A TECHNICAL REPORT

ON

STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME(SIWES)

UNDERTAKEN AT

NATIONAL CENTRE FOR ENERGY AND ENVIRONMENT

UNIBEN UGBOWO CAMPUS, BENIN CITY, EDO STATE.

BY

ADEBAYO ADESOLA EMMANUELLA

MATRIC NO: LSC2006976

SUBMITTED TO THE DEPARTMENT OF MICROBIOLOGY, FACULTY OF LIFE

SCIENCES, UNIVERSITY OF BENIN, BENIN CITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF

BACHELOR OF SCIENCE(B.Sc.) DEGREE IN MICROBIOLOGY

JANUARY- APRIL, 2024.

 CERTIFICATION
This is to certify that Adebayo Adesola Emmanuella, a student of Microbiology, Faculty of Life

Sciences, University of Benin carried out her three months Industrial Training Programme at

National Centre for Energy and Environment, (NCEE), University of Benin, Benin City.

Mr. Ehigiegba A. Thompson

I.T Supervisor

Miss Patience Osariemen Osarugue

I.T Coordinator

Mrs Helen Obiazi

Head Of Department

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 DEDICATION

I’m ecstatic to pledge this report to the Almighty God, who has been my definitive source of

delight, inspiration, erudition, great wellbeing and for seeing me through the prosperous months

of my SIWES program. I would also like to dedicate this report to my ever loving and caring

mother for her unwavering support throughout my SIWES program.

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 ACKNOWLEDGEMENT
I wish to register my profound gratitude to GOD Almighty for His Guidance and Grace
throughout my life.

My appreciation goes to SIWES for organizing this programme which enabled me to develop
superb industrial skills and techniques related to my field of study in order to enable me to
prepare for the industrial field after graduation.

I’m extremely grateful to the entire Staff of National Centre for Energy and Environment, Benin
City, the Director, Dr. Biose Osadebe, the Head of my Unit, Ecotoxicology and Environmental
Forensic Unit, Mr. Ehigiegba Thompson, my I.T. co-supervisor, Mr. Akin (EcotoxicologyUnit),
Mr. Otobo (Laboratory), Miss Shellaand Mrs. Selena (Solar Unit) for their consideration,
thoughtfulness, attention and for making my industrial training interesting, educative and
valuable.

My special gratitude goes to my remarkable H.O.D., Mrs. Helen Obiazi and the staff of the
Department of Microbiology who ensured this programme took place. I specially appreciate my
astounding IT supervisor, Miss Patience Osariemen Osarugue for his boundless support and
indulgence, I also appreciate all the amazing lecturers in my department for the immeasurable
knowledge they passed to my colleagues and I.

To my dear colleagues that made my SIWES programme fascinating and worth-while, Samuel,
Favor Unuabor, Annette, Augustine, David, Favor, Emmanuella. I love you all.

Lastly, My appreciation goes to Mr. Ehigiegba Thompson for his support and advice.

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 TABLE OF CONTENTS
Title Page -----------------------------------------------------------------------------------------------------i

Certification--------------------------------------------------------------------------------------------------ii

Dedication ----------------------------------------------------------------------------------------------------iii

Acknowledgement ------------------------------------------------------------------------------------------iv

Table of Contents ----------------------------------------------------------------------------------------v-viii

List of Figures -----------------------------------------------------------------------------------------------ix

List of Tables ------------------------------------------------------------------------------------------------ix

List of Plates -----------------------------------------------------------------------------------------------ix-x

Abstract -------------------------------------------------------------------------------------------------------xi

CHAPTER ONE: ABOUT INDUSTRIAL TRAINING FUND (I.T.F) AND THE

COMPANY

1.0Introduction to SIWES ---------------------------------------------------------------------------------1

1.1History and Scope of SIWES --------------------------------------------------------------------------2

1.2 Aim and Objectives of SIWES ------------------------------------------------------------------------3

1.3 Roles of the Bodies involved in the Management of SIWES -------------------------------------4

1.4 Board of Study of IT/SIWES Directorate ------------------------------------------------------------8

1.5 Benefits and Importance of SIWES -------------------------------------------------------------------9

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1.6 Brief History of National Centre for Energy and Environment ----------------------------------10

1.7 Location --------------------------------------------------------------------------------------------------11

1.8 Mandate, Vision and Mission Statement ------------------------------------------------------------11

1.9 Functions of the Centre --------------------------------------------------------------------------------12

2.0 Organizational Structure of the National Centre for Energy and Environment ----------------14

2.1 Research at the Centre ---------------------------------------------------------------------------------15

CHAPTER TWO: DETAILED INTERN’S ROLES AND DAILY ACTIVITIES

CHAPTER THREE: LECTURES AND PRESENTATIONS

3.0 Lecture 1 -------------------------------------------------------------------------------------------------16

3.1 Lecture 2 -------------------------------------------------------------------------------------------------19

3.2 Lecture 3 -------------------------------------------------------------------------------------------------22

3.3 Culture Media -------------------------------------------------------------------------------------------28

3.4 Preparation of Agar Plate ------------------------------------------------------------------------------31

3.5 Culturing of Microorganism---------------------------------------------------------------------------32

3.6Basic staining techniques in microbiology---------------------------------------------------------35

3.7Atomic Absorption Spectrophotometer ------------------------------------------------------------37

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3.8High Performance Liquid Chromatography -------------------------------------------------------38

3.9Oil Air Compressor -----------------------------------------------------------------------------------39

4.0Gas Chromatograph -----------------------------------------------------------------------------------40

4.1Binocular Microscope ---------------------------------------------------------------------------------41

CHAPTER 4: SUMMARY, RECOMMENDATION AND CONCLUSION

5.0 Skills and Knowledge I Acquired -------------------------------------------------------------------40

5.1 Experience gained during my Industrial Attachment --------------------------------------------40

5.2 Recommendations -------------------------------------------------------------------------------------41

5.3 Conclusion ----------------------------------------------------------------------------------------------42

REFERENCES

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 LIST OF FIGURES
Figure 1: Organogram of the National Centre for Energy and Environment ---------------------14

Figure 2: Bioethanol production process --------------------------------------------------------------21

Figure 3: Second generation bioethanol production -------------------------------------------------21

Figure 4: Working Principles of HPLC ---------------------------------------------------------------24

Figure 5:Working Principles of AAS -----------------------------------------------------------------27

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 LIST OF PLATES
Plate 1: Front view of National Centre for Energy and Environment ------------------------------11

Plate 2: Samples of pesticide -----------------------------------------------------------------------------19

Plate 3: HPLC Complete Setup ---------------------------------------------------------------------------22

Plate 4:AAS ------------------------------------------------------------------------------------------------26

Plate 6: Practical on Gram Staining ----------------------------------------------------------------------36

Plate 7:Atomic Absorption Spectrophotometer -------------------------------------------------------37

Plate 8: High Performance Liquid Chromatography -------------------------------------------------38

Plate 9: Oil Air Compressor -----------------------------------------------------------------------------39

Plate 10: Gas Chromatograph -----------------------------------------------------------------------------39

Plate 11: Binocular Microscope --------------------------------------------------------------------------40

ABSTRACT

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The Student Industrial Work Experience Scheme established by the Federal Government of

Nigeria was aimed at exposing students of higher institutions to acquire industrial skill and

practical experience in their approved courses of study and also to prepare students for the

industrial work situation which they are likely to meet after graduation. This technical report is

based on the experiences gained during my three months of industrial training at National Centre

for Energy and Environment, Benin City, Edo State. This report highlights; The history and the

background of SIWES along with its aims and benefits. It also highlights the history, functions,

and the background of NCEE, the lectures I received, the seminars, presentation and projects I

took part in and laboratory analysis performed. I was opportune to work with the Ecotoxicology

and Environmental Forensics Unit, Environmental Pollution and Remediation Unit, the

Spectrophotometer Laboratory and Biomass Unit. These sections exposed me to a round table of

insightful knowledge in both theoretical and practical knowledge applicable to my field of study.

Most importantly it describes the activities and my experience gained during the period of my

training. Also, it states the problems I encountered and gives suggestions to the improvement of

this scheme.

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 CHAPTER ONE

ABOUT STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME(SIWES)

1.0 INTRODUCTION TO SIWES

SIWES is an acronym for Students’ Industrial Work Experience Scheme which is also known as

Industrial Training. The Student Industrial Work Experience Scheme (SIWES) is an accepted

and compulsory skill training programme which forms part of the approved academic standards

in the degree programme for Nigerian Universities, Polytechnics, Colleges of Education,

Colleges of Technology and Colleges of Agriculture.

In 1974, the Federal Government of Nigeria introduced the national policy on Industrial training,

called the Students’ Industrial Work Experience Scheme (SIWES).

This programme is under the umbrella of the Ministry of Education through the Industrial

Training Fund (ITF), was designed to help students acquire the necessary practical

education/experience in their fields of study and other related professions.

This is an effort which was created in order to bridge the existing gap between the theory taught

in the classroom and practice of science, agriculture, medicine, engineering, technology and

other professional programmes in the Nigerian tertiary institutions.

This programme is aimed at exposing the students to the use of various machines and equipment,

professional work methods and ways of safeguarding the work areas in industries as well as

other organizations and parastatals.

The programme was established basically to impact elaborate practical understanding to students

with respect to their various disciplines.

1
It is also intended that the student through a process of relation to academic knowledge and

practical industrial application would understand the underlying principles and become better

focused and acquire the practical applications towards excellence in his or her discipline.

1.1 HISTORY AND SCOPE OF SIWES

The early phase of science and technology in Nigeria was characterized by the theoretical

lectures in polytechnics and universities which have proven to be an ill method of teaching.

Students in Universities and Polytechnics graduate with little or no technical experience in their

course of study.

In the same vein, students’ inability to contribute to the society is hampering the growth and

development of our country. It was in this view that SIWES was introduced to the Industrial and

Educational sector.

SIWES (Students’ Industrial Work Experience Scheme) was established in the year 1973 in

order to improve the standard of education in Nigeria in order to achieve the needed

technological advancement.

Economists being able to evaluate the role technology plays in a country’s economy concluded

that for an economy to grow and develop there be advancement in the technology sector of the

country.

SIWES was solely funded by ITF (Industrial Training Funds) during it early stage not until it

was difficult to continue for economic stress: then the responsibility was shared between

Industrial Training Funds (ITF) and the Federal Government.

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The Federal Government took over the funding of the scheme and Industrial Training Funds took

over the managerial position by managing the funds given to them by the Federal Government in

order to sustain the scheme. SIWES (Student’s Industrial Work Experience Scheme) is a scheme

for the duration of sixteen weeks (4 months).

SIWES is done after the first year in polytechnics (ND1); and done after Second year or third

year in Universities depending on the institutions.

The effective management of Student’s Industrial Work Experience Scheme (SIWES) has been

as a result of the cooperation and well played roles of the Federal Government, ITF, Supervising

agencies. (Eniola 2020)

1.2 AIMS AND OBJECTIVES OF SIWES

 Provides the avenue for students in institutions of higher learning to acquire industrial

skills and experiences in their course of study.

 Prepare the students for the industrial work situation they’re likely to meet after

graduation.

 Expose students to work method and techniques in handling equipment and machinery

that may not be available in their institutions.

 Make the transition from school to the world of work easier and enhance students contact

for later job placement.

 Provides students with an opportunity to apply their knowledge in real work situations

thereby bridging the gap between theory and practice.

 Enlist and strengthens employers’ involvement in the entire educational process.

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  To help students appreciate the role their professions play in the society. (Onyemauwa

2020).

1.3 ROLES OF THE BODIES INVOLVED IN THE MANAGEMENT OF SIWES

There are various bodies involved in the management of SIWES in Nigeria. Each of them has its

respective roles. These bodies work utterly and together to ensure an effective and efficient

administration of the training program in Nigeria:

1. Federal Government of Nigeria

 To provide adequate funds to the Industrial Training Fund (I.T.F) through the Federal

Ministry of Trade & Investment for the scheme.

 To make it mandatory for all ministries, companies and parastatals, to offer places for the

attachment of students in accordance with the provisions of Decree No. 47 of 1971 as

amended in 2011.

2. The Industrial Training Fund (I.T.F)

 To formulate policies and guidelines on SIWES for distribution to all participating

bodies, institutions and companies involved in the scheme.

 Regularly organize orientation programmes for students prior to their attachment.

 Receive and process master and placement lists from the institutions through the

supervising agencies i.e. (N.U.C, N.B.T.E, and N.C.C.E).

 Disburse supervisory and students’ allowances by e-payment.

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  Organize biennial SIWES national conference and review meetings.

 Provide insurance cover for students on attachment.

 Provide logistics and materials necessary for effective administration of the schemes,

such documents as: I.T.F Form 8, S.C.A.F and D.E.P.F.

 Ensure the visitation of I.T.F officers to the supervising agencies, institutions,

employersand students on attachment.

 Provide information on companies for attachment and assist in the industrial placements

of students.

 Continuously review and carryout research into the scheme operations.

 Vet and process student’s logbooks and forms.

3. Supervising Agencies

The three (3) recognized supervising agencies are:

(a) The National Universities Commission

(b) National Board for Technical Education

(c) National Commission for Colleges of Education.

Their general roles are as follows:

 To ensure the establishment and accreditation of SIWES units in institutions under the

jurisdiction.

 Direct for the appointment of full-time co-coordinators.

 Ensure adequate funding of the units in all institutions.

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  Vet and approve master and placement lists of students from participating institutions and

forward same to I.T.F.

 Develop, monitor and review job-specifications in collaboration with the institutions

towards the maintenance of national minimum academic standard for all programs

approved for SIWES.

 Liaise with I.T.F and participate in the biennial national conference and other relevant

seminars, conferences, workshops and meetings.

 Research into the development of the programme in line with advances in technological

development.

 Regularly review qualified courses in collaboration with other bodies

 Collaborate with I.T.F to ensure the implementation of all Federal Govt. policies in the

scheme.

4. The Institutions

This includes Nigerian Universities, Polytechnics, Colleges of Education, Colleges of

Technology and Colleges of Agriculture all have specific industrial training roles to play in,

which are to:

 Establish co-ordination units with a separate account adequately staffed and funded to

ensure effective operation of the scheme.

 Appoint coordinators and supporting staffs.

 Register students and capture their bank details at the point of registration.

6
  Prepare and submit to the I.T.F through their supervising agencies the master and

placement lists.

 Apply job-specifications as prepared for all the accredited courses and award appropriate

credit units in accordance with Federal Govt. minimum academic standard guidelines.

 Identify placement opportunities for student’s attachment with employers.

 Organize orientations courses in collaboration with the industrial training fund for their

students.

 Submit all completed I.T.F forms to the nearest I.T.F area office.

5. Employers of Labor

These refers to the various firms, industries, companies, organizations, institutions etc where

students will carry out their internship. Their roles are to:

 Collaborate with institutions of higher learning in the preparation of job-specification for

approved courses.

 Accept training students as stipulated in I.T.F Decree No. 47 as amended (2011).

 Participate fully in the assessment of programmes and students by completing the

necessary instruments e.g. I.T.F Form 8, logbooks etc

 Allow training students have access to their facilities.  Appoint an industry-based

supervisor for students on attachment. 6. Industrial Training Students

 To register for the programme and submit at the point of registration, their bank account

details to their school coordinators.

 Attend orientation programmes before going on attachment.

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  To be obedient to constituted authorities and adhere strictly to all rules and regulations of

the organization where they are attached.

 Be regular and punctual at respective places of attachment.

 Avoid change of attachment, except in special circumstances which must be determined

and approved by their Institutions, supervisor, employer and/or I.T.F.

 Complete the Student’s Commencement Attachment Form (S.C.A.F) and gets it endorsed

by the employers for onward submission to I.T.F.

 Record all industrial training activities and other assignments in logbook and complete

I.T.F forms to ensure proper assessment.

 Be diligent, honest and take pride in protection of employer’s properties throughout the

attachment period. (Onyemauwa 2021).

1.4 BOARD OF STUDY OF IT/SIWES DIRECTORATE

1. Professor Stanley N. Ngoa – Chairman

2. Coordinators of the Faculties:

I. Mr. Samuel Awolumate (Agricultural Sciences) – Member

II. Mrs. SimbiatAdewuyiwa (Social Science) – Member

III. Mrs. IhuomaEfughi (Management Sciences) – Member

IV. John Ejembi (Education) - Member

V. Adams Abiodun (Sciences) – Member

3. Mr. Michael KolawoleFalolu (Bursar’s Reps) – Member

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 4. Liaison Officers in Lagos:

I. RamoniKolawole – Member

II. Linus Onime – Member

5. Senior Staff in the Directorate of IT/ SIWES:

I. Joseph Tyokagher – Member

II. Moses Adegboyega – Member

III. MbamaUkamaka (Mrs.) – Member

IV. Iduma Patrick – Member

6. Aliyu A. Hamza – Secretary

1.5 BENEFITS AND IMPORTANCE OF SIWES

1. Blend theoretical knowledge acquire in the classroom with practical hands-on application

of knowledge.

2. Appreciate work method and gain experience in handling equipment and machinery which

may not be available in our institution.

3. Develop and enhance personal attributes such as critical thinking, creativity, initiative,

resourcefulness leadership, time management, presentation skills and interpersonal skills.

4. Enhance students contacts with potential employers while on training.

5. Bridge the gap between the knowledge acquired in institutions and the relevant production

skills required in work organizations.

6. Appreciate the role of professions in their various fields as the creators of change and

wealth and indispensable contributors to growing the economy and national development.

9
7. Appreciate the connection between their courses of study and other related disciplines in

the production of goods and services. (Research Clue 2013).

THE COMPANY

1.6 BRIEF HISTORY OF NATIONAL CENTRE FOR ENERGY AND ENVIRONMENT

The National Centre for Energy and Environment (NCEE) is one of the six research Centres

under the Energy Commission of Nigeria. The Centre was established on March 12, 2009 with

the appointment of the pioneer Director, Prof. Lawrence IkechukwuEzemonye. The Centre is

charged with the responsibility of organizing and conducting research and development

programmes in Bioenergy and Environment.

The establishment of the Centre was through the accent of the 2009 appropriation bill by the late

President and Commander-in-Chief of the Federal Republic of Nigeria, Umaru Musa Yar’adua,

GCFR. The Centre was officially commissioned on August 25, 2009 and the Administrative

Block Complex was commissioned on August 30, 2012 by the DG/CEO, Energy Commission of

Nigeria (ECN) and Special Adviser to the President on Energy, Prof. Abubakar Sani Sambo

FAS, OON, NPOM. The Centre is located within the Ugbowo campus of the University of

Benin, Benin City. (NCEE 2021)

10
1.7 LOCATION

Plate 1:The Side View of the National Centre for Energy and Environment which is situated at

the University of Benin, Benin City in the South-South Geo-Political region of Nigeria.

11
1.8 MANDATE, MISSION AND VISION

 Mandate

The Centre is charged with the responsibility of organizing and conducting research and

development programs in Bio-energy and Environment.

 Mission Statement

The Centre shall promote sustainable renewable energy sources through research and

development initiatives in Bio-energy production and Environmental Forensics/Management.

 Vision

The Centre shall be organized as a platform for promoting cutting-edge research and

development and pioneer new renewable energy technology.

It shall serve as an aggressive medium to diversify energy sources, increase energy access, create

new job reduce the nation's dependency on fossil fuel, and promote the conservation of the

environment. (NCEE 2021)

1.9 FUNCTIONS OF THE CENTRE

 Identify and harness the potential for biomass energy research, production and

technology transfer.

 Serve as a platform for environmental research initiatives in energy production

environmental forensics, eco-toxicology and stabilization of carbon emission.

 Serve as a Centre for training of high level manpower in waste to energy (Bio-fuel,

biogas and gene pool) research and technology.

12
  Develop and execute pilot projects, highlighting the potentials of bio-fuel production and

waste to energy programmes.

 Facilitate networking, sharing knowledge, skills, information, and tools on Bio-energy

research with stakeholders (policymakers, expert, industries, academics, regulators)

through workshops, conferences, seminars, media chat etc.

 Charged with the responsibility of standardization, quality assurance and monitoring of

R&D activities in bio-energy production.

 Encourage collaborative research with government institutes as well as industries with

business and supply chain infrastructure, in order to accelerate next generation research

and commercialization.

 Disseminate the findings of research and development through public awareness

programmes such as seminars, conferences, workshops, publications etc.

 Perform any other function as may be directed by the Federal Government. (NCEE 2021)

2.0ORGANIZATIONAL STRUCTURE OF NATIONAL CENTRE FOR ENERGY AND

ENVIRONMENT

13
Figure 1: Organogram of the National Centre for Energy and Environment, University of

Benin, Edo State.

2.1 Research at the Centre

The National Centre for Energy and Environment relies heavily on research (Energy

Commission of Nigeria). The Centre, which is in charge of organizing and carrying out research

and development programs in Bioenergy and Environment, focuses on the following areas:

 Biofuel Research/Development

 Biomass Production – Agricultural/Animal Wastes

 Waste-to-Energy Research/Development
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  Solar/ Wind Energy Research

 Biomass/Gene Pool/Resources

 Environmental Forensics/Carbon Capture Systems/Remediation/Finger Printing/

Documentation

 Legal Framework – Renewable Energy Research/Development (NCEE 2021)

CHAPTER TWO

DETAILED ROLES, RESPONSIBILITIES AND DAILY ACTIVITIES OF AN INTERN

During the course of my Three- months internship program, I was tasked with the following

responsibilities;

1. Assisting with Experiments: I helped set up experiments, carried out chemical procedures

under supervision and cleaned the laboratory equipment after each process/ procedure.

15
 2. Documentation: I assisted with the writing of detailed reports of experimental procedures

and observations made during such experiments. This documentation was crucial for

future reference and analysis.

3. Collaboration: Collaborating with other interns, technicians and research officers on

projects as needed. This involved brainstorming ideas and working together to ensure the

smooth follow-up of experiments as required.

4. Laboratory Maintenance: Alongside other interns I ensured the laboratory was kept clean,

organized and properly stocked with essential supplies. I also assisted with equipment

maintenance and calibration.

5. Following Safety Protocols: As an intern, I adhered to safety procedures at all times to

ensure a safe working environment for all the staff and other interns. This included

wearing appropriate protective gear, handling hazardous materials correctly and

understanding emergency procedures.

CHAPTER THREE

LECTURES, PRESENTATIONS AND RESEARCH PROJECTS

3.0 LECTURE 1

Topic:PESTICIDE

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Orator:MR.EHIGIEGBA, T.A

Pesticides are substances used by human beings to kill or deter organisms (pests) that threaten

our health and wellbeing, the health and wellbeing of livestock, or cause damage to crops.

Pesticides can also be defined as chemical or biological substances that can be used to kill,

incapacitate, inhibit pest and reduce the harm that they cause.

CLASSIFICATION OFPESTICIDES

There are 4 major classifications which include;

1. Based on Chemical Composition

 Organo-chlorine: DDT, Lindane

 Carbonates: Carbaryl, Aminocarb

 Pyrethroids (pyrethrins): cypermethrin,permethrin

2. Based on Target Organisms

 Fungicides

 Larvicides

 Rodenticides

3. Based on Mode of Entry

 Systemic (they move unilaterally or multilaterally) :Glophosphate,

 Contact (non systemic): Paraquat, Diquat,Bromide

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  Stomach poisoning; malathion

 Fumigant.

4. Based on Toxicity of Pesticides

Class I: Highly hazardous

Class II: Moderate hazardous

Class III: Slightly hazardous

Class IV: Unlikely to produce any acute reactions

ADVANTAGES

 Increased crop yields

 Cost-effective
 Pest control

DISADVANTAGES

 Environmental damage
 Health risks
 Pesticides resistance
 Impact on beneficial organisms

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 Plate 2: Samples of pesticide

3.1 LECTURE 2

Topic:FIRST AND SECOND GENERATION OF ETHANOL PRODUCTION

Orator:Mrs. Rita Orerome

Bioethanol is currently produced chiefly from traditional food crops such as corn, sugar cane,

wheat, cassava and sorghum, the feedstock depending on location and dominant agricultural

product. Most current bioethanol production processes utilize more readily degradable biomass

feedstock such as cereals (corn or grain) and sugar cane juice.

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The raw materials needed for bioethanol production can broadly be classified as

(i) Sucrose-containing feedstock (sugarcane, sugar beet and sweet sorghum)

(ii) Starch-containing feedstock (wheat, corn and cassava) and

(iii) cellulosic feedstock (straw, grasses, wood, stovers, agricultural wastes, paper, etc.).

The bioethanol produced from these sucrose-and starch-containing feedstock is classified as 1st

generation bioethanol (ethanol from corn and sugarcane) and those produced utilizing cellulosic

feedstock is 2nd generation bioethanol (ethanol from corn stover, rice straw, palm empty fruit

bunches and other lignocellulosic biomass. (Muktham 2016)

First-generation biofuels are made from sugar, starch, vegetable oil, or animal fats using

conventional technology. The basic feedstocks for the production of first-generation biofuels

come from agriculture and food processing. The most common first-generation biofuels are:

Bioethanol: fermentation of simple sugars from sugar crops like sugarcane or from starch crops

like maize and wheat applied as fuel in petrol engines.

Biogas: anaerobic fermentation or organic waste, animal manures, crop residues an energy crops

applied as fuel in engines suitable for compressed natural gas. (Zafar 2021)

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 Figure 2: Bioethanol production process

To produce second generation bioethanol, multiple process stages are needed. First, the structural

polysaccharides need to be depolymerized. This is achieved by a pre-treatment, enzyme

production and subsequent hydrolysis of the lignocellulosic feedstock. Hereafter, sugar

fermentation will take place. Finally, the ethanol is recovered from the fermentation broth the

enzymes needed. A schematic overview of a consolidated bioprocessing setup with Deinocuccus

is visualized below.

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Figure 3: Second generation bioethanol production

3.2 LECTURE 3

TOPIC: COMPONENTS AND USES OF HIGH PERFORMANCE LIQUID

CHROMATOGRAPHY (HPLC

Orator: Dr. (Mrs.) Maureen Imhontu

HPLC is used to separate a mixture into individual components. It is used for non-volatile liquids

such as organics, blood samples etc.

Plate 3: HPLC Complete Setup

COMPONENTS OF HPLC

 Mobile Phase:

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Carries the sample all through the detector and the pump. It could be an organic solvent and

water e.g. Ethanol and Water.

 Stationary phase or Column:

This is the heart of the chromatograph. It is an immobile phase with a particulate temperature. It

separates the sample of interest using several physical and chemical parameters. The packed

column is made up of silica. The pump builds pressure and push the mobile phase through the

column where separation takes place. There are different kinds of column such as: Normal Phase

Column, Reserve Phase Column, Side-Exchange Column, Ion-Exchange Column etc.

 Pump:

This forces the mobile phase through the liquid chromatograph at a specific flow rate. The

normal flow rate is 1-2ml/min. It can read pressure between 400-600 bars.

 Injector:

This introduces the liquid sample into the flow stream of the machine from 5-20µl. The injector

must be able to withstand high temperature. There are two kinds of injector: The Manual Injector

wherein the sample is measured using syringes by hand and the Auto Sampler wherein the

samples are loaded into tubes, using the needles in the machine to automatically measure the

samples. The latter is very fragile and difficult to maintain.

 Detector:

It detects the individual molecules that elute from the column. It can analyse the samples so that

Chemists can easily make use of them. It provides output to the recorder (computer) where result

23
is displayed. Several kinds of detector include UV visible detector, Mass Spectrometer Detector

and Refract Index Detector.

 Recorder or Computer:

Stores the data and take signals (peaks) from the detectors to determine retention time. It also

gives qualitative analysis. The data produced are in form of a graph (peak area against

concentration of the standards prepared)

 Waste Collector: Collects waste from the system.

 Degasser:

This prevents the entrance of air bubbles into the mobile phase of the system. It is often used

before the system starts because if there are air bubbles in the mobile phase it will slow down the

movement of the mobile phase which in turn affects the retention time of the sample.

PRINCIPLES OF HPLC

The principle of HPLC as shown in the fig. 4 below is based on analyte distribution between the

mobile and stationary phases. It is important to keep in mind that the sample’s different

constituents elute at different times before the sample ingredients’ separation is achieved. The

intermolecular interactions between molecules of the sample and packaging materials determine

their time on-column.

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Figure 4: Principles of HPLC
Some Terms used in HPLC

 Retention Time:

This is how long it takes the sample to elute from the column. It is the result of non-polar and

polar components.

 Liquid Chromatography:

It is a separation technique that involves the placement, which is the injection of a small fraction

of non-volatile liquid which passes through the column.

 Isocratic System:

The Solvent is prepared manually outside the machine like 80% ethanol and 80% water using a

measuring cylinder.

 Gradient System:

The solvent is prepared in the machine before it passes through the system.

 Solvent:

25
It is a non- volatile liquid E.g Methanol and water.

14USES OF HPLC

 It is used to separate Chemical and biological compounds that are non-volatile. Volatile

compounds are best analyzed using gas chromatography.

 They are used in the analysis of pharmaceuticals such as aspirin, ibuprofen etc.

 They are used to analyze for salts e.gNaCl.

 They are used to analyze for polymers e.g. polyethene.

 They are used to analyze for Heavy Hydrocarbons.

 They are used in the preparation of herbal products.

 They are used to analyze thermally unstable substances such as Trinitrotoluene (TNT).

 It can be used in analyzing air and water samples.

 It can also be used for Biochemical research, Medical research, Environmental research etc.

ATOMIC ABSORPTION SPECTROSCOPY (AAS)

The technique makes use of the atomic absorption spectrum of a sample in order to assess the

concentration of specific analytes within it. It requires standards with known analyte content to

establish the relation between the measured absorbance and the analyte concentration and relies

therefore on the Beer-Lambert law.

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Plate 4: AAS Machine

Bier-Lambert law also known as Bier-Lambert-Bouger law, relates the alternation of light to the

properties of the material through which the light is traveling. The Law is commonly applied to

chemical analysis measurements and used in understanding, attenuation in physical optics, for

photons, neutrons or rarefied gases.

Atomic absorption spectroscopy (AAS) is based upon the principle that free atoms in the ground

state can absorb light of a certain wavelength. Absorption for each element is specific, no other

elements absorb this wavelength.

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Figure 5:Working Principle of AAS

USES OF AAS
 AAS is a single-element method used for trace metal analysis of e.g., biological,

metallurgical, pharmaceutical and atmospheric samples.

 It is used to determine the amount of various levels of metals and other electrolytes,

within tissue samples. These tissue samples can be many things including but not limited

to blood, bone marrow, urine, hair, and nails.

 It is used for water analysis of various types ranging from drinking water to waste water

to sea water.

 It is used in geological analysis encompasses both mineral reserves and environmental

research.

3.3 Culture Media

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Culture medium is a liquid or solid that contains nutrient and is used to grow bacteria or

microorganisms. Culture medium can be in broth form or solid form. A culture medium

contain one or more bacteria is called a mixed culture.

Basic Type of Culture Medium and Their Function

Differential media: This contain specific ingredients or chemicals that allow the observer to

visually distinguish which species

Figure 6:

ENVIRONMENTAL IMPACTS OF DEFORESTATION

 Loss of biodiversity.

 Disruption of ecosystems.

 Climate change (carbon emissions, loss of carbon sinks).

 Soil erosion and degradation.

 Changes in hydrological cycles.

SOCIAL AND ECONOMIC IMPACTS OF DEFORESTATION

 Displacement of indigenous communities|

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  Loss of traditional livelihood

 Impact on local economies (ecotourism, agriculture)

 Health effects (air and water pollution)

 Social conflicts and human right issues.

CONTROL MEASURES OF DEFORESTATION

 Forest Management

 Buying only sustainable wood products

 Use of better farming techniques such as conservation agriculture, agroforestry and the

use of improved seeds and fertilizers.

 International and National policies

 Afforestation

ROLE OF INDIVIDUALS AND CIVIL SOCIETY

 Consumer choices and sustainable lifestyles

 Advocacy and activism

 Education of awareness- raising

3.4 LOSS OF BIODIVERSITY

What is Biodiversity?

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Biodiversity is also known as Biological diversity simply means the variability among living

organisms from all sources including inter Alia, terrestrial, marine and other aquatic ecosystems

and ecological complexes of which they are part of. It refers to variety of life on earth as a

whole.

Biodiversity is defined as total number and variety of species in a particular area or region. It has

two components: Species richness and species evenness.

Loss of Biodiversity is a decrease or loss of a particular specie, genes or basically diversity in an

ecosystem.The presence of complexity of life or biodiversity on the planet earth determines the

capability of nature to provide the resources required for human existence. In other words, the

sustenance of humanity depends on biodiversity. Biodiversity secures various resources for our

survival from uncontaminated water, air,and food to traditional and modern medicines.

Biodiversity loss is not only an environmental problem, but it would also eventually turn to

developmental challenge if left neglected. Development boosts is at higher risk due to loss of

biodiversity. The uninterrupted biodiversity loss could lead to less nutrition, decreased wild

foods, impoverished pollination,and subordinate and less irrepressible agriculture systems. This

can further result in more vulnerability to Agro-chemicals, decreased traditional medicines

access, less chance for development of drugs, etc.

CAUSES OF BIODIVERSITY LOSS

• Overexploitation of preferred species

• Environmental pollution

• Habitat loss and fragmentation

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 • Global climate change

• Invasive species

• Co-extinctions

• Natural disasters

EFFECTS OF BIODIVERSITY LOSS

• Effects of Biodiversity loss on the environment includes:

• ·Loss of Ecosystem Stability

• ·Loss of Genetic Resources

• ·Decline in Ecosystem Services

• ·Increased risk of species extinction

• ·Altered Biogeochemical cycles

3.5 AFFORESTATION

Afforestation is the establishment of a forest or stand of trees(forestation) in an area where there

was no recent tree cover. Afforestation is also a method to establish a forest. It is a great way of

making this lands greener which has been without forest for quite a time or none at all. Many

studies have shown that afforestation becomes more pressing in dry land environment such as

Nigeria.

BENEFITS OF AFFORESTATION

 Carbon sequestration

 Biodiversity conservation
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  Soil conservation

 Climate regulation

AFFORESTATION TECHNIQUES

 Seedling planting

 Natural regeneration

 Agroforestry

 Forest landscape restoration

SOCIAL AND ECONOMIC BENEFITS

 Job creation

 Sustainable livelihood through ecotourism, non-timber forest products, and sustainable

land management practices.

 Community engagement

 Health and wellbeing

CHALLENGES OF AFFORESTATION

 Land availability

 Species selection

 Funding and resources

 Maintenance and management

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 Plate 5: Presentation on afforestation and deforestation

RESEARCH PROJECT

3.6 BASIC STAINING TECHNIQUES IN MICROBIOLOGY

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Gram staining is a laboratory technique used to differentiate bacteria into two groups based on

their cell wall composition. Gram staining is widely used in clinical microbiology for the rapid

identification of bacterial infections, guiding antibiotic therapy and predicting bacterial

morphology and characteristics. A positive gram stained bacteria has a thick peptidoglycan while

a negative gram stained bacteria has a thin peptidoglycan.

PROCEDURE

1. Make asmear of the bacteria; firstly, you get a free grease slide and get a lube under the

influence of a flame and heat the lube until it is red hot. Pick a smear of the bacteria and smear

on the slide. And also before taking a smear add a drop of water to the smear.

2. Fixing of the smear to the slide; it is done by 2 methods

 By air drying

 By passing it through flame

3.Stain usingcrystal violet (1-3 drops) to the smear. It must stain for 1-3 minutes which is the

primary staining.

4.Rinse the stained smear with water

5.Add a mordant to the stained smear which in our experiment was iodine in which 1-3 drops
was added for 1-3 minutes and it was rinsed after

6..Add alcohol or acetone for 5-10 seconds to decolourize and rinse after.

7.Addition of a last stain which is safranin for 1-3 minutes and rinse after the stain has been
added and allow it to dry.

8. Add immersion oil to the slide and view under the microscope.

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Plate 6: Practical on gram staining

LABORATORY ANALYSIS I PERFORMED

36
The National Centre for Energy and Environment charged with the responsibility of conducting

cutting edge research in Bioenergy and Environment has to its credit a Bioenergy and

Environmental Forensics laboratory equipped to support her research activities. The Laboratory

is organized into various sections which serve research needs of units in the center. These

sections are Ecotoxicology Laboratory, General laboratory, Spectrophotometer Laboratory and

Environmental Laboratory.

I was opportune to work in these laboratories using the following equipment:

3.6 ATOMIC ABSORPTION SPECTROPHOTOMETER

Atomic absorption spectroscopy (AAS) is a spectroscopic analysis technique that determines the

concentration of a particular element in a sample by atomizing the contents of the sample and

measuring the absorbance of a wavelength specific to that particular element in the gaseous state.

It can be used in environmental Study for heavy metals, forensics in substance identification,

food Industry to test the quality of food and check for contamination, Pharmaceutical industry

for detecting impurities in drugs etc.

Plate 7: Atomic Absorption Spectrophotometer

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6.1 HIGH PERFORMANCE LIQUID CHROMATOGRAPHY

High performance liquid chromatography or commonly known as HPLC is an analytical

technique used to separate, identify or quantify each component in a mixture. The mixture is

separated using the basic principle of column chromatography and then identified and quantified

by spectroscopy. It is used in the analysis of pollutants in environmental analytics, determine

drugs in biological matrices, isolation of valuable products etc.

Plate 8: High Performance Liquid Chromatography

6.2 Oil Air Compressor: it is used to compress air efficiently in the laboratories

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 Plate 9: Oil air Compressor

6.3Thermofisher GC 600. With FID Detector and capillary column: used for volatile organic

compounds, essentially environmental pollutants.

Plate 10: Gas Chromatograph

6.4 Binocular Microscope: For microbial identification with Scope Image where images can be

captured in a system and printed out or stored for reference.

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 Plate11: Binocular Microscope

CHAPTER FOUR

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7.0 SKILLS AND KNOWLEDGE I ACQUIRED

Since the onset of my SIWES program, I acquired gigantic hypothetical and practical

knowledge, as I was intricate in Ecotoxicology and Environmental Forensic Unit. I was fortunate

to participate in classes on environmental management, renewable energy, thesis writing,

seminars on environmental remediation, research projects on watermelon, pineapple, palm kernel

and I also got to handle and make use of laboratory equipment, all expressed previously. I

likewise had the chance to improve in public talking, my capacity to work in group as a team

(team player) and work under guidance of MyCo-supervisor, Mr. Ehigiegba Thompson.

7.1 Experiences gained during my industrial attachment

 I gained experience on how agricultural produce e.g. water melon can be used for the

generation bioethanol.

 I also learnt how to go about referencing in projects, technical reports and seminars.

 I learnt how to be a team player.

 I got to learn how to operate different laboratory equipment such as High Performance

Liquid Chromatography, Atomic Absorption Spectrophotometer, PH meter, Soxhlet

extractor, Water distiller, Degasser, heating mantle etc.

 I developed Character and Friendship building skills.

 I encountered how to build up a functioning relationship with my colleagues and staff I

worked with.

 I was open to expand my certainty and modesty.

RECOMMENDATIONS

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As a Microbiologist, aspiring in the field of Environmental and Public Health, I got to learn a lot

of skills and gained so much knowledge during my SIWES placement at National Centre for

Energy and Environment. During my program, I observed some problems in the scheme, I’ll

further give suggestions on how to improve them below:

 It is suggested that the supervision of students participating in the SIWES programs

should be done basically twice in a month by ITF in order for some students to improve

in regularity.

 Departments in charge of placements of their students for the SIWES programme should

ensure that their students are placed in centers related to their course of study.

 The duration of the SIWES programme for BSC.MCB Students ought to be expanded

from 6 months to a year, as the Six months given to me was too short in order to improve

on my skills.

 The Federal Government should ensure that companies grant student placement in their

companies for the SIWES programme.

CONCLUSION

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Indeed, my SIWES programme at National Centre for Energy and Environment was a delightful

and educative one. Special gratitude goes to my phenomenal I.T. Co-ordinator Prof. C.E.

Oshoma for enabling my placement to this Centre. However, irrespective of learning and

acquiring massive practical and theoretical knowledge, I got to develop industrial and intuitive

skills, worked in groups, developed interpersonal relations with my colleagues and gained a lot

of experience which will definitely favour me in my field of study and industrial pursuit after

graduation.

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 REFERENCES

Eniola A. (2020) History of Siwes, Aims and Objectives of SIWES. My SIWES placement blog

https://mysiwesplacement.com.ng/introduction-to-siwes/

Google Map data (2021) National Centre for Energy and Environment (NCEE) Uselu, Benin

City. https://goo.gl/maps/2fXZpBpKysqZXg6g9

National Centre for Energy & Environment (2021) ncee.org.ng

https://ncee.org.ng/index.php/about-us/organizational-structure

Onyemauwa M. (2020) How To Write A Good & Presentable I.T/SIWES Report

https://siwesbeginner.com/write-siwes-report/

Onyemauwa M. (2020) SIWES Introduction, Aim & Objectives in Nigeria. SIWES Beginner

blog. https://siwesbeginner.com/siwes-introduction/

Onyemauwa M. (2021) Bodies Involved in SIWES Management & Roles in Nigeria. SIWES

Beginner blog. https://siwesbeginner.com/siwes-bodies/

Paulvandecruys (2014) Consolidated bioprocessing – the future of second generation bioethanol

production. The Ethanol Blog.

Radhakumari M. (2016) A Review on 1st and 2nd Generation Bioethanol ProductionRecent

Progress, Journal of Sustainable Bioenergy Systems, Vol.6.

https://www.scirp.org/journal/paperinformation.aspx?paperid=70449

Research Clue. (2013) Assessment of SIWES Relevance to Business Education Programme

Objectives. Naira project blog. https://nairaproject.com/projects/665.html

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Zafar S. (2021) First-generation biofuels. Bio Energy Consult.

https://www.bioenergyconsult.com/tag/first-generation-biofuels/

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