FACULTY OF ENGINEERING, DESIGN AND

TECHNOLOGY

DEPARTMENT OF ENGINEERING AND ENVIRONMENT

BACHELOR OF CIVIL AND ENVIRONMENTAL ENGINEERING

NAME: NAKIJJOBA JOAN

REG.NO: S19B32/346

COURSE: BSCEE 3
YEAR ONE

WORKSHOP PRACTICE PERIOD: 1ST-27TH MAY, 2022

TABLE OF CONTENTS
Contents
TABLE OF CONTENTS..................................................................................................................5
LIST OF ACRONYMS.....................................................................................................................6
ACKNOWLEDGEMENTS...............................................................................................................8
1.0 ABSTRACT…………………………………………………………………………………9
1.1 ELECTRICITY………………………………………………………………………………..9
1.2 WATER...................................................................................................................................10
1.3 PLUMBING.........................................................................................................................10
1.4 CONSTRUCTION...............................................................................................................10
1.5 CARPENTRY.......................................................................................................................11
1.6 METAL WORK...................................................................................................................11
2.0 INTRODUCTION………………………………………………………………………….11
3.0 EXPERIENCES.........................................................................................................................53
Duties and responsibilities...............................................................................................................53
 New knowledge and skills gained in each of the duties and responsibilities assigned........55
o Levels of accomplishment of the duties/responsibilities assigned.......................................55
 Relationship with other group/team members and supervisors............................................56
 Things enjoyed most and why..............................................................................................56
 Problems experienced and how they were handled..............................................................56
 Major benefits derived from workshop practice program....................................................57
PICTORIAL OF THE ENTIRE RECESS.......................................................................................59
4.0 CONCLUSION AND RECOMMENDATIONS……………………………………………..46
5.0 REFERENCES……………………………………………………………………………….48

LIST OF FIGURES
LIST OF ACRONYMS
UEGCL Uganda Electricity Generation Company Limited.

UEDCL Uganda Electricity Distribution Company Limited.

ERA Electricity Regulation Authority

V Volt

ATS Automatic Transfer Switch

BOD Biochemical Oxygen Demand

NWSC National Water and Sewerage Cooperation

PVC Poly Vinyl Chloride

HDPE High Density Polyethylene Pipe

DPM Dump Proof Membrane

PE Polyethylene

TBM Temporary Bench Mark

mm millimetre

m meter
 DECLARATION

I NAKIJJOBA JOAN Registration number S19B32/346 do here by declare that this is my

original work and has never been presented anywhere in higher institution of learning. I therefore
submit it to the Faculty of Science and Technology.

SIGNATURE…………………………………………

NAKIJJOBA JOAN

Date ……………………………………………........

APPROVAL
I certify that this report is for NAKIJJOBA JOAN Registration Number S19B32/346. I fully
accept that she has been under supervision and so submitted to the Faculty of Science and
Technology in partial fulfillment of a Bachelor of Science Degree in Civil and Environmental
Engineering of Uganda Christian University objective.

Signature…………………………………….

Mr. ZZIGWA MARVIN

Date …………………………………………
ACKNOWLEDGEMENTS

First of all, I thank the almighty God for enabling me complete this recess period successfully
and for granting me good health and performance. I would like to acknowledge my dad and mum
for their financial, social and emotional assistance, support and their prayers during the workshop
practice, I pray that may the Almighty bless and award them abundantly. I would also like to
express my sincere gratitude to all my supervisors at the various sections covered during the
workshop practice and these include; Mr. Zzigwa Marvin who was in charge of the whole
workshop period, Mr. Kenneth for construction, Mr. Nkurunziza Emmanuel and the team for
carpentry, Mr. Wafula Simon Peter for metal works, Mr. Muhumuza Robert for Water and
wastewater supply treatment, Mr. Obillo Ivan for plumbing and Mr. Simon and Mr. Tumuramye
Demas for electricity. I want to thank all of them for the tireless support they granted us during
the practice period. These very important and distinguished people have all been very essential
and instrumental to me and my colleagues because they taught us a lot of important skills in the
different sections of engineering during the field work practice which was all a big success to
me.

And in a special way I would like to commend Mr. Zzigwa Marvin and Mr. Rodgers Tayebwa
the head of department and all his staff at large for considering and organizing this enriching,
educating, skillful engineering workshop practice which I believe has been a great success and I
know I have learnt a lot with respect to the engineering sector and all affiliated sectors.

Finally, I would like to acknowledge my fellow group members for their extra effort and
maximum cooperation offered during the workshop practice. They always ensured mutual respect,
working in peace and harmony ensuring all tasks are completed in time and for looking out for
each other.
 1. ABSTRACT
This workshop practice was carried out for six weeks and each week had its own component
module therefore we had six modules which included the following; Construction, Metal Work ,
Water, Plumbing, Carpentry and Electricity. The workshop practice was one of the course units
for the second semester of first year and it was intended to help give us an insight of the work to
be encountered out in the field in the future and also give us basic knowledge on other branches
of engineering that work hand in hand with civil and environmental engineering. This program
stared on 1st May and ended on 27th May. We studied each one of the modules in groups and I
was in group twelve. This is a summary of all the modules during this recess period and the
activities we took part in for each module:

1.1 ELECTRICITY.

We were introduced to this section at the school power station and we spent most of the study
time at the university main power station studying basically about how power is generated,
regulated, supplied and distributed around the university and we learnt about main electrical
equipment found at the power station i.e. Generators, A.T.S, control panels, Transformers etc.
We moved around the university looking at the cabling around the university and finally set up a
simple cabling set up of a house. We also replaced fluorescent tubes in N-block and it is from
here that we got to learn about the different methods of controlling the lights in the blocks.
1.2 WATER

This was as well done in three groups. We were taught the water standards i.e. the turbidity,
water pH etc. We were able to carry out water turbidity measurement and carried out calculations
on settleability test and dozing rate. We looked at the waste water treatment i.e. biological
method which include aerobic and anaerobic disinfection, and the chemical method by either
chlorine or aluminum sulphate. We looked at the UCU water treatment plant. The water from the
plant is used to irrigate the new football pitch. The university obtains its water from two sources
i.e. from the NWSC and water stream in Bajjo (private source). We went to Bajjo where we were
taught how water under goes initial chemical treatment and is pumped to the university water
tank.
Back to the university, we were taught how water from the two sources is pumped to the tank hill
for further treatment and supplied to the University for use.

1.3 PLUMBING

It is a sub section under the water section. It mainly concentrates on repair, installation and
maintenance of water related equipment around the university. We were taught different
plumbing equipment and tools. We carried out several activities i.e. We replaced the metal pipes
with PVC pipes at one of the residencies at tech park, we replaced broken pipes via the drinking
stations, fixing leakages around the school, taking water meter readings, installed toilet paper
stands in toilets and fixed a mirror as well as a sink in the toilet.

1.4 CONSTRUCTION

We started with the drawing of the elevations, sections with details of construction of the roof
and sub structure using the provided specifications. We were introduced to the different
construction tools and equipment i.e. trowel, plumb bob, spirit level, hammer etc. It was then
followed by setting out basing on the plan specifications. We constructed various shapes of walls
in different types of bonds over the week.
 1.5 CARPENTRY

We were taught classification of wood, wood seasoning, different ways of wood seasoning,
roofing, partitioning, we also learnt about different types of machines/tools used in the carpentry
workshop and these were classified into two i.e. Portable and heavy duty machines/tools. We
went ahead and study about different types of joints used in joining wood and wood finishes. We
also made a truss by cutting small pieces of timber into different sizes and joining them.

1.6 METAL WORK

The metal work module was carried out at the university metal workshop. For this module, we
were three groups i.e. group ten, eleven and twelve. We were introduced to the different
welding machines i.e. shearing machine, bending machine, grinder, milling machine, lathe
machine, rolling machine and drilling machine. We were instructed to learn how to operate the
above machines. We were able to weld different objects using the welding torch and levelling
using the grinder for example we welded a projector stand.
2.0 INTRODUCTION
This workshop practice is one of the ways that the Faculty of Science and Technology under
Department of Civil and Environmental Engineering uses to equip its students with practical
skills so as to produce well trained engineers in the country. This training is carried out by only
students who have completed their first year of study and therefore it’s a requirement for all
students to fully participate in this training. In this workshop practice, students are subjected to
training from which they attain practical skills and profession skills such as team work in this
workshop environment and depending on the level of facilitation, this can be arranged either at
the university or organized outside the university.
2.1 Objectives of the study
 To help students acquire practical skills in a workshop environment.
 To help students relate with professionals who already have experience in the field.
 Enhancing teamwork among students.
 Enabling students to gain hands on tools training in different engineering sections.

2.2 Mode of delivery

The workshop was taught through a few lectures but mainly by practical work in laboratories, and
on sites.
The sections we studied in this workshop practice included;

 Construction
 Metal Work
 Water
 Plumbing
 Electricity
 Carpentry
ELECTRICITY
This section was introduced to us by Mr. Simon and Mr. Tumuramye Demas and was carried
within the university and more so at the university power station. Under this section we studied
several things related to power generation, transmission, distribution, regulation, installation and
control. Mr. Simon introduced us to the module on our first day, we discussed the safety
precautions during this specific module and engineering at large, we also discussed our
expectations from the module and the instructor. We continued by unscrewing service ducts at
the tech lib, which was being transformed into a lecture room, we also replaced the various
faulty fluorescent tubes via N-block. We also learnt about various aspects e.g.: feeder pillars,
photocells, single phase 3 phase, conduits etc. which I will all explain as I continue. I will also
give brief notes on electricity in Uganda at large such as generation, installation, distribution and
many more.

In Uganda, power is generated from dams and extracted by ESKOM a company which is hired
to work on behalf of UEGCL and then transmitted to primary substations which are located in
different parts of the country and this is done by UETCL. The power transmitted to primary
substations is of EHV which is transferred in six phase by the help of metallic towers which are
strong and durable enough to withstand the weight of electric cables caused by their big size so
as to cater for power losses. This power is regulated by ERA and after UEDCL transmits it to
secondary substations from where it is distributed to different areas of the country by the help of
a company called UMEME and it is either distributed in 3 phase which has 415V or single phase
which has 240V i.e. single phase for domestic consumption and 3 phase for bigger companies,
factories or institutions which uses heavy machineries. This voltage can either be stepped up or
stepped down using step up or step down transformer respectively depending on the load being
connected to the line. In three phase voltage, all the three wires are live and in single phase there
is one live and one neutral wire. Single phase voltage is just a combination of one live wire and a
neutral.
 The university receives 11KV electricity voltage from UMEME which is then stepped down to
415V using a step down transformer. This electricity is first metered before it is stepped down to
enable proper power billing by UMEME. After stepping down, this voltage is received in the
three phase main switch which is inside the power house at the power station. Inside the main
switch, there are several isolators/circuit breakers which are labelled with different current
readings e.g. 5A, 3A etc. symbolizing the type of the load to be connected to it and they therefore
work on specific lines of connection respectively e.g. a line can be for sockets, lights, strong
appliances etc. A circuit breaker/isolator switches itself off automatically in case of a short
circuit or overloading in the line of connection to which it is connected is detected.

The university alternatively uses its generators in case of power shortage so as to ensure steady
power supply within the university premises. The university has three generators of which one is
currently out of use and the other two are power rated by 800KVA and consume 100 litres fuel
per hour. These generators are connected to the ATS which is also inside the power house and it
is the one which controls, regulates and synchronizes the two voltages i.e. the one from Umeme
and one from the generators. In case power has gone off, the ATS switch on one of the
generators automatically and if the load is too high for one generator then the ATS senses it and
switches on the second one as a way of supporting the other so as to ensure steady power supply
depending on the load which is being connected to it.

Figure 1: The interior of the generator

Figure 2: The two automatic generators at the power station

Some of the components of ATS include the following;

 Relays  Timers
 Voltage monitor  Programmable Logical Controller

Reasons for ATS synchronization is to ensure;

o Same frequency
o Same voltage
o Same phase
 The electricity to different university blocks is tapped from the main electricity lines by the help
The university of feeder towers which are located around campus. Inside these feeder towers,
there are isolators which control and protect the line which is tapped from the main line in case
of short circuits. The cables used in the transmission differ in size depending on the load to be
carried i.e. The load determines the size of the cable to use. Big sized cables prevent voltage drop
that’s why they are the one which are used in the main power lines which supply the university.
Domestic power installation and wiring

This type of installation normally uses single phase voltage which is suitable for residential
houses, schools, clinics, etc. The single phase main switch receives this type of voltage. We had
a look at such systems via Sabitti Hall.

Figure 3: Replacing of bulbs at the university blocks

This type of main switch also has several isolators/circuit breakers rated by different current
sizes depending on the size of the load it is meant to carry. Before electricity is installed, the
main switch has to be first earthed and this should meet the required standards by Umeme.
In domestic wiring, they use different cable sizes depending on the load which is going to be
connected to the cable. Examples of cable sizes used in domestic wiring and their suitable loads
to carry (application) are shown below.
 CABLE SIZE (mm) APPLICATION
16 Feeder to main switch
10 Washing machine
6 Cooker
4 Water heater
2.5 General Sockets
1.5 Bulbs
Table1: Cable sizes and their applications

In wiring, these cables are transmitted from one center to another either by full conduit system or
half conduit system or both depending on the degree of protection required and vulnerability to
damage. In full conduit, cables are passed through pipes which are mounted in the walls and half
conduit, cables are just laid on top of the ceiling and they don’t pass through pipes.
There are different types of switches which are used in domestic wiring and some of these, we
used them when we were doing a simple domestic wiring. we saw all these types of wiring when
we went to the roof of the Dining hall and saw the full conduit. These included;
o Intermediate switch o One gang two ways o One gang one way
 Cable color coding.
Electricity cables come in different color arrangements and these colors despite of their
arrangements, each either represent Live wire, Neutral or Earth wire. The table below shows
different cable color arrangements and their meaning.
Cable color arrangement Live Neutral Earth
Brown, Blue, Yellow/Green Brown Blue Yellow/Green
Red, Black, Yellow/Green Red Black Yellow/Green
Red, Yellow, Blue All live (3 phase)

Table 2: Cable color arrangements

On electricity poles, sometimes neutral wire is earthed to prevent lightening and the process is
called earthing. And also neutral wire is grounded when doing domestic installation so as to
prevent touch potential and the whole process is called grounding.
Electrical accessories are components in wiring which don’t consume electricity well as electrical
appliances are components that consume electricity. Electrical accessories include;
 Sockets  Lamp holders  Extensions etc.
 Electrical appliances include;
 Bulbs
 Flat irons

Figure 4: The first picture is a switch and the second is a fuse

 CONSTRUCTION
This section was carried out inside the university opposite Technology park building. We
first drew a building plan, plus its front view, side views, rare view, cross section and
isometric view of the building in form of a test. This was followed by setting out. One has
to put into consideration the direction of the sun, the building has to be at least 15m away
from the road.
The building has to be at least 1.5m away from the boundary. The main base line of the
building is measured and marked using pegs. A nail is nailed on top of the peg to mark the
exact positions and a builder’s line (string) is used to join the two points. The main rectangle
of the building is marked also using pegs and string extending from the base line and the
right angles at the quoins is checked using the builder’s square and also using Pythagoras
theorem for accuracy. The main diagonals are also measured and only an error of less than
5mm is allowed in case the diagonals are not equal. A profile board is set 1m away from the
main rectangle and a string is tied around the offset rectangle. Different pegs are put in line
along the offset rectangle. TBM is marked on these pegs using a water level and then profile
boards are nailed onto these pegs following the marked points and from where other rooms
of the building are marked on these profile boards using nails on either sides and marked
using strings. The foundation trench should be 450mm wide

After setting out, we started real construction and we used several tools like trowel, pan,
steel float, water level, spirit level, building square, spade, hoe, pendulum bob and wheel
barrow. We built three different walls of height 0.8m in different brick bonds. The first wall
was stretcher bond, the second wall was Flemish bond and the third was header bond using
sand mixed with clay and water as mortar.

We were also tasked to draw the plan, rare view, side view of a building on the last day
using the given specific measurements.

Masonry construction in bricks and blocks

 Bricks and blocks

These are major materials used in construction of buildings and they are entirely man made
masonry units. The only difference between bricks and blocks is with the size i.e. blocks appear
to be relatively bigger than bricks. Bricks and blocks come in different types depending on the
material used in making them e.g. we have fired clay bricks, concrete blocks, ordinary soil
(earth) bricks etc.

Brick can be defined as a unit having all dimensions less than 337.5 × 225 × 112.5mm while a
block can be defined as a unit having one or more dimensions greater than those of the largest
possible brick. A standard metric brick has coordinating dimensions of 225 × 112.5 × 75 mm
and working dimensions of 215 × 102.5 × 65mm
 Fig.1. Brick faces and their standard sizes

 Brick bonds

Bonding is the building of blocks, bricks or stones to a recognized pattern so as to ensure

stability of the structure and give a pleasant appearance. When building, bonding rules should be
followed and these include;

 Neat brick less than a closer must appear on the face.

 The lap should be at least a quarter of the brick.
 The bricks should be of uniform size and shape.
 The vertical joints should be vertically above each other in the alternate courses.
 Etc.

While laying bricks, a layer of mortar is placed between the layers of bricks and another course
is placed ensuring straightness using a building line, using a plumb line bob/spirit level and the
right angle of a quoin using a builder square. Mortar is a mixture of sand, lime, cement and
water or without lime which is used for bonding bricks.

 Purpose made bricks.

Fig.2. Half batt Fig.3. Quarter batt

Fig.4. Three-quarter batt Fig.5. Queen closer

Fig.6. King and beveled closer.

Types of brick bonds.

o Stretcher bond

Stretcher bond is used for half brick wall and leaves of cavity wall.

Fig.7. Stretcher bond

o Header bond

Header bond is commonly used when setting up plinth wall.

Fig.8. Header bond

o English bond

This is the strongest bond. It consists of both header and stretcher bond but in an alternate
way.
 Fig.9. English bond

o Flemish bond

Fig 10. Flemish Bond

Setting out

This is the positioning of a building plan on site or is the process of marking out the outlines of
the proposed building on the ground.

The setting out procedure.

 The site is cleared to remove any unwanted vegetation or any obstructions from the site. This
also involves establishing a base line from which the wall of the building is to be set out.

 The architectural plan of the building shows us how the building will appear when it is
finished and also helps us to establish the parallel line. The structural plan defines the width
and depth of the foundation and the exact point to place the foundation.
 The main rectangle of the building is set out and each corner of the building is marked out
with a stout pad or peg. Mark the exact position of the line by nailing on the tops of the pegs
and straining a line between them using builder’s line. Tape measure is used to check for
correct dimensions of the plan.
 Check for right angles at the quoins and this is done with the aid of a builder’s square or
Pythagoras theorem (3:4:5)
 The main rectangle of the building is checked for opposite sides and equal diagonals.
 Positions of brick offsets and cross walls are pegged out.
 Corner profiles are set out to clear off the foundation trench positions to locate the trench
width and the wall thickness.
 Profile boards are set up at junctions/intersections. The location of the wall/trench width
is marked out onto boards using nails and after a builder’s line is strained to demarcate
room sizes.
 Some of the tools used for setting out include;
 Tape measure
 Plumb line bob
 Builder’s square
 Water level
 Hammer
 A saw
 Nails
 Pegs etc
Drawings used in construction

Site Plans: used to locate site, buildings, define site levels, indicate services to buildings, and
identify parts of site such as roads, footpaths and boundaries and to give setting out dimensions
for the site and buildings as a whole. Suitable scale not less than 1: 2500

Floor Plans: used to identify and set out parts of the building such as rooms, corridors, doors,
windows, etc., Suitable scale not less than 1: 100

Elevations: used to show external appearance of all faces and to identify doors and windows.
Suitable scale not less than 1: 100.

Sections: used to provide vertical views through the building to show method of construction.
Suitable scale not less than 1: 50.

Component Drawings: used to identify `and supply data for components to be supplied by a
manufacturer or for components not completely covered by assembly drawings. Suitable scale
range 1: 100 to 1: 1

Assembly Drawings: used to show how items fit together or are assembled to form elements.
Suitable scale range 1: 20 to 1: 5

Safety precautions

The following are the safety precautions required at every construction site;

1. PPE must be worn at all times at the site.

2. Safety signs and procedures at the site should be followed.

3. The site is to be kept tidy at all times.

4. Never work in unsafe areas for example those with falling objects.

5. Do not put yourself or other people at risk while at the site.

Figure 5: Constructing of the wall

CARPENTRY
This section was introduced to us by Mr. Nkurunziza Emmanuel at the carpentry station of the
university. We were given a manual showing us the safety precautions in carpentry. We learnt about
the different wood classifications, the types of tools used in carpentry, finishing joints and we also
made a truss from cutting different measurements of timber and joining them.

Wood classification

Timber is classified in two forms which include the following;

 Soft wood (e.g. pine, latch, red cider, Cyprus etc.)

 Hard wood (e.g. Mvule, Mahogany, Eucalyptus, Acacia etc.)

Each classification of wood has a specific role to perform in construction industry and these
forms can be applied in different areas as shown below.

 Soft wood is used in laying form work for concreting arches, beams, columns, slabs in
storied buildings, wooden ceilings, shoring, hoarding and other temporary site operations.
 Hard wood is used in construction of doors, windows, door frames, suspended ceilings,
roofing, making furniture etc.
 Finishing joints

A joint is a natural connection where the ends of two wooden work pieces meet. It holds
wooden pieces together which eliminates the need for adhesives or glue.
Types of finishing joints
1. Butt joint
It has two wooden work pieces fitted at a right angle. One of the work pieces is butted
against another work piece. It is simple and easy to create and doesn’t offer the same
strength as other joints.
2. Dowel joint
This joint is often used in furniture. With a dowel joint, the ends of two wooden work pieces are
constructed with one or more hollow tubes. These tubes are designed to support a dowel pin. Dowel
joints are typically used in conjunction with a butt joint. The wooden work pieces are jointed at a
right angle; after which they are reinforced with one or more dowel pins.
3. Box Joint
Box joints are characterized by their interlocking design. The ends of the wooden pieces are
constructed with teeth that interlock together. Box joints are stronger than butt joints. With their
interlocking teeth, they create a stronger connection between the joined work pieces.
4. Bridle Joint
This joint is also known as a tongue-and-fork joint. A bridle joint is a more complex type of
woodworking joint. With a bridle joint, the end of one wooden work piece is designed with an
opening that supports the notched end of the other work piece. Bridle joints are typically used for
sloped beams and rafters.
5. Mortise-and-Tenon Joint
A mortise-and-tenon joint is a popular type of joint for woodworking projects. It receives its
namesake from its use of a mortise and tenon. A mortise is an opening that supports a notched end
known as a tenon. Mortise-and-tenon joints are strong and long-lasting. You can find them in
furniture, cabinets, doors and windows.
6. Lap Joint
A lap joint is a type of woodworking joint that requires the placement of a wooden work piece over
another work piece. With a lap joint, the ends of the wooden work pieces are designed with
alternating patterns. Some of them have a half lap pattern, whereas others have a cross lap or dovetail
lap pattern. Regardless, one end is placed inside the other end (Monroe, 2020).
General safety rules used in practice

1. Always place a ladder on a good sound footing. This prevents tipping or sliding to one side.
2. Do not attempt to reach heights beyond the length of the ladder.
3. When using a ladder, see that is it fastened properly before being used.
4. Never use a ladder with broken round in it. You will forget that it is missing and fall.
5. Keep your hammer handles tight, a loose one will fly off and hit another person.

Personal safety measures

1. Always wear the required PPE when doing carpentry.

2. It is better not to wear jewellery it is likely to get stuck in machinery.
3. Always conduct yourself in the best manner and remember that you will be judged by your
actions.
4. Unnecessary talking should be avoided during work.
5. Never attempt to work if you don’t feel well especially if it has to do with climbing ladders.

General safety rules for power machinery

1. Never operate a power saw, sander or any machinery unless you have been instructed in its
operation.
2. Never operate a machine without safety guards in place.
3. Be sure that your machine is grounded, stand on a wooden platform whenever possible while
operating the machinery.
4. Use an extension of sufficient length and size to do your job with easy operation.
5. Never use electric current on a job unless the circuit is properly fused and grounded.
Tools used in carpentry workshop.

In the carpentry workshop we used both hand held portable tools and heavy duty tools. Examples
of these tools include;

Portable tools
1. Claw hammers.
2. Tape measures.
3. Measuring squares
4. Chisels
5. Handsaws
6. Backsaws.

Heavy duty machines

1. Table saw- Used for cross cutting of wood.
2. Band saw- It is used for cutting curves running out of the board.
3. Jig saw- It is used for cutting curves running inside the board.
4. Wood lathe- It is used for putting designs on wood pieces.
5. Spindle molder- It is used for designing edges.
6. Mortising machine- It is used for drilling mortises in wood.

Figure 6: The truss we made from pieces of timber

Figure 7: A hand saw

Figure 8: The truss measurements we used

 Metal Work
This section was introduced to us by Mr. Wafula Simon Peter and was carried out in tech
park at the metal work station. This section was carried out in the first week before the
lockdown. This section was basically based on metal fabrication and use of different
machines which are found in the workshop. These machines were both heavy duty and
portable ones and these included; Cutting machine or shearing machine, bending machine,
the driller, grinder, wielding machine, embossing machine, twisting machines, embolding
machine, lathe machine etc. This section was focused basically on learning how to use these
machines carefully as most of them were really dangerous if not handled well. We also were
required to make a group project where we welded metals together to make a projector stand.

Figure 9: The group project we made of a projector stand

Welding machine

This machine is used for metal fabrication and is one of the essential machines in any metal
work workshop. This machine uses 3 phase electricity voltage. Transformer oil is poured in it
to act as a coolant whenever the machine heats up. A copper rod is dipped inside this oil and
connected on the terminals where the wielding cable is connected. These terminals vary in
power output and they range from low to high power output and the connection depends on
the size of the metal you are wielding. Before starting wielding, the metal to be wielded is
first tapped on the earth wire which comes from this machine and then the wielding rod
which is hold by the wielding torch which is connected on the wielding cable is touched on
the point to be wielded. The wielding rod and the metal melt due to too much heat produced
and it gives out a strong flame hence joining up the metals.

Figure 10: A sheering machine

Cutting machine.

This machine is used for cutting any metal sheet to a required size but of thickness not
exceeding 7.5mm. This machine has got a cutting blade which cuts the metal sheet whenever
the pedal accelerator is stepped on. On stepping on the pedal accelerator, the hydraulic
pressure pushes the rubber stopper which holds the sheet firmly before the cutting blade
moves down to cut the metal sheet. When cutting metal sheets of uniform size like Louver
plates, the length gauge at the back of the machine is moved to the required size, fixed and
then bolted tightly so as to give uniform sized sheets whenever the sheet is pushed in while
stepping on the pedal accelerator without measuring again.

Safety precautions required in metal works

1. Always wear PPE
2. Do not touch moving parts.
3. Do not touch live wires.
4. Always wear tight clothes.

Types of welds
1. Butt weld
2. Fillet weld
3. Slot weld
Types of welding joints
1. Corner and tee joint
2. Lap joint
3. Edge joint

WATER

This module was carried out in the second week before lockdown and it was only groups
ten, eleven and twelve and took part in it. It was introduced to us by Mr. Robert Muhumuza
This module was partly carried out at the university and then outside the university i.e.
Ntawo bajjo. We spent much of the time at the university waste water treatment plant,
proceeded to the areas of university pumps and tanks for example tank hill and then finally
to ntawo. We learnt about waste water treatment and discharge at the university, water
supply at the university and domestic and drinkable treatment and distribution at the
university. The university has two sources of water i.e. national water and Ntawo water. We
also learnt very many terminologies in water and waste treatment e.g.: turbidity,
settleability, sedimentation etc. but on the first day we worked with the plumbing section
and fixed a broken pipe which was causing water leakage behind Nsibambi hall.

Types of treatment plants.

1. Sewage treatment plants.
2. Industrial wastewater treatment plants
3. Agricultural wastewater treatment plants#
4. Leachate treatment plants.
Different kinds of treatment plants are treated at an appropriate type of waste water treatment
plant that is domestic wastewater is treated in a sewage treatment plant.
 Operation of a wastewater treatment plant.
The university treatment plant was designed for 160,000 liters per day and is classified as
activated sludge since it uses the aerobic system for its function ability. The sewage from the
upper buildings/parts(buildings above the main sewer line) of the university travels under
gravity force to connected to the main sewer line and for those buildings below the main
sewer line, the sewage is first collect in a tank via the toilets near the guild canteen and there
after pumped to the main sewer line. when it reaches the bar screens at the treatment plant
which collects all large and untreatable materials from waste water which is received at the
plant. These materials are removed from the screen and are dried after which they are just
burnt since they can’t be treated. After screening, this water is directed to the first chamber
which is called equalization chamber and this is where primary treatment takes place.
Automatic pumps are used in the waste water treatment plant using a float switch which
switches on the pump on touching the water. From this waste basin, water is then directed to
aeration chamber and this is where secondary treatment takes place. In this this is where the
bacteria eat up the waste matter before it is released out to the environment. BOD affects this
process and therefore there should be steady supply of oxygen. BOD is the oxygen required
by the bacteria to break down the waste matter. Metallic pipes are used to introduce oxygen
into the wastewater treatment plant for the bacteria

(aerobic bacteria). From the aeration chamber, it moves to the clarifier chamber, here sludge
is separated from water. This is where sludge settles at the top or bottom of the clear
wastewater. This process is called sludge wasting. (sludge wasting which is the clearing of
sludge in the clarifier chamber is carried out to reduce on the turbidity of the effluent.) There
after the wastewater moves to the chlorination chamber, here chlorine is added to the water to
remove the dangerous bacteria that is left in the wastewater(effluent). According to NWSC
standards for discharging effluent to environment, this water should have a maximum of 5000
faechloriform. Faechloriform is the bacteria which only survive in faeces.
Figure 11: The wastewater treatment plant at UCU main campus

Figure 12: A turbidity meter

Waste water treatment systems.

Aerobic system- This uses oxygen to breakdown waste matter.

Anaerobic system- This doesn’t use oxygen.

Advantages of aerobic system (Activated sludge system)

 It doesn’t smell when it is working properly.

 It requires a small working area.

WATER SUPPLY TO THE UNIVERSITY

The university has got two sources of water i.e. they use national water which is supplied by
NWSC and also they use their private water source which is of a water stream located in
Bajjo village.

At Bajjo, water is got from the flowing stream and pumped into the sedimentation tank using
lift pump. This pump has a foot valve at the sanction pipe to screen water objects and prevent
them from entering into the pump. Aluminum sulphate is added to this pumped water to
quicken the sedimentation and this water is aerated using fountain method. This water leaves
the tank at turbidity less than 25 and we used a turbidity tube to measure this. This water then
flows to the filter which uses sand and after filtration, now this clear water is directed to clear
water tank from where it is chlorinated and then pumped by lift pumps up to the university.
This sand in the water filter tank is cleaned by back washing after some time.

Both national water and water from Bajjo is received at the university booster pump house
from where it is pumped again up to the tank hill where the university tanks are found. At the
booster pump house is where the national water meter is and the university also has its own
meter at the tank hill where they measure total water consumption of the entire university per
day. This water now is received in a reservoir tank from which then is directed to pressure
filters and then passed through chlorine dozer for chlorination again as it is directed to
specific tank depending on its use. Free chlorine is added to drinkable water in the drinkable
water tank to cater for contaminations in process of transmission. We used free chlorine strip
to measure free chlorine in drinkable water tank and we found out that it had between 1.5-
2.6mg/litre.
49 | P a g e
Portable drinkable water should have 0.2-0.16mg/litter as advisable amount of chlorine. The

50 | P a g e
water in domestic tank is the one used for other domestic activities apart from drinking and it
supplies the entire university and each tank had a capacity of 250,000 liters. Also sand in
these two pressure filters is cleaned by back washing.

Figure 13: At the tank hill where main distribution tanks of water are located

Turbidity these are particles that cause water to be dirty. We used a turbid meter to measure
the turbidity of tap water.

4.3 PLUMBING

This module was introduced to us by Mr. Obillo Ivan the plumber of the university. We had
an introduction to the plumbing section on the first day and also fixed toilet paper stands in
the toilets next to tech park. We also fixed a mirror and a sink. We went ahead and learnt
how to take water meter readings and also fixed three leakages in the school that is at the
business park, at one of the restaurants in the school and the upper part of the school. We
were also given an introduction to the basic tools and commonly used tools in plumbing and
their various uses.

Types of tools used

1. Thread seal tape: for stopping water leakages at joints

2. Ball valve: regulates the amount of water entering the supply tank.
3. Female elbow
4. Male adapter & female adapter
5. Plain T
6. Gate valve
7. Angle valve
8. Ball valve
9. HDP pipes- these are black with green strips and are passed underground
10. PPR pipes- these are grey in color
11. GI pipes- these are metallic
12. Screw drivers
13. Spanners
14. Allen keys
15. Pressure pipes- these are blue pipes.

Water billing
Calculation of a water bill
Water bill= (current reading – previous reading) * rate*commercial(domestic)price*service
provider fee

Figure 14: PPR pipes

Figure 15: Pressure pipe

Figure 16: The toilet paper stand we made

Figure 17: GI elbow and GI bend

3.0 EXPERIENCES
Duties and responsibilities.

Duties and responsibilities assigned to us were based on the work load and activities we were
meant to do in that specific week of different sections. Learning new ideas and things from
each section was every one’s responsibility and other duties varied from section to section
and these included;

o Electrical section: In this section we carried out several duties and under this, we
replaced all the faulty bulbs on K-Block and M-Block. We did domestic electricity
wiring and connected different types of switches.
o Carpentry section: In this section we were told to cut different measurements of
wood pieces and we also made a truss from different pieces of wood.
o Metal work: In this section we learnt of the different tools used in metal work and
also made a projector stand from welding of metals.
o Water section: In this section also, we carried out several activities. We fixed a
leakage problem behind Nsibambi hall. We then measured turbidity of water. We
learnt and operated the back wash of the filters at tank hill on the university campus.
We visited Ntawo and learnt about the different water sources of the university.
o Plumbing: This section was full of activities which included, replacing the metallic
pipes at a residential house with PVC pipes, we then installed toilet paper stands in
the toilets next to tech park, installed a mirror in the toilets and also fixed a sink. We
also learnt how to read water meter readings around the different taps in the university
and also fixed leakages around the school.
o Construction: In this section, we drew a building plan, elevations, section, and
window and door schedule. We were required to set out a building plan and this was
done as a general group work. We were divided into three groups and we constructed
different wall shapes in different brick bonds.
 New knowledge and skills gained in each of the duties and responsibilities assigned
o Electrical: In this section I learnt how the university gets and distributes its
electricity, I also learnt about very many terminologies in electricity e.g.: feeder
pillars, 3-phase and single phase. Etc. and I also learnt how to do some simple
domestic electricity wiring and installation.
o Carpentry: In this section I learnt how to use different carpentry tools like saws, tape
measure and I also learnt how to read the tape measure in inches since in carpentry
they normally use inches as their way of dimensioning. Also, I learnt how to cut
different joints depending on what you are going to join.
o Metal work: In this section I learnt how metal fabrication is done and this involves
all the activities we carried out in the workshop which included; wielding, cutting,
designing etc.
o Water: In this section I learnt the mechanical performance of air blowers and how
they can generate oxygen which they blow in the sewage treatment plant. And I also
learnt how water treatment and purification is done.
o Plumbing: In this section I learnt how to join different pipe types using different
appropriate joining joints. I also learnt how to read water meter readings. I also learnt
how to fix a sink in the toilet.
o Construction. In this section I learnt several skills. Under this section I learnt how to
interpret a building plan by being able to draw it. I also learnt how to set out a
building plan on ground and all the technicalities involved. And, under this section I
learnt how to build in different brick bonds.
o Levels of accomplishment of the duties/responsibilities assigned

In all the duties/responsibilities assigned to us we were able to complete them successively

with high level of accomplishment. We did some duties under the supervision of our
mediate supervisors so as we complete them successively and also the good cooperation
of the group members was a big factor to our excelling in these duties assigned to us.

 Relationship with other group/team members and supervisors.

There was a good cooperation between the group members and despite all the
misunderstandings we had, we kept working as a team so that everyone can achieve
his/her goals for this recess training. The relationship with our supervisors was also very
astonishing and they always help us and encouraged us and motivated us each and every
day of our recess.

 Things enjoyed most and why

In this workshop training all the sections have been good and important but I have
enjoyed mostly two sections and these are; plumbing and construction.

In plumbing, I learnt how to read water meter readings and interpret them. I also learnt
the different types of pipes and how they can be put together to form a system. I also
learnt how to fix any water leakage underground.

In construction I learnt how to set out a building plan and how to do real construction by
building walls in different brick bonds. Also learning these skills, it has made my recess
training complete because they are also one of the major skills an engineer is expected to
have.

 Problems experienced and how they were handled

In this training there have been little problems experienced and these include;

o The major problem we faced was weather for example during construction we
used to start very late due to rainfall in the
o morning hence sometimes failing to produce the required work in the given time
period.
 o There has been a problem of attendance among the students. Some students have
not been attending well which has made those who attend to cover up their
absentia hence making us to do a lot of work, but this was solved by putting their
attendance sheets for signing in and out.
o We faced a major problem of the Covid 19 lockdown that led to shortening of our
recess period. We only did our workshop practice at school for two weeks before
the lockdown and then four weeks after the lockdown. Therefore, there was
limited time for us to learn all the modules. We only learnt six modules during this
period.
 Major benefits derived from workshop practice program
o In this workshop practice I have acquired practical skills which are useful in
engineering field.
o Also, in this workshop I have learnt new ideas and experiences from various
trainers and supervisors.
o In this training I have become a team player because I have been working and
associating with different people hence, we have been working as a team.
o I interacted and socialized with many different people, hence making new friends.
4.0 CONCLUSIONS AND RECOMMENDATIONS

Conclusion
This workshop training has been really a good exposure of some of the things what an
engineering field holds for an engineer in making so that when time for specializing fields
comes he/she knows what it means to be in that field. And it has also given us a chance to get
hands on tool training unlike in class room environment hence fulfilling the workshop
objectives by equipping us with practical skills in a workshop environment.

Recommendations

The university should continue to strengthen this workshop training practice for students
because it’s through this that we as students are able to gain skills and experiences aside from
what we learn in class.

Students should put in more effort in this workshop practice and stop taking it for granted
because its these very skills that will help us as future engineers.

More time should be allocated for modules like construction because there is a lot to learn
which all can’t be grasped in just a week.
 PICTORIAL OF THE ENTIRE RECESS

Figure 18: At the carpentry workshop Figure 19: Setting out of a building

Figure 21: Making of the truss in

carpentry using pieces of timber

Figure 20: Welding of the projector stand

5.0 REFERENCES
Srip,Venkateswara Rao.(2005). Civil Engineering Drawing (For the course of water supply
and sanitary Engineering). 1st edition. State Institute Of Vocational Education AndraPradish,
hydarabad.

Gichaga, F.J., Rangasami, K.S. (1998). An introduction to Civil and Building Engineering
Drawing. Macmillan.

Jude, D.V. (1987). Civil Engineering Drawing. Blackwell Science Ltd.

Peter Brett. (2000).Carpentry and Joinery Book 2: Practical Activities. 2nd Edition.

Zzigwa, M (2016) Construction technology [personal communication] (May 23-May 27)

The republic of Uganda, Ministry of water, Lands & Environment, Directorate of Water
Development. Water supply Design Manual, 2000(p.5-4)

Dunham (1962) Foundations of Structures. McGraw-Hill.