TECHNICAL REPORT

ON
STUDENTS WORK EXPERIENCE PROGRAMME (SWEP)
UNDERTAKEN AT

THE FEDERAL UNIVERSITY OF AGRICULTURE, ABEOKUTA, OGUN STATE, PMB

2240

SUBMITTED BY
OYEWALE EMMANUEL OYETUNDE (20201768)
TO
THE DEPARTMENT OF ELECTRICAL AND ELECTRONICS
ENGINEERING
COLLEGE OF ENGINEERING

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE AWARD OF BACHELOR OF ENGINEERING DEGREE IN
ELECTRICAL AND ELECTRONICS ENGINEERING (B.Eng)
OCTOBER 30, 2023 – DECEMBER 20, 2023.

1
 CERTIFICATION
I, OYEWALE EMMANUEL OYETUNDE with the matriculation number 20201768 0f

the Department of Electrical And Electronics Engineering, College of Engineering,

Federal University of Agriculture Abeokuta, Ogun State, hereby certify that the Student

Work Experience Programme for the 2022/2023 academic session was carried out at

The At the ICTREC , The Bricks and Block industry and the mechanization

department(Tractor driving) of the Federal University of Agriculture Abeokuta. Hence,

the content of this technical report is written in partial fulfillment of the requirement for

the award of Bachelor of Engineering (B.Eng) in ELECTRICAL AND ELECTRONICS

ENGINEERING.

……………………………….. …………..... ………

Oyewale Emmanuel Oyetunde DATE

(STUDENT)

……………………………….. ………………….....

Dr Omotanise P O DATE

(COLENG SWEP COORDINATOR)

………………………………..

………………………………

Dr. Mrs Erinosho .T. DATE

(ELE SWEP COORDINATOR)

2
 DEDICATION

This SWEP report is highly dedicated to the Almighty God for his incomparable love and

mercy. He protected me with his love , grace , favor and strength to overcome all

obstacles in this SWEP programme successfully

I also dedicate this report to my family they have been there for me financially ,

spiritually and Morally .

3
 ACKNOWLEDGEMENT

My appreciation goes to God Almighty for giving me the Grace and Strength to

complete this tasking experience safely.

I am sincerely grateful to the ICTREC ,The Bricks and Block industry and The

mechanization department (Tractor driving) of the Federal University of Agriculture

Abeokuta, Abeokuta, Ogun State, for their aid throughout my training, for providing me

with such a rare opportunity and experience to a broad exposure.

My profound gratitude goes to my parents, Mr and Mrs Oyewale and for their continual

love and support in my life especially as regards my academic pursuit. Also, I sincerely

appreciate my supervisors for the knowledge they impacted throughout the program.

I will also like to appreciate THE DEAN OF COLENG and the H.O.D of the Department

of Electrical and Electronics Engineering FUNAAB, my lecturers and members of staff

of the ICTREC for organizing the Student’s Work Experience Program.

4
 ABSTRACT

I carried out my training at the ICTREC, The Bricks and Block industry and the

mechanization department(Tractor driving) of the Federal University of Agriculture

Abeokuta, Ogun State, Nigeria. The SWEP program aims at linking the academic

environment and the networking environment. It provides students with the opportunity

to apply theoretical knowledge gained in the classroom to real world problems to get a

solution. I learnt, majorly and extensively, the processes and procedures involved in

networking for just 3days, tractor driving, and production of bricks at the Federal

University Of Agriculture Abeokuta ,Ogun state.

During the cause of this program I developed a plethora of skills that are essential to

succeed in networking and environment at large. In this report, I have discuss some of

my experiences, knowledge gained and practical skills acquired during the cause of the

program

5
Table of Contents
CERTIFICATION
………………………………………………………………………………………………2

DEDICATION
…………………………………………………………………………………………………..3

ACKNOWLEDGEMENT
………………………………………………………………………………………4

ABSTRACT
……………………………………………………………………………………………………..5

TABLE OF CONTENTS
………………………………………………………………………………………...6

LIST OF TABLES ...

………………………………………………………………………………………………9

LIST OF FIGURES
……………………………………………………………………………………………..10

CHAPTER ONE

1.0 SWEP
……………………………………………………………………………………………………..12

1.1 INTRODUCTUON TO
SWEP…………………………………………………………………………..12

1.2 HISTORY OF SWEP …….

…………………………………………………………………….................14

1.3 AIMS OF SWEP …..

……………………………………………………………………………………...15

1.4 OBJECTIVES OF SWEP

…………………………………………………………………………………15

1.5 BENEFITS OF SWEP TO STUDENTS

………………………………………………………………….16

1.6 DURATION OF PROGRAM

…………………………………………………………………………....17

1.7 LOGBOOK ………………….

…………………………………………………………………………....17

CHAPTER TWO

6
2.1
SAFETY………………………………………………………………………………………………….
..18

2.2 TERMINOLOGIES IN HEALTH SAFETY AND

ENVIRONMENT…………………………………...19

2.3 FACTORS THAT CAUSE

ACCIDENT…………………………………………………………………..19

2.4 RISK ASSESSMENT………………………………………….

…………………………………………...20

CHAPTER THREE

3.0 INTRODUCTION TO BRICK

INDUSTRY……………………………………………………………...22

3.1 PROCEDURE FOR THE PRODUCTION OF

BRICK…………………………………………………..22

3.2 TYPES OF
BLOCK………………………………………………………………………………………..22

3.3 BRICK
PRODUCTION…………………………………………………………………………………..24

3.4 OBJECTIVES OF BRICK

MOLDING…………………………………………………………………...24

3.5 EQUIPMENTS USED FOR THE PRODUCTION OF

BRICKS…………………………………….......25

3.6 BENEFITS OF BRICK

MOLDING………………………………………………………………………29

CHAPTER FOUR

4.1 INTRODUCTION TO TRACTOR

DRIVING…………………………………………………………...31

4.2 MODERN TRACTOR

DESIGN………………………………………………………………………….31

4.3 TRACTOR
CLASSIFICATION/IDENTIFICATION……………………………………………………32

7
4.4 THE SYSTEM IN TRACTOR
…………………………………………………………………………...32

4.5 GENERAL
PRECAUTIONS……………………………………………………………………………..33

4.6 METHOD TO START A

TRACTOR………………………………………………………………….....34

4.7 METHOD TO STOP A

TRACTOR……………………………………………………………………...34

4.8 COMPONENTS OF A TRACTOR……………………………..

……………………………………….. 35

CHAPTER FIVE

5.1 INTRODUCTION TO
NETWORKING………………………………………………………………...36

5.2 TYPES OF COMPUTER NETWORK…………………………….

……………………………………..36

5.3 HOW COMPUTER NETWORK

OPERATES…………………………………………………………..38

5.4 NETWORK
CABLES…………………………………………………………………………………….38

5.5 TYPES OF NETWORK

CABLES………………………………………………………………………...39

CHAPTER SIX

6.0 NETWORK INFRASTRUCTURE AND

COMPONENTS……………………………………………..44

6.1
INTRODUCTION……………………………………………………………………………………….
.44

6.2 FIBRE OPTICS COMMUNICATION SYSTEM………………………….

……………………………..44

8
6.3 FIBRE MEDIA
CONVERTERS……………………………………………………………………….......47

6.4 LAN CABLING AND SWITCH

INTEGRATION……………………………………………………….48

6.5 TECHNOLOGY COMPARISON: VSAT vs

FIBRE……………………………………………………...50

CHAPTER SEVEN

7.0 MECHATRONICS
EXHIBITION………………………………………………………………………..54

7.1 MECHATRONICS 500 LEVEL EXHIBITION PROJECT

WORKS…………………………………….54

7.2 THE PHILOSOPHY……………………………………………………………………….

………….......54

7.3 EXHIBITED
WORKS…………………………………………………………………………………….54

CONCLUSION
………………………………………………………………………………………………….59

RECOMMENDATION
………………………………………………………………………………………...60

9
 LIST OF TABLES

Figure Title Page

3.2.2 Mix Ratio For Concrete 23

6.2.2 Differences Between Single mode & Multi-mode Fibre Cables 45-46

LIST OF FIGURES

Figure Title Page

1 Accident 19

2 Causes of accident 20

10
3 The Hammer Miller 26

4 Laterite Mixer 28

5 Laterite Molder 29

6 Tractor 31

7 Twisted Pair (Network Cables) 39

8 Ethernet Crossover Cables 40

9 Fibre optics cables 41

10 Coaxial Cables 42

11 Patch Cables 43

12 48-core Fibre Cables 44

13 12-core Fibre Cables 45

14 Fibre Patch Panel 47

15 Fibre Media Converters 47

16 PoE switches 49

17 PoE Adapters 49

18 Solar Powered Automated Poultry System

54

19 Solar Powered Automated Poultry System 55

20 3RP Robotic Arm 55

21 3RP Robotic Arm 56

22 Automated Fertigation System 56

23 Tomato Leaf Disease Detector 57

24 Robotic Seed Planter 57

25 Smart Home Automation System 58

26 Quadrupled Home Survellance Robot 58

27 Unmanned Ground Vehicle 59

11
 CHAPTER ONE

INTRODUCTION

1.1 Introduction to SWEP

At the early stages of the development of education in Nigeria, there was a

problem of the gap between theory and practical skills of students. Therefore, a

12
need arose; the need to give students the opportunity to get real life work

experience. SWEP/SIWES was created to give the students experience in

addition to theoretical learning. The SWEP is a preliminary scheme of the

Student Industrial Work Experience Scheme (SIWES). The program is working

with such disciplines as engineering, medical science, natural science,

technology, agriculture, education, environmental, applied science. It is very

compulsory especially for those specializing in engineering.

Student Work Experience Program(SWEP) is an intensive engineering training

program designed to equip engineering students with the basic practical

knowledge and orientation needed to produce self-dependent and skilled

engineers. This program will equip student engineers with the necessary skills in

general engineering practice through instructions in the use of hand and power

tools for material cutting and fabrication. Student Work Experience Program

(SWEP) is designed to expose students to fundamental engineering skills in the

use of simple hand tools and equipment and the operation of common machines.

The program is designed to be hands-on intensive and therefore serves as a

channel to integrate in-house entrepreneurship development skills.

The Student Work Experience Program (SWEP) was designed not only to

expose the students to skill acquisition but also to inculcate in them the

development of the right team spirit as well as expose them to rudimentary

expectations for the world of work.

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1.2 History of SWEP

The SWEP program was first introduced in Nigeria in 1984. The aim was to expose
Nigerian students to practical work experience in order to prepare them for the job
market after graduation. The program was first implemented in selected universities in
the country.

Over the years, the program has expanded to cover all tertiary institutions in Nigeria. It
has also undergone several changes and modifications aimed at making it more
effective.

Consequently, the Federal Government funded the scheme through the National
University Commission (NUC) and the National Board for Technical Education (NBTE)
and managed (SWEP/SIWES) for five years (1979 – 1984). The supervising agencies
(NUC and NBTE) operated the scheme in conjunction with their respective institutions
during the period. The scheme was subsequently reviewed by the federal government
resulting in Decree No. 16 of August, 1985 which required that "all student enrolled in
specialized engineering, technical, business, applied sciences and applied art should
have supervised industrial attachment as part of their studies. In the same vein, the ITF
was directed by the Federal Government to take charge and resume responsibility for
the management of SIWES/SIWES in collaboration with the supervising agencies, i.e.,
National Universities Commission (NUC), the National Board of Technical Education
(NBTE) and the National Commission for College of Education (NCCE). Following the
resumption of management of SWEP/SIWES by the ITF in 1984, the scheme has
witnessed rapid expansion. Between 1985 and 1995, the numbers of institutions and
the students participating in SWEP/SIWES rose from 141 to 57,433 respectively.
Between 1995 and 2003, a total of 176 institutions and 210, 390 students participated in
SWEP/SIWES. This rose to 204 while the number of students from these institutes who
participated in the scheme was 535,210, from 2003 – 2011 the institutions participated
in the scheme improved up to 215 while the number of students increased to 610,122
(ITF 2011) industrial work experience in Human resource Development in Nigeria

14
1.3 Aim of SWEP
The aim of SWEP is to create an opportunity for students of various disciplines in

Nigerian tertiary institutions to gain industrial work experience in their chosen fields

of study, in relevant industries and establishments. This helps them to acquire

necessary skills, which are needed in the advancement of their career in their field

of study after graduation.

1.4 OBJECTIVES OF SWEP

1. To enhance practical learning: The SWEP program is designed to help

students gain practical knowledge and experience in their field of study. This

is achieved by exposing them to real-life workplace situations, which they

may not have access to in the classroom.

2. To develop employability skills: The SWEP program aims to help students

develop employability skills such as teamwork, communication, problem-

solving, and time management. These skills are highly valued by employers

and are essential for success in the job market.

3. To bridge the gap between theory and practice: Theoretical knowledge is

important, but it is not enough in the real world. The SWEP program seeks to

bridge the gap between theory and practice by enabling students to apply

what they have learned in the classroom to real-life situations.

4. To improve graduate employability: SWEP is designed to improve the

employability of Nigerian graduates by equipping them with practical skills

and experience that make them more attractive to potential employers.

15
1.5 Benefit of SWEP to Students

The major benefits accruing to students who participate conscientiously in industrial

training are the skills they acquire. These relevant production skills remain a part of

the recipients of industrial training as lifelong assets that cannot be taken away from

them. This is because the knowledge and skills acquired through training are

internalized and become relevant when required to perform jobs or functions.

Several other benefits can accrue to students who participate in industrial training.

These include the following:

1. Appreciate work methods and gain experience in handling equipment and

machinery, which may not be available in our institution.

2. Blend theoretical knowledge acquired in the classroom with practical hands-on

application of knowledge.

3. Develop and enhance personal attributes such as critical thinking, creativity,

initiative, resourceful leadership, time management, presentation skills and

interpersonal skills.

4. Appreciate the role of professions in their various fields as the creators of change
and wealth and indispensable contributors to growing the economy and national

development.

5. Appreciate the connection between their courses of study and other related

disciplines in the production of goods and services.

6. Bridge the gap between the knowledge acquired in institutions and revelant
production skills required to work in organizations.

16
1.6 Duration of the Program

The Student Work Experience Program is an experience program for students in

their second year of study, and it takes place after the second semester of the

session during the long vacation period as required by the Council for Regulation of

Engineers in Nigeria (COREN) and the National Universities Commission (NUC).

SWEP II is expected to last for a period of 8 weeks; the academic strike really

affected the school calendar. Thus, the Student Work Experience Program II of this

academic session 2022/2023 took place for eight weeks from October 30th, 2023, to

December 20th, 2023, for a period of six hours between the hours of 10:00 a.m. and

4:00 p.m.

1.7 Logbook

This is the document in which all activities and daily information are being recorded.

It shows the structure of the working days and hours of work. It also holds the

comments of the industrial based supervisor and his or her weekly assessments on

the students' attitude towards the work at hand. Most importantly, as SWEP is a

practical based program, the log book holds the diagrams of equipment used during

the course of this industrial based program.

17
 CHAPTER TWO

2.1 SAFETY

Safety is the absence of risks or harm or Safety is the condition of being protected

from danger or risk which otherwise would have resulted in harm or accidents.

2.2 Terminologies in Health, Safety and Environment

1. HEALTH: Health is a state of well-being, with the absence of illness or

disease

2. ACCIDENT: It is an unplanned or undesired event that can result in harm to

people, property or the environment.

3. NEAR MISS: It occurs where no contact or exchange of energy occurred and

thus did not result in personal injury, asset loss or damage to the

environment.

4. INCIDENT (ACCIDENT OR NEAR MISS): It is an unwanted occurrence

capable of causing or has caused occupational illness, injury or death to

persons, property damage, environmental damage, loss of reputation of the

company.

5. HAZARD: It is a source or situation with a potential to cause harm, including

human injury or ill health, damage to property, damage to the environment, or

a combination of these.

6. RISK: It is a measure of the likelihood that the harm from a particular hazard

will occur, taking into account the possible severity.

7. RESTRICTED WORK CASE: Work related to injury or illness that render the

injured person unable to perform all normally assigned work functions during

18
 a schedule work shift or begin assigned to another job on a temporary or

permanent basis on the day following the injury.

2.3 Factors that can Cause Accident

1. Unsafe act

2. Unsafe condition

3. The act of God

Figure 1

19
Figure 2

2.4 Risk Assessment: This is a procedure of knowing how safe an environment of a

working place will be.

1. Identification of Hazard: This the identification of anything within the working place

that has the potential to cause injury to Property, People, and the Environment.

2. Evaluation of Hazard: This is the Assessment or Evaluation of each machines, or

component within a working place, the hazard severity and harm they can cause.

3. Prevention Techniques: This include,

 Isolation of the equipment that has the potential to cause harm

 Replacement of the hazardous equipment

20
4. Risk Reporting: this is the report made while assessing the risk in the working place

for recommendation.

21
 CHAPTER THREE

INTRODUCTION TO BLOCK INDUSTRY

Block Industry is an industry that deals with the study, design and production of block

for commercial purpose. During the course of industrial attachment at the block

Industry, Supervisors ensured to teach me the basic principles, methods of making

blocks and the handling of both the hand tools and machine tools used in the

workshop.

3.1 Procedure For The Production Of Block

1. Quality Control Test: following test are done on the soil.

i. Sieve Analysis.

ii. Direct Shear Strength.

iii. CBR (California Bearing Ratio): The ratio determines the bearing

capacity of the soil (Laterite).

iv. The Compaction Test.

v. Plastic and liquid leaving test

2. Grading of the soil: This step fosters on the kind (Grade) of soil (Laterite) to

be used for either Road Construction, Sand filling, or Earthwork.

3. Production: The following machine are used for production.

i. Concrete mixer.

ii. Mould

iii. Miller for Laterite.

3.2 Types of Block

1. Sandcrete Block

22
 2. Mortar (used for joining two blocks together and its mix ratio is 1:8)
3. Concrete Block

3.2.1 Width of Block

1. 9 inches = 225 cm
2. 6 inches = 150 cm

3.2.2 Mix Ratio For Concrete

This comprises of Cement, Fine Aggregate and Coarse Aggregate, the

amount of water used is dependent on the mass of cement to be used,
and it is ideally 0.5 multiply by mass of cement to be used for production.

Mix Ratio Grading Strength Uses

1:2:4 20 Strong Concrete For Columns,
Base, etc.
1:3:6 15 Weak Concrete For Screeding,
Drainage, etc.
1:1.5:3 25 Strong Concrete For making Slab.

3.2.3 Part Of A Building

1. Roof.
2. Ceiling.
3. Columns.
4. Brick wash.
5. Foundation.

When constructing a Foundation, it is necessary to consider the total weight of

the Building that the Foundation will be able to withstand. Therefore when

designing , it is done from Roof to Foundation, while Construction is done from

Foundation to Roof.

23
 3.3. BRICK PRODUCTION

3.3.1 INTRODUCTION The brick molding SWEP (Student Work Experience

Program) is an initiative aimed at providing students with hands-on experience in

the field of brick molding. This program is designed to equip students with practical

skills that they can apply in the future when they venture into the brick molding

industry. This report discusses the brick molding aspect of the SWEP program,

including its objectives, structure, and benefits to students.

3.4 OBJECTIVE OF THE BRICK MOLDING EXERCISE

The primary objective of the brick molding SWEP program is to equip students with

practical skills in brick molding. Specifically, the program aims to:

1) Provide students with a practical understanding of the brick molding process,

including the preparation of raw materials, mixing of clay and other materials,

shaping of bricks, and drying and firing of bricks.

2) Develop the student's critical thinking and problem-solving skills by exposing

them to different challenges and situations encountered in brick molding.

3) Equip students with practical skills in operating brick molding machines,

including safety procedures and maintenance of equipment.

4) Provide students with an opportunity to network with professionals in the

brick molding industry, including brick makers, suppliers, and customers.

3.4.1 STRUCTURE OF THE BRICK MOLDING EXERCISE

24
The brick molding exercises is structured to provide students with a holistic learning

experience. The program is usually conducted over a period of four to six weeks and

involves the following activities:

 Orientation: At the beginning of the program, students received an orientation

that introduces them to the brick molding process, including the various

stages involved.

 Hands-on Training: The program involves practical training where students

are trained in different aspects of brick molding, including raw material

preparation, mixing, shaping, and firing.

 Site Visits: Students are taken on site visits to different brick-making factories

to observe how brick-making is done on a large scale. They also get an

opportunity to interact with professionals in the industry.

 Project Work: Students are assigned projects that require them to apply the

knowledge and skills they have acquired during the program. The projects

may include making a specific number of bricks within a given time frame,

designing a new brick mold, or analyzing the costs of brick-making.

3.5 EQUIPMENT USED FOR THE PRODUCTION OF BRICKS

For the production of the bricks, three major machines were used. They were; The

Hammer miller, The Mixer and the brick molding machine in that order

·THE HAMMER MILLER

A hammer miller machine, also known as a hammer mill or grinding machine, is an

electromechanical device used to grind various materials into smaller particles. It

works by using a series of hammers that rotate at high speeds and impact the

25
material to be ground. The hammer miller machine is commonly used in the

agricultural, pharmaceutical, and chemical industries to grind grains, herbs, and

other materials into fine powders or pellets. It can also be used to shred materials

such as wood or paper. The machine typically consists of a hopper for the material to

be ground, a rotor with multiple hammers attached to it, and a screen that controls

the size of the particles that are produced. The material is fed into the hopper, and

the hammers rotate and impact it until it is small enough to pass through the screen.

One of the advantages of the hammer miller machine is its versatility. It can handle a

wide range of materials, from soft and fibrous to hard and brittle. Additionally, it can

produce particles of various sizes, making it useful in a variety of applications.

However, the machine does have some limitations. It is not well-suited for grinding

materials that are very oily or sticky, and it can produce a lot of dust, which can be a

hazard in some settings. Nonetheless, the hammer miller machine remains a

valuable tool for many industries, and continues to be used for its efficiency and

reliability in particle size reduction.

Fig. 3 THE HAMMER MILLER

26
· LATERITE MIXER

A Laterite mixer is a machine used in the construction industry to mix laterite soil with

cement and other additives to create a building material called stabilized laterite.

Laterite soil is a type of soil that is commonly found in tropical regions, and is known

for its high clay and iron oxide content. The Laterite mixer works by combining the

laterite soil with cement and water in a mixing chamber. Other additives such as

sand or gravel may also be added to create the desired texture and strength. The

machine uses a rotating drum or blades to mix the ingredients together until a

consistent mixture is achieved. Stabilized laterite is a popular building material in

many tropical countries due to its availability and low cost. It is commonly used for

walls, foundations, and flooring in both residential and commercial construction

projects. The use of a Laterite mixer in the construction industry has several

advantages. It allows for a more efficient mixing process, reducing the amount of

manual labor required. It also results in a more consistent mixture, ensuring that the

building material has the desired strength and durability. However, the use of

stabilized laterite does have some limitations. It may not be suitable for all

construction projects, as its properties may vary depending on the composition of the

soil and the additives used. Additionally, its use may be limited by local building

codes and regulations. Nonetheless, the Laterite mixer remains a valuable tool for

those working in the construction industry in tropical regions.

27
Fig. 4 THE LATERITE MIXER

· LATERITE MOLDER

The Laterite molder is a machine that is used for shaping and molding laterite blocks

into desired sizes and shapes. Laterite is a type of soil that is commonly found in

tropical regions and is used as a building material due to its strength and durability.

The Laterite molder typically consists of a base plate, a hydraulic cylinder, and a

mold. The laterite blocks are placed on the base plate and the hysdraulic cylinder is

activated to press the block into the mold, which is shaped according to the desired

size and shape. The machine can be operated manually or automatically, depending

on the model. The use of the Laterite molder has increased in recent years due to

28
the rising demand for sustainable and Eco-friendly building materials. The machine

helps in reducing the amount of manual labor required in shaping laterite blocks,

thus making the process more efficient and cost-effective. It also ensures consistent

quality and precision in the size and shape of the blocks, resulting in a better-finished

product.

Fig. 5 THE LATERITE MOLDER

3.6 BENEFIT OF THE BRICK MOULDING SWEP PROGRAM

The brick moulding SWEP program has several benefits to students. These

benefits include:

29
 Practical Skills: The program equips students with practical skills that

they can apply in the future when they venture into the brick moulding

industry.

 Networking: The program provides students with an opportunity to

interact with professionals in the industry, including brick makers,

suppliers, and customers.

 Critical Thinking and Problem-Solving: The program exposes students

to different challenges and situations encountered in brick moulding,

which helps to develop their critical thinking and problem-solving skills.

 Enhanced Employability: The practical skills acquired through the

program enhance the students' employability in the brick moulding

industry.

30
 CHAPTER FOUR

4.1 INTRODUCTION TO TRACTOR DRIVING

Tractor is an engineering vehicle specifically designed to deliver high tractive effort

(or torque) at slow speed, for the purpose of hauling a trailer or machinery such as

that used in agriculture, mining or construction.

4.2 MODERN TRACTOR DESIGN ENCOMPASS

(1) Tractor

(2) Belt power

(3) Power take off drive

(4) Mounted tool/ equipment

(5) Hydraulic remote control

(6) Climate- controlled tabs

(7) Power steering

31
Figure 6

4.3TRACTOR CLASSIFICATION /IDENTIFICATION

The many uses, adaptions, and refinement of the tractor have resulted in the

gradual/evolution of several recognized classification . The classification below is

based on steering method ,arrangement of the frame and traction Members.

1. Crawler

2. Standard row crop

3. High clearance

4. Utility

5. Orchard

6. Universal

7. Lawn and Garden

8. Power tiller

9. Tree skidder

10. Skid-steer loader

4.4The Systems In Tractor

32
The System In Tractor Are:

1. Cooling System.

2. lubricating System

3. Air Cleaner System

4. Fuel System

5. Transmission And Wheel System

6. Hydraulic System

7. Electrical System

4.5 General precautions

Cooling system

 Never run the tractor without water up to desired level

 Never fill the water when engine is hot , always use clean water

 Never remove the radiator cap abruptly when the engine is hot

 Never lubricate the fan bearing when the engine is running

Lubricating system

 Use clean oil of proper grade

 Use flushing oil for flushing the engine

 Drain the crankcase only when the engine is hot

Air cleaner system

 Never try to remove the oil cap when the engine is running

33
  Always clean the filter with jet of compressed air

 Refill only clean oil of the proper grade

Fuel System

 Use only clean fuel of proper grade

 Handle the fuel filter very carefully

Transmission And Wheel System

 Avoid riding over the clutch pedal

 Never overload the engine

 Never over lubricate the bearing

 Release the clutch slowly to avoid jerks

 Drain the transmission case only when the engine is warm

 Always keep recommended inflation gauge of the tyre

Hydraulic System

 Use only clean hydraulic fluid of the proper Grade

 Maintain the oil level as prescribed by manufacturer

Electrical System

 Never touch concentrated electrolyte

 Never add concentrated electrolyte to battery

 Never let terminal of the battery to corrode

34
  Never drive the tractor if the dynamo is not functioning

 Place the gearshift lever in neutral or park.

4.6 Method To Start A Tractor

 Place all hydraulic controls in neutral.

 Disengage the power-take-off (PTO).
 Apply the brakes.
 Depress the clutch pedal.

4.7 Method To Stop A Tractor

 Lock the brake pedals together when driving.

 Apply the brakes evenly.
 Disengage the PTO.
 Lower all hydraulically powered equipment to the ground.
 Put the gearshift lever in park or neutral and set the brakes.
 Turn the ignition key off and remove it to prevent tampering or release of
energy.

4.8 C0NCLUSION: We were taught on how to drive a tractor and various

components in a tractor. This is stated below:

 Clutch

 Gearbox

 Brakes

 Engine

 Hydraulic control system

 Hydraulic pump

 Steering

35
 CHAPTER FIVE

ICTREC

5.1 INTRODUCTION TO NETWORKING

The introduction to networking started in the early days of computing, where

computers were seen as devices for making calculations, storing data, and used for

performing automatic business processes. However as the device evolved, it became

apparent that many of the functions such as telecommunications and networking could

be integrated into the computer. This is the ability for the computer to communicate with

one another and maybe importantly to facilitate communication between individuals and

groups.

Computer networking really began in the 1960s with the birth of the internet. However

the internet and web were evolving.

A computer network therefore comprises of two or more computers that are connected

either by cables (wires) or WI-FI (wireless) with the purpose of transmitting, exchanging

or sharing data and resources.

5.2 TYPES OF COMPUTER NETWORK

As networking needs evolved, so did the computer network types that serve those

needs .Here are the most common and widely used computer network types:

1. LAN(LOCAL AREA NETWORK): A LAN connects computers over a relatively

short distance, allowing them to share data, files, and resources. For example, a

36
 LAN may connect all the computers in an office building, school, or hospital.

Typically, LANs are privately owned and managed.

2. WAN(WIDE AREA NETWORK): As the name implies, a WAN connects

computers over a wide area, such as from region to region or even continent to

continent. The internet is the largest WAN, connecting billions of computers

worldwide. You will typically see collective or distributed ownership models for

WAN management.

3. MAN (METROPOLITAN AREA NETWORK): MANs are typically larger than

LANs but smaller than WANs. Cities and government entities typically own and

manage MANs.

4. PAN (PERSONAL AREA NETWORK): A PAN serves one person. For example,

if you have an iPhone and a Mac, it’s very likely you’ve set up a PAN that shares

and syncs content—text messages, emails, photos, and more—across both

devices.

5. SAN (STORAGE AREA NETWORK): A SAN is a specialized network that

provides access to block-level storage—shared network or cloud storage that, to

the user, looks and works like a storage drive that’s physically attached to a

computer.

6. CAN (CAMPUS AREA NETWORK): A CAN is also known as a corporate area

network. A CAN is larger than a LAN but smaller than a WAN. CANs serve sites

such as colleges, universities, and business campuses.

7. VPN (VIRTUAL PRIVATE NETWORK): A VPN is a secure, point-to-point

connection between two network end points (see ‘nodes’ below). A VPN

37
 establishes an encrypted channel that keeps a user’s identity and access

credentials, as well as any data transferred, inaccessible to hackers.

8. WLAN (WIRELESS LOCAL AREA NETWORK): A WLAN is just like a LAN but

connections between devices on the network are made wirelessly.

5.3 HOW DOES THE COMPUTER NETWORK WORKS

Computers connect to each other and to the Internet via wires, cables, radio waves,

and other types of networking infrastructure. All data sent over the Internet is

translated into pulses of light or electricity, also called "bits," and then interpreted by

the receiving computer.

5.4 NETWORK CABLES

Networking cable is a piece of networking hardware used to connect one network

device to other network devices or to connect two or more computers to share

devices such as printers or scanners. Different types of network cables, such

as coaxial cable, optical fiber cable, and twisted pair cables, are used depending on

the network's topology, protocol, and size. The devices can be separated by a few

meters (e.g. via Ethernet) or nearly unlimited distances (e.g. via the interconnections

of the Internet).

There are several technologies used for network connections. Patch cables are

used for short distances in offices and wiring closets. Electrical connections using

twisted pair or coaxial cable are used within a building. Optical fiber cable is used for

long distances or for applications requiring high bandwidth or electrical isolation.

Many installations use structure cabling practices to improve reliability and

38
maintainability. In some home and industrial applications power lines are used as

network cabling.

5.5 TYPES OF NETWORK CABLES

1. TWISTED PAIR: is a form of wiring in which pairs of wires (the forward and

return conductors of a single circuit) are twisted together for the purposes of

canceling out electromagnetic interference (EMI) from other wire pairs and

from external sources. This type of cable is used for home and

corporate Ethernet networks. Twisted pair cabling is used in short patch

cables and in the longer runs in structured cabling.

Figure 7

39
2. ETHERNET CROSSOVER CABLES: An Ethernet crossover cable is a type

of twisted pair Ethernet cable used to connect computing devices together

directly that would normally be connected via a network switch, Ethernet

hub or router, such as directly connecting two personal computers via

their network adapters. Most current Ethernet devices support Auto MDI-X,

so it does not matter whether crossover or straight cables are used.

Figure 8

3. FIBER OPTIC CABLE: An optical fiber cable consists of a center glass core

surrounded by several layers of protective material. The outer insulating

jacket is made of Teflon or PVC to prevent interference. It is expensive but

has higher bandwidth and can transmit data over longer distances. There are

two major types of optical fiber cables: shorter-range multi-mode fiber and

40
 long-range single-mode fiber.

Figure 9

4. COAXIAL CABLE: Coaxial cables form a transmission line and confine the

electromagnetic wave to an area inside the cable between the center

conductor and the shield. The transmission of energy in the line occurs totally

through the dielectric inside the cable between the conductors. Coaxial lines

can therefore be bent and twisted (subject to limits) without negative effects,

and they can be strapped to conductive supports without inducing unwanted

41
 currents in them.

Figure 10

5. PATCH CABLE: A patch cable is an electrical or optical cable used to

connect one electronic or optical device to another for signal routing. Devices

of different types (e.g. a switch connected to a computer, or a switch

connected to a router) are connected with patch cables. Patch cables are

usually produced in many different colors so as to be easily

distinguishable, and most are relatively short, no longer than a few meters. In

42
contrast to structured cabling, patch cables are more flexible.

Figure 11

43
 CHAPTER SIX

INTRODUCTION TO NETWORK INFRASTRUCTURE AND COMPONENTS

6.1 INTRODUCTION

The Information and Communication Technology Resource Centre (ICTREC) is a

professional centre whose impact cuts across every segment of the university campus.
During my industrial attachment at the Network Administration and Internet Services
Unit of the ICTREC, supervisors ensured to teach me about the university's recent
project to migrate from VSAT technology to Fibre technology, maintenance of Local
Area Network for e-examination (CBT), computer laboratories and offices, and the
future plans for further enhancements to the fibre optic infrastructure.

The Network/Internet Administration Unit is responsible for creating user access and
administering users' accounts on the university network and providing internet access to
the university community and to the immediate community of the university.

6.2 Fiber Optic Communication System

6.2.1 Core Fibre Cables and Transmission Distances

The backbone of the upgraded network infrastructure is the fibre optic communication
system. This robust system utilizes core fibre cables to transmit data over long
distances with minimal signal degradation. The project involved the installation of:

48-core fibre cables: These high-capacity cables run 2 kilometres each, connecting
the ICTREC facility to both left and right sectors of the campus. Each core offers
dedicated data pathways, enhancing overall network bandwidth and flexibility.

Figure 12

44
 12-core fibre cables: These cables branch out from the main 48-core lines
and lead directly into individual buildings within the campus. This ensures
efficient and reliable data transmission to every location

Figure 13

6.2.2 MODES OF FIBRE CABLES

 Single Mode Fibre Optics

 Multiple Mode Fibre Optics

THE DIFFERENCE BETWEEN SINGLE-MODE AND MULTI-MODE FIBRE CABLES.

Single-mode fibre optic Multi-mode fibre optic

cables cables
Single-mode cables have a Multi-mode cables have a
very narrow core diameter, larger core diameter,
typically around 9 ranging from 50 µm to 62.5
Core Diameter micrometers (µm). This µm. This allows for
allows only one light mode multiple light modes to
(path) to propagate travel through the core,
efficiently through the core. each taking slightly
different paths due to
varying reflections within
the core.
Transmission Distance: : Due to the single light With multiple light modes
mode and minimal internal and additional internal
reflections, single-mode reflections, multi-mode
cables can transmit data cables experience higher
over much longer signal degradation over
distances with minimal longer distances. Their

45
 signal degradation. Typical typical transmission
transmission distances distances range from 200
range from 10 kilometers meters to 300 meters for
to 120 kilometers or more. the 62.5 µm core type and
up to 550 meters for the 50
µm core type
Bandwidth Single-mode cables offer Multi-mode cables provide
higher bandwidth sufficient bandwidth for
capacities compared to many applications,
multi-mode cables, especially over shorter
supporting high-speed distances. They are
data transmission and typically used for smaller
large data volumes. This networks, building
makes them ideal for long- connections, and
distance applications like applications where cost
backbone connections and and ease of installation are
high-speed internet crucial.
access.
Cost : Single-mode cables are Multi-mode cables are
generally more expensive typically cheaper than
than multimode cables due single-mode cables,
to their smaller core making them a good
diameter and more choice for budget-
complex manufacturing conscious applications
process. where performance
requirements are not as
demanding.
Applications Single-mode cables are Multi-mode cables are
commonly used in long- commonly used in shorter-
distance data transmission distance applications like
applications like building networks, campus
metropolitan area networks networks, and local area
(MANs), wide area networks (LANs). They are
networks (WANs), and also well-suited for
submarine cables. They applications where ease of
are also preferred for high- installation is important,
bandwidth applications like such as connecting
data centres and cloud equipment within a
computing. building.

The project primarily relies on single-mode cables, allowing us to transmit data over
longer distances (up to 10 kilometres) with minimal signal loss. This is vital for
maintaining optimal network performance across the expansive campus.

46
6.2.3 Fiber Patch Panel and Patch Cords

When the 12-core fibre cables enter into each building, they connect to a dedicated fibre
patch panel. This panel acts as a distribution point, allowing for precise routing of
individual fibre strands to specific locations within the building.

The yellow fibre patch cords then connect the patch panel to the next crucial
component: the fibre media converter. These specialised devices convert the optical
signals carried by the fibre cables into electrical signals compatible with standard
network equipment.

Figure 14

6.3 FIBRE MEDIA CONVERTERS

Fibre media converters play a crucial role in integrating the fibre optic system
with existing network infrastructure. They operate at gigabit speeds (1000
Mbps), ensuring high-bandwidth data transmission throughout the campus.
Additionally, the converters offer flexibility, allowing for different types of
network connections (e.g., Ethernet) depending on specific needs.

Figure 15

47
6.4 LAN CABLING AND SWITCH INTEGRATION

The fibre optic communication system forms the backbone of the upgraded
network, but its full potential wouldn't be realized without a robust and efficient
last-mile delivery system. This is where LAN cabling and switch integration play
a crucial role.

When the fibre optic cables enter each building, the signal transitions from the
fibre media converter back to traditional copper LAN cables. These cables,
typically Cat6 or Cat6a, connect the media converter to network switches
situated within the building.

6.4.1 Network Powerhouse: The Switches:

There are two main types of switches: The 28-port and 16-port switches. Each building
houses either a 28-port or 16-port switch depending on network density and user
requirements. These switches act as central hubs, directing data traffic between various
devices within the building, including:

1. Access points for Wi-Fi connectivity.

2. Desktop computers and workstations.
3. Network printers and other IT equipment

6.4.2 POE Devices and Adapters:

There are many devices, like access points and IP cameras, that require power at their
location. This is where PoE (Power over Ethernet) comes in.

PoE Switches: Certain switches provide PoE directly, injecting power onto the data
cables alongside the data signal. This eliminates the need for separate power cables
and simplifies device installation.

48
Figure 16

PoE Adapters: For non-PoE switches or devices, PoE adapters act as bridges,
converting standard electricity into PoE for powering equipment.

Figure 17

6.4.3 Network Management and Configuration:

Switch configuration: Each switch is configured with a unique SSID (Service Set
Identifier) for Wi-Fi access and assigned specific network settings to ensure efficient
data routing and security.

IP addressing and MAC addresses: Every device connected to the network receives
a unique IP address for identification. Additionally, devices like phones have unique
MAC addresses, further enhancing network management and security.

49
6.4.4 Benefits of the LAN Cabling and Switch Integration:

 Decentralized Network Management: Individual switches within buildings

provide dedicated control, allowing for targeted troubleshooting and easier
network expansion.

 Scalability and Flexibility: Adding more devices or ports is straightforward with

readily available LAN cables and switch expansion options.

 Improved Network Performance: Efficient data routing through switches

minimizes latency and ensures smooth network operation.

 Unified Wi-Fi Access: Consistent wireless connectivity across the building is

achieved through centrally managed access points powered by the LAN
infrastructure.

The seamless integration of LAN cabling and network switches within buildings
forms the crucial last mile of our upgraded network. It ensures efficient data
delivery to end devices, facilitates network management, and provides a
platform for future expansion and optimization. This successful implementation
contributes significantly to a robust and reliable network experience for the entire
campus community.

6.5 Technology Comparison: VSAT vs. FIBRE

6.5.1 Advantages and Disadvantages of VSAT Technology

Before migrating to the robust fibre optic infrastructure, our network relied on
VSAT technology. While offering connectivity in remote areas and quick
deployment, its limitations became increasingly evident:

Advantages:

1. Global reach: VSAT proved invaluable for our outreach programs in remote
areas, providing internet access where terrestrial infrastructure was absent.

50
 2. Quick deployment: Setting up VSAT terminals compared favourably to the
time and resources required for laying fibre cables, allowing us to rapidly
establish temporary connections as needed.

3. Cost-effective in isolated areas: For our research stations in sparsely

populated regions, the initial cost of VSAT deployment was significantly
lower than building fibre infrastructure over vast distances.

Disadvantages:

1. Limited bandwidth: VSAT's maximum download speeds of 25 Mbps

and upload speeds of 5 Mbps severely hampered data-intensive
activities like research data transfer and video conferencing.

2. High latency: The satellite signal travel time resulted in latencies

around 500 milliseconds, leading to frustrating lag in real-time
applications like online lectures and remote collaborations.

3. Weather dependence: Rain, snow, and even thick clouds could disrupt
VSAT signals, impacting crucial research studies and communication
with remote teams.

4. Security concerns: Data security was a growing concern with VSAT's

inherent susceptibility to hacking and interception, prompting the need
for a more secure solution.

51
 6.5.2 Benefits and Limitations of Fiber Optic Infrastructure
The transition to fibre optic technology unlocked a new era of network
performance and capabilities:

Benefits:

1. High bandwidth: Fibre offers gigabit speeds (1000 Mbps or more) in

both directions, enabling seamless data transfer for research, online
learning, and streaming services.

2. Low latency: Fibre boasts near-instantaneous data transmission,

facilitating real-time video conferencing, online collaborations, and
enhanced responsiveness in digital learning platforms.

3. Weatherproof and secure: Fibre cables are immune to weather

conditions and electromagnetic interference, ensuring consistent
network performance and improved data security.

4. Scalability and future-proof: Our fibre infrastructure can easily

accommodate future bandwidth requirements by adding additional
cables or upgrading equipment, ensuring long-term sustainability.

Limitations:

1. Higher initial cost: Laying fibre cables across the campus required
significant upfront investment compared to VSAT deployment.

2. Installation complexity: Trenching and conduit installations

disrupted campus grounds for some time, causing logistical challenges
during the upgrade process.

52
 3. Physical vulnerability: While weather-resistant, fibre cables require
careful maintenance and are susceptible to accidental damage during
construction or maintenance activities.

6.5.3 Justification for Upgrading to Fiber Technology

Despite the initial challenges, the advantages of fibre outweighed the limitations for our
growing campus:

 Growing bandwidth demands: With the increasing number of connected

devices and research data volumes, VSAT bandwidth simply couldn't keep pace.
Fibre provided the critical infrastructure to support our digital learning initiatives,
advanced research activities, and broader institutional goals.

 Improved user experience: Low latency and consistent high speeds

transformed student learning experiences, research collaborations, and overall
campus life. Students now enjoy streaming lectures and collaborating with peers
across continents without lag, while researchers can transfer large datasets and
participate in global conferences seamlessly.

 Enhanced network security: Data security became a top priority, especially

with sensitive research data and personal information flowing through the
network. Fiber's inherent security features minimize the risk of data breaches and
ensure the integrity of research and administrative activities.

 Future-proof investment: Investing in a scalable and future-proof technology

like fibre was essential to equip our campus for the demands of tomorrow. We
now have a robust foundation to support future technology advancements and
campus growth without worrying about network limitations.

Future Plans:

The fibre upgrade marks a significant step in our campus infrastructure development,
but we're already looking ahead. The school's ICTREC future plans include exploring
wireless access point optimization to maximize Wi-Fi coverage across the campus,
investigating advanced network security solutions, and actively monitoring new fibre
optic technologies to ensure our network remains at the forefront of innovation.

53
 DEPARTMENT OF MECHATRONICS ENGINEERING

7.1 Mechatronics 500 Level Students Exhibit Projects

The 500Level students of the Department of Mechatronics, College of Engineering (COLENG),

showcased the University’s ingenuity as a school of Farming, Science, and Skills as captured in
the FUNAAB’s anthem.

The students exhibited their projects to the junior student in the Department of Mechatronics
under the coordination of the Head of Department, Engr. Samuel Owoeye and Mrs. Folasade
Durodola, one of their Lecturers.

7.2 The Philosophy

The philosophy that guides the training programme is to produce graduates with high academic
standard and adequate skills in engineering to promote rapid development industrialization and
automation of industrial processes for self-reliance and environmental sustainability.

7.3 The exhibited works are:

The Solar-Powered Automated Poultry System.

Figure 18

54
Figure 19

3RP Robotic Arm. That can assist you to pick and place objects.

Figure 20

55
Figure 21

Automated Fertigation System. For hydroponic farming.

Figure 22

56
Tomato Leaf Disease Detector. A Software-based project to analize diseases of
tomato leaf.

Figure 23

Robotic Seed Planter. A machine that can help farmers to plant their seeds.

Figure 24

57
Smart Home Automation System. A device to detect burglars in homes.

Figure 25

Quadruped Home Surveillance Robot. That can identify people, capture their
images, and send the image through the GSM module to the owner.

Figure 26

58
Unmanned Ground Vehicle. A machine that identifies and sorts wastes.

Figure 27

CONCLUSION
The inclusion of this program as an essential part of engineering courses has helped

me put into real life practice a couple of theoretical knowledge gained in the lecture halls

from all knowledge I was able to acquire during the course and duration of this program.

From this program I was able to appreciate teamwork better and at the same time

instilled in me more confidence.

59
 RECOMMENDATION
It is recommended that the student should build something of their own as this will
propel them into solving real-life problems , thereby making available solution that are
paramount to the development of FUNAAB and Nigeria at large.

Also, it is further recommended that more funds should be provided for the program so
as to ensure a smooth running of operation during the program especially in areas
where materials are required to be purchased.

60