A TECHNICAL REPORT

ON
STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME
AT

ENOL RESEARCH LABORATORY

ILAPORU, ORU IJEBU OGUN STATE

BY

BABATUNDE ZAINAB OPEYEMI

20-06-0395

PRESENTED TO THE
DEPARTMENT OF SCIENCE LABORATORY
TECHNOLOGY SCHOOL OF SCIENCE ABRAHAM
ADESANYA POLYTECHNIC
IJEBU IGBO

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR

THE AWARD OF SCIENCE LABORATORY

MARCH, 2022

.
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 TABLE OF CONTENTS

Front page

Table of content

Dedication

Acknowledgement

CHAPTER ONE

1.1 BACKGROUND OF THE STUDY.

1.2 DEFINITION OF SIWES

1.3 AIM AND OBJECTIVES OF SIWES

CHAPTER TWO

2.0 ORGANIZATIONAL CHART/STRUCTURE

2.3 IDENTIFICATION OF PHYCO CHEMISTRY

EXTRACTION OF PLANT SAMPLE

2.4 IDENTIFICATION OF LABORATORY EQUIPMENT

CHAPTER THREE

3.1 INTRODUCTION TO PHYTOCHEMISTRY (HOT EXTRACTION)

3.2 METHOD OF PRODUCTIVITY AND ARRANGEMENT OF

SPORES .

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CHAPTER FOUR
4.1 RELEVANCE OF INDUSTRIAL TRAINING EXPERIENCE GAINED
TO COURSE OF STUDY.
OBSERVATIONS AND CONTRIBUTIONS
4.2 OBSERVATIONS
4.3 CONTRIBUTIONS

CHAPTER FIVE

5.0 CONCLUSION AND RECOMMENDATION

5.1 CONCLUSION

5.2 RECOMMENDATION

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 DEDICATION

The Student Industrial work experience scheme (SIWES) is dedicated to

Almighty God who has being the alpha and omega starting from the beginning
to the end of the training and also to my parent for their financial support during
the course of the industrial training.

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 ACKNOWLEDGEMENT

I acknowledge the effort of my parent (Mr and Mrs. BABATUNDE) for their
moral and financial support during the industrial training. I also acknowledge
the effort of my industrial based supervisor Mr. OTUEWU and my supervisors
(Mr. KOTOYE) for his full support and motivation in science medical
laboratory during the industrial training.

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 CHAPTER ONE

1.2 BACKGROUND OF THE STUDY

SIWES was established by ITF (Industrial Training Fund) in the year

1973 to solve the problem Created by lack of adequate skills for employment of

university graduates by Nigerian industries.

Employers noticed that graduates from various Nigerian institutions

Universities, Mon technic and Polytechnics alike were lacking in training or in

the practical aspect of their courses thereby Making it hard for them to perform

their duties after being employed. This was a problem until 1973 when SIWES

was created, the program was officially approved by the Federal government in

1974.The SIWES scheme is designed to exposes students and prepares them for

the work situation they are likely to encounter after graduation.

1.2 DEFINITION OF SIWES

The Students Industrial Work Experience Scheme (SIWES) is a skills training

programme designed to expose and prepare students of universities and other

tertiary institutions for the

Industrial Work situation they are likely to meet after graduation. The scheme is

aimed at bridging the existing gap between theory and practice of Sciences,

Agriculture, Medical Sciences (including Nursing), Engineering and

Technology, Management, and Information and Communication Technology

and other professional educational programmes in the Nigerian tertiary

institutions. It is also a planned and structured programme based on stated and

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specific career objectives whichare geared towards developing the occupational

competencies of participants (Mafe, 2009). Consequently, the SIWES

programme is part of the approved Minimum Academic

Standard in the various degree programmes for all Nigerian Universities.

The history of SIWES starts off with the recognition of the shortcomings and

weakness in theformation of SET (Science, Education and Technology)

graduates, particularly with respect to acquisition of relevant production skills

(RPSs), the Industrial Training Fund (which was itself established in 1971 by

decree 47) initiated the Students’ Industrial Work experience Scheme (SIWES)

in 1973. The scheme was designed to expose students to the industrial

environment and enable them develop occupational competencies so that they

can readily contribute their quota to national economic and technological

development after graduation. Consequently, SIWES is a planned and

structured programme based on stated and specific career objectives which are

geared toward developing the occupational competencies of participants. It is

therefore, not in doubt that

SIWES is a veritable means or tool for National Economic Development.

The main thrust of ITF programmes and services is to stimulate human

performance, improve productivity, and induce value-added production in

industry and commerce. Through its SIWES and Vocational and Apprentice

Training Programmes, the Fund also builds capacity for graduates and youth

self-employment, in the context of Small-Scale Industrialization, in the

economy. The
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Industrial Training Fund is a grade ‘A’ parasternal operating under the aegis of

the Federal Ministry of Industry, Trade and Investment. It has been operating

for 42 years as a specialist agency that promotes and encourages the acquisition

of industrial and commercial skills required for national economic development.

1.3 AIM AND OBJECTIVES OF SIWES

The Industrial Training Fund’s policy Document No. 1 of 1973 which

established SIWES outlined the aims and objectives of the scheme. The aims

and objectives of the scheme are as follows:

1. It provides an avenue for students in institutions of higher learning to acquire

industrial skills and experience during their course of study.

2. It exposes Students to work methods and techniques in handling equipment

and machinery that may not be available in their institutions.

3. It makes the transition from school to the world of work easier and enhance

students’ contact for later job placements and a chance to evaluate companies

for which they might wish to work.

4. It provides students with the opportunities to apply their educational

knowledge in real work and industrial situations, there by bridging the gap

between theory and practice.

5. The programme teaches the students on how to interact effectively with other

workers and supervisors under various conditions in the organization.

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 CHAPTER TWO

2.0 ORGANIZATIONAL CHART/STRUCTURE

INTRODUCTION TO EXTRACTION PROCESS

1. I was taught method of extracting plant which are collection of plant ,

size reduction, extraction,filtration,concentration and drying.
2. I went for a field exercise to OOU (OLABISI ONABANJO
UNIVERSITY) to see how to exact some plant using centigure
3. I was taught how to extract element from plant using ethanol
4. I went on field exercise to see some lab equipment.
5. I was taught extraction process , extraction is a separation process
consisting of the separation of a substance from matrix and what are the
purpose of extraction process ( it is principal method for isolating (pass to
another . so that they can be more easily concentrated. I was taught some
method of extracting plant (which are collection) of plant , size
reduction , extraction .filtration. concentration, and drying

2.2 WORKDONE

o I went from a field exercise to OOU to see how to extract some point
using centigure (some plant used are soko, tete, ugwu, iyanapaja, /5g of
each plant was weighed , 5ml of distilled water was used to dissolve 5ml
of are rontiole and then poured into the each plant and then set in the
centrigure
o I was taught how to extract element from plant using ethanol ( is placing
a solid (plant ) in a solved in order to remove soluble dissolve component.
o I went on a field exercise to see some laboratory equipment ( which are
vacuum pump, rotary evaporation, distiller, auto cliff for sterilizing agar,
centrifuge , water bath ,cooling machine.

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2.3 IDENTIFICATION OF PHYCO CHEMISTRY
EXTRACTION OF PLANT SAMPLE
(mango leaf, guavaleaf, orange leaf) and some lower plants which are
( thindum racepiliven and calympoie)
Some plant were collected and they were cleaned and spread and a clean paper
i.e ( spread under shades and not in the sun while lowering plants were mared.
CHROMATOGRAPHY
1. paper chromatography
2. thin layer chromatography
3. practical

during the week I was introduce generally to the laboratory practice and
Do’s and Don’t . I was made to know the meaning of safety and some safety
rules i.e what must be done and what one must not do in the laboratory

i. long hair must be tied back correctly

ii. laboratory must be kept ventilated and clean

2.4 IDENTIFICATION OF LABORATORY EQUIPMENT

o I was also told the material used for cleaning and sanitizing the laboratory
e.g alcohol, hypochlorate acid, cotton wool etc
o Lastily , handling of laboratory equipment s of instrument is very important
and this is part of what causes hazard . mostly in the laboratory.

In conclusion, one must very carefully when it comes the working in the
laboratory because carelessness untidiness, unsuitable clothing are part of the
major causes accidents in the laboratory.

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 CHAPTER THREE

3.1 INTRODUCTION TO PHYTOCHEMISTRY (HOT EXTRACTION)

Extraction on some plant sample: the plant sample are soko, I eat ugwuleaf,
tete leaf,iyana paja leaf, and soko flower

 I was taught how to extract the plant sample with different solvent
(distilled water, ethanol, acid, ethyl acetate).

Extraction

Plant sample were collected and they were cleaned and spread on a clean paper
( i.e under shades of sun)

 I was also taught the meaning of photochemistry and reason for

photochemistry
 I was taught phytochemical screening was carried out on the plant
samples to test for alkaloids anthraqumone glycosides, cardiac
glycosides, fiquanoids, syponins, cardenolide flavonoid, phenol and
tannis using standard protocols.
During the week,
1. I was taught the meaning of mycology . mycology is the study of fungi .
these type are sac fungi, ecomycote and Basidomycota fungi and also the
characteristics of fungi which are:
 They may be unicellular or filamentous
 They reproduce by means of spores
 They are non vascular

3.2 METHOD OF PRODUCTIVITY AND ARRANGEMENT OF

SPORES .
Spores are produced by bacteria, fungi, algae and plants.

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 I also learnt how to present fungi: it can be preserved with our without
cryoprotectant in liquid nitrogen or in standard home freezer.
 Lastly, examination of fungi, examination of fungi: usually provides
definitive identification of molds. Morphological features that are looked for the
typo, size, shape and arrangement of spores and the size and colour of hyphoe.
Workdone
 I was taught the meaning of bacteriology,
Bacteriology can be defined as the study of bacteria and the type of
bacteriology
i. Gramnegative bacteriology
ii. Grampositive bacteriology
The preparation of agar are EMB and maconkey. 24.7g of macconkag was
measured into a conical flask and 17.96 of EMB was also measured 500ml
of distilled water was added to it. It was then allow to dissolved and
sterilized for about 15mins . then set aside for cooling . after then, it was
poured into petri dish then allow it to dry and flame up.
I was introduced to microscope and identification of parts in microscope
which are eye lens, magnifying lens, stage, an adjust quart etc

Diagram showing shape of bacteria colony

Circular bacteria

BACTERIOLOGY
Meaning of bacteriology :
Identification of bacteriology
1. Physical –morphological of bacteria colony
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 2. Cultural characteristics
3. General
4. Biochemical and enzymes
Introduction of microscope
Identification of parts to microscope

MYCOLOGY
Identification of fungi
1. Cultural
2. Microscopic
Preservation of fungi
1. Continuous growth method
2. Method of drting and induced dormancy
3. Periodic transfer
4. Examination of fungi

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 CHAPTER FOUR
4.2 RELEVANCE OF INDUSTRIAL TRAINING EXPERIENCE
GAINED TO COURSE OF STUDY.
The practical experience gained at ENOL RESEARCH
LABORATORY is a reflection of the theory learnt in class. As a student
of SCIENCE LAB. TECHNOLOGY, I worked in the lab ,it has given me
the advantage to reflect what’s learnt in class with the real world, which
have availed me with the opportunity to learn and acquire the needed
skills.

OBSERVATIONS AND CONTRIBUTIONS

4.2 OBSERVATIONS
- As a student my first observation was the cognition of the difference
between school environment and the clinic was very neat and serene.
-I also observed that safety was paramount and it could easy be seen as the
primary goal of every staff of the company and not only the technicians. They
are hardworking, diligent, punctual in the clinic
-
4.3 CONTRIBUTIONS
All my work done is written in the log book from the start , and it has
Acknowledged me and many people to the achievement of the SIWES program.
It also helps students in the department of science laboratory technology,
because I can compare what been taught in class with the SIWES program
which really helps me effectively.

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 CHAPTER FIVE

5.0 CONCLUSION AND RECOMMENDATION

5.1 CONCLUSION

The industrial training program was successful and it really exposed me

to some practical aspects of Chemistry and Biochemistry, in order to make me a
productive member of the society. It also gave me the opportunity to acquire
some skills, knowledge and techniques which are highly essential to my course
of study. During the six month industrial training attachment undertaken at
ENOL RESEARCH LABORATORY, my initiative had been tested, drilled
and polished. The training improved my entrepreneurial mindset also to know
the relevance of some of my school courses to food industries and life in
general.

5.2 RECOMMENDATION

Based on the experiences acquired, my recommendations are as follows:

 The Industrial Training Fund (ITF) office should try as much as possible
to maintain a good relationship with the organisations where the trainees
are attached to.
 The program should be duly monitored and supervised because it
contributes to what majorly makes the students other than the theoretical
knowledge.
 The Organisation where the students are attached to should ensure that
hands are on desk. They should also provide monthly stipends for the
students’ upkeep during their stay
 Finally, students should try to maximize the opportunities that come their
way irrespective of the organisation they find themselves.

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