DEPARTMENT OF

ELECTRICAL ENGINEERING

Laboratory Manual
For
Basic Civil Engineering
(CV-105)

Student Name

Roll No.
Batch
Semester
 Certificate
This is to certify that Mr. /Ms. …………………………………. of fourth

Semester, Second Year, Department of Electrical Engineering

bearing Roll No. ………….……. has completed the necessary lab work

for the course of Basic Civil Engineering prescribed by the Ziauddin

University, Faculty of Engineering Science and Technology, under

my supervision for the academic session ………………

Engr. Sumaira Ismail

Department of Electrical Engineering
Ziauddin University, Faculty of
Engineering Science, Technology and
Management (ZUFESTM)
 TABLE OF CONTENTS
Psychomotor
S. No. Date Lab Objectives
Domain

01 To demonstrate general and advance

P4
equipment’s using in Basic Civil Engineering

02 To demonstrate Conventional Symbols used in

P4
Survey works

03 To demonstrate the salient features of Automatic

P4
Level and its related parts

04 To execute methods of linear measurement by

P4
using Perambulator

05 To make the level line by using Rotary Laser Level P4

06 To produce the longitudinal section and cross

P4
section along a proposed alignment of a highway

07 To produce the position in plan of the given

P4
points by radiation method

08 To demonstrate the consistency of cement paste P4

09 To conduct the initial and final setting time of

P4
cement

10 To demonstrate the fineness of cement P4

11 To execute the test of sieve analysis on fine

P4
aggregate

12 To execute the test of sieve analysis on coarse

P4
aggregate

13 To conduct water absorption on coarse aggregate P4

 “LABORATORY WISE MARKS DISTRIBUTION”
S. No. Description & Score Signature
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
01 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
02 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
03 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
04 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
05 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
06 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
07 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
08 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
09 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
 Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
10 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
11 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
12 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
Experimental Observations & Lab
Lab Theory Procedure Results Score
Setup Calculations Report
13 ( )/0.1 ( )/0.2 ( )/0.2 ( )/1.0
( )/0.1 ( )/0.2 ( )/0.2
TOTAL SCORE

Overall Score: ________ Out of 15:________

Overall Score= (Obtained Score/Total Score) x 15

 “LABORATORY MARKS DISTRIBUTION”

EXCEEDS MEETS BELOW

UNSATISFACTORY
EXPECTATION EXPECTATION EXPECTATION SCORE
Particulars (0% – 20%)
(81% - 100%) (51% – 80%) (21% – 50%)
Marks
Marks Marks Marks
-Student can -Student needs a -Student -Student is not able to
Rubrics successfully little assistance implemented implement without
implement but can experiment/desig assistance.
(15) experiment/design implement on its n with assistance
without assistance. own. but can’t explain.
-Student can solve -Student can -Student solves -Student is not able to
problems with solve problems the problem using solve any type of
Objective
accurate results. but lacks to follow irrelevant technical or theoretical
(10)
accurate steps. methods and problem.
techniques.
-All results are -Results are -Try to make -Unable to explain or
correct with proper almost correct. project but results implement project.
Mini Project
working and Able to are not correct.
(10)
procedure. demonstrate
project correctly.
-Able to explain -Able to explain -Able to explain -Unable to explain
design, simulation, design, some design and design and answer
implementation simulation, relevant relevant fundamental
Viva and fundamental implementation fundamental concepts.
(15) concepts correctly and fundamental concepts.
and provide concepts
alternative correctly.
solutions.

Total Laboratory Marks = 50

Obtained Marks = _________

 “HARDWARE LAB RUBRICS FOR ASSESSING IN-LAB PERFORMANCE

EXCEEDS MEETS
DEVELOPING UNSATISFACTORY
CRITERIA EXPECTATION EXPECTATION
(2-5) (0-2)
(10) (6-9)

-Can identify new -Can fully setup the -Can setup some of -Can’t setup the
ways to setup and experiment with the experiment with experiment without
implement the successful some assistance.
Setup of
experiment without implementation implementation
experiment and
assistance and with without much without assistance.
implementation
detailed assistance.
understanding of each
step.
-Follows the -Follows the -Follows some of -Doesn’t follow the
procedure/ design procedure/design the procedure/ design
Follow the process completely process completely. procedure/design process.
procedure/ and able to simplify or process with some
design process develop alternative errors or omissions.
procedure/ design.
-Able to achieve all -Able to achieve all -Unable to achieve -Unable to get the
the desired results the desired results. all the desired results.
Experimental with new ways to results in
results improve implementation.
measurements/
synthesis.
-Extremely conscious -Observes good -Unsafe lab -Practices unsafe, risky
about safety aspects. laboratory safety procedures behaviors in lab.
Safety
procedures. observed
infrequently.
 “REPORT WRITING LAB RUBRICS FOR ASSESSING IN-LAB PERFORMANCE”

EXCEEDS
MEETS EXPECTATION DEVELOPING UNSATISFACTORY
CRITERIA EXPECTATION
(6-9) (2-5) (0-2)
(10)
-Student -Experimental data is -Experimental data is -Experimental data is
Data demonstrates presented in presented in poorly presented.
Presentation diligence in creating a appropriate format with appropriate format
set of visually only a few minor errors but some significant -Several data is missing
appealing tables or omissions. errors are still or irrelevant.
and/or graphs that evident.
effectively present the
experimental data.
-Student provides a -Student has analyzed -Student has -Student has simply re-
very focused and the data, observed analyzed the data, stated what type of data
accurate analysis of trends, and compared observed trends, and was taken with no
the data. All experimental results compared attempt to interpret
observations are with theoretical results. experimental results trends, explain
stated well and clearly with theoretical discrepancies, or
supported by the -Any discrepancies are results. evaluate the validity of
Data Analysis
data. adequately addressed. the data in terms of
-Some observations relevant theory.
-All expected that should have
observations are made. been made are -Student lacks
missing or poorly understanding of the
supported. importance of the
results.
-Lab report has no -Lab report has very -Lab report has some -Lab report has several
grammatical and/or few grammatical grammatical and/or grammatical and/or
spelling errors. and/or spelling errors spelling errors and is spelling errors and
fairly readable. sentence construction is
-All sections of the -Student uses technical poor.
report are very well- terms effectively and
Writing Style
written and accurately. -Student rarely uses
technically accurate. technical terms or uses
them incorrectly.

-Proper format is not

followed.
 Practical # 01
Object:
“To demonstrate general and advance equipment’s using in Basic Civil Engineering Lab”

Theoretical Background:
Engineer Chain
The engineer chain is 100 ft long and is divided into 100 links each 1 ft in length. The distances
measured with engineer’s chain are recorded in feet and decimals.

Arrows
Along with each chain there are 10 arrows provided. These are also called marking or changing
point and are used to mark the end of each chain during the process of chaining.
The arrows are 400mm in length and are pointed at one end for inserting into the ground and
bent into a ring at the other end of capability of carrying.

Tapes
These tapes are made of reel ¼ to 3/8 inch, wide and weight 2 to 3 lb/100 ft lengths of tape are
usually 100,200,300 and 500 ft. the 100 ft tape is most commonly used.

Ranging Rods
Ranging rods are used for marking the positions of stations and for ranging lines. They are
circular or octagonal in cross section of 3 cm nominal diameter and have cross shoe 15 cm long
at the lower end. To make them visible at the distance, they are painted alternately black and
white or red and white or red, white and black successively. They are made of two sizes namely
one of 2m and other of 3m and are deviated into equal parts each 0.2m long.

Plumb Bob
The plumb bob is required for measuring distances along slopes in hilly terrain in order to
transfer points to the ground.
It is also used for accurate centering of the Theodolite over a station mark and used for the
vertically of ranging poles.

Cross staff
The simplest instrument used for setting out a right angle. The common forms of cross staff are
Open cross staff, French cross staff, Adjustable cross staff.

Pegs
These are rods made from hard timber and tapered at one end, generally 25mm or 30mm
square and 150mm long wooden pegs are used to mark the position of the stations on the
ground.

Leveling Staff
Staffs used for leveling work are sectional and are assembled either telescopically or by slotting
onto one another vertically. Most modern designs are manufactured in an aluminum alloy. Staff
lengths are 3 m, 4 m or 5 m on extension. The graduations are 10 mm deep spaced at 10 mm
intervals, the lower three graduations in each 100 mm interval being connected by a vertical
band to form an E shape, natural or reversed. The 50 mm or 100 mm intervals are therefore
located by these shapes. The graduations of the first meter length are color black on a white
background, with the next meter length showing red graduations and so on alternately.

Apparatus used:

Procedure:
Enlist all the equipments in Basic Civil Engineering lab and its significance.

Observations and Calculations:

Result:
 Practical# 2
Object:
“To demonstrate Conventional Symbols used in Survey works”

Theoretical Background:
Symbols are used to mark various features on the paper / plan that are present in the surveyed
area. Conventional symbols usually represent fences, hedges and walls by firm line, while
orchard, woods and cultivated land by green color.

Apparatus used:

Procedure:
Draw all given symbols on half imperial sheet and label accordingly. Attach the sheet in this work
book.

Observations and Calculations:

Result:
 Practical# 3
Object:
“To demonstrate the salient features of Automatic level and its related parts”

Theoretical Background:

Automatic level
The automatic level employs a gravity referenced prism or mirror compensator to automatically
orient the line of sight (line of collimation). The instrument is quickly leveled when a circular
spirit level is used. When the bubble has been centered or nearly so, the compensator takes
over and maintains the horizontal line of sight, even if the telescope is slightly tilted.
Automatic levels are extremely popular in present-day surveying operations. They are quick to
set up, easy to use, and can be obtained for use at almost any required precision.

Apparatus used:
Complete set of Automatic Level

Procedure:
Draw neat and labeled diagram of Automatic Level showing all minor and major parts on
separate sheet (use pencil for drawing).
Write down the purpose of each component of Automatic Level in detail. (Attach separate
sheet).
Describe the Significance and importance of Automatic Level in surveying works.
(Attach separate sheet).

Result:
 Practical # 4
Object:
“To execute methods of linear measurement by using Perambulator”

Theoretical Background:
A Surveyor's wheel or perambulator is a device for measuring distance. The origin of the
measuring wheel dates back the 17th Century alongside the evolution of the odometer. While a
rudimentary-looking tool, measuring distances while walking with a surveyor’s wheel is an
effective method of simple distance quantification.
Generally, a measuring wheel is constructed using an aluminum (or other metal) body and solid
or pneumatic tires. As you walk, you push or pull the device alongside. The wheel rotates and,
using basic rotational kinematics (s=rθ), you can determine the distance between two points.

Apparatus used:
Survey wheel

Procedure:
1. Make sure the wheel surface is clean. Any dirt or loose impediments can affect the
measurement. Remember, the length is based upon the wheel’s rotation.
2. Place the tool exactly where the measurement starts. Rotation is proportional to length,
so it’s important to keep starting and ending points precise.
3. As you walk, keep a steady pace. Changing pace can affect the wheel’s rotation.
4. When you reach your ending point, pick the device up. This avoids any further wheel
rotation.
5. Take your measurement.
Observations and Calculations:
Length of Basketball court: ________________________________
Width of Basketball court : ________________________________
 Area of Basketball court: _____________________________________
Result:
 Practical # 5
Object:
“To make the level line by using Rotary Laser Level”

Theoretical Background:
A rotary laser level is a more advanced laser level in that it spins the beam of light fast enough to
give the effect of a complete 360 degree horizontal or vertical plane, thus illuminating not just a
fixed line, but a horizontal plane. The laser beam projector employs a rotating head with
a mirror for sweeping the laser beam about a vertical axis. If the mirror is not self-leveling, it is
provided with visually readable level vials and manually adjustable screws for orienting the
projector. A staff carried by the operator is equipped with a movable sensor, which can detect
the laser beam and gives a signal when the sensor is in line with the beam (usually an audible
beep). The position of the sensor on the graduated staff, also known as a grade rod, or story
pole, allows comparison of elevations between different points on the terrain. Most laser levels
are used in the construction industry

Apparatus used:
As Given

Procedure:
1. Discuss the significance, importance and use of rotary laser level on a separate sheet and
attach.
2. Draw the sketches of equipment as well.

Observations and Calculations:

Result:
 Practical # 6
Object:
“To produce the longitudinal section and cross section along a proposed alignment of a
highway”

Theoretical Background:
Profile Leveling is an operation to determine elevations of points spaced apart at known
distances along a given line. The purpose of profile leveling is to provide data from which a
vertical section of the ground surface along a surveyed line can be plotted. Longitudinal
sectioning and cross sectioning are examples of profile leveling.
a) Longitudinal sectioning: to find out the elevations of the points on the ground at fixed
intervals along the centre line of proposed sewer lines, pipelines, highways, railways, canals, etc.
b) Cross sectioning: to find out the elevations of the points on the ground at fixed intervals on
both side and perpendicular to centre line of proposed highways, canals, etc.

Apparatus used:
Automatic Level, tripod, Leveling staff, chain, tape, cross staff, arrows, ranging rods, pegs,
Hammer, Leveling book.

Procedure:
1. Establish points on the ground at fixed interval say 5 m along the proposed centre line of
the highway by direct ranging and fix arrows as shown in figure given below.
2. Establish perpendicular lines on either side of the proposed centre line of the highway
using cross staff as shown in figure given below.
3. Along the perpendicular lines that are established in the previous step fix arrows on the
ground at a fixed interval say 2 m as shown in figure given below.
4. Carry out differential leveling to find the R.Ls of every arrow point and enter the readings
in table.
5. Calculate the R.Ls of all the points.
6. Draw the longitudinal section along the centre line of the proposed highway to a suitable
scale.
7. Draw cross section in the transverse direction at each chainage point along the centre
line of the proposed highway to a suitable scale.
Observations and Calculations:

Result:
Profile of the centre line of the proposed highway and various cross sections along the centre
line of the proposed highway are shown on the drawing sheet.
 Practical # 7
Object:
“To produce the position in plan of the given points by radiation method”

Theoretical Background:
Plane table is a surveying instrument that can be used to prepare a map or plan of an area
directly in the field without the direct measurement of any angles. Radiation is one of the
methods employed in plane table survey. This method is generally employed for locating the
details.
In this method, a ray is drawn from the instrument station towards the point. The distance is
measured between the instrument station and the point. The point is located by plotting to
some scale the distance so measured. This method is more suitable for small distances. One
instrument station can cover several points to be detailed.

Apparatus used:

Plane table and its accessories

Procedure:
1) Select a point ‘T’ on the ground so that all points to be located are visible from it.
2) Set up the table at ‘T’, level it, and do centering
3) Transfer the point ‘T’ on to the drawing sheet by means of plumbing fork so that it is exactly
over station ‘T’ on the ground and name it ‘t’.
4) Mark the direction of the magnetic meridian on the drawing sheet by means of trough
compass.
5) Centering the alidade on ‘t’ BISECT the points A, B, C, D, E and F one after the other and draw
the rays along the fiducial edge.
6) Measure the distances TA, TB, TC, TD, TE and TF on the ground and plot their distances to
some scale along the corresponding rays and thus get the position of points a, b, c, d, e, and f on
the drawing sheet. (upper case letters are used to represent stations on ground and lower case
letters are used to represent stations on drawing sheet)
7) Join a, b, c, d, e and f on the drawing sheet.
Observations and Calculations:
1. Measure the distance AB, BC, CD, DE, EF and FA on the ground.
2. Scale the distance ab, bc, cd, de, ef and fa on the drawing sheet.

Result:
Compare the ground and plan distances between the stations A, B, C, D, E and F.
 Practical # 8
Object:
“To demonstrate the consistency of cement paste”

Theoretical background:
Standard consistency of a cement paste is defined as that consistency which will permit a vicat
plunger having 10mm diameter and 50 mm length to penetrate to a depth of 5-7 mm from
bottom of the mould. The basic aim is to find out the water content required to produce a
cement paste of standard consistency as specified by IS:4031 (Part 4) – 1998.

Apparatus Used:
Vicat apparatus, Balance and gauging trowel.

Procedure:
1. Weigh approximately 400g of cement and mix it with a weighed quantity of water. The
time of gauging should be between 3 to 5 minutes.
2. Fill the vicat mould with paste and level it with a trowel
3. Lower the plunger gently till it touches the cement surface.
4. Release the plunger allowing it to sink into the paste.
5. Note the reading on the gauge.
6. Repeat the above procedure taking fresh samples of cement and different quantities of
water until the reading on the gauge is 5 to 7 mm.

Observations and Calculations:

S.No Wt of cement % of water Amount of Penetration of
(gm) water (ml) plunger (mm)
1
2
3
P=W/Cx100
Where,
W = Quantity of water added
C = Quantity of cement used
P = Percentage of water

Result:
The standard consistency of given cement paste is found at _______ % of water by weight of
cement.
 Practical # 9
Object:
“To conduct the initial and final setting time of cement”

Theoretical background:
As soon as water is added to cement hydration of cement starts which results in changing the
cement mix from fluid to solid (setting). Initial setting time is that time period between the
water is added to cement and time at which 1mm needle (initial setting needle) penetrates up to
5mm to 7mm in cement paste. It is usually describe that concrete should be placed and
compacted before initial setting time.
In the stage of hydration hardening takes place and the final setting time is that time period
when water is added to cement and the time when 1mm needle makes an impression on the
paste in the mould.

Apparatus Used:
 Vicat Apparatus, Balance, Measuring Cylinder, Stop Watch, Glass Plate and Gauging
Trowel

Procedure:
 1. Take 500 gm of cement and mix water in it and note time.
2. Take water 30% by weight of cement.
3. Place the paste in the mould.
4. Note the time till penetration of needle is between 5mm to 7mm from the bottom of the
mould.
5. For determining the final setting time, replace the needle of the vicat’s apparatus by the
needle with an annular attachment.
6. The cement is considered finally set when upon applying the final setting needle gently
to the surface of the test block, the needle makes an impression there on, while the
attachment fails to do so. Record this time.

Observation and Calculations:

 Time when water is first added ______. →(A)

 Time when penetration is between 5mm to 7mm ______. →(B)

 Time when needle makes an impression on paste in the mould _______. →(C)

Result:
Initial setting time = (B) - (A) =_____________ minutes
Final setting time = (C) – (A) = _____________minutes
 Practical # 10
Object:
“To demonstrate the fineness of cement”

Theoretical background:
Sieving shall not be done holding the sieve in both hands and gentle wrist motion. This will
involve no danger of spilling the cement, which shall be kept well spread out on the screen.
More or less continuous rotation of the sieve shall be carried out throughout sieving.
Washers, shots and slugs shall not be used on the sieve. The underside of the sieve shall be
lightly brushed with a 25 or 40 mm bristle brush after every 5 minutes of sieving. Mechanical
sieving devices may be used, but the cement shall not be rejected if it meets the fineness
requirement when tested by hand method.
The percentage residue should not exceed 10%.

Apparatus used:
Standard balance with 100gm weighing capacity, IS: 90 micron sieve (# 170 Sieve), Sieve Shaker,
Brush

Procedure:
1. Break Down any air set lumps in the cement sample with fingers.
2. Weigh accurately 100 gm of the cement and place it on a standard 90 micron IS sieve.
3. Continuously sieve the sample for 15 minutes.
4. Weigh the residue left after 15 minutes of sieving.

Observations and Calculations:

% weight of residue = (wt. of sample retained on the sieve / total wt of the sample)*100

Result:
The percentage weight of residue over the total sample is reported ____.
% weight of residue = (wt. of sample retained on the sieve / total wt of the sample)*100
 Practical # 11
Object:
“To execute the test of sieve analysis on fine aggregate”

Theoretical background:
The fine aggregates obtained from natural disintegration of rocks and deposited by streams are
knows as natural sands. Fine aggregates resulting from crushing of hard stone and natural gravel
are known as crushing stone sand and crushing gravel sand respectively.
The sieve analysis is conducted to determine the particle size distribution in a sample of
aggregate, which we call gradation. Many a time, fine aggregates are designated as coarse sand,
medium sand and fine sand. These classifications do not give any precise meaning. What the
supplier terms as fine sand may be really medium or even coarse sand. To avoid this ambiguity
fineness modulus could be used as a yard stick to indicate the fineness of sand.

Fineness modulus = sum of cumulative % wt. Retained from #4 to #100 / 100

The following limits may be taken as guidance:

Fine sand = Fineness Modulus: 2.2 - 2.6,
Medium sand = F.M.: 2.6 - 2.9,
Coarse sand = F.M.: 2.9 - 3.2
Sand having a fineness modulus more than 3.2 will be unsuitable for making satisfactory
concrete.
Note:
 The aggregate most of which passes through #4 sieve is classified as fine aggregates.
 Aggregate most of which is retained on #4 sieve is known as coarse aggregate.

Apparatus used:
Set of sieve including pan and cover, Weighing balance, Sieve shaker, Stopwatch, Sample of fine
aggregate

Procedure:
1. Take 1 kg of coarse aggregate from a sample of about 25 kg.
2. The relevant sieves were arranged one above the other with the sieve size increasing
from the top. The pan was put at the bottom. The sample was placed in the top sieve
and covered.
3. The set of sieves were shaken for 2 to 3 minutes in a sieve shaker.
4. The amount of aggregate retained on each sieve was weighed along with the pan.
5. Plot the graph of particle size distribution.
Observation and Calculations:
S.No Sieve # Weight Cumulative Cumulative Cumulative
retained wt. retained % wt % wt passing
retained
1 4
2 8
3 10
4 12
5 16
6 30
7 50
8 100
9 Pan

Total weight of sample = ___________gms

Result:
F.M = sum of cumulative % wt. Retained from #4 to #100 / 100
Fineness modulus of a given sample of fine aggregate is _________.
Type of sand_____________
 Practical #12
Object:
“To execute the test of sieve analysis on coarse aggregate”
Theoretical background:

The aggregate most of which passes IS 4.75 mm sieve (#4) is classified as fine aggregates. The
fine aggregates obtained from natural disintegration of rocks and deposited by streams are
knows as natural sands. Fine aggregates resulting from crushing of hard stone and natural gravel
are known as crushing stone sand and crushing gravel sand respectively.
Aggregate most of which is retained on IS 4.75 mm sieve is known as coarse aggregate. It may be
in the form of uncrushed gravel or stone resulting from natural disintegration of rocks.
Apparatus used:
Set of sieve including pan and cover, Weighing balance, Sieve shaker, Stopwatch etc.

Procedure:

1. Take 2 kg of coarse aggregate from a sample of about 25 kg.

2. The relevant sieves were arranged one above the other with the sieve size increasing
from the top. The pan was put at the bottom. The sample was placed in the top sieve
and covered.
3. The set of sieves were shaken for 2 to 3 minutes in a sieve shaker.
4. The amount of aggregate retained on each sieve was weighed along with the pan.
5. Plot the graph of particle size distribution.

Observation and Calculations:

S.No Sieve in Weight Cumulative Cumulative Cumulative
inches retained wt. retained % wt % wt passing
retained
1 3
2 2
3 1.5
4 1
5 ¾
6 ½
7 3/8
8 ¼
9 Pan

Result: Total weight of sample = ___________gms

 Practical # 13
Object:
“To conduct water absorption on coarse aggregate”
Theoretical background :
Absorption is related to the increase in the weight of aggregate due to absorption and retention
of water in the pores of aggregate but excluding the water adhering to surface of particles and is
generally expressed as percentage of dry weight.

Apparatus used:
Coarse aggregate, wire basket, stout watertight container, well-ventilated oven, Taping rod and
Airtight container
Procedure:
1. Take a completely dry representative sample of Coarse Aggregate and weigh it (W1) (2 kg).
2. Soak it completely by immersing it in water for 30 minute.
3. Take out the aggregate from the water carefully and make its surface dry by rolling it in a
large absorbent cloth or towel so that there are no traces of water on the surface and all
visible films of water are removed and it is in saturated surface dry (SSD) condition and then
find out its weight W2.
4. Dry the sample at a temperature of 110 ± 5°C to a constant weight and then weigh it as W3.
30-min. Absorption Capacity = (w2-w3/ w3) * 100

Observation and Calculations:

Weight of CA,W1 g
Weight of SSD CA,W2 g
Weight of Dry CA,W3 g

S. No Weight W1 Weight W2 Weight W2 Water Remarks

(g) (g) (g) absorption in
%

Results:
Absorption Capacity of Coarse Aggregate = ___________