Department of Civil Engineering

CONSTRUCTION
MATERIALS AND
TESTING
(CE 43)
(Laboratory Manual)

Compiled by:
Julie Ann I. De La Cruz
Second Edition
2015

CE 43 – CONSTRUCTION MATERIALS AND TESTING

1
There is a great variety of construction materials with various engineering properties
to construction applications and loading conditions. These materials have valuable
practical significance to civil engineers particularly in structural design. This course
will provide the CE students the opportunity to measure and evaluate thru laboratory
experiments the engineering properties of various construction materials.

COURSE DESCRIPTION

The course deals with the physical properties with respect to construction design and
use of common construction materials primarily metals, concrete, wood, asphalt,
coarse and fine aggregates through laboratory experiment and testing. The
procedures for all of the experiments should be in accordance with the American
Society for Testing and Materials (ASTM) standards. This course allows the students
to witness the actual operation and application of the construction materials through
visiting different civil engineering projects. This course is intended for the 4 th year Civil
Engineering students.

COURSE OBJECTIVE/S

1. Recognize the range of various materials for civil engineering projects

through laboratory experiments
2. Perform actual construction materials and testing through laboratory
experiments and evaluating the results.
3. Apply the American Society for Testing and Materials (ASTM) standards
on materials testing in the experiments.
4. Civil Engineering Project visits
5. Engages the students to work in teams which develops them to maximize
their shared knowledge and learns to resolve conflicts. Collaborative
activities promotes an enthusiasm for learning.
6. Improves communication and writing skills through the completion of
laboratory reports.

ATTENDANCE POLICY

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 1. Attendance will be checked by the instructor by 9:15 am every meeting. Late
students need to personally approach the instructor for the attendance.
2. Since this is a laboratory class, attendance will be part of the grading system
as “participation”. Every 30-minute late will be given a corresponding -2 pts in
the “participation”.
3. After 10:00 am, students still to arrive will be considered absent and will not
be allowed to join in the group’s experiment. As a result, his/her “peer-
evaluation” will automatically be “zero”. However, the absentees are still
allowed to perform the required experiment but only 80% of the laboratory
report shall be used in the computation of grades. And that the remaining
grade for the “Participation” will be 6 pts.
4. If the reason for late or absence is valid, the rule for attendance point system
is reversed.

EVALUATION APPROACHES AND METHODS

Laboratory Report
Laboratory Output
Class Participation
Peer Evaluation

GRADING STANDARDS

A. Midterm grade: SLMIS % Total % in Grade conversion table

code FG
Average of long tests (equivalent to PE 20 7.00 Numerical Letter Description
grade grade
prelim output) ME 30 10.50 equivalent
Midterm exam 92 – 100 A Excellent
85 – 91.99 A- Very Good
Class Standing component: QZ-M 25 8.75 76 – 84.99 B Good
 Laboratory report CP-M 20 7.00 68 – 75.99
60 – 67.99
B-
C
Satisfactory
Passed
 Class participation and lab PRJ-M 5 100 1.75 Below 60 F Failed
output
 Peer evaluation
B. After midterms class standing: INC grade is released if a major
requirement is not yet accomplished
Average of long tests (equivalent to SE 20 7.00 by the student AND there is a likely
semi-final output) chance to pass even if the grade for
Class Standing component: QZ-F 45 15.75 the said major requirement is assumed
at minimum. INC grades are to be
 Laboratory report CP-F 30 10.50 complied with within 1 month from the
 Class participation and lab PRJ-F 5 100 1.75 start of the next school term (semester
output or summer)
Peer evaluation
C. Final grade:
After midterms class standing 35
Midterm grade 35
Final Exam (comprehensive in FE 30 100 30.00
coverage)
TOTAL 100.00

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Assessment Rubrics

Presentation Rubric (http://www.ncsu.edu/midlink/rub.pres.html)

1 2
Organization Audience cannot
understand presentation
because there is no
sequence of information.
Subject Student does not have
Knowledge grasp of information;
student cannot answer
questions about subject.
Graphics Student uses superfluous
graphics or no graphics
Mechanics Student's presentation
has four or more spelling
errors and/or
grammatical errors.
Eye Contact Student reads all of
report with no eye
contact.
Elocution Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Audience has difficulty
following presentation
because student jumps
around.
Student is uncomfortable
with information and is able
to answer only rudimentary
questions.
Student occasionally uses
graphics that rarely support
text and presentation.
Presentation has three
misspellings and/or
grammatical errors.
Student occasionally uses
eye contact, but still reads
most of report.
Student's voice is low.
Student incorrectly
pronounces terms.
Audience members have
difficulty hearing
presentation.
3 4 Total
Student presents Student presents information
information in logical in logical, interesting
sequence which audience sequence which audience
can follow. can follow.
Student is at ease with Student demonstrates full
expected answers to all knowledge (more than
questions, but fails to required) by answering all
elaborate. class questions with
explanations and
elaboration.
Student's graphics relate Student's graphics explain
to text and presentation. and reinforce screen text and
presentation.
Presentation has no more Presentation has no
than two misspellings misspellings or grammatical
and/or grammatical errors. errors.
Student maintains eye Student maintains eye
contact most of the time contact with audience,
but frequently returns to seldom returning to notes.
notes.
Student's voice is clear. Student uses a clear voice
Student pronounces most and correct, precise
words correctly. Most pronunciation of terms so
audience members can that all audience members
hear presentation. can hear presentation.
Total Points:

Written Report Rubric: (http://www.sdst.org/shs/library/resrub.html)

Thesis/Problem/Question Information Synthesis Documentation Product/Process
Seeking/Selecting Analysis
and Evaluating

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4 Student(s) posed a
thoughtful, creative
question that engaged them
in challenging or
provocative research. The
question breaks new
ground or contributes to
knowledge in a focused,
specific area.
3 Student(s) posed a focused
question involving them in
challenging research.
2 Student(s) constructed a
question that lends itself to
readily available answers
1 Student(s) relied on
teacher-generated
questions or developed a
question requiring little
creative thought.
PEER ASSESSMENT RUBRIC:
EXPECTATIONS
Student(s) gathered Student(s) carefully Student(s) Student(s) Student(s)
information from a analyzed the developed documented all effectively and
variety of quality information collected appropriate structure sources, including creatively used
electronic and print and drew for communicating visuals, sounds, and appropriate
sources, including appropriate and product, animations. Sources communication tools
appropriate licensed inventive incorporating variety are properly cited, to convey their
databases. Sources conclusions of quality sources. both in-text/in- conclusions and
are relevant, supported by Information is product and on demonstrated
balanced and evidence. Voice of logically and Works-Cited/Works- thorough, effective
include critical the student writer is creatively organized Consulted research
readings relating to evident. with smooth pages/slides. techniques. Product
the thesis or transitions. Documentation is displays creativity
problem. Primary error-free. and originality.
sources were
included (if
appropriate).
Student(s) gathered Student (s) product Student(s) logically Student(s) Student(s)
information from a shows good effort organized the documented effectively
variety of relevant was made in product and made sources with some communicated the
sources--print and analyzing the good connections care, Sources are results of research
electronic evidence collected among ideas cited, both in-text/in- to the audience.
product and on
Works-Cited/Works-
Consulted
pages/slides. Few
errors noted.
Student(s) gathered Student(s) Student(s) could Student(s) need to Student(s) need to
information from a conclusions could have put greater use greater care in work on
limited range of be supported by effort into organizing documenting communicating
sources and stronger evidence. the product sources. more effectively
displayed minimal Level of analysis Documentation was
effort in selecting could have been poorly constructed
quality resources deeper. or absent.
Student(s) gathered Student(s) Student(s) work is Student(s) clearly Student(s) showed
information that conclusions simply not logically or plagiarized little evidence of
lacked relevance, involved restating effectively materials. thoughtful research.
quality, depth and information. structured. Product does not
balance. Conclusions were effectively
not supported by communicate
evidence. research findings.
4 3 2 1
5
 Always willing to help and do
more
Did more than others
CONTRIBUTIONS
Went above and beyond to
further group's work
Routinely offered useful
ideas
Always listens to, shares with
and supports the efforts of
WORKING WITH OTHERS others
Tries to keep people working
together
Always focused on the task
and what needs to be done
FOCUS ON THE TASK
This person is very self-
directed
Laboratory Policies
Cooperative Sometimes cooperative Seldom cooperative
Did his/her part of the
Could have done more Did not do any work
work
Usually offered useful Sometimes offered useful Rarely offered useful
ideas ideas ideas
Usually listens to, shares Sometimes listens to, Rarely listens to, shares
with and supports the shares with and supports with and supports the
efforts of others the efforts of others efforts of others
Disruptive and
Gets along with the group Sometimes cooperative
uncooperative
Focuses on the task and Sometimes focuses on the Does not focus on the
what needs to be done task and what needs to be task and what needs to
most of the time done be done
This person must be
Group members can count
reminded to stay on the Let others do the work
on this person
task
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Laboratory Policy: Students are not allowed to wear their school uniform during the
experiment. Students are required to wear personal protective equipment: close
shoes, jeans and white T-shirt, industrial apron, hair nets for the ladies, and rubber
gloves. Every lacking PPE required will be given a corresponding deduction of 1
point in the “Participation”. If a student fails to wear more than 50% of the required
PPE, he/she will not be allowed to perform the experiment, thus will be considered
as “absentee”. Additional PPEs will be announced, e.g. Goggles and masks,
depending upon the need of the experiment.

Cooperative Learning: Students will be grouped into 4-5 members. They will be
given specific experiment to perform every week with corresponding laboratory
report as requirement. Peer evaluation is also required as part of the grading
system. A rubric is given for both experiment and report preparation. This is to
ensure that impartiality of doing the group task is measured. Site visits and plant
visits will also be part of this course, to expose the students to the actual application
and operations of construction materials and testing.

Academic honesty policy: It is a part of your education to learn responsibility and

self-discipline, particularly with regards to academic honesty. The most important
issue of academic honesty is cheating. Cheating is defined to include any attempt to
defraud, deceive, or mislead the instructor in arriving at an honest grade
assessment. Plagiarism is a form of cheating that involves presenting as one's own
work the ideas or work of another.

In this course, cheating can be in the form of

plagiarism, manipulation of data and duplication of other groups output. For the first
offense and second offense, the group will be given “zero” for the laboratory report in
the particular experiment and a Failing mark (F) in the subject for the 3 rd offense.

GENERAL LABORATORY SAFETY PROCEDURES

AND RULES
Laboratory workers are required to follow guidelines, policies and procedures set down
by the College of Engineering.

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1. On Laboratory Protective Clothing/Equipment It shall be the responsibility of all
laboratory workers to always wear appropriate clothing (e.g. pants, shirts,
shoes) and personal protective equipment (e.g. safety glasses, laboratory coats
or aprons, gloves) in the laboratory. Personal protection may vary according to
the activities set forth by the laboratory instructors. The following should be
observed inside the laboratory: a. The worker’s personal clothing should be fully
covering. Open sandals as well as high heeled shoes are prohibited, shorts are
not recommended. b. Unrestrained long hair and loose clothing such as
neckties and baggy pants are inappropriate in a laboratory and are therefore
prohibited. Such items can catch fire, be dipped in chemicals and get caught in
equipment. Similarly, rings, bracelets, watches or other jewelry that could be
damaged, trap chemicals close to the skin, come in contact with electrical
sources or get caught in machinery should not be worn in situations where
chemicals could be absorbed in the leather and held close to the skin.

2. On Borrowing Equipment and/or Apparatuses When performing a regular

laboratory exercise, the student, or group of students, should accomplish the
following:

a. Complete Two (2) copies of the Borrower’s Form for Equipment and/or
Apparatuses. The borrower’s form can be obtained from the Laboratory
Technician. The Group Leader should fill up the following information:
Laboratory/Room – This refers to the laboratory where the equipment/or
apparatuses are housed, and/or where the student(s) is/are to
performing the exercise. Experiment Title – This refers to the name of
experiment and/or exercise that is to be conducted in the laboratory.
Subject, Instructor, Schedule, and Date of Actual Use – These refer to,
respectively, the subject for which the laboratory exercise is to be
conducted, the faculty handling the subject, the regular laboratory
schedule, and the actual date that the laboratory exercise is to be
conducted. Time Checked Out – This refers to the specific time that the
equipment and/or apparatuses are checked out. This will facilitate the
logistics associated with the equipment and/or apparatuses. Item Code,
Description, Quantity, and Purpose/Remarks – Similarly, when
meticulously accomplished, these details facilitate logistics. The
Laboratory Technician fills in the portion for Purpose/Remarks with
details as to the general condition of the apparatuses and/or equipment,
or purpose for which the items are borrowed. Especially noted are
slightly scratched or dented apparatuses and/or equipment so that the
group members are not made accountable for said damage. Name and
Signature – Group members who are actually present, and are to
perform the laboratory exercise, write their names and affix respective
signatures on the spaces provided for.

b. The Group Leader submits the completed form together with his/her
University ID before the instruments and materials are released to the
group for the day’s laboratory exercise.

c. Upon completion of the activity, the group members return all borrowed
equipment and/or apparatuses to the Laboratory Technician, who then

8
 affixes his remarks and/or signature on both copies of the Borrower’s
Form, indicating that the borrowed items are returned in the condition
indicated, and hands back the borrower’s University ID.

d. The group members must make sure that, upon the return of the
equipment and/or apparatuses, the space indicated for Time Returned
is filled out and countersigned by the Group Leader (the last group
recorded to have borrowed an item is accountable for it, until the return
of the same).

e. One copy of the slip is given to the Group Leader, and the other copy
retained as file for the Department by the Laboratory Technician.

3. On Borrowing Equipment and/or Apparatuses for Out-of-Campus Laboratory

Activities For regular laboratory exercises that require the instrument(s) to be
brought outside of the University campus, the Laboratory Course Instructor
submits to the Engineering Laboratory Manager a request letter, noted by the
Department Chair indicating the description and quantity, and the dates of
actual loan and subsequent return, of the instrument/s.

a. Out of Campus Activity for One (1) Day The Group Leader submits the
completed form together with any ID of the Laboratory Course Instructor
before the instruments are released to the group for the day’s laboratory
exercise.

b. More than One (1) Day Activity The completed borrower’s form must be
accompanied by a Request Letter, noted by the Laboratory Course
Instructor and approved by the Engineering Laboratory Manager
indicating the description and quantity, and the dates of actual loan and
subsequent return, of the instrument/s. a. Note: NO EQUIPMENT
AND/OR APPARATUS SHALL BE BROUGHT OUT OF CAMPUS FOR
THE CONDUCT OF REGULAR LABORATORY EXERCISES
WITHOUT THE EXPLICIT APPROVAL OF THE ENGINEERING
LABORATORY MANAGER AND THE DEAN.

c. Instruments on loan must be returned on the same day of the scheduled

activity, or on the date stipulated in the approved request letter otherwise
the group shall no longer be allowed to bring any of the College’s
instruments outside the university campus. The Laboratory Technician
affixes his remarks and/or signature on both copies of the Borrower’s
Form, indicating that the borrowed items are returned in the condition
indicated, and hands back the borrower’s University ID.

d. The group members must make sure that, upon the return of the
equipment and/or apparatuses, the space indicated for Date and Time
Returned is filled out and countersigned by the Group Leader (the last
group recorded to have borrowed an item is accountable for it, until the
return of the same).

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4. On Materials, Chemicals and other Consumable Supplies When the laboratory
exercise makes use of materials and other consumable supplies, the student,
or group of students, should accomplish the following: Two (2) copies of the
Request Form for Materials and Supplies should be obtained and filled up by
the student or group of students, at least two weeks before the scheduled date
of the exercise. The request form can be obtained from the Laboratory
Technician. v a. All group members sign the Request Form and gives it to the
Laboratory Course Instructor for his/her signature and brings it to the
Laboratory Technician, who indicates his Remarks 3 (i.e., hazard or toxicity,
special handling requirement, etc.) and promptly distributes the materials
and/or supplies requested for the scheduled laboratory exercise. b. Upon
issuance of the requested materials and/or supplies, the Laboratory Technician
affixes his signature on the Request Form, gives one (1) copy to the Group
Leader, and retains the other copy as file for the Laboratory Documentation. c.
Laboratory workers shall exercise frugality in utilizing laboratory supplies. All
unused materials that remain unadulterated at the end of the laboratory
exercise shall be returned to the Laboratory Technician.

5. On Request for Extension An extension may be requested for exercises in

progress and whose subsequent continuation and completion require more
than 30 minutes. A laboratory exercise that extends beyond the allotted period
for not more than 30 minutes does not need the extension request. However
since the group members MUST return all borrowed instruments and/or
apparatuses ONLY to the Laboratory Technician (who might otherwise be
engaged elsewhere by then) the group members MUST wait for the Laboratory
Technician to be available for them. Requests for extension may be granted
subject to the following conditions:

a. Availability of Instructors who may supervise the Extended Laboratory

Activity b. Availability of the Laboratory Technicians who will attend to
the needs of the requesting party For request for extension, the student,
or group of students, should accomplish the following: a. Two (2) copies
of the Request Form for Extension of Use of Laboratory (Appendix C).
The request form can be obtained from the Office of the Engineering
Laboratory Manager.
b. It shall be the responsibility of the Laboratory Course Instructor to advise
his/her students on the necessity of accomplishing the Request Form for
Extension of Use of Laboratory. Both the Laboratory Course Instructor
and the Department Chair endorse the request.
c. The students clearly indicate the Date of Actual Use, and obtain the
explicit concurrence of the Laboratory Technician. NO SUCH
EXTENSION IS ALLOWED WITHOUT THE APPROVAL OF THE
Engineering Laboratory Manager. CONCURRENTLY, NO EXTENSION
OF ACTIVITY IS ALLOWED WITHOUT THE SUPERVISION OF THE
LABORATORY ISNTRUCTOR OR HIS SUBSTITUTE.
d. A student or a group of students with an approved request for extension
but who arrives more than 30 minutes later than the specified time
forfeits the entitlement and shall not be allowed access to the laboratory
as scheduled. A request for makeup shall therefore be filed, following
the proper channel

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 e. Upon completion of the exercise, the group members return all borrowed
equipment and/or apparatuses to the Laboratory Technician, who the
writes his remarks and/or affixes his signature on both copies of the
Borrower’s Form, indicating that the borrowed items are returned in the
condition indicated, and hands back the borrower’s University ID. vi f.
f. The group members make sure that, upon the return of the equipment
and/or apparatuses, the space indicated for Time Returned is filled out
and countersigned by the Group Leader.
g. One copy of the form and extension request is given to the Group
Leader, and the other copy retained as file for the Department by the
Laboratory Technician.

6. On Breakage, Damage, or Loss of Instrument

a. In cases of breakage, damage, or loss of the instrument and/or
apparatuses, the group members whose signatures appear in the
Borrower’s Form shall be held liable for the replacement of the item(s)
broken, damaged, or lost.
b. In cases when the whole class concurrently uses an equipment and/or
apparatus, the entire class shall be accountable for the equipment and/or
apparatuses.
c. It shall be the responsibility of each group member to ensure that all
borrowed equipment and/or apparatuses are accounted for before they
leave the laboratory. In the same way, the Laboratory Technician shall
make sure that all borrowed equipment and/or apparatuses are
accounted for before the students leave the laboratory.
d. The Laboratory Technician shall submit to the College Administrative
Assistant a list of students with liabilities in the form stated above at least
one week before the final examinations week (i.e., the period allotted for
the signing of clearance). The Department Chair shall be furnished a
copy of such list. NO STUDENT SHALL BE CLEARED BY THE OFFICE
OF THE DEAN UNLESS CLEARED FROM ANY SUCH LIABILITY BY
THE COLLEGE LABORATORY MANAGER. 7. KEEPING THE WORK
AREA CLEAN, SAFE AND IN PROPER ORDER SHALL BE THE
RESPONSIBILITY OF ALL LABORATORY WORKERS.

LABORATORY SAFETY GUIDELINES

Before beginning the experiments, read carefully and take note of the following
instructions:

A. General Safety
1. When conducting or observing experiments, eating; smoking;
playing; and sleeping are NOT ALLOWED inside the laboratory.
2. Do not let any person who is not enrolled in this laboratory course
enter the said laboratory.

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 3. No work may be carried out until all necessary safety documentation
has been read and understood.
4. Be aware of the placement of equipment and safety kits.
5. In the event of an accident or mishap, inform your laboratory
instructor and technician as soon as possible.
6. Personal belongings should not be stacked on top of tables. Store
them in the shelves under the working table.

B. General equipment operations

1. Recognize possible hazardous locations especially if the experiment

involves operation of the larger equipment. Watch out for edges in
the equipment.
2. Do not overload or overfill equipment such that it exceeds its
maximum safe tolerances. For specific loading, refer to individual
standards for equipment.
3. Take special precautions in minimizing spillage of soils or liquids to
prevent clogging of equipment or short circuiting of electrical devices.
4. Do not play with the various valves and switches present on the
equipment.
5. Take care in lifting and stacking of weights on any equipment
employing a deadweight system of load application. Stack weights in
a stable arrangement.
6. Place samples in an oven in an appropriate container. Use insulating
gloves when removing a sample from an oven. Check the samples
to make sure you are not removing someone else’s sample.
7. Do not attempt to repair faulty equipment. Call the attention of the
assigned laboratory technician.

Revision history and acknowledgement

Date Editor History

November 15, 2014 Engr. Jingle Melody Reas
November 10, 2015 Engr. Julie Ann I. De La
Cruz
References:
Original publishing in Microsoft
Word format
Instituted Syllabi requirement of 2015:
Front Design, Font, Lab activity
design

1. Calkins, Meg,Materials for sustainable sites : a complete guide to the

evaluation, selection, and use of sustainable construction materials, John
Wiley & Sons, Inc, Hoboken, N.J, 2009
2. Bliss, Steven,Best practices guide to residential construction : materials,
finishes, and details, John Wiley & Sons, Inc, New Jersey, 2006

12
 3. Mamlouk, Michael S, Materials for civil and construction engineers, Pearson
Inc, Boston, 2011
4. Bolton, W., Materials for engineering, Newnes, Oxford, 2000.

Online References:

1. XU ONLINE LIBRARY -
http://library.xu.edu.ph/newwebpage/onlinedatabases.html (astm journal)

2. Elearn.xu.edu.ph
3. Online resources
a. http://www.oregon.gov/odot/hwy/construction/docs/materials_laborator
y_manual.pdf
b. http://site.iugaza.edu.ps/mymousa/files/Material_-Testing-lab-
manual.pdf
c. http://www.vegvesen.no/_attachment/336304/binary/585452?fast_title=
Tanzania_Laboratory+Testing+Manual
d. http://www.nt.gov.au/infrastructure/publications/materialstesting/docum
ents/ntmtm.pdf
e. http://www.nist.gov/nvlap/upload/NIST-HB-150-5-2005-1.pdf

Table of Contents

General information about the Laboratory ii

General Laboratory Safety Guidelines vii

Revision History and Acknowledgement xi

Reducing Field Sample of Aggregates to Test Sample 1

Moisture Content of Aggregates 9

RELATIVE DENSITY AND WATER ABSORPTION OF AGGREGATES 12

Fineness of Hydraulic Cement by No.100 or No. 200 Sieve 22

13
Cement Consistency of Hydraulic Cement 30

Density and Specific Gravity of Cement 39

Slump Test 48

Compression Test of Concrete Blocks 56

Tension Testing of Steel 64

EXPERIMENT# 1

TITLE: Reducing Field Sample of Aggregate To Test Sample by Quartering

Number of hours required Date due: _____________________

for completion: ______________
Date started: _________________ Date completed: ________________

OBJECTIVE

This methods covers for the reduction of large samples of aggregate to the
appropriate size for testing employing techniques that are intended to minimize
variations in measured characteristics between the test samples so selected and the
large sample.

14
REFERENCE:

ASTM Standard C 125 – Terminology Relating to Concrete and Concrete

Aggregates

EQUIPMENT

Straight-edged scoop.
Flat-edged shovel or trowel.
Broom or brush.

Procedure:

1. Place the original sample on a hard clean, level surface where there will be
neither loss of material nor the accidental addition of foreign material.
2. Mix the material by turning the entire sample over at least three
times until the material is thoroughly mixed. With the last
turning, form the entire sample into a conical pile by depositing
individual lifts on top of the preceding lift.

3. Carefully flatten the conical pile to a uniform thickness and diameter by pressing
down the apex with a shovel or trowel so that each quarter sector of the
resulting pile will contain the material originally in it. The diameter should be
approximately four to eight times the thickness.
4. Divide the flattened mass into four equal quarters with a shovel or trowel and
remove two diagonally opposite quarters, including all fine material, and brush
the cleared spaces clean. The two unused quarters may be set aside for later

15
 use or testing, if desired.

5. Successively mix and quarter the remaining material until the sample is reduced
to the desired size.

Experiment No. 2

Title: Moisture Content of Aggregates

Number of hours required Date due: _____________________

for completion: ______________
Date started: _________________ Date completed: ________________

Objective

 To determine the water (moisture) content of coarse and fine aggregates,

expressed as the ratio of the percentage of the mass of water in a given mass of
aggregates to the mass of the dry solids.

Materials and Apparatuses

Drying Oven 1 set

Balance 1 set
Rectangular Tin Can 2 units
Scoop 2 units

16
Rubber Gloves 4 pairs

Methodology

1. Clean and dry 2 rectangular tin cans, and weigh each of the tin cans to be used,
record its mass (M1).

2. Using scoops, obtain samples of gravel for coarse aggregates and sand for fine
aggregates and place each samples on its respective rectangular tin cans.

3. Afterwards, weigh the 2 sample aggregates individually with its containers, record
its mass (M2).

17
4. Place the 2 containers with each of its sample aggregates in the oven and let it dry
for a minimum of 6 hours.

5. After drying, weigh the rectangular tin cans with its sample aggregates, record its
mass (M3).

Table 1: Moisture Content of Aggregates

Specimen 1 2
Mass of wet test
portion + container
(M2)

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 Mass of dry test
portion + container
(M3)
Mass of container
(M1)
Mass of moisture
Mass of dry test
portion
Moisture Content

Calculations:

For Specimen 1: (Gravel)

Mass of moisture = M2 - M3

Mass of dry test portion = M3 - M1

M2−𝑀3
Moisture Content (w) =( ) x 100
𝑀3−𝑀1

For Specimen 2: (Sand)

Mass of moisture = M2 - M3

Mass of dry test portion = M3 - M1

M2−𝑀3
Moisture Content (w) =( ) x 100
𝑀3−𝑀1

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EXPERIMENT# 3

TITLE: Relative Density and Water Absorption of Aggregates

Number of hours required Date due: _____________________

for completion: ______________
Date started: _________________ Date completed: ________________

Objective:

 To determine the relative density (dry density, saturated density, and apparent
density) of the coarse aggregates and the fine aggregates.
 To find out the water absorption of the coarse aggregates and the fine
aggregates.

Materials and Apparatuses

Drying Oven 1 set

Triple Beam Balance 1 set
Rectangular Tin Can 4 units
Newsprint 2 pieces

20
Container 2 units
Rubber Gloves 5 pairs

Methodology

1. Clean and dry 4 rectangular tin cans, Label it as Container A, Container B, Container
C, and Container D, weigh each of the tin cans to be used, and record its mass.

2. Using rubber gloves, obtain samples of gravel which was immersed for only 1 hour
(Container C) and sand which was immersed in water for 24 hours (Container D) and
place each samples on its respective rectangular tin cans.

3. Afterwards, weigh the 2 sample aggregates individually with its containers, record
its mass (Mass B).

21
4. Remove the aggregate samples from its respective containers and leave it exposed
to air away from direct sunlight for about 5-10 minutes using newsprints.

5. While letting the aggregate samples dry to air, fill the other two rectangular tin cans
(Container A and B) with water, weigh it, and record its mass (Mass C).

6. After that, empty all the 4 containers with water and return the air dried aggregate
samples on its particular containers, weigh the samples, and record its mass (Mass
A).

22
7. Put the aggregate samples in the oven and let it dry for 24 hours.

8. After 24 hours in the oven, take the aggregate sample out, let it cool, weigh it, and
record its mass (Mass D).

23
 Table 1: Relative Density and Water Absorption
Specimen 1 2
Mass A
Mass B
Mass C
Mass D
Dry Relative Density
(RDD)
Saturated Relative
Density (RDS )
Apparent Relative
Density (RDA)
Water Absorption
(W ABS)

Calculations:
Mass:
Container A = 93.0 g
Container B = 92.0 g
Container C = 94.0 g
Container D = 93.5 g

24
For Specimen 1: (Gravel, Coarse Aggregate)

Mass A = (Air Dried Aggregate Sample + Container C) – (Container C)

=1596.0 g – 94.0 g
=1502.0 g

Mass B = (Raw Aggregate Sample + Container C) – (Container C)

=1677.0 g – 94.0 g
=1583.0 g

Mass C = (Water + Container B) - (Container B)

=1290.0 g – 93.0 g
=1198.0 g

Mass D = (Oven Dried Aggregate Sample + Container C) – (Container C)

=1540.0 g – 93.0 g
=1446.0 g

Dry Relative Density:

𝐷
(RDD) = 𝐴−(𝐵−𝐶)
1446.0 𝑔
= 1502.0 𝑔−(1583.0 𝑔−1198.0 𝑔)

= 1.294538944
= 1.295

Saturated Relative Density:

𝐴
(RDS) = 𝐴−(𝐵−𝐶)
1502.0 𝑔
= 1502.0 𝑔−(1583.0 𝑔−1198.0 𝑔)

= 1.344673232
= 1.345

Apparent Relative Density:

25
 𝐷
(RDA) = 𝐷−(𝐵−𝐶)
1446.0 𝑔
= 1446.0 𝑔−(1583.0 𝑔−1198.0 𝑔)

= 1.362865221
= 1.363

Water Absorption:
100 (𝐴−𝐷)
(W ABS) =
𝐷
100 (1502.0 𝑔−1446.0 𝑔)
= 1446.0 𝑔

= 3.87275242 %
= 3.9 %

For Specimen 2: (Sand, Fine Aggregates)

Mass A = (Air Dried Aggregate Sample + Container D) – (Container D)

=2200.0 g – 93.5 g
=2106.5 g

Mass B = (Raw Aggregate Sample + Container D) – (Container D)

=2277.0 g – 93.5g
=2183.5 g

Mass C = (Water + Container A) - (Container A)

=1290.0 g – 93.0 g
=1197.0 g

Mass D = (Oven Dried Aggregate Sample + Container D) – (Container D)

=1770.0 g – 93.5 g
=1676.5 g

26
Dry Relative Density:
𝐷
(RDD) = 𝐴−(𝐵−𝐶)
1676.5 𝑔
= 2106.5 𝑔−(2183.5 𝑔−1197.0 𝑔)

= 1.496875
= 1.497

Saturated Relative Density:

𝐴
(RDS) = 𝐴−(𝐵−𝐶)
2106.5 𝑔
= 2106.5 𝑔−(2183.5 𝑔−1197.0 𝑔)

= 1.880803571
= 1.881

Apparent Relative Density:

𝐷
(RDA) = 𝐷−(𝐵−𝐶)
1676.5 𝑔
= 1676.5 𝑔−(2183.5 𝑔−1197.0 𝑔)

= 2.429710145
= 2.430

Water Absorption:
100 (𝐴−𝐷)
(W ABS) = 𝐷
100 (2106.5 𝑔−1676.5𝑔)
= 1676.5 𝑔

= 25.64867283 %
= 25.6 %

27
EXPERIMENT# 4

TITLE: Fineness of Hydraulic Cement by No. 100 or No. 200 Sieve

Number of hours required Date due: _____________________

for completion: ______________
Date started: _________________ Date completed: ________________

Objective

 To determine the fineness of hydraulic cement and raw materials by means of

the No. 100, or No. 200 sieves.

Materials and Apparatuses

Sieve No. 100 1 unit

Cover for Sieve 1 unit
Pan for Sieve 1 unit
Rectangular Tin Can 1 unit
Balance 1 set
Bond Paper 1 piece
Rubber Gloves 5 pairs

Methodology

1. Place 50 grams of cement sample on a clean, dry No. 100 Sieve, as required for
this experiment, with the pan attached to it.

28
2. While holding, with both hands, the sieve together with its pan, sieve it for about 5
minutes with a gentle wrist motion until most of the cement sample has passed through
and its residue looks already clean.

3. Continue sieving until not more than 0.05 grams of the material passes through in
1 minute of continuous sieving and place the cover of the sieve after and remove its
pan.

4. Afterwards, Open the set carefully and transfer the residue to a white, clean paper
and record its mass.

29
Data and Results

Table 1: Mass of Sieves and Container

Mass
Sieve No. 100
Container C
Container C +
Residue
Residue

Calculations:

(Before Sieving)
Container C =
Cement =
Container C + Cement

(After Sieving)
Container C = 94.1 g
Container C + Residue = 95.0 g
Residue = 95.0 g – 94.1 g
= 0.9 g

% Residue = (Weight of Residue/50) * 100

= (0.9 g/50) * 100
= 1.8 %

Summary of Results:

Container C + Cement = 144.1 g

Residue = 0.9 g
% Residue = 1.8 %

30
EXPERIMENT# 5

TITLE: Normal Consistency of Hydraulic Cement

Number of hours required Date due: _____________________

for completion: ______________
Date started: _________________ Date completed: ________________

Objective
 To determine the normal consistency, water content, to prepare cement paste
for testing.

Materials and Apparatuses

Vicat Apparatus 1 unit

Rectangular Tin Cans 2 units
Mixing Container 1 unit
Trowel 1 unit
Graduated Cylinder 1 unit
Rubber Gloves 5 pairs

Methodology

1. Place cement in the mixing container, add water, and record the mass of cement
and volume of water.

31
2. Allow 30 seconds to rest for the absorption of water, and start mixing at a low speed
for about 30 seconds also.

3. Allow 15 seconds to rest, add cement if it is too wet, add water if it is too dry, and
start mixing again at medium speed for about a minute.

4. Afterwards, form the cement paste into a ball shape using rubber gloves, and throw
it from hand to hand six times.

32
5. Press the ball into the larger opening of the conical ring, fill it with cement paste,
and remove excess cement paste by a single movement of the palm.

6. After removing the excess cement paste, remove also the excess cement paste at
the smaller opening of the conical ring, and smooth the top of the larger opening.

7. Place the cement paste with the conical ring under the plunger ender, release the
rod immediately (not exceeding 30 seconds) after all the adjustments of the Vicat
apparatus have made, and record the penetration.

33
8. When penetration does not satisfy the standard, it is better to start from procedure
1 using a fresh concrete.

Data and Results

Table 1: Penetration for Normal Consistency of Hydraulic Cement

Weight Water Penetration
of Volume
Cement
Trial 475.5 g 150 mL 15 mm
1
Trial 625.5 g 200 mL 7.5 mm
2
Trial 849.5 g 250 mL 10 mm
3

Calculations:

Mixing Container = 195.9 g

(Water Content)
WC = mass of water/ mass of cement * 100
WC = 250/ 849.5 * 100
WC = 29.42907593 %
WC = 29.43%

34
EXPERIMENT# 6

TITLE: Density and Specific Gravity of Cement

Number of hours required Date due: _____________________

for completion: ______________
Date started: _________________ Date completed: ________________

Objective
 To determine the density and specific gravity of cement by using the water bath
and water pcynometer.

Materials and Apparatuses

Le Chatelire Flask 1 unit

35
Beam Balance 1 unit
Kerosene 1 unit
Water Bath 1 unit
Holder 1 unit
Container 1 unit
Funnel 1 unit
Graduated Cylinder 1 unit
Rubber Gloves 5 pairs

Methodology

1. Fill the Le Chatelire flask with kerosene to the marked point.

2. Place the Le Chatelire flask with kerosene in the water bath, wait for 15 minutes in
order to avoid flask temperature variations greater than 0.2 °C, and record its reading
and room temperature after.

36
3. Afterwards, prepare 64 g of cement and placed it inside the Le Chatelire flask using
a funnel, and make sure the cement does not stick above the liquid inside the Le
Chatelire flask.

4. After putting the cement inside the Le Chatelire flask, place the stopper of the flask
and roll the flask in an inclined position to free it from air until no air bubbles are
remaining.

5. Subsequently, put again the Le Chatelire flask in the water bath, and record its
reading and room temperature after 15 minutes.

Data and Results

Table 1: Measurements for Cement
Measurements
Container D g
Cement g
Container D + Cement g
Room Temp. ( Before) °
Room Temp. (After) °

37
 Volume mL
First Reading of Flask mL

Second Reading of Flask mL

Calculations:

(Volume of Liquid Displaced)

V = Second Reading of Flask – First Reading of Flask

(Density) ρ = Mass of Cement/ Volume

(Specific Gravity) Sg = ρ Cement/ ρ Water

38
EXPERIMENT# 7

TITLE: Slump Test

Number of hours required Date due: _____________________

for completion: ______________
Date started: _________________ Date completed: ________________

Objective
 To determine the slump of mixed concrete, a measure of consistency or
stiffness, and workability.

Materials and Apparatuses

Slump Cone 1 unit

Ruler 1 unit
Mixing Container 1 unit
Circular Cement Molder 1 unit
Trowel 1 unit
Large Square Container 1 unit
Rubber Gloves 5 pairs
Tamper 1 unit

Methodology

1. Prepare a ratio of water-cement-aggregates, both sand and gravel, which is 3:6:12

kg.

39
2. Mix the cement and aggregates into a large square container, and make a hollow
in the middle of the mixed elements.

3. After making a hollow in the middle, slowly add the water into the hollow and mix it
again together with the cement and aggregates.

4. Add more water by making a heap again if the mixture is not yet workable, mix it
again and keep turning for about 2 minutes.

5. Once the newly mixed concrete is ready, place it in the slump cone in three layers,
and ensure even distribution in the mold by moving the scoop around the top edge of
the mold as the concrete slides from it.

6. Afterwards, rod each layer with 25 strokes of the tamper, distributing the strokes in
a uniform manner.

40
7. After rodding the top layer, strike off the surface of the concrete using a trowel,
clean the surface of the base outside the cone, and immediately remove the mold by
raising the slump cone in a vertical direction.

8. Record the slump by determining the difference between the height of the mold and
the height of the unmolded concrete

9. To finish, prepare the circular cement molder by putting oil into it, molding the
concrete, and curing it for 7 days.

41
Data and Results

Table 1: Measurements for Slump Test

Measurements/
Masses
Cement
Sand
Gravel
Water
Mixing Container 1
Mixing Container 2
Mixing Container 3
Mixing Container 1 +
Cement
Mixing Container 2
+Sand
Mixing Container 2 +
Gravel
Mixing Container 3 +
Water
Height of Molded
Concrete
Height of Unmolded
Concrete

42
Calculations:

Slump = Height of Molded Concrete – Height of Unmolded Concrete

EXPERIMENT# 8

TITLE: Compression Test of Concrete Blocks

Number of hours required Date due: _____________________

for completion: ______________
Date started: _________________ Date completed: ________________

Objective

 To determine the compressive stress capacity of beams and columns.

Materials and Apparatuses

Cement Sample 1 unit

Triaxial Machine 1 unit

Methodology

1. Take the Cement Sample, Rectangular and Circular, that was being cured for 28
days in the last experiment from the curing area.

43
2. Perform the Compression Test for the rectangular cement (beam) by using the
Triaxial Machine to know its maximum strength and force that could carry.

3. Same as for procedure 2, this time is for the circular cement sample (columns) to
also know the strength it holds and the force it could carry.

4. Record the strength and force it appears in the machine and throw away the entire
samples afterwards.

Data and Results

(Rectangular Cement – Beam)

Strength = 1.1 MPa
44
Force = 22.1 KN

(Circular Cement – Column)

Strength = 14.3 MPa
Force = 271.8 KN

EXPERIMENT# 9

TITLE: Tensile Strength of Reinforcing Steel Bars

Number of hours required Date due: _____________________

for completion: ______________
Date started: _________________ Date completed: ________________

45
Objective
 To determine the tensile capacity of reinforcing steel bars using the triaxial
machine.

Materials and Apparatuses

Triaxial Machine 1 unit

8 mm Reinforcing Bars 100 cm
10 mm Reinforcing Bars 100 cm
12 mm Reinforcing Bars 100 cm
16 mm Reinforcing Bars 100 cm
Rubber Gloves 5 pairs

Methodology

1. Prepare 8 mm, 10 mm (first experiment), 12 mm, and 16 mm Reinforcing Bars for

tensile test by using only 50 cm of 100 cm length of it.

46
2. Perform the tensile test for 8 mm, 10 mm (for first experiment) by using the triaxial
machine to know its maximum strength and maximum load.

3. Same as for the 2nd procedure, perform the tensile test this time for the 12 mm
Reinforcing bars to know its strength and force.

4. Record all its length afterwards and compare it to the original reinforcing bars to
know how much length was added to such reinforcing bars.

Data and Results

Table 1: Mass of Sieves and Container

47
 Reinforcing Before After
Bars
8 mm 50.3 cm 51.3 cm
10 mm (1st 50 cm 58.2 cm
exp.)
12 mm (2nd 50.3 cm 58.3 cm
exp.)
First experiment:

(10 mm RSB)
Maximum Strength = 450.513 MP
Maximum Load = 35.383 KN

Second Experiment:

(8 mm RSB)
Maximum Strength = 163.521 MP
Maximum Load = 18.494 KN

(12 mm RSB)
Maximum Strength = 441.112 MP
Maximum Load = 49.889 KN

48