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A TECHNICAL REPORT ON STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME

(SIWES) UNDERTAKEN AT PURECHEM LIMTED INDUSTRIES (PIL)
Technical Report · October 2021
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A TECHNICAL REPORT ON
STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)
UNDERTAKEN AT
PURECHEM LIMTED INDUSTRIES (PIL)
BY
ADETORO KEHINDE ADESHOLA

160406005
DEPARTMENT OF METALLURGICAL AND MATERIALS ENGINEERING
FACULTY OF ENGINEERING
UNIVERSITY OF LAGOS, AKOKA.
SUBMITTED IN PARTIAL FULFILMENT OF THE AWARD BACHELOR OF

SCIENCE (B.Sc) IN METALLURGICAL AND MATERIALS ENGINEERING
FROM
MAY 2021 – OCTOBER 2021

SIWES TECHNICAL REPORT
DECLARATION
I truly certify that this report was written entirely by me. The training and experience
described in this report represent my participation in the six-month Student Industrial Work
Experience Scheme (SIWES) at Purechem Industries Limited (PIL). All of the information
in this report is accurate and was written by me.
NAME: ADETORO KEHINDE ADESHOLA
MATRIC NUMBER: 160406005
SIGNATURE:
DATE: 29TH NOVEMBER, 2021
i
ADETORO KEHINDE A. 160406005
29th October 2021.
LETTER OF CERTIFICATION
This is to certify that Mr. Adetoro Kehinde Adeshola, a student of the University of
Lagos' Department of Metallurgical and Materials Engineering, with matriculation number:
160406005, completed his six-month Student Industrial Work Experience Scheme
(SIWES) internship at Purechem Industries Limited (PIL) from May 17th to October 29th,
2021.
He displayed good research and problem-solving skills during the internship, as well as a
self-motivated willingness to listen and learn new things. His performance surpassed
expectations, and he was able to effectively finish the training program.
We at Purechem Industries Limited (PIL) wish him all the best in his future endeavours.
ii
ACKNOWLEDGEMENT
I thank Almighty God for providing me with the strength, opportunity, and grace to
complete my industrial training.
I am sincerely grateful to my parents for their love and support.
My appreciation also goes to Engr Oluwatosin Afeniforo, my industrial-based supervisor,

who has been very understanding and supportive throughout my training, as well as Engr
Venkat, the manager of the department to which I was assigned, who has been kind and
supportive in every aspect throughout my period at Purechem industries limited.
Finally, I appreciate CIPLU and the entire members of the Department of Metallurgical and
Materials Engineering for their continuous effort in promoting SIWES.
iii
ABSTRACT
My six-month industrial training at Purechem Industries Limited (PIL) is summarized in

this report. I worked in the mines during my training program, where I learned about the
principles of limestone mining (limestone process). I ended my training at both the
chemical laboratory where we checked for the loss on ignition of the cement gotten from
the raw mill. also, check for the total carbonate present in the cement before it’s been stored
in the silo and the physical laboratory, at the physical laboratory quality check are been
carried out on the cement using various tests such as; compressive strength test, soundness
test, setting time test and so on, before it’s been delivered to the customers.
I acquire technical skills in mineral processing methods as part of the training program,
which complements the theoretical knowledge I've gained in the classroom. As a result, this
report details the work I completed during the program, as well as the problems I faced and
how I overcame them.
Finally, the reports make recommendations on how to improve students' knowledge and
technical abilities so that they can be successful in their fields of study.
iv
TABLE OF CONTENTS
i. DECLARATION
ii. LETTER OF CERTIFICATION
iii. ACKNOWLEDGEMENT
iv. ABSTRACT
v. TABLE OF CONTENT
CHAPTER ONE
1.0 INTRODUCTION TO TRAINING PROGRAM
1.1 OVERVIEW
1.2 ORGANIZATION AND OPERATIONS OF SIWES
1.3 AIMS AND OBJECTIVES OF SIWES
1.4 IMPORTANCE OF SIWES PROGRAM
1.5 CHALLENGES FACED BY SIWES
1.6 BRIEF HISTORY OF THE COMPANY
1.6.1 PRODUCTS OF COMPANY
1.6.2 QUALITY POLICY STATEMENT
1.6.3 COMPANY’S ORGANOGRAM
1.7 DESCRIPTION OF DEPARTMENT OF PLACEMENT
1.7.1 OTHER DEPARTMENTS OF PLACEMENT
CHAPTER TWO
2.0 THE TRAINING PROGRAM
2.1 DESCRIPTION OF WORK EXPERIENCE
2.1.1 LIMESTONE
2.1.2 LATERITE
2.1.3 COAL
2.1.4 GYPSUM
2.1.5 IRON DUST
2.2 ACCOUNT OF WORK DONE IN THE MINING DEPARTMENT
2.2.1 RESEARCH & DESIGN UNIT
2.2.1.1 REVIEW OF WORK DONE BY TEAM A
2.2.1.2 COMPILATION OF RESEARCH MEMOS
2.2.1.3 REVIEW OF VARIOUS STANDARD PUBLICATION
v
2.2.2 QUARRY UNIT

2.2.2.1 SAFETY IN THE MINES
2.2.2.2 LIMESTONE PROCESS
2.3 PIL’S CHEMICAL LABORATORY
2.3.1 ACCOUNT OF WORK DONE IN CHEMICAL LABORATORY
2.3.2 EQUIPMENT AND TOOLS IN PIL’S CHEMICAL
LABORATORY
2.3.3 EXPERIMENTS ON HOW TO GET TC & LOI
2.3.3.1 STEPS ON HOW TO DETERMINE THE PERCENTAGE
TOTAL CARBONATE PRESENT IN CEMENT
2.3.3.2 STEPS ON HOW TO DETERMINE THE LOSS ON
IGNITION
2.4 PIL’S PHYSICAL LABORATORY
2.4.1 ACCOUNT OF WORK DONE IN PHYSICAL LABORATORY
CHAPTER THREE
3.1 OBSERVATIONS
3.2 TECHNICAL SKILLS AND PROFESSIONAL KNOWLEDGE GAINED
3.3 RELEVANCE OF EXPERIENCE GAINED TO CLASSROOM KNOWLEDGE

3.4 PROBLEMS ENCOUNTERED DURING THE PROGRAM
CHAPTER FOUR
4.1 CONCLUSION
4.2 RECOMMENDATION
REFERENCES
vi
LIST OF TABLES
1. Figure 1.2: Relationship among SIWES stakeholders.

2. Fig 1.6.3a: PIL organogram.
3. Fig 1.6.3b: Organizational flowchart of PIL mines
4. Fig 2.1.1 Limestone quarry.
5. Fig 2.1.2 Laterite yard
6. Fig 2.1.2 Laterite yard
7. Fig 2.1.3 Coal yard
8. Fig 2.1.4 Gypsum yard
9. Figure 2.2.1.1.: Blasting Design and formulas
10. Figure 2.2.2.1: Some safety signs and their meanings
11. Figure 2.2.2.2: Limestone Process flowchart, Cement Production
12. Figure 2.2 a: Overburden process
13. Figure 2.2 b: inclined drilling
14. Figure 2.2. c: operating the air hydraulic crawler for drilling
15. Figure 2.2 d: Square drilling pattern
16. Figure 2.2 e: transport of the limestone with the excavator
17. Figure 2.2 f: Crushing process
18. Figure 2.2 g: Stacked limestone stored
19. Figure 2.2 h: raw mill process in cement production
20. Figure 2.2 i: Reactions at the kiln
21. Figure 2.2 j: Process at the cement mill
22. Figure 2.2k: Packing process
23. Figure 2.41: equipment used for fineness test of cement
24. Figure 2.42: Vicat apparatus
vii
CHAPTER ONE
1.0 INTRODUCTION TO TRAINING PROGRAM
1.1 OVERVIEW
The difference in economic growth and inter-country income inequality is best explained on
the grounds of technological differences. It is undoubtedly evident that the position of any
country in the hierarchy of nations depends on the level of its technological advancement
which successively depends on the availability of a competent workforce; the workforce must
be adequately equipped with the appropriate technical skills to be able to create goods and
render services that meet economic needs. Deficiencies in the level of competence and skill
set of the workforce can lead to flaws in the operations of industrial organizations and other
economic sectors.
A report of the National Needs Assessment Survey conducted by the National Universities
Commission (NUC) in 2004, titled “Labour Market Expectations of Nigerian Graduates”
reported that - “employers believe graduates bring sufficient theoretical knowledge to the job
but that they lack hands-on practical skills that would make them productive”. It was in the
face of such criticisms in the past by employers that graduates of Nigeria’s tertiary
institutions lacked appropriate and adequate technical skills preparatory to employment in
industry, that the Students’ Industrial Work-Experience Scheme (SIWES) was initiated in
1973 by the Industrial Training Fund (ITF) in accordance with its mandate through Decree
47 of 1971, charging it with the responsibility of promoting and encouraging the acquisition
of skills in Industry and Commerce with the view of generating a pool of indigenous
manpower sufficient to meet the needs of the economy.
The scheme gives a unique opportunity to be introduced to the industrial environment and
obtain technical knowledge while studying. It has become a crucial prerequisite for the award
of diploma and degree certificates in Science, Engineering, and Technology (SET)
disciplines in Nigerian tertiary institutions to undergo the scheme for a given period in order
1
to make them employable upon graduation. SIWES was solely funded by ITF during its early
stage not until it was difficult to continue due to economic stress: then the responsibility was
shared between ITF and the Federal Government. The Federal Government took over the
funding of the scheme and ITF managed the funds received from a managerial position in
order to sustain the scheme. The effective management of SIWES has been a result of the
cooperation and well-played roles of the Federal Government, ITF, the supervising agencies,
employers of labor, and various institutions.
1.2 ORGANIZATION AND OPERATIONS OF SIWES
Operators: The ITF, the coordinating agencies (NUC, NCCE, NBTE), employers of
labor, and the institutions.
Funding: The Federal Government of Nigeria
Beneficiaries: Undergraduate students of the following: Agriculture, Engineering,

Technology, Environmental, Science, Education, Medical Science, and
Pure and Applied Sciences.
Duration: Polytechnics and Colleges of Education- Four months

Universities- Six months
2
FEDERAL GOVERNMENT
(Federal Ministry of Industry
Trade & Investment)
CHIEF EXECUTIVES’
FORUM
ORGANISED PRIVATE INDUSTRIAL TRAINING

SUPERVISING AGENCIES
SECTOR FUND
(NUC, NBTE, NCCE)
(NECA, NACCIMA, MAN) (SIWES Division)
EMPLOYERS TERTIARY INSTITUTIONS ITF AREA OFFICES

(Industry/Government) (Universities, Polytechnics) (SIWES Unit)
STUDENT TRAINEES
(Science, Engineering &
Technology)
Figure 1.2: Relationship among SIWES stakeholders.
1.3 AIMS AND OBJECTIVES OF SIWES
1. Provide avenues for students to acquire Industrial Skills for experience during their
course of study.
2. Reduce dependency on foreign e
3. Expose students to work methods and techniques in handling equipment and
machinery that may be inaccessible within the tertiary institutions.
4. Prepare students for industrial work situations they are likely to face upon graduation.
3
5. Provide students with the opportunities to apply their educational knowledge in a real
work situation, thereby bridging the gaps between theoretical knowledge of graduates
of tertiary institutions and the skill sets the employer requires in the industry.
6. To make the transition from school to the world of work easier through enhancing
students’ contacts with potential employers while on training.
7. To minimize the bewilderment experienced by students, particularly those from a
non-technological background pursuing courses in science, engineering, and
technology with regard to equipment, processes, tools, etc. available in the industry.
8. To broaden their knowledge on how to relate with people in the organization.
9. Enabling students to appreciate the connection between their courses of study and other
related disciplines in the production of goods and services.
10. Making SET students appreciate the role of their professions as the creators of change
and wealth and indispensable contributors to growing the economy and national
development.
1.4 IMPORTANCE OF SIWES PROGRAM

The importance of Industrial training in which students can benefit from are as follows:
1. It enables students to acquire technical skills and experience for professional
development in their studies.
2. SIWES is an effort to bridge the existing gap between theory and practice and expose
students to necessary skills for a smooth transition from the classroom to the world
of work.
3. Provision of an enabling environment where students can develop and enhance
personal attributes such as critical thinking, creativity, and interpersonal skills
amongst others
4
1.5 CHALLENGES FACED BY SIWES

SIWES plays a significant role in human resource development in Nigeria. However,
some challenges are being faced by the body which includes:
1. Insufficient placement opportunities for students in work organizations
2. Inadequate funding of the scheme
3. Poor supervision of students on SIWES
4. Delay or Non-payment of students’ allowances
1.6 BRIEF HISTORY OF THE COMPANY
Purechem Industries Limited (PIL) is Nigeria’s leading green building products company.
PIL is a professionally managed organization with technically qualified personnel and trained
staff. Purechem Industries Limited (PIL) fiber cement operations involve the use of a
sophisticated Hatschek process in the factory situated at Oningbedu, Ogun state, Nigeria. The
company has contributed economically and technologically towards the growth of the
industry in Nigeria. The company is focused on manufacturing high-quality environment-
friendly building products and providing excellent service to its customers.
Purechem Industries Limited (PIL) took a giant leap in 2001 by investing in the setting up of
the first privately owned cement plant in Nigeria. This investment also includes the quarrying
of limestone and clay. Since early 2005, cement production began and is now a core input
into many PIL manufactured productions. This diversification has given the company a
competitive edge in terms of cost advantage and consistency in cement-based products which
are manufactured in-house.
At PIL, everything we do is achieved with the support of our customers, our employees, our
products, our shareholders, and of course, our environment in mind. We, at Purechem
Industries Limited, are committed to ... Building GREEN solutions.
5
1.6.1 PRODUCTS OF THE COMPANY

• Cement
• Fiber Cement sheets
• Speciality building products
1.6.2 QUALITY POLICY STATEMENT

Purechem Industries Limited (PIL) is committed:
➢ To provide high-quality & cost-effective Cement and fiber cement sheets.
➢ To meet our customer’s requirements through measurable objectives set at Corporate
and Department levels.
➢ To review the objectives when necessary to ensure their continued suitability.
➢ To ensure the effective implementation of NIS ISO 9001:2015 as well as all other
regulatory and statutory requirements.
➢ To constantly strive for continual improvement, higher organization effectiveness,
and customer satisfaction.
6
1.6.3 COMPANY’S ORGANOGRAM
Fig 1.6.3a: PIL organogram.
Fig 1.6.3b: Organizational flowchart of PIL mines
7
1.7 DESCRIPTION OF DEPARTMENT OF PLACEMENT
In reference to my course of study; Metallurgical and Materials Engineering, I was absorbed

into the organization as an engineering intern at the mining department.
The Mining department is made up of the Research & Design unit and the Quarry unit. The
research & design unit is tasked with the responsibility of drawing out plans for blast designs
and calculation of the number of explosives to be charged, to minimize vibration which could
affect the earth’s surface. Whereas, the Quarry unit consists of other sub-units which are
responsible for the overburden, drilling, charging of the drilled holes with explosives which
are carried out by the Blaster, and the haulage of the limestone from the quarry to the
stockpile yard.
The mining department is in charge of the mineral process (Limestone process) which is the
main material in cement production. The process involved in the mining of limestone are;
Overburden, Drilling, Blasting, Haulage/ Excavating & Crushing. Which are the first process
in cement production. As an intern at the Mining Department, I worked together with both
the research unit and the quarry unit.
1.7.1 Other Departments of placement

The entirety of my training program at PIL was not spent in the Mining department only. I
had regular visits to other departments in the organization; the Chemical laboratory and
Physical laboratory in particular. By doing this, I had the opportunity to garner enough hands-
on experience under the tutelage of the industry-based engineers and experts.
The Chemical laboratory, it’s where the stoichiometry of the raw materials (such as;
limestone, laterite, gypsum, iron dust, and coal) for the production of cement are been carried
out. It is responsible for the mixing ratios. Also, other tests such as; lost in the ignition, total
carbonate, free-lime, blending silo composition, etc. are carried out. The Physical
Laboratory, on the other hand, is responsible for the quality check of the cement after it has
been produced before it’s been transported to the customers. Two main tests are been carried
out in the physical laboratory which are the compressive tests and the setting time test.
This report gives a summary of my six months of industrial training with Purechem Industries
Limited (PIL) for the mandatory SIWES program, and it would provide relevant details
regarding the training program adhered to, an account of the work carried out, problems
encountered, how many of the problems were solved, and contributions which I made to the
Industrial process. This technical writing however would not provide comprehensive details
of other areas of operation of the organization which were not relevant to the scope of the
training schedule and discipline.
8
CHAPTER TWO
2.0 THE TRAINING PROGRAM
2.1 DESCRIPTION OF WORK EXPERIENCE
My Industrial Training program commenced on the 17th of May 2021 and ended on the 29th
of October 2021 at Purechem Industries Limited (PIL).
The resumption time was 8:30 am and the closing time was 5:00 pm. I made sure a cordial
relationship was entrenched with the employees of PIL both in the department I worked in
and in other departments. I also familiarized myself with the protocol of the company.
My experience in PIL is mainly based on mineral process (Limestone process) which

involves the mining of limestone from the quarry which is then to be processed with other
materials such as; laterite, coal, gypsum & iron dust in the kiln into cement.
2.1.1 LIMESTONE
Limestone is a sedimentary rock composed mainly of calcium carbonate, usually in the
form of calcite or aragonite. It may contain considerable amounts of magnesium carbonate
(dolomite) as well as; minor constituents. Limestone has two origins:
1. biogenic precipitation from seawater, the primary agents being lime-
secreting organisms and foraminifera
2. mechanical transport and deposition of preexisting limestones, forming
clastic deposits.
Fig 2.1.1 Limestone quarry
9
2.1.2 LATERITE
Laterite is a soil layer that is rich in iron oxide and derived from a wide variety of rocks
weathering under strongly oxidizing and leaching conditions. It forms in tropical and
subtropical regions where the climate is humid. Lateritic soils may contain clay minerals;
but they tend to be silica-poor, for silica is leached out by waters passing through the soil.
Typical laterite is porous and claylike. It contains the iron oxide minerals goethite, HFeO2;
lepidocrocite, FeO (OH); and hematite, Fe2O3. It also contains titanium oxides and hydrated
oxides of aluminum, the most common and abundant of which is gibbsite, Al2O3·3H2O. The
aluminum-rich representative of laterite is bauxite
Fig 2.1.2 Laterite yard
2.1.3 COAL
Bituminous coal, or black coal, is a type of coal containing a tar-like substance
called bitumen or asphalt. Its coloration can be black or sometimes dark brown; often there
are well-defined bands of bright and dull material within the seams. It is typically hard
but friable.
Fig 2.1.3 Coal yard
10
2.1.4 GYPSUM
Gypsum is a soft sulfate mineral composed of calcium sulfate dihydrate, with the chemical
formula CaSO4·2H2O. It is widely mined and is used as a fertilizer and as the main
constituent in many forms of plaster, blackboard/sidewalk chalk, and drywall.
Gypsum plays an important role in cement production, it controls the setting time of
cement, that is, it slows down the hydration process in cement once it is mixed with water.
The effect of gypsum on cement are as follows:
1. Gypsum prevents the flash setting of cement during manufacturing.
2. It retards the setting time of cement.
3. It allows a longer working time for mixing, transporting, and placing of the cement.
Fig 2.1.4 Gypsum yard
2.1.5 IRON DUST

It contains mainly iron oxide (Fe2O3) and its usage should be 1 to 2% in cement It was
found that the optimal quantity of Fe2O3 is 0,01 % by weight of cement in the presence of
polymer powder PAV-22, because it increases the hardened cement stone flexural
strength, and slightly decrease the compressive strength.
11
2.2 ACCOUNT OF WORK DONE IN THE MINING DEPARTMENT
2.2.1 RESEARCH & DESIGN UNIT
I, together with other members of the research & design team were briefed on the approach
we would employ to attain our target by the Mines manager – review the work done of the
previous year. In other to carry out the planned agenda, my Industrial Supervisor (Mine’s
manager) exposed the research team to the concept of literature reviews on blasting
designs. He extensively drilled us on its relevance and importance in every research work;
likewise, he laid more emphasis on “Blast design terminology and formulas” and adherence
to it. Occasionally, he emphasized the importance of research data management and
requested research memos at every step.
In an effort to ensure every team member participated, every member were divided into two
teams, Team A and Team B each of which were assigned a specific job description on the
research effort. My, I and my team members were designated with the task to research and
make a blasting design that is to be used for the next blasting operation by the quarrying
unit.
The summary of the various activities I carried out on the research team in the role of
blasting design and other capacities are as follows:
2.2.1.1 Review of Work done by Team A

I reviewed various reports and memos; specifically, those that focused on the blasting
designs method. The reviews allowed me and other members of Team A an easy transition
into the project. After taking into account the length of the drill rod of the drilling machine
which was of a length of 4m, we were able to draw a blasting design together with the aid
of the formula in the manual given to us by the Industry-based supervisor.
Figure 2.2.1.1.: Blasting Design and formulas
12
Hole length (L) = BH + SD

Charge length (C) = L - SL
Blast volume (V) = B x S x BH x N
Blasted tonnes (T) = V x Density of rock in t/m3
Volume of blasthole (Vb) = π x D2/4000 x L
Mass of explosive per hole (kg) = Volume of hole length charged x Explosive density
PF (kg/m3) = Total explosives in the blast/volume of rock
blasted (for kg/Tonne, divided by blasted tonnes T)
RWS = AWS of explosive/AWS of ANFO x 100
RBS = (RWS explosive x explosive density)/
(ANFO density)
Energy factor = PF x RWS
The vertical length of angled holes = Measured hole length x cos ∝
2.2.1.2 Compilation of Research Memos

I imbibed the culture of recording reflective notes during data collection and analysis; this
helped keep myself and Team A embedded in the empirical reality and contribute to the
reliability of the project. I complied research for every conceptual idea derived from
different incidents from both Team A and Team B based on the principles instilled in me by
the Mines Manager and his reiteration of the fact that “memo is an important element of
data analysis”
2.2.1.3 Review of various Standards Publication

As part of my responsibilities as an engineering intern, I reviewed relevant International
Standards (ISO) such as; A new ISO subcommittee on mining reclamation management
(ISO/TC 82/SC 7) has recently been created to develop International Standards that can
help minimize the potential long-term damage from mining activities, thus enhancing the
quality of life of residents living in a mining area, ISO 14001, etc. Indian Standards (IS)
and various Publication on limestone processes and mining. On the review of the various
publications and reports, I outlined the various mining methods and calculations of
explosives to be charged during mining.
2.2.2 QUARRY UNIT
I, together with other trainees were assigned to the quarry/ mining unit to experience first-
hand the mining process and techniques that we have been taught within the walls of the
classroom. It allowed us practical hands-on experience with some of the machines and
equipment used on the site while under the vigilance of our supervisor. The quarry unit is
mainly responsible for the extraction of limestone ores by blasting and using mechanical
excavation from the quarry which is basically a Limestone process.
13
2.2.2.1 Safety in the Mines

Starting from the first day of resumption, the company’s HSE department took their time in
reeling us in on the safety rules, risks and precautions to be taken whenever we were on
site. The orientation included visits to every department in the company including the Mine
Site: where they handed us over to a senior technician and the blaster who disseminated
information about each equipment and machine, their safety guidelines, and the risk of not
adhering to the rules which could lead to fatal injuries. I learnt the meaning of all safety
signs on sites and also made sure I always had my Personal Protective Equipment (PPE)
whenever I am in the quarry.
Some of the safety rules I learnt are;
• Workers have a duty to always use correctly their personal protective equipment
(PPE) provided by the company. Examples include; hearing protection, respiratory
protection, hard hats/helmet, steel toe-capped boots.
• The use of high-visibility clothing greatly improves the visibility of workers in the
quarry and reduces their exposure to the risk of an accident.
• Workers should always use the designated pedestrian routes.
• Maintain equipment – Perform regular equipment maintenance checks to ensure that
hand tools and automated machines are functioning properly and updated as
necessary to avoid errors and a higher probability of injury. Also, do not leave any
machine/equipment on and unattended to.
• Ring the alarm and go to the safe zone whenever there is an emergency.
• Mobile phones and radio should not be used by any anyone operating the plant or
during blasting.
• Workers should never engage in improper behaviour.
Figure 2.2.2.1: Some safety signs and their meanings
14
2.2.2.2 LIMESTONE PROCESS
Being under the tutelage of the mining engineering, I learnt the process involved in mining
limestone from the quarry, how to interpret and read blast design. I was taught the
importance of calculating the explosive to be charged before blasting which plays a big role
in avoiding damages to the earth surfaces which might lead to earth tears and other hazards.
Limestone Process, In the field of metallurgy, it is the art of treating crude ores and mineral
products (Limestone) in order to separate the valuable minerals from the waste rock or
gangue. It is the first process that most ores undergo after mining.
Figure 2.2.2.2: Limestone Process flowchart, Cement Production.
The limestone Process is divided into two major part namely;

1. Limestone Mining process
2. Cement Production
• LIMESTONE MINING PROCESS

There are 5 processes involved in the mining of limestone from the quarry, which are:
1. Overburden
2. Drilling
3. Blasting
4. Haulage/ Excavating
5. Crushing
15
OVERBURDEN: In mining, overburden (also called waste or spoil) is the material that
lies above an area that lends itself to economical exploitation, such as rock, soil, and
ecosystem that lies above the ore (limestone) body. Overburden is removed during surface
mining, but is typically not contaminated with toxic components. It may also be used to
restore an exhausted mining site.
Figure 2.2 a: Overburden process
DRILLING: By its nature, mineral exploration involves drilling to discover what is below
the surface. In regards to limestone mining, Surface drilling is needed to carry out blasting
and the explosive has to be inserted in the hole, and in surface drilling, we carry out this
drilling either vertical or slightly inclined.
Figure 2.2 b: inclined drilling Figure 2.2. c: operating the air hydraulic crawler for drilling
We have various drilling patterns which have been developed and aid particles
fragmentation when blasting. These patterns refer to the pattern of the initials cut which are
then blasted into from the surrounding holes. The various drilling patterns are;
• Rectangle drilling pattern
• Square drilling pattern
• Triangle drilling pattern
16
Figure 2.2 d: Square drilling pattern
BLASTING: Drilling and blasting are the most frequently used rock excavation
techniques. Blasting breaks rocks and quarries for aggregate production operation or also to
excavate. Blasting is accomplished by discharging an explosive that is either placed in an
unconfined or confined space such as a the drill hole. Commercial high explosives widely
used for blast hole charge are dynamite and ANFO ( Ammonium Nitrate fuel oil).
Dynamite is used extensively for initiating or charging the blast hole, this nitroglycerin-
based product is the most sensitive of all the generic classes of explosives in use. Individual
cartridges vary in size from approximately 90mm in diameter and weigh 25kg, a detonator
or a prima cord may be used to fire. In surface blasting, millisecond delay and electronic
detonators are frequently used. Millisecond delay blasting can be used both in single drill
row or multiple row shots, when each charge breaks the part of rock mass from the burden
before the next charge denotes, ground vibration, air blast, and fly rock are minimized and
fragmentation is increased.
TYPE OF BLASTING TECHNIQUES
There are three main types of blasting techniques which are;
1. PRIMA BLASTING
2. ELECTRIC BLASTING
3. NONNEL (Nonelectric initiation system) BLASTING
HAULAGE: This involves the transportation of limestone from the quarry with the use of
various transporting machines such as; dump hopper, tractor, or excavator. The limestone
are been transported to the crusher ( Jaw crusher) and then stored at the limestone stockyard
for further uses.
Figure 2.2 e: transport of the limestone with the excavator
17
CRUSHING: Crushing is the largest process operation in mineral processing. The goal of
this process is to produce ores or mineral fractions to be used as raw materials for industrial
production. A crusher is used for the crushing process, which is a machine designed to
reduce the size of the ore materials fed into it. The crushing process is divided into two
stages which are; primary and secondary crushing.
Primary crushing is the first stage of material reduction and can sometimes be the only
stage needed to generate the desired product for the job. Depending on the setup, primary
crushing will take the larger material that has been blasted, excavated, or reclaimed and
process it through an impactor, jaw, or gyratory crusher to generate a specific range of
product sizes needed for production.
Secondary crushing is the second stage of material processing following its initial
reduction. At this stage, the material will flow through perhaps a second impactor or even a
cone crusher, which is effective in breaking down the materials.
Figure 2.2 f: Crushing process
18
• CEMENT PRODUCTION
The process for cement production is divided into 4 stages and they are
1. Raw Mill
2. Kiln
3. Cement Mill
4. Parking
These stages are further explained using the images below:
➢ The crushed limestone from the Jaw crusher is stacked through the Chev-con
method in a continuous circular blending pile. The stacked limestone is
reclaimed by a reclaimer and transported to raw mill hoppers.
Figure 2.2 g: Stacked limestone stored
➢ Pre-blended raw materials ( limestone, coal, iron dust, laterite) conveyed to the
raw mill’s hoppers through a belt conveyor. The weigh feeder counter belt
proportions the raw materials according to the cement being produced. The
mixture is then taken to tube raw mills which are used for grinding the materials
using the milling balls. The final blend known as Raw meal is moved to the
Homo Silos for homogenization and then stored in the storage silos
Figure 2.2 h: raw mill process in cement production
19
➢ The heat exchange tower or preheater tower consists of 5 cyclones and

interconnecting riser ducts. The heat transfer between the raw materials and hot
gases current from the kiln takes place. Raw meal from the preheater is then
moved to the rotary kiln. The kiln is a cylindrical vessel inclined slightly
horizontally, which is rotated slowly about its longitude axis. Clinker cooler
cools the hot granules of clinker by quenching air into it bringing the
temperature down to less than or below 100oc, several chemical reactions take
place in a thermal condition created by burning fuel, i.e natural gas to get the
Output product Clinker, the main ingredient to produce cement. Clinker cooler
cools below 150oc.
Figure 2.2 i: Reactions at the kiln

➢ From the clinker silo clinker is transferred to the clinker hopper at the cement
mill. The weigh feeders in the cement mill regulate the flow of cement, gypsum,
and additive proportionately. Gypsum is added to the clinker and then fed to the
finish grinding mills.
Figure 2.2 j: Process at the cement mill
20
➢ Finished product cement from the cement mill is stored in the cement silo based
on the type of cement produced ( which is Ordinary Portland Cement OPC). The
cement is then packed and loaded to be delivered to the customers.
Figure 2.2k: Packing process
2.3 PIL’S CHEMICAL LABORATORY
2.3.1 ACCOUNT OF WORK DONE IN CHEMICAL LABORATORY
I, together with other members were assigned to the chemical laboratory to learn from the
technician. It allowed us practical hands-on experience with some of the machines and
equipment used in the laboratory while under the vigilance of our supervisors and also to
assist the technicians with some of the jobs assigned to them so as to learn how to complete
tasks in an industrial setting. The summary of the various activities I carried out in the
chemical laboratory are as follows:
2.3.2 Equipment and tools in PIL’s Chemical Laboratory

• Crucibles • Tongs and forceps • Conical flasks
• Desiccators • Burets • 90mm-micron filter
• Pipettes • Punch • Balance
• Volumetric flask • Spatulas
• Furnace • Weighing machine
21
2.3.3 Experiment on how to get the Total Carbonate (TC) & Loss on Ignition (LOI)
in the cement mixture
Being under the tutelage of trained laboratory attendants, I learnt how to calculate the total
carbonate (TC) and loss on ignition (LOI) of the cement mixture and was also taught to
always record the result in the data sheets at every interval of 30 mins.
2.3.3.1 Steps on how to determine the percentage of Total Carbonate present in the
cement
• Measure 25ml of hydrochloric acid (HCL) into a beaker.

• Weight 0.5g of the sample of cement gotten from the raw mill and pour into the
crucibles.
• Place the crucible into the electric furnace and heat for 30seconds to 1 minute.
• Cool the sample in the desiccator which prevents moisture from the environment.
• Pour the cooled sample into the beaker containing 25ml of HCL.
• Titrate against sodium hydroxide (NaOH) adding an indicator which is acid-base
titration.
• When the color of the solution in the beaker changes to light purple indicating you
should stop
• Subtract the value gotten on the pipette from 100% which gives us the percentage
total carbonate
2.3.3.2 Steps on how to determine the Loss on ignition
A general procedure of how to determine loss on ignition is as follows:
• Weigh the empty crucible that the sample is to be placed in and record its weight in
the lab book.
• Place the sample in the empty crucible and weigh the crucible again with the sample
in it. The new weight minus the empty crucible weight is the sample’s new weight.
• Place the sample in the electric furnace as required.
22
• Set the furnace to the desired temperature. That’s about 100oc

• Leave the sample in the furnace for about 30 – 40 minutes.
• Take the sample out and cool in the desiccator.
• After cooling record the weight of the cooled sample.
• Weight of sample before heating minus the weight after heating is “initial” loss on
ignition.
• To determine % loss in ignition, divide “initial loss” by the initial weight of the
sample and multiply by 100.
2.4 PIL’S PHYSICAL LABORATORY
2.4.1 ACCOUNT OF WORK DONE IN PHYSICAL LABORATORY
The physical laboratory is where the quality check on the cement is being carried out before
it’s been supplied to the customers. Tests on cement are carried out to check for the strength
and quality of cement, cause it is important to check the quality of cement before using it.
Various laboratory tests are conducted on the cement and they include:
1. Fineness test.
2. Consistency test.
3. Setting time test.
4. Crushing strength test.
5. Soundness test.
FINESS TEST: To measure the size/fineness of cement particles. The fineness of cement
is responsible for rate hydration, the heat of hydration, and rate of gain strength. More fine
cement develops strength faster. Two methods can be used to get the fineness test of cement
and they are:
• Sieve analysis test
• Air permeability test
23
Figure 2.41: equipment used for fineness test of cement
Steps for the fineness test of cement

✓ Take 100mg (W1) cement on IS 90-micron sieve.
✓ The sieving is done for at least 10 minutes
✓ Weigh (W2) cement-retained on sevof 90 micron
𝑊2
✓ 𝐹𝑖𝑛𝑒𝑠𝑠 𝑜𝑓 𝑐𝑒𝑚𝑒𝑛𝑡 = × 100
W1
✓ For Ordinary Portland Cement (OPC), it should never be greater than 10%.
CONSISTENCY TEST: To measure the percentage (P) of water at which cement paste
gives standard consistency.
Procedure
✓ 400gm of cement is taken and mixed with percentage of water (25% to 35%)
✓ The paste is then filled in vicat’s mould the whole assembly is then placed
under the needle (10mm dia), which is allowed to free-fall on cement paste
✓ The percentage at which plunger penetrates 33mm to 35mm from top or 5mm
to 7mm from the bottom on the vicat is defined as standard percentage of
water (P)
24
Figure 2.42: Vicat apparatus
SETTING TIME TEST:

a) Initial setting time:
✓ The period between the addition of water to cement till the time 1mm square
section needle fails to penetrate the cement paste, placed in the vicat’s mould
5mm to 7mm from the bottom of the mould
✓ Percentage of water = 0.85P
✓ Initial setting time of OPC = 30 minutes
b) Final setting time:
✓ The period between addition of water to cement till the time 1mm circular
section needle fails to mark impression on cement paste.
✓ The final setting time of OPC should not be more than 8 hours
CRUSHING STRENGTH TEST: This test is conducted to measure the strength of cement.
In this test cement cubes sizes, 7.06cm are made of cement and sand (200gm and 600gm).
The percentage of water added in this test is [P/4+3]. After 24 hours of moulding, the cement
cubes are taken out and placed in a clean water bath. The cubes are then taken out 3days,
7days,14days, and 28days for testing in the compressive testing machine (CTM).
SOUNDNESS TEST: This test is conducted to determine the ability to resist volume
expansion. The apparatus required is Le chatelier.
Procedure
✓ 100gm cement is taken and added with the percentage of water 0.78P.
✓ The paste is then placed in a mould covered with glass at the top and bottom.
✓ The whole assembly is then placed in water at a temperature of 25oC to 29oC
and it is kept for 24 hours.
✓ Now measure the distance between indicators.
✓ Then submerge assembly again in water and bring it to boiling (25 to 30
minutes) for 3 hours.
25
✓ The distance between indicators is again measured.

✓ The soundness of cement = ( length of expansion after boiling – length of
expansion before boiling)/ length of expansion before boiling.
✓ The soundness of cement should never be more than 10%.
26
CHAPTER THREE
3.1 OBSERVATIONS
I saw the disparity between the school atmosphere and the labor market as a student and
made the following observations:
• I also noticed that safety was a top priority and that it could easily be seen as the
major purpose of the entire company's workforce, not just the technicians. Safety
equipment and instructions were always installed or made available in key locations
across the organization, such as the mines, workshop, service desks, administrative
offices, and receptions.
• Another important quality was neatness. Technicians were always exhorted to be as
neat as possible in their dressing and in carrying out their tasks, despite the fact that
the work is often perceived as a dirty one. This was aided by providing rewards to
technicians who could follow the guidelines to the letter.
3.2 TECHNICAL SKILLS AND PROFESSIONAL KNOWLEDGE GAINED

1. Ability to carry out a research topic in my discipline.
2. Ability to gain first-hand experience in mining.
3. Ability to gain transferable skills which are communication ( verbal and listening
skills), critical thinking ( problem-solving, analytical thinking, and teamwork which
are all important skills needed in the workspace.
4. Ability to operate the air hydraulic drilling machine.
5. Ability to carry out and design correctly the type of drilling pattern needed to be
drilled before blasting to ensure fragmentation.
6. I learnt that every industrial practice and process is carried out in the agreement to a
predefined standard as this guarantees repeatability and reproducibility, consequently
validating the outcome of the process and/or test results.
7. My exposure to the auditing process of the organization allowed me to understand
the relevance and importance of documentation of processes and results as it serves
as a means of validation.
8. The opportunity to apply the theoretical knowledge thought within the walls of the
classroom was of utmost relevance. I was exposed to the practice background on
mineral processing, destructive testing of materials, material selection, and other
27
engineered materials mainly applicable in mineral processing industries. This opened

a window of opportunities into the highly diversified field of metallurgy and materials
engineering and left me with a range of options to pursue as a career.
3.3 RELEVANCE OF EXPERIENCE GAINED TO CLASSROOM

KNOWLEDGE
The relevance of the experience gained can be linked to the following courses;
MME 532 – MINERAL PROCESSING TECHNOLOGY – (limestone process)
MME 417 – MATERIALS LABORATORY II – (chemical lab/physical lab)
MME 326 – MATERIALS PROCESSING I – (physical lab)
MME 324 – PROPERTIES OF MATERIALS – (limestone process/ chemical lab)
MME 322 – MATERIALS LABORATORY I – (chemical lab/physical lab)
MME 331 – PYRO-METALLURGICAL PROCESSES – (cement production-kiln)
MME 313 – MATERIALS IN ENGINEERING DEVELOPMENT – (physical lab)
3.4 PROBLEMS ENCOUNTERED DURING THE PROGRAM

Six months of industrial training at Purchem Industries Limited (PIL) couldn't have gone any
better despite the many challenges I faced during my programme as an industrial trainee.
These challenges, if looked into and acted upon with possible solutions, would greatly
improve this program. Some of these very glaring challenges are:
1. Inability to secure a placement: This proved to be one of the greatest challenges I
faced as companies I visited to submit my placement form were either not accepting
IT trainees or I had to know someone on the inside in other to facilitate acceptance or
those who accepts for letters to be submitted never sent a reply across later on. This
is one of the major causes for students not starting their industrial training at the
speculated time.
2. Remuneration: This was an equally daunting challenge as the company where I
worked, PIL didn’t have any form of remuneration for their IT trainees. The financial
burden was telling heavily on my pocket as transportation fare and feeding were my
sole responsibilities.
3. Restriction to certain areas of the company: Some areas were restricted, where I
was a trainee was unable to enter and learn. This restriction was also a daunting
problem I encountered during my training.
4. Difficulty in operating machines: During the early month of my industrial training,
it proved quite difficult to operate some machines like the air hydraulic crawler
drilling machine. However, I became more acquainted with it through regularity at
work and constant practice.
28
CHAPTER FOUR
4.1 CONCLUSION
The idea behind the Student Industrial Work Experience Scheme should be commended
because it has afforded students like me the opportunity to apply our theoretical knowledge
into real-life practical applications, equipping us with the technical know-how and required
skill set to tackle the challenges in our respective fields as well as the opportunity to interact
with experienced veterans in our various fields and learning from their experiences.
My six months industrial attachment as a materials engineering intern at Purechem Industries
Limited was an enormous achievement and a great time of acquisition of knowledge and
skills. Through my training, I was able to appreciate my course of study considerably more,
because I had the opportunity to blend the theoretical knowledge acquired from school with
the practical hands-on experience gained here to perform important tasks that contributed in
a way to my productivity in the company. My training here has given me a more extensive
view of the significance and relevance of Metallurgical and Materials Engineers in the
immediate society and the world in general, as I now anticipate impacting it positively after
graduation. In addition, I have been able to improve my communication and presentation
skills and subsequently built a good relationship with my colleagues and supervisor at work.
I have also been able to appreciate the connection between my course of study and other
disciplines in producing a successful result.
4.2 RECOMMENDATION
The following recommendations were made regarding the SIWES scheme:

1. The portion of the ITF act which covers the employment of students by firms needs
to be better implemented and strictly adhered to by companies. Ideally, companies
shouldn't reject students requesting to do their SIWES with them, more so if the
student's course of study is related to that firm, irrespective of whether the student's
school and the company are in the same state or not. The implementation of this act
29
should also include a form of punishment or fine for defaulting companies after
proper inspection. Avenues should also be created through which students who are
not treated right by the companies in which they work can air their views for
appropriate discipline. When companies within the vicinity of a student employ him,
it will also solve the problem of students having to go to long distances either when
searching for IT placements or to work at far distances without pay, as it is known
that some companies do not pay their IT students.
2. I would recommend the UNILAG Metallurgical and Materials Engineering

department laboratory management to conduct an audit of its system to check its
compliance to the standard requirement and that its students be exposed to the
appropriate corresponding standards applicable to all test methods and procedures
so as to meet industry standards.
3. The designated stipend for students participating in the SIWES program should be
made available at the beginning of every month as this will lessen the financial burden
on the students. If possible, students
4. I implore all necessary authorities within the institution, industry, and relevant
government agencies to vehemently pursue academic-industry partnership on
various research agendas; this would spur innovation for technological development
of the society.
5. Finally, securing industrial attachment proved quite difficult for some students
therefore, it would be of great advantage if the school could recommend students to
preferred places of industrial attachment relevant to their course of study.
30
REFERENCES
Mafe, O. A. T. (2015). Students’ Industrial Work-Experience Scheme (SIWES) – Guide to

Successful Participation in SIWES. Akoka-Yaba, Lagos. Unilag Press and Bookshop Ltd.
Limestone Process Retrieved from https://en.wikipedia.org/wiki/Limestone-process
https://www.911metallurgist.com/mineral-processing-services/#
https://en.wikipedia.org/wiki/Cement-prodctions
https://www.thermofisher.com/blog/mining/the-cement-manufacturing-
process/#:~:text=Cement%20manufacturing%20is%20a%20complex,C%20in%20a%20ce
ment%20kiln.
31
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A TECHNICAL REPORT ON STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME

Technical Report · October 2021

Kehinde Adeshola Adetoro

The user has requested enhancement of the downloaded file.

STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

PURECHEM LIMTED INDUSTRIES (PIL)

ADETORO KEHINDE ADESHOLA

UNIVERSITY OF LAGOS, AKOKA.

SUBMITTED IN PARTIAL FULFILMENT OF THE AWARD BACHELOR OF

MAY 2021 – OCTOBER 2021

NAME: ADETORO KEHINDE ADESHOLA

MATRIC NUMBER: 160406005

DATE: 29TH NOVEMBER, 2021

29th October 2021.

I am sincerely grateful to my parents for their love and support.

My appreciation also goes to Engr Oluwatosin Afeniforo, my industrial-based supervisor,

My six-month industrial training at Purechem Industries Limited (PIL) is summarized in

ii. LETTER OF CERTIFICATION

2.2.2 QUARRY UNIT

3.3 RELEVANCE OF EXPERIENCE GAINED TO CLASSROOM KNOWLEDGE

1. Figure 1.2: Relationship among SIWES stakeholders.

1.0 INTRODUCTION TO TRAINING PROGRAM

1.2 ORGANIZATION AND OPERATIONS OF SIWES

Funding: The Federal Government of Nigeria

Beneficiaries: Undergraduate students of the following: Agriculture, Engineering,

Duration: Polytechnics and Colleges of Education- Four months

ORGANISED PRIVATE INDUSTRIAL TRAINING

EMPLOYERS TERTIARY INSTITUTIONS ITF AREA OFFICES

Figure 1.2: Relationship among SIWES stakeholders.

1.3 AIMS AND OBJECTIVES OF SIWES

1.4 IMPORTANCE OF SIWES PROGRAM

1.5 CHALLENGES FACED BY SIWES

1.6 BRIEF HISTORY OF THE COMPANY

1.6.1 PRODUCTS OF THE COMPANY

1.6.2 QUALITY POLICY STATEMENT

1.6.3 COMPANY’S ORGANOGRAM

Fig 1.6.3a: PIL organogram.

Fig 1.6.3b: Organizational flowchart of PIL mines

1.7 DESCRIPTION OF DEPARTMENT OF PLACEMENT

In reference to my course of study; Metallurgical and Materials Engineering, I was absorbed

1.7.1 Other Departments of placement

2.1 DESCRIPTION OF WORK EXPERIENCE

My experience in PIL is mainly based on mineral process (Limestone process) which

Fig 2.1.1 Limestone quarry

Fig 2.1.2 Laterite yard

Fig 2.1.3 Coal yard

Fig 2.1.4 Gypsum yard

2.1.5 IRON DUST

2.2 ACCOUNT OF WORK DONE IN THE MINING DEPARTMENT

2.2.1 RESEARCH & DESIGN UNIT

2.2.1.1 Review of Work done by Team A

Figure 2.2.1.1.: Blasting Design and formulas

Hole length (L) = BH + SD

2.2.1.2 Compilation of Research Memos

2.2.1.3 Review of various Standards Publication

2.2.2 QUARRY UNIT

2.2.2.1 Safety in the Mines

Figure 2.2.2.1: Some safety signs and their meanings

2.2.2.2 LIMESTONE PROCESS

Figure 2.2.2.2: Limestone Process flowchart, Cement Production.

The limestone Process is divided into two major part namely;

• LIMESTONE MINING PROCESS