BUNGOMA NATIONAL POLYTECHNIC

INDUSTRIAL ATTACHMENT REPORT

PRESENTED BY:

NAME: MAXON MWANZI

COURSE:
BULDING AND CONSTRUCTION TECHNOLOGY

ADMISSION NUMBER:

DBCT/20940/23S

LEVEL: DIPLOMA

DURATION:

2ndSEPTEMBER TO 29TH NOVEMBER

ORGANISATION:

JOMO KENYATTA UNIVERSITY OF AGRICULTURE AND

TECHNOLOGY
(JKUAT)
 DECLARATION

I declare that this is my original report based on the activities and experiences undertaken and
attained during my Industrial attachment under the department of engineering workshops at
Jomo kenyatta university of Agriculture and Technology during my attachment period as from
2nd September 2024 to 29th November 2024.
Student
Name: MAXON MWANZI
REG NO: DBCT/20940/23S
Sign: ………………
Date: ……………….

Industrial Supervisor
I hereby declare that MAXON MWANZI
Was attached in Jomo Kenyatta university of Agriculture and Technology and has successfully
completed her attachment and adhered to the rules and regulations as required.
Name: MR. WICKLIFF O. JUMA
Sign: …………………….
Date: ……………………

DEDICATION

I dedicated this work to Jomo Kenyatta university of Agriculture and Technology Department of
Engineering workshops| for being the source of my experience and motivation during the entire
Education period

ACKNOWLEDGEMENT
I hereby acknowledge Bungoma National polytechnic for allowing me to take this period of my
studies on industrial attachment to gain more knowledge and experience and to offer my
gratitude to the organizational supervisor professor Wickliffe O Juma for giving me guidance
and support for the completion of the project.
My appreciation also goes to the Deputy vice chancellor (Administration) and Chair of the heads
of civil engineering Management and the manager of civil engineering laboratories for giving me
an opportunity to learn in your ministry. Your willingness to help me work practically has been
fundamental in my academic journey above all to the Great Almighty the giver of knowledge
and wisdom for his countless love.

OBSTRACT

The attachment was carried out in Jomo Kenyatta university of Agriculture and Technology for a
period of 3 moths and it summarizes all the activities that took place during this period.
This document entails a brief introduction of the organization and expectations, history of the
organization from its inception, organizational structure, and description of the various
departments of the institution, benefits / learning and the problems encountered, conclusion,
recommendation and thereby relevant documents are also attached. This report is compilation of
three months attachment

LIST OF ABBREVIATION

SML: Structural and Materials Laboratory.

SFL: Soil and Foundation Laboratory.
H&TL: Highway and Transportation Laboratory.
EL: Environmental Laboratory

EXECUTIVE SUMMARY
The report helps to provide students with the opportunity relate theory work learnt in class with
the actual practical work.
The report in the field will enable a student to acquire core values including professionalism,
Integrity, innovation, honesty, creativity, efficiency, and excellence. They are the core values
that equip students with requisite and substantial qualities to occupy positions related to their
field of study in various organizations.
Having been attached at Jomo Kenyatta university of Agriculture and Technology for three
months, this report explains how I have gained experience for the period of three months as I
began the attachment on 2nd September 2024.
The report contains the introduction, it further explains the attachment experiences that I had
during the three months. Then recommendations to both the organization and the school on what
ought to be done to improve the experiences of students during attachment period.

TABLE OF CONTENT

DECLARETION…………………………………………………………………………………………
…………………ii
DEDICATION ……………………………………………………………………………………………………………………………iii
ACKNOWLEDGEMENT…………………………………………………………………………………………………………………3

CHAPTER ONE……………………………………………………………………………………………………………………..1
INTRODUCTION………………………………………………………………………………………………………………………8

BACKGROUND OF JOMO KENYATTA UNIVERSITY…………………………………………………………………….8

FUNCTIONS OF JKUAT……………………………………………………………………………………………………………..

ORGANIZATIONAL STRUCTURE………………………………...............………………………………………………..

PROFILE OF JKUAT………………………………………………………………………………………………………………….

MOTTO…………………………………………………………………………………………………………………………………8

VISION STATEMENT………………………………………………………………………………………………………………8

MISSION STATEMENT ………………………………………………………………………………………………………….9

CORE VALUES ………………………………………………………………………………………………………………………9

DEPARTMENTS IN JOMO KENYATTA UNIVERSITY…………………………………………………………………………………..11

CHAPTER TWO
ACTIVITIES CARRIED OUT DURING THE ATTACMENT……………………………………………………………
Proctor/compaction test……………………………………………………………………………………………………….
Sieve analysis…………………………………………………………………………………………………………..……………
Unconfined compressive strength…………………………………………………………………………………………..
Tensile strength for steel ………………………………………………………………………………………
Slump test ………………………………………………………………………………………….
Making of test cubes for fresh concreate ……………………………………………………………………………………
Compression test for concreate ……………………………………………………………………………………………………
Construction of masonry walls ………………………………………………………………………………………………………………
California bearing ratio (CBR) test ………………………………………………………………………………………………
Concreate mix design………………………………………………………………………………………………….
Compression test for walls……………………………………………………………………………………………….
T-beams………………………………………………………………………………………………………………………….
Compression ………………………………………………………………………………………………………………….
Aggregate impact value………………………………………………………………………………………………….
Abrasion test………………………………………………………………………………………………………………….
Los abrasion test……………………………………………………………………………………………………………
Flexural strength test ……………………………………………………………………….
Relative density and water absorption of fine aggregates……………………………
Elongation index………………………………………………………………………………..……………………………
CHAPTER THREE…………………………………………………………………………………………………………………….
Challenges encountered……………………………………………………………………………………………………
Recommendation……………………………………………………………………………………………………………….
Conclusion………………………………………………………………………………………………………………………..
References……………………………………………………………………………………………………………………..…..

CHAPTER ONE
 INTRODUCTIPON
Industrial attachment or internship is an essential part of a student`s academic program. It usually
lasts between 2 months and three months. A student is supposed to be attached to a company or
organization that offers services that is related to the student`s course of study
It`s a structured, credit bearing work experience in a professional work environment during
which the attachee applies and acquires skills. The students applies his or her skills to the
organization with relation to his or her major. It should be a test for the student to examine
values of an organization involved in the setting and asses the student`s education as it relates the
attachment
For majority of students, university is mostly theoretically and a chance in internship is there first
experience in applying their knowledge to the real world environment
Attachment is not only helpful to develop and acquire skills in relation to your course but also
acquisition of interpersonal skills and work ethics that will help you work with feature
workmate.
Attachment also gives you opportunity to meet many people in your field. Through this one can
build a network of potential employees and partners (business) it builds connections. It also earns
you a recommendation therefore easier to be recruited. It is a bonus to your CV, experience and
referees
It gives you an edge your mates. Also important, attachment helps one determine if really
passionate about career choices. If you enjoy the experience it will certainly strengthen your
career parts
Industrial attachment consist of the following
Institution of the attachment – the organization providing the experience
Industrial supervisor – the person in the industrial attachment site who is responsible for the
intern and his or her work activities (the firm‘s staff)
Faculty supervisor: also university supervisor – responsible for assessing the student basing
on the work done and experience or skills set earned
Basically the attachee keeps regular record of work activities done daily, experiences, weakness,
strengths and people he or she has met. He or she then update the university supervisor with a
weekly report of the same. Both the university and the attachment supervisor regularly check on
this progress consequently at least one assessment is carried out on the student. A report is
written and submitted to both. the marks shall then be awarded using the entire record of the
activities done
 BARCKGROUND OF JOMO KENYATTA UNIVERSITY OF AGRICULTURE AND
TECHNOLOGY

Jomo kenyatta university of Agriculture and Technology is located in the former central
Province of Kenya The Civil Engineering department at Jomo Kenyatta University of
Agriculture and Technology (JKUAT) is part of the School of Civil, Environmental, and
Geospatial Engineering (SCEGE). The department offers a range of programs, including:

 Bachelor of Science in Civil Engineering: A five-year program that includes a design or

research project in the final year, and at least 24 weeks of practical work in the industry
 Master of Science in Civil Engineering: Available in a variety of options, including water
engineering, structural engineering, transportation and highway engineering, and global
environment and ASAL engineering
 Master of Science in Construction Engineering and Management: Another option for
students

The SCEGE's curriculum is designed to prepare students for a wide range of careers and
leadership roles in the 21st century. The school has specialized laboratories and research
facilities, and a faculty that is committed to teaching, research, and innovation.
JKUAT is considered one of the top engineering institutions in Kenya, the Eastern region, and
Africa. The university was established as a middle level college in 1981 and became a fully-
fledged university in 1994.

FUNCTIONS OF JKUAT CIVIL ENGINEERING DEPERTMENT

The Civil Engineering Department at Jomo Kenyatta University of Agriculture and Technology
(JKUAT) offers undergraduate and graduate programs, and its responsibilities include:

 Teaching
The department offers a Bachelor of Science in Civil Engineering program, as well as Master
of Science programs in various areas of civil engineering.
 Research and innovation
The department's faculty are committed to research and innovation, and the school has
specialized laboratories and research facilities.
 Preparing students for careers
 The department's curriculum is designed to prepare students for a wide range of careers in the
21st century.
 Creating partnerships
The department aims to create strong partnerships with the public, industry, and government.
Civil engineers plan, design, and supervise the construction and maintenance of projects such as
roads, bridges, tunnels, and water and sewage systems. They apply scientific and mathematical
knowledge to real-world situations, taking into account environmental, financial, legal, and
ethical considerations.

ORGANIZATIONAL STRUCTURE

DVC Research Production and Extension

Governance Structure of JKUAT

University Council

DVC Academic Affairs

DVC Administration

DVC Finance

DVC Research Production and Extension

Vice Chancellor

Colleges/Faculty of JKUAT
College of Engineering and Technology (COETEC)

School of civil engineering and geomatic

Head of department chair person

 CONCIL

VICE
CHANCELLOR

DVC (AA)- DVC

ACADEMIC (ADMINSTRATION) DVC (RPE)-
AFFARS RESUCH,
PRODUCTION
AND EXTENSION

PRINCIPALS-
(COTECH)

DEEANS-
(SCEGE)

H.O.D-
CHAIRMAN

LECTURERS TECHNISINS SUPPORT STUDENTS

LABOLATORIES
 COMPANY PROFILE

Jomo Kenyatta University of Agriculture and Technology

P.O. BOX 62000-00200, city square, Nairobi. Tel: +254-67-52711
Fax: +254(0) 67 – 52164
WWW.jkuat.ac.ke

Motto, vision, mission statements and core values of Jomo Kenyatta university of
Agriculture and Technology

1.2.1. University Motto

Setting Trends in Higher Education, Research, Innovation and Entrepreneurship.

1.2.2. University Vision

A University of global excellence in Training, Research, Innovation and Entrepreneurship for

development.

1.2.3. University Mission

To offer accessible quality training, research, innovation and entrepreneurship in order to

produce leaders in the fields of Agriculture, Engineering, Technology, Enterprise Development,
Built Environment, Health Sciences, Social Sciences and other Applied Sciences to suit the
needs of a dynamic world
1.2.4. University Core Values

• Teamwork- the University shall maintain a culture of teamwork to ensure synergy in the
conduct of its activities.

• Transparency-The university will maintain a culture of transparency in dealing with

staff and students and all its stakeholders

• Integrity-The university shall be honest, truthful and reliable in the provision of services
to its customers

• Accountability-The University shall on a continuous basis enhance its accountability

systems and practices.

• Innovation- The university shall endeavor to utilize the latest, up-to-date and most
appropriate technology in achieving its objectives

• Dynamism- The university shall be responsive and adjust its program and services to the
changing national and global development needs

University Philosophy
JKUAT values the need for transformational leadership to steer the University towards achieving
her vision and mission and contribute towards the social and economic development of the
country.
JKUAT shall Endeavour to attract, develop, motivate and retain a multi-skilled workforce while
nurturing a consultative working environment.
JKUAT shall adopt and utilize ethical standards and best practices in training, research and
innovation in order to produce dynamic leaders.

1.4. PROGRAMMES-BACHELORS
-
• Bachelor of Architectural Studies/Bachelor of Architecture HYPERLINK
"https://www.jkuat.ac.ke/bachelor-of-architectural-studies-bachelor-of-architecture-
4-6-years/"– HYPERLINK "https://www.jkuat.ac.ke/bachelor-of-architectural-
studies-bachelor-of-architecture-4-6-years/" 4/6 years
• Bachelor of Business and Office Management

BSc. Electronic and Computer Engineering

• BSc. Electronic and Computer Engineering
• BSc. Energy and Environmental Technology
 • BSc. Civil Engineering
• BSc. Comprehensive Ophthalmology and Cataract Surgery
• BSc. Electronic and Computer Engineering
• BSc. Industrial Biotechnology
• BSc. Marine Engineering
• BSc. Mechanical Engineering
• BSc. Mechatronics Engineering

CHPTER TWO

ACTIVITIES CARIED OUT DURING THE ATTACHMENT

COMPACTION/PROCTOR TEST
A compaction test measures the density of soil or other materials to ensure that the compaction
level meets project requirements. Compaction tests are essential for construction projects that
involve earth dams, embankments, pavements, or building foundations.

Here are some basic facts about compaction tests:

 Purpose
Compaction tests determine if the soil has reached its maximum dry density (MDD) and if it
can support the intended loads.
 Benefits
Compaction improves the soil's load-bearing capacity, reduces settlement, and improves
resistance to water infiltration.
 Procedure
A representative soil sample is collected and prepared, then compacted in layers using
standardized equipment. The density of the compacted soil is
measured and compared to the project's specifications.
 Types of tests
There are several methods for soil compaction testing, including the
Standard Proctor test and the Modified Proctor test. The selection of the
method depends on project requirements.
 Equipment
Equipment for a compaction test includes a compaction mold, a mechanical
rammer or a vibrating hammer, a No.4 Sieve, a steel straightedge, moisture
containers, a graduated cylinder, a mixer, a controlled oven, and a metallic tray
and a scoop.
 This laboratory test is performed to determine the relationship between the moisture content and
the dry density of soil for a specified compaction energy. Compaction energy is the amount of
mechanical energy that is applied to the soil mass.

SIEVE ANALYSIS
Sieve analysis is a method for determining the particle size distribution of a solid material. It's a
common test in many industries, including construction, food, cosmetics, pharmaceuticals, and
plastics.

Here's how sieve analysis works:

1. Prepare the sample: Get a representative sample of the material.

2. Prepare the sieves: Arrange a series of sieves with decreasing aperture sizes from top to
bottom. Different materials require different opening sizes.
3. Add the sample: Put the sample on top of the sieves.
4. Sieve: Sieve the sample for a set amount of time, usually 5–10 minutes.
5. Weigh: Remove each tray and weigh the material that's been retained on each sieve.
6. Calculate: Calculate the percentage of material retained on and passing each sieve.
Sieve analysis is important because particle size affects many material properties, such as flow,
reactivity, and taste.
 UNCONIFINED COMPRESIVE STRENGTH
An unconfined compression test is a laboratory test that measures the maximum axial
compressive stress a soil or rock specimen can withstand under zero confining stress. It's a
popular method for determining the shear strength of soil and is used in geotechnical engineering
to design construction techniques.

Here are some details about the unconfined compression test:

 Purpose
The test measures the unconfined compressive strength
(UCS) of a soil or rock specimen. UCS is the load per unit
area at which the specimen fails under axial compression.
 Procedure
A cylindrical soil specimen is placed between two metal plates in a loading frame. The bottom
plate is gradually raised, and the stress forces and strain (deformation) values are recorded.
 Results
The axial stress is plotted against the axial strain. The maximum axial stress is reported as the
UCS.
 Cost-effectiveness
Unconfined compression tests are cost-effective because they have straightforward sample
preparation and a rapid procedure.
 Limitations
UCS may not represent the strength in-situ because other factors, such as weathering, faults,
and discontinuities, can affect rock mass properties. Unconfined compression is also not a
substitute for triaxial shear methods, which more accurately replicate in-situ lateral confining
pressures.
 TENSILE STRENGTH TEST FOR STEEL

A tensile strength test of steel is a mechanical test that determines the

strength of steel by measuring

how it reacts to being pulled apart:

 Procedure
A machined or full-section sample of steel is clamped between
two grips, and a weight is applied to one end while the other end is
fixed. The weight is increased while the sample's length change is
measured.
 Results
The test produces a stress-strain curve that shows how the material
reacted to the applied forces. The point at which the material breaks is called the ultimate
strength (UTS). The elongation at this point and the fracture appearance indicate the steel's

 Units
Tensile strength is measured in Pascals (Pa), Megapascals (MPa), and
Gigapascals (GPa) in the international system. In the US, it's sometimes
measured in Pounds-force per square inch (psi) or Kilo-pounds per square inch
(KPSI).

SLUMP TEST
The concrete slump test measures the consistency of fresh concrete
before it sets. It is performed to check the workability of freshly
made concrete, and therefore the ease with which concrete flows.
 To perform the test, you:

1. Place a cone on a level surface

2. Fill the cone with concrete in three layers, compacting each
layer
3. Remove excess concrete from the top and bottom of the cone
4. Lift the cone straight up, leaving a heap of concrete
MAKING TEST CUBES FROM FRESH CONCREAT
In total, 6 cubes measuring 150 x 150 x 150 mm should be cast. 3 cubes for 7 days testing, while
3 cubes for 28 days testing should be used. The concrete sample for test specimen should be
taken at the mixer. However, the sample should be taken from the transportation vehicle while
during the time of the discharge
To make concrete test cubes from fresh concrete, you can follow these steps:
1. Prepare the molds: Ensure the molds are clean and lightly oiled.
2. Fill the molds: Pour the concrete into the molds in 50 mm layers.
3. Compact the concrete: Use a steel tamping bar to compact each layer. For 100 mm
molds, you should tamp each layer at least 25 times, and for 150 mm molds, you should
tamp each layer at least 35 times.
4. Level the concrete: After tamping each layer, use a rubber mallet to tap the sides of the
mold until any large air bubbles disappear.
5. Finish the top layer: The top layer should slightly overfill the mold, and then you should
trowel it off to level it with the top of the mold.

6.
7. Store the cubes: Cover the molds with a damp cloth or polythene sheet and store the
cubes in a cool place for 24 hours.
8. Demold the cubes: After 24 hours, demold the cubes, making sure not to scratch or
damage the sides.
9. Cure the cubes: Place the cubes in a curing tank and maintain the temperature at the
required level. The reference method is to cure the cubes in water at a temperature of 20
 ± 2°C. You can also cure the cubes in a moist air curing chamber at the same temperature
and a relative humidity of at least 95%.
10. Test the cubes: After the curing period, usually 7 or 28 days, remove the cubes from the
water tank and send them to a laboratory for testing.
Concrete cube testing is important because it verifies that the concrete meets the design
specifications. It can also save time and money if problems are identified early.

COMPRESION TEST FOR CONCREATE CUBES

A compressive strength test measures how much compressive load concrete can withstand before
breaking. It's a key indicator of the durability and integrity of concrete structures.
Here's how to test the compressive strength of concrete:
1. 1. Prepare the test specimens
Make the test specimens as soon as possible after mixing the concrete, and bring all materials to
room temperature.
2. 2. Cast the concrete
For the cylinder test, pour the concrete into a cylindrical mold that's 150 mm in diameter and 300
mm high.
3. 3. Demold and cure
After 24 hours, remove the cylinders from the mold and water-cure them until the test age.
4. 4. Test the specimens
Use a compression-testing machine to gradually apply a load to the concrete specimen until
fails.

5. 5. Calculate the compressive strength

Divide the maximum load applied to the specimen by its cross-sectional area. The result is
reported in units of pound-force per square inch (psi) or megaOpascals (MPa).
Another method for testing concrete's compressive strength is to use a hammer to strike the
concrete's surface. The rebound distance between the hammer and the concrete is measured and
used to determine the concrete's strength. However, this method requires pre-calibration using
cored samples for accurate results.
The compressive strength of concrete at 7 days, 14 days, and 28 days is approximately 65%,
90%, and 99%, respectively:
age strength (percent)

3 days 40%

7 days 65%

14 days 90%

28 days 99%

CONSTRUCTION OF MASONRY WALLS

 Masonry walls are built by laying rectangular units in horizontal layers, called courses, with
mortar in a specific pattern called bonding. The units can be made of a variety of materials,
 bonding
The pattern of bonding the units together
spreads loads, resists overturning, and
prevents buckling in thicker walls. The most
traditional pattern is running bond, where the
vertical head joints are offset by half the unit
length.
 bricks
When laying bricks, make sure to:
 lay single frog bricks with the
frog facing up
 lay double frog bricks with the
deeper frog facing up
 fully fill all frogs with mortar
 cut bricks cleanly and
accurately using standard
work sizes
 lightweight materials
Aerated autoclaved concrete (AAC) is a
lightweight material that can be used to
create large solid units without mechanical
assistance.
 cavity walls
Protect cavity walls when construction stops, such as overnight or during inclement
weather. Cover the tops of both leaves, the cavity, and any insulation with a plastic sheet or
sacking.
 materials
Stock materials from the building floors or on a work platform that can support the
weight. Coordinate with crane and elevator schedules so they are available when materials
arrive.

THE RELATIVE DENSITY AND WATER ABSORPTION OF FINE AGGREGATES

The relative density and water absorption of fine aggregates are used to calculate the volume of
aggregate in mixtures and the change in mass due to water absorption:

 Relative density
The ratio of the mass of an aggregate to the mass of an equal volume of water. It's used to
calculate the volume of aggregate in mixtures like concrete.
 Water absorption
 The percentage increase in mass of an aggregate due to water absorbed in its pore spaces.
Here's how to determine the relative density and water absorption of fine aggregates:

1. 1. Determine relative density

Compare the mass of a container filled with water to the mass of the same container filled with
water and aggregate.
2. 2. Determine water absorption
Calculate the water absorption as a percentage of the dry mass using the following formula:
100 (A - D) / D, where:
 A: Mass of saturated surface-dry sample in air

 D: Mass of oven-dried sample in air

To test the relative density and water absorption of fine aggregates, you can follow the ASTM
Standard C128 Test Method.
FLEXAL STRENGTH TEST FOR MASONRY WALLS
Flexural test conducted on the wallettes has a similar size to those used in the compressive
test. Calculation of the results is referred to BS EN [14]. The average flexural strength of the
masonry wallettes loaded parallel and perpendicular to the bed joint was 0.07 n/mm² and
0.62 n/mm² respectively.

A flexural strength test for a masonry wall measures the wall's ability to resist bending, or its
flexural strength:

 How it's performed

A sample of the wall is placed between two supports, and a load is applied at a third point. The
forces applied to the wall are recorded, and the results are plotted against the wall's deflection.
 What it measures
Flexural strength is also known as the modulus of rupture, and it's an indirect measure of a
material's tensile strength.
 How it's used
Flexural strength tests can be used to evaluate the properties of concrete, mortar, and clay brick
walls
 CMPRESION TEST FOR MASONRY WALLS
A compression test for masonry walls measures the compressive strength of the masonry by
applying pressure to the wall until it breaks:

 test methods
There are several methods for testing the compressive strength of masonry walls, including:
 ASTM C 67: tests masonry units to determine their compressive strength
 ASTM C 1196-91: uses a flat jack to load the masonry by pumping hydraulic
fluid into a thin steel bladder installed in a horizontal cut in the mortar joint
 BS EN 1052-1:1999: uses a continuous, uniform loading mode, requiring the
specimen to fail within 15–30 minutes
 ASTM C1314 .11a: uses a piecewise, continuous loading mode, requiring the
load to be applied at any speed until it reaches the 50% peak load of the
specimen
 loading mode
The loading mode used in a compression test can affect the measured compressive strength
of the masonry. Choosing the appropriate loading mode can help avoid impact loads and get
a more accurate measurement.
 number of tests
ASTM E 122 can be used to determine how many tests to perform. it recommends
performing at least five tests, but more tests may be needed if the coefficient of variability
exceeds 15%.
 FLEXURAL TEST FOR REINFORCED CONCRETE BEAM
Flexural tension test: In this test, a standard plain concrete beam is subjected to two-point
loading (also called four-point loading or third point loading). Equal loads are applied at the
distance of one third from both of the beam supports.
Flexural strength is one measure of the tensile strength of concrete. It is a measure of an
unreinforced concrete beam or slab to resist failure in bending. It is measured by loading 6 x 6-
inch (150 x 150-mm) concrete beams with a span length at least three times the depth.
Flexural strength is one measure of the tensile strength of concrete. It is a measure of an
unreinforced concrete beam or slab to resist failure in bending. It is measured by loading 6 x
6-inch (150 x 150-mm) concrete beams with a span length at least three times the depth.

Flexural tension test: In this test, a standard plain concrete beam is subjected to two-point
loading (also called four-point loading or third point loading). Equal loads are applied at the
distance of one third from both of the beam supports.

T –BEAMS
A T-beam is a load-bearing structural beam with a capital "T"-shaped cross section that's used in
construction. The horizontal top part of the "T" is called the flange, and the vertical stem is called
the web.
T-beams are often made of reinforced concrete, wood, or metal. They're used to support loads
over a span, distributing the load efficiently to prevent sagging or failure. The flange resists
compressive stresses, while the web provides shear resistance.
T-beams are also known as T-sections or T-bars. They combine the benefits of a beam and a
slab, enhancing structural efficiency and load distribution.
T-beams are used in bridges, where they're cast-in-place reinforced concrete beams with deck
sections on either side of the top of the beam. The beams are deeper than the deck sections,
which creates the T-shape.

THE CALIFORNIA BEARING RATIO (CBR) TEST

The California Bearing Ratio (CBR) test is a laboratory test that measures the strength of soil and
other materials by applying pressure to a sample and measuring the resulting displacement:
1. 1. Prepare the sample
Sieve the soil sample through a 19 mm sieve, and replace any soil that doesn't pass with an equal
amount of new soil.
2. 2. Penetrate the sample
Force a 50 mm diameter steel plunger into the sample at a steady rate of 1.25 mm per minute.
3. 3. Measure the pressure
Record the pressure required to penetrate the sample.
4. 4. Calculate the CBR
Divide the measured pressure by the pressure required to penetrate a standard crushed rock
material.

The CBR test is used to determine the thickness of materials needed for road construction
projects. A high CBR value, generally above 80%, indicates a strong and stable material that's
suitable for demanding construction applications.
The CBR test was developed by the California State Highway Department (Caltrans) and has
since been widely adopted internationally.

CONCRETE MIX DESIGN

Concrete mix design is the process of selecting and measuring the quantities of ingredients to
create concrete that meets specific strength and durability requirements. The five main
components of concrete are:
 Cement
 Water
 Coarse aggregates
 Fine aggregates (like sand)
 Air

Other elements, such as chemical admixtures and pozzolanic materials, (Pozzolanic materials
are siliceous or aluminosilicate materials that react with calcium hydroxide to create
cement. They are often used in concrete countertop mixes. Some examples of
pozzolanic materials include: fly ash, silica fume, rice husk ash and metakaolin)
can be added to the mix to give it desired properties.
The concrete mix design process involves: Calculations, Laboratory testing, Selecting the
appropriate materials, and Determining the proportions of the components.
Some steps in the ACI mix design procedure include:
 Choosing a slump
 Selecting the maximum aggregate size
 Choosing the mixing water and air content
 Selecting the water-cement ratio
 Selecting the cement content
 Selecting the coarse aggregate content
 Selecting the fine aggregate content
 Making adjustments for aggregate moisture
A common mix ratio for residential foundations and slabs is 1:2:3, which is one part cement, two
parts sand, and three parts aggregate.
3.3 CHALLENGES ENCOUNTERED

• Individual difference in culture

The diversity in cultural beliefs and practices among the employees was a challenge since
everyone has his/her own perceptions and also different ways of handling issues and
therefore I learned to appreciate the existing differences and individual personalities.
• Understanding the organization structure
It was a challenge since understanding the different ministries and the departments that were
interconnected with the engineering workshop department and all of them needed to work
together.
• Stereotypes
Many employees had a lot of negative stereotypes about students on attachment and therefore
building trust was an issue.
• Reward
There was no monetary reward and therefore this was a challenge since I had to cater for my
meals and upkeep which was a little bit expensive.
• There was no clear stipulation about the dressing code and therefore I had to take a long
period of time before knowing the clear organizational culture that surrounds the same

• Adapting to the new environment

This was a challenge since it was a new and different environment from the one I was used to
and this led to some few health complications.
CHAPTER FOUR
4.1 RECOMMENDATIONS
Considering the challenges encountered during the attachment period, I came up with some
recommendations on what can be done to improve future performance and experience during
industrial attachments.
Recommendations for the organization.
• The organization should find a way to reward the students so as to increase their
motivation and therefore they have a humble learning period without any stressors.
• Enlighten other employees on the essence of having open minds when dealing with
students. This will help in motivation.
• Have a proper induction program so that the students can be well conversant with the
organization structure and therefore be able to interact well with the other staff.
Recommendation for the Technical.
• The institution can consider assessing students at least twice, this will enable them
monitor the progress.

CONCLUSION
The attachment has instilled some integrity like being punctual, submissive to taking views of
supervisor, communication skills and efficient in task and problem-solving management. As a
result, my objectives were met and well achieved not only did I gain practical skills but also
acquired management, self-motivation and good interpersonal skills which will help me as I take
up leadership roles in the near future in any other organization.
The training program should therefore be maintained for students to learn practically as this has
being an excellent and rewarding experience and I hope other attaches achieved as much as I did.
The training provides an opportunity for the students to assess their interests in their career being
undertaken and also acquiring them with expectations of working in a highly competitive
environment. I was able to grow my interest in my career and make good transition from what I
have been learning from school to the outside world of work. In conclusion, the attachment
exercise was very beneficial to me.