A

TECHNICAL REPORT

ON

STUDENT WORK EXPERIENCE PROGRAMME [SWEP 1]

FOR THE 2020/2021 ACADEMIC SESSION

PREPARED BY

OMOFIOYE DANIEL TEMIDAYO

EEE/19/1381

GROUP 25

SUBMITTED TO

THE DEPARTMENT OF ELECTRICAL AND ELECTRONIC ENGINEERING,

SCHOOL OF ENGINEERING AND ENGINEERING TECHNOLOGY,
FEDERAL UNIVERSITY OF TECHNOLOGY, AKURE, ONDO STATE, NIGERIA.

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR

THE AWARD OF BACHELOR OF ENGINEERING (B.ENG)

DEGREE IN ELECTRICAL AND ELECTRONIC ENGINEERING

PROF. P. B. MOGAJI ENGR MRS. IBUKUN

SEET SWEP COORDINATOR EEE SWEP
COORDINATOR

MAY 2023

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 CERTIFICATION

This is to certify that this Student Work Experience Program (SWEP) was undertaken by
OMOFIOYE DANIEL TEMIDAYO with Matriculation Number EEE/19/1381 at Obanla,
FUTA, with the report prepared and presented to the Department of Electrical and Electronic
Engineering, School of Engineering and Engineering Technology, Federal University of
Technology, Akure (FUTA), Ondo State, Nigeria during the 2020/2021 Students Work
Experience Program.

______________________________ ___________________

OMOFIOYE DANIEL TEMIDAYO Date

______________________ ___________________

ENGR. MRS. IBUKUN OLAJIDE Date

EEE SWEP COORDINATOR

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 PREFACE

Recent surveys indicate that more and more public and private organizations are recognizing the
long-time advantages of supporting work experiences for undergraduate and college students.
Organizations find that such programs offer an excellent opportunity to evaluate candidates for
potential full-time positions while these candidates accomplish valuable tasks that may otherwise
go undone.

Additionally, organizations have found that these programs enhance their cooperate image on
the undergraduate campus and decrease recruiting expenses while yielding more productive and
dedicated employees. Educational institutions find that students with career-related work
experiences perform better academically, have higher retention rate, and complete better jobs
after graduation.

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 DEDICATION

I dedicate this report First to God the Great I AM THAT I AM for the life and grace he has
given unto me to successfully pass through this work experience scheme as an undergraduate. I
also dedicate this to my parents Mr. & Mrs. OMOFIOYE for the trust and moral support they
have shown me throughout this training period.

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 ACKNOWLEDGEMENT

I acknowledge the almighty God for giving me grace and strength to successfully complete this
training program. I also acknowledge my institution THE FEDERAL UNIVERSITY OF
TECHNOLOGY, AKURE (FUTA) for giving me this opportunity to participate in this training
program.

My gratitude also goes to the SWEP COORDINATOR (PROF. P.B. MOGAJI) for his care and
support towards the success of this program, and to my DEPARTMETAL COORDINATOR
(ENGR. MRS. IBUKUN OLAJIDE) for her motherly care towards each and every one of us.

I also appreciate the technical staffs, supervisors and instructors of all department for their
undoubtedly knowledge imparted in me and the tireless training to ensure that I am well
developed in each area and aspect I was taught.

Lastly, I appreciate my parents (MR. & MRS. OMOFIOYE) for their unending support
financially materially and so on, during this hands-on-practical training. God continue to bless
you and you shall eat the fruit of your labor. Amen

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 ABSTRACT

The Students’ work Experience Program (SWEP) is a scheme designed by the Federal
Government to expose 200/300 level Engineering Students of tertiary institution to acquire skills
relevant to their course of study as well as industrial experience.

This report presents my experience and summary of the Student Work Experience Program
which covered a period of three (3) weeks at different section of engineering in Obanla, FUTA.
Throughout the training program, the hands-on-job practical experience was educative,
interactive and engaging as I LEARN, UNLEARN and RELEARN.

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 TABLE OF CONTENTS

CERTIFICATION…………………………………………………………………………….…ii

PREFACE………………………………………………………………………………….……iii

DEDICATION…………………………………………………………………………………..iv

ACKNOWLEDGEMENT………………………………………………………….....................v

ABSTRACT……………………………………………………………………………………...vi

TABLE OF CONTENTS………………………………………………………..………………vii

LIST OF FIGURES...........................................................………………………………….....viii

LIST OF TABLES.............................………………………………………................................ix

CHAPTER ONE ............................................................................................................................1

1. INTRODUCTION .............................................................................................................1

1.1 Introduction to SWEP .........................................................................................................1

1.2 SWEP Orientation .............................................................................................................1

1.3 Order of Projects ................................................................................................................2

CHAPTER TWO ........................................................................................................................3

2. PRODUCTION OF INTERLOCK BRICKS (PROJECT I) ...............................................3

2.1 General Overview ............................................................................................................3

2.2 Apparatus and Materials Used ..........................................................................................4

2.3 Procedures of operation ....................................................................................................6

2.4 Operations carried out………...............................................…..........................................7

CHAPTER THREE ........................................................................……………..........................8

3. PRODUCTION OF STEEL (PROJECT 2) .................................... …………………….8

3.1 General Overview .....................................................................................................……9

3.2 Apparatus and Materials Used ..........................................................................................9

VII
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 3.3 Procedures of Operation .................................................................................................11

3.4 Operations carried out...........................................……………….................................12

CHAPTER FOUR………………………………………………………………………...…….13

4. PRODUCTION OF EXTENSION BOX (PROJECT 3)……………………………….. 13

4.1 General Overview………………………………………………………….........13

4.2 Apparatus and Materials Used ............................................................................14

4.3 Procedures of Operation .....................................................................................16

4.4 Operations carried out……………......................................................................18

CONCLUSION……………………………………………………………………………...….19

REFERENCES………………………………………………………………………………….20

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 LIST OF TABLES

TABLE TITLE

1.1 Showing the days of operations, the project to be done and location of workshop.

2.1 Showing the name, picture and uses of apparatus/material for the production of
Interlocking bricks.

3.1 Showing the name, picture and uses of apparatus/material for the production of
laboratory stool.

4.1 Showing the name, picture and uses of apparatus/material for the production of
extension box.

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 LIST OF FIGURES

FIGURE OPERATION CARRIED OUT

2.1 The mixing of sand, stone-dust and cement

2.2 The addition of granite to the mixture

2.3 The addition of water to the mixture

2.4 The casting of mixtures into the oiled Interlocking mould

2.5 The casted mould under shed for solidification to take place

2.6 Interlocking bricks produced

3.1 Measuring of steel

3.2 Cutting of steel to required length

3.3 Drilling of holes into wood and steel

3.4 Tackling of steel together

3.5 Painting of constructed stool

3.6 Smoothing and painting of wood

3.7 Laboratory stool produced

4.1 Measring and marking of centre lines on wood

4.2 Drilling of holes

4.3 Screwing operation

4.4 Connection of pattress

4.5 Radial connection of wire

4.6 Connection of plug

4.7 Extension box produced

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 CHAPTER ONE

1. INTRODUCTION

1.1 Introduction to SWEP

Student Work Experience Program (SWEP) is a program invented by the Councilor

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 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 program is designed to provide
opportunities that develop technical and management skills of every engineering
undergraduate as well as equipped them with the right requisite to becoming

The aim and objectives of this program is to expose, train and develop student to think
in a way that promote the practical application of the acquired theoretical knowledge
in overcoming technical and professional challenges in the outside world. As a result,
SWEP has become a vital aspect and requirement for the award of Bachelor of
Engineering (B. Eng.) degree of the Federal University of Technology, Akure
(FUTA).

1.2 SWEP Orientation

The program commence 10:00am on May 08, 2023 at the 750 capacity lecture theatre
popularly known as ETF, with an opening prayer. The Coordinator (Prof. P.B.
MOGAJI) then introduce everyone to what SWEP is all about and reasons why it is
mandatory. He also introduced us the all SWEP Coordinators of various departments
who all shared their view and thought during the program. They encourage all
students to take the SWEP program seriously during the training session. They further
beseech everyone not been idle, that they should be engage in all group projects.

The Coordinator also emphasized that all student should ensure they wear safety boot
and lab cloth every time while at work to prevent unforeseen injury. He further
explained that we are to record our daily activities in our logbook and submit every
week and also a report of the training which was to be submitted at the end of the
program (26th of May, 2023). At the end of the day, all students were divided into
groups consisting of different engineering student in which I fall in group 25.

In a group, we have the following nine(9) engineering department with their course
code stated in front.

 Electrical and Electronic Engineering---EEE220

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  Mechanical Engineering----MEE220
 Industrial and Production Engineering---IPE220
 Material and Metallurgical Engineering---MME220
 Mining Engineering---MNE220
 Computer Engineering---CPE220
 Information and Communication Engineering---ICE220
 Civil and Environmental Engineering---CVE220
 Agricultural and Environmental Engineering---AGE220

1.3 Order of Projects

The table below shows the order of the three (3) projects done during the three weeks
program and their respective location of workshop as stated by the SWEP Coordinator
Prof. P.B. Mogaji on Monday 08th of May, 2023.

WEEK DATE PROJECT LOCATION SUPERVISOR

NO.

1 Tuesday, Production of CVE Workshop, Engr. Adewuyi

09/05/2023 Interlocking Obanla and Engr.
bricks Akande
To FUTA

Friday,
12/05/2023

2 Monday, Production of MEE Workshop, Engr. K.A.

09/05/2023 laboratory steel Obanla Adewole

To FUTA

Thursday,
12/05/2023

3 Monday, Production of EEE Workshop, Engr. S. A. Oniya

09/05/2023 Extension box Obanla and Engr. Ayeni

To FUTA

Wednesday,
12/05/2023

Table 1.1 Showing the days of operations, the project to be done, location of
workshop and their respective supervisor.

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 CHAPTER TWO

2. PRODUCTION OF INTERLOCK BRICKS (PROJECT 1)

2.1 General Overview

Interlock bricks are masonry commonly used to construct houses and other buildings.
The bricks are made from mixtures of different material. Interlocking bricks are used
to create walls, floors, road and other structures. They are also used to make paving
stones, retaining walls and other landscape features. On Tuesday, 9th May 2023, the
technical staff, Engr. Akande introduced us to the project (Production of interlocks)
and showed us examples of interlocks been used on tarred road. He explained to us
the uses of interlocks and several areas of application in the society.

Before the commencement of the project, different operations were shared to ensure
each and every one was engaged in the Process. My group was given the duty of
mixing the sand, cement and granite. The measurement carried out was a mixture of 3
head-pan of Sharp Sand, 2 head-pan of Stone Dust, a bag of Cement and 7 Head-pan
of Granite. This was mixed with water to fill 85 interlocking molds.

This same Measurement was carried out on Wednesday, 13th May 2023, but this time
around, my group was tasked with the duty of bringing in and out of tools from the
storage house. At the end of the day, a total of 92 interlocks was molded.

This same measurement was carried out on Thursday and Friday, which my group
was given the duty of cleaning of tools and clearing of bush respectively, a total of 92
interlocks were molded for the two consecutive days.

Fig.1 Interlocking bricks

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2.2 Apparatus and Materials used

S/N NAME DIAGRAM USES

1 Granite It is used as addition to the

mixture to make buildings
strong and firm.

2 Stone- dust It is used as a base layer

for laying stone pavers.

3 Sharp-sand It provides more resistance

against atmospheric
agencies.

4 Cement It is used as a binder in

concrete.

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 5 Oiled It is used to shape the
Interlocking
mould concrete to the desired

shape.

6 Head-Pan It is used for carrying sand

and other material.

7 Shovel It is used to dig as well as

to move mixtures from one
spot to another.

Table 2.1. Showing the name, pictures and uses of apparatus/materials.

Other materials/apparatus used:

 Engine oil
 Tapping rod
 Foam/brush
 Hand-trowel

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2.3 PROCEDURES OF OPERATION

 The workshop's surroundings were cleaned up before the commencement of the

project.

 The plastic interlocking mould was greased with used lubrication oil (black oil)
for easy removal after solidification.

 Sand, granite, and water retrieval were all combined into one batch. One bag of
cement, five head pans of sand (three of which are made up entirely of sand, and
two of which contain stone dust), and seven head pans of granite are the
proportions used to make the concrete.

 Before combining the 5 pans of sand mixture with the 7 pans of granite, a bag of
cement was uniformly mixed with the sand mixture. After that, water was added
to the mixture to create the new concrete.

 The oiled mould was filled with the mixed concrete while tamping followed to
eliminate void and excess air in the mould

 The concrete-filled mold was after that set up in a designated space to allow for
solidification.

 Finally, with the use of mallet and gentle application of force to the mold, the
solidified interlock pieces were taken out of the mold.

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2.4 OPERATIONS CARRIED OUT

Figure 1.1.The mixing sand, stone-dust and Figure 1.2. The addition of
granite to the mixtures.
Cement.

Figure 1.3.The addition of water Figure 1. The casting of

mixtures

Figure 1.5 Solidified Interlocking bricks.

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 CHAPTER THREE

3. PRODUCTION OF LABORATORY STOOL (PROJECT 2)

3.1 General Overview

A Laboratory Stool is a raised seat commonly supported by three or four legs, but
with neither armrest nor a backrest, and is typically built to accommodate one
occupant. On Monday 15th May, 2023, the technical staff introduced us to steel stool
and explained process and procedure on how to carry out the operation.

The production of steel stool involves the uses of different tool and devices to make
work easy. An example is jig, which is a device that helps mans production easier and
faster. It helps to make man’s work less time consuming. For instance, work that is
supposed to take four (4) days can be done in some hours with the help of these
devices.

We started with marking out measurement on steel, then to cutting of the steel to the
required size and dimensions, then to tacking and drilling of part, to full welding.

Dimensions of cut-out steel

 4 pieces of 635mm steel ( longest length for leg)

 4 pieces of 230mm steel (shortest length for seat)

 3 pieces of 320mm steel (2 for brace support and one for support)

Figure 3.1. Laboratory Stool

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3.1 APPARATUS AND MATERIALS USED

S/N NAME DIAGRAM USES

1 Steel The raw material used for

constructing the steel.

2 Measurement It is used for measuring tool

tape and other materials.

3 Pillar drilling It is used for drilling holes

machine into steel e.t.c

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 4 Hack-saw It is use for cutting steel to
different size e.t.c

5 Bench-vice It is used for holding work

piece.

6 Try-square It is used to obtain perfect

angle of cut.

Table 3.2 Showing the name, pictures and uses of apparatus/materials.

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3.3 PROCEDURES OF OPERATION

 Tools and the required materials (1 inch square metal pipe) were gathered.

 Using a measuring tape and a hacksaw, the metal pipe was cut to the specified
dimensions: 4 legs (635mm), 4 upper braces (230mm), and 3 lower
braces/footrest (320mm).

 The centers of the four top bracing were marked, and the drilling machine was
used to drill holes there.

 The metal components were set up in a jig to make tack welding, which is used to
fuse the metal pieces together, easier.

 Full welding was done to permanently fuse the metals together to obtain a solid
frame structure.

 The frame's joints and edges are then ground with a grinder to give the metal
structure a flawless finish.

 Sandpaper was later used to round out the hardwood seat's surface and the edges
to prevent sharp ones from cutting someone.

 The holes are then marked out by aligning the hardwood seat with the drilled
holes in the metal framework's top braces.

 Then, paint was applied to the metal structure and the wooden seat for both
protection and aesthetic reasons, and it is allowed to cure.

 Finally,the bolts and nuts were used to join the hardwood seat to the metal
framework.

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3.4 OPERATIONS CARRIED OUT

Figure 3.1 Measuring of steel Figure 3.2 Cutting of steel to required length Figure
3.3 Drilling of holes

Figure 3.4 Tackling of steel together Figure 3.5 Painting of constructed stool

Figure 3.6 Smoothing and painting

Figure 3.7 Constructed Laboratory steel stool

CHAPTER FOUR

4. PRODUCTION OF EXTENSION BOX

4.1 General Overview

Extension box is a portable electrical panel with a long electrical cable that extends
the power source beyond the original one. Typically made of durable materials such

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as plastic or metal, it features multiple socket outlets, often equipped with surge
protection to safeguard connected devices against voltage spikes.

Extension boxes come in various designs and sizes, accommodating different plug
types and offering options for cable management. With their convenience and
versatility, electrical extension boxes are essential tools for expanding power
availability and organizing cords in homes, offices, and various settings. On Friday
19th of May, the technical staff divided .every students into three group in which I
belong to the last group (16-25) where all the operations took place at EEE LAB
ogomudia.

Fig 4.1. Constructed extension box

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4.2 APPARATUS AND MATERIALS USED

S/N NAME DIAGRAM USES

1 Wire This is used to supply

electrical power from
source.

2 Plug A device used to establish

electrical connection
between an appliance and
the mains.

3 Plywood An engineered wood made

from multiple layers of
thin veneer that are glued
together.

4 Plier A tool used for gripping

something, twisting and
cutting wire.

5 Screw driver A tool with a flattened or

cross-shaped tip that fits
into the head of a screw to
turn it.

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6 Hand drilling A tool primarily used for
machine making round hole.

7 Pencil A tool used to mark out

line on wood and pattress.

8 13 amps socket A device where you can

plug electrical appliances
into the electricity supply.

9 Pattress A box used to fix sockets

to a surface.

10 Screw A thin pointed piece of

metal used to fasten
components together.

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8 15
PROCEDURES OF OPERATION

 Marking out the centre line on wood and pattress

 Drilling of specified holes through the board, plywood and pattresses.

 Assembly of the and plywoods to the board to form the shape of the extension

box.

 Alignment and screwing of the pattress on the surface of the board.

 Connection of wires to link the two twin-socket.

 Brown to link the live terminals

 Blue to link the neutral terminals

 Yellow to link the earth terminals

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 Connection of wires from the long cable to one (1) of the sockets in order to firm

a radial connection.

 Screwing of the sockets to the pattresses.

 Tight connection of the plug to the other end of the cable.

 Fixing of plywood to cover the base of the extension box.

 Use of sandpaper to smooth out the rough edges of the extension box.

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4.4 OPERATIONS CARRIED OUT

Figure 4.1 Measuring and marking of line Figure 4.2 Drilling of holes Figure 4.3
screwing operation

Figure 4.4 Connection of pattress Figure 4.5 Radial connection of wire Figure
4.6 connection of plug

Figure 4.7 Extension box produced

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 CONCLUSION

The Student Work Experience Programme I (SWEP I) have opened my eyes to

understand some expectations required from engineers by the society at large. The
experience gained prepared our mind(the engineers in training) for who we will
become, our relevance and roles. It provides me an avenue whereby I can develop my
technical and management skill. It also provides me the opportunity to think critically
to solve challenging problems in my environment.

One of my remarkable aspects of this programme was how it helped me visualize and
apply the theoretical lessons I had learned in a practical setting. It provided a bridge
between classroom knowledge and real-world applications. As a result, I am confident
that the knowledge I have acquired through this programme will significantly ease my
learning process in the years to come.

In all, the three weeks hand-on-practical experience at the Federal University of

Technology, Akure was engaging, interactive and educative as I learn , unlearn and
relearn.

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 REFERENCES

 https://westernpavers.com

 https://www.construction-placements.com/interlock-brick-in-construction/

 https://www.slideshare.net/MichealAgwulonu/technical-swep-1-report-michael-
agwulonu

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