&EPA
United States
Environmental Protection
Agency
Office of Water
(WH-550)
EPA 570/9-88-004
September 1989
Sanitary Survey Training
Instructor's Guide For
Sanitarians Of Micronesia
Printed on Recycled Paper
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CREDITS
This manual was developed and prepared by the South Carolina Environmental
Training Center for use by the Sanitarians of Micronesia under EPA Training Grant
T-901536-01. Many sections of this manual were taken from USEPA's Sanitary
Survey Training Manual which was prepared under a previous contract by Dynamac
Corporation, Roekville, Maryland. The material has been adapted for use in
Micronesia.
Recognition is due to the following individuals who were involved in the
development and implementation of this training manual:
EPA Pro i'ect Administrator
John R. Trax, Chief, Drinking Water Branch; Office of Drinking Water; United
States Environmental Protection Agency.
Project Director
Dr. William Engel, Director, South Carolina Environmental Training Center; Sumter
Area Technical College; 506 North Guignard Drive; Sumter, South Carolina 29150.
/. -'
EPA Pro-iect Officer
Kenneth M. Hay, Education/Training Specialist; Office of Drinking Water; United
States Environmental Protection Agency.
Prelect Coordinator
'f
£_?
Andrew A. HoltaP President; A. Holtan and Associates, Whiteford, Maryland.
Instructor and Technical Advisor
William Rowell,:-Manager of Engineering, Surveillance and Technical Assistance
South Carolir| Department of Health and Environmental Control.
«
Instructional Development
Susan McMasterDirector of Staff and Instructional Development, Sumter Area
Technical Cojege, Sumter, South Carolina 29150.
Media Development
Jann S. Jayroe^Iedia Specialist; Sumter Area Technical College; Sumter
South Carol! 29150.
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Technical Advisors
The following individuals assisted in selecting the need-to-know technical
information provided in the ^original manual. This was accomplished with a great
deal of discussion, compromise, and ultimate agreement on the part of each of the
individuals concerned with the development of this document.
M. K. Batavia, Director, Water Supply, State of South Carolina
Bill Carpenter, Assistant Training Director, National.Rural Water Association
Peter Karalekas, Water Supply Branch, USEPA Region I, Boston, Massachusetts
Ken Kerri, Professor of Civil Engineering, Californa State University of Sacramento
Don Kuntz, Chief, Drinking Water Division, State of West Virginia
Don Moore, Office of Environmental -Health, Indian Health Service - Phoenix
William Price, Chief, Technical Services and Training, Public Drinking Water
Program, State of Missouri
T. Jay Ray, Water Supply Branch, USEPA Region VI, Dallas, Teps
W. Clough Toppan, Manager, Drinking Water Program,. State of Maine
Bob Williams, Water Supply Branch, USEPA Region II, New York, New York
ii
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PREFACE
This Instructor's Guide for sanitary survey training for Sanitarians of
Micronesia has been developed as an aid to Micronesian agencies who provide
instruction to inspectors of water systems. It is based on the minimum information
that an inspector with limited experience heeds to know to successfully assess a
public water system.
The Instructor's Guide and the Reference Manual are intended for use in
conducting technical assistance seminars for personnel responsible for safe
drinking water programs. The instruction team has worked closely with Ken Hay,
Project Officer, who has provided extensive technical assistance in ensuring that
the course focuses on the "need-to-know" information. Field exercises have been
included to give students "hands-on" experience in conducting a sanitary survey in
the field and to provide students with the opportunity to apply classroom
"need-to-know" information on-site.
The overall objective of training courses conducted using these materials is
to provide the minimum training that, when complemented by on-the-job training,
will enable personnel to perform effective evaluations of small public water supply
systems. Students attending training where this manual is used by an instructor
should have a basic knowledge of water supply systems and some limited on-the-job
experience with sanitary surveys. It must be stressed that this manual provides
only "need-to-know" information; that is, only the basic knowledge that an
inspector needs to know in order to adequately evaluate a water system. The manual
does not provide teSmical detail on every facet of a water system, nor is it
intended to provide the student with all of-the background information necessary to
provide technical assistance. ;
iii
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TABLE OF CONTENTS
UNIT TITLE
PAGE
CREDITS
TECHNICAL ADVISORS
PREFACE
TABLE OF CONTENTS
PROPOSED AGENDA
INSTRUCTOR'S NOTES
PREPARATION CHECKLIST - FORM 1
REGISTRATION FORM - FORM 2
PARTICIPANT DATA SHEET - FORM 3
EVALUATION QUESTIONNAIRE - FORM 4
PROGRAM EVALUATION - FORM 5
SUGGESTED REFERENCES
UNIT 1. ORIENTATION
UNIT 2. WATER SOURCES
2a. General
2b. Wells
2c. Springs
2d. Surface Sources
2e. Rain Catchments
UNIT 3. PUMPS
UNIT 4. WATER TREATMENT
UNIT 5. STORAGE
5a. Gravity Storage
5b. Hydropneumatic Tanks
UNIT 6. WATER DISTRIBUTION
6a. Distribution Systems
6b. Cross-Connections
UNIT 7. MONITORING/RECORDKEEPING
i
ii
iii
iv
xv
xvi
xvii
xvili
xxi
xxii
1-1
2-1
2-2
2-7
2-11
2-14
2-18
3-1
4-1
5-1
5-2
5-5
6-1
6-2
6-5
7-1
iv
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TABLE OF CONTENTS (CONTINUED)
UNIT TITLE
PAGE
UNIT 8. MANAGEMENT/SAFETY
UNIT 9. SURVEYS
UNIT 10. COMMUNICATIONS/PUBLIC RELATIONS
UNIT 11. TECHNICAL ASSISTANCE
'UNIT 12. CONCLUSION
8-1
9-1
10-1
11-1
12-1
f
e
r
V
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Unit
PROPOSED AGENDA FOR A TYPICAL TRAINING SESSION
DAY 1
Title Contact Time Schedule
1
2
2a
2b
2c
2d
2e
3
4
5
5a
5b
6
6a
6b
7
8
9
10
ORIENTATION
WATER SOURCES
General
BREAK
Wells
LUNCH
Springs
Surface Sources
Rain Catchments
BREAK
PUMPS
WATER TREATMENT
STORAGE
Gravity Storage
Hydropneumatic Tanks
LUNCH
WATER DISTRIBUTION
Distribution Systems
Cross-Connections
MONITORING/RECORDKEEPING
MANAGEMENT/SAFETY
SURVEYS
OPEN DISCUSSION
60 minutes
30 minutes
15 minutes
90 minutes
60 minutes
45 minutes
30 minutes
60 minutes
15 minutes
30 minutes
DAY 2
180 minutes
30 minutes
30 minutes
45 minutes
30 minutes
30 minutes
30 minutes
30 minutes
45 minutes
30 minutes
9:00 am -
10:00 am -
10:30 am -
10:45 am -
12:00 noon
1:00 pm -
1:45 pm -
2:15 pm -
3:15 pm -
2:30 pm -
8:30 am -
11:30 am -
12:00 noon
12:30 pm -
1:15 pm -
1:45 pm -
2:15 pm -
2:45 pm -
3:15 pm -
4:00 pm -
10:00 am
10:30 am
10:45 am
12:00 noon
- 1:00 pm
1:45 pm
2:15 pm
3:15 pm
3:30 pm
3:00 pm
11:30 am
12:00 noon
- 12:30 pm
1:15 pm
1:45 pm
2:15 pm
2:45 pm
3:15 pm
4:00 pm
4:30 pm
vi
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Unit
Title
PROPOSED AGENDA (CONTINUED)
DAY 3
Contact Time Schedule
FIELD SANITARY SURVEY
OF WATER TREATMENT
SYSTEM
LUNCH
SANITARY SURVEY OF
ROOF RAIN CATCHMENTS
AND SPRINGS
EVALUATION
CONCLUSION
3 1/2 hours
60 minutes
120 minutes
90 minutes
30 minutes
8:30 a.m. - 12:00 noon
12:00 noon - 1:00 pm
1:00 pm - 3:00 pm
3:00 pm - 4:30 p.m.
4:30 pm - 5:00 pm
vii
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INSTRUCTOR'S NOTES
A thorough understanding of this Instructor's Guide is vital to the
successful presentation of a sanitary survey training program. This guide, when
complemented by on-the-job experience for the student under the guidance of a
more experienced inspector, will enable the instructor, to successfully provide
the minimum training necessary to conduct a sanitary survey. In presenting such
a program, the Reference Manual must be utilized in conjunction with this guide.
This guide is designed for use by individuals who are experts in the field
of water systems and sanitary surveys but who may not be experienced in training
and instructional techniques.
This guide includes the basic text material, audiovisuals, and evaluation
exercises as well as detailed instructions for presenting the material and
managing sanitary survey training activities. The content of this guide is
designed for presentation to students of varying educational backgrounds.
Students trained using this guide should be sanitary engineers, sanitarians, or
technicians with some experience in performing sanitary surveys.
Goals
The purpose of the Instructor's Guide and the Reference Manual is to provide
the basic outline, text, and materials for use in a training program. The
outline and text should be modified to present the specific situations
encountered during a sanitary survey within a particular area.
The student's ability to relate course information to the activities of the
sanitary survey is very important. The instructor should explain how the
information presented can be used during an actual survey. Field exercises
provide the student with an opportunity to apply the basic "need-to-know"
information to actual situations.
At the completion of the sanitary survey training course, the student should
be able to determine that the water system is complete and functioning in an
approved manner.
Presentation
To successfully present a sanitary survey training program utilizing this
guide, the instructor must be thoroughly conversant with all aspects of small
water systems and the activities of a sanitary survey. Training information is
provided in brief outline form. The outlines are designed to serve as guidelines
to ensure that all relevant information is covered. The outlines in themselves
are not complete sources of information but rather are notes designed to be
expanded.upon by the instructor. It is imperative to the successful presentation
of this training that all points in the outlines be covered.
This outline approach will provide the instructor with maximum flexibility
in adapting the training program to the specific needs of a particular area. The
points covered in the outline are general and will apply to most sanitary survey
requirements.
The instructor can greatly enhance student understanding by relating
anecdotes from personal experience demonstrating means of determining whether
system activities such as disinfection and cross-connection control are, in fact,
adequately performed.
viii
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INSTRUCTOR'S NOTES (CONTINUED)
The instructor should encourage participation of students by eliciting
responses from them. It is helpful for the instructor to organize students into
teams of four or five students each on the first day mixing students from
different locations and with various levels of experience in conducting sanitary
surveys to ensure good interaction among students. Experienced individuals
interested in learning how to deliver sanitary survey training should be
designated as team leaders.
Field exercises are included for the purpose of providing "hands-on"
training and should simulate a field survey. They should never become merely
plant tours where the^ instructor provides all the information. Following field
exercises, group sessions should be scheduled to provide immediate feedback and
emphasize "need-to-know" information.
The technical assistance unit provides a means to discuss additional field
conditions not present at selected sites.
Facilities
The training coordinator should arrange for classroom training facilities
and water systems for the field exercise. Generally, training is held in a motel
where students can have room accommodations. The training facility should be
easily accessible to the airport (generally by a motel limo service) and provide
lodging and meals so that travel to restaurants and training facilities does not
take away from training time.
The motel should provide a training room with a seating capacity for a
maximum of thirty people, using wing seating. (See Classroom Diagram, page
xiv.) The training room should be evaluated to ensure easy access to restrooms
temperature controls, natural and artificial lighting controls suitable for use
of audio-visual equipment, noise control, visibility of audio-visual equipment by
students, and availability of power sources for audio-visual equipment.
Meals
The training coordinator should arrange for the following meals/breaks:
Day 1 Day 2 Day 3
Coffee Break(a.m.) X X -
Lunch
Coffee Break(p.m.)
Guided Discussion
Field Exercise
X
X
X
X
X
X
X
The training coordinator should select at least two sites for field
exercises. The sites should be typical of situations encountered by sanitary
survey inspectors in the region. The training coordinator should select sites by
giving consideration to the following criteria: 1) access and cooperation by
the owner, 2) proximity to training site and ease of transportation, 3) sites
representative of typical systems, 4) level of treatment. (Note: Systems which
have problems are preferred so that common operating problems can be observed.)
ix
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INSTRUCTOR'S GUIDE (CONTINUED)
Generally, a groundwater system and a surface system are scheduled for the
on-site field exercises. The coordinator should try to arrange for vans, if
possible, because a car pool of more than two or three vehicles creates
confusion.
The coordinator should ensure that both instructors and students have
appropriate clothing and safety gear.
During the field exercises the coordinator/instructors designate field teams
and team leaders to conduct the sanitary survey. Each team should have students
with various levels of experience and from different locations, if possible, to
ensure interaction. (Team leaders should be the most experienced.) Each team
should record their observations on a sanitary survey form, as though they were
actually conducting a survey. (Instructors may have to supply some information
which would be too difficult or time-consuming to collect on-site.) Students
should be instructed to be courteous and not to make negative or derogative
comments to site personnel. A debriefing session back at the training site
should be scheduled immediately following the field exercises. At that time
students are encouraged to share their observations concerning potential safety
and sanitary risks.
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Reference Manual (separate manual)
Introduction
Basic Material
Provisions for
(Units 1-12)
student's
supplementary materials
INSTRUCTOR'S GUIDE (CONTINUED)
Material
Instructor's Guide
- Proposed Agenda
- Preparation Checklists
- Basic Material (Units 1-12)
- Evaluation Forms
- Instructional Aids
(from Hhich transparencies
can be made)
- Provisions for including
specific regulatory information
Format
The instructional component of this manual is divided into 12 units of
varying lengths. Each unit is organized into the following sections:
Unit Summary. This section gives the instructor an overview of the
unit material.
Objectives. Each unit is based on specific objectives which state what
the student should be able to do at the end of, the presentation. The
objectives are based on information the student needs in order to
successfully perform a sanitary survey. The instructor should make
careful note of these objectives and use them to guide the
presentation.
Basic Material. This section provides the basic information in outline
form. The instructor should use the basic material section to guide
the presentation, being sure to cover all points in the outline.
Additional information and personal anecdotes should be presented as
time allows. Transparencies are included in this section as aids for
presentations and as reinforcement of text material.
Basic Material Format. This manual presents basic material and
instructional strategy in a two-column format. The basic material,
outline form, is located in the right ;column. (Related material is
included in the Reference Manual.)
in
Specific instructions for presenting the material are located in the
left column. These directions are designed to aid the instructor in
varying the material presentations and in encouraging active student
participation in the program.
Instructor's Narrative. The first few units provide an instructor's
narrative in order to aid the instructor. However, instructors should
rely on their own expertise and experience and should not read material
to the student.
Unit Emphasis. Units dealing with system components and operations
emphasize sanitary risks and means of evaluating these risks. The
sanitary risk factors listed in the units describe situations or
conditions that can increase the risk of contamination. They can also
be used to identify specific means of protection.
xi
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INSTRUCTOR'S NOTES (CONTINUED)
Student Preparation. Prior to the presentation of each unitr students
should read the basic material in the Reference Manual. This will
familiarize students with topics to be covered in the unit so that they
can contribute actively to unit sessions. Specific assignments are
listed both in the Instructor's Guide and in the Reference Manual.
Instructors should assign each section in advance of the session.
Flexibility
The guide is designed to accommodate specific requirements of the
participants and of the local circumstances. The instructor should be aware of
the level of education and experience of the group because it will determine the
amount and depth of technical information to be presented during a particular
training session.
When possible, instructor materials such as site maps, well logs, and
engineering plans should represent actual circumstances in the student's
particular geographical area.
Content Modification. Changes in the content of the guide can be made
in order to reflect the types of systems and sources that students will
encounter in a particular area. The lesson objectives and
instructional strategies are sufficiently flexible to accommodate
additions and deletions of material. Provisions are made in the
Instructor's Guide for these modifications.
Instructors are encouraged to add additional materials, visual aids,
examples and anecdotes to supplement the basic material of this guide.
However, care should be taken to assure that additions relate directly
to the instructional objectives and do not stray from the category of
"need-to-know" information. Any changes should always relate directly
to improving the student's ability to conduct a successful sanitary
survey.
Schedule Modification. The Proposed Schedule is set up on a 3-day
block of time. If such a schedule is impractical, the plan may be
modified since each unit is independent. For example, one or more
units can be presented in an evening or on partial days over a 2-to
3-week period.
Evaluation
At the close of the training, all participants (students and instructors)
should be asked to evaluate the overall effectiveness of the presentation.
Specifically, the instructional staff, training materials, presentation
organization, and facilities should be evaluated. These evaluations can be used
to identify deficiencies and make improvements in the overall program.
XII
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INSTRUCTOR'S NOTES (CONTINUED)
Training Equipment
2 matte screens
1 blackboard/chalk
*
*
*
1 flip chart/markers
1 overhead projector
1 16 mm projector (with take-up reel)
1 carousel slide projector (with tray and remote control){Ektagraphic III)
1 Hollensak cassette tape player synchronized (with the slide projector)
2 extension cords ........
1 light pointer r'
1 telescopic pointer . .>.'
Name tags (both table top and pin on)
Include name and geographic location. Seat assignments using tabletop
name cards may be used to facilitate interaction.
(*Spare bulbs for all projectors) ".
xiii
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Classroom Diagram (Wing seating arrangement)
Blackboard
Table for
Instructor's
Notes
\
n
Slide Projector
and 16mm movie
Projector
o o o o
o
o
xiv
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Form 1
PREPARATION CHECKLIST
Preliminary Activities. Use this checklist in planning and preparing for the
training sessions. Additional steps may be necessary to meet specific
requirements.
Review all materials thoroughly, paying particular attention to the
recommendations in the Instructor's Guide.
Set the dates for the program and schedule the facilities. Facility
considerations include:
Meeting room of adequate size
Adequate number of tables and comfortable chairs
Nearby facility for lunch
Coffee and refreshments available
Lodging for off-island participants
Schedule field exercises.
Prepare and mail letters of invitation and Participant Data Sheets
(Form 3, page xvii) to prospective participants.
Adjust course to meet specific requirements, if desired. Change
Reference Manual, if necessary.
Prepare Roster of Participants. (See Form 2, page xvi.)
Send Acknowledgment Form and Reference Manual to participants 2 weeks
in advance.
Make arrangements for equipment:
Chalkboard/chalk
Movie screen
Slide projector, spare lamp
Overhead projectors, spare lamps
Instructional materials (see "Logistics" section of each lesson)
Duplicate all materials to be handed out to the students.
Simulation exercises
Evaluation forms
Other materials to be added by the instructor
Field site evaluation/inspection form
Presentation Checklist. Use this checklist to prepare for each presentation.
Review entire lesson thoroughly, including material in Student's Text.
Study lesson objectives.
Study basic material. Clarify questions; insert specific local
information.
Duplicate handouts (if any).
Prepare other material as needed to complete lesson.
Make sure necessary equipment is available and functional.
xv
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Form 2
Location:
Registration Form
HATER SUPPLY SYSTEMS-SANITARY SURVEY
Date:
Student
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Address
xvi
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form 3
ENVIRONMENTAL PROTECTION AGENCY/SOUTH CAROLINA HATER QUALITY INSTITUTE
"Water Supply - Sanitary Surveys"
Course
PARTICIPANT DATA SHEET
NAME DATE
EMPLOYER ; COURSE LOCATION
ADDRESS &
PHONE NUMBER
SOCIAL SECURITY NUMBER
(This Information will be confidential and used for reimbursement
procedures only.)
JOB TITLE
CURRENT DUTIES
EDUCATION:
College of Hard Knocks
Associate Degree In
Undergraduate Degree(s) In
Graduate Degree(s) In
Training or Operational Certificates
EXPERIENCE:
Years in Environmental Health
Years in Water Supply
Years in Sanitary Surveys
Years in Water Supply Systems Operations
xvii
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Form 4
Date of Completion
Participant's Job Title or Description
WATER SUPPLY SYSTEMS - SANITARY SURVEY
EVALUATION QUESTIONNAIRE
Location of Presentation
Years of EEperience
1. How would you rate this training
course in terms of its overall
use to you?
2.
3.
4.
How would you rate the class-
room facilities in terms of
their positive contribution to
the learning experience?
How would you rate the various
teaching aids in terms of their
positive contribution to the
learning experience?
a. audio-visual aids
b. handout materials
c. course notes - content
d. course notes - diagrams
e. course notes - format
f. lab equipment
How would you rate your
instructors in terms of their
teaching ability? (Please write
in instructors' names.)
a.
b.
c.
d.
e.
5. How would you rate the field
exercise?
Excellent
Good
Fair
Poor
XV11X
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QUESTIONNAIRE (CONTINUED)
6. Would you recommend this training
course to State or other personnel?
7. Would you recommend this training
course to other people at your facility?
8. Was there anything about this course, the
instructors and/or classroom facilities
that particularly bothered you?
Yes
Yes
Yes
No
No
No
If yes, please specify:
Was there anything about this cosurse, the
instructors and/or classroom facilities
that particularly pleased you?
If yes, please specify:
Yes
No
10. Do you feel that you had adequate
opportunity to pursue issues, ideas
and/or information that are relevant
to your job requirements?
If yes, please specify:
Yes
No
11.
12.
Generally speaking, this training course...(Please circle appropriate
responses.)
a. bored me
b. interested me
c. was too long
d. wasted my time
e. helped me professionally
f. was poorly designed
g. was well designed, but poorly presented
h. was given to the wrong people
Did the objectives and content of
the course conform to the description
of the course given to you prior to
your attendance?
If not, please comment further:
Yes
No
xix
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EVALUATION QUESTIONNAIRE (CONTINUED)
13. This training course would be significantly improved by...(Please circle
appropriate responses and provide specific comments in Item No. 16.)
a. having other personnel teach it
b. modifying course content
c. modifying amounts of time allocatd to specific topics
d. holding class meetings in a different physical environment
e. increasing the use of slides and films
f. making classes more informal and less lecture-oriented
g. increasing the number of lectures
h. increasing the number of workshop or problem-solving sessions
i. other changes (please specify)
14. Were the objectives of this course
clearly stated and achieved?
If not, please comment further: _
Yes
No
15. Was the field exercise helpful in applying
classroom information?
Yes
No
If not, please comment further:
16. How would you rate the Sanitary Survey form used during this workshop?
Excellent Good Fair Poor
a. usable a.
b. comprehensive
b.
17. What would you add, delete or otherwise change in the Sanitary Survey form?
18. Please make whatever additional comments you think are relevant to an
evaluation of this training course. You may want to expand upon comments
made in various portions of this questionnaire or to say something you have
not had the opportunity to say.
19. Should this course become a standard training activity in your state?
xx
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Form 5
Program Evaluation
Instructor Feedback Report Form
(10 minutes)
Note to the instructor; These questions are presented only as a guide to assist
you in organizing your impressions of the conduct and outcome of the program.
Your report should include important subjective and observational information for
you in continually upgrading the training program.
The Students
1. Were they motivated? *
2. Did the instructional units meet their needs?
3. . What was not covered that should have been?
4. What was their reaction to the Reference Manual?
The Techniques
1. Were the techniques and methods appropriate for and helpful in presenting
the material? Please explain.
2. What techniques were most effective? Least?
3. What changes would you suggest to the designers of the program?
xxi
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1.
JCES
Hater Treatment Plant Operations, Volume I
Water Treatment Plant Operations, Volume II
Water Supply System Operation
Available from: Kenneth Kerri
Department of Civil Engineering
California State University, Sacramento
6000 J Street
Sacramento, CA 95810
(Phone: 916-454-6142)
Price: $30.00 per manual
Manual of Water Utility Operations
Available from: Texas Water Utilities Association
6521 Burnet Lane
Austin, TX 78757
Price: $17.00
A Manual of Instruction for Water Treatment Plant Operators
Available from: Health Education Services, Inc.
P. 0. Box 7126
Albany, NY 12224
Price: $3.13
Planning for an Individual Water System
Available from: American Association for Vocational
Instructional Materials
Engineering Center
Athens, GA 30602
Price: $7.65
Water Systems Handbook
Available from:
Price: $6.00
Water Systems Council
221 North LaSalle Street
Chicago, IL 60601
8.
Environmental Engineering and Sanitation by Joseph A. Salvato
Available from: John Wiley & Sons, Inc.
Somerset, NJ 08873
Price: $55.00
National Interim Primary Drinking Water Regulations
Available from: Superintendent of Documents
U.S. Government Printing Office
Washington, D.C. 20402
Stock No. 055-000-00157-0
Price: $5.50
Manual of Individual Water Supply Systems
Available from: Superintendent of Documents
U.S. Government Printing Office
Washington, DC 20402
Stock No. 055-000-00229-1
Price: $6.00
xxii
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SUGGESTED
(CONTINUED)
9. "HOH to Conduct a Sanitary Survey" Procedures Manual
Available from: New Mexico Health and Environmental Department
Environmental Improvement Division
P. 0. Box 968
Santa Fe, NM 87504-0968
Price: $4.00
10. "National Interim Primary Drinking Water Regulations"
Available from: Environmental Protection Agency
Office of Water Supply
Washington, D.C. 20460
EPA-570/9-76-003
11. "National Secondary Drinking Water Regulations"
Available from: Environmental Protection Agency
Office of Water Supply
Washington, D.C. 20460
EPA-570/9-76-000
12. "The Safe Drinking Water Act Handbook for Water system Operators"
Available from: AWWA
6666 W. Quincy Avenue
Denver, Colorado 80235
13. "Introduction to Water Sources Transmission" Volume I
Available from: AWWA
6666 W. Quincy Avenue
Denver, Colorado 80235
14. "Introduction to Water Treatment" Volume II
Available from: AWWA
6666 W. Quincy Avenue
Denver, Colorado 80235
15. "Introduction to Water Distribution" Volume III
Available from: AWWA
6666 W. Quincy Avenue
Denver, Colorado 80235
16. "Introduction to Water Quality Analyses" Volume IV
Available from: AWWA
6666 W. Quincy Avenue
Denver, Colorado 80235
17. "Basic Science Concepts and Applications" Reference Handbook
Available from: AWWA
6666 W. Quincy Avenue
Denver, Colorado 80235
xxixi
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SUGGESTED REFERENCES (CONTINUED)
18. "Manual of Hater Utility Operations"
Available from: Texas Water Utilities Association
6521 Burnet La.
Austin, Texas 78757
19. "Manual of Instruction for Water Treatment Plant Operations"
Available from: Health Education Service
P. 0. Box 7283
Albany, New York 12224
20. "Planning for an Individual Water System"
Available from: American Association for Vocational Instructional
Materials
Engineering Center
Athens, Georgia 30602
21. "Water Treatment Plant Operation" Volume I
Available from: Kenneth Kerri
Department of Civil Engineering
California State University, Sacramento
6000 J Street
Sacramento, California 95819-2694
phone: 916-454-6142
22. "Water Treatment Plant Operation" Volume II
Available from: Kenneth Kerri
Department of Civil Engineering
California State University, Sacramento
6000 J Street
Sacramento, California 95819-2694
phone: 916-454-6142
23. "Water Supply System Operation" Volume III
Available from:
Kenneth Kerri
Department of Civil Engineering
California State University, Sacramento
6000 J Street
Sacramento, California 95819-2694
phone: 916-454-6142
ADDITIONAL READINGS
1. Water Treatment Plant Design, prepared jointly by the American Water Works
Association, Conference of State Sanitary Engineers, and American Society of
Civil Engineers
Available from: Data Processing Department, AWWA
6666 W. Quincy Avenue
Denver, CO 80235
Order NO. 10006
Price: To members - $14.40; nonmembers - $18.00
xxiv
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SUGGESTED REFERENCES (CONTINUED)
2. Hater Quality and Treatment; A Handbook of Public Hater Supplies;
American Water Works Association, Third Edition, McGraw-Hill, 1971
Available from:
Price: To members
Data Processing Department, AWWA
6666 W. Quincy Avenue
Denver, CO 80235
Order No. 10008
- $34.10; nonmembers - $42.60
Manual of Treatment Techniques for Meeting the Interim Primary Drinking
Hater Regulation; EPA 600/8-77-005
Available from: ORD Publications
USEPA-CERI
26 West St. Clair Street
Cincinnati, OH 45268
Price: Free
AUDIO-VISUAL TRAINING MATERIALS
Films
1. "Anybody Can Do It"
Supplier:
Out of Print
2. "Safe Handling of Chlorine"
Supplier: AWWA
Technical Library
6666 W. Quincy Avenue
Denver, Colorado 80235
phone: 303-794-7711
Slide/Tapes
1. "Safe Handling of Water Treatment Chemicals"
Supplier: AWWA
Technical Library"
6666 W. Quincy Avenue
Denver, Colorado 80235
phone: 303-794-7711
Slides of Case Histories
Individual libraries
xxv
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UNITS OF INSTRUCTION
UNIT It ORIENTATION - "THE
Unit Summary
TO KNOH"
Registration and Introduction
Schedule and Format
The Sanitary Survey
Unit Objectives
Students will assess their entering competencies
and discuss the purpose of the training sessions.
Logistics
Approximate Presentation Time: 60 minutes
Registration (10 minutes)
Basic Material
Transparencies 1-la through 1-8
Student Materials
Reference Manual. Unit 1
Student Preparation
Unit 1 should be read prior to the session.
Unit References
Register students.
Use forms provided in
introduction section.
Participant Data Sheet (p. xvii)
Registration Form (p. xvi)
ReqistratiorL_( 10 minutes)
1-1
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Introduce instructors(s);
give brief biographical
sketch to instill student
confidence in instructor
credentials.
Review schedule, format,
and logistical necessities.
Use Transparency 1-la.
Introduce students. Ask A.
each to give some brief
personal background
information. Try to
create informal atmos-
phere. Have each student
briefly explain what his/
her job is. This informa-
tion can be used to draw
anecdotes from actual
student experience.
Explain objective of unit. B. The Sanitary Survey (25 minutes)
Use questions to elicit
responses prior to pre-
senting material on
specific areas.
Introduction of students (20 minutes)
Personal Information
Home location
Previous experience
Use Transparency 1-1.
Use Transparency l-2a.
Use Transparency 1-2.
Use Transparency 1-3.
Use Transparency 1-4.
1. What is a sanitary survey?
No longer the classic "sanitary survey"
of watershed.
2. Why should sanitary surveys be conducted?
a. Determine adequacy of both quantity and
quality of the water provided for
public consumption.
b. Identify problem areas and provide
possible remedies.
3. Who conducts sanitary surveys?
Competent personnel who are experienced
in the identification of problems
within a water system.
4. What are activities and their rationale of
a sanitary survey?
1-2
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Emphasize that the
period of the survey
is very short when
compared with total
time system must function.
Emphasize that this is
the heart of the survey.
Emphasize that remainder
of presentations will be
spent answering these
questions.
Use Transparency 1-5.
Use Transparency 1-6.
C.
a. Inspect and Evaluate
1. Water source
2. Intake structure and wells
3. Treatment/conditioning facilities
4. Distribution system
b. Review
1. Operations and maintenance
practices
2. Records, files, maps,
correspondence
3. Management practices and personnel
needs
4. Competency of technical and
ancillary personnel
5. Laboratory certification
c. Sample
a. Sample source and distribution for
bacteriological, physical, chemical,
and radiological properties and (as
required) perform and evaluate field
analyses.
d. Recommend
1. Complete survey report and present
data (both negative and positive
comments) to operating personnel.
2. Discuss problem areas and provide
recommendations for their remedies.
Provide an appropriate time
schedule for remedies.
e. Notify
1. The owner/operator, public,
regulatory agency of problems (as
required).
Sanitary Risks
1. What conditions cause sanitary risks?
2. How can they be recognized?
1-3
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Briefly highlight com-
ponents that will be
discussed during course.
Use Transparency 1-7
and 1-8.
D. Hater System Components (5 minutes)
1. Source
2. Intake structure/wells
3. Treatment
4. Storage
5. Distribution
Instructor's Narrative
During this training program we will be covering the basic "need-to-know" of
sanitary surveys. You will be provided a starting point for which to develop
competency in the field of water supply. Although this information is applicable
to all systems, we will be addressing small systems.
1. What is a sanitary survey? The classic "sanitary survey" was an inspection
of a watershed to identify potential sources of contamination such as manure
piles, septic tanks, pig farms, and a variety of other activities that could
contaminate the source of water supply. This is not the type of survey we
will be discussing. For the purpose of this course, we will define a
sanitary survey as an onsite review of the water source, facilities,
equipment, operation, and maintenance of a public water system for the
purpose of evaluating the adequacy of such source, facilities, equipment,
operation, and maintenance for producing and distributing an adequate supply
of safe drinking water. Essentially, it is a review of a public system from
the source to the consumer's tap. The next question is then:
2. Hhv should sanitary surveys be conducted? The purpose of a sanitary survey
is to identify and correct problems of water supplies so that safe drinking
water is provided to the consumers.
3. Hho conducts sanitary surveys? Obviously, the answer in the near future
will be "you do sanitary surveys." The people conducting sanitary surveys
are those individuals who, through a combination of knowledge and
experience, are competent to assess sanitary risks. They are also able to
make sound, adequate, and economical recommendations. These individuals
have to realize the limits of their knowledge and be cautious about giving
advice beyond this limit. The final question is, then?
4. What are the activities of a sanitary survey? The activities of a sanitary
survey provide a comprehensive, accurate record of the component parts of a
small water system; assess the operating conditions and adequacy as a water
system; and determine the effectiveness of the implementation of past
recommendations regarding the system. This program of instruction presents
the information needed by the inspector to effectively carry out the
following activities:
Inspect and Evaluate
Water source
Intake structure and wells
Treatment/conditioning facilities
Distribution system
1-4
-------
i Basic Material
Essentially this activity is an in-depth review of the facilities and
processes involved with delivering potable water to the consumer.
Review
Operation and maintenance practices
Records, files, maps, correspondence
Management practices and personnel needs
Competency of technical and ancillary personnel
Laboratory certification
This activity allows the inspector to have a long-term look at the system.
The inspector's visit will only be a few hours in duration, a very short
period when considering that the system must be meeting requirements 24
hours/day, 365 days/year. This review will help identify problem areas.
Sample
Sample the source and the distribution system for bacteriological,
physical, chemical, and radiological properties, and (as required)
perform and evaluate field analyses.
This sample will provide a look at the water quality for that brief moment
when the sample was collected. The inspector may use this for comparison
with data (for the same period) that was collected/analyzed by others.
Recommend
- Complete the survey report and present data (both negative and positive
comments) to operating personnel.
Discuss problem areas and provide recommendations for their remedy.
This activity can have the most positive impact of any performed during a
survey. Communicating to the operating personnel what the inspector's
findings were and discussing recommendations for alleviating noted problems
is the heart of a sanitary survey. However, if the recommendations are
erroneous due to snap judgments on the part of the inspector or a failure to
recognize the limits of the inspector's own knowledge, the results can do
great damage.
Notify
Notify the owner/operator, the public, and the regulatory agency of
deficiencies (as required).
The inspector should communicate in writing the results of the survey to the
appropriate individuals and organizations.
These have been the what, why, and who of sanitary surveys. For the rest of this
program we will discuss the "need-to-know" details of how to conduct sanitary
surveys. The questions that we will attempt to answer are the following:
1-5
-------
r
Basic Material
1. What conditions might cause sanitary risks in each of the components of
a water system?
2. How might these conditions be recognized?
We will be following the same path that the water would take through a system.
We will be discussing the following:
Source; This water supply, whether above or below ground or rain catchment,
must provide water in adequate quantity and quality to meet requirements.
Intake structure or wells; The water must be collected in a manner to
provide the best possible water without degrading the source.
Treatment; Water that is of inferior quality must be treated to meet
standards. This treatment must not create further problems.
Storage; These components provide adequate quantities to meet short-term
demands that may exceed the capabilities of the source or treatment units.
Storage must be provided in a manner to prevent contamination.
Distribution; This component dispenses the purified water to the consumers
in the necessary volume at adequate pressure. In providing water to the
consumer, care is taken to minimize the possibility of quality degradation.
1-6
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Unit I Overview
Welcome
Workshop Sponsorship
Purpose
Workshop Objective
Introduction of Instructional Team
Schedule
Training Approach
Registration
Support
Introduction of Students
Transparency 1-1 a
-------
A Sanitary Survey is:
A Review of:
Source
Facilities
Equipment
Operations & Maintenance
Transparency 1-1
-------
SANITARY SURVEY
Gen. Definition
Evaluation of:
O&M
facilities
equipment
* For Production &
Distribution
Class I
Every 3 years
Comprehensive
Class II
As needed
May be limited
Transparency l-2a
-------
Why Do Sanitary Surveys?
Required by Law
Determine adequacy
Identify problem areas
Transparency 1-2
-------
Who Does Sanitary Surveys?
Personnel experienced in
evaluating sanitary risks of water
systems
Transparency 1-3
-------
Activities Are:
Inspect and Evaluate
Review
Sample
Recommend
Notify
Transparency 1-4
-------
What Conditions Cause
Sanitary Risks?
Transparency 1-5
-------
How Can They
Be Recognized?
Transparency 1-6
-------
Components of
Typical Water System
Source
Intake Structure
Treatment
Storage
Distribution
Transparency 1-7
-------
WATER SOURCES
Hydrologic Cycle
Wells
Springs
Surface
Rain Catchments
Transparency 1-8
-------
UNIT 2: HATER SOURCES
Unit Summary
General
Wells
Springs
Surface sources
Rain Catchments
Unit Contents
2a: General
Hydrologic Cycle
Adequate Quality
Adequate Quantity
2b: Wells
Sanitary Risks
Surveying Wells
2c: Springs
Sanitary Risks
Surveying Springs
2d: Surface Sources
Sanitary Risks
Surveying Surface Sources
2e: Rain Catchments
Sanitary Risks
Surveying Catchments
2-1
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UNIT 2a: General - "The Need-to-KnoH"
Unit Sumaary
Hydrologic Cycle
Adequate Quality
Adequate Quantity
Unit Objectives
The students Hill be able to discuss the hydrologic
factors affecting raw water quality and the
importance of various water demands with a minimum
of 80% accuracy.
Logistics
Approximate Presentation Time; 30 minutes
Instructor Materials
Basic material
Transparencies 2a-l through 2a-5
Overhead projector and screens
Chalkboard
Student Materials
Reference Manual, Unit 2a
Student Preparation
Unit 2a should be read prior to the session
Unit References
Manual of Individual Water Supply System (Part 1)
Water Systems Handbook
Water and Wastewater Engineering (Volume 1,
Chapter 6)
Water Treatment Plant Operation (Volume 1,
Chapters 2 and 3)
Water Supply System Operation (Chapter 2)
2-2
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Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 2a-l.
Introduce a discussion
of the hydrologic cycle
by explaining how natural
contamination is accumu-
lated in water as it
flows through the parts
of the cycle. Define
each component and
indicate flow direction.
Use Transparency 2a-2.
Describe both confined
and unconfined aquifers.
Use Transparencies 2a-3
and 2a-4.
Ask students to identify
some major sources of
pollution.
List sources on chalkboard
as they are suggested
by students.
Explain to students
that these sources
present hazards to
drinking water, and,
where possible, should
be noted during a
sanitary survey.
Use questions to
promote discussion of
water and how it might
become contaminated.
Use Transparency 2a-5.
Explain the various
water demands.
Refer to Reference Manual
for guide for estimating
average daily water
requirements.
Hvdroloqic Cvcle (5 minutes)
1. Surface water
2. Ground water
3. Aquifers (confined and unconfined)
4. Zone of saturation
5. Flow direction of:
a. evaporation
b. transpiration
c. runoff
d. percolation
e. infiltration
B* Sources of Hater Contamination (5 minutes)
1. Proximity to:
a. nearby sewers/benjos
b. waste disposal sites
c. animal pasturing
d. chemical storage areas
2. Impact of high-flood runoff
3. Chemical composition of soil above rock
4. Decomposition of organic matter
5. Questions:
a. What are potential sources of con-
tamination?
b. Which of the sources are relevant only
to ground water, to surface water, to
both?
C. Water Demand (10 minutes)
1. Average daily demand
a. What is average demand?
b. How is it calculated?
c. Importance of water conservation to
small water systems?
2. Impact of unaccounted-for water and
unrealistic water rates
3. Maximum demand
a. What is maximum daily demand?
b. How is it figured?
c. Importance to small water systems?
2-3
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Discuss questions con-
cerning sanitary risks.
4. Peak demand
a. What is peak demand?
b. How it is estimated?
c. Importance to small water systems?
D. Sanitary Risks (10 minutes)
1. What type of source (surface, ground or
combination)?
2. What is the total design production
capacity?
3. What is the present average daily
production?
4. What is the maximum daily production?
5. Does system have an "operational" master
meter?
6. How many service connections are there?
7. Are service connections metered?
Instructor's Narrative
In this unit we will be discussing sources of water and its adequacy both in
terms of quality and quantity. As a beginning we should discuss the hydrologic
cycle. As the name implies, there is a continuous circulation of moisture and
water. As a starting point and because of its size with respect to the total
volume of water, let's pick up the cycle at the ocean. Radiation from the sun
evaporates water from the ocean into the atmosphere. As the water vapor rises,
it cools, creating clouds. From these clouds the moisture condenses and falls
back to the earth's surface in the form of precipitation. Precipitation is
essentially the source of all our fresh water. Part of this precipitation, after
saturating the surface, runs off to streams. The water that enters the soil
initially is detained in the plant root zone or zone of aeration. Water not
utilized by the plants continues on through the subsurface formations under the
influence of gravity. Eventually water reaches a zone where all the formation
pores are filled with water, the zone of saturation. The upper edge of this zone
is what is referred to as a water table. Depending on topography, geology, and
the hydrostatic pressure, the water moves through the saturated formation and may
reappear where the surface intersects the water table. The formations of strata
that are saturated with water and from which ground water may be obtained are
called aquifers.
To qualify as an aquifer, a geologic formation must contain pores or open spaces
that are filled with water and large enough to permit the water to move at a
perceptible rate. Aquifers may be either confined or unconfined. Unconfined
aquifers have a free water surface. Confined or artesian aquifers have the water
surface restricted both vertically and horizontally by formations that are
impermeable. The water pressure within these aquifers is such that when the
upper confining layer is broken, either by a well or fault-line, the water will
rise above the top of the aquifer. In some cases, the water rises above the land
surface and an artesian spring or well is created.
2-4
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Instructor's Narrative
What impact does the hydrologic cycle have on a sanitary survey? The inspector
must realize that from the moment of inception, water is being contaminated by
natural and manmade sources. The raindrops are formed around dust particles.
Falling through the air, the water picks up additional pollutants such as gases,
plant seeds, and chemicals such as sulfur, nitrogen, and carbon dioxide. Upon
reaching the surface, water becomes further contaminated by, for instance,
domestic and industrial waste. As it passes through subsurface formations it
dissolves materials that impact on the quality of the water. What are some
potential sources of contamination?
Sources of Water Contamination--
Proximity to:
nearby sewers/benjos
waste disposal sites
animal pasturing
chemical storage areas
roadways
agricultural areas (pesticide spraying)
Impact of high-flood runoff
Chemical and physical characteristics of soil above rock
Decomposition of organic matter
As stated earlier, a survey which is limited to identifying potential sources of
contamination within a watershed or recharge zone is no longer a satisfactory
sanitary survey." In fact, due to limited resources, time, and personnel, a
detailed evaluation of these areas will be beyond the scope of a survey. The
inspector will be concerned with pollution in close proximity of the water supply
source. The system owner should be questioned as to what provisions are made by
the water system to limit contamination of the source (e.g., zoning restrictions,
control of watershed, restricted use of impoundment, and periodic inspections).
Our discussion has thus far addressed the "quality" aspects of sources. There is
another equally important factor of adequacy or quantity. In providing
sufficient quantity of water to meet a. system's requirements, we must evaluate
not only the adequacy of the source, but also such things as storage capacity
treatment unit capacities, pump capacities, and distribution systems. In
speaking of adequate quantity we refer to various types of water demands. Water
demand is the total water used by a system in a specified period of time. The
components of demand are residential, industrial, commercial, public, fire, other
water utilities, main leakage, unaccounted-for water, and water used in treat-
ment. We will briefly be discussing four types of demand: average daily demand,
maximum demand, peak demand, and fire demand.
Average daily demand is the quantity of water utilized on an average day.
Average daily demand is utilized in determining treatment unit capacities and raw
water pump capacities. Average demand can be estimated by a combination of
projected population figures and normal water usage requirements.
Maximum daily demand is the greatest amount of water that a system will use in
one day. Experience with small residential water systems in the United States
suggests that the maximum day is 1.5 to 3 times the average day. However, this
2-5
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Instructor's Narrative
ratio may not apply to Micronesian water systems. In general, the smaller the
water system, the greater the variation between the average and the maximum
demand. The other type is maximum hourly demand. The maximum hourly demand is
the greatest amount of water that will be used in any hour during a day. Maximum
hourly demand is sometimes referred to as the peak hourly demand, although there
will be short-term peak demand rates lasting for several minutes that will exceed
the maximum hourly demand rate. Each type of system exhibits its own maximum
hourly and short-term peak demands and the hours of peak occurrence will vary.
Maximum daily and hourly demands occur for those specified periods of time.
Shorter-term demands are referred to as peak demands. This is the maximum amount
of water necessary to meet the peak short-term demand rate that may occur several
times during a day, usually during the peak hour period. The instantaneous peak
may last for several minutes. The rate is particularly important in considering
the sizing of the storage tank in a hydropneumatic system. The effective storage
capacity is usually designed to meet these short-term peaks. In the absence of
sufficient effective storage to meet extended peak demands, the wells, pumps and
other system components must be capable of meeting the peak demands. The smaller
the system, the greater the ratio of the peak demand to the average demand.
The final type of demand is fire demand. An adequate system provides sufficient
water to meet peak demands for domestic, commercial, and industrial purposes as
well as for firefighting. Fire demand is the amount of water capacity that must
be designed into a water system for firefighting purposes. Fire flow is not
included in the definition of average daily and maximum daily demands and must be
added if fire protection is desired. Fire flows are usually expressed as gallons
per minute to fight a fire of a certain duration.
A logical question at this point might be: "What does this discussion on demand
have to do with a sanitary survey?" There are several sanitary or health-related
impacts that these demands can have. Does the system or portions of it ever run
out of water? This is one of the first questions that should be asked in deter-
mining adequacy of a system. If the the answer is yes, then a definite health
problem exists. How much water is being produced and for what? This may be a
question that is difficult to answer, particularly for smaller systems. Many of
these systems not only lack service meters but lack master meters as well. In
these cases, the amount of water produced may be estimated from pump rating
curves and either pump hour meters or electric meters. The impact of unaccounted
for water and leaks can increase the per capita demand substantially. This puts
a strain on the source and the mechanical units of the system. Unaccounted-for
water can have sanitary significance in terms of service outages, low pressures,
and contamination problems resulting from cross connections.
These losses are also nonrevenue producing and, therefore, place a financial
burden on the system. Coupled with unrealistic water rate structures, this can
create real problems as required maintenance and replacements must be delayed
because of lack of funds.
2-6
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ill
PERCOLATION
WATER -,--,
TARIF ' " "" -
TRANSPIRATION
I I I
1 1 I
PRECIPITATION
i
I INFILTRATION '
1 i
EVAPORATION
LAGOON I
i ' ' '
Hydrologic Cycle
Transparency 2a-1
-------
7
REEF
UNCONSOLIDATED AQUIFER
Aquifers
Transparency 2a-2
-------
What Are Sources
of
Contamination?
Transparency 2a-3
-------
Agents Affecting Water Quality
Physical
Chemical
Biological
Radiological
Transparency 2a-4
-------
Water Demand
Average Daily
Maximum Daily
Peak
Fire
Transparency 2a-5
-------
-------
UNIT 2b: Hells - "The Need-to-Know"
Unit Summary
Types and Characteristics
Sanitary Risk Factors
Exercise I: Identifying Sanitary Risk
Surveying Wells
Exercise II: Surveying Hells
Unit Objectives
Students will be able to identify the
characteristics, components, and sanitary risk's of
wells with a minimum of 80% accuracy.
Logistics
Approximate Presentation Time; 60 minutes
Instructor Materials
Basic material
Transparencies 2b-6 through 2b-ll
Overhead projector and screen
Chalkboard
Student Materials
Reference Manual, Unit 2
Student Preparation
Unit 2b should be read prior to the session
Unit References
Small Water Systems Serving the Public
(Chapter 5)
Manual of Individual Water Supply Systems
(Part II)
Groundwater and Wells
Well Drilling Operations
Water Supply System Operation (Chapter 3)
2-7
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Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Briefly describe
differences between
each type of well.
Use Transparency 2b-6.
Use Transparency 2b-7
to discuss components.
A. Types of Hells (5 minutes)
1. Drilled
2. Driven/Jetted
3. Bored
4. Dug
B. Components (10 minutes)
1. Casing
2. Sanitary seal
3. Grout
4. Pitless adapter
5. Screen
6. Pump
7. Vent
C. Sanitary Risks (30 minutes)
1. Recharge Area/Surface Area
a. Is recharge area protected?
1) Ownership
2) Fencing
3) Ordinances
b. Hhat is nature of recharge zone?
1) Agricultural
2) Industrial
3) Residential
4) Other
Emphasize that activities on recharge zone
can impact on the quality of ground water.
c. Is site subject to flooding?
1) Impact of drainage of immediate
area.
2) Problems of well field in floodplain
of less than 100-year flood.
Explain to students d. Is well located in proximity of a
that activities of a potential source of pollution?
water utility immediately
adjacent to a well can have
adverse impact.
Table 2-2. Recommended Minimum Distances Between Wells and Pollution Sources
Briefly describe
importance of each
question on checklist.
Provide personal
experiences or
anecdotes to relate
course material to
actual situation an
inspector may
encounter.
Source
Feet from Nell
Remarks
Watertight Sewers
Other Sewers
Septic Tanks
Sewage Field, Bed or Pit
Animal Pens and Yards
Benjo
50
100
100
200
200
200
Consult the
regulatory agency
for special local
requirements.
Source: Small Water Systems Serving the Public, Chapter 5.
2-8
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 2b-8.
Emphasize importance
of measuring drawdown.
Use Transparency 2b-9.
Explain importance of
information requested
by each question.
Explain that concrete
pad by itself is not
sufficient because of
burrowing animals and
erosion.
D. Risk Evaluation
1. Points of risk on transparency:
a. Flooding from stream
b. Septic tanks/benjos
c. Gasoline station tanks
d. Sewers
e. Fuel storage on site
f. Proximity of roadways (spills)
2. Well Data
a. Depth of well
b. Drawdown
1) What is the well's drawdown?
2) How is it measured?
3. Construction
a. Depth of casing
Protection against surface waters
and undesirable aquifers
b. Depth of grout
1) Protection against surface water
contamination
2) Minimum of 20 feet recommended
c. Does casing extend at least 12 inches
above the floor or ground?
Protection against flooding
d. Is well properly sealed?
1) Concrete pad in good condition
2) Well head seal
e. Does well vent terminate 18 inches
above ground/floor level or above
maximum flood level with return bend
facing downward and screened?
Keeps contaminated water and
animals from entering well.
f. Does well have suitable sampling cock?
Sampling cock at well point is
helpful in identifying location of
problems.
g. Are check valves, blowoff valves, and
water meters maintained and operating
properly?
h. Is upper termination of well protected
(housed, fenced, barrier)?
i. Is lightning protection provided?
4. Well Pumps
a. Is intake located below the maximum
drawdown?
b. Are foot valves and/or check valves
accessible for maintenance?
2-9
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Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparencies 2b-10
and 2b-ll to discuss
deficiencies.
E. Evaluation of Risks (15 minutes)
Deficiencies
1. Proximity of benjo
2. Proximity of underground fuel tank and
lines
3. Use of well pit
4. Improper well vent
5. Lack of lightning protection
6. Lack of drain in well pit
2-10
-------
Discharge -*
Sanitary Seal
Casing
Screen
Transparency 2b-6
-------
Surface features of a domestic water well
Transparency 2b-7
-------
Typical Site
Plan
Transparency 2b-8
-------
Discharge -*
Static W.ater Level
Screen
Transparency 2b-9
-------
Sanitary Risks
Recharge Area/Surface Area
a. Is charge area protected?
Ownership
Fencing
Ordinances
b. What is nature of recharge area?
Agricultural
Industrial
Residential
Other
c. Is site subject to flooding?
Transparency 2b-10
-------
r
SEEPAGE PITS
LEACH LINES
LEACH LINES
DUCTILE IRON PIPE
VITRIFIED
CLAY PIPE
SEEPAGE
PITS
ZONE OF
NO SEWERS
Recommended Safe Distances From A Well
Transparency 2b-ll
-------
UNIT 2c: Springs - "The Need-to-Know"
Unit Summary
Spring Source Collection System Components
Sanitary Risk Factors
Unit Objectives
Students will be able to identify the
characteristics and sanitary risks of springs with
a minimum of 80% accuracy.
Logistics
Approximate Presentation Time; 45 minutes
Instructor Materials
Basic material
Transparencies 2c-12 through 2c-16
Overhead projector and screen
Chalkboard
Student Materials
Reference Manual. Unit 2c
Student Preparation
Unit 2c should be read prior to the session
Unit References
Small Water Systems Serving the Public
(Chapter 7)
Manual of Individual Water Supply Systems
(Part II)
2-11
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 2c-12.
Use Transparency 2c-13.
Point out major components
of each type. Ask students
to describe the function of
each component. Explain as
necessary.
Use Transparencies 2c-14
and 2c-15.
Point out major components.
Use personal experiences
and anecdotes to relate
the course material to
actual situations an
inspector may encounter
during a sanitary survey.
Emphasize that activities
on recharge area have
greater impact on water
quality of springs than
of wells.
Use Transparency 2c-13.
Briefly explain importance
of items.
A. Spring Collection System Components
(10 minutes)
1. Spring flow interception
2. Storage tank/collection chamber
3. Screened overflow
4. Valved supply intake
5. Drain
6. Tank/chamber cover
7. Screened supply intake
B. Infiltration Galleries (5 minutes)
Components
a. Screen
b. Collector pipes
c. Gravel and sand bed
d. Backfill
e. Sump
f. Drainage
C. Sanitary Risks (30 minutes)
1. Recharge Area/Surface Area
a. Is recharge area protected?
1) Ownership
2) Fencing
3) Ordinances
b. What is nature of recharge area?
1) Agricultural
2) Industrial
3) Residential
4) Other
c. Is site subject to flooding?
2. Construction
a. Collection chamber
1) Watertight
2) Adequately covered and locked
3) Drain provided for cleanout
4) Proper overflow provided
b. Supply intake
1) Screened
2) Properly located
3. Site Protection
a. Diversion ditch for surface drainage
b. Site fencing with secured access
4. Water Quality
What conditions cause changes to
quality of the water?
2-12
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 2c-16.
Have students identify
deficiencies of
illustration.
D. Evaluation of Springs
Deficiencies:
1. Inadequate cover (not tight fitting,
not lockable)
2. Proximity to pollutant source
3. No site fencing
4. No drain
5. No exterior valves
6. Improper overflow (no screen, no
overflow drainage provisions)
7. No surface drainage division
8. Improper intake (located on bottom, no
screen)
2-13
-------
UNIT 2d: Surface Sources - "The Need-to-Know"
Unit Summary
Types and Characteristics
Sanitary Risks
Unit Objectives
Students will be able to determine the protection
afforded surface sources and evaluate sanitary
risks to surface sources with a minimum of 80%
accuracy.
Logistics
Approximate Presentation Time; 45 minutes
Instructor Materials
Basic material
Transparencies 2d-17 through 2d-19
Overhead projector and screen
Chalkboard
Student Material
Reference Manual, Unit 2d
Student Preparation
Unit 2d should be read prior to the session
Unit References
Small Water Systems Serving the Public
(Chapter 8)
Manual of Individual Water Supply Systems
(Part III)
Water Treatment Plant Operation (Volume I,
Chapters 2 and 3)
Water Supply System Operation (Chapter 2)
2-14
-------
SPRINGS
J
Transparency 2c-12
-------
Surface Water
Diversion Ditch-
Lock
Maximum Water Level
-Valve & .:
; ;Box.~\r
To Storage;
Perforated . .
'.'-'.' -' .:'.'/,' Pipe ':.''.' ' "'
* **.»** % B
**
.Water-Bearing Gravel.'. >
'-Cleanout Drain
'.'.-.-. ELEVATION .-
Transparency 2c-13
-------
Collection Chamber
10 Ft.
->- Discharge Line
.///////,
Gravel
',','S O 0 O
'Cr &' C >'i.: Y £&:£f%i ^i^.Tj -si ^-7j >^5
^
P
-,
^
u
'/'///////
< Water LPVP!
^A^r^^^^'^-s.'v-ilx.-C^iT^^-^'Si'.-Sr
O O O O '/V
O O 0 O ;.?;
f -Vf'PJ^iyfTVirA''" :'-:- l?**'?K?'JiXfc:r.
\j erbiuie rump
Infiltration Gallery
Transparency 2c-14
-------
30" H
10 ft.
INFILTRATION GALLERY
Transparency 2c-15
-------
INTAKE
Water-Bearing Sand
To Storage
Identify Deficiencies
Transparency 2c-16
-------
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 2d-17.
Use Transparency 2d-18.
Use the cistern as an
example of how a con-
trolled catchment
functions.
Use questions to guide
class discussion.
Use Transparency 2d-19.
Discuss potential
problems involved
in watershed use
for small systems.
Use questions to guide
class discussion.
Explain use of streams
as source.
List pros and cons of
system on chalkboard.
Draw rough sketch of
a typical intake system
on chalkboard.
A. Types and Characteristics (15 minutes)
1. Controlled Catchments (5 minutes)
a. Collects rainfall runoff from defined
area
b. Hater stored in cistern or reservoir
c. Predictable yield (historical data)
d. System components
1) Watertight collection chamber
2) Initial runoff diversion
3) Screened intake, overflow, drain
lines
e. Larger systems involve paved ground
area for collection
What potential pollution sources might
contaminate this system?
2. Ponds (5 minutes)
a.
b.
c.
d.
Collect runoff from watershed
Predictable yield
Large storage capacity
Watershed control essential
1) Protection from pollution sources
2) Protection against erosion,
drainage from animal areas, etc.
System components (ponds)
1) Area; minimum 1-year storage
2) Fenced
3) Minimum depth: 8 feet
4) Screened inlet
3. Questions
a. What factors should be considered when
describing a pond or lake? . ;
b. Is control of activity or watershed
necessary? If so, to what degree?
c. How might watershed control be accom-
plished?
4. Streams and Rivers (5 minutes)
a. Less desirable source
1) Large watershed
2) May require very sophisticated
treatment
3) Sensitive to adverse temperature
levels typical during low-water
stages
b. High water stage best for diverting
water to storage
2-15
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use question to guide
class discussion.
Explain impact of
watershed activities
on Hater quality. Note
hazards of types of
land use.
Give an example of a
watershed control
program (see Chapter 3,
Hater Treatment Plant
Operation).
Describe effectiveness
of types of control.
Emphasize importance of
contingency planning to
students.
Use personal experiences
and anecdotes to relate
course material to actual
situations an inspector
may encounter.
Describe necessity to
control area immediately
around intake.
c. System components
1) Screened intakes located upstream
from pollution sources
2) Storage reservoir
What factors are of particular importance in
evaluating the use of streams as sources?
B. Sanitary Survey of Surface Haters (30 minutes)
1. Hhat is the nature of the watershed?
a. Industrial
b. Agricultural
c. Forest
d. Residential
2. Hhat is the size of the owned/protected area
of the watershed?
Importance of protecting watershed
3. How is the watershed controlled?
a. Ownership
b. Ordinances
c. Zoning restrictions
4. Has management had a watershed survey
performed?
Importance of utility to be concerned
with land use of watershed
5. Is there an emergency spill response plan?
a. Identification of potential spill sites
and types of contaminants
b. Need for spill plan
c. Need for prior coordination
6. Is the source adequate in quantity?
a. Present demands
b. Future demands
c. Trends
7. Is the source adequate in quality?
a. Present quality
b. Trends
8. Is there any treatment provided in the
reservoir (algae control, insect control,
chemical addition)?
9. Is the area around the intake restricted for
a radius of 200 feet?
Reduce bacterial and organic contamination
2-16
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Draw examples of
intake structures on
blackboard. Discuss
both stream and
impoundment intakes.
Have students suggest
conditions that might
influence water quality.
10. Are there any sources of pollution in the
proximity of the intakes?
Wastewater discharges
11. Are multiple intakes, located at different
levels, utilized?
Ability to draw best quality water
12. Is the highest quality water being drawn?
Raw water testing
13. How often are intakes inspected?
a. Screen integrity
b. Periodic cleaning
14. What conditions cause fluctuations in quality?
a. Rain
b. Wind
15. Review of dam inspection (if applicable in
state)
a. Burrowing animals
b. Trees
2-17
-------
SURFACE WATER
Controlled Catchments
Rivers
Streams
Lakes
Reservoirs
Transparency 2d-17
-------
Controlled
Catchment
Transparency 2d-18
-------
\
Ponds
Transparency 2d-19
-------
UNIT 2e: Rain Catchments - "The Need-to-Know"
Unit Summary
Types and Characteristics
Sanitary Risks
Unit Objectives
A major function of the sanitary survey is to
determine the degree of protection afforded the
source. Rain catchments are used as water sources.
At the end of this unit the student should be able
to identify the following with 80% accuracy:
1. Characteristics of rain catchments
2. Sanitary risks to rain catchments
Logistics
Approximate Presentation Time; 45 minutes
Instructor Materials
Basic material
Transparencies 2e-20 through 2e-21
Overhead projector and screen
Chalkboard
Student Material
Reference Manual, Unit 2e
Student Preparation
Unit 2e should be read prior to the session
2-18
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparencies 2e-20
and 2e-21.
Use Transparency 2e-20.
Point out major com-
ponents of rain
catchments. Ask
students to describe
the function of each
component.
Use personal experiences
and anecdotes to relate
the course material to
actual situations during
a sanitary survey.
A. Rain Catchment System Components
1. Root drainage interception
2. First flush box
3. Screened supply intake
4. Storage tank/collection chamber
5. Valved discharge line
6. Drain
B. Sanitary Risks
1. Roof drainage
2. Protected catchment
3. Cross connections with community system
4. Composition of roof and paint.
2-19
-------
Roof
Wire Screen
Gutter
Straps I
Cistern inlet
BUILDING
Faucet
i t *"* 1 ^& £> !& * ** \ 1 *, V" ""^l""" ^ JJS
Above Ground Adjacent to Building
Not to Scale
^
First Flush
~ Device
r
Cover
Vent
Drain
^JjK WWW -*"&-w*w,fp,£ "f-fr
f*f*fV * , 1 ^
^ .^ %A rrFr-i
, p -*-^
Transparency 2e-20
-------
Galvanized Steel or
Aluminum Roofing
ur"
Galvanized
Steel or
Aluminum
Gutter
Wire
Screen
Down Spout
TYPICAL METAL ROOF
Transparency 2e-21
-------
UNIT 3: PUMP FACILITIES - "THE NEED-TO-KNOH"
Unit Summary
Types of Pumps
Sanitary Risks
Unit Objectives
Logistics
Students will be able to evaluate the adequacy of pumps
and pump operation and identify sanitary risks with a
minimum of 80% accuracy.
Approximate Presentation Time; 45 minutes
Instructor Materials
- Basic material
Transparencies 3-1 through 3-12
Chalkboard
Student Materials
Reference Manual. Unit 3
Student Preparation
Unit 3 should be read prior to the session.
Unit References
Manual of Instruction for Water Treatment Plant
Operators (Chapter 19)
Environmental Engineering and Sanitation
(Chapter 3)
- Well Drilling Operations
Operation of Water Supply and Treatment Facilities
Water Supply Engineering (Chapter 15)
Water Supply System Operation (Chapters 3 and 5)
3-1
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparencies 3-1
and 3-2. Explain pumps:
Types
Construction
features
Operation
Use Transparencies 3-3
through 3-12.
Use questions to encourage
discussion and present
additional information.
Ask students to suggest
a sanitary risk in each
of the factors, and a
means of ensuring
against the risk.
Make rough sketches on
chalkboard for explanation
Hhen appropriate.
Use personal experiences
and anecdotes to relate
the course material to
actual situations an
inspector may encounter
during a survey.
Point out what problems
can occur from lubricants.
Oil contamination, non-
potable water as lubricant.
Point out the importance
of each of these items.
A. Major Types and Characteristics (10 minutes)
1.
a. Positive Displacement
b. Centrifugal
c. Jet
d. Rotary
a. Shallow well
b. Deep well
See Table 3-1 for instructor review information.
3. Questions:
a. What are the advantages and
disadvantages of each type?
b. For what situation is each type best
suited?
B. Sanitary Risks (10 minutes)
1. General
a. Number (include reserve), location,
and type
b. Rated capacity
1) When was pump last rated?
2) Is pump metered?
c. Condition of equipment
1) Are pumps operable?
2) What is state of repair of
pumps?
d. What type of lubricant is used?
e. Emergency power system
1) What type?
2) Frequency of function testing?
3) Record of primary power
failures.
4) Automatic or manual switchover?
5) Are 'backup pumps/motors
provided?
2. Pumping Stations
a. Is all electro/mechanical rotating
equipment provided with protective
guards?
b. Are controls functioning properly
and adequately protected?
c. Are underground compartments and
suction wells waterproof?
d. Are permanently mounted ladders
sound and firmly anchored?
e. Is facility properly protected
against trespassing and vandalism?
1) Vandalism
2) Animals
3) Flooding
3-2
-------
TABLE 3-1. Types and Characteristics of Pumps
Type of Pump
Reciprocating:
1 Shallow well
2 Deep well
Centrifugal:
1 Shallow well
a)Straight centrifugal
(single stage)
(b) Regenerative vane
turbine type
(single stage)
Deep well
a) Vertical line
shaft turbine
(multistage)
Practical
Suction Lift
22 - 25 ft.
22 - 25 ft.
20 ft. max.
28 ft. max.
Impellers
submerged.
Usual
Well-
Pumping
Depth
22 - 25 ft.
Up to 600 ft.
10 -20 ft.
28ft.
50 - 300 ft.
Usual
Pressure
Heads
100 -200 ft.
Up to 600 ft.
above cylinder
100 -150 ft.
100 -200 ft.
100 -800 ft.
Advantages
Positive action. Discharge
against variable heads.
Pumps water containing
sand and silt.
Especially adapted to low
capacity and high lifts.
Smooth, even flow. Pumps
water containing sand and
silt. Pressure on system is
even and free from shock.
Low-starting torque.
Usually reliable and good
service life.
Same as straight centrifugal
except not suitable for
pumping water containing
sand or silt. They are self-
priming.
Same as shallow well
turbine.
All electrical components
are accessible, above
ground.
3-3
Disadvantages
Pulsating discharge.
Subject to vibration
and noise. Mainte-
nance cost may be
high. May cause
destructive pressure
if operated against
closed valve.
Loses prime easily.
Efficiency depends
on operating under
design heads and
speed.
Same as straight
centrifugal except
maintains priming
easily.
Efficiency depends on
operating under
design head and
speed. Requires
straight well large
enough for turbine
bowls and housing.
Lubrication and
alignment of shaft
critical.
Remarks
Best suited for capacities of 5 -
25 gpm against moderate to
high heads. Adaptable to hand
operation. Can be installed in
very small diameter wells (2"
casing).
Pump must be set directly over
well (deep wells).
Reduction in pressure with
increased capacity not as
severe as straight centrifugal.
-------
TABLE 3-1. Types and Characteristics of Pumps
PAGE 2
Type of Pump
Centrifugal (Cont.)
b) Submersible
/
turbine
(multistage)
Jet:
1 Shallow well
2 Deep well
Rotary:
1 Shallow well
(gear type)
2 Deep well
(Helical rotary type)
Practical
Suction Lift
Pump and
motor
submerged.
15 -20 ft.
below
ejector
15 -20 ft.
below
ejector
22ft.
Usually
submerged.
Usual
Well-
Pumping
Depth
50 -400 ft.
Up to 15 -20
ft. below
ejector
25 -120 ft.
200 ft. max.
22ft.
50 - 500 ft.
Usual
Pressure
Heads
50 -400 ft.
80 -150 ft.
80 -150 ft.
50 - 250 ft.
100 -500 ft.
Advantages
Same as shallow well
turbine.
High capacity at low heads.
Simple in operation. Does
not have to be installed
over the well. No moving
parts in well.
Same as shallow well jet.
Well straightness not
critical.
Positive action. Discharge
constant under variable
heads. Efficient operation.
Same as shallow well
rotary. Only one moving
pump device in well.
Disadvantages
Abrasion from sand.
Repair to motor or
pump requires
pulling from well.
Sealing of electrical
equipment from
water vapor critical.
Abrasion from sand.
Capacity reduces as
lift increases. Air in
suction or return line
will stop pumping.
Same as shallow.
Lower efficiency,
especially at greater
lifts.
Subject to rapid
water if water
contains sand or silt.
Wears of gears
reduces efficiency.
Same as shallow
well rotary except
no gear wear.
Remarks
3500 RPM models, while
popular because of smaller
diameters or greater capacities,
are more vulnerable to wear
and failure from sand and other
causes.
The amount of water returned
to ejector with increased lift -
50% of total water pumped at
50ft. lift and 75% at 100 ft. lift.
A cutless rubber stator increases
life of pump. Flexible drive
coupling has been weak point in
pump. Best adapted for low
capacity and high heads.
3-4
-------
PUMPS
Transparency 3-1
-------
PUMPS
Types
Operational Consideration
Sanitary Risks
Transparency 3-2
-------
Classification Of
Pumps
Positive
Displacement
Pumps
Kinetic
Reciprocating
Rotary
Blow Case
p Centrifugal
- Regenerative
Special
Transparency 3-3
-------
RECIPROCATING PUMPS
Downstroke
(Expelling Air)
Discharge
Valve (Open)
Upstroke (Charging)
(Closed) I
^
Downstroke
Discharge
Valve (Open)
Inlet Valve
Closed
PROGRESSIVE OPERATING STROKES OF A CLOSED-DIAPHRAGM TYPE OF PUMP
Transparency 3-4
-------
IMPELLER
Volute-type, centrifugal pump has no diffuser vanes or
guides.
Volute Type Pump
IMPELLER
DIFFUSER VANE
In turbine-type pump, water leaving the impeller moves
out through the curved passages between diffuser vanes.
Turbine Type Pump
Transparency 3-5
-------
Centrifugal Pumps
To use
Pressure pipe
Suction pipe
Operating principles
Transparency 3-6
-------
ROTARYPUMP
Sliding Vane
Transparency 3-7
-------
Rotary Pump
Transparency 3-8
-------
Three-lobe Rotor
Suction
Discharge
Tranpsparency 3-9
-------
Pumps
SERIES OPERATION
PARALLEL OPERATION
Transparency 3-10
-------
TOTAL STATIC
HEAD
;p^v;f-':'ns^!j/>^s:
<&J Pi^lf-jxiiiiiiis^i1
L^j^-'s'Hfefr^i
STATIC
SUCTION
HEAD
STATIC
DISCHARGE
HEAD
Transparency 3-11
-------
,
STATIC
DISCHARGE
HEAD
TOTAL STATIC
HEAD
I
STATIC
SUCTION
LIFT
I
:X i s u-r^-ji,- :..
- - - * . . H
Transparency 3-12
-------
UNIT 4: HATER TREATMENT - "THE NEED-TO-KNOH"
Unit Summary
Treatment Processes
Sanitary Risks
Unit Objective
Students will be able to perform a basic inspection
of a water treatment plant and identify sanitary
risks in the following areas: equipment operation
and maintenance, treatment and process control,
disinfection, and safety.
Logistics
Approximate Presentation Time; 75 minutes
Instructor Materials
Basic material
Transparencies 4-1 to 4-17
Chalkboard
Student Materials
Reference Manual, Unit 4
Student Preparation
Unit 4 should be read prior to the session
Scan Table 4-1
Unit References
Small Water Systems Serving the Public
(Chapters 9 and 10)
Manual of Instruction for Water Treatment
Plant Operators (Chapters 5-15)
Manual of Water Utility Operations
(Chapters 7-11)
Water Treatment Plant Operations
(Volume I, Chapters 4-9 and 11)
Manual of Treatment Techniques for Meeting
the Interim Primary Drinking Water Regulations
Water Supply System Operation (Chapter 4)
4-1
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 4-1.
Use Transparency 4-2 or
draw a typical treatment
process schematic on the
chalkboard.
Define each of the
activities involved
in water treatment.
Indicate on the diagram
the activity point and
the treatment process(es)
involved.
Use questions to promote
discussion and present
additional information.
State that this section
is only to assist the
student in identification
of sanitary risks. For
a detailed discussion of
a particular process, they
will have to consult other
references or programs.
Use Transparencies 4-2 and
4-3.
Suggest that students
draw a schematic of
plants when inspecting.
Briefly point out that
application point and
amount of chlorine addition
can impact on TTHM generated.
A. Treatment Process (10 minutes)
1. Pretreatment - generally for removal of
taste and odors.
2. Coagulation/Flocculation - treatment with
certain chemicals for collecting non-
settable particles into larger or other
fine-grained materials to remove parti-
culate matter too light or too finely
divided for removal by sedimentation.
3. Sedimentation - removal of suspended
matter.
4. Filtration - the process of passing a
liquid through a filtering media for
removal of suspended or colloidal matter
usually of a type that cannot be removed
by sedimentation.
5. Disinfection - destroying pathogenic
organisms with chlorine, certain chlorine
compounds, or other means.
a. How can effectiveness of treatment
process(es) be determined?
b. What records would be helpful in
making this determination?
B. Sanitary Risks (65 minutes)
1. Prechlorination/Pretreatment (10 minutes)
a. What chemical is used?
b. What amount is used?
Discuss commonly used chemicals/
processes for pretreatment.
Chlorine, chlorine dioxide,
ozone, potassium perman-
ganate, activated carbon
c. For prechlorination, has the
possibility of trihalomethane
formation been evaluated?
d. What is point of application?
Improper application
e. Is proper mixing achieved?
Short circuiting
f. What other pretreatment is provided?
4-2
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparencies 4-4
and 4-5.
Explain that this applies
to all chemical feed
processes, e.g., coagulation,
softening, taste and odor
control, iron and manganese
control, etc.
Use Transparency 4-6.
Use personal experiences and
anecdotes to relate course
material to actual situa-
tions an inspector may
encounter during a sani-
tary survey.
Use Transparency 4-7.
Use Transparency 4-8.
Use Transparencies 4-9
through 4-11.
Use Transparencies 4-12
through 4-15.
Point out that inspector
may wish to have operator
backwash filter.
Other questions may be
required by other types of
filters.
5.
Chemical Feed (10 minutes)
a. What chemical is used?
b. Where is it applied?
Stress that it will assist
inspector to make a
schematic diagram of units
and chemical addition points.
c. What is condition of feed equipment?
d. Are instrumentation and controls for
the process adequate, operational,
and utilized?
The operator's answers to
questions about process controls
and equipment will give
inspector insight into the
operator's competency.
e. Is chemical storage adequate and safe?
f. Are adequate safety devices available
and precautions observed (dust mask,
safety goggles, gloves, protective
clothing)?
Mixing (10 minutes)
a. Is mixing adequate based on visual
observation?
Problems with short circuiting
b. Is equipment operated properly and in
good repair?
Flocculation/Sedimentation (5 minutes)
a. Is process adequate based on visual
observation?
1) Good floe formation
2) No floe carryover from sedimentation
b. Is equipment operated properly and in
good repair?
Filtration (5 minutes)
a. Is process adequate based on
observation?
b. Are instrumentation and controls for the
process adequate, operational, and
utilized?
1) Rate of flow controllers
2) Head loss indicators
c. Is equipment operated properly and in
good repair?
1) Presence of mudballs, cracks
2) Backwash
3) Possibility of cross-connections
4-3
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 4-16.
Explain that inspector
should not only be
concerned with sanitary
aspects of chlorination
but safety as well.
Use Transparency 4-17.
Discuss use of coliform
bacteria as indicator
in sampling. Discuss
importance of confluent
growth and colonies too
numerous to count.
Use personal experience
or anecdotes to relate
material to actual
situations an inspector
may encounter during a
sanitary survey.
Discuss need to stop
flow of water when
changing cylinders on
a one-cylinder system.
Emphasize the importance
of a good chlorine safety
program.
Ask students to explain
importance of safety
measures.
6. Post-Chlorination (20 minutes)
a. Is adequate chlorine residual
maintained? Describe types of
residual and their importance.
1) Combined - slower acting
disinfectant
2) Free - faster acting
3) Breakpoint chlorination
b. Is there sufficient contact time (30
minutes minimum) between the chlori-
nation point and the first point of
use?
c. Is the disinfection equipment
operated and maintained properly?
1) Describe importance of contact
time.
2) Problems with short circuiting.
d. Is operational standby equipment
provided? If not, are critical
spare parts on hand?
Emphasize importance of con-
tinuous chlorination.
e. Is a manifold provided to allow
feeding from more than one cylinder?
Allows continuous chlorination
f. Are scales provided for weighing of
containers?
g. Are chlorine storage and use areas
isolated from other work areas?
h. Is room vented to the outdoors by
exhaust grilles located not more
than 6 inches above floor level?
One complete air change per
minute recommended
i. Are all doors hinged outward,
equipped with panic bars, and at
least one provided with a viewport?
j. Is self-contained breathing
apparatus available for use during
repair of leaks?
k. Is a means of leak detection pro-
vided?
Use of dilute ammonium hydrox-
ide or chlorine detection
devices
1. Are all gas cylinders restrained by
chaining to wall or by other means?
4-4
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Explain that Table 4-1
is a brief overview of
treatment techniques to
remove contaminants having
MCLS and other common water
quality problems.
7. Other Treatment (5 minutes or more
depending on instructor's discretion)
The instructor should discuss other
treatment processes present in the area,
such as:
a. Ozone disinfection
b. Ultraviolet light disinfection
c. Ion exchange
d. Chloramine disinfection
e. Chlorine dioxide disinfection
f. Carbon absorption
g. Iodine disinfection
h. Reverse osmosis
4-5
-------
-------
Water
Treatment
Transparency 4-1
-------
STEAM
SOURCE
OT"-"~
OV INTAKE m /
'TV ""* /"
RAW WATER ^H"^ y
STORAGE RESERVOIR
/"
1AM
) '
^^^^ LOW LIFT
VALVE C A^ PUMP OR
_n_2_ (J) BOOSTER
T "^T MPUMP
| GRAVITY \ /PUMPED
i FLOW \XFLOW
DIVERSION WORKS
j CHEMICAL FEEDERS-* (M) FLOWMETER
L CHLORINE
t
1 COAGULANTS
I RAPIE
{ M\X
I
! r- (^(7)
^i ^}W
Ij
v> \ _r»-
2j SETT
f~ i
o
o1
j GR>
1
l_
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i Will/A
\
\
1 BACKWASH
1 WATER
,X. PROBES
>»H
fv GRAVITY
FLOW
/NT"\ FLOCCULATION
\\/ BASIN
PUMPED
r-Q FLOW
_. j _ _ r^j,-v_,. ly-«j- y
LING BASIN ~~
1 r
^ITY FLOW '
-i rt^fti
GRAVITY 1 1
,,TI. ni Trn*^ 1
'///// hlL ' LHo
i f ^T
""^ D A C* \f \Kf A C U 1 1
WATER
1 '
"DIRECT" FILTRATION
ALTERNATIVE
MAY OMIT RAPID MIX,
FLOCCULATION
AND SETTLING.
r
] 1 PRESSURE
FILTERS
r
-* CORROSION CONTROL
v CHEMICAL
CLEAR WELL OR
TREATED WATER
STORAGE TANK
f //'SfS~Si
(
PRESSURE
TANK
->- PUMPED FLOW TO SYSTEM
HIGH SERVICE
.BOOSTER PUMPS
Transparency 4-2
OR
GRAVITY FLOW TO SYSTEM
Flow Schematic
-------
Common Pretreatment Chemicals
Chlorine
Chlorine Dioxide
Ozone
Potassium Permanganate
Activated Carbon
Transparency 4-3
-------
Chemical
Feed
Transparency 4-4
-------
Need For Chemicals
1 Clarification
(Turbidity reduction)
2. Disinfection,
3. Taste and odor control,,
4. Algae control,
5. Corrosion/scaling control,
6- Water softening, and
7. Fluoridation.
Transparency 4-5
-------
STORAGE
TANK
DILUTION
WATER
T
GRADUATED
CYLINDER
SAMPLE TAP
'ISOLATION
VALVES
CALIBRATION SYSTEM
Transparency 4-6
-------
MIXING
Transparency 4-7
-------
COAGULANT
PUMP
COAGULANT
PUMPED BLENDER
(SEE FIGURE 4.3)
DIFFUSER
COAGULANT
.m-
iSUL
$si
BAFFLES
COAGULANT
SLQSL
ROTARYIOR SLIDE VALVE
V.
o
\7
/
[I -L-t
//
>
L _l
y ^-6 >
.v_
o
V.
PADDLES
TURBINE
PROPELLER
MECHANICAL MIXERS
(INSTALLED IN MIXING BASINS)
HYDRAULIC
- DENOTES TURBULENCE)
Mixing Techniques
Transparency 4-8
-------
FLOCCULATION/
SEDIMENTATION
Transparency 4-9
-------
FLOCCULATIQN
Efficient performance requires proper;
1. stirring time
2. stirring intensity
3. shaped basin
4e mechanical equipment
Transparency 4-10
-------
Horizontal Paddle Wheel
PADDLE
TURBINE
PROPELLER
Vertical Flocculators (Installed in Flocculation Basins)
Types of mechanical flocculators
Transparency 4-11
-------
FILTRATION
Transparency 4-12
-------
D
3D
H
m
33
2
o
a
c
i
m
I
FLOW
DIRECTION
. DURING
FILTRATION
MODE
FLOW
DIRECTION
DURING
BACKWASH
-------
INFLUENT
PRESSURE
GAGE
FILTER MEDIA
(SAND)
EFFLUENT
x-VALVE pressure Filter
BACKWASH/
DRAIN LINE
Transparency 4-14
-------
PRECOATAND
BODY FEED
INFLUENT
CL
X
X VALVE
J
WASH/DRAIN
1
y
i r
y
PRECOAT FILTER
PRESSURE
VESSEL
SEPTUM
FILTER COATING
(DIATOMACEOUS
EARTH)
Transparency 4-15
-------
Post- C hlor ination
Transparency 4-16
-------
CHLORINE RESIDUAL
-f*
H-»
-J
-------
-------
UNIT 5: STORAGE - "THE NEED-TO-KNOW"
Unit Summary
Gravity Storage
Hydropneumatic Storage
Unit Contents
5a: Gravity Storage
Characteristics
Sanitary Risks
5b: Hydropneumatic Storage
Characteristics
Sanitary Risks
5-1
-------
UNIT 5ai Gravity Storage - "The Need-to-KnoH"
Unit Stunary
Characteristics of a Gravity Storage System
Sanitary Risks
Unit Objectives
Students Hill be able to evaluate sanitary risks of
a gravity storage system with a minimum of 80%
accuracy.
Logistics
Approximate Presentation Time; 45 minutes
Instructor Materials
Basic material
Transparencies 5a-l to 5a-3
Chalkboard
Overhead projector and screen
Student Materials
Reference Manual, Unit 5a
Student Preparation'
Read Unit 5a prior to the session
Unit References
Small Water System Serving the Public
(Chapter 6)
Manual of Individual Water Supply Systems
(Part V)
Water Supply System Operation (Chapter 5)
5-2
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparencies 5a-l
and 5a-2.
Identify on chalkboard
diagram of the various
component s. Explain
their functions.
Use personal experiences
and anecdotes to relate
material to actual
situations an inspector
may encounter during a
sanitary survey.
Point out importance of
information requested by
each question.
Use Transparency 5a-2.
A. General (10 minutes)
B. Components
1. Supply (generally a well)
2. Inlet
3. Reservoir
a . Elevated
b. Surface (on ground)
c. In ground
Outlet
3.
4.
t
4.
5. Pumps (if applicable)
Sanitary Risks (30 minutes)
1. Does surface runoff and underground
drainage flow away from the storage
structure?
2. Is the site protected against flooding?
Provides protection against con-
tamination by nonpotable water.
Is storage tank structurally sound?
Are overflow lines, air vents, drainage
lines, or cleanout pipes turned downward
or covered, screened and terminated a
minimum of 3 diameters above the ground
or storage tank surface?
Protection against birds, dust, and
nonpotable runoff
Is site adequately protected against
vandalism?
a . Fenced
b. Hatches locked
c. Ladders cut off 10 feet above ground
Are surface coatings in contact with
water approved?
Unauthorized surface coatings can
degrade water quality through
organic and inorganic contaminants
Is tank protected against corrosion?
Corrosion
a. Oxygen and water, in contact
with steel
Esthetic problems
Heavy metal solubility
Protection:
1) Rust prevention barrier
(paint, cement, other
coatings)
2) Carbonate film coating
3) Cathodic (sacrificial anode)
Can tank be isolated from system?
Emphasize importance of being
able to take tank out of system
without shutting down entire system.
8.
b.
c.
d.
5-3
-------
r
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 5a-3.
9. Is all treated water storage
covered?
10. What is cleaning frequency for
tanks?
Sludge
1) Buildup of organic, inorga-
nic debris
2) Contributes to turbidity,
esthetic problems
, 3) Protection
4) Periodic draining, cleaning
11. Are tanks disinfected after repairs
are made?
a) Following entry for service, repair
b) Protection
1) Procedures to disinfect
system
2) Records of procedures,
effectiveness
D. Cistern
1. Is cistern properly constructed?
2. Is cistern adequately protected?
a. Is the overflow line turned down
and screened?
b. Is the drain screened?
c. Is there a first flush, filter or
roof washer in place?
5-4
-------
Gravity Storage
Transparency 5a-l
-------
Top
Manhole
Q
Ladder
Vent
Overflow
Splash Pad
Gravity Storage Tank
Transparency 5a-2
-------
^
>Tf!
/]-'
/& ji
Jn u i'. ! i
JiMii L.U
It*'*:- !
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rfe
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r.
.
>
i
i
'i j
f
»
't
i
>
P
^Screened
S Drain
fo
Down Spoul - d
Uom Roof 1, !
SweenT^ _.r^/|
, Manhole Cover
^-7
«i I
'TH-' Caulking^
'.-;'. . «-<--:
^ ^ ^ , ' *. .
~C f^777;
r
Maximum Water level
'V--"=-?-J-:.i "* '
jj
Roof
Washer
Receives FlrsT
!
~* i 1- v_ 1 *..,.! ' ' , '
/
^1-OT-
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i
t
i
i
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'-I
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' /'
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ri
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*««*&;''.$"*;
.>- I^T^I
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l; - J^ t
U^t-jwcr-
Cistern
Transparency 5a-3
-------
-------
UNIT 5b: Hydropneumatic Tanks - "The Need-to-KnoH"
Unit Summary
Types and Characteristics
Sanitary Risks
Unit Objectives
Students will be able to evaluate sanitary risks of
a hydropneumatic tank storage system with a minimum
of 80% accuracy.
Logistics
Approximate Presentation Time; 30 minutes
Instructor Materials
Basic material
Transparencies 5b-4 through 5b-8
Overhead projector and screen
Chalkboard
Student Materials
Reference Manual. Unit 5b
Student Preparation
Read Unit 5b prior to the session
Unit References
Small Water Systems Serving the Public
(Chapter 6)
Manual of Individual Water Supply Systems
(Part V)
Planning for an Individual Water System
(Part V)
Water Supply System Operation (Chapters 3 & 5)
5-5
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparencies 5b-4,
5b-5 and 5b-6.
Explain principle of
system.
Locate on the transparency
the various system com-
ponents. Ask students
to describe the functions.
Use Transparency 5b-7 to
show various types of
system tanks.
List terms on chalkboard.
Ask students to define
them. Explain as
necessary.
Use questions to guide
class discussion.
Explain purpose of
controls and what to
look for.
A. Types and Characteristics (10 minutes)
1. Principle; Air pocket at top; pump's
energy pushes air down, water out; cycle
repeats when energy dissipates
2. Components
a. Steel tank
1) Conventional (air and water in
contact)
2) Floating wafer (wafer separates
air and water)
3) Flexible separator (diaphragm
or bag separates air and water)
b. Air volume control
c. Relief valve
d. Inlet piping
e. Pressure gauges
f. Motor controls
g. High-low water level controls
h. Low pressure/flow controls
i. Discharge piping
j. Air compressor and controls
k. Pump
3. Terms
a. Cycle rate - frequency of pump
start and stop per hour
b. Cut-in pressure - predetermined low
pressure level in system at which
pump is activated
c. Cut-out pressure - predetermined
pressure level in system at which
pump shuts off
4. Questions
a. What advantages/disadvantages do the
various types of tanks offer?
b. Explain why hydropneumatic systems
have less usable storage than
gravity systems.
c. What might this mean in terms of
sanitary protection?
B. Sanitary and Other Risks J(15 minutes)
1. Does low pressure level provide adequate
pressure?
Backflow/backsiphonage potential
2. Are instruments and controls adequate,
operational, and utilized?
a. Water level sight glass
b. Pressure gauges
c. Water level controls
5-6
-------
ftiic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Explain importance of
each question and its
rationale.
Use Transparency 5b-8.
Explain how to estimate
if storage capacity is
adequate. Explain
formula.
C.
3. Are the Interior and exterior surfaces of
the pressure tank in good physical
condition?
Hazards of improperly maintained
tank; e.g., at 50 psi a tank had
3.5 tons of pressure per square
foot.
DO NOT TAP TANKS WITH METAL OBJECTS.
4. Tank supports should be structurally
sound.
Structurally sound and properly
positioned
5. Is storage capacity adequate?
Storage Capacity Assessment
1. Formula for estimating appropriate tank
size:
Q =
Q =
Qm =
Qm
1 (P1/P2)
Tank volume in gallons
Peak demand rate gpm x desired
minutes of storage
'1 = Cut-in pr
pressun
es
sure +.atmospheric
L7 psi) r
Work problem on
chalkboard. Use other
examples. Ask one or
two students to work
problem on chalkboard
for class.
Describe a waterlogged tank.
C2 =
Data sources
a. Operating records to determine peak
demand and supply rates
b. Engineering records to determine
system design pressures, capacity
Hhat would be the minimum tank
size needed to meet a peak de-
mand of 30 gpm for 5 minutes
and gauge pressures of 40-60
psi?
What is the cycle rate?
Indicator of waterlogged tank
5-7
-------
-------
Hydropneumatic
Tanks
Transparency 5b-4
-------
Pump
AIR
II
t
A
It
WATER
Maximum Pressure
100 psi
CUT-OUT PRESSURE
Transparency 5b-5
-------
Pump
I
t!
i, > i t
Water
Minimum Pressure
35psi
CUT-IN PRESSURE
Transparency 5b-6
-------
Types of Pressure Tanks
CONVENTIONAL WAFER DIAPHRAGM WATER IN BAG AIR IN BAG
Air
Volume
Control
U
AIR
-WATER-
AIR
WAFER
A
WATER
^
AIR
DIAPHR
i
-
-------
Q=
Transparency 5b-8
-------
-------
UNIT 6: HATER DISTRIBUTION - "THE NEED-TO-KNOW"
Unit Suamary
Components of a Distribution System
Sanitary Risks
Types of Cross-Connections
Sanitary Risks
Unit Contents
6a: Distribution Systems
Components
Sanitary Risks
6b: Cross-Connections
Types and Characteristics
Sanitary Risks
Control Techniques and Devices
6-1
-------
UNIT 6ai Distribution Systems - "The Need-to-Knc-H"
Unit Sumary
Components of a Distribution System
Sanitary Risks
Unit Objectives
Students Hill be able to evaluate the sanitary
risks in a water distribution system with a minimum
of 80% accuracy.
Logistics
Approximate Presentation Time; 45 minutes
Instructor Materials
Basic material
Transparencies 6a-l through 6a-3
Overhead projector and screen
Chalkboard
Instructor Preparation
During this presentation, the instructor will
be asked to draw on the chalkboard a simple
diagram of a typical distribution system. A
rough sketch of this diagram should be pre-
pared in advance.
Student Materials
Reference Manual, Unit 6a
Student Preparation
Read Unit 6a prior to the session
Unit References
Small Water System Serving the Public
(Chapter 11)
Manual of Individual Water Supply Systems
(Part V)
Manual for Evaluating Public Drinking Water
Supplies (Part III)
Water Supply System Operation (Chapters 6
through 8)
6-2
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 6a-l.
Explain types and
function of pipes.
Briefly discuss concept
of pressure head loss
relative to pipe sizing.
Use Transparency 6b-2.
a.
b.
Use Transparency 6b-3.
Explain types, functions,
and purposes of valves.
Sketch a simple diagram
of a distribution system
on the chalkboard.
Ask students to identify
locations where these
valves might be used.
A- Components of a Distribution System
(15 minutes)
1. Pipes
Convey supply to points of use
Pipe size relative to flow gpm,
distance
c. Types:
1) Galvanized. Not recommended for
underground use; subject to
corrosion from soil, acid water
2) Copper. Heavy types used under-
ground; less sensitive to
corrosion
3) Plastic. Corrosion resistant;
subject to puncture
4) Cast Iron. Corrosion resistant;
good hydraulic characteristics
5) A/C. Lightweight; corrosion
resistant
6) Lead. Present in older systems;
can be a source of lead con-
tamination in tapwater, not
approved for use anymore
2. Valves
a. Control water flow
b. Control backflow
c. Adjust water levels and pressures
d. Isolate sections of system for
repair
e. Types:
D Shut-Off valves stop flow of
water.
2) Check valves permit water to
flow in one direction only.
3) Flow control valves provide
uniform flow at varying
pressures.
4) Relief valves permit water to
excape from the system to
relieve excess pressure.
5) Float valves respond to high
water levels to close an inlet
pipe.
6) Altitude valves shut off flow
of water to storage tanks at a
preset level to avoid overflow.
7) Blowoff valves provide a means
to flush sediments from low
points/deadends in the distri-
bution system.
8) Air relief valves are used at
high points to release entrap-
ped air.
6-3
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
9)
10)
Explain other components
and their purposes and
functions. Use the
diagram to demonstrate
locations of all system
components.
3.
B.
Use questions to guide
class discussion.
Ask students what
information would be
desired on a distri-
bution plan.
Describe the importance
of each of these factors
on the sanitary risks of
the water system.
Briefly describe
disinfection procedures.
Pressure reducing valves are
used for reducing pressure
between a high and low pressure
area.
Hydrants provide water for
firefighting as well as a means
to flush system.
Meters
Monitor flow through various sec-
tions to provide regulation,
reimbursement, and maintenance.
4. Meter vaults
Protect meters and controls
5. Thrust blocks and anchors
Protect against pipe movement
Sanitary Risks (30 minutes)
1. Is proper pressure maintained throughout
the system?
a. Inadequate working pressure
Backsiphonage/backflow potential
b. Pressure maintenance during peak
demand
1) Explain how low pressure or
pressure fluctuation might con-
tribute to backsiphonage.
Hhy must the pressure controls
be adjusted to adapt the system
to demand fluctuation?
What controls would be used to
make these adjustments?
What types of construction materials are
used?
a. Pipes
b. Caulking materials
Are plans of the water system available
and current?
a. Minimum of plan
Locations
Main size
Valve location
b. Ability to isolate sections without
loss of service to the system
c. Deadends
Does the utility have an adequate
maintenance program?
a. Frequency of main breaks
Pressure testing
Flushing program
Valve maintenance program
Corrosion control
Disinfection procedures
Is the system interconnected with any
other water system?
a. Drought
b. Emergency
2.
3.
2)
3)
b.
c.
d.
e.
f.
6-4
-------
Distribution
Systems
Transparency 6a-l
-------
TYPES OF PIPE
Cast Iron/Ductile Iron
Abestos Cement
Lead
Galvanized
Copper
Plastic
Transparency 6a-2
-------
VALVES
Gates
Check
Flow Control
Blowoff
Altitude
Air Relief
Hydrants
Transparency 6a-3
-------
-------
UNIT 6b: Cross-Connections - "The Need-to-Knon"
Unit Summary
Types and Characteristics
Sanitary Risks
Surveying for Cross-Connection Hazards
Exercise I: Protection Against Cross-Connections
Unit Objectives
Students will be able to assess the sanitary risks
related to cross-connections with a minimum of 80%
accuracy.
Logistics
Approximate Presentation Time; 30 minutes
Instructor Materials
Basic material
Transparencies 6b-4 through 6b-14
Student Material
Reference Manual. Unit 6b
References
Small Water Systems Serving the Public
(Chapter 15)
Cross-Connection Control Manual
Hater Supply System Operations (Chapters 6
and 8)
6-5
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 6b-4.
Define cross-connection.
Draw simple diagram on
chalkboard showing the
two types of connections.
Use Transparency 6b-5.
Define backflow and
backsiphonage.
For each case shown,
ask students to identify
contact point of connection,
and to explain how reversed
flow might result.
Use example situations;
have students identify
whether backflow or back-
siphonage and recommend
control.
Use questions to guide
class discussion.
Use Transparencies 6b-6
through 6b-13 to show
various types of
preventive devices. Ask
students to explain how
each would prevent
reverse flow.
List underlined topics
on chalkboard. Ask
students to list
possible sanitary risks
to potable water supplies.
Explain how each factor is
a potential risk. Discuss
degree of risk.
Use personal experiences
and anecdotes to relate
the course material to
actual situations an
inspector may encounter
during a sanitary survey.
B.
Types and Characteristics (10 minutes)
1. Cross-connection; A connection between a
drinking (potable) water system and
unapproved (nonpotable) water
2. Types of cross-connections
a. Pipe-to-pipe
b. Pipe-to-water
3. Contamination Hazard
Contamination hazards result from
polluted fluids entering the potable
system through the cross-connection,
generally when distribution pressure
is inadequate.
a. Backsiphonage occurs when a negative
pressure or partial vacuum is
created in the potable system.
b. Backflow occurs when the pollution
source pressure is greater than
that in the potable system.
1) What is the major difference
between backflow and back-
siphonage?
2) How can a building be protected
against backsiphonage?
4. Contamination Prevention
a. Removal of physical connection
1) Air gap separators
2) Surge tanks with air gaps
b. Double check
c. Approved backflow prevention devices
1) Vacuum breaker
2) Reduced pressure zone
3) Swing connection
4) Barometric loop
Locations (5 minutes)
1. Unauthorized Connections from Facility
a. To other systems, i.e., fire systems
b. To unapproved wells
c. Restricted uses
Fixtures and equipment
regulated by ordinance
2. Uncontrolled/Unmonitored Connections
from Facility
a. To hazardous water uses
1) Wastewater treatment plants
2) Hospitals (health care
facilities)
b. To intermediate hazards
1) Schools
2) Homes
3) Other
c. No airgap in service line
d. No backflow/backsiphonage prevention
devices
6-6
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Ask students to explain
why pressure maintenance
is critical in preventing
contamination. Ask how an
inspector might determine
that a facility is having
pressure problems.
Ask questions that review
sanitary risk factors and
lead to detailed discussion
of how risks occur.
C.
Use personal experiences
and anecdotes to relate
the course material
to actual situations
an inspector may en-
counter during a survey.
Use Transparency 6b-14.
Emphasize importance of
inspectors to point out
problems at plant since
cross-connections there
can affect whole system.
e. Insufficient maintenance of device
1) Inadequate for flow rate
2) Wrong devices
3) Breakdown
4) Testing
3. Pressure Fluctuations
a. Vacuum at facility
1) Inadequate pumping
2) Emergency - fire, drought, etc.
b. Reduced pressure in service line
1) Blockage in pipes
2) Break in pipes
3) Hydrant breaks
4. Questions
a. Why must cross-connection control
devices be carefully checked after a
large fire?
b. What should a plumber know about
cross-connections before working in
a community served by a water
facility?
c. What should a home owner know about
cross-connections?
Sanitary Risks (15 minutes)
1. Does the utility have a cross-connection
prevention program?
Requirements:
a. Authority to establish program
b. Technical provisions relating
to eliminating backflow and
cross-connections
c. Penalty provisions for
violations
2. Are backflow prevention devices in-
stalled at all appropriate locations
and tested periodically?
a. Locations
1) Wastewater treatment plants
2) Hospitals
b. Periodic testing necessary
3. Are cross-connections present at the
treatment plant?
a. Submerged inlets to solution tanks
(hypochlorite, fluoride, etc.)
without backflow protection
b. Connections between solution tanks
and sewers
c. Split chemical feed going to raw and
finished water
d. Finished water and supply waterlines
connected
e. Finished water used for priming raw
water pumps without backflow
prevention
f. Garden hoses in buckets, meter
vaults, sinks filled with water
6-7
-------
-------
A Cross-Connection is?
A Connection Between a Drinking
Water System and Unapproved Water.
Transparency 6b-4
-------
Types of Cross-Connections
Backsiphonage Backflow
Backpressure Backflow
Transparency 6b-5
-------
ATMOSPHERIC VACUUM BREAKER
STYLE I
STYLE 2
VACUUM BREAKER CROSS SECTION
(SHOWN OPEN TO ATMOSPHERE)
VALVES NOT ALLOWED
DOWNSTREAM FROM
ATMOSPHERIC VACUUM
BREAKER.
SPRING
CHECK
VALVE
Transparency 6b~6
-------
Valve 2
Test Cock
Valve 1
Pressure-type
vacuum breaker installation
Transparency 6b-7
-------
Vacuum
Disc
Disc in Normal
Flow Position
Atmospheric
Pressure
Atmospheric
Pressure
Vacuum
Flow Just after
Vacuum is Applied
Atmospheric ^
Pressure
Atmospheric
Pressure
Transparency 6b-8
-------
PRESSURE VACUUM BREAKER
TEST
COCKS
VALVES MAY BE LOC-
ATED DOWNSTREAM
FROM PRESSURE
VACUUM BREAKER.
THIS UNIT IS NOT
POSITIVE PROTECTION
AGAINST BACK
PRESSURE.
Transparency 6b-9
-------
TYPICAL INTERNALLY WEIGHTED
DOUBLE CHECK VALVE ASSEMBLY
O.S. & Y: GATE VALVES
REQUIRED ON FIRE SERVICE
TEST COCKS
Transparency 6b-10
-------
TYPICAL SPRING LOADED
DOUBLE CHECK VALVE ASSEMBLY
SHUTOFF VALVES
NOTE:
TEST COCKS
INTERNALLY LOADED
CHECK VALVES HAVE A
RISE IN THE BONNET.
SWING CHECK VALVES
NORMALLY HAVE NO
RISE IN THE BONNET.
Transparency 6b-11
-------
TYPICAL REDUCED PRESSURE
BACKFLOW PREVENTION DEVICE
SHUTOFF VALVES
DRAIN
APPROVED
rAIR GAP-
2 DIA. MIN.
FUNNEL WHERE
NECESSARY
Transparency 6b-12
-------
Normal Direction Of Flow
Reversed Direction of Flow
Reduced pressure zone backflow preventer -
principle of operation.
Transparency 6b-13
-------
Treatment Plant Situations:
Submerged Inlets
Solution Tank-Sewer
Connections
Split Chemical
Feeds
Finished Raw
Water Connections
Classic "Garden
Hose" Situations
Transparency 6b-14
-------
-------
UNIT 7: MONITORING/RECORDKEEPING - "THE NEED-TO-KNOW"
Unit Summary
Monitoring Responsibility
Monitoring Requirements
Recordkeeping
In-plant Monitoring
Unit Objectives
Students must be able to determine facility
compliance with the monitoring requirements with a
minimum of 80% accuracy.
Logistics
Approximate Presentation Time; 45 minutes
Instructor Materials
Basic material
Transparencies 7-1 through 7-6
Local standards
Student Materials
Reference Manual. Unit 7
Student Preparation
Read Unit 7 prior to the session
Unit References
Local Water Quality Standards
Water Treatment Plant Operation
(Volume I, Chapter 10)
7-1
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 7-1.
Discuss the responsi-
bilities for monitoring
that rest with the
water purveyor.
Use Transparency 7-2.
A. Monitoring (20 minutes)
Responsibilities of Water Purveyor:
1. Arrange for all applicable sampling
required in the regulations.
2. Arrange for sample examinations at
approved laboratory.
7-2
-------
FREQUENCY CONSIDERATIONS FOR SAMPLING AND ANALYSIS
MICROBIOLOGICAL
CONTAMINANT
SURFACE SOURCE
GROUND SOURCE
Coliform Bacteria
Monthly, based on
population served
Community systems of
less than 1,000
people, a minimum
of one per month
Noncommunity systems,
a minimum of one per
calendar quarter
Same as for surface
sources except that
agency may reduce
to one sample per
calendar quarter
(Applies only to community systems except for
nitrate, which applies to both community and
noncommunity)
CONTAMINANT
SURFACE SOURCE
GROUND SOURCE
Arsenic
Barium
Cadmium
Chromium
Lead
Mercury
Selenium
Silver
Fluoride
Nitrate
Analysis at 1-year
intervals
Analysis at 3-year
intervals
ORGANIC CHEMICALS
CONTAMINANT
SURFACE SOURCE
GROUND SOURCE
Endrin
Lindane
Methoxychlor
Toxaphene 2,4-D
2,4,5-TP Silvex
Total
Trihalomethanes
(TTHM)
.Analysis at 3-year
intervals
Sampling and analysis
conducted quarterly
Analysis only if
required by the state
(NOTE: Individual jurisdictions may require greater frequency of sampling and
analysis-)
7-3
-------
FREQUENCY CONSIDERATIONS FOR SAMPLING AND ANALYSIS (CONTINUED)
RADIOACTIVITY (Applies only to community-type systems)
CONTAMINANT
SURFACE SOURCE
GROUND SOURCE
Natural
Radioactivity
Analysis completed
at 4-year intervals
Analysis completed
nithin 3 years
after effective date;
thereafter at 4-year
intervals
SODIUM (Applies only to community-type systems)
SURFACE SOURCE
GROUND SOURCE
Sampling analysis
conducted annually
Sampling analysis
conducted every 3 years
CORROSIVITY CHARACTERISTICS (Applies only to community-type systems)
SURFACE SOURCE
GROUND SOURCE
(One round of sampling
and analysis)
Two samples to be
taken annually
Only one sample and
analysis required
(NOTE? Individual jurisdictions may require a greater frequency of sampling and
analysis.)
TURKTOITY
SURFACE SOURCE
GROUND SOURCE
Sampling of at least Not applicable
once per day
7-4
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use the question to
promote class discussion.
Alert students that there
are contaminants other
than those covered by the
regulations, and to be on
the lookout for unusual
conditions that might pose
a risk of contamination.
Ensure that students
have a copy of the
local standards and have
them locate section on
sampling and analysis
for future reference.
Use the question to
promote class discussion.
Use Transparency 7-3.
Discuss requirements for
recordkeeping.
1.
How would an inspector determine that a
facility has met the frequency require-
ments for sampling and analysis?
2.
When would an inspector use sampling
and analysis information?
B.
Recordkeepinq (5 minutes)
1. Bacteriological analyses - for at least
5 years
2. Chemical analyses - for at least 10 years
Actual laboratory reports may be kept or
data may be transferred to tabular
summaries, provided that the following
information is included:
a. Date, place, time of sampling, name
of person collecting
b. Identification of routine distribu-
tion system sample, check samples,
raw or process water samples,
special-purpose samples
c. Date of analyses
d. Lab and person responsible for per-
forming analysis
e. Analytical method used
f. Results of analysis
3. Records of action taken to correct
violations - for at least 3 years after
last action was taken with respect to a
particular violation
4. Copies of written reports, summaries, or
communications relating to sanitary sur-
veys conducted by the facility, private
consultant, or local agency - for at
least 10 years after completion of the
sanitary survey involved.
7-5
-------
Basic Material
INSTRUCTOR
PRESENTATION
OUTLINE
Use Transparencies 7-4
and 7-5.
Discuss reasons for
in-house monitoring.
Use Transparency 7-6.
Draw sample point
schematic on blackboard.
Ask students for
reasons for particular
analysis. See schematic
provided.
5. Records concerning scheduling of improve-
ments not less than 5 years following
expiration of scheduling time
C. In-house Monitoring (20 minutes)
1. Reasons for In-house Monitoring:
a. Important for proper operation of
treatment units
b. Identifies trends in water quality
c. Identifies problems in water treat-
ment before finished water quality
is affected
2. Sample Points and Parameters:
a. Dependent on type of treatment
b. Frequency dependent on type of
source, variability of source,
importance of parameter
3. Monitoring Program Evaluation:
a. Is operator competent and certified
to perform the tests?
b. Are testing facilities and equipment
adequate?
c. Do reagents have an unexpired
shelf life?
d. Are records of the test results
maintained?
e. Are tests and operational results
supplied to the local regulatory
agency (as required)?
7-6
-------
Table 7-2 Sample Points and Analysis
ran Hater
_> rapid mix
> flocculation
_> settling
sample
routine chemicals
bacteria
jar test
sample
alkalinity
PH
sample
alkalinity
PH
Use <
chlorination <
filtration <
sample
routine chemicals
bacteria
sample
turbidity
PH
sample
turbidity
PH
Routine Analysis;
color iron
turbidity manganese
odor hardness
alkalinity chloride
pH fluoride
nitrogen series
7-7
-------
-------
Monitoring/Recordkeeping
Why?
' Requirements
How does Inspector
Determine Compliance
Transparency 7-1
-------
Responsibilities:
Arrange for Required Sampling
Sample Examination at an
approved Laboratory.
Transparency 7-2
-------
Recordkeeping
Transparency 7-3
-------
IN-HOUSE
MONITORING
Transparency 7-4
-------
Why Monitor?
Proper Operation
Identify Water Quality Trends
Identify Water Treatment
Problems
Transparency 7-5
-------
SAMPLING
Importance
Troubleshooting Problems
Transparency 7-6
-------
UNIT 8: M&NAGEMENT/SftFETY - "THE NEED-TO-KNOW"
Unit Summary
Personnel
Finance
Emergency Planning
Safety
Unit Objectives
With a minimum of 80% accuracy, the students will
be able to evaluate the management and safety
aspects of a water treatment operation.
Logistics
Approximate Presentation Time; 45 minutes
Instructor Materials
Basic material
Transparencies 8-1 to 8-3
Chalkboard
Student Material
Reference Manual, Unit 8
Student Preparation
Read Unit 8 prior to the session
Unit References
Manual of Water Utility Operation
Water Treatment Plant Operation (Volume I)
Water Supply System Operation
8-1
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 8-1.
Use Transparency 8-2.
Discuss aspects of
management- that are
important to the
operation of the system.
Ask students for
factors affecting
personnel requirements.
Use Transparency 8-3.
Emphasize the
importance of safety
for both the inspector
and the operator.
Briefly discuss hazards
and safety precautions.
Management (15 minutes)
Personnel
B.
Safety
Are personnel adequately trained
and/or certified?
a. In-house training programs
b. Correspondence courses
c. Short courses off island
Are there sufficient personnel?
Sickness, vacations
Are the financing and budget
satisfactory?
a. Present operation and
maintenance
b. Future replacements
c. Future expansion
Is an emergency plan available and
workable?
(30 minutes)
1. Source of hazards
a. Electrical shock
b. Exposure to chemicals
c. Drowning
d. Working in confined spaces
e. High-intensity , noise
f. Sprains and strains due to lifting
g. Slips and falls
2. Safety Equipment
a. Helmets
b. Goggles
c. Gloves
d. Shoes
e. Respirators
f. Self-contained breathing apparatus
3. Safety Concerns
a. Is adequate safety and personal
protective equipment provided?
b. Are the facilities free of safety
hazards?
Is chemical storage compatibility adequate?
8-2
-------
MANAGEMENT/
SAFETY
Transparency 8-1
-------
r
MANAGEMENT
Personnel
Finance
Emergency Planning
Transparency 8-2
-------
Safety
Electrical Shock Noise
Chemicals Lifting
Drowning Slips/Falls
Confined Spaces
Transparency 8-3
-------
-------
UNIT 9: SURVEYS - "THE NEED-TO-KNOW"
Unit Summary
Survey Techniques
Unit Objectives
Students will be able to plan and conduct an
effective sanitary survey of a ground water and
surface water system with 80% accuracy.
Logistics
Approximate Presentation Time; 60 minutes
Instructor Materials
Basic material
Transparencies 9-1 to 9-5
Student Material
Reference Manual. Unit 9
Student Preparation
Read Unit 9 prior to the session
Unit References
- "Sanitary Survey Field Handbook for
Sanitarians of Micronesia"
9-1
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparencies 9-1
and 9-2.
Emphasize purpose of
sanitary survey.
Use Transparency 9-3.
Point out the importance
of this phase.
Use Transparency 9-4.
Use personal experiences
and anecdotes to relate
program material to
situation that inspectors
may encounter.
Use Transparency 9-5.
Explain functions of a
survey report.
Schedule
Planning schedule
A. Estimating time
B. Phases of survey
1. Preparation Phase
a. Review of available
records
b. Review of chemical and
bacteriological files
c. Review of self-monitoring
reports
d. Make contact with
owner/operator and
establish survey date and
time
e. Notification of any
schedule changes
2. Qnsite Phase
a. Review of system com-
plaints
b. Review of monthly operat-
ing reports and in-house
monitoring
c. Complete investigation of
the water supply, treat-
ment, and distribution
facilties
d. Make general description
of the system and a flow
diagram
e. Exchange of information
between operator and
inspector
f. Completion of form
g. Sampling
h. Debriefing
3. Report Writing Phase
a. Function
1) Formal notification
of deficiencies
2) Motivate corrective
action
3) Provide records of
compliance, future
inspections
b. Activities
1) Complete formal
report
9-2
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
2)
3)
4)
Review sanitary survey
forms.
c.
Notification of
appropriate organi-
zations
Followup on technical
assistance/questions
asked by owner
Notification of
variance of written
evaluation from oral
debriefing
Sample forms
Sample forms
provided in the
publication Sani-
tary Survey Field
Handbook for Sani-
tarians of Micro-
nesia
9-3
-------
-------
SURVEYS
Components of Sanitary
Surveys
Use of forms
Transparency 9-1
-------
Schedule
Transparency 9-2
-------
Preparation
Phase
Transparency 9-3
-------
r
Onsite
Phase
Transparency 9-4
-------
Report
Writing
Transparency 9-5
-------
-------
UNIT 10i COMMUNICATIONS/PUBLIC RELATIONS - "THE NEED-TO-KNOH"
Unit Summary
Communications
Public Relations of Survey
Unit Objective
Students will be able to determine with whom to
communicate and practice how to communicate before,
during, and after the on-site visit.
Logistics
Approximate Presentation Time; 30 minutes
Instructor Materials
Basic material
Transparencies 10-1 to 10-3
Student Material
Reference Manual, Unit 10
Student Preparation
Read Unit 10 prior to the session
10-1
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparencies 10-1
and 10-2.
Ask for student
suggestions on what
should be accomplished
in each phase of
communication.
Briefly discuss
activities involved
with each item.
Use personal experiences
and anecdotes to illustrate
situations students may
encounter during a survey.
A. Communications
1. Prior to Qnsite Visit
a. Owner of water system
1) Obtain cooperation and estab-
lish survey dates
2) Explain purposes of survey
3) Request that necessary
information be available
b. Operator
1) Coordinate gaining entry to
site
2) Ensure presence of operator
during survey
c. Local health unit/other departments
1) Ensure cooperation and
coordination
2) Obtain information pertinent to
system
2. During Onsite Visit
a. Owner of water system
1) Obtain information pertinent to
system
2) Explain function of survey
results
3) Explain recommended actions
4) Explain what action will result
from survey
b. Operator
1) Obtain information pertinent to
system
2) Exchange of technical
information
3) Explain survey results
4) Explain recommended action
3. After Qnsite Visit
a. Owner of water system
1) Notification of deficiencies
2) Instructions on corrections
3) Compliance schedule for
corrections
b. Regulatory agency
Case report where formal en-
forcement is indicated
c. Public
If system is not in compliance
with:
1) applicable water quality
standards
2) applicable testing pro-
cedure
3) required monitoring
4) scheduled corrections
10-2
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 10-3.
Use personal experiences
and anecdotes to illustrate
actual situations students
may encounter during a survey.
B. Public Relations
Importance of establishing a good
relationship with owner/operator
10-3
-------
COMMUNICATIONS
Transparency 10-1
-------
Phases of Communications
Prior to Onsite Visit
During Onsite Visit
After Onsite Visit
Transparency 10-2
-------
Public
Relations
Transparency 10-3
-------
UNIT lls TECHNICAL ASSISTANCE - "THE NEED-TO-KNOH"
Unit Summary
Providing Technical Assistance
Common Problems
Unit Objective
With a minimum of 80% accuracy students will be
able to troubleshoot operational and procedural
problems in order to improve the operation of the
system or decide when the problem-solving should be
referred to more experienced personnel.
Logistics
Approximate Presentation Time; 30 minutes
Instructor Materials
Basic material
Transparencies 11-1 to 11-2
Student Material
Reference Manual, Unit 11
Student Preparation
Read Unit 11 prior to the session
Unit References
None
11-1
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Use Transparency 11-1.
Explain to the students
that this section is
designed as a checklist
for investigating the,
possible cause(s) for no
or low water pressure,
unsatisfactory water
quality, and esthetically
objectionable water. The
information will be used to
provide technical assis-
tance to water system
personnel.
Use Transparency 11-2.
State the problem.
Ask students to identify
the health risks asso-
ciated with the problem.
.List on chalkboard each
underlined water system
component as it is discussed.
Ask students to suggest
possible causes of the
problem relative to
that component.
Ask students if there
might be indicators
that would alert the
operator or inspector
to the problem (i.e.,
vibrating equipment,
blown fuses, water
leaks, etc.)
Have students suggest
solutions to the
problems.
Make pertinent notes on
chalkboard under the
appropriate heading.
Use the basic material
to guide the discussion
and to present additional
information.
A.
Technical Assistance (15 minutes)
1. Importance of providing technical
assistance:
a. Small systems frequently with
technical staff
b. Can provide immediate resolution of
a sanitary risk
2. Importance of how assistance is provided:
a. Dangers of snap judgments
b. Request help from more experienced
personnel
c. Make recommendations in terms that
can be understood
B.
Common Problems
1. Problem 1; No or Low Hater Pressure
(5 minutes)
a. Health Risk: Contamination from
backflow (cross-connections)
b. Possible Causes:
1) Water Source
a) Water table has dropped
below well screen
b) Clogging of well screen
c) Spring flow diminished
2) Well or Intake Structure
a) Piping blocked
b) Defective valves or valve
setting
c) Plugged foot valve and/or
strainer
d) Break in wall of collec-
tion chamber
e) Well pipe ruptured above
water table (shallow well
with suction pump)
3) Treatment equipment
Electrical safety control
activated to cut off water
pump due to inoperative
chemical feed pump
4) Pumping System
a) Power failure
b) Low line voltage
c) Blown fuses
d) Shorted-out electric motor
e) Defective pressure switch
f) System valved off
g) Air lock in suction line
h) Leak on suction side of
system
11-2
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
Repeat the above pro-
cedures for problems
2 and 3.
i)
5)
Plugged impeller or
ejector
Worn or defective pump
Discharge line check valve
installed backwards
Loss of prime in piston-
type pump
Storage system
J>
k)
1)
Repeat procedures for
Problem 1.
2.
a) Ruptured tank
b) Drain valve open
c) Float switches on gravity
tank defective
d) Pressure switch on hydro-
pneumatic storage tanks
defective
6) Distribution system
a) Break in water main
b) Hydrant(s) open
'? c) Excessive demand over
prolonged period
Problem 2; Hater Quality Violates
Standards (5 minutes)
a. Health risk: Disease and/or
chemical poisoning of consumers
b. Possible causes:
1) Water source
Contamination by waste-
water or toxic chemicals
2) Well or intake structure
a) Onsite contamination by
wastewater or toxic
chemicals
b) Inoperative well seal
c) Entry of bird or animal
through defective vent,
open manhole, or broken
screen
3) Treatment process
a) Contamination of treatment
chemicals
b) Insufficient chlorine feed
rate
c) Chlorine solution
exhausted
d) Defective chemical feed
equipment
4) Pumping system
a) Repair or replacement of
pump part without adequate
disinfection
b) Use of contaminated water
to lubricate packing
c) Improper sealing of pump
d) Improper drainage of pump
11-3
-------
Basic Material
INSTRUCTOR
GUIDELINES
PRESENTATION
OUTLINE
5) Storage system
a) Debris in storage tank
b) Interior of tank coated
with unapproved coating
c) Entry of birds through
broken vent of open
manhole
6) Distribution system
Iron bacteria growth in
pipes
11-4
-------
Technical
Assistance
Transparency 11-1
-------
When to Provide?
After Survey is Complete
Objective is to Evaluate
Entire System
Problem can be Caused
Throughout System
Transparency 11-2
-------
UNIT 12: CONCLUSION
Unit Summary
Program Review
Post-Test (Optional)
Program Evaluation (Optional)
Unit Objectives
Students will demonstrate the ability to conduct a
sanitary survey by passing a post-test with a
minimum of 80% accuracy.
Logistics
Approximate Presentation Timet 60 minutes
Instructor Materials
Post-test (to be duplicated)
Key to the post-test
Evaluation form (see Introduction)
Unit References
Units 1 through 11 of this manual
12-1
-------
Basic Material
INSTRUCTOR
GUJDiiiLINES
PRESENTATION
OUTLINE
Review essential points
of unit.
Clarify any questions
students may have.
Administer post-test.
Review post-test.
Distribute evaluation
form and have students
evaluate the training
program.
Areas of emphasis will be determined by
instructor(s). (20 minutes)
12-2
-------
Learner's Code
Years in Hater Supply
Water Supply Systems-Sanitary Survey
(Circle One)
PRE-TEST
POST-TEST
This test is intended to assess your prior knowledge of water systems and their
operations. At the conclusion of the training program, a post-test will be
administered to evaluate your progress and the overall effectiveness of the
program., There mav be more than one correct answer to some of these questions.
1. Smaller water systems usually have
2.
a.
b.
c.
a greater variation between the average daily demand and the maximum
daily demand than do larger water systems.
less variation between the average daily demand and the maximum daily
demand than do larger water systems.
a variation between the average daily demand and the maximum daily
demand similar to that of a larger water supply system.
Which of the following is a factor affecting the likelihood that a given
source of pollution may contaminate a well?
a. depth of well
b. distance from well
c. type of pollutant
d. diameter of a well
3. A system is producing 500,000 gallons of water per day and utilizes 10
pounds of chlorine per day for disinfection. The estimated chlorine dose is
a. 0.'4 mg/1
b. 0.2 mg/1
c. 2.4 mg/1
d. 4.0 mg/1
4. The best reason intakes should be located at various depths in a surface
impoundment is to
a. withdraw the maximum amount of water
b. withdraw the best quality water
c. provide a backup in case of clogging of an intake
5. The accepted method of determination of turbidity is
a. Nephelometric method
b. Jackson Unit
c. Amperometric method
12-3
-------
6. An increase of turbidity in a spring collection chamber after a rain
indicates
a. a defective drain valve
b. backflow of treated water
c. surface water contamination of the source
7. The AHHA-recommended procedure for disinfection of new water mains involves
a. 300 mg/chlorine dosage with a 10 mg/1 residual after a 3-hour contact
time.
b. 10 mg/1 chlorine dosage with a 25 mg/1 residual after a 1-hour contact
time.
c. 2.0 mg/1 chlorine dosage with a 2 mg/1 residual after a 30-minute
contact time.
d. 50 mg/1 chlorine dosage with a 25 mg/1 residual after a 24-hour contact
time.
8. Samples for free chlorine residual
a. can be stored up to 6 hours before analysis
b. can be stored up to 1 hour before analysis
c. can be stored up to 24 hours before analysis
d. must be analyzed immediately after sampling
9. The casing in a well with a vertical turbine pump is installed to do all of
the following except
a. prevent collapse of the well
b. support pump mechanism and pipes
c. to exclude pollutants
d. to provide a column of store water for pump
10. Hhen a well is constructed, a cement grout is used to
a. hold the pump mechanism in place
b. fill the annular space around the well casing
c. provide a base for the pump discharge head
d. prevent sand from entering pump
11. Pitless adapters are used to
a. eliminate the need for a well pit
b. permit the direct connection of the well casing to the distribution
system
c. supply water to isolated areas during distribution system repair
d. connect distribution system to storage facilities
12. In a vertical turbine pump, adding stages (impellers)
a. increase the output (gpm)
b. increases the total dynamic head capability
c. has no effect on output or head
d. reduces motor amps in a inverse proportion to the number of stages
12-4
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13. When testing for drawdown level in a well using the air line method, the
gauge indicated "0" ft. of water. Which of the following could not cause
this to happen?
a. Hole in the air line
b. Pinched air line
c. Water level below air line
d. Bad gauge
14. Common problems observed in hydropneumatic storage facilities include
a. improper air/water ratio .
b. water logged tank .
c. inadequate pressure relief system
d. cut-in/cut-out range
15. When surveying a pump system, the items to evaluate include
a. adequacy to meet peak demand
b. number of pumps and their frequency of use
c. electro/mechanical equipment
d. excessive leak from stuffing box
16. Altitude valves are used to
a. maintain proper level in well . . :
b. control storage tank to preset levels ,
c. provide flow control at varying pressures
d. permit water to flow in one direction only
17. The following are components of a distribution system:
a. thrust blocks
b. blow off valves
c. pitless adapter
d. relief valves
18. The air release-vacuum breaker valve serves what purpose on a deep well
operation?
a. When well pump initially starts, it relieves air from column pipe
b. When well pump shuts down, it allows the column pipe to dewater
c. Prevents air from entering system
d. Prevents cross-connections
12-5
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PRE-TEST
POST-TEST
ANSHER KEY
1. a
2. a, b, c
3. c
4. b
5. a
6. c
7. d
8. d
9. b
10. b
11. a
12. b
13. b
14. a, b, c, d
15. a, b, c, d
16. b
17. a, b, d
18. a, b, c
12-6
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