United States
Environmental Protection Office of Water (WH-550) EPA 810/F-92-003
Agency Washington DC 20460 July 1992
STUDENT ACTIVITY SHEETS
FOR DRINKING WATER PROJECTS
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TEACHER'S
GUIDE
How Clean is Clean?
Introduction
As recently as 20 years ago. the standards for "dean" were
based on aesthetic factors such as taste, odor and color.
Today, we know that there are many things which we can't
taste, smell or see that can still be harmful to us For this
reason, standards for what is "safe" or "clean" have been set
by the government. This activity is designed to allow
. students to experience how difficult it is to "clean" an
aquifer once it has become polluted by simulating hazardous
material accidents which contaminate their aquifers
(sponges).
Objective
Students will investigate how pollutants contaminate ground
water by using a simple model of an aquifer.
General Procedures
1. Each group will need a large cellulose household sponge,
3 - 16 02. cjfiai plastic cups, a paper or foam dinner plate
and a tray or bucket to collect water squeezed from their
sponges. Make several copies of the Student Activity Sheet
on the reverse side of this sheet The class will also need the
foUowing three liquids to represent the pollutants in the
different accident scenarios for each Group:
Group 1 1 ounce of Liquid soap
Group 2 1 ounce of Salad oil (If small graduated
cylinders are available use 20 mL of oil)
Group 3 1 ounce of Gelatin (dissolve a package in hot
water just before class)
Group 4 1 ounce of an equal mixture of soap, oil and
gelatin
2. Before class pour each "pollutant" in a separate small
paper cup. Locate each group's materials near its work
station or kt students collect materials and take them to then-
work stations.
3. Divide the class into four random groups, each with four
or five students. ][f more groups are needed, make extras of
groups 1 and 3, to minimize dean up problems. Pass out
the Student Activity Sheets to each group and direct them to
begin collecting the materials as described in Step 1 of the
activity. Those not directly involved in squeezing sponges
should be assigned duties such as predicting how many
nnses it will take for the sponges will become clean
emptying the cups between squeezes, recording the number
of squeezes, deciding when m
. » . — . — • — u " -•• n m
and whether it would be safe to
been squeezed from the T^gr
4. After the smdents have
oup s *r**igff is
tnewaS thatnss
tfie
1. read over the introduction on rfv Smffrnt Activity Sheet
as a class. Be sure each group understands that the mixture
m the small paper cup represents a "poUutanr released in
theaccident described for each group on their Activity
Sheet.
5. Each group should repeat Steps 3-6 on their Activity
Sheet until they either decide that me sponge is clean, or
estimate how long it would take to clean the sponge or judge
whether the sponge can be cleaned at alL If they haven't
cleaned the sponge within 10 minutes, it may be best to kt
them make
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STUDENT ACTIVITY
How Clean Is Clean?
SHEET
Introduction
In comparison with rivere or streams, water in the ground
moves very slowly and veiy calmly in rivers that are very
wide - sometimes more man one hundred miles wide. These
stow underground rivers are called aquifers. Many of us get
our drinking water from aquifers. When a pollutant is
spilled on the ground, it slowly seeps down and can get into
an aquifer, making our water unsafe to drink. When our
aquifer gets polluted, we need to get answers to many
difficult questions like how toxic are the pollutants?, how
fast are the pollutants moving in the aquifer?,, and how
difficult are they to remove from the aquifer?
In this activity, die class is divided into at least 4 groups.
Each group will experiment with a different kind of
pollutant to find out how difficult it is to remove the
pollutant from a sponge. Aquifers are not really spongy, but
we can still use a sponge to give us some idea of what
happens when an aquifer gets contaminated.
Group 1 will use soap as its pollutant. In this case, the
ground is contaminated when a tanker truck gets into an
accident on die highway and spills die pollutant on the side
of the road. The soap is a lot like real pollutants which
dissolve in water but are not hazardous or toxic.
Group 2 will use salad as its pollutant Again, a track
accident has caused the spill as for Group 1 's pollutant The
oil is a lot like gasoline which is hazardous and toxic, but
does not mix well with water.
Group 3 will use gelatin as its pollutant This time the
pollutant has leaked into the ground from a large old and
rusty-underground tank where it has been stored for years.
The gelatin is a lot like pesticides which dissolve in water
and are toxic.
Group 4 will have the worst troubles. An explosion has
occurred at a major chemical plant, and all three types of
pollutants - soap, oil and gelatin - have been spilled onto the
ground.
Objective
You will investigate how pollutants contaminate an aquifer
by using a sponge as a simple model of an aquifer.
General Procedures
1. One student in each group should pre-moisien their
sponge by soaking it in water, then squeezing it until it is
just moist to touch. Other students in each group should be
sure they have the following items at their work station:
One large cup of clean water
Two empty large cups
Tray or bucket for collecting rinse water
One paper or plastic dinner plate
Small cup containing a "pollutant"
After these materials have been collected, wait for the
teacher to read over the Introduction with the class.
2. Place the sponge on the plate and pour the liquid
"pollutant" in the small cup onto the sponge, letting the
sponge soak up as nind»pnniift»n*«*pn«^Mp
3- SLOWLY pour dean water onto sponge, letting it soak in
until the sponge is full Pour back into the cup any excess
water on the plate. You will need to know how many
cnpfuls of water are being used to rinse the sponge. so kern
trade of an ri^ water vnnii«e *****
4., Lift the sponge and squeeze it oat completely, catching
the water in an empty large cup.
5. Pour more water onto the sponge, letting it soak in.
6. Squeeze out the sponge again, this time using the other
empty large cup to catch the water squeezed from the
sponge.
7. Compare the two cups of polluted water. Decide which
cup seems to have the mQSL polluted water, then empty this
cup. Set aside the cup cnnrammg the water which looks less
^^
8. Repeat Steps 5, 6 and 7 each time comparing the water in
the two cups ID decide whether the water is getting cleaner
each time the polluted sponge is rinsed out Count the
number of times the sone is
9. Estimate to the nearest 1/4 cup. how many cnpfuls of
water were used to rinse the sponge. Convert to ounces
(One cupful equals 16 ounces). How much more rinsing - if
any - must be done before the water squeezed from the
sponge would be "safe" to drink?
10. After yon have finished the experiment,
to the proper place, then get ready to report your results to
the class.
Igsg
polluted taf ta[ polluted
7 (discard) C* 13 (save)
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Tracking Pollution - A Hazardous Whodunnit
TEACHER'S
GUIDE
Introduction
This activity presents the student with a. real world problem
and provides a simple, but not always accurate tool for
investigating tite problem.
The problem is that a town's drinking water is contaminated
In many small towns like Riverville, every home and most
businesses have a private wen. Lab results from several
wells showed that the ground water has been contaminated
with a kind of fuel stored by three companies. Of the three
possible suspected sources of contamination, each suspect
has a reasonable argument as to why they are not
responsible for die problem:
1. The Heating Oil Company is the prime suspect since they
store the most: fuel and sell it to me other two suspected
2. The Heating Ofl Co. has just tested their tanks and knows
they are safe. They argue that the Trucking Company is the
source of pollution.
3. The Trucking Co. says the source could just as likely be
the Heating Oil Co. or the Gas Station. They claim there is
no proof dm they are responsible.
The only way to find out who is responsible is to produce
some evidence to help decide which of these is die actual
source of contamination. Emphasizing the expense of
cleaning up ground water contamination and the need for
certainty before forcing a business to begin cleaning up lets
the student know that there is often a lot at stake in this kind
of investigation.
Objective
Students will make a topographic map, use it to predict
ground water flow and investigate the most likely source of
ground watcr (ynfitTnrnafion
General Procedures
1. It will be best for students to work together in groups of
at least two. Each group will need:
a medium sized rubber band about 1/8 inch in width
a ruler, pencil and pen
Student activity sheet
2. Read over with the class the Introduction on the Student
Activity Sheet. Ask them which of the three they think is the
actual source and have them write down their best guess.
I
UadCTpnomd Storage T««k
ysssf*"**
3. You might also explore whether
! can dunk of any
simpler ways' of finding out the source of contamination
dun by doing this activity. Point out die fact that another
way of finding out whodunnit is to test die contaminated
wells again to find out which wells have more contaminant
in die water. The wells nearest die source ghnqM have die
highest levels; those farthest firm die source will be lower.
This can be expensive though;
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6. LIGHTLY, with pencil, draw lines between each wen and; its
nearest neifhbon haying at least a 20 foot difference ia elevation.
To divide these lines into equal segments representing 10 ft
inc-f-^yt in elevation, stxetch the >"*rlcfij rubber band so ft"1' a
made is over fach well at ***** line's Mutf*o"«ff, with the i
number of marks between to allow you to count op by tens from
one wdl to the next For example, a line between the two wells at
8. Using a PEN, every half inch or so along each contour line,
draw short arrows outward perpendicularly from one contour line
to the contour line having the next lowest elevation. It is important
thai these arrows be as perpendicular as possible to give the best
estimate of the direction of ground water flow. Erase the contour
lines and other pencilled-in lines to make the map less confusing.
To get a better sense of overall direction of flow, you might.want
to draw a few longer arrows which average out the shorter ones.
10 and 40 ft. needs two murks between the wells. Stretch the
band so mat a mark falls at each eadpomt on die hae and two
marks he between the endpoints. **in*Vy ""iffrt OB the line stench
of die two intervening marks am the sketched band. Label these
marks 20 and 30 ft. Repeat to eich tine.
7. LIGHTLY draw smooth curved Knes connecting all wells and
marks having the same elevations. These are contour lines.
9. Draw a loop ftMt gf'MipT together all of die cTntirn'CT^'*^ wells.
From the flow arrows, note that the plume has spread in two
directions, to the top right corner and to the Iowa left. It should be
clear that die Trucking Co. (T) is the source of poDution. Also, the
well found within the cluster of contaminated
wells is a newer, deep well which taps an aquifer protected by an
underground layer of dense rock (shale) which keeps fuel out.
This may serve as a lead-in to the Resource Management Activity.
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Tracking Pollution • A Hazardous Whodunnit
STUDENT
ACTIVITY
SHEET
Introduction
Riverville is a fictional town with a real problem. Each
week, more citizens are complaining that their drinking
water tastes bad. hi many small towns tike this one, there is
no central water supply. Every home and most businesses
have a private well The town's mayor tested the water from
several wells and found that the ground water has been
contaminated with some kind of fueL The wells that have
been contaminated are marked out on the map on barfr of
this page.
The mayor thinks the Heating Oil Company is responsible
for this contamination and wants them to start investigating
their fuel storage tanks which are buried underground and to
check the tanks for leaks. The Heating Oil Co. says they
just tested their tanks and knows they are sale. They think
the Trucking Company is the source of pollution. The
Trucking Co. says die source could just as likely be the
Heating Oil Co. or the Gas Station, since all three places
have underground tanks for storing the same kind of fueL
So Riverville has a problem and no one is sure who is
responsible. The mayor needs some way of proving who is
causing the pollution and who should clean it up. You win
be the "detective" who helps prove where the
pollutant is coming from.
job. You should be very sure of the place you choose to
start cleaning up, otherwise the money win be wasted, ft is
up to you to solve the mystery.
Objective
You will make a topographic map, use it to predict ground
water flow and investigate the most likely source of ground
water contamination.
General Procedures
To decide which of the suspected businesses is die most
likely source of contamination, the easiest thing you can do
is find out the direction that ground water flows. Since
ground water generally flows downhill, following the slope
of the surface of the land, you can be fairly certain mat the
suspected source which is farthest "upstream" is the real
source of contamination.
This activity shows you how to estimate ground water flow
by making a contour map. As in many very small towns.
only a few people in Rrvervffle know the **nrt elevation
above sea level for their property. To make a contour map,
it usually helps to know the elevations of as many places as
possible. But this simple procedure can be used even
though you only know a few etevatiORL
Tbe map on back shows the elevations for seven wefls and
gives directions for drawing in the couiouis of the land.
After you have ffrMfh*^ this procedure, answer the
Questions
1. If the flow of ground water and die pollutants in itfbDow
the contour of the land, what is the most likely source of the
contamination, the Heating Oil Co.. the Trucking Co. or the
Gas Station?
2.Thecciitfflnirnn1onphmiewmcorjtira»etosr^eadsiDwly
through the ground, much like smoke from a chimney
drifting with the wind. Describe where on your *n«p you
rhinir the plum** wffl nTO**C wffll Tfoy
3. Which of the unoontaminated wells do you expect to
become contaminated in the near future? Do you think die
school's water well will be contaminated?
4. How do you explain the fact that one well within the
plume was not contaminated? Give at least two possible
reasons tow this could happen. (Hint: see die Resource
Management Activity)
5. Is it -possible you are wiuug hi assuming that ground
watt- flow follows the contour of the land? What else could
you investigate to be sure?
6. Assuming that ground water flow does follow the
contours of the land, is it possible that there are two sources
of contamination? What would you expect to find if aU three
companies had leaking storage tanks and were actual
SCTTTTrCS Of COtttBIBimttlOfl7
Extensions
1. Get a map of your own
and use it to chart out
ground water direction. Locate the community's water
supply and any potential sources of contamination. What
kind of precautions should be taken to keep an eye on
potential sources of contamination?
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50
Gas
Sta
Trucking
Co. "-J
Heating OB
0 Contammated well
• Uncontammated well
1. Start with a well with a known
elevation. Using ruler and pencil,
LIGHTLY draw a line from this
well to the nearest wells having at
least a 20-foot difference in
elevation.
2. Cut a rubber band open and lay
it out flat, without stretching it,
along the edge of a ruler. With a
pen, make at least five marks 1/2
inch apart beginning from the
middle of the rubber band. Use the
marked rubber band to help you
divide each line into equal
segments. Your teacher will show
you how this is done.
3. Label each mark on the line
between the known elevations with
the estimated elevations. For
example, if the elevations at each
end of a line; are 10 and 40 feet
above sea level, yon should make
two marks on the line, dividing the
line into three equal lengths. The
first mark should be labeled 20,
and the next one labeled 30.
4. Connect all marks having the
same elevation with a smooth line.
These are contour lines.
5. Every half inch or so along each
contour line, draw a short arrow
perpendicular from one line out
towards the line having the next
lowest elevation. Ground water
flows in the direction of the arrows.
6. Find all the contaminated wells
and draw a single loop that
contains only these wells and none
of the uncontamiii&ted wells, if
possible. The .area inside this loop
shows how far the contamination
has already spread through the
ground water, and is called the
contamination plume.
7. Use your map to answer
questions on page 1.
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STUDENT
ACTIVITY
SHEET
Resource Management • Protecting your Drinking Water
Introduction
In almost any town, a large variety of chemicals and
wastes are used or disposed of in day-to-day life. We are
now learning that if thing$ ny? gasoline, road salt.
pesticides or sewage are not used or discarded wisely.
they can contaminate a town's water supply.
We are also teaming mat some sources of water are easier
to contaminiite **»«« other sources. Whether or not your
town's supply is vulnerable to contamination depends
on many different factors. These factors may add together
to protect the supply, or to leave it very vulnerable to
contamination.
To estimate the vulnerability of the ground water flowing
under an area of land, a ftydtogeofog&r measures several
factors which affect how quickly rain water moves
through the ground in that area. Pollutants will usually
move in the same way as rain water.
Once you know something about each of these factors,
you will be able to decide what must be done to be sure
your drinking water will alwa>s be safe.
Objective
In this activity, you win use a simple mathematical model
of ground water vulnerability to estimate the vulnerability
of a small town's water supply.
laow 1
Estimated value of five fattflrt
groundwater vnmerabtitty
VALUE
i. Yearly rainrau
(total anmi mf of tain •
that falls ID QKyBarX
2. Depth to water
(vertical depth from;
surface to aquifer)
"" &r?'s3^3JiiF*JM$$
(Mam type of soil and
rock abovB me aquifer)
5. Lay of the liad
The general slope of;
airface of tne'land)' •
2
1
3
2
1
~ ir more than 40 in.
-. if from 15 to 40 ia
~ if less man 15 in.
i.tffromlffto75ft.
. .-. if greater than 75 &.
;~. if sand or gravel
of gravel
?•-•? • v. •. -«i if. limestone
2 " ": : ^ifioamorsflt
1 V • 5~ 4 if day or shale
2 . «. if gently ndlmg
Bedrock
Sand/
Gravel
Shale
Clay
Lnractona
Loam
Figure 1. Aquifers form whore water-carrying layers of earth,
like sand, cover layers of shale or day which do not allow water to
pass through. If the layer forming the aquifer' is "confined' above
by shale or clay, the aquifer is less vulnerable to contamination.
SSConfining layers of shale
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Model of ground water vulnerability
There are many factors affecting the vulnerability of a
water supply, but we will only look at the five factors
described m Table 1. A value of 1 means it is harder for
rain water (and pollutants) to reach the supply, while a
value of 3 means it is easier. It may be easy to see that: the
greater the depth to water, the longer it will take rain water
to reach the supply. But how does a steep slope make the
area less vulnerable? Figure 1 shows how some of these
factors affect the vulnerability of various aquifers.
; TaoTel " •""—
Directions: Use Table 1 to find out how many points
should be fivea lor each u* the five facton.
For example* Table 1 teHs yon mat if the depth to water
is less than 15 ft, you should give 3 points for mis factor
in Quadrant 1. Values from Table 1may be averaged.
Fill in the rest of the blanks for each factor, then add tfcem
• Quadrant 1
Depth so water
Yeadyraiafin
Aquifer type;
Sofltype
Lav of Ismd
12ft
45"
Loam/sand-
Flat " -
VULNERABILITY SCORE
• Quadrant 2 ••' .".-'••-•
Depth to water 40ft
45"
Yeafly rainfall
Aquifer type
Son type
Lav of land
' * j
Gentle slone
' VULNERABILITY SCORE
• Quadrant 3 -•,.-'.
Depth to water 60ft
Yearly rainfall 38"
Aquifertypc TJuneslnne .
Sofltype
Lav of land
Limestonofciay
VULNERABILITY SCORE
* Quadrant 4
Depth to water 100ft
YeMy rainfall 34"
A i |i i • iMt ty^f. S^hl/giaVtil
Sofltype Shale/day
Lav of Iznd Steeo hOls
VULNERABILITY SCORE
How to use the model
You can get a rough idea of the vulnerability of the
underlying aquifer in each of Priceford's four quadrants
by using these five factors to give each quadrant a "score"
on how easy it would be for a pollutant to pass through
the ground to contaminate the aquifer.
Follow the instructions for filling out Table 2. Therf use
your results along with the map of the Priceford area to
answer the questions at the bottom of the page. Give
your reasons for each answer I
N
Questions.
1. Discuss how Factors 2-5 described in Table 1 affect the
vulnerability of water supplies at Points B, C and D in
Figure 1. If flute towns get their water supplies at Points
B, C and D, which supply would be the most vulnerable?
The least vulnerable?
2. Use Table 3 below to interpret the vulnerability scores
you cafMfiaM in Table 2. Which town's water supply
would be most likely to be contaminated if a larger tanker
truck full of a toxic chemical spilled its contents during a
ftaffig j|CCT ^f"T nri fly? rtuswrift mad?
3. Compare the vulnerability values you calculated in line
four towns in the above map to Points A, B, C and D in
Figure 1. Which of these towns is most likely to be
located at which of these Points?
4. How would one town's pollutants affect the other
town's supplies? If a wood preserving chemical is found
in Smaltown's water, but not in Rxvervule's, where isitbs
most likely area where the source of contamination might
be found?
very low
moderate very high
Relative Vulnerability
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Decision Making - A Mock Town Meeting
On A Proposed Tank Farm
STUDENT
ACTIVITY
SHEET
I Saitwted Prerequisite; Resource M«n«ianent Activity j
Introduction
Yoar class win represent «U of the citizens who five and
woik in a small town called PricefbnL A major business
development company called 7xn*f Corporation, has
asked Pricefbrd for permission to install five 10,000
gallon Underground Storage Tanks (USTs) on their
piupeity just ouisulft of Pnotford.
This proposed tank farm will supply fuel and
manufacturing chemicals to an existing Ball Bearing
Factory. Your class will divide into several groups each
having very different interests, and will hold a town
meeting to discuss and vote on Zanec's proposal.
Objective
Your class will gain experience in recognizing potential
hazards to a community's water supply and weighing the
risks and benefits of community development, and will
practice decision-making skills in a mock town meeting.
General Procedures
1. After reading over the activity's introduction and
objectives as a class, begin preparing for the town meeting
by randomly dividing your rips* into five groups.
2. Once the groups are ft""**^. they should take (at home
or in class) the time they need to:
a) study the facts of Pricefbrd's water resources.
b) elaborate on their own special group's interests.
c) discuss how each item of Zanec's proposal affects
their interests.
The background information each group will need for
these three tasks is given below. Each group should also
select its own spokesperson to represent the group's
interests at me meeting.
3. When each group is ready, the Town Council should
call the town meeting to order, read the Agenda and
introduce the Zanec and Business group to present their
proposal. Each other group should then be allowed to
comment on the proposal.
4. The Council will summarize die issues it believes to be
important, BRIEFLY support or refute each issue and then
vote on the proposal.
Priceford's Water Resources
Pricefbrd gets more man half its water from municipal and
private wells. The vulnerability of the underlying aquifer
in each quadrant of the map below was assessed in the
Resource Management Activity (use the vulnerability
"scores'* calculated lor the four quadrants in mis activity).
• Quadrant 1 is largely undeveloped in the Pricefbrd area.
A small community, RivervuTe, is about 25 miles down
the river. This quadrant is least acceptable to Zanec due
. to its distance from its property in quadrant 4.
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• Quadrant 2 is largely farmland but also contains a small
community which relies on well water. '
• Quadrant 3 includes Priceford town center and all the
residential areas for the town's citizens.
• Quadrant 4 contains a factory just north of Bucky's
Comer. Zanec proposes installing the USTs here.
Special Group Interests
1. THE TOWN COUNCIL - You must conduct the
meeting, listen to all the arguments, and to decide what is
best for all citizens. Based on the facts you gamer, the
' most logical arguments mad? by any of the groups and
yourbest judgement, you win vote on whether to:
1) allow Zanec to install the tank farm as proposed. OR
2) allow installation only with certain changes in tfee
proposal, OR
3) reject the proposal completely.
2. ZANEC md the local BUSINESS GROUP - You must
.stress the need to allow the Ball Bearing plant to expand
'and to attract new businesses for Priceford's economic
well-being.
3. LOCAL HOME OWNERS - You are divided. Some
desire the 'new jobs and prosperity made possible by
developments like this; others worry about the potential
for water, air and noise pollution; still others are
concerned about property values; and others ate concerned
about taxes needed !o meet the increased solid waste
disposal and sewage demands which are related to
development.
4. SAVE.THE ENVIRONMENT - Your local chapter of
this national group opposes the installation of any USTs
until'extensive testing has been done and sufficient
safeguards are in place. Yon fevor me least vulnerable (but
least accessible) site.
5. THE COUNTY HEALTH DEPARTMENT - You are
essentially neutral as long as the proposed installation
complies with all county health laws and procedures. You
must find out whether the proposal meets these standards.
Zanec1 s Proposal
Zanec is a major development company which has already
invested heavily in the Priceford area. The proposed tank
farm is only one improvement in its existing
developments. Zanec believes its proposal is in die interest
of Priceford for the following reasons:
• The tank farm will allow the Ball Bearing plant to
expand, bringing about 250 new jobs to an area that
has an unemployment rate which is above the state
average.
• The company will bring revenues to Pricefbrd, not only
through wages, but also through property taxes,
income taxes and more consumer spending by its
workers and their families.
• The Ball Bearing plant expansion will be attractively
designed, well-maintained and an asset to the
community.
- The UST Installation will comply with all current
regulations and is critical to whether Zanec can
continue to build in Pricefbrd
• The new jobs will result in new home building and
increased property values.
• Taxes paid by the plant will help finance school and road
improvements while helping to keep home owner's
taxes low.
• Zanec requests permission to site its tank cum on its
property in Quadrant 4 (see map)
Town Meeting Agenda
Tin notice was pubtisned to me Pirfcefbrd new
and input on Zanec Corporation's r..f
installation of five 10,000 gallon nnderground
storage tanks on property to me Ball Bearing factory.
AU: interested groups are to nave sel««*«rf
spokespersons who wiH each .be given 4 mini
TO ALL CONCERNED PARTIES
An
eting wfll be add tor comiinuriiry review
.. _ ^- —- ' • • .^H '•'* ' m • ••' m
grven 4 minutes to
GQSuEQGiBi
L Should Zanec be allowed ;« install :n«-1JSTnt the
• ." proposed. site J ;?,,.. '-V . •";-v:.'.,:'-C ;'.-;: ?•/; "x ~'-Ł
2. If not" what atenative tocition is acceptable to all
'
3L WhiianiIisis^
4. How rare'ffipffcfr* be minimized
•.A ' "*«*•" i'i n' tiVvT^BT ' *iff"»liim'-'' vnjMh**«ft«p. ™*Sll^gOt|JCJ!fet'.- of a
quftti on ^n^i^fautr penod: att^ wnicfc tte Cxwnciil
wulvoteontteproposaL . V . .-.
PnccfbrdTownliall -
' •- Friday ATlennomi .v • r\.
The town meeting Agenda tibould serve as a guide for the
Town Council to conduct the meeting. As stated in the
notice the Council should allow eadh group only 4 minutes
to offer their views on each of the questions on the
Agenda.
When aQ groups have been heard, each Town Council
member may ask one question of one group. Finally, the
Council will vote on the proposal. The Council's vote
should be based to a large degree on the most logical and
persuasive arguments raised by the groups.
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