Lab Manual

Manual of Open-Ended
Laboratory (OEL)
FACULTY OF ENGINEERING
E dit or s:
N ors u za il i na Mo ha m e d S uta n
Jeth ro He n ry Ad a m
Abd ul R a za k Ab du l K a r im
N ora z zli na M . Sa ’ d on
Ma h Ya u Se n g
CONTENTS
PREFACE & ACKNOWLEDGMENT i
CONTRIBUTING AUTHORS ii
KNS 1451 CIVIL ENGINEERING LABORATORY 1 1-1
C1 – Physical Characteristics of Fine Aggregate 1-2

C2 – Physical Characteristics of Coarse Aggregate 1-4
C3 – Concrete Mix Design for Normal Weight Concrete of Moderate/Severe Environmental
Condition 1-6
C4– Mixing, Fresh Properties, Casting, Demoulding and Curing of Normal Weight Concrete
using Mix Design Made in C3 1-9
C5 – Mechanical Properties of Hardened Concrete Based on Concrete Samples Made in C4 1-12
V1 – Vertical Distance Measurement (Leveling) 2-2

V2 – Angle and Distance Measurement 2-4
V3 – Traverse Survey 2-6
V4 – Setting Out Curve 2-8
V5 – Survey Camp 2-10
S1 – Shear Force 2-12
S2 – Bending Moment 2-14
S3 – Deflection of Beams 2-16
S4 – Mechanical Properties of Materials 2-19
F1 – Flow Through Weir 3-2

F2 – Flow Through A Venturi Meter 3-5
F3 – Flow Through A Nozzle 3-8
F4 – Flow Through An Orifice 3-11
F5 – Experiment on Bernoulli’s Principle 3-14
L1 – Physical Characteristic of Soil 3-17
L2 – Soil Compaction 3-20
L3 – Hydraulic Properties 3-22
H1 – Flow through Closed Pipelines 4-2

H2 – Flow in Rectangular Channel with an Obstacle 4-4
H3 – Flow in Rectangular Channel with Sluice Gate 4-7
H4 – Experiment on Hydraulic Jump 4-10
G1 – Shear Strength 4-13
G2 – Consolidation 4-16
J1 – California Bearing Ratio Test (Sub-grade) 5-2

J2 – Skid Resistance Test 5-5
J3 – Mix Design Analysis of Bituminous Material 5-8
J4 – Marshall Stability and Flow Test of Bituminous Material 5-10
J5 – Penetration of Bituminous Material 5-12
J6 – Softening Point Test of Bituminous Material 5-14
Y1 – Rainfall measurement using Tipping Bucket 5-16
Y2 –Stream-flow Measurement using Current Meter 5-18
Y3 – Hydrological Assessment 5-21
T1 – Spot speed and traffic volume studies 6-2

W1 – Suspended Solids 6-5
W2 – pH, Acidity and Alkalinity 6-9
W3 – Biochemical Oxygen Demand (BOD) 6-13
W4 – Chemical Oxygen Demand (COD) 6-15
W5 – Coagulation and Flocculation 6-17
W6 – Mini Project 6-20
APPENDIX A A-1
APPENDIX B B-1
PREFACE & ACKNOWLEDGMENT
This First Edition Manual of Open-Ended Lab (OEL) for Civil Engineering Lab courses in
the Faculty of Engineering, Universiti Malaysia Sarawak was written to fulfill the
requirement of Outcome Based Education in Engineering Education by Engineering
Accreditation Council Malaysia. It consists of six (6) parts from Year 1 to Year 4. Each part
comprises of 2 core subjects laboratory except for the first year. The lists of subjects are: First
Year (Concrete), Second Year (Survey, Strength of Materials, Fluid Mechanics and Soil
Mechanics), Third Year (Highway and Hydrology) and Fourth Year (Transportation and
Environmental). The laboratory exercises are tied closely to the core courses in Civil
Engineering Program. Since this is the first edition of this laboratory manual, there are sure to
be inadvertent omissions and mistakes. I will very much appreciate receiving suggestions for
revisions from instructors, including input from lab technician and students. I am grateful to
the Task Force Team consists of all Civil Engineering Lecturers that have contributed as
authors and editors. On behalf of the team I would like to especially thank the Program
Coordinator of Civil Engineering Department, Dr Mah Yau Seng, Head of Department of
Civil Engineering, Dr Mohamad Raduan Kabit , Deputy Dean Academic of Faculty of
Engineering, Associate Professor Dr Abdullah Yassin and last but not least Dean of Faculty
of Engineering, Associate Professor Dr Al-Khalid Othman for their full support and guidance
towards the completion of this OEL Manual.
Dr Norsuzailina Mohamed Sutan

Head of OEL Task Force
i
CONTRIBUTING AUTHORS:
Ahmad Kamal ABDUL AZIZ Federik Joseph PUTUHENA

Abdul Razak ABDUL KARIM Azida RASHIDI
Abd Azim ABDULLAH Nor Azalina ROSLI
Jethro Henry ADAM Fauzan SAHDI
Rohaida AFFANDI Onni Suhaiza SELAMAN
Nasser Rostam AFSHAR Larry SILAS TIRAU
Rosmina AHMAD BUSTAMI Siti Noor Linda TAIB
Raudhah AHMADI Ching Lee TEO
Dygku Salma AWG ISMAIL Sim Nee TING
Azhaili BAHARUN Wan Hashim WAN IBRAHIM
Norazlina BATENI
Hin Joo BONG
Zamri BUJANG
Ron Aldrino CHAN
Alsidqi HASAN
Siti Halipah IBRAHIM
Idawati ISMAIL
Gaddafi ISMAILI
Mohamad Raduan KABIT
Puong Ling LAW
Lik Pueh LIM
Norazzlina M.SA’DON
Yau Seng MAH
MD Abdul MANNAN
Norsuzailina MOHAMED SUTAN
Mohd Ibrahim Safawi MOHD ZAIN
Chee Khoon NG
ii
KNS 1451 CIVIL ENGINEERING LABORATORY 1
This open-ended laboratory (OEL) guideline of KNS 1451 Civil Engineering
Laboratory 1 is for first-year civil engineering students of semester 1.
CATEGORY
Partial Open Ended (30%)
DURATION OF ACTIVITY
1 week
TOPIC
C1 – Physical Characteristics of Fine Aggregate
BACKGROUND
Introduction
Fine aggregate such as river sand or mining sand is used in production of concrete and
mortar. Aggregate size, particle size distribution and gradation, porosity, shape and
specific gravity of aggregate effect on water requirement in concrete mix, bleeding,
segregation and concrete strength.
Objective
To determine the physical properties of fine aggregate required in concrete mix design.
Learning Outcomes
At the end of the laboratory activities, students would be able to:
1. Define fineness modulus (FM), specific gravity, absorption and silt content of fine
aggregate using river sand.
2. Determine fineness modulus, specific gravity, water absorption and silt content based
on fine aggregate test.
3. Work in group to carry out the task and produce the relevant technical report.
REQUIREMENT
Students are required to work in their respective groups to determine the physical
properties of fine aggregate using river sand available at concrete laboratory. Each group
will need to collect the suitable sampling points, sample amount, sampling method, and
sample storage/preservation. Then, using the appropriate apparatus available in the
laboratory, conduct the test to determine the physical properties of fine aggregate.
APPROACHES
Apparatus/Equipment
The group must identify the availability of the chosen apparatus in the laboratory before
the right procedures can be identified.
Method
The group is required to look for the relevant procedures in the Standard Methods to carry
out the experiment based on the apparatus availability in the laboratory. The document
should be submitted to the instructor for verification ONE week before the intended
laboratory activity and must be made available throughout the laboratory activity.
Data Observation and Collection

All data observed and collected during the experiment should be clearly written and
appropriately tabulated.
OUTCOMES
Results, Analysis, Discussion and Conclusion
The result should be presented in the technical manner for easy verification. All required
calculations should be performed correctly. All figures and graphs (where appropriate)
must be properly drawn and numbered. The results must be explained, interpreted and
discussed. Sources of error and their impact on the results should be identified.
Precautions methods can be described to overcome those errors in the future.
Conclusion(s) should be drawn from this laboratory activity.
REPORT
Laboratory report should be your group’s actual/original work. The laboratory report
should be neat and well-formatted based on Appendix B. The submission dateline is ONE
week after the end of the laboratory session.
CATEGORY
1 week
TOPIC
C2 – Physical Characteristics of Coarse Aggregate
BACKGROUND
Introduction
Aggregates of both fine and coarse in concrete, commonly known as cheap materials,
occupy about 70% of total volume. Usually, coarse aggregate whether crushed or
uncrushed of maximum 20mm size is used in production of concrete. Aggregate size,
particle size distribution and gradation, porosity, shape, strength, elasticity and specific
gravity effect on water requirement in concrete mix and concrete strength. The use of
maximum size of coarse aggregate in concrete yields the reduction of cement, water,
drying shrinkage, overall construction cost and provides higher volume stability.
Objective
To determine the physical properties of coarse aggregate required in concrete mix design.
Learning Outcomes
1. Define fineness modulus (FM), specific gravity and absorption of coarse aggregate
using crushed limestone/or, sandstone/or, granite/or, other suitable coarse aggregate.
2. Determine fineness modulus, specific gravity and water absorption based on coarse
aggregate test.
REQUIREMENT
Students are required to work in their respective groups to determine the physical
properties of coarse aggregate using crushed limestone/or, sandstone/or, granite available
at concrete laboratory. Each group will need to collect the suitable sampling points,
sample amount, sampling method, and sample storage/preservation. Then, using the
appropriate apparatus available in the laboratory, conduct the test to determine the
physical properties of coarse aggregate.
APPROACHES
Apparatus/Equipment
Method

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
C3 – Concrete Mix Design
BACKGROUND
Introduction
Mix design in general is the process of selecting an optimum proportion of cement, fine
and coarse aggregates, and water to produce a concrete with specified properties of
workability, strength and durability. It is important to keep in mind that the best mix
involves a balance between economy and the required properties of concrete.
Objective
To practice the concrete mix design method and to determine workability, density and
required strength for normal weight concrete of moderate/severe environmental condition.
Learning Outcomes
1. Define characteristic strength, standard deviation, target mean strength, type of cement
used, type of coarse and fine aggregates used, and free-water/cement ratio using a
standard mix design method.
2. Determine
a. Target mean strength,
b. Slump,
c. Maximum aggregate size,
d. Free water content,
e. Density of aggregate,
f. Total aggregate content,
g. Grading of fine aggregate passing 600 micron sieve,
h. Proportion of fine aggregate,
i. Amount of fine and coarse aggregate and
j. Quantities (in kg) of all ingredients for 1m3 concrete
REQUIREMENT
Students are required to work in their respective groups to determine the concrete mix
design for specific concrete grade using ingredients available at concrete laboratory. Each
group will need to collect the suitable sampling points, sample amount, sampling method,
and sample storage/preservation.
APPROACHES
Apparatus/Equipment
Method

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
C4– Mixing, Fresh Properties, Casting, Demoulding and Curing
BACKGROUND
Introduction
Mixing of all ingredients using standard method will provide concrete with homogeneous
condition. The mix design for specific concrete grade determined in C3 is adopted here to
produce concrete using mixing facility available at concrete laboratory as per standard.
Fresh properties identified in C3 are verified through Slump test. Casting of fresh
concrete in standard moulds of required numbers is done using external or internal
vibration. Tests on hardened concrete for compressive, flexural and splitting tensile
strengths, and modulus of elasticity using standard samples are normally performed at age
of 3, 7, 14, 21 and 28 days. To prevent evaporation, plastic sheet is placed on the top of
moulds immediately upon casting and is left for about 243 hours in the laboratory after
which it is demoulded for curing in water till test.
Most of the concrete used during laboratory investigation are cured in potable water for
up to 28 days. On construction sites, most curing techniques used currently have practical
drawbacks. Plastic wrap around the concrete is seen to be a good curing method. Damp
hessian is seldom kept damp and can act as a wick to withdraw water from concrete.
Concrete surface ponded with water is the closest method to a laboratory curing method.
Spraying of water on the concrete surface is a usual method adopted in the field.
Objective
To mix all ingredients using proper method to produce the concrete with specified
properties of workability, strength and durability.
Learning Outcomes
1. Define mix procedure, workability, fresh density, external and internal vibrations and
curing.
2. Determine
a. Slump
b. Fresh and demoulded densities
REQUIREMENT
and sample storage/preservation. Then, conduct the test to determine the physical
properties of coarse aggregate using appropriate apparatus available in the laboratory.
APPROACHES
Apparatus/Equipment
Method

OUTCOMES
REPORT
CATEGORY
Full Open Ended (100%)
1 week
TOPIC
C5 – Mechanical Properties of Hardened Concrete
BACKGROUND
Introduction
Mechanical properties of hardened concrete are normally performed with laboratory tests.
Objective
To test mechanical properties of hardened concrete based on concrete samples made in
C4 to determine strength required for a particular project.
Learning Outcomes
1. Define the required tests.
2. Determine whether the sample is passed or failed.
REQUIREMENT
and sample storage/preservation. Then, using the appropriate apparatus available in the
laboratory, conduct the test to determine the physical properties of coarse aggregate.
APPROACHES
Apparatus/Equipment
Method

OUTCOMES
REPORT
Laboratory 2 is for first-year civil engineering students of semester 2.
CATEGORY
1 week
TOPIC
V1 – Vertical Distance Measurement (Levelling)
BACKGROUND
Introduction
Levelling is the procedure used to determine differences in elevation between points that
are some distance from each other. An elevation is a vertical distance above or below a
reference datum. In surveying, the reference datum that is universally employed is the
mean sea level (MSL).
Objective
To make a levelling survey and calculate the results relative to some chosen datum.
Learning Outcomes
1. Carry out Rise and Fall Method.
2. Determine the precision of levelling.
REQUIREMENT
Students are required to work in their respective groups to carry out the surveying in a
designated area around UNIMAS campus. Safety must come first. Each group shall
record the levelling in Form A.
APPROACHES
Apparatus/Equipment
Automatic level, leveling staffs/rods, tripod.
Method
1. Place leveling staff on the bench mark (BM), with a known reduced level (RL).
2. Set up the auto level at a position where the staff at BM is visible, I1.
3. Take the reading of the staff held vertically on BM. This will be the backsight (BS).
4. Move the staff to point A and take the reading. This will be an intermediate sight (IS).
5. Move the staff to point B and take the reading. This also will be another IS.
6. Move the staff to point C (change point) and take the reading. This will be the
foresight (FS). Make sure that the staff remains on this point to maintain the same
level.
7. Set up the auto level at I2. Carefully turn the staff on point C so that it faces the auto
level and take the reading. This will be a BS.
8. Move the staff to point D and take the reading. This will be an IS.
9. Move the staff to point E and take the reading. This will be an FS, because after
taking this reading the auto level will be moved.
10. Move the auto level to I3 and leave the staff at point E.
11. Repeat steps 7 – 9 until the final staff position is at the point where you started, BM.
Figure V1 – 1 Example of auto level and staff points

appropriately tabulated Form A using the rise and fall method.
OUTCOMES
must be properly drawn and numbered. The results must be explained and interpreted and
REPORT
Form A (RISE & FALL METHOD)
Initial Adj.
BS IS FS Rise Fall Adj. Remarks
RL RL
CATEGORY
1 week
TOPIC
V2 – Angle and Distance Measurement
BACKGROUND
Introduction
One of the basic purposes of surveying is to determine the relative positions of points on
or near the earth’s surface. Angles, as well as linear distances, are usually measured to
compute the coordinates of any particular point. Angles are measured between two
intersecting lines in either a horizontal plane or vertical plane. They are usually expressed
in terms of degrees, minutes and seconds of arc.
Objective
To take the reading, recording and reduction of angle and distance measurement data.
Learning Outcomes
1. Determine interior angles of your traverse.
2. Determine the accuracy of the angle measurement.
REQUIREMENT
Students are required to work in their respective groups to carry out the surveying in a
record the results in Form B.
APPROACHES
Apparatus/Equipment
Total station, tripods, prism, and marker.
Method
1. Mark 3 points on the ground (Figure V2–1).
Figure V2-1 Setting of the Points
2. Plumb and accurately level the total station over point 1. Plumbed and level prisms
over points 2 and 3.
3. Sight point 2 on face left with the total station set to the required horizontal angle.
Record the reading.
4. Sight point 3 and take the horizontal angle.
5. Set the total station to face right by transiting the telescope and sight point 2 again.
6. Sight point 3 again and take the reading.
7. Measure the distance by collimating the center of prism at point 2. Take the reading.
8. Move the total station to point 3. Bring the prism on point 3 to point 1 and leave the
other prism in point 2.
9. Follow steps 3 – 7 with the total station accurately leveled over point 3.
10. Move the total station to the final point (point 2) and repeat the same procedure.

appropriately tabulated in Form B.
OUTCOMES
must be properly drawn and numbered. The results must be explained and interpreted
and discussed. Sources of error and their impact on the results should be identified.
REPORT
Form B
BEARING
STATION
FROM FINAL TO VERTICAL FINAL
FROM DIST
FACE FACE STN BEARING STN ANGLE DIST
TO MEAN
LEFT RIGHT
CATEGORY
1 week
TOPIC
V3 – Traverse Survey
BACKGROUND
Introduction
A traverse consists of an interconnected series of lines, running between a series of points
on the ground called traverse stations. A traverse survey is performed to measure both the
distances between the stations and the angle between the lines. Traverses have been used
for local horizontal control over relatively small area or for precise control over relatively
large area.
Objective
To make a traverse survey, reduce the field data and plot the results graphically.
Learning Outcomes
1. Carry out a traverse.
2. Determine the accuracy of traverse.
REQUIREMENT
Students are required to work in their respective groups to carry out surveying in a
record the leveling in Forms B and C.
APPROACHES
Apparatus/Equipment
Total station, tripods, prism, picket, and nails.
Method
1. The total station is plumbed over peg 100 and accurately levelled. Prisms are plumbed
over peg 101 and 3 as shown in Figure V3 – 1.
Figure V3-1
2. Peg 101 is sighted on face left with theodolite set to the required horizontal angle. The
reading is entered in the field book.
3. Peg 3 is sighted and the horizontal angle is taken.
4. The instrument is set to face right and peg 101 is sighted again.
5. Peg 3 is sighted and the reading is taken.
6. To measure the distance, collimate the center of prism at peg 3. The reading is taken
and entered in the field book.
7. The total station is moved to peg 3. Prisms are plumbed over peg 100 and 4. Peg 100
is sighted on face left with theodolite set to the reading taken from step 3 above.
8. Repeat step 4 - 7 until the final total station position is at peg 100.

OUTCOMES
REPORT
week after the end of the lab session.
CATEGORY
2 weeks
TOPIC
V4 – Setting Out Curve
BACKGROUND
Introduction
The centre lines of the highways and railroads consist of a series of straight lines
connected by curves. The shape of the curves must be computed by the surveyors so that
they can be located on the ground for construction.
Objective
To perform calculations to fix the positions of points forming a horizontal curve.
Learning Outcomes
1. Determine a curve.
2. Determine the accuracy of the curve.
REQUIREMENT
record the leveling in Forms B and C.
APPROACHES
Apparatus/Equipment
Total station, tripods, prism, nail, ranging pole, hammer, picket, and measuring tape.
Method
1. The total station is set up, centered and levelled at survey station 1, and the final
bearing to point 2 is set on the instrument or set 180° to point 2 (see Figure V4 – 1).
2. The horizontal distance to point 2 is measured as a check.
3. The total station is rotated until you get the required bearing and horizontal distance to
the first setting-out point, C1.
4. Hold ranging pole (with prism) vertically at the approximate position of the point to
be set out.
5. The prism is set up, centered and leveled at that approximate position and the prism is
then moved until you get the required bearing and distance.
6. Inserts a peg, re-checks the complete operation and when satisfied that it is correct,
moves to the next setting-out location, C2.
7. Repeat the procedure 3 - 6 for all the remaining pegs to be set out.
Figure V4 – 1
appropriately tabulated. The survey should be within the permissible misclosure.
OUTCOMES
and discussed. This includes the survey plan and the design curve. Sources of error and
their impact on the results should be identified. Precautions methods can be described to
overcome those errors in the future. Conclusion(s) should be drawn from this laboratory
activity.
REPORT
CATEGORY
1 week
TOPIC
V5 – Survey Camp
BACKGROUND
Introduction
Students are gathered at a selected location to start a survey from a TBM and close the
survey within the allowable misclosure.
Objective
To perform necessary survey for a designated area.
Learning Outcomes
1. Show evidence of using the surveying tool properly.
2. Carry the necessary surveying methods.
REQUIREMENT
designated area out of UNIMAS campus. Safety must come first.
APPROACHES
Apparatus/Equipment
Method
The group is required to look for the relevant procedures to carry out the surveying based
on the apparatus availability in the laboratory. The document should be submitted to the
instructor for verification ONE week before the intended laboratory activity and must be
made available throughout the laboratory activity.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
S1 – Shear Force
BACKGROUND
Introduction
When a beam is loaded by forces and couples, internal stresses arise on the bar. In
general, both normal and shearing stresses will occur. In order to determine the
magnitude of these stresses at any section of the beam, it is necessary to know the
resultant force and moment acting at that section. These may be found by applying the
equations of static equilibrium.
Objectives
To determine the shear force at a particular section and compare with the theoretical
calculations.
Learning Outcomes
1. Measure shearing force at a section of a loaded beam through experiments.
2. Compare shear force values from experiments with theoretical values.
REQUIREMENT
Students are required to work in their respective groups to determine the shear force
values at a section of a loaded beam through experiments.
APPROACHES
Apparatus/Equipment
Method
The group is required to measure the maximum shear force value at a section when the
beam is loaded. Compare the results for three (3) different loading cases. For every
loading case, the maximum total load should not be more than 50kN and distances for
loads are flexible.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
S2 – Bending Moment
BACKGROUND
Introduction
When a beam is loaded by forces and couples, internal stresses arise on the bar. In
general, both normal shearing and bending stresses will occur. In order to determine the
magnitude of these stresses at any section of the beam, it is necessary to know the
resultant force and moment acting at that section. These may be found by applying the
equations of static equilibrium.
Objectives
To determine the bending moment at a particular section and compare with the theoretical
calculations.
Learning Outcomes:
1. Measure bending moment at a section of a loaded beam through experiments.
2. Compare bending moment values from experiments with theoretical values.
REQUIREMENT
Students are required to work in their respective groups to determine the bending moment
values at a section of a loaded beam through experiments.
APPROACHES
Apparatus/Equipment
Method
The group is required to measure the maximum bending moment value at a section when
the beam is loaded. Compare the results for three (3) different loading cases. For every
loading case, the maximum total load should not be more than 50kN and distances for
loads are flexible.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
S3 – Deflection of Beams
BACKGROUND
Introduction
Deflection is an important parameter which needs to be taken into consideration in any
engineering design or application. The elastic bending of a beam leads to a linear
relationship between the bending moment, M and radius of curvature, R at any point on
the beam. It also shows that the radius depends on the modulus of elasticity, E of the
beam material and the second moment of area, I of the beam section in the expression;
𝑬𝑰
𝑹=
𝑴
The more a beam curves (that is, the less the radius of curvature) the greater will be the
deflections.
Objectives
To determine the deflection of a loaded beam at a particular point and compare the
deflection with the theoretical values.
Learning Outcomes
1. Determine the deflection of a beam through a series of experiments.
2. Compare the deflections obtained from the experiment with the theoretical values.
3. Work in a group to carry out the task and produce the relevant technical report.
REQUIREMENT
The group is required to determine the midspan deflection of different types of beams
subjected to different loadings. Suggest the best type of beam which produces the least
amount of deflection and justify why the beam is selected.
APPROACHES
Apparatus/Equipment
Method
The group is required to look for the relevant procedures to carry out the experiments
based on the availability of apparatus in the laboratory. As a group, you are required to
determine the deflection of three different types of beams with different cross-sections.
Specify the span of the beam and select the appropriate loadings to be applied to the beam
(Total loading applied should not exceed 100N). You are then required to determine the
deflection at fixed load intervals and compare the deflection with the theoretical values.
The group needs to identify the types of beams used in the laboratory works. Conduct the
experiments, and analyse and discuss the results obtained.

OUTCOMES
The results should be presented in the technical manner for easy verification. All required
calculations should be shown and performed correctly. All figures and graphs (where
appropriate) must be properly drawn and numbered. The results must be explained,
interpreted and discussed. Sources of error and their impact on the results should be
identified. Precaution methods can be described to overcome those errors in the future.
REPORT
should be neat and well-formatted based on Appendix B. The report shall include among
others the testing details, procedures, results and discussion (tables, figures and photos as
evidence to support your discussion). The submission dateline is ONE week after the end
of the laboratory session.
CATEGORY
1 week
TOPIC
S4 – Mechanical Properties of Materials
BACKGROUND
Introduction
As a designer of structures, an understanding of the mechanical behavior of materials
used is very crucial to ensure that the structures designed able to achieve the required
strength and safe during service. In order to evaluate how the materials used act towards
loadings, typically, laboratory investigations are required to be performed.
In this activity, students are required to work in their respective group to determine the
goals and scopes of work, identify the appropriate and necessary apparatus/equipment,
and provide the methodology essential to run the experiments in order to address the
given problem.
Objectives
To solve the given problem using the appropriate laboratory testing tools and
methodology.
Learning Outcomes
1. Determine the appropriate laboratory testing and procedures in order to solve the given
problem.
2. Examine and analyse data acquired from the testing.
REQUIREMENT
A new grade of structural steel bars is produced by a local steel manufacturer, which the
client has agreed to use the material as the reinforcement bar to build the 5-storey office
structure. The manufacturer has tested the material and listed the material properties.
However, as a group of consultant engineers, you have been appointed by the client to
conduct your own laboratory testing, so that the material properties can be verified and
then can be confidently used as parameters to design the structure. The group requires to
conduct the laboratory test within a week, analyse and discuss the results obtained.
APPROACHES
Apparatus/Equipment
Method
The group is required to look for the relevant testing procedures to carry out the
experiments based on the apparatus availability in the laboratory. The document should
be submitted to the instructor for verification ONE week before the intended laboratory
activities and must be made available throughout the laboratory activities.

OUTCOMES
Results, Analysis, Discussion and Conclusions
REPORT
should be neat and well-formatted based on Appendix B. The report shall NOT be longer
than 4 pages (content pages only). The report shall include among others the description
of the material, results and analysis, and discussion and conclusions (tables, figures and
photos as evidence to support your discussion). The submission dateline is ONE week
after the end of the laboratory session.
Laboratory 3 is for second-year civil engineering students of semester 1.
CATEGORY
1 week
TOPIC
F1 – Flow Through Weir
BACKGROUND
Introduction
Open channel flow rate measurement is usually done by measuring a change in water
depth. It can be done with a weir or flume. Common types are v-notch weir and
rectangular-notch weir as shown in Figure F1. A notch is an opening in the side of a
measuring tank or reservoir extending above the free surface.
Figure F1: V-Notch and Rectangular-Notch Weirs
Students are required to work in their respective group to perform experiment to measure
flow through v-notch and rectangular-notch weirs.
Objective
To characterize the flow rates through v-notch weir and rectangular-notch weir.
Learning Outcomes
1. Define and explain the principles of v-notch and rectangular-notch weirs.
2. Determine the flow rate through v-notch and rectangular-notch weirs.
REQUIREMENT
Students are required to work in their respective groups to determine the accuracy of flow
rate through the v-notch and rectangular-notch weirs. The values obtained should be
verified using the method of collecting water at the hydraulic bench.
APPROACHES
Apparatus/Equipment
The group is required to use the hydraulic bench, v-notch and rectangular-notch weir
plates in the laboratory.
Method
The group is required to run flowing water over v-notch and rectangular-notch weir plates
with different water heads. Record the water heads and its associated flow rates.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
F2 – Flow Through A Venturi Meter
BACKGROUND
Introduction
One way to measure flow rate is to place a constriction in a pipe. The resulting change in
velocity, leads to a pressure difference. The absolute fluid velocity can be determined
from pressure difference between the location before the constriction and immediately
after the constriction.
A venturi meter is one such tool, essentially a short pipe (see Figure F2) consisting of two
conical parts with a short portion of uniform cross-section in between. This short portion
has the minimum area and is known as the throat. The two conical portions have the same
base diameter, but one is having a shorter length with a larger cone angle while the other
is having a larger length with a smaller cone angle.
Figure F2: Venturi Meter
flow using a venturi meter.
Objective
To determine the flow rate using a venturi meter.
Learning Outcomes
1. Define and explain the principle of a venturi meter.
2. Determine the flow rate using venturi meter.
REQUIREMENT
rate measurement with venturi meter. The values obtained should be verified using the
method of collecting water at the hydraulic bench.
APPROACHES
Apparatus/Equipment
The group is required to use venturi meter on a hydraulic bench in the laboratory.
Method
The group is required to run flowing water over a venturi meter. The venturi meter is
tapped with piezometers at different locations. Record the readings in the piezometers.
Measure also the associated flow rates.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
F3 – Flow Through A Nozzle
BACKGROUND
Introduction
A nozzle is one such tool, often a pipe or tube of varying cross sectional area, and it can
be used to direct or modify the flow of a fluid (liquid or gas). Examples are shown in
Figure F3. In nozzle, velocity of fluid increases on the expense of its pressure energy.
Figure F3: Nozzles
flow using a nozzle.
Objective
To determine the flow rate using a nozzle.
Learning Outcomes
1. Define and explain the principle of a nozzle.
2. Determine the flow rate using nozzle.
REQUIREMENT
rate measurement with nozzle. The values obtained should be verified using the method
of collecting water at the hydraulic bench.
APPROACHES
Apparatus/Equipment
Method
The group is required to look for the relevant procedures to carry out the experiment
based on the apparatus availability in the laboratory. The document should be submitted
to the instructor for verification ONE week before the intended laboratory activity and
must be made available throughout the laboratory activity.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
F4 – Flow Through An Orifice
BACKGROUND
Introduction
An orifice is one such tool, an opening in as of a pipe, tube or plate. Examples are shown
in Figure F4.
Figure F4: Orifice
flow using an orifice.
Objective
To determine the flow rate using an orifice.
Learning Outcomes
1. Define and explain the principle of an orifice.
2. Determine the flow rate using orifice.
REQUIREMENT
rate measurement with orifice. The values obtained should be verified using the method
of collecting water at the hydraulic bench.
APPROACHES
Apparatus/Equipment
Method

OUTCOMES
REPORT
CATEGORY
3 weeks
TOPIC
F5 – Experiment on Bernoulli’s Principle
BACKGROUND
Introduction
The Bernoulli equation states that,
where • points 1 and 2 lie on a streamline,

• the fluid has constant density,
• the flow is steady, and
• there is no friction.
Although these restrictions sound severe, the Bernoulli equation is very useful, partly
because it is very simple to use and partly because it can give great insight into the
balance between pressure, velocity and elevation.
How useful is Bernoulli's equation? How restrictive are the assumptions governing its
use? In this activity, students are required to work in their respective group to determine
the goals and scopes of work, identify the appropriate and necessary
apparatus/equipment, and provide the methodology essential to run the experiments in
order to address the given problem.
Objective
To verify Bernoulli’s equation using the appropriate laboratory testing tools and
methodology.
Learning Outcomes
1. Determine the appropriate laboratory testing and procedures in order to verify
Bernoulli’s equation.
2. Examine and analyse data acquired from the experiment.
3. Work in group to carry out the task and produce the relevant individual technical
report.
REQUIREMENT
When streamlines are parallel, the pressure is constant across them, except for hydrostatic
head differences (if the pressure was higher in the middle of the duct, for example, we
would expect the streamlines to diverge, and vice versa). If we ignore gravity, then the
pressures over the inlet and outlet areas are constant. Along a streamline on the centerline,
the Bernoulli’s equation and the one-dimensional continuity equation give, respectively,
These two observations provide an intuitive guide for analyzing fluid flows, even when
the flow is not one-dimensional. As a water engineer, you are required to understand
Bernoulli’s equation to solve many a water system/infrastructure. Suggest appropriate
apparatus available in the Hydrology and Hydraulic Laboratory that could be used,
conduct the experiment, and analyze and discuss the results obtained. The experiment
should be conducted within the 3 weeks period given.
APPROACHES
Apparatus/Equipment
Method
based on the chosen apparatus. The document should be submitted to the instructor for
verification ONE week before the intended experiment and must be made available
throughout the laboratory activities.

OUTCOMES
REPORT
than 4 pages (content page only). The report shall include among others the description of
the apparatus, analytical procedure and conditions, results and discussion (tables, figures
and photos as evidence to support your discussion). The submission dateline is ONE
CATEGORY
3 weeks
TOPIC
L1 – Physical Characteristic of Soil
BACKGROUND
Introduction
A comprehensive description should include the characteristics of both the soil material
and the in-situ soil mass. Both soil description and classification require knowledge of
grading and plasticity. This can be determined by the full laboratory procedure using
standard tests.
In this activity, you are required to work in your respective group to determine the
physical properties of a given soil; to identify the appropriate and necessary
apparatus/equipment, and provide the methodology essential to run the experiments in
order to address the given problem. You are also required to read and understand the
laboratory safety as in Appendix A.
Objectives
To characterize and provide the soil name using a standard soil classification system.
Learning Outcomes
problem.
3. Name and classify the soil.
REQUIREMENT
The group is required to propose a suitable and related laboratory tests to characterize the
soil and carry out a site observation. Collect a representative soil samples to be used in
the laboratory works. Location of sampling has to be decided and needs to be mentioned
in your report. Suggest the relevant soil physical tests that need to be undertaken and
discuss your decisions in the report. Conduct the experiments, analyze and discuss the
results obtained. The laboratory testing should be conducted within the 3 weeks period
given.
APPROACHES
Apparatus/Equipment
Method
out the experiments based on the apparatus availability in the laboratory. The document
laboratory activities and must be made available throughout the laboratory activities.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
L2 – Soil Compaction
BACKGROUND
Introduction
Compaction is the process by which a mass of soil consisting of solid soil particles, air,
and water is reduced in volume by the momentary application of loads, such as rolling,
tamping, or vibration. Compaction involves an expulsion of air without a significant
change in the amount of water in the soil mass. Figure L2 shows the standard proctor test
equipment.
Figure L2 Standard Proctor test equipment
In this activity, you are required to work in your respective group to perform the
experiment for measuring the compaction characteristics (maximum dry density and
optimum water content). You are also required to read and understand the laboratory
safety as in Appendix A.
Objectives
To determine maximum dry density and optimum water content for the selected soil
sample.
Learning Outcomes
1. Define and explain compaction process.
2. Determine the maximum dry density and optimum water content.
REQUIREMENT
Students are required to work in their respective groups to conduct the testing to
determine the compaction characteristics of the samples which are the maximum dry
density and optimum water content for the selected soil sample in UNIMAS. The students
need to determine the relationship between dry density and moisture content and produce
a compaction curve of the compacted soil.
APPROACHES
Apparatus/Equipment
The group is required to use Standard Proctor test equipment available in the laboratory.
Method
The group is required to carry out the compaction test based on the Standard Proctor test
equipment available in the laboratory. The students are needed to calculate the dry density
and average moisture content of each compacted specimen and plots the smooth
compaction curve with 0, 5 and 10% air voids.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
L3 – Hydraulic Properties
BACKGROUND
Introduction
The capacity of a soil to allow water to pass through is defined as hydraulic conductivity.
The coefficient of permeability (k) may be defined as the flow velocity produced by a
hydraulic gradient of unity. The range of values for k is extremely large, extending from
100 m/s for coarse grained gravels to almost nothing for clay. Figure L3 shows the setup
of constant head permeability test.
Figure L3 Setup for hydraulic properties determination

In this activity, you are required to work in your respective group to perform the
experiment for measuring the permeability coefficient or hydraulic conductivity, k of a
designated soil. You are also required to read and understand the laboratory safety as in
Appendix A.
Objectives
To determine the hydraulic conductivity of a designated soil.
Learning Outcomes
1. Define and explain coefficient of permeability based on Bernoulli’s theory.
2. Determine the hydraulic conductivity of a soil.
REQUIREMENT
Students are required to work in their respective groups to determine the permeability of
soil sample that are available around UNIMAS campus. Each group will need to choose
ONE type of soil. The students need to find the sampling method, and sample
storage/preservation at site before testing it in the lab. Then, using the constant head
permeability equipment available in the laboratory, conduct the testing for determining
the permeability of soil samples.
APPROACHES
Apparatus/Equipment
The group is required to use Constant Head Permeability test equipment available in the
laboratory.
Method
The group is required to carry out the experiment using the Constant Head Permeability
test equipment. Students are required to measure the quantity of collected water for each
interval time, record water levels in the manometer tubes and temperature of the water to
the nearest 1oC. Repeat to at least four or more times, or until consistent readings are
obtained.
OUTCOMES
REPORT
Laboratory 4 is for the second-year civil engineering student of semester 2.
CATEGORY
1 week
TOPIC
H1 – Flow through Closed Pipelines
BACKGROUND
Introduction
When a fluid is flowing through a pipe, the fluid experiences some resistance and some
energy of the fluid is lost. This loss of energy is classified as major and minor energy
losses.
the major and minor energy losses.
Objectives
To determine the energy losses in closed pipelines.
Learning Outcomes
1. Define and explain the principles of flows in closed pipelines.
2. Determine the level of energy losses in closed pipelines.
REQUIREMENT
Students are required to work in their respective groups to measure the energy losses of
straight pipeline, pipeline with bend, pipeline with curve, expansion of pipeline and
contraction of pipeline.
APPROACHES
Apparatus/Equipment
Method

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
H2 – Flow in Rectangular Channel with an Obstacle
BACKGROUND
Introduction
In open channel flow, specific energy (E) is the energy length, or head, relative to the
channel bottom. Specific energy is expressed in terms of kinetic energy, and potential
energy, and internal energy. The Bernoulli equation, which originates from a control
volume analysis, is used to describe specific energy relationships in fluid dynamics. The
form of Bernoulli’s equation discussed here assumes the flow is incompressible and
steady. The three energy components in Bernoulli's equation are elevation, pressure and
velocity. However, since with open channel flow, the water surface is open to the
atmosphere, the pressure term between two points has the same value and is therefore
ignored. Thus, if the specific energy and the velocity of the flow in the channel are
known, the depth of flow can be determined. This relationship can be used to calculate
changes in depth upstream or downstream of changes in the channel such as steps,
constrictions, or control structures. It is also the fundamental relationship used in the
Standard Step Method to calculate how the depth of a flow changes over a reach from the
energy gained or lost due to the slope of the channel.
the specific energy in a rectangular channel flowing through a submerged obstacle.
Objectives
To determine the specific energy before and after a submerged obstacle in open channel
flow.
Learning Outcomes
1. Define and explain the principles of specific energy in open channel flow with a
submerged obstacle.
2. Determine the specific energy before and after a submerged obstacle in open channel
flow.
REQUIREMENT
Students are required to work in their respective groups to determine what kind of
submerged obstacle to used and ways to measure the specific energy of open channel
flow before and after the selected obstacle.
APPROACHES
Apparatus/Equipment
Method

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
H3 – Flow in Rectangular Channel with Sluice Gate
BACKGROUND
Introduction
In open channel flow, specific energy (E) is the energy length, or head, relative to the
channel bottom. Specific energy is expressed in terms of kinetic energy, and potential
energy, and internal energy. The Bernoulli equation, which originates from a control
volume analysis, is used to describe specific energy relationships in fluid dynamics. The
form of Bernoulli’s equation discussed here assumes the flow is incompressible and
steady. The three energy components in Bernoulli's equation are elevation, pressure and
velocity. However, since with open channel flow, the water surface is open to the
atmosphere, the pressure term between two points has the same value and is therefore
ignored. Thus, if the specific energy and the velocity of the flow in the channel are
known, the depth of flow can be determined. This relationship can be used to calculate
changes in depth upstream or downstream of changes in the channel such as steps,
constrictions, or control structures. It is also the fundamental relationship used in the
Standard Step Method to calculate how the depth of a flow changes over a reach from the
energy gained or lost due to the slope of the channel.
the specific energy in a rectangular channel flowing through a sluice gate.
Objectives
To determine the specific energy before and after a sluice gate in open channel flow.
Learning Outcomes
1. Define and explain the principles of specific energy in open channel flow with a sluice
gate.
2. Determine the specific energy before and after a sluice gate in open channel flow.
REQUIREMENT
Students are required to work in their respective groups to determine ways to measure the
specific energy of open channel flow before and after a sluice gate.
APPROACHES
Apparatus/Equipment
The group is required to install a sluice gate in the open channel in the laboratory.
Method
The group is required to run flowing water under the sluice gate for different water levels
upstream. Record the water levels and the associated flow rates.

OUTCOMES
REPORT
CATEGORY
3 weeks
TOPIC
H4 – Experiment on Hydraulic Jump
BACKGROUND
Introduction
Hydraulic jump in a rectangular channel, also known as classical jump, is a natural
phenomenon that occurs whenever flow changes from supercritical to subcritical flow. In
this transition, the water surface rises abruptly, surface rollers are formed, intense mixing
occurs, air is entrained, and often a large amount of energy is dissipated. In other words, a
hydraulic jump happens when a higher velocity, v1, supercritical flow upstream is met by
a subcritical downstream flow with a decreased velocity, v2, and sufficient depth. The
depth of supercritical flow, y1, ‘jumps’ up to its subcritical conjugate depth, y2, and the
result of this abrupt change in flow conditions is considerable turbulence and energy loss.
goals and scopes of work; identify the appropriate and necessary apparatus/equipment,
and provide the methodology essential to run the experiments in order to produce a
hydraulic jump.
Objective
To verify hydraulic jump using the appropriate laboratory testing tools and methodology.
Learning Outcomes
1. Determine the appropriate laboratory testing and procedures in order to verify
hydraulic jump.
2. Examine and analyse data acquired from the experiment.
3. Work in group to carry out the task and produce the relevant individual technical
report.
REQUIREMENT
For a rectangular channel with constant width, conjugate depths, y1 and y2 can be
determined through the equation below.
𝑦2 1
= 2 (√1 + 8𝐹𝑟12 − 1) (1)
𝑦1
The equation provides an intuitive guide when a hydraulic jump would occur. As a water
engineer, you are required to design channel that required a hydraulic jump for energy
dissipation by verifying the Equation H4 - 1. Suggest appropriate apparatus available in
the Hydrology and Hydraulic Lab that could be used, conduct the experiment, and
analyze and discuss the results obtained. The experiment should be conducted within the
3 weeks period given.
APPROACHES
Apparatus/Equipment
Method
based on the chosen apparatus. The document should be submitted to the instructor for
verification ONE week before the intended experiment and must be made available
throughout the laboratory activities.

OUTCOMES
REPORT
the apparatus, analytical procedure and conditions, results and discussion (tables, figures
and photos as evidence to support your discussion). The submission dateline is ONE
CATEGORY
4 weeks
TOPIC
G1 – Shear Strength
BACKGROUND
Introduction
The stability of the structure depends on the shear of the underlying soil. If the soil fails,
the structure founded on it can collapse. Therefore, the strength of soils is an importance
aspect in geotechnical engineering. The shear strength parameters of soils can be
determined via laboratory tests.
In this activity, you are required to work within your group to determine the shear
strength parameters of particular type of soil using Direct Shear Box, Laboratory Vane
Shear, Unconfined Compression and Triaxial tests. You have to identify the appropriate
and necessary apparatus/equipment, appropriate type of soil, the methodology and
procedure to run the experiments in order to address the given problem. You are also
required to read and understand the laboratory safety as in Appendix A.
Objectives
To determine the shear strength parameters using Direct Shear Box, Laboratory Vane
Shear, Unconfined Compression and Triaxial tests and differentiate the type of shear tests
between cohesionless and cohesive soil for design purposes.
Learning Outcomes
1. Determine the shear strength parameters of soils.
2. Determine the type of shear tests that simulates field condition.
REQUIREMENT
The group is required to propose appropriate laboratory tests for shear strength
parameters determination of two types of soil (cohesionless and cohesive soil). By using
the appropriate apparatus available in the laboratory, conduct the experiments, analyze
and discuss the results obtained. The laboratory testing should be conducted within the 4
weeks period given.
APPROACHES
Apparatus/Equipment
Method

OUTCOMES
REPORT
should be neat and well-formatted based on Appendix B. The submission due date is
ONE week after the end of the laboratory session.
CATEGORY
1 week
TOPIC
G2 – Consolidation
BACKGROUND
Introduction
Consolidation of soil is a time-dependent process. All soils settle under applied load
causing settlement of structures constructed on top of it. If the settlement is not kept
within a tolerable limit, the desired use of the structure may be impaired, and design life
of the structure may be reduced. As a geotechnical engineer, you are required to estimate
the primary consolidation settlement of the given fine-grained soil for the design
purposes.
Figure G2 A typical consolidation cell
In this activity, you are required to work in your respective group to determine the
consolidation properties of a given soil and to identify the appropriate and the necessary
apparatus/equipment of consolidation test setup, and provide the methodology essential to
run the experiments in order to address the given problem. Figure G2 show a typical
consolidation test setup.
Objectives
To calculate the consolidation properties of a fine-grained soil.
Learning Outcomes
At the end of the laboratory activities, students would be able to determine:
1. Rate of consolidation under incremental load
2. Degree of consolidation
3. Pressure-void ratio relationship.
4. Primary consolidation parameters.
REQUIREMENT
The group is responsible to conduct the one dimensional consolidation experiment,
analyze and discuss the results obtained for determination of the relationship between
compression (or strain) or voids ratio and effective stress and for the calculation of
primary consolidation parameters. You are also required to read and understand the
laboratory safety as in Appendix A.
APPROACHES
Apparatus/Equipment
The group is required to use the one dimensional consolidation test that available in the
laboratory.
Method
The method covers the determination of the magnitude and rate of the consolidation of a
saturated or near-saturated specimen of soil in the form of a disc confined laterally. In this
test, the soil specimen is loaded axially in increments of applied stress. Each stress
increment is held constant until the primary consolidation has ceased. During this process
water drains out of the specimen, resulting in a decrease in height which is measured at
suitable intervals. These measured are used for the determination of the relationship
between compression (or strain) or void ratio and effective stress, and for the calculation
of parameters which describe the amount of compression and the rate at which it take
place. The method is concerned mainly with the primary consolidation phase, but it can
also be used to determine secondary compression characteristics.
OUTCOMES
The result should be tabulated and presented in the technical manner for easy verification.
All required calculations should be performed correctly. All figures and graphs (where
appropriate) must be properly drawn and numbered. The results must be explained and
identified. Precautions methods can be described to overcome those errors in the future.
REPORT
Laboratory 5 is for the third-year civil engineering student of semester 1.
CATEGORY
1 week
TOPIC
J1 – California Bearing Ratio Test (Sub-grade)
BACKGROUND
Introduction
The strength of sub-grade is the main factor in determining the thickness of the pavement.
The value of the stiffness of the sub-grade is required if the stresses and strains in the
pavement and the sub-grade are to be calculated. Sub-grade strength is expressed in terms
of its California Bearing Ratio (CBR). The CBR value is measured by an empirical test
devised by the California State Highway Association and is simply the resistance to a
penetration of 2.45 mm of a standard cylindrical plunger to various penetrations in
crushed aggregate, notably 13.24 kN at 2.5 mm penetration and 19.96 kN at 5.0 mm
penetration.
Objective
To determine the strength of the sub-grade.
Learning Outcomes
1. Determine the CBR value for a sample sub-grade.
REQUIREMENT
Students are required to work in their respective groups to carry out the laboratory for a
given sample. Safety must come first.
APPROACHES
Apparatus/Equipment
The group must identify the availability of the chosen apparatus (refer Figure J1) in the
laboratory before the right procedures can be identified.
CBR test Machine Proctor test equipment

Figure J1
Method
1. Place the mould with base plate containing the sample, with the top face of the sample
exposed, centrally on the lower platen of the testing machine.
2. Place the appropriate annular surcharge discs on top of the sample.
3. Fir into place the cylindrical plunger and force-measuring devise assembly with the
face of the plunger resting on the surface of the sample.
4. Apply a seating force to the plunger, depending on the expected CBR value.
5. Secure the penetration dial gauge in position. Start the test so that the plunger
penetrates the sample at a uniform rate of 1±0.2mm/min, and at the same instant start
the timer.
6. Record readings of the force gauge at intervals of penetration of 0.25mm, to a total
penetration not exceeding 7.5mm.
7. After completing the penetration test or tests, determine the moisture content of the
test sample.
8. Test results are plotted in the form of a load-penetration diagram by drawing a curve
through the experimental points and penetrations of 2.5mm and 5mm are used for
calculating the CBR value.
OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
J2 – Skid Resistance Test
BACKGROUND
Introduction
Skidding, i.e. lost adhesion between a vehicle’s tyres and the pavement surface, occur in
many road accidents whether or not it is the actual causes of the accident. Over the years,
tyre manufacturers have done a lot of research into different type of rubber and tread
patterns to improve the safety of motor vehicles. Increasing traffic and higher axle loads
lead to growing stress of the road surface. Polishing of mineral aggregates may cause a
lower skid resistance and a dangerous reduction of traffic’s safety.
Objective
To determine the skid resistance of a road surface.
Learning Outcomes
1. Determine the texture depth and skid resistance of a road surface.
2. Determine the vulnerability of an aggregate to polishing under traffic.
REQUIREMENT
Students are required to work in their respective groups to carry out the test for a
designated road within UNIMAS campus. Safety must come first.
APPROACHES
Apparatus/Equipment
Figure J2 Pendulum skid resistance tester
Method
1. Select the spot on the road to be tested, normally in the nearside wheel track. Ensure
that the area to be tested is dry and free from loose materials.
2. A known volume of sand is spread on the road surface; the average macro-texture
depth is calculated from the area of the circular patch produced.
3. Set the Skid Resistance Tester apparatus (Figure J2) on the road so that the slider will
swing in the direction of traffic flow and level the base screws.
4. Raise the swinging arm clear of the road clamp in the horizontal position. Release the
arm and check that the pointer reads zero.
5. Place the pendulum arm in the horizontal and clamp in position.
6. Bring the pointer to its stop then release the pendulum by pressing the button. Return
the arm and pointer to the release position keeping the slider off the road surface by
means of the lifting handle. Repeat the test, wetting the surface between swings.
7. Record the temperature of water on the road surface.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
J3 – Mix Design Analysis of Bituminous Material
BACKGROUND
Introduction
Asphalt mix design is a complex issue with a lot of variables involved. Before any asphalt
mixes can be placed and laid on the road, the aggregate and the binder types are tested.
Asphalt concrete mixes should be designed to meet the necessary criteria based on type of
roadway, traffic volumes, intended use, i.e., overlay on rigid or flexible pavements, and
the season of the year the construction would be performed.
Objective
To prepare samples of asphalt mix.
Learning Outcomes
At the end of the laboratory activities, students would be able to :
1. Determine the design criteria of asphalt mix.
2. Determine the optimum design of asphalt mix.
REQUIREMENT
Students are required to work in their respective groups to carry out the test for samples.
Safety must come first.
APPROACHES
Apparatus/Equipment
Method
The group is required to look for the relevant procedure to carry out the experiment based
on the apparatus availability in the laboratory. The document should be submitted to the
instructor for verification ONE week before the intended laboratory activity and must be
made available throughout the laboratory activity.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
J4 – Marshall Stability and Flow Test of Bituminous Material
BACKGROUND
Introduction
The most widely used method of testing asphalt mix design is the Marshall method
developed by the US Corp Engineers.
Objective
To determine the stability of asphaltic paving mixture
Learning Outcomes
1. Prepare cylindrical specimen of asphaltic paving mixture.
2. Measure the resistance to plastic flow of the specimen.
REQUIREMENT
APPROACHES
Apparatus/Equipment
Method
The group is required to look for the relevant procedure explained in ASTM D1559 to
carry out the experiment using the Marshall apparatus available in the laboratory. The
document should be submitted to the instructor for verification ONE week before the
intended laboratory activity and must be made available throughout the laboratory
activity.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
J5 – Penetration of Bituminous Material
BACKGROUND
Introduction
The penetration test is an empirical test used to measure the consistency of asphalt
cement. Generally, the penetration of a bituminous substance may be defined as distance
in hundredths to which a standard needle penetrates the material under known conditions
of time, loading and temperature. This test is used for evaluating the consistency of
asphalt material before and after heating.
Objective
To examine the consistency of a sample of bitumen.
Learning Outcomes
1. Prepare samples of bitumen.
2. Calculate the penetration of the samples.
REQUIREMENT
APPROACHES
Apparatus/Equipment
Method
The group is required to look for the relevant procedure in ASTM D5 or BS 2000 part 49
to carry out the experiment using bitumen penetration apparatus available in the
laboratory. The document should be submitted to the instructor for verification ONE
week before the intended laboratory activity and must be made available throughout the
laboratory activity.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
J6 – Softening Point Test of Bituminous Material
BACKGROUND
Introduction
The softening point is defined as the mean of the temperatures at which the bitumen disks
soften and sag downward a distance of 25 mm under the weight of a steel ball.
Objective
To examine the consistency of a bitumen sample in terms of its softening point.
Learning Outcomes
1. Prepare samples of bitumen.
2. Determine the softening point of the samples.
REQUIREMENT
APPROACHES
Apparatus/Equipment
Method
The group is required to look for the relevant procedure in accordance with ASTM D36
or BS 2000 part 59 to carry out the experiment using the softening point apparatus
available in the laboratory. The document should be submitted to the instructor for
verification ONE week before the intended laboratory activity and must be made
available throughout the laboratory activity.

OUTCOMES
REPORT
CATEGORY
Partial Guided (30%)
1 week
TOPIC
Y1 – Rainfall measurement using Tipping Bucket
BACKGROUND
Introduction
The tipping bucket gauge features a two compartment receptacles (i.e. the bucket) pivoted
on knife edge. The device is calibrated so that when one of the compartments is full (with
a fixed amount of rain) and the other is empty, the bucket overbalances and tips. At the
start, rain is funneled into one of the compartments, which is positioned for filling. As
rainfall continues to fill the first compartments, the second compartment remains empty.
When the first compartment is full, the bucket tip empties its content into a reservoir and
at the same time placing the second compartment in filling position. The tipping closes
and electronic circuit, which drives a pen that records on a strip chart fixed to a clock-
driven revolving drum. Thus, each electrical contact representing a specific amount of
rain is recorded. The alternate filling and emptying of the two compartments continues
until rainfall ceases.
Students are required to work in their respective group to analyze and characterize the
rainfall based on the data from Tipping Bucket.
Objectives
To analyze and characterize the rainfall based on the data from Tipping Bucket.
Learning Outcomes
1. Analyze rainfall data from the Tipping Bucket
2. Characterize the rainfall based on the rainfall data analysis.
REQUIREMENT
Students are required to work in their respective groups to analyze and characterize
rainfall based on data from Tipping Bucket.
APPROACHES
Apparatus/Equipment
The group is required to use a Tipping Bucket rain gauge in the laboratory.
Method
The group is required to set the rain gauge in a appropriate location to record an actual
rainfall event. Analyse the recorded rainfall data.
The document should be submitted to the instructor for verification ONE week before the
intended laboratory activities and must be made available throughout the laboratory
activities.

OUTCOMES
REPORT
CATEGORY
Partial Guided (30%)
1 week
TOPIC
Y2 – Stream-flow Measurement using Current Meter
BACKGROUND
Introduction
The total discharge in the river is computed as the sum of the discharges in various
segments. The discharge in each segment is equal to the area of the segment multiplied by
the mean velocity of flow. There are two methods of determining the discharge.
a. Mid-section method
b. Mean-section method
The velocity of flow is typically measured using a current meter. A current meter is
equipped with a propeller or cup-equipped rotating wheel that is driven by water current.
It is calibrated to register flow velocity relative to the number of wheel rotations.
Calibration charts are then used to convert the recorded rotations to velocity.
the velocity of flow and area in order to determine the stream-flow discharge.
Objectives
To characterize the stream-flow discharge in an open channel with and without the sluice-
gate.
Learning Outcomes
1. Measure velocity of flow and area for an open channel.
2. Determine the velocity distribution in an open channel for both with and without sluice
gate.
3. Determine the stream-flow discharge using area-velocity methods.
REQUIREMENT
Students are required to work in their respective groups to determine the characteristics of
stream-flow discharge.
APPROACHES
Apparatus/Equipment
The group is required to use an open channel in the laboratory.
Method
The group is required to run flowing water in the open channel. With a flow meter, record
the velocities of the flow at different locations vertically.
The document should be submitted to the instructor for verification ONE week before the
intended laboratory activities and must be made available throughout the laboratory
activities.

OUTCOMES
REPORT
CATEGORY
2 weeks (1 week for data collection, 1 week for report)
TOPIC
Y3 – Hydrological Assessment
BACKGROUND
Introduction
The understanding of hydrological features in a catchment is important for policy and
decision making in water resources management such as water supply and flood risk.
Hydrological features in a catchment include precipitation, surface runoff and water
losses due to evapotranspiration, infiltration and depression storage.
given problem.
Objective
To carry out hydrological assessment in a catchment using desk study and any
appropriate testing and analytical methods.
Learning Outcomes
At the end of the laboratory activities, students would be able to :
1. Determine the water catchment area of the observed site.
2. Collect and analyze hydrological data.
REQUIREMENT
The group needs to identify the location of the water body and carry out a site
observation. Hydrological data at the selected site are to be collected at least one event
using suitable means available in the laboratory. Analyze and discuss the results obtained.
The site observation and data collection activities should be conducted with careful
planning.
APPROACHES
Apparatus/Equipment
Method
All groups which are assigned to carry out Y3 shall conduct the activities to collect the
hydrological data in the field/on site. The groups are required to look for the relevant
procedures and coordinate to carry out the desk study and tests based on the availability
of equipment in the laboratory. The document should be submitted to the instructor for
verification ONE week before the intended laboratory activities and must be made
available throughout the laboratory activities.

OUTCOMES
Conclusion(s) should be drawn from this desk study and laboratory activities.
REPORT
the site, analytical procedure and conditions, results and discussion (tables, figures and
photos as evidence to support your discussion). The submission dateline is ONE week
Laboratory 6 is for the third-year civil engineering student of semester 2.
CATEGORY
Fully Open Ended (100%)
4 weeks
TOPIC
T1 – Spot Speed and Traffic Volume Studies
BACKGROUND
Introduction
In order to proper design the highway, the spot speed and traffic volume studies need to
be conducted. Spot speed study is an investigation to determine the speed characteristics
of traffic at specific section along the highway. It involves physical exercise as well the
use of technology. The result from spot speed study is an important consideration to
better design the highway with respect to safety, time, comfort, convenience, and
economics. In addition to that, traffic volume study is also equally important in order to
estimate and predict the traffic demand to match the physical capacity of highway.
Objectives
1. To determine the speed characteristics of a current section of a highway and analyze
the results.
2. To measure traffic volume based on vehicle classification given by Malaysian Traffic
Condition (Arahan Teknik Jalan) and analyze the results.
Learning Outcomes
At the end of these studies, students would be able to:
1. Construct experimental procedure (field survey) to determine the speed characteristics
and traffic volume.
2. Analyze and interpret experiments data obtained from spot speed and traffic volume
studies.
3. Recognize the methods used for spot speed and traffic volume studies.
4. Work as a team member or a team leader in a group.
REQUIREMENT/PROBLEM
A section of a highway is to be redesigned and reconstructed to meet to current traffic
demands that seem to be increasing. As traffic engineer you are given the responsibility to
study how much is the current traffic volume and measure the speed characteristics of the
vehicle passing at that particular section.
APPROACHES
Apparatus/Equipment
The group must identify and find appropriate apparatus to conduct spot speed and traffic
volume studies.
Method
The group is required to search appropriate location and procedure to carry out spot speed
and traffic volume studies based. The group is also required to identify potential hazards,
risk and follow the standard health and safety requirements. The location, procedure,
health and safety requirements need to be verified by the instructor and laboratory
technician before the field survey commences.

The data collected from the survey need to be tabulated in proper format for easy
verification and good presentation in the report.
OUTCOMES
The result should be presented in the technical manner. All required calculations should
be performed correctly. All, tables, figures and graphs (where appropriate) must be
properly given, drawn and numbered. The results must be explained, interpreted and
Recommendation should be given to overcome those errors in the future. Conclusion(s)
should be drawn from results.
REPORT
1. The group is required to submit a technical report from the survey describing the
description of the surveyed locations, apparatus used, the procedure undertaken, data
collection process, results, analysis and discussion carried out including tables, figures
and photos as evidence to support your discussion.
2. The report should be original work.
3. The format of the report is left to the creativity of the group.
4. The submission deadline is ONE week after the end of field survey.
CATEGORY
1 week
TOPIC
W1 – Suspended Solids
BACKGROUND
Introduction
Solids refer to matter suspended or dissolved in water or wastewater. Dissolved solids
refer to materials that are completely dissolved in water while suspended solids can be
referred to materials which are not dissolved in water and non-filterable in nature.
Knowing the solids content of the water sample, type, characteristics and source of the
water can be determined.
Objectives
To determine and differentiate solids characteristics such as suspended solids, dissolved
solids and total solids in water sample.
Learning Outcomes
1. Define, explain and distinguish solids in water sample.
REQUIREMENT
Students are given water sample and required to work in their respective groups to
conduct the test based on the procedure given. By using the appropriate apparatus
available in the laboratory, carry out testing that could determine the amount of solids in
the water sample.
APPROACHES
Apparatus/Equipment
Filter papers, beakers, graduated cylinder, filtration apparatus, evaporating dishes,
aluminum weighing dishes, forceps, desiccator, analytical balance, vacuum pump, drying
oven.
Method
A) Total Suspended Solids (TSS)
1. Assemble filtering apparatus and insert the empty filter paper.
2. Begin suction and wet the paper with a small volume of distilled water to seat it.
3. Filter appropriate amount of sample.
4. Wash filter with small amount of distilled water few times.
5. Carefully take out the filter paper and place it in the dish.
6. Dry at 103 – 105oC until it is completely dry.
7. Cool in desiccator before weighing the filter paper and residue.
8. Calculate the total suspended solids.
B) Total Dissolved Solids (TDS)

1. Assemble filtering apparatus and insert the filter paper.
2. Begin suction and wet the paper with a small volume of distilled water to seat it.
3. Filter appropriate amount of water sample.
4. Wash filter with small amount of distilled water few times.
5. Carefully transfer total filtrate (with washings) to evaporating dish.
6. Dry evaporated sample at 180oC for at least an hour.
7. Cool in desiccator before weighing the dish.
8. Repeat the drying cycle of drying, cooling, desiccating, and weighing until a constant
weight is obtained until weight change is less than 4% or 0.5 mg.
9. Calculate the total dissolved solids.
C) Total Solids (TS)

1. Pour appropriate amount of sample to a pre-weighed evaporating dish.
2. Evaporate to dryness in a drying oven. When evaporating in a drying oven, lower
temperature to approximately 2 C below boiling to prevent splattering.
3. Dry evaporated sample for at least 1 hour in an oven at 103 – 105oC until it is
completely dry.
4. Cool the evaporating dish in desiccator before weighing the dish and its residue.
5. Calculate the total solids.

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
W2 – pH, Acidity and Alkalinity
BACKGROUND
Introduction
Some of the major parameters of chemical characteristics of water are pH, acidity and
alkalinity. The pH scale measures how acidic or basic the sample is. Acidity of water is
its quantitative capacity to react with a strong base to a designated pH, while alkalinity (or
the buffering capacity) refers to how well it ca neutralize acidic pollution and resist
changes in pH.
Students are required to work in their respective group to perform experiments to measure
pH, acidity and alkalinity of water/wastewater samples.
Objectives
To determine and compare pH, acidity and alkalinity values of water sample.
Learning Outcomes
1. Measure pH using the pH meter.
2. Determine the acidity and alkalinity using titration method.
REQUIREMENT
conduct the tests based on the procedure given. By using the appropriate apparatus
available in the laboratory, conduct the testing that could determine pH, acidity and
alkalinity values of the samples.
APPROACHES
Apparatus/Equipment
Beakers, Erlenmeyer flasks, graduated cylinder, pipette, burette, retort stand, pH meter,
buffer solutions, 0.02 N NaOH, 0.02 N H2SO4, methyl orange and phenolphtalein.
Method
A) pH
Calibration
1. Rinse the pH meter probe with distilled water and blot dry with a soft tissue.
2. Calibrate the pH meter using the standard solutions provided.
pH Reading
1. Rinse and blot dry the pH probe before submerging it in the sample to be tested.
2. Swirl the container with sample in gently to ensure a constant supply of fresh sample
be in contact with the probe.
3. Allow enough time for the meter’s reading to stabilize.
4. When finished, give the probe one final rinse, and return the cap to it with fresh
storage solution.
B) Acidity
Using result and samples from (A), determine which indicator to be used in the titration:
 pH 0 – 4.5 ~ methyl orange (colour change from red to yellow/orange)
 pH 4.5 – 8.3 ~ phenolphthalein (colour change from colourless to pink)
1. Transfer an exact sufficient amount of sample into conical flask.
2. Add 2 – 3 drops of indicator into the flask.
3. Titrate the sample with 0.02 N NaOH and stop titration when the colour changes
(indicating the end point).
4. Record the titter value.
5. Calculate the acidity as mg/l CaCO3.
C) Alkalinity
Using result and samples from (A), determine which titration to be used:
 pH > 8.3 ~ two titration stages; first using phenolphthalein (pink to colourless) and
then methyl orange (yellow/orange to red)
 pH 4.5 – 8.3 ~ single titration using methyl orange (red to yellow/orange)
1. Transfer an exact sufficient amount of sample into conical flask.
2. Add 2 – 3 drops of appropriate indicator into the flask.
3. If the pH of the sample is more than 8.3, follow the followings:-
a. Titrate the sample using 0.02 N H2SO4 and phenolphthalein as indicator until the
end point (colour changes from pink to colourless).
b. Record the titter value.
c. Calculate the phenolphthalein alkalinity.
d. To the same sample, add methyl orange indicator and continue titration until the end
point (colour changes from yellow/orange to red).
e. Record the titter value.
f. Calculate the total alkalinity.
4. If the pH of the sample is between 4.5 and 8.3, follow the followings:-
a. Titrate the sample using 0.02 N H2SO4 and methyl orange indicator until the end
point (colour changes from yellow/orange to red).
b. Record the titter value.
c. Calculate the total alkalinity.

OUTCOMES
appropriate) must be properly drawn and numbered. The results must be explained and
identified. Precautions methods can be described to overcome those errors in the future.
REPORT
CATEGORY
1 week
TOPIC
W3 – Biochemical Oxygen Demand (BOD)
BACKGROUND
Introduction
Biochemical Oxygen Demand (BOD) is the amount of oxygen required by biological
organisms to decompose organic matter in water sample. It is used in water quality
assessment and could be considered as an indication of the degree of water pollution. The
lower the dissolved oxygen (DO) value, the more polluted the water is.
the Biochemical Oxygen Demand (BOD) of water/wastewater samples.
Objectives
To determine the concentration of BOD in the water sample.
Learning Outcomes
1. Define and explain BOD.
2. Determine the level of contamination in the water samples based on the BOD result.
REQUIREMENT
Students are required to work in their respective groups to determine the quality of
water/wastewater samples around UNIMAS campus. Each group will need to collect
TWO types of samples. The students need to find the suitable sampling points, sample
amount, sampling method, and sample storage/preservation. Then, using the appropriate
apparatus available in the laboratory, conduct the testing that could determine the BOD
concentration of the samples.
APPROACHES
Apparatus/Equipment
Method
The group is required to look for the relevant procedure in the Standard Methods to carry

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
W4 – Chemical Oxygen Demand (COD)
BACKGROUND
Introduction
Chemical oxygen demand (COD) is defined as the amount of a specified oxidant that
reacts with the sample under controlled conditions. The basis for the COD test is that
nearly all organic compounds can be fully oxidized to carbon dioxide with a strong
oxidizing agent under specific conditions. The quantity of oxidant consumed is expressed
in terms of its oxygen equivalence.
the Chemical Oxygen Demand (COD) of water/wastewater samples.
Objectives
To determine the concentration of COD in the water sample.
Learning Outcomes
1. Define and explain COD.
2. Determine the level of contamination in the water samples based on the COD result.
REQUIREMENT
Students are required to work in their respective groups to determine the quality of
water/wastewater samples around UNIMAS campus. Each group will need to collect
TWO types of samples. The students need to find the suitable sampling points, sample
amount, sampling method, and sample storage/preservation. Then, using the appropriate
apparatus available in the laboratory, conduct the testing that could determine the COD
concentration of the samples.
APPROACHES
Apparatus/Equipment
Method

OUTCOMES
REPORT
CATEGORY
1 week
TOPIC
W5 – Coagulation and Flocculation
BACKGROUND
Introduction
Coagulation and flocculation are an essential part of drinking water treatment as well as
wastewater treatment. The processes separate the suspended particles from the water. The
test which also commonly called jar test will indicate the optimum coagulant dosages for
removal of turbidity and colour, including pH adjustment.
Objectives
To determine optimum dose of coagulant using jar test method.
Learning Outcomes
1. Describe factors influence coagulation and flocculation
2. Explain how coagulation and flocculation fit into water treatment process.
REQUIREMENT
conduct the test based on the procedure given. By using the appropriate apparatus
available in the laboratory, carry out jar test that could determine the optimum coagulant
dosage to treat the water sample.
APPROACHES
Apparatus/Equipment
Beakers, graduated cylinder, pipette, burette, retort stand, analytical balance, pH meter,
turbidity meter, magnetic stirrer, jar tester, Al(SO4)3, 0.02 N NaOH and 0.02 N H2SO4.
Method
1. Prepare alum stock solution by dissolving 2.5 g aluminum sulphate (Al(SO4)3 into
1000 ml of distilled water. Each 1.0 ml of this solution is equal to 5.0 ppm when
added to 500 ml of water sample.
2. Fill 6 one liter beakers with 500 ml water sample.
3. Measure the initial pH and turbidity.
4. Add alum solution according to the dosage below:
Beaker 1 2 3 4 5 6
Dosage (ppm) 0 50 75 100 125 150
5. Check pH of each beaker and slowly titrate either H2SO4 or NaOH to each beaker so
that the pH is fixed to 6.5.
6. Place the beakers in the jar tester and start the stirrers all on a fast speed for 1 minute.
7. Reduce the stirrer speed to allow flocculation to take place.
8. Note the size and appearance of the floc formed.
9. Stop the stirring after 20 minutes and allow the floc to settle for 30 minutes.
10. Measure the depth of the sludge in each beaker.
11. Determine pH and turbidity of the supernatant of each beaker; taking special care to
collect the sample free from floating and settled floc.

OUTCOMES
appropriate) must be properly drawn and numbered. This includes the floc formed and
turbidity vs. coagulant dosage graph. The results must be explained and interpreted and
REPORT
CATEGORY
3 weeks
TOPIC
W6 – Mini Project
BACKGROUND
Introduction
Water pollution is the contamination of the water bodies. It relates to the degradation of
the water quality which refers to the physical, chemical and biological characteristics of
the water. Water that complies with the water quality standards is essential to protect the
water bodies from pollutants and to ensure it is safe for daily usage.
given problem.
Objectives
To solve the given problem by using the appropriate laboratory testing tools and
methodology.
Learning Outcomes
problem.
REQUIREMENT
The increase of human activities has led to the pollution of water bodies and deteriorates
the water quality. As an environmental engineer, you are required to monitor and assess
the existing water quality of a specified water source. It is your task to make sure that the
water quality is in accordance with the standards. Suggest the appropriate tests that need
to be performed and compare the findings with the related standards and regulations.
The group needs to identify the location of the water body and carry out a site
observation. Collect sufficient amount of water sample to be used in the laboratory works.
Conduct the experiments, and analyze and discuss the results obtained. The laboratory
testing should be conducted within the 3 weeks period given.
APPROACHES
Apparatus/Equipment
Method

OUTCOMES
REPORT
the site, analytical procedure and conditions, results and discussion (tables, figures and
photos as evidence to support your discussion). The submission dateline is TWO week
APPENDIX A
SAFETY FIRST
 Follow all instructions carefully.
 Appropriate clothing must be worn in the lab. No loose clothing or jewelry around
operating equipment. Do not wear open toe shoes or sandal in operating laboratories.
 Do not operate equipment or carry on experiments unless the instructor/technician is

present in the laboratory.
 Assure that necessary safety equipment is readily available and in usable condition.
 Become familiar with safety precautions and emergency procedures before

undertaking any laboratory work.
 All injuries, no matter how small, must be reported.

APPENDIX B
GUIDELINES
 All laboratory works should be conducted within the period given.

 The laboratory rules and regulations apply throughout the lab sessions.
 Lab report should be submitted ONE (1) WEEK after every lab session. (This depends
on the lecturers; some might want to have all the lab sessions done and compile in 1
report. Please refer to the respective lecturer for the actual dateline)
 Attendance for every lab session is COMPULSORY. No mark will be given to any
report(s) submitted without attending the lab session(s).
 Reports must be written in the following format :-
 Formatting guidelines
 Font type & size : Times new roman, 12
 Spacing : 1.5 spacing
 Margin : left (1.5”), right (1.25”), top (1”) and bottom (1”)
 Front Cover : Refer next page
 Tape binding
 Content guidelines
 Cover page
 Table of content
 Lab code & title of experiment
 Theory / Introduction
 Objectives
 Procedure
 Result
 Discussion
 Conclusion &/ recommendation
 References
UNIVERSITI MALAYSIA SARAWAK
FACULTY OF ENGINEERING
CIVIL ENGINEERING DEPARTMENT
KNS XXXX
CIVIL ENGINEERING LABORATORY X
LABORATORY REPORT
Name
Matric No.
Group
Lecturer
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Manual of Open-Ended

PREFACE & ACKNOWLEDGMENT i

KNS 1451 CIVIL ENGINEERING LABORATORY 1 1-1

C1 – Physical Characteristics of Fine Aggregate 1-2

KNS 1461 CIVIL ENGINEERING LABORATORY 2 2-1

V1 – Vertical Distance Measurement (Leveling) 2-2

KNS 2591 CIVIL ENGINEERING LABORATORY 3 3-1

F1 – Flow Through Weir 3-2

KNS 2601 CIVIL ENGINEERING LABORATORY 4 4-1

H1 – Flow through Closed Pipelines 4-2

KNS 3611 CIVIL ENGINEERING LABORATORY 5 5-1

J1 – California Bearing Ratio Test (Sub-grade) 5-2

KNS 3621 CIVIL ENGINEERING LABORATORY 6 6-1

T1 – Spot speed and traffic volume studies 6-2

Dr Norsuzailina Mohamed Sutan

Ahmad Kamal ABDUL AZIZ Federik Joseph PUTUHENA

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Figure V1 – 1 Example of auto level and staff points

Figure V2-1 Setting of the Points

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Figure F1: V-Notch and Rectangular-Notch Weirs

Data Observation and Collection

Figure F2: Venturi Meter

Data Observation and Collection

Figure F3: Nozzles

Data Observation and Collection

Figure F4: Orifice

Data Observation and Collection

where • points 1 and 2 lie on a streamline,

Data Observation and Collection

Data Observation and Collection

Figure L2 Standard Proctor test equipment

Data Observation and Collection

Figure L3 Setup for hydraulic properties determination

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Figure G2 A typical consolidation cell

CBR test Machine Proctor test equipment

Figure J2 Pendulum skid resistance tester

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

Data Observation and Collection

B) Total Dissolved Solids (TDS)

C) Total Solids (TS)

Data Observation and Collection