PRODUCTION OF BAR SOAP AND EMULSION PAINT

BY

OYEHAN, OREOLUWA CHRISTIANAH

(205217)

SUBMITTED TO

THE DEPARTMENT OF CHEMICAL ENGINEERING

FACULTY OF ENGINEERING AND TECHNOLOGY

AS PART OF THE CONDITIONS FOR THE COMPLETION

OF 2021/2022 STUDENTS’ WORK EXPERIENCE
PROGRAMME (SWEP) FOR FET 200 CHEMICAL
ENGINEERING STUDENTS.

JUNE 2023.
 CERTIFICATION
This project report with the title, Assessment of Microstructure and Mechanical Properties

of Aluminium Alloy Based Metal Matrix Reinforced with Silicon Carbide and Aluminium

Oxide Submitted by MAKINDE, Afolabi Lukman AAA1900073 has satisfied the

regulations governing the award of the master degree M. TECH in Mechanical

Engineering Ladoke Akintola the University of Technology, Ogbomosho.

______________________ _________________

Supervisor Date

Dr. L.O. Mudashiru

Reader

Department of Mechanical Engineering

Ladoke Akintola University of Technology

Ogbomoso, Nigeria.
SUMMARY
TABLE OF CONTENTS
LIST OF FIGURES
LIST OF TABLES
LIST OF PLATES
APPENDIX
 INTRODUCTION
 What is Swep
The phrase "Student Work Experience Program" (SWEP) is frequently used to refer to
several initiatives that offer pupils the chance to earn employment while still enrolled in
school. The specifics and structure can change depending on the educational institution or
group sponsoring the program. Here are a few typical SWEP characteristics and
advantages:

Cooperative Education (Co-op) Programs: Co-op programs are an element of the

curricula at several colleges and universities. Typically, these programs rotate between
academic study terms and job terms relevant to the student's subject of study. Students gain
practical experience in real workplaces that allows them to use what they learn in school
and develop their professional skills.

Co-op programs frequently offer beneficial networking possibilities and could even result
in offers of full-time employment after graduation.

Programs for Internships: Another type of SWEP is an internship, in which students

work for a certain amount of time at a business or organization associated with their
subject of study. Part-time or full-time internships can be undertaken during semester
breaks or during a specific time during the academic year. Students can gain practical
experience, exposure to industry standards, and a chance to expand their professional
networks through internships.

Work-Study Programs: A few academic institutions provide work-study opportunities

that let students work part-time on campus or for related businesses. Through getting real-
world experience, these programs assist students in financing their studies. Work-study
employment can range from administrative responsibilities to research or teaching
assistantships, depending on the student's skills and the institution's options.

Career Development and Skill Advancement: SWEPs generally include career

development and skill advancement components. This can involve workshops, seminars, or
training sessions to improve job search skills, resume writing, interview techniques, and
overall professional development. SWEPs may also give mentorship opportunities or
access to industry professionals who can offer assistance and support.

The principal purpose of SWEPs is to bridge the gap between academic learning and the
practical skills necessary in the workforce. By assisting students in exploring professional
possibilities and making educated decisions about their future trajectories, these programs
hope to increase their employability. Additionally, SWEPs can mutually benefit companies
as they obtain access to motivated and talented students who can contribute to their
organizations while acquiring significant experience.
  Aims and Objectives
The program's goals and objectives may change depending on the school or
organization running the Student Work Experience Programme (SWEP). The
following, however, are typical SWEP goals and objectives:

Enhancing Employability: By giving students real-world work experience to

supplement their classroom learning, SWEPs hope to increase students'
employability. Students can learn industry-specific skills, experience real-world
workplaces, and comprehend the labor market requirements through SWEPs.

Bringing Theory and Practise Together: SWEPs combine the theoretical

knowledge learned in the classroom with practical application in professional
contexts. Students can see how the ideas and theories they've learned apply in
actual circumstances by participating in work experience. They have a greater
comprehension of their area of study and its applications.

SWEPs are designed to help students develop their technical and transferable
abilities. While transferable skills like communication, teamwork, problem-solving,
and time management can be cultivated in a professional job setting, technical
skills specific to their subject of study can be enhanced through practical practice.
To compete and adapt in the job market, students must be equipped with a wide
range of abilities.

Career exploration: SWEPs allow students to research numerous businesses and

career options. Students can learn about various work settings, industry practices,
and job duties by working in multiple organizations or roles. Their exposure
enables them to make wise career decisions and comprehend the abilities and
credentials required for various jobs.

Networking and establishing contacts in the business world: SWEPs help students
network. Students can create meaningful connections that may result in mentorship,
referrals, or future employment prospects by engaging with experts in their field.
Creating a professional network is essential for career advancement, and SWEPs
give students a place to do this.

Personal Development and Confidence Building: SWEPs are designed to help

students develop personally and their confidence. Students build confidence in their
skills and a sense of professionalism by effectively navigating job problems, taking
on responsibilities, and producing positive results. This individual development
may positively affect their overall development outside of the workplace.

Industry and Community Engagement: Educational institutions and industry

partners frequently work together on SWEPs. This collaboration fosters a win-win
situation where organizations offer mentorship and hands-on learning
opportunities, and students contribute their talents and novel viewpoints. SWEPs
might support neighborhood businesses, organizations, or projects to give back to
the neighborhood.
It's crucial to remember that while SWEPs have several common goals and
objectives, the precise objectives may change based on the educational institution,
the topic of study, the program structure, and the needs of the local business.
 Organizational Structures of the Ch.E. Department
Chemical Engineering department of the faculty of Engineering and technology,

Ladoke Akintola University of technology, Ogbomoso came into existence with the

creation of the University in 1990.It is am0ong the seven Engineering department in the

faculty of Engineering and technology. The department has a block housing the Head of

department and departmental office; and a ten (10) room block of offices which

accommodates its academic staff. Also the department has various laboratories such as the

L. A. Gbadamosi, Reaction Laboratory, and Chemical Engineering Laboratory. Presently,

the Head of Department is Dr. Daud Araromi and the Examination officer is Dr. Abass

Alade. There are twenty-three academic staff with ten technical staff and four

administrative staff. There are various statuses in the department which includes;

1.3.1 Status of the Academic Staff

i. Professor ii. Reader

iii. Associate Lecturer iv.

Senior Lecturer/H.O.D

v. Lecturer I&II

1.3.2 Status of the Technical Staff

i. Chief Technologist ii.

Principal Technologist

iii. Senior Technologist iv.

Technologist II

v. Senior Lab. Supervisor

vi. Laboratory Supervisor

1.3.3 Status of the Administrative Staff

i. Senior Confidential Secretary

ii. Chief Typist iii. Chief

Clerical Officer iv. Senior Office

Assistant

The mission of the department is to develop high quality program of teaching and research

environmental industries and to educate future generations of our discipline.

1.4 Facilities Installed

Below is the list of the facilities installed

i. Terminal velocity Equipment ii. Shell

and Tube Exchanger iii. Film and drop-wise

condensation equipment iv. Osborne Reynolds

v. Fractional Distillation Column vi.

Mixer

vii. Distilled water production unit

viii. Fluidized bed ix.

Hydraulic bench