used
on the drilling
machine for making
hole.
Screwdriver: Used
for driving in and
tightening screws.
Plywood of
thickness 1/8
inches: Used in the
covering of the
wiring connections
on the wooden
pieces.
Fuse plug of 13
amps: It allows
current to flow from
the electrical source
to the extension box
through the
connecting wire.
Screws: It is used in
tightening the pattress
boxes, the twin
sockets, and the
plywood to the
wooden pieces.
Sandpaper: Used
for smoothening the
edges of the
plywood.
Plier: Used for
cutting wires.
Flexible cable (of
area 2.5mm² and
length 8feets): For
connecting the
boxes to electricity.

8
Other Apparatus:
 Rectangular wooden pieces (5/8 by 5 inches and 5/8 by 8 inches)
 Twin sockets
 Tape rule.
2.3 Procedures of Operation
 The materials needed in the production of the extension box were identified.
 The length and breadth of the wooden pieces were measured with a ruler
 The midpoint/centre of the square wooden piece was determined using the intersection of
the diagonals and marked with a pen.
 The pattress boxes were placed on the square wooden piece, marked for its screwing area,
and aligned for accuracy.
 The midpoint/centre of the pattress boxes and one of the rectangular wooden pieces were
determined using the intersection of the diagonals and marked with a pen.
 The hand drilling machine was connected to the electrical socket for its operation.
 The marked square wooden piece, the pattress boxes, as well as the rectangular piece were
taken to the drilling machine and the midpoints were drilled to allow free passage of cables.
 The pattress boxes were installed on the square wooden piece by screwing the marked-out
areas.
 The ends of the three wires inside the flexible cable for about half a centimeter were kept
bared by cutting away the plastic insulation.
 The strands of copper wire were twisted with fingers until each strand is tight.
 The plug cover was removed by unscrewing it and the little screws on each of the plug’s
pins were unscrewed.
 The three (3) connecting wires were passed out of the holes drilled on the square wooden
piece, thus, connecting them in the radial circuit form.
 One end of the three (3) connecting wires was screwed to one of the twin sockets and the
other end of the connecting wires were joined to one end of the flexible cable and screwed

9
to the other twin sockets on the appropriate points (Earth to Earth, Live to Live, and Neutral
to Neutral) as shown in Figure 2.1.
 After connecting the wires in a radial circuit form, the other end of the flexible cable is
screwed to the 13 amps fuse plug that will supply current into the sockets as shown in
Figure 2.2.
 The connected sockets are then screwed to the pattress boxes using a screwdriver.
 The edges of the plywood were smoothen using sandpaper and the plywood was nailed to
the base of the box properly for covering.
 After the finishing process as shown Figure 2.3, the project was tested.
2.4 Precautions
1. The manufactured earth fault was avoided.
2. We ensured all connections are strong and durable
3. We disconnected all the tools used after all the operations have been concluded.
4. The wooden pieces were properly screwed and the connections were tightened to improve
the market value of the extension box.
5. The conductor was fully housed to avoid accidental contact with power circuits.
Figure 2.1. Radial connection.

10
Figure 2.4. A group picture after the production of the extension box.
Figure 2.2. After fixing the connecting wires
to the twin sockets in radial connection.
Figure 2.3. The extension box produced.

11
CHAPTER THREE
3. PRODUCTION OF INDUSTRIAL GAS BURNER (PROJECT 2)
On the 6th September 2021, the project (production of an industrial gas burner) and the materials
to be used were introduced to the students and the explanation of the diagram of the project was
made by the technical staff in charge, Engr. J. A. Olabiyi. He elaborated on the procedures, which
were to be followed in producing the industrial gas burner. Also, he stated the components, their
materials, and their dimension as shown in Table 3.1.
On that same day, Dr. B. O. Soyoye, AGE SWEP Coordinator mentioned the laboratories and
workshops in the department of Agricultural and Environmental Engineering, FUTA, and
explained experimental precautions to adhere to during the operations.
My Group (Group 21) was directed to the AGE workshop under the control of Mr. Asojo Johnson.
In the workshop, we carried out our project practically in an organized manner from the marking
out of the required size of materials to the painting and submission of the project. This spans for
four (4) days from the 6th September 2021 to the 9th September 2021.
S/N COMPONENT MATERIAL DIMENSION
1. Main Body Vehicle Steel Rim 41.5cm ø
2. Pot Seat 45mm Angle Iron ≈ 12.5cm
3. Burner Cast Gas Burner 15cm ø
4. Stand 20mm Twisted Rod 50cm
5. Gas Regulator Aluminium 5cm Outlet, 2cm Inlet
6. Gas Hose Rubber 1.5m
Table 3.1. Showing the component of industrial gas burner, its materials and dimensions.

12
Other Apparatus:
 Gas Burner
 Metre Rule
 Welding Tong
 Pillar Drilling Machine
Twisted Rod: It
serves as the stand for
the main body.
Welding Shield: It
protects against
contact of the fire
spark with the eyes.
Vehicle Steel Rim:
It serves as the main
body.
Electrode: It helps
in the welding of the
materials.
Hand Grinding
Machine: It helps in
the cutting of materials
to the required size.
Bench Vice: It holds
the materials firmly
for effective cutting
of materials.
2inches Angle Iron:
It serves as the pot
seat.
Paint Sprayer: It is used in spraying
the industrial gas burner, thus
increasing its market value.
Tri-Square: It is used
in the measurement of
materials needed.
White Chalk: It is used in marking-
out the required size.

13
 The materials needed (vehicle steel rim, iron rod, cast gas burner, and twisted rod) were
collected.
 The diameter of the rim was measured to get the circumference and the circumference was
divided into 3. As calculated, the diameter of the vehicle rim is 41cm, the circumference is
128.86cm, and its third division is 42.95cm.
 The vehicle steel rim was marked out in the three places with a gap of the value 42.95cm
each using chalk. These points are the points where the pot seat can be welded on the
vehicle steel rim.
 2 inches angle iron was cut into a length of 12.5cm in three places as the pot seats using
the hand grinding machine as shown in Figure 3.2.
 A twisted rod of any length was taken out and 50cm was cut off the rod into three places
to be used as the stands as shown in Figure 3.3.
 2cm by 5cm of the pot seat was marked out and cut out at an approximate angle of 45° on
the other end of the pot seat, both vertically and horizontally.
 The above process was repeated for the other two pot seats.
 16.5cm was measured and marked out on the twisted rod to be bent by placing the rod on
the vice and bending at the marked-out length with the aid of a cylindrical pipe.
 The three (3) twisted rods were welded to the vehicle steel rim for balancing using the arc
welding method with the aid of a welding shield and a welding tong coupled with an
electrode as shown in Figure 3.4.
 The pot seats were welded to the vehicle steel rim with the aid of a welding shield and a
welding tong coupled with an electrode.
 Length of 2 inches was measured, marked, and cut out on an iron bar to be used as support
and welded to the stand with the aid of a welding shield and a welding tong coupled with
an electrode.
 A hole was made in the body of the vehicle steel rim for the cast gas burner to be fixed
using the welding machine as shown in Figure 3.5.
 Drilling was done on some iron pieces using the pillar drilling machine.

14
 One of the drilled iron pieces was welded to the vehicle steel rim in which the burner can
nut for firmness.
 The burner was fitted into the vehicle steel rim as shown in Figure 3.6.
 Finally, the industrial gas burner was dusted and painted to improve its market value as
shown in Figure 3.7.
Figure 3.1. The marking out process on
the iron bar.
Figure 3.2. The cutting process on the
iron bar to produce the pot seat.
Figure 3.3. The cutting of twisted rod
for the industrial gas burner stand.
Figure 3.4. The welding of the twisted
rods to the vehicle steel rim.

15
3.4 Precautions
1. The measurements are ensured to be accurate to avoid unbalance gas burner.
2. A little amount of petrol was added to the paint for the paint to stick to the gas burner.
3. The gas burner and its parts are properly welded to avoid damage.
4. The pot seats were ensured to be on the same level for the balance of the pot.
Figure 3.5. The boring of vehicle steel
rim for the fixing of burner.
Figure 3.6. The fixing of burner into the
vehicle steel rim.
Figure 3.7. The painting of industrial
gas burner.
Figure 3.8. The Industrial Gas Burners
produced.

16
CHAPTER FOUR
4. PRODUCTION OF INTERLOCKS (PROJECT 3)
On Friday, 10th September 2021, the technical staff, Engr. Akande introduced us to the project
(production of interlocks) and explained the uses and advantages of interlocks over asphaltic
blocks for construction, the ratio of the mixture in concrete, dimensions, and volume of interlocks,
the weight of the number of interlocks to be produced, and the weights of the components of the
concrete. At the end of that day’s part of the project, different operations were shared among us
based on group and my group was given the duty of carrying the cement from its storage to the
workshop and the duty of measuring the materials needed for the production of interlocks. On
Monday, 14th September 2021, we continued to carry out the production of interlocks with a
different measurement due to the accumulation of water by the materials caused by rain. 33kg of
Cement, 30kg of Sand, 40kg of Stone Dust, and 135kg of Granite were mixed with water to fill 70
interlocking moulds. This same measurement was carried out on Tuesday, 15th September 2021,
and Wednesday, 16th September 2021 because of the accumulation of water by the materials
caused by rain.
4.1.1 Advantages of Interlocks over Asphaltic blocks
Interlocks, which are used for road construction and for exterior decorations and landscaping, have
some advantages over asphaltic blocks as explained by Engr. Akande and the advantages are:
1. Interlocks are resistant to water compared to asphaltic blocks
2. Interlocks are cost-effective.
3. Interlocks can be used in the swampy area as they have better resistance to water compared
to asphaltic blocks. At some point, an asphaltic road may experience rigid pavement (where
the soil beneath the asphalt begins to weaken).
4. They are easy to clean and easy to replace and provide good finishing in external works.
5. They do not flake or expand; they are flexible and permanent.

17
4.1.2 Measurements in Concrete and Interlocks
As explained by the technical staff, Engr. Akande, concrete is a composite material composed of
water, fine aggregate (sand), and the coarse aggregate (granite) embedded in a hard matrix of
material (cement) that fills the space among the aggregate particles and glues them together.
Concrete is usually mixed in a definite proportion of cement, sand, and gravel e.g., 1:1:1, 1:1:2,
1:1.5:3, 1:2:4 (most commonly used), and 1:3:6 in the order of decreasing strength. For the
production of interlocks, ratio 1:2:4 was used in the mixture of its components.
The measurements are in this format;
I bag of cement is made of 50kg.
And 1m3
of the concrete takes 6.4 bags of cement
Thus, 1m3
of concrete takes 6.4 * 50kg = 320kg of cement.
Dimensions of Interlocks = 200mm by 120mm by 75mm = 0.2m by 0.12m by 0.075m
Therefore, the volume of one interlock is 0.0018m3
The volume of 70 interlocks is 0.0018m3
* 70 = 0.126m3
The weight of 70 interlocks is 0.126m3
* 320kg = 40.32kg.
He further explained that there are different sizes of coarse aggregate which range from 6mm to
50mm but in this section, the size of coarse aggregate used is 12.5mm (1/2 inch).
Plastic Interlocking
Mould: It is used in
the solidification of
interlocks.
Hand Trowel: It is
used for smoothening
the casted moulds.
Shovel: It is used to
mine the materials
faster such as sand,
stone dust, granite,
and cement.
Head pan (of 2kg):
It is used to collect
certain quantities of
materials.

18
Other Apparatus:
 Mix Tray
 Engine Oil
 Cement
Steel Rod: It is used
to stir the casted
moulds for uniform
distribution on the
plastic interlocking
moulds.
Mallet: It is used to
apply force on the
moulds for interlocks
removal.
Weighing Balance:
It is used to measure
weight of the
materials used.
Bucket with Water:
It is used to collect
water which is
applied for the
mixture of materials.
Brush: It is used to
apply lubricant to the
moulds.
Stone Dust (of 46kg):
It is used a base layer
or setting bed for
laying stone pavers.
Sand (of 20kg): It
renders more
resistance against
atmospheric agencies.
Granite (from
solidification of
molten magma): It
is used in building
long lasting
structures.

19
 The moulds are lubricated with grease oil for easy detachment of the moulded interlocks
using the brush.
 The materials used in the production of interlocks (cement, fine aggregates, and coarse
aggregates) are measured in right proportion on the weighing balance - in the ratio of
1:2:4 – 33kg Cement, 66 fine aggregates (46kg of Stone Dust + 20kg of Sand), and
132kg of granite as shown in Figure 4.1.
 Water was added to the mixture by pouring from the bucket as shown in Figure 4.2.
 The materials (cement, granite, sand, and stone dust) were mixed with water in the
measured proportion as shown in Figure 4.3.
 The mixture of the aggregates was cast into the greased interlock moulds and stirred with
the steel rod for uniform distribution as shown in Figure 4.4.
 The casted moulds were transported to be dried under a shed, preventing the effect of
rain, and smoothened by using the hand trowel as shown in Figure 4.5.
 The apparatus used in the process of interlocking were cleaned and returned to their
rightful locations.
 Finally, the interlocks were removed from the moulds the next day after being dried as
shown in Figure 4.6.
4.4 Precautions
1. During the oiling of the moulds, a small amount of oil was used to prevent oil wastage.
2. Oil spillage into the mixture was avoided to allow the mixture to stick together during
solidification.
3. Excess materials were not used to prevent wastage during the process of interlocking
through accurate measurement.

20
Figure 4.1. The measurement of
materials on weighing balance.
Figure 4.3. The mixing of the materials
(cement, sand, stone dust, and granite)
with water.
Figure 4.2. The addition of water to the
mixture.
Figure 4.4. The casting of the mixture of
materials into the interlock moulds.
Figure 4.5. The casted moulds under
shed for solidification to take place.
Figure 4.6. A solidified interlock after
removing the mould.

21
CHAPTER FIVE
5. CASTING OF FRYING PAN (PROJECT 4)
On Thursday, 16th September 2021, the technologist, Engr. Akinfolarin J. F. introduced us to the
project (production of frying pan), explained the use of frying pan, and elaborated on the
procedures involved in the production of frying pan at the Foundry Workshop. He also emphasized
on the workshop safety precautions to observe during the operation and distributed us evenly in
groups through the departments.
On Tuesday, 21st September 2021, we carried out the production of frying pan with the materials
provided and through the procedures laid out by the technologist – starting from the floor wetting
to the casting of four (4) frying pans. The floor moulding method was employed in the production
of frying pan. The other moulding method that can be used is cope and drag moulding.
We were also introduced to the furnaces that could be used for the production of frying pan;
 Gas fired furnace
 Diesel fired furnace
 Pit furnace (which uses diesel or black oil)
 Tilting furnace
 Rotary furnace.
 Heap of Sand: It is used to form the mould.
 Moulding Box: It acts as the drag for the mould.
 Pipe: It is used to form a sprue through the liquid metal is poured.
 Frying Pan: It is used as a pattern.
 Shovel: It is used to pack the sand.

22
 Passion Powder: It gives a smooth surface finish and makes it shinning.
 Pit Furnace: contains the crucible pot. It is used to melt the aluminium scraps.
 Blower Machine: It blows the air to direct the fuel to the fire.
 Tap: It regulates the amount of fuel and its flow.
 Aluminium Scrap: It is what was melted above 660℃to derive its molten form.
 Tong: It is used to carry the scrap into the pit and also to carry the crucible pot that contains
the molten metal.
 Wood: It is used to pound the sand to make it compact.
 Sieve net: It is used to sieve the stones from the dry powder.
 Water: It was used to wet the floor to enable the sand stick to the floor and was sprinkled
on the pattern for smoothening.
 Dry Powder: It is used to prevent the molten metal form sticking to the sand and also, used
to separate the mould from the cope.
 Bowl: It is used to collect water for removing the pattern.
 Oil: It serves as source of fuel for the furnace.
Other Apparatus:
 Foam
 Aluminium Spoon
 The floor was wet to enable the sand stick to the floor.
 The sand was properly sieved and processed into fine particles, which was later used to
make the bed.
 The bed of sand was laid and the pattern (frying pan) was placed on the bed, so as to take
the shape of the frying pan as shown in Figure 5.2.
 A cope (wooden box) is placed around the green sand (wet set).
 Dried powder was sprinkled on the bed in order to separate the mould from the cope.

23
 The green sand is used to fill the cope and rammed to allow proper bonding and continuity.
 A sprue (hole) was made at the center of the rammed sand using the pipe and a pouring
cup was made around the sprue to enable the molten metal to flow inward easily.
 Water was sprinkled on the side of the pattern and the surface was smoothened.
 Alignment line was made with chalk to position the mould back after the formation of
pattern as shown in Figure 5.3.
 Passion powder was added to the surface of the pattern for smoothening.
 The viscosity of the oil was reduced through heating to be used as source of fuel.
 The blower machine was used to enhance the production of heat in the pit furnace.
 The aluminium scraps were poured into crucible furnace and melted above 660℃as shown
in Figure 5.4.
 The molten metal was collected from the crucible furnace using a container and tong and
it was poured into the mould, through the sprue, before it solidified as shown in Figure 5.5.
 After a few minutes, the wooden box was raised and the frying pan was obtained as shown
in Figure 5.2.
Figure 5.1. Separation of sand for the
bed preparation.
Figure 5.2. Preparation of sand bed
and placing of pattern on the bed.

24
5.4 Precautions
1. Excess water was avoided in the moulding of sand for easy solidification.
2. The sand was properly rammed so as to make the sand stick together.
3. The alignment making was put into consideration to ensure proper repositioning of the
mould on the ground.
4. The molten metal was properly carried to avoid spillage.
5. A pouring cup was created around the sprue to avoid wastage or spillage of the molten
metal.
6. The molten metal was poured immediately it was removed from the furnace because it
solidified quickly.
7. Metals was not be handled directly as it cannot be known if they were cold or hot.
Figure 5.3. The demarcation of
alignment mark around the mould.
Figure 5.4. The melting of aluminium
scrap in the crucible furnace.
Figure 5.6. The pouring of the molten
metal through sprue.
Figure 5.6. The frying pans produced.

25
CHAPTER SIX
6. CONCLUSION AND RECOMMENDATION
6.1 Conclusion
The Student Work Experience Programme I (SWEP I) have shed more light on the theoretical
aspect of some of the courses previously taken (EEE 201 and EEE 202, MEE102 and MEE201,
etc.). It gave me more experience in the codes and ethics governing engineering laboratories and
workshops, machine handling, and machine operations. It opened my eyes to some expectations
from the engineer by the society. I learned some of the challenges faced in the profession. I also
learned from experience that safety is paramount in the workshop.
The four weeks duration of the programme at the Federal University of Technology, Akure, has
provided me the opportunity to be familiar with some simple engineering projects – production of
extension boxes, production of an industrial gas burner, production of interlocks, and casting of
the frying pan.
The experience gained during the training was enlightening and impacting. It also prepares our
minds (the engineers in training) for who we will become, our importance, and our roles in society.
6.2 Recommendation
I recommend that the students should build something of their own as this will propel them into
solving real-life problems, thereby making available solutions that are paramount to the
development of FUTA and Nigeria at large.
I recommend that the equipment needed during the production of a particular project should be
readily available and enough in workshops to prevent sharing of an apparatus as seen in the
Agricultural and Environmental Engineering Departmental Section. I also recommend that
students are assigned other practical works per group or individual. Also, the students must defend
the report to detect those who are inattentive during the programme.
Finally, the time frame of the training should be elongated so that the quantity and quality of the
experience gained are augmented.

26
REFERENCES
School of Engineering and Engineering Technology. (2019/2020). Training Log Book. Akure:
FUTA.
Pixabay. (2021, September 2). Images: Electrical Appliances. Retrieved from Pixabay:
https://pixabay.com

Student Work Experience Programme (SWEP 1) Technical Report by Michael Agwulonu

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