A TECHNICAL REPORT

ON
STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME
(S.I.W.E.S)

AT TARABA STATE CRUSHING AND ASPHALT PLANT

(QUARRY)
SIBRE P.M.B 1169, JALINGO
TARABA STATE

SUBMITTED BY

EMMANUEL ADAMU
TSU/FEN/ME/15/1006

TO

THE DEPARTMENT OF MECHANICAL ENGINEERING

TARABA STATE UNIVERSITY, JALINGO

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR

THE AWARD OF BACHELOR OF ENGINEERING DEGREE
(B. ENG) IN MECHANICAL ENGINEERING.

AUGUST 2019 – FEBRUARY 2020

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 ACKNOWLEGDEMENTS
My appreciation goes to God almighty, through the help of the Holy Spirit made me to
choose mechanical engineering as my discipline.
To paraphrase an actor who just won an Emmy, “there are so many people to thank”. However, I
will like to thank the Industrial Training Fund for their foresight in putting this program to place
and also to the Mechanical Engineering department, Taraba State University Jalingo, for
providing the platform on which I was engaged in the training.
I want to say a big thank you to my industrial based supervisor, Mr. Joseph and the technician
in my unit, Mr. Musa, Mr. Bawa, Mr. Dahiru and Mr. Isa and all who helped with solutions to
my numerous questions.
I am grateful to Special QUARRY for providing with the opportunity to be exposed to
engineering services to the automobile industry.
I also want to thank my mother she encouraged me all through my Industrial Training period and
also appreciate my uncle and dad for their effort to ensure I get a placement, also for their moral
and financial support.

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Contents
CHAPTER ONE.............................................................................................................................................................. 5
INTRODUCTION............................................................................................................................................................5
1.1 INTRODUCTION TO SIWES..........................................................................................................................5
1.2 OBJECTIVE OF SIWES..........................................................................................................................................6
1.3 ROLES OF BODIES INVOLVED IN THE MANAGEMENT OF SIWES PROGRAMME.................................................6
1.4 THE INDUSTRIAL TRAINING FUND......................................................................................................................7
1.5 THE SUPERVISING AGENCIES (NUC, NBTE AND NCCE) These Agencies are to:...................................................8
CHAPTER TWO.......................................................................................................................................................10
DESCRIPTION OF SIWES OFFICE........................................................................................................................10
2.1 THE ORGANISATION...........................................................................................................................10
2.2.0 DEPARTMENTS IN QUARRY...................................................................................................................10
2.2.1 SERVICES OFFERED BY THE COMPANY..............................................................................................10
2.2.2 Vision...................................................................................................................................................11
2.2.3 Mission.................................................................................................................................................11
2.2.4 Objectives.............................................................................................................................................11
2.2.5 PRODUCTS FOUND IN THE QUARRY...........................................................................................12
2.2.6 FACILITIES........................................................................................................................................12
CHAPTER THREE...................................................................................................................................................13
TRAINING UNDERGONE.......................................................................................................................................13
3.1 WORKSHOP SAFETY............................................................................................................................13
3.1 BASIC FIRST AID FOR EMERGENCIES.............................................................................................14
3.2 QUARRY.................................................................................................................................................15
3.2.1 MECHANICAL DEPARTMENT.................................................................................................................15
3.2.2. THE MECHANIC IN QUARRY.................................................................................................................16
3.2.3. MECHANIC RESPONSIBILITIES IN THE PLANT:................................................................................16
3.3.0. SECTIONS IN MECHANICAL DEPARTMENT...........................................Error! Bookmark not defined.
3.3.1. WELDING.......................................................................................................Error! Bookmark not defined.
3.3.2. MECHANIC WORKSHOP.............................................................................Error! Bookmark not defined.
3.3.3. VULCANIZER................................................................................................Error! Bookmark not defined.
3.3.4. LATHE AND FABRICATION SECTION.....................................................Error! Bookmark not defined.
CHAPTER FOUR......................................................................................................................................................18
EXPERIENCE GAINED...........................................................................................................................................18

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 4.1 RELEVANCE OF TRAINING GAINED TO UNIVERSITY TRAINING.....................................................18
4.2 RELEVANCE OF EXPERIENCE GAINED TO WORKSHOP BASED ACTIVITIES..........................18
4.3 PRACTICAL WORK DONE...................................................................................................................18
4.4 Knowledge Gained on Automotive Mechanical Systems.....................................Error! Bookmark not defined.
CHAPTER FIVE.......................................................................................................................................................21
CHALLENGES AND SUGGESTIONS FOR IMPROVEMENT OF SIWES...........................................................21
5.1 PERSONAL CHALLENGES..........................................................................................................................21
5.2 COMPANY RELATED CHALLENGES........................................................................................................21
5.3 UNIVERSITY RELATED CHALLENGES....................................................................................................21
5.4 SUGGESTIONS..............................................................................................................................................22
5.5 SUMMARY AND CONCLUSION.................................................................................................................22
5.6 RECOMMENDATION........................................................................................................................................ 23

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 CHAPTER ONE

INTRODUCTION
1.1 INTRODUCTION TO SIWES

The students Industrial Work Experience Scheme (SIWES) is a Skills Training Programme

designed to expose and prepare students of Universities, Polytechnics/Colleges of

Technology/Colleges of Agriculture and Colleges of Education for the Industrial Work

situation they are likely to meet after graduation. The scheme also affords students the

opportunity of familiarizing and exposing themselves to the needed experience in handling

equipment and machinery that are usually not available in their Institutions. Before the

establishment of the scheme, there was a growing concern among our Industrialists that

graduates of our Institutions of Higher learning lacked adequate practical background studies

preparatory for employment in Industries. Thus, the employers were of the opinion that the

theoretical education going on in higher institutions was not responsive to the needs of the

employers of labour. It is against this background that the rationale for initiating and

designing the scheme by the Fund during its formative years – 1973/74 was introduced to

acquaint students with the skills of handling employers’ equipment and machinery. The ITF

solely funded the scheme during its formative years. But as the financial involvement

became unbearable to the Fund, it withdrew from the Scheme in 1978. The Federal

Government handed over the scheme in 1979 to both the National Universities Commission

(NUC) and the National Board for Technical Education (NBTE). Later the Federal

Government in November 1984 reverted the management and implementation of the SIWES

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 Programme to ITF and it was effectively taken over by the Industrial Training Fund in July

1985 with the funding being solely borne by the Federal Government.

1.2 OBJECTIVE OF SIWES

Specifically, the objectives of the Students Industrial Work Experience Scheme (SIWES)

are to:

a. Provide an avenue for students in institutions of higher learning to acquire industrial

skills and experience in their course of study, which are restricted to Engineering and

Technology including Environmental studies and other courses that may be approved.

Courses of NCE (Technical), NCE Agriculture, NCE (Business), NCE (Fine and

Applied Arts) and NCE (Home Economics) in Colleges of Education are also included.

b. Prepare students for the industrial work situation they are to meet after graduation;

c. Expose students to work methods and techniques in handling equipment and machinery

that may not be available in their institutions.

e) Make the transition from school to the world of work easier, and enhance students

contacts for later job placement;

f) Provide students with an opportunity to apply their knowledge in real work situation

thereby bridging the gap between theory and practice; and

g) Enlist and strengthen employers, involvement in the entire educational process and

prepare students for employment in Industry and Commerce.

1.3 ROLES OF BODIES INVOLVED IN THE MANAGEMENT OF SIWES

PROGRAMME
The Federal Government, the Industrial Training Fund (ITF), the Supervising Agation

(NBTE), National Commission for Colleges of Education (NCCE), Employers of

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Labour and Institutions have specific roles assigned to them in the management of the

SIWES Programme. The roles are as follows: -

Federal Government

a. To provide adequate funds to the Industrial Training Fund through the Federal

Ministry of Industries for the Scheme.

b. To make it mandatory for all Ministries, companies and Parastatals to offer places

for the attachment of students in accordance with the provisions of Decree No. 47

of 1971 as amended in 1990. The relevant provisions of the decree are as follows:

Section 7A (1)(b) stipulates as follows: shall accept students for industrial attachment

purposes The Decree under section 7A(2) stipulates penalties in default of section 7A(1)(b).

Section 7 (2) “Any employer who is in breach of the provision of the sub-section (1) of this

section should be guilty of an offence under this Act and liable to conviction:

(a) in the case of a body corporate, to a fine of N5,000.00 for the first breach and N10,000.00

for subsequent breach; and

(b) In the case of Chief Executive, Secretary or other principal officers of the company to a

fine of N1, 000.00 or two years imprisonment without option of fine for each

subsequent breach.”

1.4 THE INDUSTRIAL TRAINING FUND

The Fund is to:

i) Formulate policies and guidelines on SIWES for distribution to all the

SIWES participating bodies, institutions and companies involved in the

scheme.

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 ii) Regularly organize orientation programmes for students prior to their

attachment,

iii) Receive and process Master and Placement Lists from the Institution and

Supervising Agencies, i.e. (NUC, NBTE, NCCE);

iv) Supervise students on Industrial Attachment

v) Disburse Supervisory and Students allowances

vi) Organise biennial SIWES National Conference and Annual SIWES Review

Meeting;

vii) Provide insurance cover for students on attachment;

viii) Provide logistics and materials necessary for effective administration of the

scheme, such documents as – ITF Form 8, ITF Form 8A the SPE 1and SIP A

forms. (see Appendix A)

ix) Ensure the visitation (tours) of ITF officers to the Supervising Agencies,

Institutions, Employers and students on attachment.

x) Provide information on companies for attachment and assist in the industrial

placement of students.

xi) Continuously review and carry out research into the operation of the SIWES.

xii) Vet and process students’ logbooks and ITF form 8.

1.5 THE SUPERVISING AGENCIES (NUC, NBTE AND NCCE) These Agencies are
to:
a) Ensure the establishment and accreditation of SIWES Units in institutions under their

jurisdiction;

b) Direct for the appointment of full-time SIWES Co-ordinators;

c) Ensure adequate funding of the SIWES units in all the institutions.

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d) Vet and approve master and placement lists of students from participating institutions

and forward same to the ITF;

e) Develop, monitor and review job-specifications in collaboration with the institutions

towards the maintenance of National minimum Academic Standard for all the

programmes approved for SIWES;

f) Liaise with ITF and participate in the biennial SIWES National Conference and other

relevant SIWES seminars, conferences and workshops.

g) Continuously monitor and review the job specifications of all the courses;

h) Research into the development of SIWES in line with advances in technological

development;

i) Regularly review courses qualified for SIWES in collaboration with other bodies;

j) Liaise with the ITF, to ensure the implementation of all Federal Government policies on

the scheme.

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 CHAPTER TWO

DESCRIPTION OF SIWES OFFICE

2.1 THE ORGANISATION

The Taraba State Crushing and Asphalt Plant was established in 2009 by the Government

of Governor Danbaba D. Suntai.

The quarry is being managed by two expatriates and five number of staff deployed to the quarry

from ministry of works, finance and the board of internal revenue.

2.2.0 DEPARTMENTS IN QUARRY

The quarry has the following departments:

i. Quarrying and Blasting Department

ii. Mechanical department

iii. Electrical department

iv. Asphalt department

v. Crushing department

2.2.1 SERVICES OFFERED BY THE COMPANY

The quarry renders services such as making and laying of asphalt for the government projects

and private individuals on roads, airport runways and any place where asphalt laying is needed at

a price for revenue generation.

Supply of various sizes of aggregates foe government projects, private individuals and

companies at a price for revenue generation too.

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2.2.2 Vision

- To cater for the needs of the government projects in terms of supply of aggregates and

ashphalts.

- For the purpose of creating jobs for the indigenes in the fields of quarrying, mechanical,

electrical, welding, electronics, etc.

- To train Taraba State indigenes in the fields of quarrying, mechanical, electrical, welding,

electronics, etc.

- To sale some of the quarry products to individual customers within the state for revenue

generation.

2.2.3 Mission

The quarry renders services such as making and laying of asphalt for the government

projects and private individuals on roads, airport runways and any place where asphalt

laying is needed at a price for revenue generation.

Supply of various sizes of aggregates foe government projects, private individuals and

companies at a price for revenue generation too.

2.2.4 Objectives

 To engage the labor of professionally qualified, dedicated and experience staff members,

train and retrain, and regularly update them with latest technology and skills required to

deliver quality services to our clients

 To provide and maintain up to date facilities and system that will help ensure quality

customer service delivery.

 To train and equip young individuals to face the challenges related to their field of study.

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2.2.5 PRODUCTS FOUND IN THE QUARRY

The quarry produces the following:

i. 1” aggregates

ii. 2/3” aggregates

iii. 3/8” aggregates

iv. ½” aggregates

v. Oversize aggregates

vi. Stone dust

vii. Stone base

viii. Asphalt

2.2.6 FACILITIES

There have been structures and systems put in place to enhance and facilitate the effective

running of the establishment and provision of quality services geared towards the

ultimate satisfaction of customers. Some of our facilities include:

 Head office complex equipped with facilities and a workforce of highly dedicated and

skilled staffs in Ardokola, Taraba State.

 Branch Office in Takum, Taraba State.

 Fabrication laboratory.

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 CHAPTER THREE

TRAINING UNDERGONE

3.1 WORKSHOP SAFETY

Upon resumption in the company for the general orientation, I partook in the formal registration

exercise and then proceeded with safety, health and environment orientation. Therefore, the first

two weeks was devoted to lectures on safety such as basic firefighting skills for all interns, how

to respond to emergency situations and seminars/workshop training on Career Development in

Design Engineering, Steps and Tools for Drawing Preparation, Design Fundamentals for

Engineers and so on. My training and experience was that of site work. I was trained on

workshop safety, general safety.

The workshop safety rules are listed below:

 Suitable attire should be worn for operating machinery or equipment.

 Instruction should be read before using an unfamiliar piece of equipment.

 Any damaged equipment should be reported and should not be used until it has been

repaired by a qualified person.

 Appropriate personal protective equipment should always be used.

 Long hair must be restrained.

 Where machine guards are provided they must be kept in place.

 The attention of another staff member when operating equipment should not be distracted

and there should be no horse play.

 All hazards, unsafe conditions and work practices should be reported.

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  Try not to touch any of the circuit boards and power sockets when something is

connected to them and switched on.

 An extra copy of all important data should always be maintained.

3.1 BASIC FIRST AID FOR EMERGENCIES

First aid is the provision of initial care for an illness or injury. It is usually performed by

non-experts (or sometimes by an expert in case of an emergency), but trained personnel

to a sick or injured person until definitive medical treatment can be accessed. Certain

self-limiting illnesses or minor injuries may not require further medical care past the first

aid intervention. Generally, consists of a series of simple and in some cases, potentially

life-saving techniques that an individual can be trained to perform with minimal

equipment.

First Aid during a disaster would comprise of physical and mental aid to be rendered to

the sufferers. Sometimes the physical suffering encountered by the victims may be less

vis-à-vis that of the mental agony. The mental agony may further lead to cases where the

population goes into depression. Apart from the physical assistance in helping the

affected to overcome the injury, first aid during emergency should have quality

counseling and support services as well.

The first aid immediately after a disaster may consist of the following.

 Attending to the individuals who have broken limbs, bones and apply local massage

therapy only if the aid provider is well-trained on the same.

 Disinfecting the body parts/areas where there have been minor bruises with antiseptic

and then plastering those areas with bandage.

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  Attending the parts having burns with utmost caution so as to avoid bringing those

areas in close contact with water.

 Putting in place a working communication system, even if there has been a complete

breakdown of the same.

 Attending to the patients on a priority basis depending upon the suffering an individual

is going through.

 Counseling the sufferers with minor ailments and increasing their motivational level so

that they can join hands with the relief and rescue operators.

3.2 QUARRY

A quarry is a place where rocks, sand, or minerals are extracted from the surface of the

Earth. A quarry is a type of mine called an open-pit mine, because it is open to the Earth's

surface. Another type of mine, a sub-surface mine, consists of underground tunnels or

shafts.

The most common purpose of quarries is to extract stone for building materials. Quarries

have been used for thousands of years. Ancient Egyptians built the

Great Pyramids with massive limestone and granite blocks cut by hand from nearby

quarries. Each of these blocks weighs many tons. In ancient Rome, slaves and criminals

were often forced to do the extremely difficult work of cutting stones in marble, granite,

and limestone quarries.

3.2.1 MECHANICAL DEPARTMENT

THE ROLES OF MECHANICAL ENGINEERS IN THE QUARRY

 They install and evaluate the installed earth moving machineries.

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  They can evaluate, analyze and propose enhancements or adjustments with the machines

and.

 They supervise maintenance and manage machineries, they are also taking part in the

accountabilities of costs and needs of materials.

 They also conduct daily routine monitoring and inspections check on all the machines in

the plant.

 They communicate with suppliers for the needed equipment and are responsible in

watching over safety standards to ensure all materials, supplies and equipment will pass

quality control.

3.2.2. THE MECHANIC IN QUARRY

A Mechanic is responsible for inspecting and repairing vehicles, machinery, and light

trucks. Also known as Service Technicians, these professionals oversee maintenance

inspections, monitor inventory, assemble mechanical components, and perform repairs.

They usually work in garages which is indoor.

3.2.3. MECHANIC RESPONSIBILITIES IN THE PLANT:

 Conduct regular maintenance on machinery, systems, and automotive vehicles.

 Meet with clients to better understand their concerns and identify the issue.

 Assemble mechanical components according to specifications.

 Examine machines and oversee diagnostic tests to determine functionality problems.

 Design a plan of action for all maintenance tasks and upgrades.

 Maintain work logs, repairs, and maintenance records.

 Monitor inventory and order new parts when necessary.

16
 Offer consultation on maintenance and preventative procedures to machine and vehicle

users.

 Perform vehicle assessments and alert clients on issues that will prohibit their vehicles

from passing inspection.

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 CHAPTER FOUR

EXPERIENCE GAINED

4.1 RELEVANCE OF TRAINING GAINED TO UNIVERSITY TRAINING

The SIWES programme has blurred the line between theory and practice that has long since

eluded my years of workshop practice in school. However, it has further cemented my theoretical

knowledge on the courses that I have undertaken prior to my internship. Few of these courses

have primary ties to the area of work done during my internship. These include: Theory of

Machines, Mechanics of Machines, Machine Design, Workshop Practice, Heat and Mass

Transfer, Applied Thermodynamics, Control System. But other courses not named also have

varying level of relevance to my internship.

4.2 RELEVANCE OF EXPERIENCE GAINED TO WORKSHOP BASED

ACTIVITIES

The SIWES programme has expanded the workshop based experience that I had accumulated in

my workshop practices courses 1, 2 & 3. This in turn has prepared me for my project and has

further clarify the minor misconception I had. It is my belief that the knowledge I have gained

will keep me ahead of the pace in my career.

4.3 PRACTICAL WORK DONE

During my six (6) month industrial training at Taraba Asphalt & Crushing Plant, I gained a lot of

technical skills in the area of Heavy Duty vehicles maintenance and driving among others. Some

of the skills I acquired are discussed below.

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Changing of Transmission Fluid Hose on a Bulldozer, I gained knowledge on how to remove

and replace a transmission fluid hose of a bulldozer because it was leaking, as against its main

purpose to transmit the hydraulic fluid at a high pressure to the required destination. Replacing a

Broken Oil Seal of a Hydraulic Hammer, I gained knowledge on how to remove and replace a

broken oil seal of a hydraulic hammer component because the hydraulic was licking therefore

making it loose power as the hydraulic fluid is not properly compressed to provide the aimed

power needed to do the work. Changing of Brake Pad in the Company Van, I was taught on how

to change the brake pad of the company van because it was worn-out and the brake system was

not working efficiently. Replacing the Tip Pin of an Excavator, I observed as the tip pin of an

exactor was removed and replaced because it was broken. Servicing of a Pay Loader, I learned

when, why and how to service an excavator for proper, lasting and optimum functioning of the

machine. Grinding of Valve, I was taught why and how to grind a valve. Cleaning the Radiator,

of a Dumper Truck, I was taught why and how to clean a radiator for efficient cooling of the

engine of the dumper truck. Replacing of a Fuel Injection Pump, I was taught why and how to

replace a fuel injection pump of a drilling wagon. Removing the Thermostat of a Pay Loader, I

observed and also asked why the thermostat of a pay loader was removed from the engine.

Replacing the Fuel Filter of a Dumper Truck, I was taught how and why to replace the fuel filter

of a dumper truck. Replacing a Hydraulic Hose of a Drilling Wagon, I gained knowledge on how

to remove and replace a hydraulic hose of a drilling wagon because it was leaking, as against its

main purpose to transmit the hydraulic fluid at a high pressure to the required destination.

Replacing of Oil Filter on a Excavator, I was taught how to remove and replace the oil filter of

an excavator. Changing of Brake Shoe of a Tipper, I gained knowledge on how to remove and

19
replace a damaged brake shoe on a tipper. Replacing the Piston of a Water Tanker, I observed

and also asked questions on how and why the piston of a water tanker was removed and replaced

with new ones. Checking of Engine and Hydraulic Oil Level on all Machines Each Morning, I

participated each morning on the checking and topping of engine and hydraulic fluids in the

earth moving machines each morning before the commencement of work. Changing of a

Damaged pilot Pump of a Drilling Wagon, I observed as a damaged pilot pump of a drilling

wagon was removed and replaced where I was opportune to ask question as to why it was been

removed and replaced. Removal of an Oil Sump, I learned how and why the oil sump of a

dumper truck was removed and replaced. Overhauling of the Engine of a Drilling Wagon, I

participated during the overhauling of the engine of a drilling wagon caused b the sudden and

total stop of the engine. Changing of a Turbo Charger of an Excavator, I observed and asked

question as the turbo charger of an excavator was removed and replace with a new one.

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 CHAPTER FIVE

CHALLENGES AND SUGGESTIONS FOR IMPROVEMENT OF SIWES

5.1 PERSONAL CHALLENGES

 Difficulties in securing an adequate placement early as a result of preferential

treatment.

 Learning of the job, initially, was one of the major challenges due to the fact that I

was expected to have known a lot about the job before coming. But, my theoretical

knowledge gave a cutting edge and my unit supervisor gained trust in me.

 Challenges in transportation procurement, as the facility is located at the out sketch

of Jalingo.

5.2 COMPANY RELATED CHALLENGES

 Lack of adequate and standard tools and equipment

 Relatively low safety standards and procedures

 Use of wrong terminologies in explanation due to lack of adequate training of staff.

5.3 UNIVERSITY RELATED CHALLENGES

 Inadequate exposure to technical and practical knowledge prior to SIWES

 Lack of recommendation of students to possible internship companies

 The university resumed session and classes before the end of the SIWES

which caused me lack of concentration.

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5.4 SUGGESTIONS

As a way of helping the student, the industry-based supervisor should have the

complete knowledge and experience to expose students to latest developments and

technological innovations in their chosen professions. The trainee also has to provide

opportunities for the students to be involved in the practical aspect of their respective

disciplines; thus, bridging the gap between the theories taught in the class and

practicals.

The SIWES unit and the departments should as well give the student the

necessary orientation on those places of internship that will really relate to students’

field and also post the students to companies, as this will serve the student from

running up and down for placements. Finally, the students should be emburst

financially in time as this will assist their mobility and other logistics.

5.5 SUMMARY AND CONCLUSION

My 6 months industrial attachment as a junior technician Taraba State Asphalt and

Crushing Plant (QUARRY) 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 school with the practical hands-on application of knowledge gained here to

perform very important tasks that contributed in a way to my productivity in the

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

of Mechanical Engineers in the immediate society and the world as a whole, as I now

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

my communication and presentation skills and thereby developed good relationship with

22
 my fellow colleagues at work. I have also been able to appreciate the connection between

my course of study and other disciplines in producing a successful result.

5.6 RECOMMENDATION
I use this means to make the following recommendations concerning the training of

students in Industrial Attachments

i. I would like to recommend that the Engineering curriculum in Taraba State

University be adjusted such as would provide going on industrial attachments

for a longer period of time as opposed to 6 months or making the program to

occur twice throughout an engineering degree program.

ii. Allowances should be paid to students during their programme just like NYSC

and not after. This would help them a great deal to handle some financial

problems during their training course.

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 PHOTO GALLERY

Gas welding cylinders

Air gun for loosening and tightening of tire

24
A flat tire to be vulcanized

Air compressor

25
Worn out brake pad

New brake pad

26
Top cylinder

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