CHAPTER ONE

GENERAL INTRODUCTION

1.1 PREAMBLE

The students’ Industrial Work Experience Scheme (SIWES) is a skill Training programme

designed to expose and prepare students of Agriculture, Engineering, Technology,

Environmental, Science, Medical Sciences and pure and applied sciences for the Industrial work

situation which they are likely to meet after graduation.

The students’ industrial work experience scheme (SIWES) is the acceptable skills training

programme which forms part of the minimum academic standards in the various degree

programmes for Nigerian universities. It is an effort to bridge the gap existing between theory

and practical of science and technology and other professional educational programmes in the

Nigerian tertiary institution.

SIWES was established by ITF (Industrial Training Fund) in 1973 to solve the problem of lack of

adequate practical skills preparatory for employment in industries by Nigerian graduates of

tertiary institutions.

The Scheme exposes students to industry based skills necessary for a smooth transition from the

classroom to the world of work. It affords students of tertiary institutions the opportunity of

being familiarized and exposed to the needed experience in handling machinery and equipment

Which are usually not available in the educational institutions.

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1.2 OBJECTIVES OF SIWES

The objectives of SIWES are to:

1. Provide an avenue for students in institutions of higher learning to acquire industrial

skills and experience in their approved courses of study.

2. Prepare students for the industrial work situation which they are likely to meet after

graduation.

3. Expose students to work methods and techniques in handling equipment and machinery

not available in their institutions.

4. Provide students with an opportunity to apply their knowledge in real work situation

thereby bridging the gap between theory and practice(s).

5. Enlist and strengthen employers’ involvement in the entire educational process and

prepare students for employment in industry and commerce (Information and Guideline

For SIWES, 2002).

1.3 MOTIVATION FOR SELECTING NCAT

The motivating factor for choosing NCAT as my choice for Industrial Attachment was due to the

recommendations of my past senior colleagues who have been privileged to conduct their

Industrial Attachment at the college during the 2006/2007 academic session.

Another motivating factor is the fact that I will become the first Liberian engineering student

given this opportunity in this great institution and also the college is well equipped by the Federal

Government of Nigeria to effectively deliver all the necessary engineering needs as it relates to

Electrical, Telecommunication and Aeronautical Engineering.

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The desire to gain practical Electrical experience was also a driving force that motivated my

interest to apply for my SIWES training at NCAT, Zaria.

1.4 TRAINING METHODOLOGY IN SIWES PLACE

In the Department were I was posted in NCAT, an enormous amount of physical and intellectual

strength is required because majority of the jobs are done within the laboratory and then on site.

Almost all the installation processes involves a great deal of cabling; that is running cable

through trunkings and PVC pipes. Repairs and installation of power inverter, air condition

system, diesel engine, telephone lines and airfield ground lighting system (AGLs).

The basic tools often used are the fishing tapes, Screwdrivers, Installation tapes, Tester,

Multimeter, Pliers, Cutter, Chisel, Mallet, Drilling machines, Screws, Cables, Connectors to

mention a few.

At the site, trainees are allowed to be fully involved in sharing ideas and solving practical

problems as they arise. Each trainee is encouraged to come to work with the right tools to

facilitate practical understanding and experience acquired.

1.5 REPORT OUTLINE

This Technical report is compiled and documented from my SIWES experience at the Nigerian

College of Aviation Technology (NCAT), Zaria, from 13th April, 2013 to 16th September, 2013.

Chapter one contains introduction to the Student Industrial Work Experience Scheme (SIWES).

It defines the scheme and explains briefly the aims and objectives of the scheme to the benefit of

students in tertiary institutions.

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Chapter Two contains the theoretical background of my SIWES Area. A brief historical

background of the Nigerian College of Aviation Technology (NCAT), Zaria is discussed and the

various departments of the school and an organogram of the Works Department were the

Industrial attachment was done.

Chapter Three explains extensively about the training and experiences gained by me during the

Industrial attachment at NCAT.

Chapter Four contains the experience gained from the training at The Nigerian College of

Aviation Technology (NCAT), Zaria, and also its application in my future career.

Chapter Five contains the conclusion and general appraisal of the programme which includes the

Limitations, Difficulties and Suggestions to future SIWES students.

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CHAPTER TWO

THEORETICAL BACKGROUND OF THE SELECTED SIWES AREA

2.1 INTRODUCTION

The Nigerian College of Aviation Technology (formerly known as the Nigerian Civil

Aviation Training Centre) Zaria was established in 1964. It is a unique civil aviation training

institution due to it organizational structure, the College consist of the Office of the Rector/Chief

Executive is run by nine units, five schools and four service departments as follows:-

A. UNITS

1. Planning, Research and Statistics Unit;

2. Public Relation Unit;

3. Information and Communication Technology (ICT) Unit;

4. Security Unit;

5. Legal Unit;

6. Aero-medical Unit;

7. Commercial Service Directorate;

8. Audit Unit;

9. Quality Assurance Unit.

B. SCHOOLS

1. Aircraft Maintenance Engineering School (AME);

2. Aeronautical Telecommunication School (ATE);

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3. Air Traffic Service/Communication School (ATS/COM);

4. Aviation Management School;

5. Flying School.

C. SERVICE DEPARTMENTS

1. Registry Department;

2. Bursary Department;

3. Works and Technical Service;

4. Flight Maintenance Department.

2.2 BRIEF HISTORY OF THE NIGERIAN COLLEGE OF AVIATION TECHNOLOGY (NCAT)

The Nigerian College of Aviation Technology, Zaria, (formerly known as Nigerian Civil

Aviation Training Center) was set up by Act. No 31 of 1964 (as amended), to conduct:

► Civil Aviation courses for use in flight training or airport operations & management as may be

prescribed from time to time.

► Training of approved persons in the installation, maintenance and operation, as the case may

be, of technical equipment, the use of which is calculated or likely to increase the margin of

operational safety of civil aircrafts.

► Training on equipment’s and necessary facilities for technical research or normal use.

(www.ncat.gov.ng)

The idea of a center for aviation training in Nigeria was first mooted at an International Forum,

the 12th International Civil Aviation Organization (ICAO) Assembly, held in San Diego,

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California, USA, in 1959. The Federal Government of Nigeria then formally requested the

United Nations Development Programme to appoint an expert to assess the actual requirements

for the setting up of a Civil Aviation Training Center in Nigeria. The report of the project was

approved in 1963, and a bill establishing a Center for Civil Aviation Training at Zaria, Nigeria,

was passed by the Federal Legislature on 29th September, 1964, and signed into law on October

23, 1964. (www.ncat.gov.ng)

The Center was established as a joint programme between the Federal Government of Nigeria

(FGN), the United Nations Development Programme (UNDP), and the International Civil

Aviation Organization (ICAO). This joint programme of assistance from the UNDP and ICAO

came to an end on 31st December, 1974 and the Federal Government of Nigeria assumed full

responsibility for the continued management and operation of the College.

In 1977, the Board of Governors of the College recommended to the Federal Government a

change of name from NIGERIAN CIVIL AVIATION TRAINING CENTER (NCATC) to

NIGERIAN COLLEGE OF AVIATION TECHNOLOGY (NCAT), in anticipation of expansion

of training and related activities. Official approval did not come until 1986, when the

Government issued a White Paper on the “Report of the Fact-Finding Panel into the Activities of

the Civil Aviation Department in the Federal Ministry of Aviation”. The change of name was

reflected in Decree No. 41 of 1990. (www.ncat.gov.ng)

2.2.1 LOCATION

The College is located in Palladan, a suburb of Zaria in Kaduna State, which is in the North -

Western part of Nigeria.

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Over the years, Palladan has evolved from a small colonial farming settlement to a large

community. Zaria is a large city with a cosmopolitan population of about 1,500,000. Areas of

economic importance include farming and education, hence it can easily be referred to as an

“educational town,” being home to various academic institutions like the prestigious Ahmadu

Bello University (ABU), Federal College of Education (FCE), Nigerian Institute of Transport

Technology (NITT), National

Research Institute of Chemical Technology (NARICT) and Chemical and Leather Research

Technology (CHELTECH).

Zaria is characterized by a tropical, continental climate with an extensive dry season (October –

May). During this period, a cool is usually experienced due to the North-Eastern winds (the

Harmattan) which controls the tropical continental air mass coming in from the Sahara. This

weather prevails over most parts of the country. Temperatures get as low as 10oC at night and a

high of 40oC is often recorded in afternoons. In March and April, hot but dry weather is

encountered, trailed by a sweeping-in of the tropical maritime air mass from the Atlantic Ocean

which displaces the North-Eastern winds. Temperature recorded during this period ranges

between 38oC – 42oC. The moisture laden South-Western monsoon winds then take over,

bringing in heavy rainfall between May – September/October. (www.ncat.gov.ng)

2.2.2 OBJECTIVES

The primary objectives of the College are:

• To conduct civil aviation training for use in flight training or airport operations.

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• To train approved persons in installation, maintenance and operation of technical

equipment, the use of which is calculated or likely to increase the margin of operational

safety of civil aircraft services.

• To train approved personnel on equipment and necessary facilities for technical research

or normal use.

Training activities at the College reached the peak between the 80’s and 90’s. This was due to

the provision of more training facilities like the F28 Simulator, a large fleet of trainer aircraft,

construction of a bigger (the 3rd) hangar and classrooms, resulting into an increase in the number

of instructional personnel, professionals and students. At inception, the College ran some four

standard courses in Piloting, Air Traffic Services, Aircraft Maintenance Engineering and

Aeronautical Telecommunications Engineering. Today, it runs over 65 standard and abridged

courses. The first set of graduates from the College was 22 in number. By the year ending 1999,

students graduating from the College had totaled 4,747 and to date, well over 6,800 graduates

have been produced in various fields of aviation. (www.ncat.gov.ng)

2.3 AERONAUTICAL TELECOMMUNICATION ENGINEERING SCHOOL

The School of Aeronautical Telecommunication trains students Engineers/Technologists on the

installation and Maintenance of communication, Navigation aids and Radar surveillance systems

The objectives of Aeronautical Telecommunication Engineering (ATE) School are:-

Installing of lighting system on the approach end of an airport runway.

Help pilot to ease his taking off and landing safely.

Repairs of damage or installing of communication equipment in the college.

Repairs of damage systems and installation of software in computers

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Generation of light within the college and college quarters

The school is also involved of the training of student Engineers in the maintenance and

installation of communication, computer package and navigation.

This school has graduated a total number of 1,309 students since its inception and has five (5)

departments which are;

i. Power System and Maintenance Department (PSM);

ii. Navigational-Aids Department (NAVAIDS);

iii. Radar Maintenance Department (RAD);

iv. Communication Equipment and Maintenance Department (CEM);

v. General Electronics and Computer Studies Department (GEC);

This School is the school focus on a specific line activities which is Project handing. This

Include air condition installation (AC), maintaining computer systems, repairs of communication

equipment, airfield ground lighting system and diesel engine generators. It is actually responsible

for the development and moving the college forward to ensure that its vision and mission are

accomplished. Since the establishment of the school, it has been headed by several heads of

school. The present head of school Engr. J. O. Ikhigbonoaremen although staff are being transfer

within departments. The school comprises of experienced and learned staff who are mostly

Electrical Engineers and Computer Scientists. See Fig 1.1 below:

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Fig 1.1 ATE School Building

2.3.1 ORGANOGRAM OF AERONAUTICAL TELECOMMUNICATION ENGINEERING DEPARTMENT IN NCAT

The block diagram in fig. 2.1 shows the Organogram of the A.T.E Department of the Nigerian

College of Aviation Technology (NCAT), Zaria.

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From the organogram, it can be seen that the A.T.E department is further subdivided into sections

with different work function but all under the supervision of the Head of A.T. E. The function of

each section is briefly highlighted.

2.3.2 POWER SYSTEM MAINTENANCE DEPARTMENT (PSM)

This department deals with the construction and maintenance of devices such as light

system, generator, and air conditioners (AC) inverters, air field ground lighting system (AGLS.

They majorly maintain Electrical installations, wiring, maintenance and repairs of Air

Conditioners, diesel engine and inverters. Furthermore they handles most of the management and

supervision of engineering projects carried out in the college. A team of professionals

comprising of Electrical Engineers, Architect, Civil Engineers and Quantity Surveyors are

mandated with the task of ensuring that all projects awarded by the college to contractors, are

completed in conformation with standards up in place in the various engineering fields.

2.3.3 COMMUNICATION EQUIPMENT MAINTENANCE LABORATORY (CEM)

The CEM laboratory deals with fiber optic, very small aperture terminal (VSAT),

communication and repairs of communication equipment (telephone lines) in the college.

2.3.4 GENERAL ELECTRONICS AND COMPUTER LABORATORY (GEC)

This department deals with electronic and computers which aids in communication. The

department helps in training student in circuit analyzing, computer packages and control

engineering.

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2.3.5 NAVIGATION-AIDS DEPARTMENT (NAVAIDS)

This department mostly deals with the safety of life and property, they achieve this by working

with few electronic device including, instrument landing system (ILS) 420, which is highly

resistant to several weather condition. Like the ANTENNA, TRANSCEIVER, TRANSMITTER,

GPS, DME, VOR, etc.

2.3.6 RADER MAINTENANCE DEPARTMENT (RAD)

This department work with electronic device just like the above department, which protect the air

space with help of display equipment, including the air traffic system department.

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CHAPTER THREE

DETAILS OF THE TRAINING UNDERGONE IN THE SIWES PLACE

3.1 INTRODUCTION

At the ATE school where I was posted has five department and these department functions

according to its structured, the school offers training of personnel in the installation and

maintenance of communication, NAV-Aids and surveillance system for the civil aviation

industry. The PSM and CEM department, is where we carry out most of our jobs for the college

(NCAT). See (2.3.1, 2.3.2) in chapter two. Because of my discipline (Electrical and Computer

Engineering)

We were posted to the others department see: (2.3.4, 2.3.5, 2.3.6) in chapter two. So that we can

have some basic knowledge about the above department.

i. On a daily basis, the ATE department handles a lot of new Jobs and repairs from the

HOD office, flying school, staff residence and flight hangers. These new Jobs and repairs

are analyzed in the early morning meetings usually held by 8:30am, Monday to Friday.

By 9:00am, the staff and Industrial trainees are assigned to different jobs.

ii. Electrical maintenance work carried out include: installation of electrical fittings like

Lamp

Holders, Fluorescent fittings, 13A and 15A sockets, Ceiling rose, installation of 2way one gang

and 2way 2 gang switch installation, installation of Earth Leakage Circuit Breakers, Distribution

Box, Cut-out Fuses, repair and maintenance of Air conditioners, and repair of Ceiling fans.

iii. The CEM department handles a lot of Job cards from the Registry office, flying school,

staff residence and flight hangers. These job cards are analyzed in the early morning

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meetings usually held by 8:30am, Monday to Friday. By 9:00am, the staff and Industrial

trainees are assigned to different jobs.

3.1.1 ELECTRICITY

Electricity is far too dangerous to handle if you have not been trained how to carryout electrical

installation or repair work in safe manner. A fault could occur if the wrong size and type of

breaker and/or the wrong size and type of cable are used for the job. The user of the equipment

could be electrocuted if a wrong connection in the wiring is done at the wrong place.

At Nigerian College of Aviation Technology (NCAT), I was taught how to practically implement

safety procedures when carrying out electrical installation or repair work. We handled general

maintenance of Hostels, Office Annex, Hangers, Aircraft maintenance school and Residential

homes of the Aviation staff in the college and other sites outside the college area.

3.2 DISTRIBUTION OF ELECTRICITY TO CONSUMER HOMES/LABORATORY

The distribution of Electricity to consumers’ lines has its source at the generating plant which

host a turbine. Transformers at substations boost the power transmitted while transmission line

carry this electricity to the consumer transformer that step down this voltages to consumer

voltages. At the Distribution line, 415v 3phase lines distribute the electricity from the

transformer to Industries at 415v, commercial and residential load center at 240v. After the

domestic electrical installation, including domestic wiring installation, power changeover, 3phase

start/delta contactor, with 220v to 110v step-down transformer and also we carry out few

maintenance at the Airfield ground lighting simulator (AGL) ATE. See: Fig.3.1, Fig.3.1A, and

Fig.3.1B up to Fig.3.1H, for the practical view in full.

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415V

415V415V 240V

V240

Red - Line 1

Blue - Line 3

Neutral

Yellow - Line 2

HOUSE1HOUSE2

INDUSTRY3 PHASEMACHINES

The Diagram in Fig. 3.1 shows the Distribution line and how they are distributed to various

consumer locations.

Fig. 3.1 Distribution of Electricity to consumer homes/Laboratory

Fig. 3.1A. AGL circuit fault solution Fig. 3.1B. picture of AGL

Fig. 3.1C. Domestic wiring installation Fig. 3.1D. Domestic wiring installation testing

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Fig. 3.1E. Final work testing Fig. 3.1F. Changeover fitting

Fig. 3.1G. Start/delta contactor inspection Fig. 3.1H. Start/delta contactor

3.3 INSTALLATION OF A CEILING ROSE

A Ceiling rose serves as a connector that connects several Lighting points and switches together

in the correct cable arrangement to effectively distribute power supply to other parts of the wiring

circuit.

The diagram in figure 3.2 shows the cable connections in a ceiling rose as I was taught during my

industrial training with NCAT.

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Fig. 3.2A. Cable connections in a Ceiling Rose.

3.4 INSTALLATION OF 2-WAY SWITCH ON A POINT OF LIGHT

A 2-way switch installation on a point of light is simply a method of wiring that has to do with

having 2 switches controlling one point of light. This type of wiring is mostly applicable in

corridors of houses and sometimes in the bedroom, were one switch is at the entrance of the door

and the other at the side of the bed.

A typical explanation of a 2-way connection can be seen in the following diagrams in figure 3.3

and 3.4.

Fig. 3.3 One-gang Two-way Switch

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. Fig 3.4 Two-gang Two-way switch

3.5 AN ELECTRICAL JUNCTION BOX IN SURFACE WIRING

An electrical junction box is a very important part of an electrical wiring system, especially in

surface wiring. Without a junction box, one simply cannot have many different types of electrical

outlets, switches, or data hook ups in a room. The electrical junction box is the place where all

the wires in a room, or wiring area, are joined together and fed by the main breaker. Junction

boxes can then be called a control room of sorts. They send power from the main breaker to the

other parts of the room. These junction boxes are usually hid behind the drywall, or paneling as

they serve no aesthetic function.

3.5.1 INSTALLING THE JUNCTION BOX

• It is advisable to get started in a safe manner by turning-off the power to the circuit that

will be worked upon. Turning-off the power supply could be achieved in many ways.

This could mean turning-off the circuit breaker that was previously installed or simply

unplugging a fuse.

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• Using a power tester, ensure that there is no active electrical connection in the circuit

• If there are any wire splices that are hanging near the circuit, place it in a protective,

insulated box.

• Pull the two wires in the junction box to the back, after removing the knockouts from the

junction box. This helps to allow the wires to be pulled back more comprehensively.

• Install the cable connectors in the voids created due to the knockouts being emptied.

• Using the pliers, tighten the locknuts around the connectors. The wire should be able to

slide within the connectors without too much pushing.

• Once the wires have slid through, tighten them with the screwdriver.

• For securing this connection, push two screws through the holes present in the back of the

junction box to secure it upon the wooden joist. Fasteners can also be used to for securely

mounting the box.

• Using the linesman pliers, twist the wires together. Join the wires by color coordination,

i.e. black with black, white with white and the bare copper wire to its counterpart and

twist the wires, firmly and evenly.

• Use the wire nuts to cover the wire connections. It is advisable to use the green-colored

wire nuts for the bare copper or the ground wire as it conventionally symbolizes a ground

connection.

• Now that the wires have been covered, it is time to cover with a blank cover plate.

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Check and tuck the wires into their place and cover the junction box with its cover plate.

Fig. 3.5 wiring connections in an Electrical Junction Box

3.5.2 MATERIALS NEEDED FOR INSTALLING A JUNCTION BOX

• Junction box (including the cover plate/box cover)

• Linesman pliers

• Standard, household pliers

• Hammer

• Screwdriver

• Wiring fasteners

• Cable connectors

• Wire nuts

• Power tester

3.6 ELECTRICAL DISTRIBUTION BOARD

An Electrical distribution board (or panel board) is a component of an electricity supply system

which divides an electrical power feed into subsidiary circuits, while providing a protective fuse

or circuit breaker for each circuit, in a common enclosure.

There are two types of Distribution board which are: Single phase distribution board and 3-Phase

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Distribution boards. Figure 3.6 and 3.7 shows a diagrammatic view of the two types of

Distribution Board currently available in the market.

Fig. 3.6. 3-phase distribution Board Fig. 3.7 Single phase distribution Board The connections in the Distribution Board will look like this:

Fig. 3.8A. Wiring Connections in the Distribution Board

3.7 EARTH LEAKAGE CIRCUIT BREAKERS (ELCBs)

The earth leakage circuit breakers or commonly called ELCBs are located inside the home

electrical panel or distribution board. This component of the home electrical installation is

designed to detect any leakage of electrical current.

This so-called leakage current occurs when there are some defects in the performance of some

parts of the installation. These defects can be caused by faulty parts or by injuries to the

insulation of the wiring, cables, electrical appliances or other accessories such as the switches

and socket outlets.

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Fig 3.8B. Wiring Connections

in the Distribution Board

When the current leakage occurs, the ELCB then trips the electrical supply within a fraction of a

second after the leakage has been detected. Therefore any possibility of electrical shock to

persons who are in contact to the electrical installation at that particular moment is avoided.

Other names are also used to call the ELCBs, the most common being Residual Current Circuit

Breakers (RCBs), Residual Current Devices (RCDs) and Residual Current Circuit Breakers with

Overcurrent (RCBOs). The difference in names is meant to show some difference in the design

used in their manufacture. The purpose and operation of the parts are all the same.

3.7.1 HOW AN ELCB OPERATES

A (maybe) more technical name for the ELCB is Residual Current Device or RCD. This is

because ELCB detects a current leaking to earth and uses this current to operate a tripping

mechanism which then opens the Circuit breaker, stopping the incoming power supply. The

current leaking to earth is a residual current so that gives the device its name.

Figure 3.10 shows a physical view of the kind of ELCB handled during my training with NCAT.

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Fig.3.9A. Earth Leakage Circuit Breakers (ELCBs)

Fig. 3.9 B. Earth Leakage Circuit Breakers (ELCBs) Fig 3.9C. ELCBs fitting

3.7.2 HOW TO TEST AN ELCB

The ELCBs can usually be simply tested by a Test Pushbutton on the unit itself. It is

recommended that the ELCB be tested once a month and after every thunderstorm to make sure

it is still working properly.

3.8 MINIATURE CIRCUIT BREAKERS (MCB)

This is a type of circuit breaker that exists in the distribution board. The MCB’s main purpose is

to protect the cable that is supplying current for the electrical appliances or other electrical loads

connected to that circuit.

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Fig. 3.10. 20A Miniature Circuit Breakers (MCB)

3.9 HOW A BASIC FLUORESCENT LAMP WORKS

3.9.1 GENERAL DESIGN

The general design of a simple fluorescent lamp consists of a sealed glass tube. The tube contains

a small bit of mercury and a gas (usually argon) kept under very low pressure. The tube also

contains a phosphor powder, coated along the inside of the glass. The tube has two electrodes,

one at each end, which are wired to an electrical circuit. The electrical circuit, which includes a

starter and ballast, is hooked up to an alternating current (AC) supply.

Fig 3.11A. Fluorescent lamp work Fig 3.11B. Fluorescent lamp work ON

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Fig. 3.11C. Fluorescent circuit Fig 3.11D. Fluorescent circuit Off

3.9.2 GENERAL OPERATION:

When the lamp is first turned on, the current travels through the path of least resistance, which is

through the bypass circuit, and across the starter switch. This current then passes through the

circuit heating up the filament in each electrode, which are located at both ends of the tube (these

electrodes are simple filaments, like those found in incandescent light bulbs). This boils off

electrons from the metal surface, sending them into the gas tube, ionizing the gas. The mercury

vapor becomes "excited" and it generates radiant energy, mainly in the ultraviolet range. This

energy causes the phosphor coating on the inside of the tube to fluoresce, converting the

ultraviolet into visible light.

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3.9.3 THE STARTER:

The starter is basically a time delay switch. Its job is to let the current flow through to the

electrodes at each end of the tube, causing the filaments to heat up and create a cloud of electrons

inside the tube. The starter then opens after a second or two. The voltage across the tube allows a

Stream of electrons to flow across the tube and ionize the mercury vapor.

Without the starter, a steady stream of electrons is never created between the two filaments, and

the lamp flickers.

3.9.4 THE BALLAST:

The ballast works mainly as a regulator. Similarly, they are called choke by many technicians.

They consume, transform, and control electrical power for various types of electric-discharge

lamps, providing the necessary circuit conditions for starting and operating them.

In a fluorescent lamp, the voltage must be regulated because the current in the gas discharge

causes resistance to decrease in the tube. The AC voltage will cause the current to climb on its

own. If this current isn’t controlled, it can cause the blow out of various components.

3.9.5 NEWER DESIGNS:

Today, the most popular fluorescent lamp design is the “rapid start” lamp. This design works the

same as the basic design described above, but it doesn't have a starter switch. Instead, the lamp's

ballast constantly channels current through both electrodes. This current flow is configured so that

there is a charge difference between the two electrodes, establishing a voltage across the tube.

Another method used in instant-start fluorescent lamps, is to apply a very high initial voltage to

the electrodes. This high voltage creates a corona discharge, which causes an excess of electrons

27

on the electrode surface that forces some electrons into the gas. These free electrons ionize the

gas, and almost instantly the voltage difference between the electrodes establishes an electrical

Arc.

There are many different types of fluorescent lamps but they all work in the same basic way: An

electric current stimulates mercury atoms, which causes them to release ultraviolet photons.

These photons in turn stimulate a phosphor, which emits visible light photons

3.10 BRIEF HISTORICAL BACKGROUND OF AGL

In the early days of night flying, airfield ground lighting installations were naturally designed to

illuminate the airfield to simulate as far as possible daytime conditions, which could be

successful only on small airfields and only if visibility was good.

Airfield ground lighting systems have been developed since the early 1940,s to aid in the safe

and efficient movement of aircraft both on the ground and in-flight.

The patterns, which have evolved, are in use with only minor variations throughout the world

ensuring that pilots of an aircraft, whether Military or Civil, can really recognize these patterns

and assess their altitude, and range with the minimum effort. The modern Airfield ground

lighting (AGL) is very flexible in nature. Now It can work within both day and night time, this

modern installation can be used to signal information to the pilot to enable him, if only if he

wishes to land, Line up with the runway, Approach at the correct speed, rate of descent and

altitude To touch down as near as possible to the correct spot on the runway. This information

must be installed in such a manner that interpretation by the pilot is instantaneous since speed of

modern heavy aircraft leaves very little time for corrective action and the pilot has no time to

divert attention to his instruments when flying a visual approach.

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Fig 3.12. Picture of an AGL Touch Down Zone Light.

i DEFINITION AND FUNCTION OF AGL

International Civil Aviation Authority (ICAO) define Airfield ground lighting as any light

specially Provided as an aid to air navigation, other than the light displayed on an aircraft.

 The primary purpose of Airfield lighting system is to assist the pilot or an aircraft to determine

its position relative to the aerodrome landing space to enable him to make a safe landing and to

permit the plane to be guided into position for effective handling of passengers and cargo.

ii TYPES OF AIRFIELD GROUND LIGHTING (AGL) FIXTURES

Approach Lights, Approach High Intensity, Approach High Intensity Red, Approach Low

Intensity, Precision Approach Path Indicator (PAPI), Runway Centre Line Light, Runway Edge

Light, Runway Edge High Intensity, Runway Edge Low Intensity, Runway End Light, Touch

Down Zone Light, Threshold Light, Taxiway Centre Line Light, Taxiway Edge Light, Runway

Guard Light, Airport Identification Beacon. Before talking on few below of the above listed,

We carry out some maintenance work on the AGL circuit within the collage, and were also

taught how to prevent fault that could be control. From the Switching and Monitoring integrated

diagrams See Fig. 3.13 below:

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Fig.3.13A. Picture of a Switching and Monitoring integrated diagrams

Fig. 3.13B. Picture of a Switching and Monitoring integrated diagrams

iii Runway touchdown zone (TDZ) lighting is provided for in the touchdown zone for a

Precision approach runway, Cat II or Cat III. Runway touchdown zone lighting is only

provided in Conjunction with Supplementary high intensity approach lighting. Touchdown

zone lighting provides the pilot with a "mat" of white light indicating and giving texture to

the runway surface during poor visibility. It also prevents the runway from appearing as a

"black hole" after passing over the high intensity and Supplementary approach lighting

system. The TDZ lights are White in Colour.

30

 

Fig. 3. 14A Touchdown Zone Light picture/ diagram

Fig.3.14B. Touchdown Zone Light ON view Fig.3.14C AGL practical view

iv PAPI consists of a unit with four (4) lights arranged in an orderly pattern on either side of the

approach runway from the end and gives a more definitive indications of the approach slope using a

set of electronic devices.

By utilizing the colour scheme indicated the pilot is able to ascertain the approach angle relative

to the proper glide slope

Fig.3.15A. PAPI light diagram

31

V. How PAPI work?

• If an approaching aircraft (intending to touch down at the airport/aerodrome), you will see the

following indications as you approach the runway:

• If you are on the proper glide path (usually three degrees), you will see two white lights on the left

side of the PAPI light bar and two red lights on the right side.

• If you are slightly above the proper glide path, you will see three white lights on the left and one red

light on the right.

• If you are well above the proper glide path, you

• Will see four white lights.

• If you are slightly below the proper glide path, you will see one white light on the left and three red

lights on the right.

• If you are well below the proper glide path, you will see four red lights.

Fig.3.15B. PAPI illustration

32

Vi. APPROACH LIGHTS

The final approach and landing of an aircraft is one of the most crucial stages of any flight.

Radio/navigation aids are frequently provided to the pilot to have access to information via

instruments to assist him. Airfield lighting system provides additional visual cues from outside

the cockpit. The visual cues should be available in both day and night and in varying weather

conditions. Approach lights form part of the complete airfield lighting system pattern where high

or low intensity approach systems may be provided.

Fig.3.15A. Approach light systems diagram Fig.3.15B. Approach light picture

However, the basic objectives of Approach light systems to assist pilot to:

Locate the airport, Determine the runway end in use, Align the aircraft with the runway

centreline, Assess the distance to the runway threshold, Assess roll or tilt (by providing an

artificial horizon), Assess the approach angle.

Fig. 3.15 practical view of approach light Fig. 3.15 practical view of approach angle

33

3.10. 1 CAUSES OF FAULT IN TELEPHONE LINES

Most of the telephone wiring cable in the college are exposed to environmental factors such as

rainfall, sunshine, temperature etc and it reduces the life spans of these cables.

Fig.3.16A. picture of an exposed telephone lines outside

3.10.2 SOLUTIONS ON HOW TO MAINTAIN TELEPHONE LINES

From time to time there should be field work (inspection), to repair or replace these cables.

Fig.3.16B. Picture of the telephone line feeder Fig.3.16C. Picture of the control office

3.11 DIFFERENCES BETWEEN A PRIME FOCAL DISH AND AN OFFSET

SATELLITE DISH

34

The difference between the offset satellite dish and prime focal (prime focus) dish is the way the

signal reflects from the surface and where it gets concentrated.  We work on the two practically.

I. Prime Focus Dishes: the signal reflects from the satellite dish and concentrates towards

the center, where the LNB is mounted to catch the signal.

II. Offset Dishes are designed with an offset angle.  Usually set at 21-degrees.  With this

design, the signal reflects from the dish and concentrates towards the bottom of the satellite dish

instead of the center of the satellite dish.  See the pictures below:

Fig 3.17A. Prime Focus Dish Fig 3.17B. Offset Dish

3.12 AIR CONDITIONERS

Air conditioning includes the cooling and heating of air, cleaning it and controlling its moisture

level, conditioning it to provide maximum indoor comfort. An Air Conditioner transfers heat

from inside of a building, where it is not wanted, to the outside. Refrigerant in the system absorbs

35

the excess heat and is pumped through a closed system of piping to an outside coil. A fan blows

outside air over the hot coil, transferring heat from the refrigerant to the outdoor air.

Because the heat it removed from the indoor air, the indoor area is cooled.

The major parts of an air conditioner manage refrigerant and move air in two directions: indoors

and outside:

• Evaporator coil – it absorbs warm heat

• Condenser coil – Rejects the hot heat

• Expansion valve - regulates refrigerant flow into the evaporator

• Compressor - A pump that pressurizes refrigerant

Fig. 3.18A. Parts of an Air conditioner Window Unit. Fig. 3.18B.

Fig. 3.16C. Refrigeration Cycle Fig. 3.16D.

36

The cold side of an air conditioner contains the evaporator and a fan that blows air over the

chilled coils and into the room. The hot side contains the compressor, condenser and another fan

to vent hot air coming off the compressed refrigerant to the outdoors. In between the two sets of

coils, there's an expansion valve. It regulates the amount of compressed liquid refrigerant moving

into the evaporator. Once in the evaporator, the refrigerant experiences a pressure drop, expands

and changes back into a gas. The compressor is actually a large electric pump that pressurizes the

refrigerant gas as part of the process of turning it back into a liquid. There are some additional

sensors, timers and valves, but the evaporator, compressor, condenser and expansion valve are

the main components of an air conditioner.

All air conditioners, whether they’re small window units or central systems like split ACs, work

on a similar principle:

A refrigerant gas (“Freon”) is run through a compressor, increasing the pressure and temperature

of the gas. The hot gas then runs through a condenser outside the building. The condenser allows

the gas to cool enough to condense into a liquid.

The liquid then runs through an expansion valve. It evaporates and becomes a cold, low-pressure

gas. The cold gas then runs through the evaporator that allows it to absorb heat from and cool

down the air inside.

The cleaning function of air conditioners is performed by filters, which remove dust from the air.

The filters are placed in front of the evaporator as it sucks the air.

37

3.12.1 SPLIT AIR CONDITIONER INSTALLATION

Split air conditioner installation involves the setup of the indoor and outdoor units. A split air

conditioner is also referred to as a ductless or mini split air conditioner. It is easier to install,

requiring a hole to join the wiring between the indoor unit and the outdoor compressor.

To install a spit air conditioner, you'll need the tools, materials and steps necessary listed below.

You should also follow any additional installation instructions specific to the split air conditioner

unit that you have purchased to ensure its proper functioning and use.

Step 1: Take the Split Air Conditioning out of Packaging

Remove the split air conditioning unit from the packaging and place the indoor unit next to the

space where it will be mounted. The outdoor unit should be placed next to an adjacent wall

where a hole will be drilled.

Step 2: Drill a Hole in Wall for Indoor Unit

Before mounting the indoor unit, drill a large hole through which to feed the connection wiring

from the indoor unit to the outdoor unit. The hole should be just large enough to feed the wiring

and connections but too large to contribute to energy loss. Use pieces of fiberglass insulation to

seal the area around the hole.

Step 3: Install the Indoor Unit

38

Attach the indoor unit to the wall to any wall mounts that accompanied the packaging. The

indoor unit should be secured to the wall and be placed in an area that permits the maximum

amount of air flow.

Step 4: Connect Wires and Connectors

Once the indoor unit has been installed, take the wires and other connectors that have been fed to

the outside through the hole and connect to the back of the outdoor unit. Place the outdoor unit in

place and secure. Once secured, plug the unit into any nearby electrical outlet and run the system

in order to test the connections. Make any adjustments necessary to run the air conditioner

properly.

3.13 CEILING FAN

A Ceiling Fan is a mechanical device used to circulate air around a room and to provide cooling.

Its main components include an electric motor (induction motor) with housing, blades and irons

to hold them in place, a down-rod or other mounting device and trim pieces.

In a ceiling fan, the capacitor is used to give the starting torque to motor for run. This is because

we need a rotating type of magnetic field to the motor to run.

Most ceiling fans have three blades made from solid wood, plywood and metal. The flat blades

are attached to an electric motor. The motor, most commonly, has several speeds and can often

be operated in a clockwise direction or counter clockwise direction. The fan blades are normally

positioned at an angle to the vertical axis of the motor. The result of the angled blades turning is

that air will be gathered by the leading edge of the blade and forced to the trailing edge and a

39

breeze is felt coming off of the trailing edge. Within an enclosed environment such as a room in a

home or business, the ceiling fan can be used to accelerate the distribution of warm or cooled air

within the defined space, reducing energy bills and improving comfort.

Ceiling Fans are only appropriate in rooms with Ceilings at least eight feet high. Fans work best

when the blades are 7 – 9 feet above the floor and 10 – 12 inches below the ceiling and 18 inches

from the walls.

Fig. 3.19A. Electrical connections on a Ceiling fan Fig 3.19B. Ceiling Fan regulators.

40

CHAPTER FOUR

EXPERIENCE GAINED FROM THE TRAINING AND ITS APPLICATIONS IN

FUTURE CARRIER

4.1 INTRODUCTION

At NCAT, I gained a valuable amount of practical knowledge in the Electrical Engineering field

as an industrial trainee. The experience gained from this attachment has made me physically

equipped with the required practical knowledge to handle Electrical faults and general

maintenance work on the various topics highlighted in my chapter three.

4.2 EXPERIENCE GAINED

At my place of Industrial attachment, the practical experience gained can be summarized into the

following:

How to conduct a good Electrical wiring installation for both surface and conduit wiring

scenarios.

How to differentiate and use the right cable sizes for the right Electrical installation work.

These cables and their sizes can be categorized according to the following use as shown

in the table 4.1.

41

Physical view of Electrical installation Cables

Cable size Electrical uses

1.0mm2 1.0mm2 is used for lighting circuits up to

a maximum of 1200 watts.

Three core and earth wire is available to enable two/ three way switching

2.5mm2 2.5mm2 is used for sockets, ring circuits or for an immersion heater / storage heater up to 20 AMPS.

4.0mm2 4.0mm2 is used for Air conditioners and Electric cooker units.

Table 4.1 Electrical Installation Cables

I also learnt how to maintain and replace damaged Electrical fittings like Distribution

board, MCBS, ELCBs, Ceiling rose, Cut-out Fuse, One-way and Two-way switches, 13A

and 15A Sockets, Ceiling Fan and Fan regulators.

Among other things, I learnt how to troubleshoot practical problems in Air conditioners

for both Window units and Split Air Conditioners; installation of; maintaining

Fluorescent fittings and testing circuit components.

42

4.3 APPLICATION IN FUTURE CAREER

From the experience gained at the works department of the Nigerian College of Aviation

Technology (NCAT), Zaria, I am mentally equipped with the required practical knowledge to

affectively practice my profession as an Electrical Engineer in the Engineering field.

This experience gained is applicable to Electrical engineering firms I may find myself working

for, in the nearest future. Firms like J&J, Julius Berger and many other private Electrical

Engineering outfits anywhere in the world.

As an Engineer in the making, this experience gained at NCAT can be applied in supervision of

Electrical projects, interpreting wiring diagrams and Electrical installations in the nearest future.

43

CHAPTER FIVE

LIMITATIONS, DIFFICULTIES, CONCLUSION AND SUGGESTIONS TO FUTURE

SIWES STUDENTS

5.1 INTRODUCTION

This chapter explains the limitations, difficulties and conclusion drawn from my

experience at the Nigerian College of Aviation Technology (NCAT), Zaria.

5.2 LIMITATIONS OF THE TRAINING

The following were the limitations faced during my training at NCAT.

1. Industrial Trainees were not allowed access to some site jobs due to security

Restrictions at the site to known staff.

2. Industrial Trainees were not given access to the internet facilities available; only staff

had access to such services.

3. Industrial Trainees were not allowed to carry out maintenance without the

authorization and supervision of a qualified Engineer.

5.3 DIFFICULTIES FACED DURING THE TRAINING

The difficulties faced during my training at NCAT were:

1. At the time of my Training, the department had no site vehicle to convey staff and

tools to the site where jobs are to be done. Staff had to use public transportation to get

to the job site.

44

2. The Electrical Section of the ATE Department was faced with inadequate staff; which

affected the time of completion of the jobs at hand. Some Jobs had to be postponed

for others to be completed.

3. Power outage constituted a major difficulty in the completion of Electrical

installations and maintenance at other job sites belonging to the college.

5.4 CONCLUSION

In conclusion, there are many things that I have experienced and learnt during the six

month SIWES programme at the Nigerian College of Aviation Technology (NCAT),

Zaria. The whole training was very interesting, instructive and challenging. Through this

training I was able to gain more comprehensive understanding about the real industry

working condition and practice. All of this valuable experience and knowledge that I

have gained were not only acquired through the direct involvement in task given but also

through other aspect of the training such as work observation, interaction with colleagues,

superior, and other people related in the field. On this note, I am very sure that the

industrial training programme has achieved its primary objectives. It’s also the best way

to prepare students to face the real working experience.

5.5 SUGGESTIONS TO FUTURE SIWES STUDENTS

My advice to future SIWES students is that they should take advantage of the available

engineering facilities and qualified professionals at the Nigerian College of Aviation

Technology (NCAT), Zaria, to learn standard Engineering practice to the benefit of their

career in Engineering.

45

Learning requires humility and patience. Student should endeavor to be regular, punctual

to work and obedient to superiors to create a conducive environment for interaction

between the student and the qualified Professionals on the job.

46

REFERENCES

1. Logbook

2. Nigerian College of Aviation Technology (NCAT), Zaria. (www.ncat.gov.ng)

3. www.google.com.ng

4. www.wikipedia.org

5. http://electricalinstallatioblog.blogspot.com

47

STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES) TECHNICAL

REPORT

AT

NIGERIAN COLLEGE OF AVIATION TECHNOLOGY (NCAT)

ZARIA

APRIL - SEPTEMBER, 2013

PRESENTED BY

JOHNSON FATOMA

MATRIC NO. U10EE2031

DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING

FACULTY OF ENGINEERING

AHMADU BELLO UNIVERSITY, ZARIA

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF

BACHELOR OF ENGINEERING (B.ENG) DEGREE IN ELECTRICAL AND

COMPUTER ENGINEERING

MARCH, 2014.

1

DECLARATION

I, JOHNSON FATOMA hereby declare that this SIWES Technical Report was written by me

and it contains details of the experience gained at the Nigerian College of Aviation Technology

(NCAT), Zaria, from April 2014 to September 2014 under the supervision of Engr. John Ali and

Engr. Mrs. M.B.Mu’azu of the Electrical and telecommunication section of the ATE department.

All sources of information are specifically acknowledged by means of reference.

JOHNSON FATOMA Date

U10EE2031

1

CERTIFICATION

This is to certify that JOHNSON FATOMA of Electrical and Computer Engineering

Department, Ahmadu Bello University, Zaria with matriculation No. U10EE2031 underwent his

six months Students Industrial Work Experience Scheme (SIWES) at Nigerian College of

Aviation Technology, Zaria from April, 2013 to September, 2013.

…………………… ……………………… …………………………….. Engr. K.A. ABUBILAL (SIWES Supervisor) Date

…………………………………………… ……………………………….. Engr. Y. JIBRIL (I.T Coordinator) Date

……………………… ……………………… …………………………….. Dr. B.M MU’AZU (Head of Department) Date

1

DEDICATION

This work is dedicated to Almighty God who gives me strength and the wisdom in the course of

this work, also my parents, who was always on my side to see me excel and to my supervisor.

1

ACKNOWLEDGEMENT

I am thankful to the Almighty God for good health, sound mind and guidance during and after

the completion of my SIWES programme at Nigerian College of Aviation Technology, Zaria.

I will also like to express my sincere appreciation to all the staff I was privileged to work with,

who gave me the training and provided a conducive environment for my SIWES training at the

Works department at Nigerian College of Aviation Technology, Zaria.

I am greatly indebted to my parents, Redeemed Christian Church of God (RCCG) family, Mr.

and Mrs. Johnson Fatoma, Mr. and Mrs. Niki Tobi, Ahmadu Bello University (ABU) community

and some good Nigerians for theirs financial and moral support during the course of the

programme.

I also want to thank everyone that contributed to the success of my industrial training; my

industrial supervisors, my colleagues, and my SIWES Supervisor.

\

1

ABSTRACT

This report covers a review of work undertaken during my Student Industrial Work Experience

Scheme (SIWES) at the Nigerian College of Aviation Technology (NCAT), Zaria, Kaduna State.

The Nigerian College of Aviation Technology, Zaria is an institution that is well established in

almost all fields of the engineering endeavour, especially in Electrical and Telecommunication

Engineering. During my industrial training at NCAT, I was posted to the Electrical Section of the

P.S.E.M (Power System Equipment Maintenance) and the C.E.M (Communication Equipment

Maintenance) Department at the A.T.E (Aeronautical Telecommunication Engineering) School,

the main function of which is to carry out installation of Airfield Lighting Simulator, power

inverter, training kit, repairs and maintenance of Electrical machines, Generator, Electrical

fittings and appliances. I was permanently involved in field work, because it was the nature of

my industrial training at NCAT. I learnt the required technical skills and approach to solve

Electrical power faults as they arise.

During the period of my Industrial Training with the Nigerian College of Aviation Technology

(NCAT), Zaria, I participated in the following:

Workshop Practice and Safety, Electrical Control, Electrical Problems Troubleshooting,

Electrical Installation, Repair and Maintenance, Construction and design of a power inverter,

learned how to build a Transformer, and also learned the safety precaution when carrying out an

Installation of a Telecommunication set, with Repair and Maintenance. Furthermore it was very

clear on how to carry out the Repair and Maintenance of an A.G.L.S (Airfield Ground Lighting

Simulator),

1

LIST OF FIGURES

FIGURES PAGE

Fig. 1.1 ATE School Building 10

Fig. 2.1 ATE Department Organogram 11

Fig. 3.1 Distribution of Electricity to consumer homes 16

Fig. 3.2 Cable Connections in a Ceiling Rose 18

Fig. 3.3 One-gang Two-way Switch 18

Fig. 3.4 Two-gang Two-way Switch 19

Fig. 3.5 Wiring Connections in an Electrical Junction Box 21

Fig. 3.6 3-Phase Distribution Board 22

Fig. 3.7 Single Phase Distribution Board 22

Fig. 3.8 Wiring Connections in the Distribution Board 22

Fig 3.9 Earth Leakage Circuit Breakers (ELCBs) 24

Fig. 3.10 20A Miniature Circuit Breakers (MCB) 25

Fig. 3.11 A Fluorescent Circuit 26

Fig. 3.12 Picture of an AGL Touch Down Zone Light 29

Fig. 3.13 Picture of a Switching and Monitoring integrated diagrams 30

Fig. 3.14 Touchdown Zone Light picture/ diagram 31

Fig. 3.15 PAPI light diagram 31

Fig. 3.16 Approach light systems 33

Fig. 3.17 picture of an exposed telephone line outside 34

Fig. 3.18 Prime Focus Offset Dish 35

Fig. 3.19 Parts of an Air Conditioner Window Unit 36

Fig. 3.20 Refrigeration Cycle 36

Fig.3.21 Electrical Connections on a Ceiling Fan 40

1

TABLE OF CONTENT

Title Page l

Declaration ll

Certification lll

Dedication lV

Acknowledgement V

Abstract Vl

List of Figures Vll

CHAPTER ONE: GENERAL INTRODUCTION

TABLE PAGE

1.1 PREAMBLE 1

1

1.2 OBJECTIVES OF SIWES 2

1.3 MOTIVATION FOR SELECTING NCAT 2

1.4 TRAINING METHODOLOGY IN SIWES PLACE 3

1.5 REPORT OUTLINE 3

CHAPTER TWO: THEORITICAL BACKGROUND OF THE SELECTED SIWES AREA

2.1 INTRODUCTION 5

2.2 BRIEF HISTORY OF THE NIGERIAN COLLEGE OF AVIATION TECHNOLOGY (NCAT) 6

2.2.1 LOCATION 7

2.2.2 OBJECTIVES 8

2.3 AERONAUTICAL TELECOMMUNICATION ENGINEERING SCHOOL 9

2.3.1 ORGANOGRAM OF AERONAUTICAL TELECOMMUNICATION ENGINEERING

DEPARTMENT IN NCAT 11

2.3.2 POWER SYSTEM MAINTENANCE DEPARTMENT (PSM) 12

2.3.3 COMMUNICATION EQUIPMENT MAINTENANCE LABORATORY (CEM) 12

1

2.3.4 GENERAL ELECTRONICS AND COMPUTER LABORATORY (GEC) 12

2.3.4 GENERAL ELECTRONICS AND COMPUTER LABORATORY (GEC) 12

2.3.5 NAVIGATION-AIDS DEPARTMENT (NAVAIDS) 12

2.3.6 RADER MAINTENANCE DEPARTMENT (RAD) 13

CHAPTER THREE: DETAILS OF THE TRAINING UNDERGONE IN THE SIWES PLACE

3.1 INTRODUCTION 14

3.1.1 ELECTRCITY 15

3.2 DISTRIBUTION OF ELECTRICITY TO CONSUMER HOMES/LABORATORY 15

3.3 INSTALLATION OF A CEILING ROSE 16

3.4 INSTALLATION OF 2-WAY SWITCH ON A POINT OF LIGHT 17

3.5 AN ELECTRICAL JUNCTION BOX IN SURFACE WIRING 19

3.5.1 INSTALLING THE JUNCTION BOX 19

3.5.2 MATERIALS NEEDED FOR INSTALLING A JUNCTION BOX 21

3.6 ELECTRICAL DISTRIBUTION BOARD 21

3.7 EARTH LEAKAGE CIRCUIT BREAKERS (ELCBs) 22

1

3.7.1 HOW AN ELCB OPERATES 23

3.7.2 HOW TO TEST AN ELCB 24

3.8 MINIATURE CIRCUIT BREAKERS (MCB) 25

3.9 HOW A BASIC FLUORESCENT LAMP WORKS 25

3.9.1 GENERAL DESIGN 25

3.9.2 GENERAL OPERATION 26

3.9.3 THE STARTER 27

3.9.4 THE BALLAST 27

3.9.5 NEWER DESIGNS 27

3.10 BRIEF HISTORICAL OF AGL 28

3.10. 1 CAUSES OF FAULT IN TELEPHONE LINES 33

3.10.2 SOLUTIONS ON HOW TO MAINTAIN TELEPHONE LINES 33

3.11 DIFFERENCES BETWEEN A PRIME FOCAL DISH AND AN OFFSET

SATELLITE DISH 33

1

3.12 AIR CONDITIONERS 35

3.12.1 SPLIT AIR CONDITIONER INSTALLATION 37

3.13 CEILING FAN 39

CHAPTER FOUR: EXPERIENCE GAINED FROM THE TRAINING AND ITS APPLICATIONS IN FUTURE CARRIER

4.1 INTRODUCTION 41

4.2 EXPERIENCE GAINED 41

4.3 APPLICATION IN FUTURE CAREER 43

CHAPTER FIVE: LIMITATIONS, DIFFICULTIES, CONCLUSION AND

SUGGESTIONS TO FUTURE SIWES STUDENTS

5.1 INTRODUCTION 44

5.2 LIMITATIONS OF THE TRAINING 44

5.3 DIFFICULTIES FACED DURING THE TRAINING 44

5.4 CONCLUSION 45

5.5 SUGGESTIONS TO FUTURE SIWES STUDENTS 45

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