*
T
Volume II
P£RT A
Plant Operations
for Wastewater Facilities
Wastewater Technology: A Two Year Post High School Instructional Program
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PLANT OPERATIONS FOR VASTEVATER FACILITIES, Par: A
Collection
Chlorination
Screen-ing and Grinding
Grit Removal
Primary Sedimentation
An Instructor's Guide for Use of Instructional Material
In Uaetewater Technology Training Progrsns
Funded by
US ENVIRONMENTAL PROTECTION AGERCI
Municipal Permits & Operations Division
Water Quality Control Manpower Training Brar^h
Academic Training Section
Awarded to
CHARLES COUNTY COMMUNITY COLLEGE
La Plata, Maryland
GREENVILLE TECHNICAL COLLEGE
Greenville, South Carolina
LINN-BENTON COMMUNITY COLLEGE
Albany f Oregon
ENVIRONMENTAL SYSTEMS ENGINEERING
Clemson University
ClemBon, South Carolina
September 1975
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For Information
ON FUNDING OF INSTRUCTIONAL PROGRAMS
Academic Training Section
Water Quality Control Manpower Training Branch
Municipal Permits & Operations Division
US Environnie!ltal Protection Agency
Washington, DC 20460
703—557—7335
ON PROJECT ADMINISTR4TION AND CURRICULA DEVELOPMENT
John B. Austin, Professor and Bead
Environmental Systems Engineering
Clemson University
Clemson, South Carolina 29631
803—656—3276
ON PROGRAM IA LEkE’NTATION
Carl Sciving
Charles County ConvnurvZty College
La Plata, Maryland 20646
301—934-2252
Ja mes L. Chocklett
Greenville Technical College
Greenville, South Carolina 29606
803-242-3170
Peter C. Scott
Linn-Benton Corirnrunifry College
Albany, Oregon 97322
503—928- 2361
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Preface
Since 1970 Charles County Community College, Clemson University, Greenville Techni-
cal College and Linn-Benton Community College have been working together to prepare
undergraduate students to enter occupations in water and wastewater treatment plant
operations and maintenance. Through their efforts a two-year wastewater technolo i
instructional program based on performance objectives has been developed and imple-
rnented.
Through a grant from the Environmental Protection Agency called Criteria for the
Establishment of T o-!ear Post High School Wo.stewater Technology ProgrcDna (CEWT) the
four colleges set up program criteria and curriculum guidelines which are available
in two volumes:
Progrm Implementation Procedures
Volume II: Curriculum Guidelines, Criteria for Establishment and Mainte-
nance of Two-Year Post High School Wa.stewater Technology Progrcr ns
As a result of the implementation of’ the instructional program at Charles County
Community College, Greenville Technical College and Lirin-Benton Community College,
six guides for instructors based on the course descriptions in Plant Implementation
Procedures and the general criterion behaviors of Volume II have been prepared.
Plant Operations for Wastewater Facilitie8, printed in five parts, is the second in
the series which includes:
Volume I Introduction to Environmental Technology
Volume II Plant Operations for Wastewater Facrilitie8
Volume III Laboratory Control for Was tewater Facilities
Voiwne IV Management and Supervision Procedures for Was tewater Facilities
Voiwne V Process Interaction for Was tewater Facilities
Volume VI Advanced Waste Treatment
ACKNOWLEDGEMENTS
Since the beginning of the project many persons at the four cooperating institutions,
as well as outside consultants have participated in the development of this program.
Their efforts which have provided source material for this guide have been acknowl-
edged in the volumes to which they made major contributions. Plant Operations for
Wastewater Facilities has been written and produced by:
Technical Staff
K. C. Sto&kes, Instructor, Environmental Technology Department, Linn-Benton
Community College
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John F. Wooley, Instructor, Environmental Technology Department, Linn-Benton
Community College
John Vd. Carnegie, Chairman of Environmental Technology, Llnn-Benton Comrnimit:;
College
Fred L. Delvecchio, Director of Operator Training, Environmental Systems
Engineering, Clemson University
John H. Austin, Professor and [ lead, Environmental Systems Engineering,
Clemson University
Editorial and Production Staff
Ada Louise Steirer, Freelance Editor, Clemson, South Carolina
Marie N. Sims, Project Secretary, Environmental Systems Engineering, Clemson
University
Charlotte Holmes, Typing Services, Clemson, South Carolina
Jan Willis, Editorial Assistant, Environmental Systems Engineering, Clemson
University
Eleanor McLasky, Typist, Environmental Systems Engineering, Clemson
University
Roma Norton, Typist, Environmental Systems Engineering, Clemson University
Linda Flagg, Proofreader, Environmental Systems Engineering, Clemson
University
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Table of Contents
PREFACE
PERFORMAJICE OBJECTIVES
INTRODUCTION TO MODULES OF INSTRUCTION.
GLOSSARY OF VERBS
MODULES OF INSTRUCTION
Collection
Chlorination
Page
11:
1
31
Module
1
Module
2
Module
3
Screening and Grinding
5:.
Module
4
Grit Removal
71
Module
5
Primary Sedimentation
89
Module
6
Trickling Filtration
Part E
Module
7
Aeration
Part E
Module
8
Secondary Sedimentation
Par t I
Module
9
Pond Stabilization
Part. I
Module
10
Thickening
Fart C
Module
11
First Stage Digestion
Part C
Module
12
Second Stage Digestion
Part C
Module
13
Sludge Conditioning
rt C
Module
14a
Sludge Dewatering
Part D
Module
14b
Sludge Dewatering
Part C
Module
15
Solids Disposal
Part D
Module
16
Effluent Disposal
Part D
Module
17
Flow Measurement
Part E
Module
18
Puniping and Piping
Part E
Module
19
Electric Power
Part E
Module 20
Gas Power
Part E
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vi
GENERAL CR iTERION
BEHAY IOR CATEGORI ES
GE ERAL CR ITERiON
BEHAVIORS
mater routine activities
aeorstrate safety procedures
rn:ognine and correct abnormalities
denoestrate safety procedures
r oster routine activIties
de-onstrate safety procedures
recogn ize and repair eat-functions
identify equfpvrent parts
a drecnstrste safety procedures
cendect uapeling and analyses
: i oetermfsn appropriate arsalyses
503 evaluate results of analyses
534 deconstrate safety procedures
sdentify function ef process units
identify effects of •aateu
identify purpose of process units
identify appropriate ssepiing locations
relate need to processes
recognize and cope with oa4or disast ro
conpure various process wilts
prepare orders for service end parts
determine supplies seeded
orepare daily and eotthly reports
prepare arntal reports
prepare annual budgets
ivtre enptoyees
orient new rployees
discipline employees
diseharga employees
a prorote professional growth
a identify staffing seeds
Idertify needed operational changes
identify noSed capital iacrnvenents
eaplain plant operation to lay persons
respond to oueelde cneplaaets
prozote plant eupanslon
preeote p1 set ieage
Figure 1: Relationship of general criterion behaviors (performance objectives)
the general categories and conposite model plant (CMI’).
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Performance Objectives
V.lien the treatment plant operators, edu-
cators, consultants and representatives
from professional water pollution con-
trol organizations caine together to de-
velop an effective instructional program,
they recorxmended the use of performance
or behavioral objectives because such
objectives clearly outline:
1. That the student is expected to
do as a result of the instructional
program.
2. The conditions under which the
student shall do it.
3. The standard of performance.
COMPOSITE MODEL PLANT
First, they developed a composite model
plant (CIvP) of twenty-two process units
which is really many wastewater treat-
ment plants in one model. Such a mix
of process units seldom occurs in a
treatment plant, but if a student be-
comes competent in the operation and
itanagement of the OMP he should be able
:c perform successfully in any treatment
clant.
L .3K ANALYSIS
Next, to ensure that the materials were
specifically tailored to what the opera-
tor does on the job, a task analysis was
conducted. They found that the tasks
which an operator performs fell into
seven general categories which were fur-
ther divided Into 37 tasks or general
behaviors. (See figure 1, page vi.)
The tasks were organized under:
1. Normal Operation Procedures .
These include routine operating ac-
tivities that do not vary signifi-
cantly from day to day and that are
designed to keep the plant function-
ing within a normal range of values.
For example, the employee conducts
routine samplings of the primary
sludge and inspects pumping equip-
ment and the wastestream to verify
that the process is functioning
properly.
2. Abnormal Operation Procedures .
These include activities of the
plant employee that result from tin-
usual and undesirable conditions of
the wastestrea,n. The abnormal pro-
cedures enable the plant employee to
recognize when the wastestream is
abnormal and to return it to an ac-
ceptable, normal condition. An ab-
normal wastestream results when a
normal operation procedure is not
properly applied, a corrective main-
tenance procedure is needed or man-
agement/supervisory procedures are
poor. For example, the plant em-
ployee should recognize that a black
septic primary sludge sample is an
abnormal condition of the waste-
stream and take appropriate action.
3. Preventive Maintenance Proce-
dures . These include routine main-
tenance activities of the plant em-
ployee which prevent major equipment
breakdown and subsequent corrective
maintenance. For example, the em-
ployee would lubricate bearings and
other moving parts, replace worn
components and adjust components of
the primary sludge pumps.
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4. Corrective Maintenance Procedures .
Thes include maintenance activities
of the plant employee that usually re-
sult Iron the breakdown or malfunction
of a unit of equipment or a component.
For example, the employee would notice
whether the primary sludge pump is
malfunctioning and know when and how
to correct the disorder or when and
how to refer the problem to plant
maintenance personnel.
5. Laboratory Control Procedures .
These include special and routine ac-
tivities relating to laboratory anal-
ysis, the specification of sampling
procedures and locations and the gem-
eral management of the laboratory
facilities. For exanple, the employee
would collect primary sludge samples
and conduct the analyses.
6. Systems Interaction Procedures .
These include activities of the plant
employee which relate the functioning
of specific units of equipment to
other process units and to the system
as a whole. For example, the employee
would determine how the effective
functioning of the primary sludge
pumps relates to digester performance.
7. Management/Supervisory Procedures .
These include activities relating to
employment practices, record keeping,
plant operation policy and the estab-.
lishment of a constructive and real-
istic rapport between the plant and
the community it serves. For example,
the employee would keep records on
primary sludge pumping, keep an inven-
tory of spare parts and evaluate the
adequacy of maintenance procedures by
shift personnel.
CURRICULUM DESIGN
After deciding what process equipment an
operator must operate and maintain, and
finding out what an operator does through
the task analysis, they listed the ob-
jectives a student must master to su :-
cessfully operate a treatment plant.
For exarn:le, the student will describe
and perform the normal inspection pro-
cedure for the primary sedimentation
unit including frequency of inspection.
conditions to look for and the actions
he should take.
INSTRUCTOR’S GUIDES
The next step was the design of man-
uals to guide the instructor. In the
guides varied learning activities and
imaginative innovations which produce
more learning than traditional teach-
ing methods are emphasized. The in-
structional suggestions do not need tc
be followed slavishly, but should be
modified and improved as much as pos-
sible.
The instructor’s goal is to achieve
the objectives of the curriculum by
selecting activities which suit the
student’s needs and help him to master
all the information and skills in the
course. The most effective learning
occurs when the student is a partici-
pant in the learning process, not a
spectator.
An instructor should use learning ac-
tivities which approximate the situa-
tions which the student will meet in
the treribnent plant. If it is not
possible to teach in a treatment plan:,
simulated situations should be set ur
in the workshop or classroom so that
the student can solve rather than dis-
cuss problems. Group discussion stir-
ulated by visual materials is an ef-
fective learning technique. Lecturing,
however, is inefficient. Because the
student is not actively involved dur-
ing a lecture, the instructor should
use lectures sparingly.
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Introduction to Modules of Instruction
In this instructor’s guide the topics and
ideas are presented as a series of mod-
tiles, organized around the general objec-
tives stated in the course descriptions
for Plant Operation I, II, III and IV
and the In-Plant Practicum which are
found in the Program fnrplementation Pro-
cedures of the CEWT Program. Each mod-
ule is designed to help the instructor
plan a course of study for the operation
of a treatment process using the CM?
process imit. Each module is organized
around sixteen objectives common to all
processes.
The modules in Plant Operations for
Wastewater Facilities are arranged in the
order in which the CM I ’ process units oc-
cur in the treatment plant. Each process
is identified by a letter of the alphabet
and the process unit is described in the
heading of the module. If the instruc-
tor uses the modules in consecutive order,
he and his students will follow the treat-
ment of the wastestream from collection
to its discharge into the receiving wa-
ters. Each module is designed so it can
be used as a minicourse in a treatment
process. Instructors are urged to group
the modules to suit their individual
curriculum needs and instructional situa-
tions.
} terial in the modules can easily be
adapted for courses which upgrade the
training of operators in normal opera-
tion procedures, abnormal operation pro-
cedures, preventive maintenance proce-
dares or corrective maintenance proce-
dures by grouping the appropriate objec-
tives from all the modules. For example,
an instructor could develop a course
in corrective maintenance by grouping
objectives 11 and 12 from each module.
INSTRUCTIONAL PROCESS UNITS
Each module assumes that the composite
model plant unit will be used for in-
struction in the process. If the rec-
ominended unit is not available, an a.-
ternate process unit may be substitu-
ted and the instructional materials
adapted. The recommended CM ? units
and alternate units for all the pro-
cesses are listed in table 1, page 4.
Two modules on sludge dewatering are
included because it is impossible for
a student to master operation of this
process by learning to operate one
process unit. Remember, however, that
a student will be more adequately pre-
pared to work in almost any treatment
plant if he is trained on the CM ?
unit. When it is not possible to use
the recorinended unit, students should
be inforced about the operation and
function of the unit and hands-on
training should be conducted on the
best alternate unit available.
PURPOSE O TH MODULES
The modules in Plant Operations for
Was tewater Facilities help the student
to learn how to operate all the pro-
cess units in the wastewater treatment
plant. Normal operation, abnormal op-
eration, preventive maintenance and
corrective maintenance procedures are
included. Then the course is com-
pleted, he will know why each unit is
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TABLE I
SPECIFIC PROCESS UNITS RECOMMENDED FOR USE IN IMPLEMENTATION OF THE TWO-YEAR
POST HIGH SCHOOL WASTEWATER TECHNOLOGY INSTRUCTIONAL PROGRAM
CMP
Module Process fleconmiended Teaching Unit Alternate Teaching Unit
Unit
3 Screening and
Grinding
4 Grit Removal
5 Primary
Sedimentation
6 Trickling
Filtration
7 Aeration
8 Secondary
Sedimentation
9 Pond
Stabilization
10 Thickening
11 First Stage
Digestion
A Combined system with industrial
waste
B Vacuum chlorinator with automa—
tic feed to pipe, pneumatic con-
trol arid electric evaporator
N Vacuum chlorinator with automa-
tic feed to pipe and closed—loop
pneumatic control
C Mechanically cleaned bubbler
control unit with grinder
D Aerated unit with bucket
elevator
E Rectangular unit with telescopic
valve drawoff, density meter
time clock and trough with
! crnpPr
F Rotary distributor, standard
rate unit with dosing tank
G Diffused air unit with swing—type
diffuser producing fine bubbles
H Circular, peripheral-feed unit
with suction
K Fixed cover, gas recirculation
unit with external heat exchanger
Sanitary system with industrial
waste
Vacuum chlorinator with automatic
feed to pipe, electrical control
and electric evaporator
Vacuum chlorinator with automatic
feed to pipe and closed electrical
control
Mechanically cleaned electrode
control unit with grinder
Aerated unit with screw conveyor
Circular unit with telescopic
valve drawofT, density meter time
clock and trough with scraper
Rotary distributor, high rate unit
Mechanical aeration unit with
turbine and sparger
Circular, center-feed unit with
suction
Facultative pond
Floatation unit with vacuum
Floating cover, gas recirculation
unit with external heat exchanger
1 Collection
2 Chlorination
0
“ 4cr
I Aerobic pond
J Floatation unit with air
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12 Second Stage
Digestion
13 Sludge
Conditioning
14a Sludge
Dewa tering
14b Sludge
Dewatering
1 Solids Disposal P
16 Effluent
Disposal
17 Flow
Measurement
18 Pumping and
Piping
19 Electric Power T
20 Gas Power
1. Floating cover unit with gas
storage
M Chemical conditioning unit with
counter-current elutriation
0 Vacuum filter unit with cloth
0 Continuous feed centrifuge
Multiple hearth incinerator unit
Q Direct reuse system
R Centralized recording and total—
izing system including Parshall
flume, Venturi meter, magnetic
flowmeter and rotameter
S System with magnetically con-
nected, pneumatically controlled,
diesel driven, centrifugal pumps;
speed reducer connected, electri-
cally controlled, motor driven,
positive displacement pumps and
appropriate piping
System using delta transformers,
generators, electrical switchgear,
automatic gear, automatic circuit
actuators on motors and telemet—
ering with alarms.
U System with internally produced
gas with high pressure tanks and
rotary positive displacement
compressors
Fixed cover unit
None
Vacuum filter unit with coil
None
Fluidized bed incinerator unit
Underground disposal system
None
None
System using Y transformers, gen-
erators, electrical switchgear,
automatic circuit actuators on
motors and telemetering with
alarms
System with internally produced
gas with high pressure tanks and
reciprocating compressors
44 aM
4c3 1MC$
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important to the treatment plant and how
it affects and interacts with other pro-
cess units in the treatment system.
STUDENT PREREQUISITES
Completion of Introduction to Environmen-
tal Technology and courses in basic math-
ematics and biology qualify the student
to enter the course in Unit Operations
for Wastewater Facilities. Concurrent
courses in basic chemistry and laboratory
control are suggested. (See pages 7 to
19 of Progra’n Thrplementation Procedures. )
TER1 1INAL OBJECTIVE
When the student has completed the mod-
ules of instruction in this course, he
should be able to do the following for
each of the processes in the treatment
plant:
1. Identify the process unit.
2. Describe the process unit in tech-
nical aM nontechnical terms.
3. Describe the safety procedures for
the process unit and explain how the
procedures protect employees and
visitors.
4. Identify the components of the
process unit. Explain the purpose of
each component, how the component
works and why it is important.
5. Describe the normal operation
procedures for the process unit com-
ponents.
6. Perform the normal operation pro-
cedures for the process unit.
7. Describe and perform the start-up
and shut-down procedures for the pro-
cess unit.
8. Describe the abnormal operation
procedures for the process unit.
9. Describe the preventive mainte-
nance procedures for the process
unit.
10. Perform the preventive mainte-
nance procedures for the process
unit.
11. Describe the corrective mainte-
nance procedures for the process
unit components.
12. Perform the corrective mainte-
nance procedures for the process
unit components.
13. Perform the safety procedures
for the process unit and demonstrate
how they protect employees and visi-
tors.
14. Cc npare other process units to
the composite model plant unit.
15. Name and locate the components
of’ the process unit. Name and
select reference materials which
explain the normal operation proce-
dures, the purpose of each coinpo-
nent, how the component works and
why it is important.
16. Perform the abnormal operation
procedures for the process unit.
RESOURCES
The listing of instructional resources
suggests materials now available to
instruc .ors to accomplish the desired
performance in the student.
Instructional materials 1 to 1866 are
keyed to the reference, Instructional
Materials Available which is available
from:
Office of Water Program Operations
US Environmental Protection Agency
Washington, DC 20460
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Two companion volumes to Instructional
Materials Available, also available from
EPA, offer suggestions for selecting
audio-visual equipment:
Selecting Audio-Visual Equipment
Selecting Instructional Media and
Instructional Systems
The following journals list addresses of
companies from whom literature about the
process units which they manufacture can
be obtained:
“Environmental Science and Technology”
1155 Sixteenth Street, N.W.
Washington, DC 20036
“Water and Sewage Works”
434 South Wabash
Chicago, IL 60605
“Water and Wastes Engineering”
666 Fifth Avenue
New York, NY 10019
If suitable materials are not available,
instructors are urged to develop their
own resources.
FORMAT OF THE MODULES
The module begins with a statement of
purpose which explains what the student
will be studying. Next, all the objec-
tives of the module and code numbers
keyed to a computerized list of instruc-
tional resources are iisted for the in-
structor’ s convenience.
Objectives . Each module includes six-
teen objectives which bring the stu-
dent to the performance level required
by the terminal objective. The know-
ledge and skills demanded of the stu-
dent become more complex as he pro-
gresses through the sixteen objectives
in a module. He begins by identifying
components and learning facts about
the components and processes. He uses
these facts to develop concepts arid
ideas. Finally, he relates the con-
cepts and ideas to each other so
that he can make decisions about
plant procedures.
A glossary of verbs which follows
this introduction defines the verbs
used in the objectives so that the
instructor is aware of what he is
instructing the student to do and so
that his evaluation of the student
is based solely on what is stated in
the objective.
Conditions . The conditions define
the circumstances under which the
student performs and is evaluated
and lists the information, equipment
and assistance to which the student
will have access. The best avail-
able learning and testing conditions
should be used. A process unit in a
treatment plant or workshop has more
impact on the students than photo-
graphs and drawings. For example,
if the student is to be given a pro-
cess unit, unit components, photo-
graphs or diagrams of a unit, the
instnctor should provide a process
unit. If a process unit is not
available, he would use components
of the unit in combination with pho-
tographs of those components which
he does not have available. Line
drawings and diagrams should not be
used if photographs and manufactur-
ers’ illustrations are available.
Acceptable Performance . The accept-
able performance expands the objec-
tive and details the steps a student
must follow to reach the objective.
To move on to the next objective, at
least 70% of each step or category
must be mastered with no repeated
errors between modules. For example,
no student can complete the course
of study if he consistently fails to
give attention to moving parts as he
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performs safety procedures or to des-
cribe the odor as he evaluates the
characteristics of the wastestreain.
In this section the instructor will
find the main topics of his lesson
plan and for the evaluation of the
student’s performance.
Instructor Activity . The instructor
should get to know his class by work-
ing with small groups and with each
student. He should encourage students
to learn from each other as they work
together. He should involve the stu-
dent in the instructional and learning
process. Instructional activities are
paired numerically with student activ-
ities.
Student Activity . This is a listing
of activities which the student will
take part in, in order to accomplish
the specified performance.
EVALUATION TECHNIQUE
The instructor may use or adapt the
learning activities listed under instruc-
tor activity and student activity as
evaluation techniques. The technique
chosen should reflect what the objective
asks the student to do. For example, if
a student is asked to describe, the eval-
uation technique is a description. The
student should be evaluated under the
conditions and to the performance level
required for each objective.
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Glossary of Verbs
The glossary of verbs is included here so that the instructor will know exactly what
the student is being asked to do to meet his objective. Notice the difference, for
example, between the meanings of identify and name. When a student is asked to
identify, the instructor is providing the name of the thing to be identified. But,
when the student must name something, he must supply the name.
The list includes all the verbs from the objectives and the acceptable performance
sections of all the modules, as well as some verbs used in the instructor and stu-
dent activities.
DEFINITION
To make use of as suitable,
fitting or relevant.
To inspect and ascertain the
condition of, especially in
order to determine that the
condition is satisfactory.
To express an opinion or atti-
tude about what has been seen
or heard.
To examine the character or
qualities of, especially for
the purpose of discovering
resemblances or differences.
To give thought to with a view
to purchasing, accepting or
adopting.
To alter or adjust to bring to
some standard or required con-
dition.
APPLICATION
Apply the preventive maintenance
schedule for the second stage di-
gestion unit.
Check the characteristics of each
component -
Comment on employee safety proce-
dures.
Compare other aeration units to
the diffused air unit with swing-
type diffuser producing fine bub-
bles.
Consider availability of replace-
ment parts, capital costs, ease c i’
repair, efficiency, maintenance
costs, and so forth.
Correct the malfunction.
To illustrate or explain in an
orderly and detailed way with
many examples, specimens and
particulars.
Demonstrate the start-up proce-
dures in a treatment plant.
APPLY
CHECK
COIV 1ENT ON
COMPARE
CONS I DEFt
CORRECT
DEL ONSTRATE
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DEFINITION APPLICATION
DESCRIBE To represent by words written Describe the safety procedures for
or spoken for the knowledge or the screening and grinding unit.
understanding of others, to
transmit an image of the identi-
fying features, the nature and
characteristics of objects,
events and actions.
DEVELOP To produce or generate. Develop a picture file of first
stage digestion units.
DISCUSS To talk about, to present in Discuss treatment plant case his-
detail, to exchange views or tories.
information about.
EVALUATE To examine and make a judge- Evaluate the wastestream for ab-
went about quality, signifi— normal conditions.
cance, amount, degree or
condition of.
EXP lAIN To make plain or clear, to Explain the purpose of each compo-
present in detail. nent, how the component works and
why it is important.
IDENTIFY To establish the identity of, Identify the components of the
pick out or single out an chlorination unit.
object in response to its
name by pointing, picking up,
underlining, marking or other
responses.
INDICATE To state or express without Indicate whether the process unit
going into detail, is used for secondary sedlinenta—
tion.
INSPECT To view closely and critically, Inspect a treatment plant.
to determine quality or state,
to detect errors or otherwise
appraise.
LIST To enumerate or specify. List routine calculations for the
pond stabilization unit.
LOCATE To stipulate the position of an Locate the components of the
object in relation to other trickling filtration urdt.
objects.
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DEFINITION
To supply the correct name, in
oral or written form, for an ob-
ject, class of objects, persons,
places, conditions or events
which are pointed out or des-
cribed.
To pay careful, directed,
analytical attention to.
To carry out an action or
pattern of behavior. (Implies
an act for which a process or
pattern of movement has already
been established, especially
one calling for skill or preci-
sion, or for the assignment or
assumption of responsibility.)
To indicate the position or
direction of, especially by
extending a finger toward the
thing so indicated, to direct
someone’s attention to.
APP LI CATION
Name the components of the primary
sedimentation unit.
Observe the thickening process
during a plant tour.
Perform the normal operation pro-
cedures for the grit removal unit.
Point out characteristics which
distinguish the first stage di-
gestion unit from other units.
To mention or introduce as
being worthy of acceptance,
use or trial, to advise.
To choose something from a num-
ber or group usually by fitness,
excellence, or other distin-
guishing feature.
Recommend procedures to correct
the unsafe conditions.
Select the reference materials and
tools needed to perf on the cor-
rective maintenance.
OBSERVE
PERFORM
POINT OUT
RECONV€ND
SELECT
-------
PURPOSE:
OBJECTIVES:
MODULE 1
COLLECTiON
A combined system
with industrial wae e
Conrposite Model Plant Unit A
In this module the student will learn to perform all the activities
in the objectives as they apply to a combined system with industrial
waste. READ PA GES I TO 11 BEFORE USING THIS MODULE.
1.1 Identify the collection system.
1. 2 Describe the collection system in technical and nontechnical
terms.
1. 3 Describe the safety procedures for the collection system and
explain how the procedures protect employees and visitors.
1.4 identify the co 7rponents of the collection system. Explain the
pur’pose of each component) how the component works and why it
is important.
1. 5 Describe the normal operation procedures for the collection
system components listed on page 1?.
1.6 Perform the normal operation procedures for the collection
system.
1.? Describe and perfor n the start-up and shut-down procedures for
the collection system.
1. 6 Describe the abnormal operation procedures for the collection
system.
1.9 Describe the preventive maintenance procedures for the collec-
tion system.
1.20 Perform the preventive maintenance procedures for the collec-
tion system.
1.11 Describe the corrective maintenance procedures for the collec-
tion system components listed on page 1?.
1.12 Perform the corrective maintenance procedures for the colZ.ec-
tion system components.
1.13 Perform the safety procedures for the collection system and
demonstrate how they protect enrpioyees and visitors.
1.14 Compare other collection systemB to the combined system with
industrial waste (composite model plant unit A).
1. 15 Ncvne and locate the components of the collection system listed
on page 27. Nome and select reference materials which explain
the normal operation procedures, the purpose of each compo-
nent, how the component works and why it is important.
-------
\ D S ? 41
14 Collection
l PRO
1.16 Perform the abnormal operation procedures for the collection
sy3ter i.
RESOURCES: 3 116 120 121 125 141 143 144 307 308 309
316 317 320 321 324 421 459 511 551 552 553
554 937 990 1033 1034 1318 1399
OBJECTIVE 1.1: Identify the collection system.
CONDITIONS: Given a system, model of a system or a photograph of a
system.
ACCEPTABLE PERFORMANCE The student will:
Indicate whether the system is used for collection.
INSTRUCTOR ACTIVITY: 1. Point out characteristics which identify the collec-
tion system.
STUDENT ACTIVITY: 1. Develop a picture file of collection systems. Mark
distinguishing characteristics.
<<<<<<>>>>>>
OBJECTIVE 1.2: Describe the collection system in technical and nontech-
nical terms.
CONDITIONS: Given photographs of the collection system.
ACCEPTABLE PEBFORMA1CE: The student will:
Describe the collection system, explaining the
meaning of;
collection system
force main system
gravity flow system
sewer
sewer system
sewerage
-------
1 st C
flt 1
Collection t ) 15
Describe the purpose of collection.
Describe how the kind of’ collection system affects:
primary sedimentation
pond stabilization
pumping and piping
INSTRUCTOR ACTIVITY: 1. Use diagrams, photographs and slides to describe the
collection system.
2. Describe the collection system during a tour of the
system. React to the student’s description of the
system.
STUDENT ACTiVITY: 1. Describe the collection system while viewing photo-
graphs, diagrams and slides.
2. Observe and describe the collection system during a
tour of the system.
<<>)fl>
OBJECTIVE 1. 3: Describe the safety procedures for the collection system
and explain how the procedures protect empioyees and
visitors.
CONDITIONS: Given a list of operation and maintenance procedures.
ACCEPTABLE PERFORMANCE: The student will:
Describe the safety procedures for the collection
system, commenting on:
High-risk activities
entering or leaving nianholes
wcrking alcne
working in excavations
Sources of danger
cave-ins
electricity
explosive solvents
flooding
heavy construction equipment
infection
ladders
manhole covers
open channels or pits
oxygen deficiency
-------
ç D St4
1 ,11 1
: o Collection
4 i
Sources of danger (continued)
rotating and reciprocating equipment
toxic gases
traffic
Safety equipment
blower
dewatering equipment
exhaust fans
explosion proof lights
explosive gas detector
first-aid kit
flashing lights
harness
oxygen deficiency meter
protective clothing
rope
self-contained breathing apparatus
shoring equipment
traffic barriers
traffic cones
Explain how the procedures protect employees arid
visitors.
INs:RUCTOR ACTIVITY: 1. Discuss collection system case histories.
2. Describe the conditions in a collection system arid
ask for evaluation.
3. Describe the safety procedures for each operation and
maintenance procedure.
4. Prepare slides of sources of danger and high—risk
activities.
STUDENT ACTIVITY: 1. Read case histories and comment on employee safety
procedures.
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equipment and name the sources of
danger and high-risk activities. Develop a manual of
safety procedures for the collection system.
4. Identify sources of danger and high-risk activities
pictured in slides.
-------
Collection
17
O&ECTIVE 1.4:
CONDITIONS:
ACCEPTABLE PERFOBMkNCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
regulator
screen
sewer tap
sewers
branch
collector
interceptor
lateral
main
trunk
tap line
weir
Identify the components of the collection 8 8 tern. Ex-
plain the purpose of each component, how the component
works and why it is inrportant.
Given a collection system, system components or a dia-
gram 1 model or photographs of a system and a list of
components.
The student will:
Identify components of the collection system and as-
sociated equipment:
catch basin
dosing tank
fire-fighting equipment
first—aid kit
flap gate
house connection
inverted siphon
manhole
manhole cover
outfall
pipe
pipe joint
pump station
Explain the purpose of each component, how the compo-
nent works and why it is important.
1. Point out and name components in diagrams, photo-
graphs or models.
2. Arrange photographs or models of components in the
workshop for student identification.
3. Point out and name components during a tour of the
system.
4. Question the students about the purpose of each com-
ponent, how the component works and why it is impor-
tart.
1. Identify the components which the instructor names on
diagrams, photographs or models.
2. Identify the components at stations in the workshop
in writing.
3. Identify components during a tour of the system.
4. Explain the purpose of each component, how the compo-
nent works arid why it is important.
-------
Collection
OBJECTIVE 1.5:
CONDITIONS:
ACCEPTABLE PERFO ANCE:
INSTRUCTOR ACTIVITY:
Describe the normal operation procedures for the collec-
tion system comportents listed on page 17.
Given a collection system or slides or photographs of a
collection system, a list of components of the system,
a checklist of characteristics and a normal operation
procedures manual.
The student will:
Describe the characteristics of each component which
the operator checks to determine whether the compo-
nent is functioning normally, commenting on:
corrosion position
erosion pressure
exfiltration slope
flow velocity
infiltration
Name the sense or indicator which monitors each char-
acteristic.
Explain how often the characteristics of each compo-
nent must be checked and why the component must be
checked on this schedule.
Describe what an operator does if the characteristics
of a component indicate that it is not functioning
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain why a component’s characteristics must be
returned to normal.
Describe routine sampling for the collection systez.
List routine calculations for the collection systei.
Describe routine procedures for recording data.
1. Describe the characteristics of the components of the
collection system.
2. Describe the normal operation procedures for the col-
lection system. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the collection system.
-------
Collection
19
4. Describe and explain the normal operation procedures
during a tour of the system. Listen to the student’s
description of the procedures.
STUDENT ACTIVITY:
OBJECTIVE 1.6:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
1. Develop a checklist, listing the components of the
collection system and their normal characteristics.
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of components of the collection system.
4. Observe and describe the normal operation procedures
during a tour of the system.
Perform the normal operation procedures for the collec-
tion 8y8 tern.
Given a collection system, the manual of normal opera-
tion procedures which the student has developed for the
collection system and basic references.
The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normally.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
1. Observe the student demonstrating normal operation
procedures in a dry run on a collection system.
2. Observe the student performing normal operation pro-
cedures on a collection system.
1. Demonstrate the normal operation procedures in a dry
run on a collection system.
2. Perform and explain the normal operation procedures
on a collection system.
-------
Collection
OBJECTIVE 1. 7:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
Describe and perform the start-up and shut-down proce-
dures for the collection system.
Given a mock-up, model or photograph of a collection
system.
The student will:
Start up and shut down the components of a collection
system, following the manufacturer’s instructions.
INSTRUCTOR ACTIVITY:
1. Demonstrate
2. Demonstrate
3. Observe the
dures.
4. Observe the
dures.
5. Observe the
procedures.
6. Observe the
procedures.
and perform the start-up procedures.
and perform the shut-down procedures.
student performing the start—up proce—
student performing the shut-down proce—
student as he evaluates his start-up
student as he evaluates his shut-down
STUDENT ACTIVITY:
OBJECTIVE 1.8:
1. Describe the start—up procedures in a dry run.
2. Describe the shut-down procedures in a dry run.
3. Perform the start-up procedures.
4. Perform the shut—down procedures.
5. Evaluate the operation of the collection system tode-
terinine whether correct start-up procedures have been
used. Use the normal operation procedures manual
which the student has developed. (See objective
1.4. )
6. Evaluate the operation of the collection system to
determine whether correct shut-down procedures have
been used. Use the normal operation procedures man-
ual which the student has developed. (See objective
1.4. )
Describe the abnormal operation procedures for the col-
lection 8y8 tern.
-------
S? 4 p(
Colection 21
‘IL PRO1
CONDITIONS: Given a wastestream in a collection system or color pho-
tographs of a wastestreain, a checklist of the conditions
of the wastestrearn and system records and reference ma-
terials.
ACCEPTABLE PERFORMA.NCE: The student will:
Evaluate the wastestreain for abnormal conditions,
commenting on:
acidity level
color odor
DO oil
floating material pH
flow septic sewage
foam settleable matter
grease temperature
industrial wastes toxic gases
ice velocity
Describe the cause and effect of the abnormal condi-
t ion.
Explain how often the condition ot the wastestream
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will improve
the condition of’ the wastestream.
INSTRUCTOR ACTIVITY: 1. Describe and. explain the abnormal conditions of the
wastestream illustrated in color pictures.
2, Describe and explain the abnormal operation proce-
dures illustrated in pictures and described in system
records and case histories.
3. Describe and explain the abnormal operation proce-
dures during a slide show.
4. Describe and explain the abnormal operation proce-
dures during a tour of the system. Listen to the
student’s description of the procedures.
STUDENT ACTIVITY: 1. Evaluate and explain the abnormal conditions of the
wastestream which are illustrated in color pictures.
-------
Collection
2. Describe and explain the abnormal operation proce-
dures illustrated in pictures and described in syste
records and case histories.
3. Describe and explain the abnormal operation proce-
dures in a class discussion after a slide show.
4. Evaluate and explain the condition of the wastestreaci
during a tour of the system. Describe and explain
the abnormal operation procedures.
C CTIV 1.9:
C DIT IONS:
LCEPTABLE PERFORMANCE:
Des cribe the preventive maintenc ce procedures for the
collection system.
Given a collection system or pictures and drawings of a
collection system and reference materials, including:
inspection records
manufacturer’s maintenance guides
preventive maintenance schedule
system drawings and specifications
The student will:
Describe these preventive maintenance procedures for
the collection system:
Cleaning
catch basin
dosing tank
flap gate
house connection
inverted siphon
manhole
outfall
pipe
pipe joint
pump station
regulator
screen
sewer tap
sewers
branch
collector
interceptor
lateral
main
trun.k
tap line
weir
Inspection
manhole
Lubrication
flap gate
pump station
regulator
Mechanical adjustment
flap gate
pump station
regulator
weir
Painting
flap gate
manhole
pump station
regulator
weir
Replacement
fire-fighting equipment
-------
S?q 1 .
Collection ______ 23
fr C,
4( ‘ o
Replacement (continued) Wear measurement
first-aid kit manhole
flap gate sewer
manhole cover
pump station
regulator
screen
we ir
Name the reference materials and tools needed to per-
form the preventive maintenance procedures.
Explain how often each preventive maintenance proce-
dure must be performed.
Explain how an operator determines whether a compo-
nent needs preventive maintenance.
Describe what an operator does if a component needs
preventive maintenance.
Explain why each preventive maintenance procedure is
important.
INSTRUCTOR ACTIVITY: 1. Describe and explain the preventive maintenance pro-
cedures for the collection system.
2. Describe and explain the preventive maintenance pro-
cedures during a slide show.
3. Describe and explain the preventive maintenance pro-
cedures during a tour of the system.
STUDENT ACTIVITY: 1. Develop a preventive maintenance schedule and a man-
ual of preventive maintenance procedures.
2. Observe, describe and explain the preventive mainte-
nance procedures during a slide show.
3. Observe, describe and explain the preventive inainte-
nance procedures during a tour of the system.
O&JECTIVE 1. 20: Perfor n the preventive maintenaiice procedures for the
collection system.
CONDITIONS: Given a collection system and tools and reference mate-
rials, including:
inspection records
manufacturer’s maintenance guides
-------
Collection
preventive maintenance schedule
system drawings and specifications
ACCEPTABLE PERFORMA.N CE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
O&JECTIVE 1. 11:
CONDITIONS:
The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
collection system, explaining his actions.
Perform the procedures which an operator follows when
a component needs preventive maintenance, explaining
his actions.
1. Set up simulated situations in the workshop.
2. Observe student inspection of a collection system.
3. Observe the student performing the preventive mainte-
nance procedures on a collection system.
1. Small groups of students perform the preventive main-
tenance procedures in simulated situations in the
workshop.
2. Inspect a collection system. Evaluate and explain
the preventive maintenance procedures.
3. Perform and explain the preventive maintenance proce-
dures on a collection system.
Describe the corrective maintenance procedure8 for the
collection system components listed on page 17.
Given a collection system or a mock-up, photographs or
drawings of a collection system, the manual of operatior
procedures which the student has developed for the col-
lection system, tools and reference materials, includ-
ing:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
-------
\l D S T 4 7
/
Collection 25
“ pAo t
ACCEPTABLE PERFORMANCE: The student will:
Describe how an operator evaluates each component of
the collection system f or corrective maintenance,
commenting on:
corrosion position
erosion pressure
exfiltration slope
flow velocity
infiltration
Explain why a component has malfunctioned.
Name the reference materials and tools needed to per-
form the corrective maintenance.
Describe what an operator does when he discovers a
malfunction, including:
evaluation of capabilities of plant personnel
to perform the procedures
selection of replacement parts
record keeping
Describe how the operator corrects the malfunction.
INSTRUCTOR ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures for the collection system, using diagrams and
pictures.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Describe and explain the corrective maintenance pro-
cedures during tours of the system.
STUDENT ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective inainte-
nance procedures during a tour of the system.
< < < < cc > > )>>>
OBJECTIVE 2. 22: Perform the corrective maintenance procedures for the
collection system components.
-------
Collection
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
Given a collection system or system components, the op-
eration procedures manual which the student has devel-
oped, tools arid reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
manufacturer’s operation manual
The student will:
Evaluate the components of the collection system for
corrective maintenance, explaining why a component
has malfunctioned and commenting on:
corrosion position
erosion pressure
exfiltration slope
flow velocity
infiltration
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows when
a component malfunctions, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates a collection
system.
3. Observe the student performing the corrective main-
tenance procedures on a collection system.
1. Small groups of students perform and explain the cor-
rective maintenance procedures in simulated situa-
tions in the workshop.
2. Evaluate the components for corrective maintenance.
3. Perform and explain the corrective maintenance proce-
dures on a collection system.
-------
4 e% \
Collection _____ 27
\
O&TECI’IVE 1.13: Perform the safety procedures for the collection system
coid demonstrate how they protect employees and visitors.
CONDITIONS: Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools arid safety
equipment.
ACCEPTABLE PERFORMkNCE: The student will:
Identify hazardous conditions in the collection
system, commenting on:
high-risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Recommend corrective procedures and correct the tin-
safe condition.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a collection system.
3. Observe the student performing the safety procedures
on a collection system.
STUDENT ACTIVITY: I. Evaluate safety conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a collection system and
recommend corrective procedures.
3. Perform the safety procedures on a collection system.
<<<<<0>>>>>
OBJECTIVE 1. 14 Compare other collection systems to the combined system
with industrial waste (composite model plant unit A).
CONDITIONS: Given a process unit and reference materials, including:
equipment catalogues
laboratory reports
manufacturer’ s bulletins
manufacturer’s operation manuals
system maintenance and operation records
-------
Collection
28
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 1.15:
The student will:
Compare composite model plant unit A with:
a sanitary system with industrial waste.
a combined system without industrial waste.
a sanitary system without industrial waste.
Consider:
availability of replacement parts
capital costs
dependency on surrounding environment
ease of repair
efficiency
flow—handling capabilities
maintenance costs
nuisance to neighbors
operational costs
operational sidlis
personnel requirements
reliability
resistance to upset
sensitivity of controls
space requirements
waste-handling capabilities
1. Prepare a chart for tabulation of information about
the systems.
2. Compare composite model plant unit A with the other
systems.
3. Help the student to collect information for reports
on the advantages and disadvantages of each system.
1. List information about the systems on a chart.
2. Compare the systems in a panel discussion.
3. Write a report on the advantages and disadvantages of
each system.
Name and locate the components of the collection syat.e)77
listed on page 17. NcDne and select the reference materials
which ex p lain the normal operation procedures, the p a —
pose of each component, how the component works and why
it is inrportcmt.
-------
00 $7474,
Collection ______ 29
CONDITIONS: Given a collection system, system components or a die-
grain, model or photographs of a system and reference
materials, including:
contractor t s plans of the collection system
manufacturer’s maintenance guides
operation a -nd maintenance manuals
ACCEPTABLE PERFORMANCE: The student will:
Name and locate the components of the collection
system.
Name and select reference materials which explain
the normal operation procedures, the purpose of each
component, how the component works and why it is im-
portant.
INSTRUCTOR ACTIVITY: 1. Point out components of the collection system on dia-
grams, photographs or models.
2. Listen to the student naming the components and the
•applicable reference materials during a tour of the
system.
3. Name and display the reference materials which des-
cribe the collection system and normal operation
procedures.
STUDENT ACTIVITY: 1. Name the components which the instructor points out
on diagrams, photographs or models.
2. Name the components which the instructor points out
during a tour of the system and name the reference
materials which apply to the components.
3. Name and select the reference materials which des-
cribe the collection system and normal operation
procedures.
O3JECTIVE 2.26: Perform the abnormal operation procedures for the col-
lection system.
CONDITIONS: Given a wastestream in a collection system and reference
materials, including:
industrial waste records
operation logs
-------
Sr 4 ,
in \
30 Collection
operator manuals
system performance guides
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the wastestream for abnormal conditions,
commenting on:
acidity level
color odor
IX) oil
floating material pH
flow septic sewage
foam settleable matter
grease temperature
industrial wastes toxic gases
ice velocity
Select the references be needs to return the waste-
stream to normal.
Perform the abnormal operation procedures.
INSTRUCTOR ACTIVITY: 1. Observe the student as he evaluates the wastestrea
in the collection system.
2. Describe the references needed to correct abnorma l
conditions of the wastestream.
3. Observe the student performing the abnormal operation
procedures in simulated situations and in the collec-
tion system.
STUDENT ACTIVITY: 1. Evaluate the wastestream in the collection system.
2. Select the references needed to correct abnormal con-
ditions of the wastestream.
3. Perform the abnormal operation procedures in simiCa-
ted situations or in the collection system.
<< >> >>)
-------
S7 4
_ 31
MODULE 2
CHLORINATiON
A vacuwn chlorinator with automatic feed to pipe,
pneumatic control and electrical evaporator
or a vacuum chlorinator with autoina tic feed
to pipe and closed-loop pneumatic control
Conrposite Model Plant Units B and N
PURPOSE’: In this module the student will learn to perform all the activities
in the objectives as they apply to a vacuum chlorinator with auto-
rnatic feed to pipe, pneumatic control and electrical evcporator or
to a vacuum chlorinator with automatic feed to pipe and closed- loop
pneumatic control. READ PAGES 2 TO 11 BEFORE USING THIS MODULE’.
OBJECTIVES: 2. 1 Identify the chlorination unit.
2. 2 Describe the chlorination process in technical and nontechni-
cal terms.
2. 3 Describe the safety procedures for the chlorination unit and
ezpiain how the procedures protect employees and Visitors.
2.4 Identify the components of a chlorination unit. Eoplain the
purpose of each component, how the component works and why it
is important.
2. 5 Describe the normal operation procedures for the chlorination
unit components listed on page 35.
2. 6 Perform the normal operation procedures for the chlorination
lUti t.
2. 7 Describe and perform the start-up and shut-down procedures for
the chlorination unit.
2. 8 Describe the abnormal operation procedures for the chlorina-
tion process.
2.9 Describe the preventive maintenance procedures for the chlo-
rination unit.
2. 10 Perform the preventive maintenance procedures for the chlorin-
ation unit.
2.11 Describe the corrective maintenance procedures for the chlo-
rination unit components listed on page 35.
2. 12 Perform the corrective maintenance procedures for the chlorin-
ation unit components.
2. 13 Perform the safety procedures for the chlorination unit and
demonstrate how they protect employees and visitors.
2. 14 Compare other chlorination units to the vacuum chlorinator
with automatic feed to pipe, pneumatic control and electric
-------
Chlorination
evaporator (conrposite model plccrit unit B) and the vacuum chlo-
rinator with automatic feed to pipe and closed-loop pneumatic
control (composite model plant unit N).
2. 15 Name and locate the components of the chlorination unit listed
on page 35. Noine and select reference materials which ex-
plain the normal operation procedures, the purpose of each
component, how the component works and why it is important.
2. 16 Perform the abnormal operation procedures for the chlorination
unit.
RESOURCES: 3
116
120
125
141
143
144
307
308
309
316
317
320
321
324
421
459
472
489
511
543
551
552
553
554
700
702
851
937
966
967
968
969
970
972
974
975
976
977
978
979
980
984
985
990
1033
1034
1399
1408
OBJECTIVE 2. 1
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 2. 2:
CONDITIONS:
Identify the chlorination unit.
Given a unit, a model of a unit or a photograph of a
unit.
The student will:
Indicate whether the process unit is used for
chlorination.
1. Point out characteristics which distinguish the chlo-
rination unit from other process units.
1. Develop a picture file of chlorination units.
distinguishing characteristics.
Mark
Describe the chlorination process in technical and non-
technical terms.
Given a list of’ chlorine application points and a dia-
grain of application points.
32
-------
Chlorination
33
ACCEPTABLE PERFOR1 (ANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 2. 3:
The student will:
Describe the chlorination unit, explaining the
meaning of:
chlorine
chlorine contact chamber
chlorine system
closed-loop residual control
Point out the application points for:
upsewer chlorination
prechiorination
plant chlorination
post-chlorination
Describe the purpose of chlorination at each
location.
Describe how chlorination affects:
collection system
pre chlorination
primary sedimentation
trickling filtration
aeration
pond stabilization
effluent disposal
pumping and piping
1. Use diagrams, photographs and slides to illustrate
chlorination aDplicatior points.
2. Point out application points and the effects of
chlorination at the application points during a plant
tour.
1. Point out and describe cclorine application points
on plant diagrams.
2. Observe and describe the application points and the
effects of chlorination at the application points
during a plant tour.
< < > > ? >>
Describe the safety procedures for the chlorination unit
and ow lain how the procedza”es protect employees and
visitors.
CONDITIONS:
Given a list of operation and maintenance procedures.
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5 744 .
/1k
_____ Chlorination
4L PRO
ACCEPTABLE PERFORMANCE: The student will:
Describe the safety procedures for the chlorination
unit, commenting on:
High-risk activities
changing cylinders
removing debris from channels
replacing valves and pigtails
working alone
Sources of danger
acid wastes
automatic switches
caustic wastes
electrical equipment
explosive gases
hot pipes
moving parts
open channels arid pits
open doors and covers
slippery walks or stairs
tools
toxic gases
Safety equipment
chlorine leak detector
deluge shower
emergency repair kit
eyewash
fire extinguisher
first-aid kit
gas mask
lockout tags and keys
protective clothing
railings
rope
self-contained breathing apparatus
stair treads
ventilation system
Explain how the procedures protect employees and
visitors.
INSTRUCTOR ACTIVITY: 1. Discuss treatment plant ease histories.
2. Describe the conditions in a plant and ask for eval-
uation.
3. Describe the safety procedures for each operation and
maintenance procedure.
4. Prepare slides of sources of danger and high—risk
activities.
-------
STUDENT ACTIVITY:
OBJECTIVE 2.4:
CONDITIONS:
ACCEPTABLE PERFO AANCE:
Chlorination 35
1. Read case histories and comment on employee safety
procedures.
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equipment and name the sources of
danger and high-risk activities. Develop a manual of
safety procedures for the chlorination unit.
4. Identify sources of danger and high—risk activities
pictured in slides.
Identify the components of a chlorination unit. Explain
the purpose of each component, how the component works
and why it is inrportant.
Given a chlorination unit, unit components or a diagram,
model or photographs of a unit and a list of components.
The student will:
Identify components of the chlorination unit and as-
sociated equipment:
air-storage tank pigtail
alarms adapter
chlorine pressure cap
evaporator level flex line
leak detector yoke
analyzer pneumatic control
chart drive recording chart
compressor regulators
container chlorine pressure
cylinder injector vacuum
drive belt water pressure
evaporator rotaineter float
fire-fighting equipment rupture disc
first—aid kit scale
gas mask valves
hoist cylinder
motor header
pressure reducing
vent fan
Explain the purpose of each component, how the compo-
nent works and why it is important.
pen
-------
S74
36 ______ Chlorination
p, oi ’
INSTRUCTOR ACTIVITY: 1. Point out and name components in diagrams, photo-
graphs or models.
2. Arrange photographs or models of components in the
workshop for student identification.
3. Point out and name components during a plant tour.
4. Question the students about the purpose of each com-
ponent, how the component works and why it is impor-
tant.
STUDENT ACTIVITY: 1. Identify the components which the instructor names on
diagrams, photographs or models.
2. Identify the components at stations in the workshop
in writing.
3. Identify components during a plant tour.
4. Explain the purpose of each component, how the compo-
nent works and why it is important.
OBJECTIVE 2.5: De6cribe the normal operation procedures for the chlo-
rination unit conTponents listed on page 35.
CONDITIONS: Given a chlorination unit or slides or photographs of a
chlorination unit, a list of components of the unit, a
checklist of characteristics and a normal operation pro-
cedu.res manual.
ACCEPTABLE PERFORMANCE: The student will:
Describe the characteristics of each component which
the operator checks to determine whether the coinpo-
nent is functioning normally, commenting on:
color pressure
corrosion sound
flow temperature
motion vacuum
odor vibration
position
Name the sense or indicator which monitors each char-
acteristic.
Explain how often the characteristics of each compo-
nent must be checked and why the component must be
checked on this schedule.
-------
toSr 41
;‘ t1i d T
Chlorination ______ 37
PR01
Describe what an operator does if the characteristics
of a component indicate that it is not functioning
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain why a component’s characteristics must be
returned to normal.
Describe routine sampling for the chlorination pro-
cess.
List routine calculations for the chlorination pro-
cess.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of the
chlorination unit.
2. Describe the normal operation procethireth for the
chlorination unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the chlorination unit.
4. Describe and explain the normal operation procedures
during a plant tour. Listen to the student’s des-
cription of the procedures.
STUDENT ACTIVITY: 1. Develop a checklist, listing the components of the
chlorination unit and their normal characteristics.
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of components of the chlorination unit.
4. Observe and describe the normal operation procedures
during a plant tour.
OBJECTIVE 2. 6: Perform the normal operation procedures for the chlorin-
ation unit.
CONDITIONS: Given a chlorination unit, the manual of normal opera-
tion procedures which the student has developed for the
chlorination unit and basic references.
-------
cE D ST ,
i 3 a
______ _____ Chlorinatio.a
4 t PRO’
ACCEPTABLE PERFORMANCE: The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normally.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
INSTRUCTOR ACTIVITY: 1. Observe the student demonstrating normal operation
procedures in a dry run in a treatment plant.
2. Observe the student performing normal operation pro-
cedures in a treatment plant.
STUDENT ACTIVITY: 1. Demonstrate the normal operation procedures in a dry
rim in a treatment plant.
2. Perform and explain the normal operation procedures
in a treatment plant.
OBJECTIVE 2. 7: Describe and perform the start-up and shut-down proce-
dures for the chlorination wnit.
CONDITIONS: Given a mock—up, model or photograph of a chlorination
unit and a chlorination unit with the manufacturer’s op-
eration manual.
ACCEPTABLE PERFORMANCE: The student will:
Start up and shut down a chlorination unit, follow-
ing the manufacturer’s instructions.
INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures in a
treatment plant.
2. Demonstrate and perform the shut-down procedures in a
treatment plant.
3. Observe the student performing the start-up proce-
dures in a treatment plant.
4. Observe the student performing the shut—down
-------
Chlorination
STLTENT ACTIVITY:
OBJECTIVE 2.8:
CONDITIONS:
.&CCEPTABLE PERFORMANCE:
plant.
evaluates his start-up
evaluates his shut-down
procedures in a treatment
5. Observe the student as he
procedures.
6. Observe the student as he
procedures.
1. Describe the start-up procedures in a dry run in a
treatment plant.
2. Describe the shut-down procedures in a dry run in a
treatment plant.
3. Perform the start-up procedures in a treatment plant.
4. Perform the shut-down procedures in a treatment
plant.
5. Evaluate the operation of the chlorination unit to
determine whether correct start-up procedures have
been used. Use the normal operation procedures man-
ual which the student has developed. (See objective
1.4. )
6. Evaluate the operation of the chlorination unit to
determine whether correct shut-down procedures have
been used. Use the normal operation procedures man-
ual which the student has developed. (See objective
1.4.)
Describe the abnor’inal operation procedures for the chio-
rirsation process.
Given a wastestream in a treatment plant or color phot-
graphs of a wastestreain, a checklist of the conditions
of the wastestream and plant records and reference ma-
terials.
The student will:
Evaluate the wastestreain for abnormal
commenting on:
BOD
chlorine demand
chlorine residual
COD
coli form
composition
conditions,
flow
industrial wastes
odor
PH
septic sewage
toxic gases
-------
Chlorination
Describe the cause and effect of the abnormal condi-
tion.
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will Improve
the condition of the wastestream.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 2.9:
CONDITIONS:
conditions of the
in color pictures.
operation proce-
described in plant
1. Describe and explain the abnormal conditions of the
wastestreain illustrated in color pictures.
2. Describe and explain the abnormal operation proce-
dures illustrated in pictures and described In plant
records and case histories.
3. Describe and explain the abnormal operation proce-
dures during a slide show.
4. Describe and explain the abnormal operation proce-
dures during a plant tour. Listen to the student’s
description of the procedures.
1. Evaluate and explain the abnormal
wastestream which are illustrated
2. Describe and explain the abnormal
dures illustrated in pictures and
records and case histories.
3. Describe arid explain the abnormal operation proce-
dures in a class discussion after a slide show.
4. Evaluate and explain the condition of the wastestrearn
during a plant tour. Describe and explain the abnor-
mal operation procedures.
<<<<<<>>>>>>
Des cr’ibe the preventive maintencmce procedures for the
chlorination unit.
Given a chlorination unit or pictures and drawings of a
chlorination unit and reference materials, including:
Inspection records
manufacturer’ s maintenance guides
-------
Chlorination
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMANCE:
The student will:
Describe these preventive
the chlorination unit:
Cleaning
pen
valve
Lubrication
compressor
hoist
motor
Mechanical adjustment
air-storage tank
alarms
chlorine pressure
evaporator level
leak detector
analyzer
chart drive
compressor
container
drive belt
evaporator
gas mask
hoist
motor
pneumatic control
regulators
chlorine pressure
injector vacuum
water pressure
rupture disc
scale
valves
cylinder
header
pressure reducing
vent fan
Painting
air-storage tank
compressor
motor
maintenance procedures for
Replacement
alarms
chlorine pressure
evaporator level
leak detector
analyzer
chart drive
compressor
container
cylinder
drive belt
evaporator
fire-fighting equipment
first—aid kit
gas mask
hoist
motor
pen
pigtail
adapter
cap
flex line
yoke
pneumatic control
recording chart
regulators
chlorine pressure
injector vacuum
water pressure
rotameter float
rupture disc
scale
valves
cylinder
header
pressure reducing
vent fan
Wear measurement
scale
valve
-------
Chlorination
Name the reference materials and tools needed to per—
form the preventive maintenance procedures.
Explain how often each preventive maintenance proce-
dure must be performed.
Explain how an operator determines whether a compo-
nent needs preventive maintenance.
Describe what an operator does if a component needs
preventive maintenance.
Explain wh i each preventive maintenance procedure is
important.
INSTRUCTOR ACTIVITY:
maintenance pro-
maintenance pro-
maintenance pro-
STUDENT ACTIVITY:
OBJECTIVE 2.10:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
1. Develop a preventive maintenance schedule arid a man-
ual of preventive maintenance procedures.
2. Observe, describe and explain the preventive mainte-
nance procedures during a slide show.
3. Observe, describe and explain the preventive mainte-
nance rocedures during a plant tour.
Perform the preventive maintencuice procedure8 for the
chlorination unit.
Given a chlorination unit and tools and reference mate-
rials, including:
inspection records
manufacturer’ s maintenance guides
plant drawings and specifications
preventive maintenance schedule
The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
1. Describe and explain the preventive
cedu.res for the chlorination unit.
2. Describe and explain the preventive
cedures during a slide show.
3. Describe and explain the preventive
cethues during a plant tour.
-------
j C S I 4 ,.
/
Chlorination ______ _______
\ - ‘- - i
I( pgØ t ’
Apply the preventive maintenance schedule for the
chlorination unit, explaining his actions.
Perform the procedures which an operator follows when
a component needs preventive maintenance, explaining
his actions.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe student inspection of a treatutent plant.
3. Observe the student performing the preventive mainte-
nance procedures in a treatment plant.
STUDENT ACTIVITY: 1. Small groups of students perform the preventive main-
tenance procedures in simulated situations in the
workshop.
2. Inspect a treatment plant. Evaluate and explain the
preventive maintenance procedures.
3. Perform and explain the preventive maintenance proce-
dures in a treatment plant.
OBJECTIVE 2. 12: Describe the corrective maintencrnce procedures for the
chlorination unit components listed on page 35.
CONDITIONS: Given a chlorination unit or a mock-up, photographs or
drawings of a chlorination unit? the manual of operation
procedures which the student has developed for the chlo-
rination unit, tools and reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
ACCEPTABLE PERFORMANCE: The student will:
Describe how an operator evaluates each component of
the chlorination unit for corrective maintenance,
commenting on:
color pressure
corrosion sound
flow temperature
motion vacuum
odor vibration
position
Explain why a component .ha&.malfunctioned.
-------
, t O S r 4 1 .
_______ ______ Chlorination
It PRGØ
Name the reference materials and tools needed to per-
form the corrective maintenance.
Describe What an operator does when he discovers a
malfunction, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Describe how the operator corrects the malfunction.
INSTRUCTOR ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures for the chlorination unit, using diagrams and
pictures.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Describe and explain the corrective maintenance pro-
cedures during treatment plant tours.
STUDENT ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective niainte-
nance procedures during a treatment plant tour.
OBJECTIVE 2.12: Perform the corrective maintenance procedures for the
chlorination zozit components.
CONDITIONS: Given a chlorination unit or unit components, the opera-
tion procedures manual which the student has developed,
tools arid, reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’ s maintenance guides
manufacturer’s operation manual
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the components of the chlorination unit for
corrective maintenance, explaining why a component
-------
Chlorination
has malfunctioned and coimnenting on:
color pressure
corrosion sound
flow temperature
motion vacuum
odor vibration
position
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows when
a component malfunctions, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 2.13:
CONDITIONS:
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components in
a treatment plant.
3. Observe the student performing the corrective mainte-
nance procedures in a treatment plant.
1. Small groups of students perform arid explain the cor-
rective maintenance procedures in simulated situa-
tions in the workshop.
2. Evaluate the components for corrective maintenance.
3. Perform and explain the corrective maintenance proce-
dures in a treatment plant.
Perform the safety procedw’ea for the chlorCriation unit
w zd demonstrate how they protect empLoyees and visitors.
Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment.
-------
Chlorination
ACCEPTABLE PERFORIvIANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 2.14:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
The student will:
Identify hazardous conditions in the chlorination
unit, commenting on:
high-risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Recommend corrective procedures and correct the un-
safe condition.
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a treatment plant.
3. Observe the student performing the safety procedures
in a treatment plant.
1. Evaluate safety Conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recommend corrective procedures.
3. Perform the safety procedures in a treatment plant.
Compare other chlorination units to the vacuwii chlorina-
tor with automatic feed to pipe, pneumatic control and
electric evaporator (conrposite model plant unit B) and
the vacuum chlorinator with automatic feed to pipe and
closed-loop pneumatic control (composite model plant
unit N).
Given a process unit and reference materials, includinE:
equipment catalogues
laboratory reports
manufacturer’ s bulletins
manufacturer’s operation manuals
plant maintenance and operation records
The student will:
Compare composite model plant unit B with:
a vacuum chlorinator with automatic feed to pipe,
46
-------
O
1 I
Chlorination _______
4 F 4 (
electrical control and electrical evaporator.
a solution feed chlorinator with discharge to pipe.
a solution feed chlorinator with discharge to
channel.
a solution feed chlorinator with discharge to
basin.
a vacuum chlorinator with electrical evaporator and
discharge to channel.
a vacuum chlorinator with electrical evaporator and
discharge to basin.
a chlorinator with manual control.
Consider:
availability of replacement parts
capital costs
dependency on surrounding environment
ease of repair
efficiency
flow-handling capabilities
maintenance costs
nuisance to neighbors
operational costs
operational skills
personnel requirements
reliability
resistance to upset
sensitivity of controls
space requirements
waste-handling capabilities
INSTRUCTOR ACTIVITY: 1. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant units B and N with the
other units.
3. Help the student to collect information for reports
on the advantages and disadvantages of each unit.
STUDENT ACTIVITY: 1. List information about the units on a chart.
2. Compare the units in a panel discussion.
3. Write a report on the advantages and disadvantages of
each unit.
OBJECTIVE 2.15: Name and locate the components of the chlorination unit
lie ted on page 35. Name and oelect reference materiala
-------
Chlorination
which e rpZain the nonnai operation procedures, the pur-
pose of each conrponent, how the conrponent works and why
it is important.
CONDITIONS;
ACCEPTABLE PEFOF /d1CE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 2.16:
Given a chlorination unit, unit components or a diagram,
model or photographs of a unit and reference materials,
including:
contractor’s plans of the chlorination unit
manufacturer’ s maintenance guides
operation arid maintenance manuals
The student will:
Name and locate the components of the chlorination
unit.
Name and select reference materials which explain the
normal operation procedures, the purpose of each com-
ponent, how the component works and why it is iinpor-
tent.
1. Point out components of the chlorination unit on dia-
grams, photographs or models.
2. Listen to the student naming the components and the
applicable reference materials during a plant tour.
3. Name and display the reference materials which des-
cribe the chlorination unit and normal operation pro-
cedures.
1. Name the components which the instructor points out
on diagrams, photographs or models.
2. Name the components which the instructor points out
during a plant tour and name the reference materials
which apply to the components.
3. Name and select the reference materials which des-
cribe the chlorination unit and normal operation pro-
cedures.
Perform the abnormal operation procedures for the chlo-
rination unit.
-------
tiED Sr
Chlorination ______ 49
4 L pqØIt.
CONDITIONS: Given a wastestream in a treatment plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the wastestreajn for abnormal conditions,
commenting on:
BOD flow
chlorine demand industrial wastes
chlorine residual odor
COD pH
coliform septic sewage
composition toxic gases
Select the references he needs to return the waste—
strew to normal.
Perform the abnormal operation procedures.
INSTRUCTOR ACTIVITY: 1. Observe the student as he evaluates the wastestream
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestreain.
3. Observe the student performing the abnormal operation
procedures in simulated situations and in a treatment
plant.
STUDENT ACTIVITY: 1. Evaluate the wastestream in a treatment plant.
2. Select the references needed to correct abnormal con-
ditions of the wastestrean.
3. Perform the abnormal operation procedures in simula-
ted situations or in a treatment plant.
-------
Q Sr 4 .
_ 51
MODULE 3
SCREENfNG AND GRI’JDN’JG
A mechanically cleaned bubbler unit with grinder
Conrposite Model Plant Unit C
TrURPOSE: In this module the student will learn to perform all the activities
in the objectives as they apply to a mechanically cleaned bubbler
unit with grinder. READ PA CES 1 TO 12 BEFORE USING THIS
MODULE.
O&TECTIVES: 3. 1 Identify the screening and grinding unit.
3. 2 Describe the screening and grinding process in technical and
nontechnical terms.
3. 3 Describe the safety procedures for the screening and grinding
unit and explain how the procedures protect enTployeee and
v-vaitora.
3.4 Identify the components of a screening and grinding unit. Ex-
plain the purpose of each component, how the component work8
and why it is important.
3. 5 Describe the normal operation procedures for the screening and
grinding unit components listed on page 55.
3. 6 Perform the. normal operation procedures for the screening and
grinding unit.
3. 7 Describe and perform the start-up and shut-down procedures for
the screening and grinding unit.
3. 8 Describe the abnormal operation procedures for the screening
and grinding process.
3. 9 Describe the preventive maintenance procedure8 for the screen-
ing and grinding unit.
3. 10 Perform the preventive maintenance procedures for the screen-
ing and grinding unit.
3. 11 Describe the corrective maintenance procedures for the screen-
ing and grinding unit components listed on page 55.
3.12 Perform the corrective maintenance procedures for the screen-
ing and grinding unit components.
3. 13 Perform the safety procedures for the screening and grinding
unit and demonstrate how they protect enrployees and visitors.
3. 14 CRnpare other screening and grinding unite to the mechanically
cleaned bubbler unit with grinder (composite model plant unit
C).
3. 15 lJccne and locate the components of the screening and grinding
unit listed on page 55. Ncvne and select reference materials
which explain the normal operation procedures, the purpose of
-------
Screening and Grinding
each component, how the component works and why it is inrpor-
tant.
3.16 Perform the abnormal operation procedure8 for the screening
and grinding unit.
3
116
120
125
141
143
144
307 308 309 316
317
320
321
324
421
459
511
551 552 553 554
937
990
1033
1034
1399
OBJECTIVE 3.1:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 3.2:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
Identify the screening and grinding unit.
Given a unit, model of a unit or a photograph of a unit.
The student will:
Indicate whether the process unit is used for screen-
ing and grinding.
1. Point out characteristics which distinguish the
screening and grinding unit from other process units.
1. Develop a picture file of screening and grinding
units. Mark distinguishing characteristics.
Describe the screening and grinding process in technical
and nontechnical terms.
Given photographs of the screening and grinding unit.
The student will:
Describe the screening and grinding unit.
Describe the purpose of screening and grinding.
Describe how screening and grinding affects:
grit removal
primary sedimentation
52
RESOURCES:
-------
1% ¶4
Screening and Grinding 53
L
trickling filtration
aeration
pond stabilization
first stage digestion
solids disposal
effluent disposal
pumping and piping
P STRUCTOR ACTIVITY: 1. Use diagrams, photographs and slides to describe
screening and grinding.
2. Describe the screening and grinding process during a
plant tour. React to the student’s description of
the process.
STUDENT ACTIVITY: 1. Describe the screening and grinding process while
viewing photographs, diagrams and slides.
2. Observe and describe the screening end grinding pro-
cess during a plant tour.
OBJECTIVE 3.3: Describe the safety procedures for the screening and
grinding unit arid explain ha. , the procedures protect em-
ployees and visitors.
OO DITIONS: Given a list of operation and maintenance procedures.
AC EPTA.BLE PERFORMANCE: The student will:
Describe the safety procedures for the screening and
grinding unit, commenting on:
High-risk activities
entering deep wells
hoisting gates
making adjustments with switch in automatic
position
replacing shear pins
retrieving debris from channels
Sources of danger
acid wastes
caustic wastes
electrical equipment
explosive gases
moving parts
-------
54
Screening arid Grinding
Sources of danger (continued)
open doors or covers
slippery gratings
slippery wa1 s
toxic gases
welding torch
Safety equipment
first-aid kit
harness
lockout tags and keys
oxygen deficiency rneter
protective clothing
railings
rope
stair treads
ventilation system
Explain how the proceth res protect employees and
visitors.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 3. 4:
1. Discuss treatment plant case histories.
2. Describe the conditions in a plant and ask for eval-
uation.
3. Describe the safety procedures for each operation ard
maintenance procedure.
4. Prepare slides of sources of danger and high-risk
activities.
1. Read case histories an comment on employee safety
procedures.
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equipment and name the sources of
danger and high-risk activities. Develop a manual of
safety procedures for the screening and grinding
unit.
4. Identify sources of daLger and high-risk activities
pictured in slides.
Identify the components of a screening and grinding
unit. Explain the purpose of each conrpcnent how the
component works and why it iB important.
-------
stO 574 ,
a 1 ,1
Screening and Grinding t ) “
IL i ctc.fl
CONDITIONS: Given a screening and grinding unit, unit components or
a diagram, model or photographs of a unit and a list of
components.
ACCEPTABLE PERFORMANCE: The student will:
Identify components of the screening and grinding
unit and associated equipment:
alarm flushing water system
bar-screen enclosure grinder
bar rack limit switch
belt drive motor
chain rake
channel inlet gate rake-cleaner
channel outlet gate rake drive
control section screen belt
drain system shaft
fire-fighting equipment speed reducer
first-aid kit sprocket
flushing valve
Explain the purpose of each component, how the compo-
nent works and why it is important.
INSTRUCTOR ACTIVITY: 1. Point out and name components in diagrams, photo-
graphs or models.
2. Arrange photographs or models of components in the
workshop for student identification.
3. Point out and name components during a plant tour.
4. Question the students about the purpose of each com-
ponent, how the component works and why it is impor-
tant.
STUDENT ACTIVITY: 1. Identify the components which the instructor names on
diagrams, photographs or models.
2. Identify the components at stations in the workshop
in writing.
3. Identify components during a plant tour.
4. Explain the purpose of each component, how the compo-
nent works and why it is important.
< < < < >> > )>
OBJECTIVE 3.5: Describe the normal operation procedures for the screen-
ing and grinding unit ccanponents listed above.
-------
Screening and Grinding
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
Given a screening and grinding unit or slides or photo-
graphs of a screening and grinding unit, a list of coin-
ponents of the unit, a checklist of characteristics and
a normal operation procethires manual.
The student will:
Describe the characteristics of each component which
the operator checks to determine whether the compo-
nent is functioning ncrmally, commenting on:
capacity motion
color odor
corrosion
depth
deterioration
flow
position
sound
temperature
vibration
Name the sense or indicator which monitors each
characteristic.
Explain how often the characteristics of each cotnpo-
nent must be checked and why the component must be
checked on this schedule.
Describe what an operator does if the characteristics
of a component indicate that it is not functioning
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain why a coinponent t s characteristics must be
returned to normal.
Describe routine sampling for the screening and
grinding process.
List routine calculations for the screening and
grinding process.
Describe routine procedures for recording data.
1. Describe the characteristics of the components of the
screening and grinding unit.
2. Describe the normal operation procedures for the
screening and grinding unit. Use .color pictures.
3. Describe the normal operation procedures during a
slide show of components of the screening and grind-
ing unit.
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s1 4
Screening_and_Grinding ______ _______
4 t Pq
4. Describe and explain the normal operation procedures
during a plant tour. Listen to the student’s des-
cription of the procedures.
STULENT ACTIVITY: 1. Develop a checklist, listing the components of the
screening and grinding unit and. their normal charac-
teristics.
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of components of the screening and grind-
ing unit.
4. Observe and describe the normal operation procedures
during a plant tour.
O&TE TIVE 3.6: Perform the normal operation procedures for the screen-
ing and grinding unit.
CONEITIONS: Given a screening and grinding unit, the manual of nor-
mal operation procedures which the student has developed
for the screening and grinding unit and basic references.
ACCEPTABLE PERFORMANCE: The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normally.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
INS UCTOR ACTIVITY: 1. Observe the student demonstrating normal operation
procedures in a dry run in a treatment plant.
2. Observe the student performing normal operation pro-
cedures in a treatment plant.
STULENT ACTIViTY: 1. Demonstrate the normal operation procedures in a dry
run in a treatment plant.
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t0 ST4p
58 ______ Screening and Grinding
‘ L ,. 1 o 1 °
2. Perform and explain the normal operation procedures
in a treatment plant.
< << > >> >>
O&1ECTJTVE 3. 7: Describe and perform the start-up and shut-down proce-
dures for the screening and grinding unit.
CONDITIONS: Given a mock-up, model or photograph of a screening and
grinding unit and a screening and grinding unit with a
manufacturer’s operation manual.
ACCEPTABLE PERFORMANCE: The student will:
Start up and shut down a screening and grinding unit,
following the manufactu.rer’s instructions.
INSTRUCTOR ACTIVITY: 1. Demonstrate and perfon the start-up procedures in a
treatment plant.
2. Demonstrate and perform the shut-down procedures in a
treatment plant.
3. Observe the student performing the start-up proce-
dures in a treatment plant.
4. Observe the student performing the shut-down proce-
dures in a treatment plant.
5. Observe the student as he evaluates his start-up pro-
cedures.
6. Observe the student as he evaluates his shut-down
procedures.
STUDENT ACTIVITY: 1. Describe the start-up procedures in a dry run in a
treatment plant.
2. Describe the shut-down procedures in a dry run in a
treatment plant.
3. Perform the start-up procedures in a treatment plant.
4. Perform the shut-down procedures in a treatment
plant.
5. Evaluate the operation of the screening arid grinding
unit to determine whether correct start-up procedures
have been used. Use the normal operation procedures
manual which the student has developed. (See objec-
tive 1.4.)
6. Evaluate the operation of’ the screening and grinding
unit to determine whether correct shut-down
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Screening and Grinding
63JECTIVE 3.8:
CONDITIONS:
ACCEPTABLE PERFO vtANCE:
INSTRUCTOR ACTIVITY:
Use the normal operation
student has developed.
procedures have been used.
procedures manual which the
(See objective 1.4.
Describe the abnonnal operation procedures for the
screening and grinding process.
Given a was testream in a treatment plant or color photo-
graphs of a wastestream, a checklist of the conditions
of the wastestream and plant records and reference
materials.
The student will:
Evaluate the wastestream for abnormal conditions,
coimnenting on:
floating material level
flow toxic gases
industrial wastes
Describe the cause and effect of the abnormal condi-
tion.
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will improve
the condition of the wastestream.
1. Describe and explain the abnormal conditions of the
wastestreaxn illustrated in color pictures.
2. Describe and explain the abnormal operation proce-
dures illustrated in pictures and described in plant
records and case histories.
3. Describe and explain the abnormal operation proce-
dures during a slide show.
4. Describe and explain the abnormal operation proce-
dures during a plant tour. Listen to the student’s
description of the procedures.
-------
STUDENT ACTIVITY: 1. Evaluate and explain the abnormal conditions of the
wastestreajn which are illustrated in color pictures.
2. Describe and explain the abnormal operation proce-
dures illustrated in pictures and described in plant
records and case histories.
3. Describe and explain the abnormal operation proce-
dures in a class discussion after a slide show.
4. Evaluate and explain the condition of the wastestrean
during a plant tour. Describe and explain the abnor-
mal operation procedures.
OBJECTIVE 3.9: Describe the preventive maintenance procedureB for the
screening and grinding unit.
CONDITIONS: Given a screening and grinding unit or pictures and
drawings of a screening and grinding unit and reference
materials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFOfl1 tANCE: The student will:
Describe these preventive maintenance procedures for
the screening and grinding unit:
Cleaning belt drive
chain chain
channel inlet gate channel inlet gate
channel outlet gate channel outlet gate
control section grinder
drain system motor
flushing valve rake
flushing water system rake-cleaner
grinder rake drive
Lubrication screen belt
chain speed reducer
motor sprocket
rake drive Painting
speed reducer bar-screen enclosure
sprocket channel inlet gate
Mechanical adjustment channel outlet gate
alarm motor
bar-screen enclosure Replacement
bar rack alarm
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‘ctD S?4
a
Screening and Grinding ______ ____
‘ t
Replacement (continued) screen belt
bar—screen enclosure shaft
bar rack speed reducer
belt drive sprocket
chain Wear measurement
channel inlet gate bar rack
channel outlet gate belt drive
fire-fighting equipment chain
first—aid kit grinder
flushing valve motor
flushing water system rake
grinder rake-cleaner
limit switch screen belt
motor shaft
rake speed reducer
rake—cleaner sprocket
rake drive
Name the reference materials and tools needed to per-
form the preventive maintenance procedures.
Explain how often each preventive maintenance proce-
dure must be performed.
Explain how an operator determines whether a compo-
nent needs preventive maintenance.
Describe what an operator does if a component needs
preventive maintenance.
Explain why each preventive maintenance procedure is
important.
INSTRUCTOR ACTIVITY: 1. Describe and explain the preventive maintenance pro-
cedures for the screening and grinding unit.
2. Describe and explain the preventive maintenance pro-
cedures during a slide show.
3. Describe and explain the preventive maintenance pro-
cedures during a plant tour.
STUDENT ACTIVITY: 1. Develop a preventive maintenance schedule and a man-
ual of preventive maintenance procedures.
2. Observe, describe arid explain the preventive mainte-
nance procedures during a slide show.
3. Observe, describe and explain the preventive mainte-
nance procedures during a plant tour.
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S 4
62 ______ Screening and Grinding
F1 O1
OBJECTIVE 3. 10: Perform the preventive rnaintencmce procedures for t e
screening and grinding unit.
CONDITIONS: Given a screening and grinding unit and tools and refer-
ence materials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMANCE: The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
screening and grinding unit, explaining his actions.
Perform the procedures which an operator follows whet
a component needs preventive maintenance, explain ng
his actions.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe student inspection of a treatment plant.
3. Observe the student performing the preventive main e-
nance procedures in a treatment plant.
STUDENT ACTIVITY: 1. Small groups of students perform the preventive r n-
tenance procedures in simulated situations in the
workshop.
2. Inspect a treatment plant. Evaluate and explain the
preventive maintenance procedures.
3. Perform and explain the preventive maintenance proce-
dures in a treatment plant.
OBJECTIVE 3.11: Describe the corrective maintenance procedures for the
screening and grinding unit components listed on page 55
CONDITIONS: Given a screening and grinding unit or a mock-up, pho:o-
graphs or drawings of a screening and grinding unit, the
manual of operation procedures which the student has
-------
Screening and Grinding
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
S:UDENT ACTIVITY:
odor
position
sound
temperature
vibration
developed for the screening and grinding unit, tools and
reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
The student will:
Describe how an operator evaluates each component of
the screening and grinding unit for corrective main-
tenance, commenting on:
capacity motion
color
corrosion
depth
deterioration
flow
Explain why a component has malfunctioned.
Name the reference materials and tools needed to per-
form the corrective maintenance.
Describe what an operator does when he discovers a
malfunction, including:
evaluation of capabilities of plant personnel
to perform the procedures
selection of replacement parts
record keeping
Describe how the operator corrects the malfunction.
1. Describe and explain the corrective maintenance pro-
cedures for the screening and grinding unit, using
diagrams and pictures.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Describe and explain the corrective maintenance pro-
cedures during treatment plant tours.
1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective mainte-
nance procedures during a treatment plant tour.
63
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Screening and Grinding
O&JECTIVE’ 3.22:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACT IVIfl:
STUDENT ACT IVITY:
Perforn the corrective maintenance procedures for the
screening and grinding zont components.
Given a screening and grinding unit or unit components,
the operation procedures ranual which the student has
developed, tools and reference materials, including:
catalogue of replacement parts -
equipment catalogues
manufacturer’ s maintenance guides
manufacturer’s operation manual
The student will:
Evaluate the components of the screening and grinding
unit for corrective maintenance, explaining why a
component has malfunctioned and commenting on:
capacity motion
color odor
corrosion
depth
deterioration
flow
position
sound
t eniperature
vibration
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows when
a component malfunctions, including;
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacenent parts
record keeping
Correct the malfunction.
1. Set up simulated situations in the workshop.
2. Observe the student as be evaluates the components
in a treatment plant.
3. Observe the student performing the corrective mainte-
nance procedures in a treatment plant.
1. Small groups of students perform and explain the cor-
rective maintenance procedures in simulated situa-
tions in the workshop.
2. Evaluate the components for corrective maintenance.
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.i1 0 SZq .
S t
Screening and Grinding t ) 65
‘ c
3. Perform and explain the corrective maintenance proce-
dares in a treatment plant.
< < << > > > >>
CSJECTIVE 3.13: Perform the safety procedures for the screening and
grinding unit and demonstrate how they protect employees
and vi8itors.
C)NDITIONS: Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment.
ACCEPTABLE PERFORMANCE: The student will:
Identify hazardous conditions in the screening and
grinding unit, commenting on:
high—risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Recommend corrective procedures and correct the un-
safe condition.
F;STRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a treatment plant.
3. Observe the student perforaing the safety procedures
in a treatment plant.
s:UJENT ACTIVITY: 1. Evaluate safety conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recommend corrective procedures.
3. Perform the safety procedures in a treatment plant.
<<<<>>>>>
OS 1 JECTIVE 3. 14: Compare other screening and grinding units to the me-
chanically cleaned bubbler unit with grinder (compo8l.te
model plant unit C).
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66 ______ Screening and Grinding
4 pRO1. .
CONDITIONS: Given a process unit and reference materials, including:
equipment catalogues
laboratory reports
manufacturer’ s bulletins
manufacturer’s operation manuals
plant maintenance and operation records
ACCEPTABLE PERFORMANCE: The student will:
Compare composite model plant unit C with:
a mechanically cleaned electrode control unit with
grinder.
a mechanically cleaned timer control unit without
grinder.
a mechanically cleaned electrode control unit with-
out grinder.
a mechanically cleaned float control unit without
grinder.
a mechanically cleaned manual control unit without
grinder.
a mechanically cleaned bubbler control unit without
grinder.
a mechanically cleaned timer control unit with
grinder.
a mechanically cleaned float control unit with
grinder.
a mechanically cleaned manual control unit with
grinder.
a comininution unit.
Consider:
availability of replacement parts
capital costs
dependency on surroLnding environment
ease of repair
efficiency
flow-handling capabilities
maintenance costs
nuisance to neighbors
operational costs
operational skills
personnel requirements
reliability
resistance to upset
sensitivity of controls
space requirements
waste-handling capabilities
-------
Screening and Grinding
67
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
O3JECTIVE 3.15:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
1. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit C with the other
units.
3. Help the student to collect information for reports
on the advantages and disadvantages of each unit.
1. List information about the units on a chart.
2. Compare the units in a panel discussion.
3. Write a report on the advantages and disadvantages of
each unit.
Name and locate the conrponents of the screening and
grinding unit listed on page 55. Ncsne and select refer-
ence materials which explain the nor nal operation proce-
dures, the purpose of each component, how the component
works and why it is important.
Given a screening and grinding unit, unit components or
a diagram, model or photographs of a unit and reference
materials, including:
contractor’s plans of the screening and grinding unit
manufecturerts maintenance guides
operation and maintenance manuals
The student will:
Name and locate the components of the screening and
grinding unit.
Name and select reference materials which explain the
normal operation procedures, the purpose of each coin-
ponent, how the component works and why it is impor-
tant.
1. Point out components of the screening and grinding
unit on diagrams, photographs or models.
2. Listen to the student naming the components and the
applicable reference materials during a plant tour.
3. Name and display the reference materials which des-
cribe the screening and grinding unit and normal
operation procedures.
-------
SI
68 ______ Screening and Grinding
O’
STUDENT ACTIVITY: 1. Name the components which the instructor points out
on diagrams, photographs or models.
2. Name the components which the instructor points out
during a plant tour and name the reference materials
which apply to the components.
3. Name and select the reference materials which des-
cribe the screening and grinding unit and normal
operation procedures.
OBJECTIVE 3. 16: Perfori the abnor ial operation procedures for the
screening and grinding unit.
CONDITIONS: Given a wastestrearn in a treatment plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the wastestream for abnormal conditions,
commenting on:
floating material level
flow toxic gases
industrial wastes
Select the references he needs to return the waste-
stream to normal.
Perform the abnormal operation procedures.
INSTRUCTOR ACTIVITY: 1. Observe the student as he evaluates the wastestreani
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestrearn.
3. Observe the student performing the abnormal operaticn
procedures in simulated situations arid in a treatrne:t
plant.
STUDENT ACTIVITY: 1. Evaluate the wastestreain in a treatment plant.
-------
0 0
Screening and Grinding ______ ( ,9
2. Select the references needed to correct abnormal con-
ditions of the wastestreain.
3. Perform the abnormal operation procedures in simula-
ted situations or in a treatment plant.
<<<<<<>>>>>>
-------
PURPOSE:
O3JECTIVES:
71
MODULE 4
GRIT REMOVAL
Ar. aerated unit t rzth bucket elevator
Composite Model Plant Unit D
In this module the student will learn to perform all the activities
in the objectives as they apply to an aerated unit with bucket ele-
vator. READ PAGES 1 TO 12 BEFORE USING THIS MODULE.
4.1 Identify the grit removal unit.
4.2 Describe the grit removal process in technical and nontechni-
cal terms.
4. 3 Describe the safety procedures for the grit removal unit and
explain how the procedures protect employees and visitors.
4. 4 Identify the components of a grit removal unit. Explain the
purpose of each component, how the component works and why it
is important.
4. 5 Describe the normal operation procedures for the grit removal
unit components listed on page 74.
4. 6 Perform the normal operation procedures for the grit removal
unit.
4. 7 Describe and perform the start-up and shut-down procedures for
the grit removal unit.
4. 8 Describe the abnormal operation procedures for the grit remov-
al process.
4.9 Describe the preventive maintenance procedures for the grit
removal unit.
4. 20 Perform the preventive maintenance procedures for the grit
removal unit.
4.21 Describe the corrective maintenance procedures for the grit
removal unit components lis;e on page 74.
4. 12 Perform the corrective maintenance procedures for the grit
removal unit components.
4. 13 Perform the safety procedures for ;he grit removal unit and
demonstrate how they protect enrployees and visitors.
4. 14 Compare other grit removal units to the aerated unit with
bucket elevator (composite model plant unit D).
4. 15 Ncvne and locate the components of the grit removal unit listed
on page 74. Name and select reference materials which explain
the normal operation procedures, the purpose of each compo-
nent, how the component works and why it is important.
4.16 Perform the abnormal operation procedures for the grit removal
unit.
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Grit Removal
Identify the grit removal unit.
Given a unit, a model of a unit or a photograph of a
unit.
The student will:
RESOURCES: 3 116
221 222
324 421
1034 1399
120
223
459
125 141 143
224 307 308
511 551 552
144
309
553
202 203 219
316 317 320
554 937 990
220
321
1033
<<< >>))>
OBJECTIVE 4.1:
CONDITIONS:
ACCEPTABLE PERFO g1ANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 4.2:
CONDITIONS:
Given
photographs of the
grit
removal unit.
ACCEPTABLE PERFOBMANCE:
Indicate whether the process unit is used for grit
removal.
1. Point out characteristics which distinguish the grit
removal unit from other process units.
1. Develop a picture file of grit removal units. Mark
distinguishing characteristics.
Describe the grit removal process in technical and non-
technical terns.
Describe the grit removal unit, explaining the mean-
ing of:
grit chamber
grit collector
grit removal unit
grit tank
< < << ,> >>)
The student vdll:
Describe the purpose of grit removal.
-------
Grit Removal
Describe how grit removal affects:
primary sedimentation
aeration
secondary sedimentation
pond stabilization
first stage digestion
second stage digestion
solids disposal
flow measurement
pumping and piping
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
O&TECTIVE’ 4. 3:
CONDITIONS:
hCOEPTABLE PERFORMANCE;
1. Use diagrams, photographs and slides to describe grit
removal.
2. Describe the grit removal process during a plant
tour. React to the student’s description of the pro-
cess.
1. Describe the grit removal process while viewing pho-
tographs, diagrams and slides.
2. Observe and describe the grit removal process during
a plant tour.
Describe the safety proceth res for the grit removal unit
and e rpkzin hc the procedures protect employees and
visitors.
Given a list of operation and maintenance procedures.
The student will:
Describe the safety procedures for the grit removal
unit, commenting on:
High—risk activities
adjusting moving parts
hand removal of grease
working in unventilated areas
Sources of danger
air hoses
belts
electrical equipment
moving parts
open tanks
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Sr 47 .
1 %
74 Grit Removal
l
Sources of danger (continued)
slippery walks
smooth treads
water hoses
wet treads
Safety equipment
life preserver
protective clothing
Explain how the procedures protect employees and
visitors.
INSTRUCTOR ACTIVITY: 1. Discuss treatment plant case histories.
2. Describe the conditions in a plant and ask for eval—
uat ion.
3. Describe the safety procedures for each operatior. and
maintenance procedure.
4. Prepare slides of sources of danger and high-risk
activities.
STUDENT ACTIVITY: 1. Read case histories and comment on employee sat e y
procedures.
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equipment and name the sources of
danger and high-risk activities. Develop a manual of
safety procedures for the grit removal unit.
4. Identify sources of danger and high—risk activities
pictured in slides.
)&ECTIVE 4. 4: Identify the components of a grit removal unit. Explain
the purpose of each component., how the component works
and why it is important.
:o::DITI0NS: Given a grit removal unit, unit components or a diagraz,
model or photographs of a unit and a list of components.
ACCEPTABLE PERFORMANCE: The student will:
Identify components of the grit removal unit and as-
sociated equipment:
air filter baffle
air pressure relief valve belt
-------
Grit Removal
blower
bucket
chain
controller
coupling
diffuser
drain system
electrical control equipment
fire-fighting equipment
first-aid kit
gate valve
gear box
guide rail
manifold
motor
motor mounting
piping
pressure gage
receiving hopper
shaft
shaft bearing
shoe
silencer
speed reducer
sprocket
tank
tightener
valve
we i r
Explain the purpose of each component, how the compo-
nent works and why it is important.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 4. 5:
CONDITIONS:
1. Point out and name components in diagrams, photo-
graphs or models.
2. Arrange photographs or models of components in the
workshop for student identification.
3. Point out and name components during a plant tour.
4. Question the students about the purpose of each com-
ponent, how the component works and why it is impor-
tant.
1. Identify the components which the instructor names
on diagrams, photographs or models.
2. Identify the coiponents at stations in the workshop
in writing.
3. Identify components during a plant tour.
4. Explain the purpose of each component, how the coinpo-
nent works and why it is important.
Describe the normal operation procedures for the grit
removal unit conrponents listed on page 74.
Given a grit removal unit or slides or photographs of a
grit removal unit, a list of components of the unit, a
checklist of characteristics and a normal operation pro-
cedures manual.
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ks ”’ ST4
(n\
76 Grit Removal
t i c
ACCEPTABLE PERFORMANCE: The student will:
Describe the characteristics of each component which
the operator checks to determine whether the compo-
nent is functioning normally, commenting on:
agitation position
color sound
corrosion temperature
motion velocity
odor vibration
Name the sense or indicator which monitors each char-
acteristic.
Explain how often the characteristics of each compo-
nent must be checked and why the component must be
checked on this schedule.
Describe what an operator does if the characteristics
of a component indicate that it is not functioning
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain why a component’s characteristics must be
returned to normal.
Describe routine sampling for the grit removal pro-
cess.
List routine calculations for the grit removal pro-
cess.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of the
grit removal unit.
2. Describe the normal operation procedures for the grit
removal unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the grit removal unit.
4. Describe and explain the normal operation procedures
during a plant tour. Listen to the student’s des-
cription of the procedures.
STUDENT ACTIVITY: 1. Develop a checklist, listing the components of the
grit removal unit and their normal characteristics.
2. Develop a manual of normal operation procedures.
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• Io $TA,
Grit Removal 77
pq i
3. Describe the normal operation procedures during a
slide show of components of the grit removal unit.
4. Observe and describe the normal operation procedures
during a plant tour.
C3JECTIVE 4.6: Perform the normal operation procedures for the grit
removal unit.
CJNDITIONS: Given a grit removal unit, the manual of normal opera-
tion procedures which the student has developed for the
grit removal urdt and basic references.
hCCEPTABLE PERFOR1 (ANCE: The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normally.
Perform the routine sauipling.
Perform the routine calculations.
Perform the routine record keeping.
INSTRUCTOR ACTIVITY: 1. Observe the student demonstrating normal operation
procedures in a dry rim in a treatment plant.
2. Observe the student performing normal operation pro-
cedures in a treatment plant.
STUDENT ACTIVITY: 1. Demonstrate the normal operation procedures in a dry
run in a treatment plant.
2. Perform and explain the normal operation procedures
in a treatment plant.
OBJECTIVE 4. 7: Describe and perform the start-up and shut-do m proce-
dures for the grit removai unit.
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c_D S 4 ,
; a
78 ______ Grit Removal
PRO’
CONDITIONS: Given a mock-up, model or photograph of a grit removal
unit and a grit removal unit with the manufacturer’s
operation manual.
CCEPTABLE PERFORThANCE: The student will:
Start up and shut do:rn a grit removal unit, following
the manufacturer’s instructions.
INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures it a
treatment plant.
2. Demonstrate and perform the shut-down procedures in a
treatment plant.
3. Observe the student performing the start-up proce-
dures in a treatment plant.
4. Observe the student performing the shut-down proce-
dures in a treatment plant.
5. Observe the student as he evaluates his start-up pro—
cedures.
6. Observe the student as he evaluates his shut-down
procedures.
STUDENT ACTIVITY: 1. Describe the start-up procedures in a th’y run in a
treatment plant.
2. Describe the shut-down procedures in a dry run in a
treatment plant.
3. Perform the start-up procedures in a treatment plant.
4. Perform the shut-down procedures in a treatment
plant.
5. Evaluate the operation of the grit removal unit to
determine whether correct start-up procedures have
been used. Use the normal operation procedures man-
ual which the student has developed. (See objective
1.4.)
6. Evaluate the operation of the grit removal unit to
determine whether correct shut-down procedures have
been used. Use the normal operation procedures man-
ual which the student has developed. (See objective
1.4.)
<< < <> > >>>
OBJECTIVE 4. 8: Des cribe the abnormal operation procedures for the grit
removal process.
-------
Grit Remova1
____ 79
pco
CONDITIONS:
Given a wastestreain in a treatment plant or color photo-
graphs of a wastestream, a checklist of the conditions
of the wastestreairi and plant records and reference ma-
terials.
The student will:
Evaluate the wastestreaxn
commenting on:
floating material
flow
grit
ice
industrial wastes
Describe the cause and effect of the abnormal condi-
tion.
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of’ the operator will improve
the condition of the wastestream.
1. Describe and explain the abnormal conditions of the
wastestrean illustrated in color pictures.
2. Describe and explain the abnormal operation proce-
dures illustrated in pictures and described in plant
records and case histories.
3. Describe and explain the abnormal operation proce-
dures during a slide show.
4. Describe and explain the abnormal operation proce-
dares during a plant tour. Listen to the student t s
description of the procedures.
STUDENT ACTIVITY:
1. Evaluate and explain the abnormal
wastestreain which are illustrated
2. Describe and explain the abnormal
dures illustrated in pictures and
records and case histories.
3. Describe and explain the abnormal
dares in a class discussion after
conditions of the
in color pictures.
operation proce—
described in plant
operation proce—
a slide show.
for abnormal conditions,
level
septic sewage
settleable matter
suspended solids
velocity
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
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t O
? fl t
80 ( J ) Grit Removal
IL PROSt ’
4. Evaluate and explain the condition of the wastestream
during a plant tour. Describe and explain the abnor-
mal operation procedures.
OBJECTIVE 4. 9: Describe the preventive maintenance procedures for the
grit removal unit.
CONDITIONS: Given a grit removal unit or pictures and drawings of a
grit removal unit and reference materials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMANCE: The student will:
Describe these preventive maintenance procedures for
the grit removal unit:
Cleaning Mechanical adjustment
air filter air pressure relief
air pressure relief valve valve
baffle baffle
blower belt
bucket blower
chain bucket
coupling chain
diffuser controller
drain system coupling
gate valve electrical control
piping equipment
receiving hopper gear box
sprocket guide rail
tank motor
weir pressure gage
Lubrication shaft
blower shaft bearing
chain silencer
coupling speed reducer
gear box sprocket
motor tightener
shaft valve
speed reducer weir
sprocket Painting
tightener diffuser
-------
Grit Removal
Painting (continued)
gear box
manifold
motor
motor mounting
piping
shaft
sprocket
tank
Replacement
air filter
air pressure relief valve
belt
bucket
chain
coupling
diffuser
electrical control
equipment
fire-fighting equipment
first-aid kit
gear box
pressure gage
shoe
silencer
speed reducer
sprocket
tightener
valve
wei r
Wear measurement
belt
bucket
chain
coupling
gate valve
shaft
shoe
speed reducer
sprocket
tightener
Name the reference materials and tools needed to per-
form the preventive maintenance procedures.
Explain how often each preventive maintenance proce-
dure must be performed.
Explain how an operator determines whether a compo-
nent needs preventive maintenance.
Describe what an operator does if a component needs
preventive maintenance.
Explain why each preventive maintenance procedure is
important.
INSTRUCTOR ACTIVITY:
maintenance pro-
maintenance pro-
maintenance pro-
STUDENT ACTIVITY:
1. Develop a preventive maintenance schedule and a man-
ual of preventive maintenance procedures.
2. Observe, describe and explain the preventive mainte-
nance procedures during a slide show.
1. Describe and explain the preventive
cedures for the grit removal unit.
2. Describe and explain the preventive
cedures during a slide show.
3. Describe and explain the preventive
cedures during a plant tour.
-------
Grit Removal
3. Observe, describe and explain the preventive mainte-
nance procedures during a plant tour.
<<<<<<>>>> >>
OBJECTIVE 4. 10:
COND ITICNS:
ACCEPTABLE PERFORMA.NCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 4. 11:
Per fonn the preventive maintenance procedures for the
grit removal unit.
Given a grit removal unit and tools and reference ma-
terials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
grit removal unit, explaining his actions.
Perform the procedures which an operator follows when
a component needs preventive maintenance, explaining
his actions.
1. Set up simulated situations in the workshop.
2. Observe student inspection of a treatment plant.
3. Observe the student performing the preventive main-
tenance procedures in a treatment plant.
1. Small groups of students perform the preventive main-
tenance procedures in simulated situations in the
workshop.
2. Inspect a treatment plant. Evaluate and explain the
preventive maintenance procedures.
3. Perform and explain the preventive maintenance proce-
dures in a treatment plant.
Describe the corrective maintenance procedures for the
grit removal unit components listed on page 74.
82
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flrit Pamovsl
83
CONDiTIONS:
ACCEPTABLE PERFORMANCE:
I NSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
Given a grit removal unit or a mock-up, photographs or
drawings of a grit removal unit, the manual of operation
procedures which the student has developed for the grit
removal unit, tools and reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
The student will:
Describe how an operator evaluates each component of
the grit removal unit for corrective maintenance,
commenting on:
agitation
color
corrosion
motion
odor
position
sound
temperature
velocity
vibration
Explain why a component has malfunctioned.
Name the reference materials and tools needed to per-
form the corrective maintenance.
Describe what an operator does when he discovers a
malfunction, including:
evaluation of capabilities of plant personnel
to perform the procedures
selection of replacement parts
record keeping
Describe how the operator corrects the malfunction.
1. Describe and explain the corrective maintenance pro-
cedures for the grit removal unit, using diagrams and
pictures.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Describe and explain the corrective maintenance pro-
cedures during treatment plant tours.
1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective mainte—
nance procedures during a treatment plant tour.
< < < < > > > >>
-------
# lcD
Grit Re moval
OBJECTIVE 4.12:
CONDIT I ONS:
ACCEPTABLE PERFOflMANCE:
INSTRUCTOR ACT IVITY:
STUDENT ACTIVITY:
Perform the corrective maintenszwe procedures for the
grit removal unit component8.
Given a grit removal unit or unit components, the open-
tion procedures manual which the student has developed,
tools and reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
manufacturer’s operation manual
The student will:
Evaluate the components of the grit removal unit for
corrective maintenance, explaining why a component
has malfunctioned and conunenting on:
agitation position
color sound
corrosion temperature
motion velocity
odor vibration
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows when
a component malfunctions, including:
evaluation of capabilities of plant personnel
to perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components in
a treatment plant.
3. Observe the student performing the corrective mainte-
nance procedures in a treatment plant.
1. Small groups of students perform and explain the cor-
rective maintenance procedures in simulated situa—
tions in the workshop.
2. Evaluate the components for corrective maintenance.
3. Perform and explain the corrective maintenance proce-
dures in a treatment plant.
< < < < > > > >>
-------
Grit Removal _______
O5JECTIVE’ 4. 13: Perform the safety procedures for the 9rtt removal unit
and demonstrate how they protect employees and visi tors.
CONDITIONS: Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment.
ACCEPTABLE PERFORMANCE: The student will:
Identify hazardous conditions in the grit removal
unit, cornnienting on:
high-risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Recommend corrective procedures and correct the un-
safe conditions.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a treatment plant.
3. Observe the student performing the safety procedures
in a treatment plant.
STUDENT ACTIVITY: 1. Evaluate safety conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recommend corrective procedures.
3. Perform the safety procedures in a treatment plant.
O3 CTIVE 4.14: Compare other grit removal wilts to the aerated unit
with bucket elevator (cc ’nposite model pZ it unit D).
COflDITIONS: Given a process unit and reference materials, including:
equipment catalogues
laboratory reports
manufur’s bulletins
manufacturer’s operation manuals
plant maintenance and operation records
-------
ytt P 5 4p
j) fl
EE ______ Grit Removal
I L
ACCEPTABLE PERFORMANCE: The student will:
Compare composite model plant unit D with:
an aerated unit with screw conveyor.
an aerated unit with air lift.
an aerated unit with clam shovel.
a velocity control unit with screw conveyor.
a velocity control unit with bucket elevator.
a velocity control unit with clam shovel.
a surface overflow unit with screw conveyor.
a surface overflow unit with bucket elevator.
a surface overflow unit with rake.
a cyclone unit.
Consider:
availability of replacement parts
capital costs
dependency on surrounding environment
ease of repair
efficiency
flow-handling capabilities
maintenance costs
nuisance to neighbors
operational costs
operational skills
personnel requirements
reliability
resistance to upset
sensitivity of controls
space requirements
waste-handling capabilities
INSTRUCTOR ACTIVITY: I. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit D with the other
units.
3. Help the student to collect information for reports
on the advantages and disadvantages of each unit.
STUDENT ACTIVITY: 1. List information about the units on a chart.
2. Compare the units in a panel discussion.
3. Write a report on the advantages and disadvantages of
each unit.
<<< < )) >))
-------
ST 4 ,
Grit Removal _______
4 pq 0 .C
OE.JECTIVE 4. 15: Name and locate the components of the grit removal unit
Listed on page 74. Name and select reference materials
which explain the normal operation procedures 3 the pur-
pose of each component, how the component works and why
it is inrportont.
CONDITIONS: Given a grit removal unit, unit components or a diagram,
model or photographs of a unit and reference materials,
including:
contractor’s plans of the grit removal unit
manufacturers maintenance guides
operation and maintenance manuals
ACCEPTABLE PERFORMANCE: The student will:
Name and locate the components of the grit removal
unit.
Name and select reference materials which explain
the normal operation procedures, the purpose of each
component, how the component works and why it is
important.
I1;STRUCTOR ACTIVITY: 1. Point out components of the grit removal unit on die-
grains, photographs or models.
2. Listen to the student naming the components and the
applicable reference materials during a plant tour.
3. Name and display the reference materials which des-
cribe the grit removal unit and normal operation
procedures.
STUDENT ACTIVITY: 1. Name the components which the instructor points out
on diagrams, photographs or models.
2. Name the components which the instructor points out
during a plant tour arid name the reference materialE
which apply to the components.
3. Name and select the reference materials which des-
cribe the grit removal unit and normal operation
procedures.
OBJECTIVE 4.16: Perform the abnormal operation procedures for the grit
removal unit.
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€D S7 4 ,
SS Grit Removal
CONDITIONS: Given a wastestream in a treatment plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the wastestreain for abnormal conditions,
commenting on:
floating material level
flow septic sewage
grit settleable matter
ice suspended solids
industrial wastes velocity
Select the references he needs to return the waste—
stream to normal.
Perform the abnormal operation procedures.
INSTRUCTOR ACTrVITY: 1. Observe the student as he evaluates the wastestream
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestream.
3. Observe the student performing the abnormal operation
procedures in simulated situations and in a treatment
plant.
STUDENT ACTIViTY: 1. Evaluate the wastestream in a treatment plant.
2. Select the references needed to correct abnormal
conditions of the wastestrearn.
3. Perform the abnormal operation procedures in simula-
ted situations or in a treatment plant.
-------
ct 0
_ 89
(e
MODULE 5
PRF,IARY SEDIMENTATION
A rectangular unit with telescopic valve drczwoff,
density meter time clock and trough with scraper
Conrpoaite Model Plant Unit E
PURPOSE: In this module the student will learn to perform all the activities
in the objectives as they apply to a rectangular unit with tele—
scopic valve dr off density meter time clock and trough with
scraper. READ PAGES 1 TO 11 BEFORE USING THIS MODULE.
O3JE TIVES: 5. 1 Identify the primary sedimentation unit.
5. 2 Describe the pr-iniary sedimentation process in technical and
nontechnical terms.
5. 3 Describe the safety procedures for the primary sedimentation
unit and explain how the procedures protect enrployees and
vi.-svtors.
5.4 Identify the components of a primary sedimentation unit. Ex-
plain the purpose of each com-ponent, how the component works
and why it is important.
5. 5 Describe the normal operation procedures for the primary sedi-
mentation unit components listed on page 93.
5. 6 Perform the normal operation procedures for the primary sedi-
mentation unit.
5.? Describe and perform the start-up and shut-down procedures for
the primary sedimentation unit.
5. 8 Describe the abnormal operation procedures for the primary
sedimentation process.
5. 9 Describe the preventive maintenance procedures for the primary
sedimentation unit.
5. 10 Perform the preventive maintenance procedures for the primary
sedimentation unit.
5. 11 Describe the corrective maintenance procedures for the primary
sedimentation unit components listed on page 93.
5. 12 Perform the corrective maintenance procedures for the primary
sedimentation unit components.
5. 13 Perform the safety procedures for the primary sedimentation
unit and demonstrate how they protect employees and visitors.
5. 14 Compare other primary sedimentation units to the rectangular
unit with telescopic valve drcri 1 wff, density meter time clock
and trough with scraper (composite model plant unit E).
.5. 15 Nome and locate the components of the primary sedimentation
unit listed on page 93. Name and select reference materials
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Primary Sedimentation
FESOURCES: 3 116
221 222
324 421
1034 1399
OBJECTIVE 5. 1:
CONDITIONS:
AC CEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
SCUDENT ACTIVITY:
C: ECTIVE 5. 2:
Identify the primary sedvnentation unit.
which explain the normal operation procedures, the purpose of
each component h,& the corirponent works and why it is i npor-
tant.
5. 26 Perform the abnormal operation procedures for the prim j sed-
imentation unit.
120 125 141 143 144 202 203 219 220
223 224 307 308 309 316 317 320 321
459 511 551 552 553 554 937 990 1033
Given a unit, a model of a unit or a photograph of a
unit.
The student will:
Indicate whether the process unit is used for prinary
sedimentation.
1. Point out characteristics which distinguish the pri-
mary sedimentation unit from other process units.
1. Develop a picture file of primary sedimentation
units. Mark distinguishing characteristics.
Describe the primary sedimentation process in technical
and nontechnical terms.
CC NDIT IONS:
Given photographs of the primary sedimentation unit.
-------
Primary Sedimentation
ACCEPTABLE PERFOR (ANCE:
•INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 5.3:
The student will:
Describe the primary sedimentation unit, explaining
the meaning of:
primary basin
primary clarifier
“sed” tank
sedimentation unit
Describe the purpose of primary sedimentation.
Describe how primary sedimentation affects:
trickling filtration
aeration
secondary sedimentation
pond stabilization
thickening
first stage digestion
second stage digestion
sludge conditioning
sludge dewatering
solids disposal
effluent disposal
flow measurement
pumping and piping
1. Use diagrams, photographs and slides to describe pri-
mary sedimentation.
2. Describe the primary sedimentation process during a
plant tour. React to the student’s description of
the process.
1. Describe the primary sedimentation process while
viewing photographs, diagrams and slides.
2. Observe and describe the primary sedimentation pro-
cess during a plant tour.
Describe the safety procedures for the primary sedimen-
tation unit cuid explain how the procedures protect em-
pioyees and visitors.
CONDITIONS:
Given a list of operation and maintenance procedures.
-------
Primary Sedimentation
ACCEPTABLE PERFORMANCE: The student will:
Describe the safety procedures for the primary sedi-
mentation unit, commenting on:
High-risk activities
lifting and lowering objects with ropes and
pulleys
making adjustments with switch in automatic
position
raking floating materials from tank surface
working inside tank without a buddy
working near open pits and tanks
Sources of danger
acid wastes
caustic wastes
electrical equipment
explosive gases
falling objects
moving parts
open pits
radiation
skimming sprays
slippery walks and stairs
smooth treads
tanks
toxic gases
water hoses
wet treads
Safety equipment
barricades
dosimeter
explosion proof flashlight
first—aid kit
handrai ls
ladders
life preserver
lockout tags and keys
protective clothing
stair treads
Explain how the procedures protect employees and
visitors.
INS:RUCTOR ACTIVITY: 1. Discuss treatment plant case histories.
2. Describe the conditions in a plant and ask for eval-
uation.
3. Describe the safety procedures for each operation end
maintenance procedure.
4. Prepare slides of sources of danger end high-risk
activities.
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4 ct O S ?4)
Primary Sedimentation ______ 93
SThDENT ACTiVITY: 1. Read case histories and coixtent on employee safety
procedures.
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equijznent and name the sources of
danger and high-risk activities. Develop a manual of
safety procedures for the primary sedimentation unit.
4. Identify sources of danger and high-risk activities
pictured in slides.
<<< ( >>>>>
O3JECTIVE 5.4: Identify the ccwiponents of a primcrry sed iMentation unit.
Explain the purpose of each component, how the component
works and why it is inrportant.
CONDITIONS: Given a primary sedimentation unit, unit components or
a diagram, model or photographs of a unit and a list of
components.
J..CCEPTABLE PERFORMANCE: The student will:
Identify components of the primary sedimentation unit
and associated equipment:
baffle rail
belt shaft
chain shear pin
clutch shoe
density meter sk4tnrier arm
drive motor sklwmer trough
fire-fighting equipment sludge well
first—aid kit sluice gate
flight sprocket
gear box switch gear
grease pit telescopic valve
influent gate time clock
limit switch valve
piping variable speed drive
pulley water seal unit
pump weir
Explain the purpose of each component, how the compo-
nent works and why it is important.
-------
S 4 p
f) fl
_______ ______ Primary Sedimentation
.‘ pgQS t-
I!5:RUCTOR ACTIVITY: 1. Point out and name components in diagrams, photo-
graphs or models.
2. Arrange photographs or models of components in the
workshop for student identification.
3. Point out and name components during a plant tour.
4. Question the students about the purpose of each coi—
ponent, how the component works and why it is impor-
tant.
STDENT ACTIVITY: 1. Identify the comtonents which the instructor names on
diagrams, photographs or models.
2. Identify the components at stations in the workshop
in writing.
3. Identify components during a plant tour.
4. Explain the purpose of each component, how the compo-
nent works and why it is important.
33C.ECTIVE 5.5: Describe the normal operation procedures for the primary
sedimentation unit components lined on page 93.
:O:DITIONS: Given a primary sedimentation unit or slides or photo-
graphs of a primary sedimentation unit, a list of compo-
nents of the unit, a checklist of characteristics and a
normal operation procedures manual.
.;c::PTABLE PERFORMANCE: The student will:
Describe the characteristics of each component which
the operator cheeks to determine whether the compo-
nent is functioning normally, coirnenting on:
biological growth position
color pressure
corrosion sound
motion temperature
odor vibration
Name the sense or indicator which monitors each
characteristic.
Explain how often the characteristics of each compo-
nent must be checked and why the component must be
checked on this schedule.
-------
Primary Sedimentation
Describe what an operator does if the characteristics
of a component indicate that it is not functioning
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain wh a component’s characteristics
turned to normal.
Describe routine sampling for the primary
tion process.
List routine calculations for the primary
tion process.
must be re-
sedimenta-
sedimenta-
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 5.6:
1. Describe the characteristics of the components of the
primary sedimentation unit.
2. Describe the normal operation procedures for the pri-
mary sedimentation unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the primary sedimentatio.
unit.
4. Describe and explain the normal operation procedures
during a plant tour. Listen to the student’s des-
cription of the procedures.
1. Develop a checklist, listing the components of the
primary sedimentation unit and their normal charac-
teristics.
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of components of the primary sedimentation
unit.
44. Observe and describe the normal operation procedures
during a plant tour.
Perform the normal operation procedures for the primary
sedimentation unit.
-------
Primary Sedimentation
CO:DITIONS:
Acc:PTABLE PERFORMANCE:
iNSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
C3JCTIVE 5. 7:
C DL DIT IONS
ACCEPTABLE PERFORMANCE:
Given a primary sedimentation unit, the manual of norzal
operation procedures which the student has developed for
the primary sedimentation unit and basic references.
The student will:
Check and evaluate the characteristics of each com;o-
cent, explaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normally.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
1. Observe the student demonstrating normal operation
procedures in a dry run in a treatment plant.
2. Observe the student performing normal operation pro-
cedures in a treatment plant.
1. Demonstrate the normal operation procedures in a dry
run in a treatment plant.
2. Perform and explain the normal operation procedures
in a treatment plant.
Describe and perform the start-up and shut-down proce-
dures for the primary sedimentation unit.
Given a mock-up, model or photograph of a primary sedi-
mentation unit and a primary sedimentation unit with the
manufacturer’s operation manual.
The student will:
Start up and shut down a primary sedimentation unit,
following the manufacturer’s instructions.
-------
çfO
( C i
Primer, Seoimer’;ei on ______ 9 ,
4 L PRO1
INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures in a
treatment plant.
2. Demonstrate and perform the s:.it-dovm procedures in a
treatment plant.
3. Observe the student perforning the start-up proce-
dares in a treatment plant.
4. Observe the student performin€ the shut-down proce-
dares in a treatment plant.
5. Observe the student as he evauates his start-up pro-
cedures.
6. Observe the student as he evaluates his shut—down
procedures.
STUDENT ACTIVITY: 1. Describe the start-up procedures in a dry run in a
treatment plant
2. Describe the shut-down procedires in a dry run in a
treatment plant.
3. Perform the start-up procedures in a treata1ent plant.
4. Perform the shut-down procedures in a treatment
plant.
5. Evaluate the operation of the primary sedimentation
unit to determine whether correct start-up procedures
have been used. Use the norcal operation procedures
manual which the student has developed. (See objec-
tive 1.4.)
6. Evaluate the operation of the primary sedimentation
unit to determine whether correct shut-down proce—
dares have been used. Use t:r.e normal operation pro-
cedures manual which the student has developed. (See
objective 1.4. )
<< > > >> >
G3JECTIVE 5. 8: Describe t e abnormal operation procedures for the pri-
mary sedimentation process.
CDNDITIONS: Given a wastestream in a treatment plant or color pho-
tographs of a wastestream, a checklist of the conditions
of the wastestream ai-id plant records and reference ma-
terials.
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Primary Sedimentation
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
The student will:
Evaluate the wastestream for
commenting on:
BOD
COD
color
floating material
flow
foam
grease
ice
industrial wastes
Describe the cause and effect
tion.
abnormal conditions,
level
odor
oil
pH
septic sewage
settleable matter
suspended solids
temperature
velocity
of the abnormal condi-
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will Inprove
the ccndition of the wastestreein.
1. Describe and explain the abnormal conditions of’ the
wastestream illustrated in color pictures.
2. Describe aj-id erplain the abnormal operation proce-
dures illustrated in pictures and described in plant
records and case histories.
3. Describe and explain the abnormal operation proce-
dures during a slide show.
4. Describe and explain the abnormal operation proce-
dures during a plant tour. Listen to the student’s
description of the procedures.
1. Evaluate and explain the abnormal
wastestream which are illustrated
2. Describe and explain the abnormal
dures illustrated in pictures and
records and case histories.
3. Describe and explain the abnormal
dures in a class discussion after
conditions of the
in color pictures.
operation proce-
described in plant
operation proce-
a slide show.
S:UDENT ACTIVITY:
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Primarg Sedimentation
4. Evaluate and explain the condition of the wastestream
during a plant tour. Describe and explain the abnor—
mel operation procedures.
OBJECTIVE 5.9:
CONDITIONS:
Des cribe the preventive maintenance procedures for the
primary sedimentation unit.
Given a primary sedimentation unit or pictures and draw-
irtgs of a primary sedimentation unit and reference ma-
terials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMANCE:
The student will:
Describe these preventive
the primary sedimentation
Cleaning
baffle
chain
density meter
drive motor
flight
gear box
grease pit
pump
rail
skimmer trough
sludge well
sluice gate
telescopic valve
variable speed drive
weir
Lubrication
chain
clutch
drive motor
gear box
pump
sprocket
valve
variable speed drive
maintenance procedures for
unit:
Mechanical adjustment
baffle
belt
chain
clutch
density meter
drive motor
flight
gear box
influent gate
limit switch
pulley
pump
shaft
shear pin
skimmer arm
sprocket
switchgear
telescopic valve
time clock
valve
variable speed drive
water seal unit
weir
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ç O Zr 4 ,
100 Primarq Sedimentation
(4,
4 (
Painting flight
drive motor shear pin
gear box shoe
piping sprocket
pump Wear measurement
switchgear belt
telescopic valve chain
variable speed drive clutch
weir flight
Replacement pump
baffle rail
belt shoe
chain skimmer arm
fire-f ighting equipment sprocket
first—aid kit switchgear
Name the reference materials and tools needed to per-
form the preventive maintenance procedures.
Explain ho often each preventive maintenance proce-
dure must be performed.
Explain how an operator determines whether a compo-
nent needs preventive maintenance.
Describe what an operator does if a component needs
preventive maintenance.
Explain why each preventive maintenance procedure is
important.
INSTRUCTOR ACTIVITY: 1. Describe and explain the preventive maintenance pro-
cedures for the primary sedimentation unit.
2. Describe and explain the preventive maintenance pro-
cedures during a slide show.
3. Describe and explain the preventive maintenance pro-
cedures during a plant tour.
STUDENT ACTIVITY: 1. Develop a preventive maintenance schedule and a man-
ual of preventive maintenance procedures.
2. Observe, describe and explain the preventive mainte-
nance procedures during a slide show.
3. Observe, describe and explain the preventive mainte-
nance procedures during a plant tour.
ccccc<>>>>>>
OBJECTIVE 5.10: Perform the preventive maintenance procedures for the
primary sedimentation unit.
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, .tO S74,t
f
Primary Sedimentation ______ 101
Pc O ’
CONDITIONS: Given a primary sedimentation unit and tools and refer-
ence materials, including:
inspection records
manufecturer t s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMANCE: The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
primary sedimentation unit, explaining his actions.
Perform the procedures which an operator follows when
a component needs preventive maintenance, explaining
his actions.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe student inspection of a treatment plant.
3. Observe the student performing the preventive mainte-
nance procedures in a treatment plant.
STUDENT ACTIVITY: 1. Small groups of students perform the preventive main-
tenance procedures in simulated situations in the
workshop.
2. Inspect a treatment plant. Evaluate and explain the
preventive maintenance procedures.
3. Perform and explain the preventive maintenance proce-
dures in a treatment plant.
OBJECTIVE 5.11: Describe the corrective maintenance procedures for t e
primary sedimentation unit components listed on page 93.
CONDITIONS: Given a primary sedimentation unit or a mock-up, photo-
graphs or drawings of a primary sedimentation unit, the
manual of operation procedures which the student has de-
veloped for the primary sedimentation unit, tools and
reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
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S7 4 , ,
102 ______ Primary Sedimentation
t PRQ
ACCEPTABLE PERFOHNLANCE: The student will:
Describe how an operator evaluates each component of
the primary sedimentation unit for corrective mainte-
nance, corrunentirtg on:
biological growth position
color pressure
corrosion so u nd
motion temperature
odor vibration
Explain why a component has malfunctioned.
Name the reference materials and tools needed to per-
form the corrective maintenance.
Describe what an operator does when he discovers a
malfunction, including:
evaluation of capabilities of plant personnel
to perform the procedures
selection of replacement parts
record keeping
Describe how the operator corrects the malfunction.
INSTRUCTOR ACTiVITY: 1. Describe and explain the corrective maintenance pro-
cedures for the primary sedimentation unit, using
diagrams and pictures.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Describe and explain the corrective maintenance pro-
cedures during treatment plant tours.
STUDENT ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective mainte-
nance procedures during a treatment plant tour.
< << < > >>>>
OBJECTIVE 5. 12: Perform the corrective maintenance procedures for the
primary sedimentation unit components.
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Primary Sedimentation
103
CONDITIONS:
ACCEPTABLE PERFOHJ ANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
Given a primary sedimentation unit or unit components,
the operation procedures manual which the student has
developed, tools and reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer t s maintenance guides
manufacturerT a operation manual
The student will:
Evaluate the components of the primary sedimentation
unit for corrective maintenance, explaining why a
component has malfunctioned and commenting on:
biological growth position
color pressure
corrosion sound
motion temperature
odor vibration
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follo :s when
a component malfunctions, including:
evaluation of capabilities of plant personnel
to perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components
in a treatment plant.
3. Observe the student performing the corrective nainte-
nance procedures in a treatment plant.
1. Small groups of students perform and explain he cor-
rective maintenance procedures in simulated s tua—
tions in the workshop.
2. Evaluate the components for corrective maintenance.
3. Perform and explain the corrective maintenance proce-
dures in a treatment plant.
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Sr 4
104 ______ Primary Sedimentation
PRO
OBJECTIVE 5. 13: Perform the safety procedures for the primary sedimentc-
tion unit crnd demonstrate hoii they protect employees cr
visitors.
CONDITIONS: Given a list of operation or maintenance procedures, the
student s manual of safety procedures, tools and safety
equipment.
ACCEPTABLE PERFORMANCE: The student will:
Identify hazardous conditions in the primary sedimen-
tation unit, commenting on:
high—risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Recommend corrective procedures and correct the un-
safe condition.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tioris in a treatment plant.
3. Observe the student performing the safety procedures
in a treatment plant.
STUDENT ACTIVITY: 1. Evaluate safety conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recommend corrective procedures.
3. Perform the safety procedures in a treatment plant.
OSJECTJVE 5.24: Compare other primary sedimentation units to the rec-
tangular unit with telescopic valve drcm’off, density
meter time clock and trough with scraper (composite
model plant unit E).
CONDITIONS: Given a. process unit arid reference materials, including:
equipment catalogues
laboratory reports
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Sr 4 7
; fl
Primar2 Sedimentation ______ 10 )
I
manufacturer s bulletins
manufacturer s operation manuals
plant maintenance and operation records
ACC:?TABLE PERFORJvIANCE: The student will:
Compare composite model plant unit E with:
a circular unit with telescopic valve drawoff, den-
sity meter time clock and trough with scraper.
a rectangular unat with sight glass, direct drawof I
and trough with scraper.
a rectangular unit with sight glass, direct drawoff
and helical skinm er.
a circular unit with sight glass, trough with
scraper and direct sludge drawof I.
a circular unit v.ith sight glass, trough with
scraper and telescopic valve drawof I.
a rectangular unit with helical skirruner and density
meter time clock.
a rectangular unit with helical skimmer and tele-
scopic valve drawof 1.
Consider:
availability of replacement parts
capital costs
dependency on surrounding environment
ease of repair
efficiency
flow-handling capabilities
maintenance costs
nuisance to neighbors
operational costs
operational skills
personnel requirements
reliability
resistance to upset
sensitivity of ccntrols
space requirements
waste-handling capabilities
INSTRUCTOR ACTIVITY: I. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit E with the other
units.
3. Help the student to collect information for reports
on the advantages and disadvantages of each unit.
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, tD Sr4.?.t
1 06 ______ Primary Sedimentation
S, c
4( pqQ’ t
STUDENT ACTIVITY: 1. List information about the units on a chart.
2. Compare the units in a panel discussion.
3. Write a report on the advantages and disadvantages
of each unit.
cc ccc c> >> >
OBJECTIVE 5. 25: Non e and locate the components of the primary sedimen-
tation unit listed on page 93. Name and select refer-
ence materials which explain the nonnai operation proce-
dures , the purpose of each component, how the conrponent
works and why it is important.
CONDITIONS: Given a primary sedimentation unit, unit components or a
diagram, model or photographs of a unit and reference
materials, including:
contractor’s plans of the primary sedimentation unit
manufacturer’s maintenance guides
operation and maintenance manuals
ACCEPTABLE PERFORJv ANCE: The student will:
Name and locate the components of the primary sedi-
mentation unit.
Name and select reference materials which explain
the normal operation procedures, the purpose of each
component, how the component works arid why it Is
important.
INSTRUCTOR ACTIVITY: 1. Point out components of the primary sedimentation
unit on diagrams, photographs or models.
2. Listen to the student naming the components and the
applicable reference materials during a plant tour.
3. Name and display the reference materials v:hich des-
cribe the primarj sedimentation unit and normal oper-
ation procedures.
STUDENT ACTIVITY: 1. Name the components which the instructor points cut
on diagrams, photographs or models.
2. Name the components which the instructor points out
during a plant tour and name the reference materials
which apply to the components.
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Primary Sedimentation
3. Name and select the reference materials which des-
cribe the primary sedimentation unit and normal oper-
ation procedures.
O&JECTIYE 5.16:
CONDI TIONS
Perform the abnormal operation procedures for the pr-
mary sedimentation unit.
Given a wastestream in a treatment plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFORMkNCE:
The student will:
Evaluate the wastestreain
commenting on:
BOD
COD
color
floating material
flow
foam
grease
ice
industrial wastes
Select the references he
stream to normal.
for abnormal condit ions,
level
odor
oil
pH
septic sewage
settleable matter
suspended solids
temperature
velocity
needs to return the waste—
Perform the abnormal operation procedures.
INS’RUCTOR ACTIVITY:
‘T JDENT ACTIVITY:
1. Observe the student as he evaluates the wastestream
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestreani.
3. Observe the student performing the abnormal operation
procedures in simulated situations arid in a treatment
plant.
1. Evaluate the wastestream in a treatment plant.
2. Select the references needed to correct abnormal con-
ditions of the wastestream.
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