UNIVERSITY OF PORT HARCOURT

FACULTY OF SCIENCES
DEPARTMENT OF PLANT SCIENCE AND BIOTECHNOLOGY

A TECHNICAL REPORT ON
STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

AT

THE CENTRE FOR ECOLOGICAL STUDIES

(GREEN HOUSE)

PRESENTED BY

OKERE OGECHI GOD’STIME

U2018/5545139
COURSE CODE: PSB 309.2

COURSE CO-ORDINATOR: ASSOC. PROF. EDACHE OCHEKWU

SEPTEMBER 2022

1
 DEDICATION
This work is gratefully dedicated to God Almighty who has continuously seen me through my
academics and now my internship training and also to all my friends and family members for
their support.

2
 ACKNOWLEDGEMENT
I am greatly thankful to the almighty God who has unfailingly seen me through the six (6)
months industrial training and has brought me to this point. I also want to thank my parents and
my siblings for their all-round support and encouragement.
I also appreciate my friends and colleagues with whom I carried out my industrial training. Their
cooperation and motivations made every task and project possible.
Lastly, I will not fail to acknowledge my supervisor and industrial coordinator for creating time
out of his very complex schedule to see that every activity was carried out and knowledge was
gained by us. Thank you all and God bless you.

3
 TABLE OF CONTENT

TITLE PAGE
DEDICATION
ACKNOWLEDGEMENT
TABLE OF CONTENTS
ABSTARACT
CHAPTER ONE
1.0 INTRODUCTION
1.1 HISTORY OF GREEN HOUSE
1.2 ORGANIZATION CHART
CHAPTER TWO
2.0 ACTIVITIES INDULGED IN
2.1 PLANT IDENTIFICATION AND COLLECTION
2.2 GERMINATION TEST OF SEEDS
2.3 PLANT CULTIVATION AND HARVESTING
2.4 WEEDING
2.5 HERBICIDE APPLICATION
2.6 SOIL SEED BANK ANALYSIS
2.7 ALLELOPATHIC EFFECT AT GERMINATION STAGE
2.8 OBSERVATION AND RESULT
2.9 CONCLUSION
2.10 EQUIPMENTS AND TOOLS USED IN THE GREEN HOUSE
2.11 SAFETY MEARSURES TAKEN DURING TRAINING
2.12 OBJECTIVE OF THE PROGRAM

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CHAPTER 3
3.1 RELEVANCE OF SIWES PROGRAM
CHAPTER 4
4.1 CONCLUSION
4.2 ADVICE FOR FUTURE PARTICIPANTS
4.3 ADVICE FOR SIWES MANAGERS
4.4 REFERENCE

5
 ABSTRACT

The core aim of this Research work is to critically evaluate the adverse effect of Lantana camara
Leachate on the growth of two varieties of maize and two varieties of rice.

Chapter one of this work deals with the introduction and the amalgamation of SIWES, and the
history of the Green-house, and the organizational chart of the Green-house.

Also, the second chapter attempts to give to give detailed account of the activities carried out in
the Green-house and those ones that I participated in, it also examines the materials and
methodology of the research in view and the relevance of the research to farmers out there and to
those in Plant Science and Biotechnology, still in this chapter we analyzed the data gathered
using simple tables to enter the values gotten from the different parameters of growth.

Chapter three (3), deals with the relevance of the (SIWES) program. while chapter four (4)
envelops the conclusion and general appraisal of the program.

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 CHAPTER ONE
INTRODUCTION

The student industrial work experience scheme (SIWES), is an industrial training skills

acquisition program which is mandatory for all students in the faculty of sciences which houses

most departments in the university of Port Harcourt and also other University bodies in Nigeria

at large.

It forms part of the approved minimum academic requirement for the award of the Bachelor’s

Degree in the University. It is funded by the Industrial training fund (ITF) which according to the

decree NO. 47 of 1971 as amended in 1990 is to offer places for the attachment of student and

was established to provide direct vocational training, research and consulting services.

The student industrial work experience scheme aims at making sure that students gain

placements in their various fields into relevant industries to enable them meet the expected

requirements for industrial exposure preparatory to gaining full time employment upon

graduation. It was also established to bridge the gap between the theoretical knowledge students

acquire in tertiary institutions during lectures, practical and the real-life situations in the

industries.

The scheme is a program that involves the Universities, Students, and the industries (Employers

of labor).

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 IMPORTANCE OF THE STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME

(SIWES)

1. It gives the students insight on how industrial activities are carried out

2. It enables the student to know how due process is being followed and respect is being

tendered to different hierarchies in the sector.

3. It provides an avenue for students in the universities to acquire real time industrial skills and

experience in their respective courses of study.

4. It prepares students for work situation they may find themselves in after graduation.

5. It exposes students to more practical than theories in their field of study.

6. It makes the transition from universities to the industries easier and gives students the room

to secure contacts for placement of jobs after graduation from the university.

7. It prepares serious students for work/job opportunities after graduation.

BRIEF HISTORY OF THE REGIONAL CENTRE FOR ECOLOGICAL

STUDIES

The GREEN-HOUSE formerly known as ‘Bio Geochem associate’ is an environment

consultancy incorporated in the year 2000 and fully accredited by the department of petroleum

resources (DPR) and the Federal Ministry of Environment (FME) under the found leadership of

Dr. Mohammed K. Harmadin.

Since it’s establishment in 2000, the company moved on to executing many projects on shores

and off shores. The regional center for ecological studies has its clients in both private and

8
public

9
sectors because they render services that are not only required by only one sector of then the

society but for everybody.

Some of the services rendered are;

1. Environmental Basement Study (EBS)

2. Environmental Import Assessment (EIA)

3. Environmental Audit

4. Environmental Monitoring

5. Plant Identification

6. Research work

7. Cultivation of endangered plant species

8. Herbicide and Insecticide spraying etc.

The regional center for ecological studies (Green house) is a chair that was endorsed by Bio

Geochem Associates in the year 2011 and the first professional chair is Professor Don. I.

Anyanwu.

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 THE ORGANISATIONAL CHART

DEPARTMENT OF PLANT SCIENCE AND

BIOTECHNOLOGY

PROFESSIONAL CHAIR

HEAD OF DEPARTMENT

NON – TEACHING STAFF TEACHING STAFF

TECHNICAL STAFF ADMINISTRATIVE STAFF

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 CHAPTER TWO
ACTIVITIES INDULGED IN

During the course of the training, we were been assigned to different tasks either directly or

indirectly. Work starts by 8:00 am and closes by 4:00pm daily. The following is a

comprehensive outline of the activities carried out at the GREEN HOUSE during the just

concluded industrial training (IT).

 Plant identification

 Plant collection

 Pod Threshing

 Weeding

 Spraying of herbicides

PLANT IDENTIFICATION

Plant identification was one of the major activities carried out in the period of the internship

training. I and my colleagues were trained practically trained by our boss Mr. John Chinedum

Ogazie, on the identification and collection of different plant species as it enabled us help

students from other departments and even neighboring schools when they come for identification

and collection of plants.

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PLANT COLLECTION

As a plant scientist, we’re always advised to put on our laboratory coats whenever we move out

for plant identification and collection in the university environment. During the course of the

training, we collected plants from most areas in the university environment. Some of the plant

collections recorded are;

[Given in (botanical name - Common name – Family name)]

For weeds:

 Vernonia cinerea - Little ironweed - Asteraceae

 Synedrella nodiflora - Cinderella weed - Asteraceae

 Lantana camara - Lantana shrub - Verbenaceae

 Scoparia dulcis - Sweet broom weed - Plantaginaceae

 Ipomoea involucrate - Morning glory - Convolvulaceae

 Celosia leptostachya – Woolflowers - Amaranthaceae

 Cyathula prostrata - Hookweed - Pmaranthaceae

 Panicum laxum – Riceweeds – Poaceae

For legumes:

 Mimosa pudica - Humble plant - Fabaceae

 Pueraria phaseoloides - Tropical kudzu - Fabaceae

 Centrosema pubescens - Butterfly pea - Fabaceae

 Indigofera spicata - Creeping indigo - Fabaceae

 Millettia thonningii - Turburku fruit - Fabaceae

 Senna occidentalis - Coffee weed - Fabaceae

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  Senna hirsute - Woolly senna - Fabaceae

 Baphia nitida – Camwood - Fabaceae

 Calopogonium mucunoides - Wild groundnut - Fabaceae

 Dolichos sp - Hyacinth bean - Fabaceae

POD THRESHING

Threshing is the process of loosening the edible part of grains either that of leguminous plants or

that of cereals from their cobs or pods. This was done by pressing the grains with hands

depending on the thickness of the chaff. Some of the crops that were threshed are;

 Pueraria phaseoloides - Tropical kudzu – Fabaceae

 Cyathula prostrata - Hookweed - Pmaranthaceae

WEEDING

Weeding is the process of extracting or eradicating plants/crops that are growing where they are

not wanted or it can also be the removal of unwanted plants that grows or spreads rapidly which

results in the competition for sunlight, space, water, and also nutrients with the cultivated

plant/crop. Weeding is done at intervals to ensure that the surrounding of the cultivated plant is

conducive and favorable for the growth of the cultivated plant.

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 HOE WEEDING; - The weeding in the green house was done manually by hand-

picking/weeding and other times with the aid of a hoe, cutlass, shovel after which they

unwanted plants were all raked and disposed.

 HAND WEEDING; - Hand weeding was done mainly in areas where we had tender

seedlings. In order not to destroy these seedlings with equipment, we therefore applied

manual method of weed removal.

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 APPLICATION OF HERBICIDES

Herbicides are chemicals used to control the growth or invasion of unwanted plants or

vegetations. There are different types of herbicides, their chemical composition differentiates

them and their effectiveness as they may either have a pre-plant, pre- emergence or post-

emergence effect. Herbicides are applied with sprayers. A knapsack sprayer was used in the

application of the herbicide in the green house. We were trained on how to use herbicides in the

eradication of unwanted plants (weeds) in the surrounding. Some examples of herbicides are;

Pentagon, Force- up, Glyphosate, Paraeforce, Paraquet, Uproot etc. Also, safety measures were

taken while working with these hazardous chemicals.

PROCESSES AND CALCULATIONS REQUIRED FOR

ADEQUATE HERBICIDE MIXTURE AND APPLICATION

When mixing herbicide with water, first determine how many litres of water is needed to cover

the area you want to treat. Water is the medium that carries then herbicide to the plants you want

to treat or get rid of. Knowing how much water is needed to cover an area determines how much

herbicide to add to the water so it is applied at the recommended application rate on the label. If

the area to be treated is 200 square ft and your test area of 100 square feet required 2 litres of

water, then divide 200 square feet by 100 square feet which equals 2. Multiply that by 2 litres

(the amount of water to cover 100 square feet) for a total of 4 litres of water to put in the sprayer.

The sprayer should be washed and filled with water after use for at least 24 hours before using it

with other chemicals.

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Fig 1.2; Herbicide spraying Fig 1.3; Effect of herbicide application

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 SAFETY MEASURES TAKEN DURING THE APPLICATION OF

HERBICIDES

a. Unnecessary exposure to the chemical was avoided as the chemicals in concentrated

form can irritate skin or cause eye injury.

b. Protective rubber gloves were worn in the course of mixing the chemicals.

c. Protective clothing was mandatory too such as long-sleeved shirts, long pants underneath

the protective coat.

d. Water resistant boot was needed to protect the legs from the chemical spray.

e. A face mask was worn to prevent inhalation of the chemical while spraying.

GERMINATION TEST OF SEEDS

A viable seed is a seed which under suitable or favorable condition is capable of germination.in

dormant seeds, dormancy needs to be broken before viability can be measured by germination.

The aim of viability and germination test is simply to ensure that collection held in long term

storage is of a very high quality given the time and resources available. A simple viability test

was conducted on

- Zea mays (maize)

- Oryza sativa (rice)

The test was conducted in petri dishes using white serviette that was cut to fit in the petri dish

with a regular supply of water to the seeds. It was then observed that most of the viable seeds

showed viable growth of radicle unlike the non-viable seeds.

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 SAFETY MEASURES TAKEN DURING TRAINING

1. The lab coat was a mandatory wear in the establishment to avoid chemicals from having

direct contact with our skin and the safety-boot was to prevent us from sustaining injury

from sharp objects.

2. Beakers, sprayers, measuring cylinders were soaked with detergent for 24hours after used

for proper eradication of any chemical remain on the equipment used.

3. When spraying herbicide or insecticide we ensured that we are dress properly by covering

our hands with gloves, our body with laboratory coat, our nose with nose mask and our

legs with safety boot.

4. Spraying was always done putting on trouser to ensure that no part of our body was

expose to chemical, and even after spraying we were asked to go home immediately so

we can and wash-off any chemical that must mistakenly come in contact with our skin.

5. At the close of each day, we washed our hands properly to avoid contamination

EQUIPMENT/TOOLS USED IN THE GREEN HOUSE

 Petri Dish

 Shovel

 Trays

19
  Sprayer

 Beakers and measuring cylinders

 Hoe

 Gloves

OBJECTIVE OF THE PROGRAM

The SIWES program was very educative and beneficial to me regardless of the problems

encountered. I took part practically in allelopathy at germination stage, spraying of herbicides, and

I also planted Zea mays.

Other good relevancies of the SIWES to IT students are as follows; -

 It positions the student and prepare him/her for challenges of the working

environment which also modifies the working attitudes.

 It exposes the student to new research methods that could contribute to their final year

project.

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  Skills and experiences are mostly acquired on this platform that might be needful in

the future.

2.7 ALLELOPATHIC EFFECT AT GERMINATION STAGE

INTRODUCTION

Brief history of allelopathy

The term allelopathy derived from the Greek compounds allelo- and -pathos (meaning "mutual

harm" or "suffering"), was first introduced by Austrian professor Hans Molisch in 1937 in the

book Der Einfluss einer Pflanze auf die andere -Allelopathie (The Effect of Plants on Each Other)

published in German. In 1971, Whittaker and Feeny published a study where they outlined

allelochemicals as all chemical exchanges among organisms (Willis, 2007). Rice (1984) expanded

the definition to include all direct positive or negative influences of a plant on another plant or

on micro-organisms by the release of biochemicals into the natural environment in his

monograph on allelopathy. In more recent times, Botanists started to shift back to the previous

definition of substances that are produced by one plant that inhibit another plant. Some

examples of plants that exhibit allelopathy: black walnut (Juglans nigra), tree of heaven

(Ailanthus altissima), black crowberry (Empetrum nigrum), spotted knapweed (Centaurea

21
stoebe), garlic mustard (Alliaria petiolata), Casuarina/Allocasuarina spp., nutsedge, Lantana

camara etc . for the sake of this experiment we considered the effect of the water soluble

leachate of lantana camara on the germination stage of rice (oriza sativa) and maize(zea mays).

Lantana camara stalks have been used in the construction of furniture, such as chairs and

tables; however, the main uses have historically been medicinal and ornamental.

PARAMETERS TAKEN DURING THE EXPERIMENT

1. Root length

MATERIALS USED

1. 36 Petri dishes

2. Gloves

3. Weighing scale

4. Absorbent paper (serviettes)

5. Rice (2 variety)

6. Ruler

7. Book for records

8. Beaker

9. Measuring cylinder

10.Rule

11.Weighing balance
22
METHOD;

 Germination test was carried out first to check if the seed to be used were
viable. The test yielded an 80% germination rate.

 The preparation of the leachate:

a. the leave of Lantana Camara were collected and air dried for three days

b. 120g of the dried leaves were soaked in 3 litres of water for 24 hours.

c. The leaves were then filtered out leaving the 100% concentration of the
leachate.

d. The 100% concentrated leachate through serial dilution was diluted to get
50% concentration.

 The experiment:
o 36 Petri dishes were used
o 10 seeds were grown in each petri-dish
o 6 Petri-dish for each variety
o Each variety had 3 replicates for control, 50% conc. And 100% conc.
o The root length of individual seeds was recorded for three consecutive days
after the first day’s record.
o The first day’s record was one day after germination.

 Step by Step:
o First I prepared the Water Soluble Leachates
o I labelled and cut the absorbent paper to fit in the 36 petri dishes
o Then 10 seeds where placed in each petri dish and watered with water(control)
and 50% conc and 100% of the leachate
o The day 1 record for maize was taken on the third day while that of rice was on
the fifth day on the pre germination

23
Fig 1.4: Measurement: Day 1

24
 Fig 1.5: Measurement: Day 2

Fig 1.6: Measurement: Day 3

Fig 1.7: Watering of growing plants.

25
 SUMMARY OF THE RECORDS TAKEN ON THE TWO PLANTS

Average of root measurement after four weeks

OBA98

WEEK 1 WEEK 2 WEEK 3 WEEK4

DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3

0% 1.27 5.08 5.35 1.05 2.66 4.12 1.16 4.37 6.32 1.28 5.13 7.86

50% 1.35 2.31 3.45 1.29 2.61 2.7 0.85 3.39 4.19 0.86 3.62 5.74

100% 0.58 2.93 3.25 0.74 1.93 3.01 0.83 2.51 3.22 0.69 2.66 3.77

Average of root length measurement after four

weeks
SAMMAZ 52

WEEK
1 WEEK2 WEEK3 WEEK4

DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3

0% 2.82 1.05 1.37 0.91 2.02 2.21 0.6 1.41 2.36 0.79 1.42 1.65

50% 1.06 1.27 1.65 0.95 1.8 2.11 0.53 1.31 2.4 1.1 2.06 2.66

100% 0.95 1.23 1.48 0.44 1.35 1.71 0.29 0.86 1.56 0.4 1.49 2.11

26
 Average of root length measurement after four weeks
UPIA 2

WEEK
1 WEEK2 WEEK3 WEEK4

DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3

0% 1.85 5.84 5.86 2.02 5.89 8.38 2.12 6.69 8.79 1.56 5.25 7.25

50% 1.41 4.51 4.47 1.94 4.74 7.18 0.82 3.02 4.23 1 3.51 4.73

100% 1.13 3.11 3.39 1.04 2.89 4.49 0.83 2.58 3.26 0.71 2.29 3.69

Average of root length measurement after four weeks

UPIA 3

WEEK
1 WEEK2 WEEK3 WEEK4

DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3 DAY 1 DAY 2 DAY 3

0% 1.9 1.21 1.62 0.77 1.32 1.54 0.58 1.06 2.03 0.63 1.47 2.34

50% 0.14 0.8 1.37 0.49 1.06 1.28 0.53 1.27 1.94 0.36 0.95 1.49

100% 0.38 0.55 0.73 0.31 0.87 1.24 0.22 0.89 1.62 0.21 0.65 1.18

27
28
LINE CHARTS SHOWING THE SUMMARY OF THE ALLELOPATHIC EFFECT
Lantana camara
LEACHATE AT THE GERMINATION STAGE AFTER 4 WEEKS.

OBA 98
4

3.5

2.5

1.5

0.5

0
0% 50% 100%

SAMMAZ 52
6

0
0% 50% 100%

29
 UPIA 2
1.8

1.6

1.4

1.2

0.8

0.6

0.4

0.2

0
0% 50% 100%

UPIA 3
1.6

1.4

1.2

0.8

0.6

0.4

0.2

0
0% 50% 100%

30
OBSERVATION AND RESULT

 Root length at 100% was shorter than the root length at control.
 Root hairs at 100% was more than that at control.
 Germination of maize was faster than that of rice.
 The maize grew longer than than the rice.
 The effect was seen significantly in one variety of rice and one variety of maize.

31
CONCLUSION
 The poor effect was due to poor measurement.
 The growth of both varieties are likelt to be inhibited by Lantana
camara.

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 CHAPTER 3

RELEVANCE OF SIWES PROGRAM

 It exposes students to real life situations

33
  It gives students the opportunity to be industrious

 It gives the students the practical knowledge of all that has been said and taught in class

 Students are taught with and how to follow protocols

 It teaches students to be punctual

 It teaches the student employer and employee relationship

CHAPTER 4

CONCLUSION

The student industrial work experience scheme (SIWES) has given me as well as other students

the opportunity to acquire more knowledge both practically and theoretically in my field of

study. The process has also exposed me to real life situations in the labor market. After my

training at THE REGIONAL CENTER FOR ECOLOGICAL STUDIES (GREEN HOUSE)

UNIPORT.

 I can say without any doubt that I am grounded in my area of discipline when it comes to

planting< transplanting and carrying out variability test etc.

 After a period of time working in the green house, I discovered that I got to like and

get involved in the departmental works.

 I gained good working morals as my boss would always set an example as a punctual

worker and we had to follow his steps.

 Career wise this training has instilled in me the spirit of entrepreneurship.

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 The SIWES program can be improved in the following ways;

 MERGING WITH MORE COMPANIES FOR (SIWES) SLOT; Most getting an IT

attachment is a serious challenge because it experienced it, so if the bodies involved can

write to companies to accept application from students seeking industrial attachment in

their organization that will be awesome.

ADVICE FOR FUTURE PARTICIPANTS

 Students are advised not to joke with the organization safety rules and precautions.

 Students are advised to ask question on the spot-on area where they don’t understand,

because if they should procrastinate, they may end up forgetting to ask.

 Students are advised to be on their best behavior during their industrial training

attachment so that their employer can see zeal that they are willing to learn and

teach them all they need to know.

 Participants are advised to always dress decent as the situation demands to avoid

harassment from colleagues

 Students are advised to behave well as their good behavior may secure job in the

organization for them in the nearest future.

 Having experience the SIWES program and I urge participants to be inquisitive and

eager to learn.

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 ADVICE FOR SIWES MANAGERS
The success of SIWES depends on the proper supervision of the students involved as nonchalant

attitude towards supervision encourages the students involved to go whenever they like to work

as no one is there to supervise them. Thus, it becomes necessary that something must be done at

the operational level to enhance adequate functioning of the program. In line with these findings,

the following recommendations were made;

 Unannounced visitation of the students in their place of work.

 ITF should ensure the regular visitation of the ITF officers to Supervising Agencies

Institutions, Employers and students on attachment.

 The log-book issued to students on attachment by institutions must be checked and signed.

 All the institutions involved should be organizing orientation courses in collaboration

with the ITF for their students prior to their attachment with the attendance made

mandatory for the students accepted for SIWES and ITF staff.

 SIWES co-coordinators, ITF agencies, and Area office should institute their machinery to

quicken the vetting of student’s log-books.

 The SIWES manager should urge the Banks involved to speed-up the payment of process.

REFERENCE
The University Port Harcourt SIWES log book.

36
s

37