A REPORT ON REAL LFE PRJECTS STUDY.

PREFACE
This report contains fully described series of works conducted during the course of the real life projects
study at Ndejje University. During this study the students were equipped with a series of real life
projects practice by Mr. Nduhura Jonasias our supervisor amongst which are;

• Building
• Levelling
• Setting out

Different practicals were conducted by the students, dealing with the conduct of the above
stages in field practice of civil engineering. As discussed below.

Chapter one
Introduction
Real life projects is a course unit expected to have been undertaken by a graduand from the diploma
civil class. Under the department of civil engineering and survey. Real life project is a course unit was a
weekly exercise that aimed at equipping the students with a practical training relevant to professional
development prior to graduation.

This report contains the description of works done during the training,
challenges met and skills gained. The real life projects course unit involves doing practical work, learning
how to use different tools in construction, discovering materials used in different types of construction.

Objectives of the training

❖ To help students acquire the essential skills that give a fluid transition to higher study of the civil
engineering and survey profession.
❖ To give a chance to the students transfer skills during the learning experience.
❖ To aid the students grow their critical thinking and problem solving capabilities, as these are the
skills future employers seek out.
Orientation

This activity was carried out on the first day of the study and conducted by the supervisor. The site
supervisor assigned us to groups and briefed us on the requirements, rules and regulations, site
conditions.

Health and safety during the study .

This was aimed at ensuring that the students were adequately protected from injury, that could result
from the associated works and to provide a safe working environment by putting in place certain safety
measures. Fully equipped safety wear was encouraged, which included;

Safety boots. These are durable shoes that have a protective reinforcement in the toe area. This
protects the foot from falling objects or compression, and a reinforced rubber sole that protects the sole
from sharp objects or corrosive liquids. Gumboots were accepted as an alternative.

Safety helmets. These aid in protecting the head from falling objects striking against objects and
extreme weather condition.

Safety gloves. These are protective garments worn around the hands. The material of these gloves
should not be abrasive on the inner part that gets in contact with the skin. They aided the students with
grip of tools and material such as bricks used in the construction process.

Safety glasses. These act as a shield to protect the eyes from foreign material such as dust and propelled
material.

Reflectors. These are coded with bright colors such as light green, orange, yellow or red, for easy
identification. This identification was very helpful to the students especially during the taking of levels
process in different in fields.

Methods of training
In order to achieve the objectives of the real life projects study in my training, I employed various
methods and avenues. The distinct methods used are briefly described below;

➢ Participation in works. As a class we undertook various physical excercises and learning, that
gave us a practical feel of the study. this helped ease the student to student learning experience.
➢ Consultation. This was student and supervisor based, as to gain a detailed field information and
grow professionalism.
➢ Observation. This was practiced through measurement checks and material workability. This
was aimed to grow critical thinking and problem solving capabilities, as these are the skills
future employers seek out.
STUDY MODES.
As stated earlier, this stage contains the modes; building, setting out and levelling that were conducted
by the supervisor during the course of the real life projects study. Under this the definitions, instruments
and procedures of these modes will be discussed.

SETTING OUT
Setting out refers to bringing the dimensions from a plan to the real site situation. The activity consists
of establishing the exact location and measurements of what is to be built. The first activity of setting
out is to clear the ground of any debris, vegetation and other obstructions.

For our case on site, a builders square method was used for setting out.

Tools used;

• Measuring tape
• Builders square
• Pegs
• Nails
• Hammer for driving pegs
• Working sketch

Procedure

➢ Interpreting dimensions of planned construct in relation to the work area available.

➢ Determining the reference point. This point is always referred as a datum.
➢ The first peg was driven into the ground as the datum and it is referred to as a reference peg. It
is the peg from which most of the points and measurements were taken.
➢ A string is tied to the peg and stretched, while using a measuring tape, to mark off lengths of
intended construct where pegs are driven as indications.
➢ Corners are set using a builders square to ensure that they are at 90 degrees or such that they
are to squares. This was achieved through using the builders square to flush on the alternating
sides of the string, at corners simultaneously.
➢ Checking of diagonals was also carried out to check for accuracy.

LEVELLING
Levelling was handled as a mode on the real life study. Levelling of earth works was done to aid the
students learn how to transfer levels with references. Levelling also aided students learn achieve certain
depths of excavations and thickness of the different materials in the substructure, such as hardcore and
stone dust. Levelling was done in reference to the existing structures.

A dumpy level was used in both scenarios of level transfer and earthworks levelling. In the levelling
procedures the mainly used items include a dumpy level and marked levelling staff.

Level transfer procedure

A dumpy level was used to transfer levels onto columns of various buildings on the Ndejje University
premises.

➢ The dumpy level tripod was setup at a stable flat surface.

➢ The clamps were loosened and the legs of the tripod extended until the tripod was nearly level
and the clamps were tightened.
➢ The dumpy level was attached to the tripod and screwed onto it from the bottom using an
attachment screw.
➢ The bubble was centered using the leveling screws and the level was focused onto a distant
object or staff until its image is clearly seen.
➢ The staff was held at a benchmark to be established onto other columns.
➢ The reading on the staff was taken using the dumpy level. This was the reading at which the
horizontal and vertical cross hairs meet and coincided.
➢ This reading was then established onto other columns by moving the staff up and down and a
given column bar until the reading was achieved. On a particular column, this was done on
several bars, especially corner bars to improve on the accuracy. The points were marked onto
the column bars using a marker or cello tape.
➢ A tape measure was then used to offset a given height, which was usually 1m from the level
mark to establish the required slab thickness.

Leveling earthworks procedure.

➢ A dumpy level is set up, centered and leveled at a stable flat surface.
➢ A levelling staff is held vertically with its bottom part touching the surface of the concrete bed.
➢ The staff reading at this point is read and recorded.
➢ The stuff is then held at the bottom of the excavation and the staff reading at that point noted.
➢ The difference between the staff readings is calculated.
➢ This calculated is used a factor of elevation in the various construction stages.

BUILDING
In this stage the students were educated by the supervisor on the different types of wall construction,
such the stretcher bond way of laying bricks.

Material used
 • Blocks
• Motor

Tools used

• Water level
• Trowel
• Plumb bob
• String spirit level
• Builders square
Procedure
➢ In accordance with the plan instructions issued by the supervisor, bricks were laid out with
motor. Depending on the wall type, as the header bond was used for plinth wall and stretcher
bond for the main wall.
➢ The trowel is used to load motor on the bricks, and aesthetic enhancement to the wall.
➢ The different brick levels are continuously evaluated on the horizontal and vertical alignment
using spirit level or water level and plumb bob respectively.
➢ Corners are set using a builders square to ensure that they are at 90 degrees or such that they
are to squares. This was achieved through using the builders square to flush on the alternating
sides of the string, at corners simultaneously.

Achievements challenges and conclusion.

✓ I learnt cooperative working.
✓ The real life projects study sharpened my field problem solving skills.
✓ I learnt how different field tools are operated, repair and maintaining from the physical
interaction with them, such as the dumpy level.
✓ Able to acquire site safety skills.

Challenges
▪ Extreme weather conditions, such as Bad weather, as too much rainfall which was responsible
for postponement of several practical sessions.
▪ Shortage of equipment such as the dumpy level of which there was only one available for the
class.

Recommendations
▪ Investment in equipment

Conclusion
Having undergone the course unit study during my stay at the university, I would like to appreciate the
initiative, our supervisor and my class fraternity for the learning experience.

Prepared by,
ONYANGO ALFRED NDIJO

21/1/224/D/510