FEDERAL UNIVERSITY OF TECHNOLOGY

PMB 1526, OWERRI IMO STATE

STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME

[SIWES]

DONE AT

DEPARTMENT OF MECHATRONICS ENGINEERING SMART

LABORATORY; FEDERAL UNIVERSITY OF TECHNOLOGY OWERRI,
LOCATED AT OWERRI, IMO STATE
NIGERIA.

SUBMITTED

TO

THE SIWES CO-ORDINATOR

DEPARTMENT OF MECHATRONICS ENGINEERING

SCHOOL OF ELECTRICAL SYSTEMS ENGINEERING TECHNOLOGY

WRITTEN BY

CHUKWUGOZIE MICHAEL EZE

20181129983

IN PARTIAL FUFILMENT OF THE REQUIREMENT FOR THE AWARD

BARCHELORS DEGREE OF ENGINEERING (B.ENG) IN DEPARTMENT

OF MECHATRONICS ENGINEERING

AUGUST, 2021
 DEDICATION
This report is dedicated to God Almighty for the grace and wisdom throughout the
time of my industrial training and the experience gained during the training.
I also dedicate this work to my parents, Mr. and Mrs. ANYAENE for their earnest
support towards my academic success.

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 ACKNOWLEDGEMENT
My appreciation goes to God almighty, through the help of the Holy Spirit made
me to be in Mechatronics Engineering.

To paraphrase the words of Nelson Mandela, “it always seems impossible until it’s
done”. However, I will like to thank the Industrial Training Fund for their foresight
in putting this program in place and also to the Department of Mechatronics
Engineering, Federal University of Technology Owerri, for providing the platform
on which was engaged for the training to come to reality.

I want to thank my parent for the encouragement they gave me throughout the
Industrial Training period and also my friends for their endless support all through
the period.

Finally, to my Institutional based SIWES coordinator Engr. C. J. Asuzu for his

profound efforts in putting in place that we undergo this exposure within the school
premises.

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 ABSTRACT
This report is aimed at understanding and implementing the already learnt theory
of the basics of Mechatronics Engineering in industry as it relates to its Virtual
applications. Also contained is the details about the 2 weeks SIWES training which
was based on understanding Proteus, Microcontrollers, Transformers, Bread
boarding and Feedback Power control circuit with its relevance to the real world.

Chapter one focuses on SIWES and its relevance to the educational system of
Nigeria. Chapter two gives brief information about Mechatronics Engineering in
FUTO, Chapter three is about power electronics and digital systems while the
remaining chapters focuses on the experience gained during the training session.

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 TABLE OF CONTENTS

TITLE PAGES
FEDERAL UNIVERSITY OF TECHNOLOGY ............................................................................ i
DEDICATION ................................................................................................................................ ii
ACKNOWLEDGEMENT ............................................................................................................. iii
ABSTRACT ................................................................................................................................... iv
TABLE OF CONTENTS ................................................................................................................ v
CHAPTER ONE ............................................................................................................................. 8
1.1 BACKGROUND OF SIWES ............................................................................................... 8
1.2 HISTORY OF SIWES .......................................................................................................... 8
1.3 AIMS AND OBJECTIVES OF SIWES ............................................................................... 9
1.4 FUNCTIONS OF SIWES ................................................................................................... 10
CHAPTER TWO .......................................................................................................................... 11
2.1 BRIEF HISTORY OF THE DEPARTMENT .................................................................... 11
2.1.1 GENERAL INTRODUCTION .................................................................................... 11
2.1.2 MECHATRONICS ENGINEERING IN FUTO ......................................................... 11
2.2 OBJECTIVES OF MECHATRONICS ENGINEERING DEPARTMENT FEDERAL
UNIVERSITY OF TECHNOLOGY OWERRI (FUTO) ......................................................... 11
2.3 MECHATRONICS AREA OF APPLICATION ................................................................ 12
2.4 ORGANISATIONAL STRUCTURE OF THE DEPARTMENT ...................................... 13
2.5 DEPARTMENT’S AREA OF FOCUS .............................................................................. 13
2.6 ZEAL AND GOAL............................................................................................................. 14
CHAPTER THREE ...................................................................................................................... 15
3.1 INTRODUCTION TO THE TRAINING PROGRAM ...................................................... 15
3.1.1 POWER ELECTRONICS ........................................................................................... 15
3.1.2 TRANSFORMER ........................................................................................................ 16
3.1.3 CLASSIFICATION OF TRANSFORMERS .............................................................. 18
3.1.4 FERRITE TRANSFORMER DECONSTRUCTION.................................................. 18
3.1.5 HOW TO CALCULATE FERRITE CORE TRANSFORMER ................................. 19
CHAPTER FOUR ......................................................................................................................... 22
4.1 PROTEUS SOFTWARE .................................................................................................... 22
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 4.2 CONCEPT OF USING PROTUES SUITE SOFTWARE ................................................. 22
4.2.1 STARTING NEW DESIGN ON PROTEUS .............................................................. 23
4.3 ASSIGNMENT ON DESIGNING A VOLTAGE CONVERTER .................................... 29
4.3.1 VOLTAGE CONVERTER.......................................................................................... 29
4.4 ASSIGNMENT ON DESIGNING A VOLTAGE CONVERTER WITH A FEEDBACK
SYSTEM ................................................................................................................................... 31
4.5 ASSINGMENT ON SIMULATING A MICROCONTROLLER CIRCUIT ..................... 32
4.5.1 ALGORITHM TO CONFIGURE A MICROTROLLER FUCTION ......................... 32
4.6 PIC16F877A ASSIGNMENT SIMULATION CODE ....................................................... 33
CHAPTER FIVE .......................................................................................................................... 34
5.1 WHAT IS A BREADBORD? ............................................................................................. 34
5.2 PROTOTYPING ................................................................................................................. 34
5.2.1 DIFFERENT PROTOTYPES ARE CREATED IN MANY PROFESSIONS: .......... 35
5.3 ELECTRO-TECHNOLOGY AND PROTOTYPES .......................................................... 35
5.4 TYPES OF PROTOTYPES ................................................................................................ 36
5.5 WHY BREADBOARDING?.............................................................................................. 36
5.6 FEATURES OF A BREADBOARD .................................................................................. 37
5.7 CONSTITUENT OF BREADBOARD .............................................................................. 37
5.7.1 BREADBOARD CONNECTION AND PATTERN .................................................. 38
5.8 BREADBOARD: GUIDELINES AND TIPS .................................................................... 38
5.9 BAD BREADBOARD........................................................................................................ 38
5.10 CLASS ACTIVITY .......................................................................................................... 39
CHAPTER 5 ................................................................................................................................. 43
5.1 OBSERVATIONS AND CONTRIBUTIONS ................................................................... 43
5.1.1 OBSERVATIONS ....................................................................................................... 43
5.1.2 CONTRIBUTIONS ..................................................................................................... 43
CHAPTER 6 ................................................................................................................................. 44
6.1 CONCLUSION AND RECOMMENDATION .................................................................. 44
6.1.1 CONCLUSION ............................................................................................................ 44
6.1.2 RECOMMENDATION ............................................................................................... 44
6.2 CHALLENGES ENCOUNTERED DURING PERIOD OF TRAINING ......................... 44
REFRENCES ................................................................................................................................ 45

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P a g e vii | 45
 CHAPTER ONE

1.1 BACKGROUND OF SIWES

Students Industrial Work Experience scheme is a program designed by the university to

expose students to the practical aspects of his/her course of study. It involves the
attachment of a student to an organization in line with his/her respective course of study
that can provide the training and experience required in the industry, as these experience
and training cannot be obtained in the lecture rooms but the theoretical knowledge taught
in lecture rooms shall be applied by the student in real industrial situations. This training
work experience, is an essential component in the development of the practical and
professional skills required of each student by their respective course of study and also
stands as an aid to prospective employment .As a student of engineering, I have been able
to obtain the most relevant and effective practical industrial training and experience in a
duration of three months (7 weeks) having been exposed to practical on-site situations
and activities from Green hold design and products who have carefully trained me in my
area of endeavor.

1.2 HISTORY OF SIWES

SIWES was established by INDUSTRIAL TRUST FUND (ITF) in 1973 to solve the
problem of lack of adequate practical skills preparatory for employment in industries by
Nigerian graduates of tertiary institutions.

The Scheme exposes students to industry based skills necessary for a smooth transition
from the classroom to the world of work. It affords students of tertiary institutions the
opportunity of being familiarized and exposed to the needed experience in handling
machinery and equipment which are usually not available in the educational institutions.

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Participation in SIWES has become a necessary pre-condition for the award of Diploma
and Degree certificates in specific disciplines in most institutions of higher learning in the
country, in accordance with the education policy of government. Operators - The ITF, the
coordinating agencies (NUC, NCCE, NBTE), employers of labour and the institutions.
Funding - The Federal Government of Nigeria
Beneficiaries - Undergraduate students of the following: Agriculture, Engineering,
Technology, Environmental, Science, Education, Medical Science and Pure and Applied
Sciences.
Duration - Four months for Polytechnics and Colleges of Education, and Six months for
the Universities.

Highlight Number of Participating Institutions:

Universities 59
Polytechnics 85
Colleges of Education 62
TOTAL 206

1.3 AIMS AND OBJECTIVES OF SIWES

SIWES provides avenue for students to acquire industrial skills and experiences in their
approved course of study. It also prepares students for their industrial work situation
after graduation.

The objectives of the student’s industrial training work experience scheme are:

 Provision of avenue for students in the Nigerian universities to gain industrial

skills and experience in their course of study.
 To prepare students for the work situation they are likely to meet after graduation.
 To expose students to work methods and techniques in handling equipment and
machinery that may not be available in the universities.
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  To make the transition from the university to the world of work easier, and thus
enhance students contacts for later job placement.
 To provide students with an opportunity to apply their theoretical knowledge in
real work situation, thereby bridging the gap between university work and actual
practice.

1.4 FUNCTIONS OF SIWES

By the directive of National Universities Commission (NUC) and Industrial Training

Fund (ITF), the Unit is mandated to carry out the following functions:

i. Seeking of industrial placement for undergraduate students enrolled in disciplines

scheduled for participation in SIWES.
ii. Supervision of the students placed in the industries located within our ITF zone.
iii. Processing of students’ logbooks, ITF forms and industrial attachment reports upon
which is based on the Federal Government funding of supervision and students’
allowances.
iv. Fostering of close links between the university and industries participating in
SIWES programme.
v. Provision of advisory guidance to participating students on career employment
opportunities.

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 CHAPTER TWO

2.1 BRIEF HISTORY OF THE DEPARTMENT

2.1.1 GENERAL INTRODUCTION

The word mechatronics originated in Japanese-English and was created by Tetsuro Mori,
an engineer of Yaskawa Electric Corporation. The word mechatronics was registered
as trademark by the company in Japan with the registration number of "46-32714" in
1971. However, the company later released the right to use the word to the public, where
upon the word began being used across the world. Nowadays, the word is translated into
many languages and is considered an essential term for advanced automated industry

As technology advances over time, various subfields of engineering have succeeded in

both adapting and multiplying. The intention of mechatronics is to produce a design
solution that unifies each of these various subfields. Originally, the field of mechatronics
was intended to be nothing more than a combination of mechanics and electronics, hence
the name being a portmanteau of mechanics and electronics; however, as the complexity
of technical systems continued to evolve, the definition had been broadened to include
more technical areas.

2.1.2 MECHATRONICS ENGINEERING IN FUTO

Mechatronics, also called mechatronics engineering, is an interdisciplinary branch of
mechanical engineering that focuses on the integration of mechanical, electronic and
electrical engineering systems, and also includes a combination of robotics, electronics,
computer, telecommunications, systems, control, and product engineering. Since its
inception in Federal University of Technology Owerri at 2015, by 2021 the department
had its first set of graduands. The students of the department get to specialize in their
chosen areas at the peak level after being rigorously trained at their foundation levels.

2.2 OBJECTIVES OF MECHATRONICS ENGINEERING DEPARTMENT

FEDERAL UNIVERSITY OF TECHNOLOGY OWERRI (FUTO)

1. Develop capabilities that will move Nigeria from depending on minerals and
hydrocarbons to being driven by the knowledge power of electrical and electronic
principles.
2. Skilled manpower that can imbibe, understand and be capable to use modern
technological techniques to innovate and sustain national technological advancement
of the future.

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 3. Graduates that are ready to move from the classroom straight to the industry with
little or no further training.

2.3 MECHATRONICS AREA OF APPLICATION

Mechatronics Engineering is a very vast engineering field. Therefore, it has a very wide
range of applications. Hence, below are few of the areas you can apply Mechatronics
Engineering;

 Machine vision
 Automation and robotics
 Servo-mechanics
 Sensing and control systems
 Automotive engineering, automotive equipment in the design of subsystems
such as anti-lock braking systems
 Building automation / Home automation
 Computer-machine controls, such as computer driven machines like CNC
milling machines, CNC waterjets, and CNC plasma cutters
 Expert systems
 Industrial goods
 Consumer products
 Mechatronics systems
 Medical mechatronics, medical imaging systems
 Structural dynamic systems
 Transportation and vehicular systems
 Mechatronics as the new language of the automobile
 Computer aided and integrated manufacturing systems
 Computer-aided design
 Engineering and manufacturing systems
 Packaging
 Microcontrollers / PLCs
 Microprocessor

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2.4 ORGANISATIONAL STRUCTURE OF THE DEPARTMENT

Below is the organizational structure of the industry also known as the Organogram of
the company. This is the flow chart of how authorities is be distributed in the industry.

Head of
Department

Secretary

Administrative Staff Technical

Academic Staff Officers

Executive Officer Exam Officier

Senior
Technologist
Admin Officers
Level Advisors

Other
Administrative Technicians
Committes
Other Lecturers

Clerical Officers/
Office Attendants

Fig 1. Organogram of Mechatronics Engineering

2.5 DEPARTMENT’S AREA OF FOCUS

 Engineering Mathematics
 Mechanical engineering
 Materials science and engineering
 Electronics engineering
 Electrical engineering
 Computer engineering (Software & Hardware engineering)
 Computer science
 Systems engineering
 Control engineering

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  Optical engineering
 Telecommunications
 Information Technology
 Robotics
 Project Management

2.6 ZEAL AND GOAL

As a COREN accredited department, they pride themselves in delivering word class

educational services to their students with its individual academia’s cumulated wealth of
experience spanning over 30 years.

They understand that well equipped and competent students could make a difference to
the world on graduation and so at Mechatronics Engineering, they provide an extensive
range of specialist manpower consisting of temporary placements, recruitment and
management of both Nigerian and expatriate learning instruments. They maintain a
global database, enabling them to efficiently access talent across the Engineering
industry.

Their commitment to understanding industrial needs stands out them out while delivery
its resources to students.

Some of Department of Mechatronics Engineering cooperate partners for training

includes;

 ANAMACO
 Total/SNEPCO
 Schlumberger
 Private Individuals
 Other institutions

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 CHAPTER THREE

3.1 INTRODUCTION TO THE TRAINING PROGRAM

3.1.1 POWER ELECTRONICS

Power Electronics refers to the process of controlling the flow of current and voltage and
converting it to a form that is suitable for user loads. The most desirable power electronic
system is one whose efficiency and reliability is 100%.
Take a look at the following block diagram. It shows the components of a Power
Electronic system and how they are interlinked.

Fig.2 Block Diagram of Power Electronics

A power electronic system converts electrical energy from one form to another and
ensures the following is achieved −

 Maximum efficiency
 Maximum reliability
 Maximum availability
 Minimum cost
 Least weight
 Small size
Applications of Power Electronics are classified into two types − Static Applications and
Drive Applications.
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3.1.2 TRANSFORMER
A transformer is a passive component that transfers electrical energy from one electrical
circuit to another circuit, or multiple circuits. A varying current in any one coil of the
transformer produces a varying magnetic flux in the transformer's core, which induces a
varying electromotive force across any other coils wound around the same core.
Electrical energy can be transferred between separate coils without a metallic
(conductive) connection between the two circuits. Faraday's law of induction, discovered
in 1831, describes the induced voltage effect in any coil due to a changing magnetic flux
encircled by the coil.

Fig. 3 Ferrite Core Transformer

In electronics, a ferrite core is a type of magnetic core made of ferrite on which the
windings of electric transformers and other wound components such as inductors are
formed. It is used for its properties of high magnetic permeability coupled with
low electrical conductivity (which helps prevent eddy currents). Because of their
comparatively low losses at high frequencies, they are extensively used in the cores
of RF transformers and inductors in applications such as switched-mode power supplies,
and ferrite loop stick antennas for AM radio receivers.

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3.1.3a IDEAL TRANSFORMER
An ideal transformer is a theoretical linear transformer that is lossless and perfectly
coupled. Perfect coupling implies infinitely high core magnetic permeability and winding
inductances and zero net magneto motive force (i.e. ipnp - isns = 0).

Fig. 5 Ideal Transformer

3.1.3b Ideal transformer and induction law

A varying current in the transformer's primary winding attempts to create a varying
magnetic flux in the transformer core, which is also encircled by the secondary winding.
This varying flux at the secondary winding induces a varying electromotive force (EMF,
voltage) in the secondary winding due to electromagnetic induction and the secondary
current so produced creates a flux equal and opposite to that produced by the primary
winding, in accordance with Lenz's law.
The windings are wound around a core of infinitely high magnetic permeability so that all
of the magnetic flux passes through both the primary and secondary windings. With
a voltage source connected to the primary winding and a load connected to the secondary
winding, the transformer currents flow in the indicated directions and the core
magnetomotive force cancels to zero.
According to Faraday's law, since the same magnetic flux passes through both the
primary and secondary windings in an ideal transformer, a voltage is induced in each
winding proportional to its number of windings. The transformer winding voltage ratio is
directly proportional to the winding turns ratio.
The load impedance referred to the primary circuit is equal to the turns ratio squared
times the secondary circuit load impedance.

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3.1.3 CLASSIFICATION OF TRANSFORMERS

3.1.3a BASED ON FUNCTION

 Step-up transformer
 Step-down transformer

3.1.3b BASED ON CORE CONSTRUCTION

 Core Type transformer
 Shell Type transformer

3.1.3c BASED ON NATURE OF SUPPLY

 AC supply transformer
 DC supply Transformer

3.1.3d BASED ON USE

 Power transformer
 Distribution transformer
 Instrument transformer

3.1.3e BASED ON THE TYPE OF COOLING

 Self-air cooled transformer
 Air blast cooled transformer
 Oil filled self-cooled transformer
 Oil filled water cooled transformer
 Oil filled forced oil cooled transformer

3.1.4 FERRITE TRANSFORMER DECONSTRUCTION

 De-solder the given transformer
 Boil the transformer to remove the glue bond
 Carefully dismantle the transformer
 Unwind the primary and secondary windings
 File
 Measure the length, width, and diameter of the core to calculate the power output
and number of turns (Np and Ns)

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 NOTE: When designing make sure there is no gap in fly-back; only gap in amplifier
design.

3.1.5 HOW TO CALCULATE FERRITE CORE TRANSFORMER

Calculating ferrite transformer is a process in which engineers evaluate the various
winding specifications, and core dimension of the transformer, using ferrite as the core
material. This helps them to create a perfectly optimized transformer for a given
application.
PRIMARY TURNS

The standard formula for calculating the primary number of turns is given below:
N(prim) = Vin(nom) x 108 / 4 x f x Bmax x Ac
Here N(prim) refers to the primary turn numbers. If we select a center tap push pull
topology, the result obtained will be one-half of the total number of turns required.

 VIN (nom) = Average Input Voltage.

 f = 80 kHz, or 80,000 Hz (From what was given in the lab). It is the preferred
switching
 frequency, as selected by us.
 Bmax = Maximum flux density in Gauss. We used 1250G as Bmax during the IT
 Ac = Effective Cross-Sectional Area in cm2. This information can be
collected from the datasheets of the ferrite cores. You may also find Ac being
presented as Ae. You can also obtain this by measuring the core. From dimensions
realized, we have; Diameter (D)= 1.3cm, Length (L)= 3.1cm, Width(W)= 0.7cm.
Thus, Ac = 𝜫D2/4, also, 1 circular mill= 5.067 x 10-6 cm3 Meanwhile, our Ac=
1.323cm2

If anytime you feel like manipulating the number of N(prim) turns, you must make sure it
complies with the corresponding new Bmax value.
Oppositely, it may be possible to first determine the Bmax for a desired number of primary
turns and then adjust the number of turns to this value by suitably modifying the other
variables in the formula.
SECONDARY TURNS

To determine the value of the secondary turns, we can always do this, using the general
transformer formulae

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N1/N2= V1/V2

While knowing the output voltage you are expecting.

However, we can also calculate the maximum power output of the transformer, using;

WcAc= ______Po x 104_______

4 x Ku x Bmax x J x f
Where values given during the workshop are as follows; J= 750 mill/Amp, Wc= 2.17,
Ku= 0.55, Bmax = 1250G
AUXILIARY WINDING

An auxiliary winding is a supplemental winding that a user may require for some external
implementation.

Let's say, along with the 330 V at the secondary, you need another winding for getting 33
V for an LED lamp. We first calculate the secondary: auxiliary turn ratio with respect to
the secondary winding 310 V rating. The formula is:
NA = Vsec / (Vaux + Vd)
NA = secondary: auxiliary ratio, Vsec = Secondary regulated rectified voltage, Vaux =
auxiliary voltage, Vd = Diode forward drop value for the rectifier diode. Since we need a
high speed diode here we will use a schottky rectifier with a Vd = 0.5V
The number of turns required for the auxiliary winding, we get this by applying the
formula:
Naux = Nsec / NA
Where Naux = auxiliary turns, Nsec = secondary turns, NA = auxiliary ratio.
So in this way you can dimension an auxiliary winding as per your own preference.
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 At the end of the practical, we learnt that;

 Calculate primary turns

 Calculate secondary turns
 Determine and Confirm Bmax
 Find primary secondary turn ratio
 Calculate secondary number of turns
 Calculate auxiliary winding turns

CORRECTION OF PRACTICAL FEEDBACK CIRCUIT DESIGN USING PC817

AUTOCOUPLER ISOLATION AND TL431 WITH ITS CALCULATION

From the diagram, the components that made up the feedback circuit are
R1,R2,R3,R4,PC817 and UC3842

3.7 COMPONENT EXPLANATION

With the use of external voltage divider, TL431 can regulate voltage ranging from 2.5V
to 36V at a maximum current of 100mA from the diagram above, PC817 and R5 are all
connected in series. If the Tl431 on current is increased which will result with an increase
of its output current. As a result, the voltage across R4 will increase .This action will
result to the pulse width modulation duty cycle. In the event that the TL431 is lowered
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than the set output voltage, the degree of light coupling will be lower and UC3842 will
increase the PMW duty cycle2

CHAPTER FOUR

4.1 PROTEUS SOFTWARE

The Proteus Design Suite is a proprietary software tool suite used primarily for electronic
design automation. The software is used mainly by electronic design engineers and
technicians to create schematics and electronic prints for manufacturing printed circuit
boards.
It was developed in Yorkshire, England by Lab center Electronics Ltd and is available in
English, French, Spanish and Chinese languages.
The Proteus Design Suite is a Windows application for schematic capture, simulation,
and PCB (Printed Circuit Board) layout design. It can be purchased in many
configurations, depending on the size of designs being produced and the requirements for
microcontroller simulation. All PCB Design products include an auto router and basic
mixed mode SPICE simulation capabilities.
 ISIS is the software used to draw schematics and simulate the circuits in real time.
The simulation allows human access during run time, thus providing real time
simulation.
 ARES is used for PCB designing. It has the feature of viewing output in 3D view
of the designed PCB along with components.
 The designer can also develop 2D drawings for the product.

4.2 CONCEPT OF USING PROTUES SUITE SOFTWARE

ISIS has wide range of components in its library. It has sources, signal generators,
measurement and analysis tools like oscilloscope, voltmeter, ammeter etc., probes for
real time monitoring of the parameters of the circuit, switches, displays, loads like
motors and lamps, discrete components like resistors, capacitors, inductors, transformers,
digital and analog Integrated circuits, semi-conductor switches, relays, microcontrollers,
processors, sensors etc.
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ARES offers PCB designing up to 14 inner layers, with surface mount and through hole
packages. It is embedded with the foot prints of different category of components like
ICs, transistors, headers, connectors and other discrete components. It offers Auto routing
and manual routing options to the PCB Designer. The schematic drawn in the ISIS can be
directly transferred ARES.

4.2.1 STARTING NEW DESIGN ON PROTEUS

During the IT practical, below is the steps in which we were taught to start our Proteus
software
Step 1: Open ISIS software and select new design in File menu

Fig. Proteus File Menu

Step 2: A dialogue box appears to save the current design. However, we are creating a
new design file so you can click Yes or No depending on the content of the present file.
Then a Pop-Up appears asking to select the template. It is similar to selecting the paper
size while printing. For now, select default or according to the layout size of the circuit.

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 Fig. Proteus Default Template Select

Step 3: An untitled design sheet will be opened, save it according to your wish, it is
better to create a new folder for every layout as it generates other files supporting your
design. However, it is not mandatory.

Fig. Proteus Design Sheet

Step 4: To select components, Click on the component mode button.

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 Fig. Component Mode

Step 5: Click on pick from Libraries. It shows the categories of components available and
a search option to enter the part name.

Fig. Pick from Libraries

Step 6: Select the components from categories or type the part name in Keywords text
box.

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 Fig. Keywords Textbox

Example shows selection of push button. Select the components accordingly.

Fig. Push Button Selection

Step 7: The selected components will appear in the devices list. Select the component
and place it in the design sheet by left-click.

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 Fig. Component Selection

Place all the required components and route the wires i.e, make connections.
Either selection mode above the component mode or component mode allows to connect
through wires. Left click from one terminal to other to make connection. Double right-
click on the connected wire or the component to remove connection or the component
respectively.

Fig. Component Properties Selection

Double click on the component to edit the properties of the components and click on Ok.

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 Fig. Component Properties Edit

Step 8: After connecting the circuit, click on the play button to run the simulation.

Fig. Simulation Run

In this example simulation, the button is depressed during simulation by clicking on it to

make LED glow.

Fig. Simulation Animating

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NOTE: Simulation can be stepped, paused or stopped at any time.

Fig. Simulation Step-Pause-Stop Buttons

4.3 ASSIGNMENT ON DESIGNING A VOLTAGE CONVERTER

We were assigned to design and simulate a voltage regulator by our tutor after he has
given good guide on how to go about it. Below is the picture showing the tutor
illustrating how to go about the assignment on our individual PCs;

Fig. Voltage Converter

4.3.1 VOLTAGE CONVERTER

A voltage converter is an electric power converter which changes the voltage of an
electrical power source. It may be combined with other components to create a power
supply.
AC voltage conversion uses a transformer. Conversion from one DC voltage to another
requires electronic circuitry (electromechanical equipment was required before the
development of semiconductor electronics), like a DC-DC converter. Mains
power (called household current in the US) is universally AC.

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 COMPONENTS NEEDED TO DESIGN VOLTAGE CONVERTER

Fig. components picked to design the voltage converter

1. Resistors: A resistor is a passive two-terminal electrical component that
implements electrical resistance as a circuit element. In electronic circuits, resistors
are used to reduce current flow, adjust signal levels, to divide voltages, bias active
elements, and terminate transmission lines, among other uses

2. Capacitors: A capacitor is a device that stores electrical energy in an electric field.

It is a passive electronic component with two terminals. They are different types of
capacitors like polarized capacitors, mica capacitors, variable capacitors and
others.

3. Diodes: A diode is a two-terminal electronic component that

conducts current primarily in one direction (asymmetric conductance); it has low
(ideally zero) resistance in one direction, and high (ideally infinite) resistance in
the other. They are many types of diodes including zener diodes, scotty diodes,
bridge rectifiers etc.

4. ICs: An integrated circuit or monolithic integrated circuit is a set of electronic

circuits on one small flat piece of semiconductor material, usually silicon.

5. Electronics Transformers: Electronic transformers are designed especially for

low-power applications. They are used in computers, radio frequency (RF) devices,
and lighting. Electronic transformers are used to insulate circuits and to provide
high to alternating-but-low impedance

6. Transistors: A transistor is a semiconductor device used to amplify or switch

electronic signals and electrical power. It is composed of semiconductor material
usually with at least three terminals for connection to an external circuit.

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4.4 ASSIGNMENT ON DESIGNING A VOLTAGE CONVERTER WITH A
FEEDBACK SYSTEM

Fig. Schematic of a voltage converter with a feedback system

A feedback system is one in which the output signal is sampled and then fed back to the
input to form an error signal that drives the system.
In this system the feedback system was corrected and new values were obtained. Below
are how the feedback circuit new values were derived. The calculations to the circuit was
elaborated in the transformer application chapter.

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4.5 ASSINGMENT ON SIMULATING A MICROCONTROLLER CIRCUIT

Fig 3.5 Schematic of a microcontroller circuit to switch on and off an LED

The assignment was based on how to properly simulate a microcontroller using a

PROTEUS software. Several steps were taken in order to get the circuit working.
We ensure we properly embed the control code of the microcontroller used
(PIC16F877A).
4.5.1 ALGORITHM TO CONFIGURE A MICROTROLLER FUCTION
Below are the necessary steps to take in order to successfully get your microcontroller
working in a simulation.
 Select input and output pin
 Define the pins
 Clear all ports
 Turn up internal pull ups
 Then the control code

After drawing the circuit on your proteus layout, then you embed the operational code to
the microcontroller. Each microcontroller has a code that supports it. Hence we use the C
programming language to program the PIC16F877A

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4.6 PIC16F877A ASSIGNMENT SIMULATION CODE

Below is the code use to activate the circuit simulation to switch the LED on and off
consecutively.
#include <xc.h>

void delay_ms(int x){

int i=x*1000;
while (i>0){
i--;
}
}

void main(){

//define input output states

TRISB=0b01111111;

//clear portB
PORTB=0;
PORTD=0;

//Turn on PORTB pull ups

OPTION_REG=0b00000000;
while(1)
{
if(PORTBbits.RB0===0){
PORTBbits.RB7=1;
delay_ms(5);
PORTBbits.RB7=0;
delay_ms(5);
}
else{
PORTDbits.RD0=0;
}

}}

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 CHAPTER FIVE

5.1 WHAT IS A BREADBORD?

Fig 5.1 Picture of a bread board

A breadboard, or protoboard, is a construction base for prototyping of electronics.

Originally the word referred to a literal bread board, a polished piece of wood used when
slicing bread. In the 1970s the solderless breadboard (a.k.a. plugboard, a terminal array
board) became available and nowadays the term "breadboard" is commonly used to refer
to these.
Because the solderless breadboard does not require soldering, it is reusable. This makes it
easy to use for creating temporary prototypes and experimenting with circuit design. For
this reason, solderless breadboards are also popular with students and in technological
education. Older breadboard types did not have this property. A stripboard (Veroboard)
and similar prototyping printed circuit boards, which are used to build semi-permanent
soldered prototypes or one-offs, cannot easily be reused. A variety of electronic systems
may be prototyped by using breadboards, from small analog and digital circuits to
complete central processing units (CPUs).
Compared to more permanent circuit connection methods, modern breadboards have high
parasitic capacitance, relatively high resistance, and less reliable connections, which are
subject to jostle and physical degradation. Signaling is limited to about 10 MHz, and not
everything works properly even well below that frequency.

5.2 PROTOTYPING

Prototyping is the process of quickly putting together a working model (a prototype) in

order to:
P a g e 34 | 45
  Test various aspects of a design,
 Illustrate ideas and
 Gather early user feedback.

Prototyping means building an actual circuit to verify that it works.

IEEE defines prototyping as “A type of development in which emphasis is placed on

developing prototypes early in the development process to permit early feedback and
analysis in support of the development process.”

PROTOTYPE

A prototype is an early research sample or model that is built to test a concept or a

process. The prototype is often constructed using techniques such as:

 wire wrapping technique

 Veroboard,
 Breadboard (to be discussed here).

5.2.1 DIFFERENT PROTOTYPES ARE CREATED IN MANY PROFESSIONS:

 Architectures
 Engineering: Electronics, Software, Mechanical

5.3 ELECTRO-TECHNOLOGY AND PROTOTYPES

Science and technological fields that deals with the practical application of electricity.

• Today, open-source tools like Fritzing exist to document electronic prototypes

(especially the breadboard-based ones) and move toward physical production.
• Prototyping platforms such as Arduino and Raspberry pi also simplify the task of
programming and interacting with a microcontroller.

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5.4 TYPES OF PROTOTYPES

S/NO TYPES DESCRIPTION

1 A Prove of Principle Serves to verify some key
functional aspects of the
intended design, but
usually does not have all
the functionality of the
final product.
2 A Working Prototype Represents all the
functionality of the final
product
3 A Visual Prototype Represents the size and
appearance, but not the
functionality, of the
intended
design
4 A Functional Prototype Captures both function and
appearance of the intended
design, though it may be
created with different
techniques and even
different scale from final
design.

5.5 WHY BREADBOARDING?

Bread boarding is necessary because:

a. It takes less time to breadboard a circuit than to design and fabricate a printed
circuit board (PCB).
b. Easy to prototype circuits; fast and easy
c. It is inexpensive, a PCB is often reserved for the final working design.
d. As a complement to circuit simulation, breadboarding allows designers to observe
how, and if, the actual circuit functions.
e. It offers flexibility in the design process.

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5.6 FEATURES OF A BREADBOARD

 Electric component leads and wires are inserted into holes arranged in grid pattern
on breadboard surface
 Series of internal metal strips connect specific rows of holes
 It is a Solderless board; it does not require soldering.

Fig. Breadboard connections

5.7 CONSTITUENT OF BREADBOARD

a. Made up of conductors that are structurally connected; covered in a white plastic

material.
b. Plugs and Sockets – large circuits.

Fig. Constituents of breadboard

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5.7.1 BREADBOARD CONNECTION AND PATTERN
a. Columns and rows connection
b. Terminal strips and buses

Fig.Breadboard connection and pattern

5.8 BREADBOARD: GUIDELINES AND TIPS

a. Use as few jumper wires as possible.

b. Keep jumper wires as short as possible to avoid jumbled wires which are
difficult to troubleshoot.
c. Breadboard circuit closely to layout of the schematic circuit to aid
troubleshooting
d. Cut component leads to short lengths to avoid contact and shorts.
e. Always consider the polarity of components during breadboarding.
f. Components with two terminals.
g. If the two terminals are equal in length, the component is not polarized (e.g.
Resistors)
h. If the two terminals are unequal, the longer terminal is always the anode
while the shorter is the cathode (e.g. LEDs)

5.9 BAD BREADBOARD

A Bread Board serves the purpose of circuitry to aid schematic troubleshooting in

any given project, when its rules are gone against or neglected this could be termed

P a g e 38 | 45
as bad breadboarding. The consequences of bad breadboarding ranges from how
delicate the circuitry.

Fig. A Bad Breadboarding

5.10 CLASS ACTIVITY

A BREADBOARD HANDS-ON ACTIVITY CIRCUITS CARRIED OUT BY GROUPS IN

THE LAB.

MONOSTABLE MULTIVIBRATOR

The operation and output of the 555 timer monostable is exactly the same as that for
the transistorized one we look at previously in the Monostable Multivibrator tutorial.
The difference this time is that the two transistors have been replaced by the 555
timer device. Consider the 555 timer monostable circuit below;

Fig. Schematic of a Monostable Multivibrator

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 Fig. Schematic of circuit working

When a negative (0V) pulse is applied to the trigger input (pin 2) of the Monostable
configured 555 Timer oscillator, the internal comparator, (comparator No1) detects
this input and “sets” the state of the flip-flop, changing the output from a “LOW”
state to a “HIGH” state. This action in turn turns “OFF” the discharge transistor
connected to pin 7, thereby removing the short circuit across the external timing
capacitor, C1.
This action allows the timing capacitor to start to charge up through resistor, R1 until
the voltage across the capacitor reaches the threshold (pin 6) voltage of 2/3Vcc set up
by the internal voltage divider network. At this point the comparators output goes
“HIGH” and “resets” the flip-flop back to its original state which in turn turns “ON”
the transistor and discharges the capacitor to ground through pin 7. This causes the
output to change its state back to the original stable “LOW” value awaiting another
trigger pulse to start the timing process over again. Then as before, the Monostable
Multivibrator has only “ONE” stable state.
The Monostable 555 Timer circuit triggers on a negative-going pulse applied to pin 2
and this trigger pulse must be much shorter than the output pulse width allowing time
for the timing capacitor to charge and then discharge fully. Once triggered, the 555
Monostable will remain in this “HIGH” unstable output state until the time period set
up by the R1 x C1 network has elapsed. The amount of time that the output voltage
remains “HIGH” or at a logic “1” level, is given by the following time constant
equation.

P a g e 40 | 45
 Where, t is in seconds, R is in Ω and C in Farads
DETAILED LIST OF COMPONENTS USED ON CLASS ACTIVITY

a. Switch
b. 555 timer (Monostable)
c. Resistor (10k, 47k, 470k)
d. Capacitor (100μ, 0.01μ)
e. LED
f. Voltage Source (9V)
g. Jumper wires

Fig. Schematic of class activity on Proteus layout

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Fig. Picture of class activity

P a g e 42 | 45
 CHAPTER 5

5.1 OBSERVATIONS AND CONTRIBUTIONS

5.1.1 OBSERVATIONS
As a student my first observation was the cognition of the difference between the
school environment and the labor market, as it is a different ball game entirely.
I also observed that safety was paramount and it could easy be seen as the primary
goal of every staff of the company and not only the technicians. As safety equipment
and instructions were always put in place or made available at strategic locations
within the company. workshop to the service desks to the customer care centers to
the offices to the receptions.
Neatness was also a key attribute as even though the job is usually seen as a dirty job,
technicians were always admonished to be as neat as possible in their dressing and in
carrying out their duties. This was further encouraged by rewarding technicians that
could fully adhere to this
- The hospitality shown to customers was of another level as customers were treated
with so much care and respect. From provision of free breakfast and lunch, to a brief
internal training, to free medical checkup the customers were always made to feel at
ease.
- Communication played a vital role in the successful execution of jobs, from among
personnel in a section to departments communicating with other departments present
in the company and also customers with company’s personnel. Good flow of
information was required and as a result most jobs that were returned or problematic,
come about as a result of poor communication between parties.

5.1.2 CONTRIBUTIONS
My contributions were shown in my work done and services given as a Diagnosing,
Mechanical and Electrical technician in the establishment, which was basically
diagnosing and repair of mechanical components of automobiles. I was able to
maximize the job efficiency and work output in my section, because after a couple of
weeks my section supervisor gave me the access to work directly with the spare parts
and material store department, thereby speeding up the job completion process, as he
wasn’t always around to attend due to official reasons. I was also able to revive the
job registration process as it was slightly overlooked prior to my attachment because
of the magnitude of work in the section, but after successfully reviving it, it became
useful in double-checking the vehicles that came into the section and technicians that
worked on them

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 CHAPTER 6

6.1 CONCLUSION AND RECOMMENDATION

6.1.1 CONCLUSION
My 2 weeks’ industrial attachment as an intern at Mechatronics Engineering Smart
Laboratory was a huge success and a great time of acquisition of knowledge and
skills. Through my training I was able to appreciate my chosen course of study even
more, because I had the opportunity to blend the theoretical knowledge acquired
from lectures series with the practical hands-on application of knowledge gained here
to perform very important tasks that contributed in a way to my productivity in the
company.
My training here has given me a broader view to the importance and relevance of
Mechatronics Engineer in the immediate society and the world as a whole, as I now
look forward to impacting it positively after graduation. I have also been able to
improve my communication and presentation skills and thereby developed good
relationship with my fellow colleagues at during the training period. I have also been
able to appreciate the connection between my course of study and other disciplines in
producing a successful result.

6.1.2 RECOMMENDATION
I use this means to make the following recommendations concerning the training of
students in Industrial Attachments
 I would like to recommend that the SIWES should automatically post students
to places where they can undergo the training just as NYSC.

 Allowances should be paid to students during their 3 month programme. This

would help them a great deal to handle some financial problems during their
training course.

6.2 CHALLENGES ENCOUNTERED DURING PERIOD OF TRAINING

There was no any source of funds to sustain our needs while in school which means I
had to feed and transport myself.

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 REFRENCES
1. Mechatronics (2021, August 12) Retrieved from
https://en.wikipedia.org/wiki/Mechatronics

2. Proteus Design Suite (2021, August 12) Retrieved from

https://en.wikipedia.org/wiki/Proteus_Design_Suite

3. Ferrite Core https://en.wikipedia.org/wiki/Ferrite_core

4. Transformer (2021, August 14) Retrieved from

https://en.wikipedia.org/wiki/Transformer

5. How to calculate Ferrite core transformer (2021, August 14) Retrieved from
https://www.homemade-circuits.com/how-to-design-and-calculate-ferrite-core-
transformers-for-inverters/

6. 555 timer Monostable Multivibrator (2021, August 12) Retrieved from

https://www.electronics-tutorials.ws/waveforms/555_timer.html

7. Breadboard (2021, August 12) Retrieved from

https://en.wikipedia.org/wiki/Breadboard#/media/File:Electronics-White-
Breadboard.jpg

8. Bread boarding Slide (2021, August 12) Retrieved from Lecturers Material

9. Acdemia.edu/automobilereports

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