I
Volume II
PART B
Plant Operations
for Wastewater Facilities
Wastewater Technology: A Two-Year Post High School Instructional Program
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PLANT OPERATIONS FOR tiASTEVATER FACILITIES, Part B
Trickling Filtration
Aeration
Secondary Sedimentation
Pond Stabilization
An Instructor's Guide for L'se of Instructional Material
In Uasteuater 'echnology Training Programs
Funded by
US ENVIRONMENTAL PROTECTION AGENCY
Municipal Permits & Operations Division
Voter Quality Control Manpower Training Branch
Academic Training Section
Awarded to
CUAf.IS COUNTY COMMUNITY COLLEGE
La Plata, Maryland
53EENVILLE TECHNICAL COLLEGE
Greenville, South Carolina
LIM-BENTON COMMUNITY COLLEGE
Albany, Oregon
ENVIRONMENTAL SYSTEMS ENGINEERING
Clemson University
Clemaon, South Carolina
September 297S
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For hformation
ON FUNDING OF INSTRUCTIONAL PROGRAMS
Academic Training Section
Water @aiity Control Mwzpower Training Branch
Mcticipa l Permits & Operations Diuieion
LAS Environmental Protection Agency
Washington, X 20460
703—557-7335
ON PROJECT ADMINISTR4TION AND CURRICULA DEVELOPMENT
John /1. Austin 1 Professor and Read
Environmental S istems Engineering
Clem son LMiverei ty
Clemson, South Carolina 29631
803—656—32 76
ON PROGRAM I LEfrff’NTATION
Carl Sc?ving
Charles Cozmty Cormnunit College
L.a Plata, ?kzryknd 20646
301—934—2251 -
James L. Chockiett
GreenvilLe Technical College
Greenville, South Carolina 29606
803—242—3170
Peter C. So - itt
Linn-Bent.on Cccrao’ziPg College
A lbany, Oregon 97321
503—9 28- 2361
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Preface
Since 1970 Charles County Conunun.ity College, Clemson University, Greenville Tecbn.i-
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 technology
instructional program based on perforn nce objectives has been developed and imple-
mented.
Through a grant from the Environmental Protection Agency called Criteria for the
Eetablia nt of Two-leap Poet High School. Waatewater Teomoiogy Prograne (CEW1 ’) the
four colleges set up program criteria and curriculum guidelines which are available
in two volumes:
P.rogr n Implementation Procedures
Volv.me II: CurriauZw C ddelinea 1 Criteria for Fstabliehment and Mainte-
nance of Two-Year Poet High School. Was te ater Technology Programs
As a result of the implementation of the instructional program at Charles County
Coiun .ity College, Greenville Technical College and Linn-Benton Community College,
six guides for instructors based on the course descriptions in Plant Imple tation
Procethires and the general criterion behaviors of Vol c,e II have been prepared.
Plant Operations for Waetewater Facilities, printed in five parts, Is the second in
the series which Includes:
Voltone I Introduction to Environmental Technology
Volz ie II Plant Operations for Wastewater Facilities
Vol.wiie III Laboratory Control for Wastewater Facilities
Vol.wrse IV Management and Supervision Procedures for Was tewater Facilities
Volw,ie V Process Interaction for Wa.stewater Facilities
Volw, VT Advanced Waste Trea ne72t
ACKN0W1Z)G NTS
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 (Iperations for
Waste ater Facilities has been written and produced by;
Technical Staff
L C. Stoakes, Instructor, Environmental Technolo ’ Department, Linn-Benton
Community College
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iv
John F. Wooley, Instructor, Environmental Technology Department, Linn-Bentor
Conmiunity College
John W. Carnegie, Chairman of Environmental Technolo r, Lirin-Benton COImIIW,1I
College
Fred L. Delvecchio, Director of Operator Training, Environmental Systems
Engineering, Clemson University
John H. Austin, Professor and Head, Environmental Systems Engineering,
Clemson University
Editorial and Production Staff
Ada Louise Steirer, Freelance Editor 1 Clemson, South Carolina
L rie N. Sims, Project Secretary, Environmental Systems Engineering, Clemso
University
Charlotte Holmes, Typing Services, Clemson, South Carolina
Jan Willis, Editorial Assistant, Environmental Systems Engineering, Clemson
University
Eleanor MeLasky, Typist, Environmental Systems Engineering, Clemson
tJniversi ty
Roma Norton, Typist, Environmental Systems Engineering, Clemson University
Linda Flagg, Proofreader, Environmental Systems Engineering, Clemson
University
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PREFACE
PERFORMANCE OBJECTIVES.
INTRODUCTION TO MODULES OF INSTRUC’rIcL
GLOSSARY OF . . . . . . . • . .
MODULES OF INSTRUCTION
Module 1 Collection
Module 2 Chlorination
Module 3 Screening and Grinding
Module 4 Grit Removal
Module 5 Primary Sedimentation.
Module 6 Trickling Filtration
Module 7 Aeration
Module 8 Secondary Sedimentation.
Module 9 Pond Stabilization .
Module 10 Thickening
Module 11 First Stage Digestion.
Module 12 Second Stage Digestion
Module 13 Sludge Conditioning
Module 14a Sludge Dewatering.
Module 14b Sludge Dewatering.
Module 15 Solids Disposal
Module 16 Effluent Disposal.
Module 17 Flow Measurement
Module 18 Pumping and Piping
Module 19 Electric Power .
Module 20 Gas Power
iO S •
Table of Contents
1
. 3
. . . . . . . . . . . . . 9
PartA
Part A
Par A
ParA
Pa.r:A
13
3.
5].
7.
Par C
Par:C
Par:C
Par C
PartD
PartD
Part D
. Part D
Part E
Part E
Part E
. Part E
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1 j D Sr 4
vi _
4?l(
GEI(RAI. CRITERION GENERAL CRITERION
BENAVIO CATEGORIES &1i*VIORS
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Figure 1: Re1ati ship of general criterion behaviors (perfoni nce objectives) to
the general categories and coqosite model plant (Q’F).
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Performance Objecthies
When the treatment plant operators, edu-
cators, consultants and representatives
from professional water pollution con-
trol organizations came together to de-
velop an effective instructional program,
they reconmended the use of performance
or behavioral objective8 because such
objectives clearly outline:
1. What 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.
CO? OSITE i)DEL PLANT
First, they developed a composite model
plant (C ) of twenty-two process units
nich is really many wastewater treat—
.ent plants in one model. Such a mix
cf process units seldom occurs in a
treatment plant, but if a student be-
comes competent in the operation and
.anagement of the CMF he should be able
to perform successfully in any treatment
plant.
ASK ANALYSIS
ext, to ensure that the materials were
specifically tailored to what the opera-
or does on the job, a task analysis was
conducted. They found that the tasks
which an operator performs tell 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 functicn-
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 ui’-
usual and undesirable conditions cf
the was testream. The abnormal prc-
cedures enable the plant employee to
recognize when the wastestream Is
abnormal and to return it to an ac-
ceptable, normal condition. An a-
normal wastestrean results when a
normal operation procedure is not
properly applied, a corrective main-
tenance procedure is needed or ma-
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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, tO SPa,
V
1 —— 4
2 _
4 , —I
4L gisØ%1 ’
4. Corrective Maintenance Procedures .
These include maintenance activities
of the plant employee that usually re-
sult from the breakdown or malfunction
:f a unit of equipment or a component.
F r example, the employee would notice
whether the primary sludge pump is
.alfunctioning and know when and how
o correct the disorder or when and
ow to refer the problem to plant
aintenanCe personnel.
. Laboratory Control Procedures .
These include special and routine ac-
tivities relating to laboratory anal-
ysis, the specification of sampling
procedures and locations and the gen-
eral management of the laboratory
facilities. For example, the employee
would collect primary sludge samples
and conduct the analyses.
. Systems Interaction Procedures .
These include activities of the plant
e ployee which relate the functioning
:f specific units of equipment to
:ther process units and to the system
as a whole. For example, the employee
would deterLine how the effective
functioning of the primary sludge
:.imps relates to digester performance.
7. Management/Supervisory Procedures .
These include activities relating to
employment practices, record keeping,
lant operation policy and the estab-
:ishment of a constructive and real-
stic rapport between the plant and
-he comuuhity it serves. For example,
the employee would keep records on
:rimarj sludge pumping, keep an inven-
.ory of spare parts and evaluate the
adequacy of maintenance procedures by
shift personnel.
CURRICUL O IGN
After deciding what process equipment an
operator must operate and maintain, and
finding out wI t an operator does through
the task ar.alysls, they listed the ol
jecti-ies a student must master to su’
cessfully :perate a treatment plant.
For exa.mp , the student will descrV
and perfor the normal inspection pr
cedure for :he primary sedimentation
unit nclu:ing frequency of inspecti
conditions o look for and the aetlo
he should üe.
INSTRUCTOR’S GUID
The next step was the design of man-
uals to guide the instructor. In tb
guides varied learning activities am
imaginative innovations which produc
more learring than traditional teact
ing methods are emphasized. The in-
struc iona:. suggestions do not need
be fc:.lowe: slavishly, but should bE
nodif ed a improved as much as po
sible.
The i str .:or’s goal is to achieve
the c ec .ves of the curriculum by
selecting a tiv1ties which suit the
stude:.’s -. eds and help him to mas
all t e irLThrrnation and skills in tr
course. The most effective learnin€
occurs whet. the student is a partic:
pant n the learning process, not a
spectator.
An instruc: r should use learning a
tivities w .ich approximate the situ
tions whic the student will meet i
the trealrvit pt.ant. If it is not
possible : teach in a treatment piE
simulated tuatiorja should be set
in the wor shop or classroom so tha
the s:uder : can solve rather than d
cuss problems. Group discussion St
ulated by iaual materials is an ef
fective learning technique. I. ‘r
however, is inefficient. BecaL t
student is not active)$ involved du
ing a lecture, the instructor shoul
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-
iles, organized around the general objec-
:ives stated in the course descriptions
for Plant Operation I, II, III and IV
and the In-Plant Practicum which are
found in the Progr n DpZ.ernentation Pro-
cedurea of the CEW!1’ Progrcvn. Each mod-
ule is designed to help the instructor
plan a course of study for the operation
of a treatment process using the CMP
process unit. Each module is organized
around sixteen objectives coimnon to all
?rOCeSSeS.
The modules in Pl t Ctperations for
astewater Faci litice are arranged in the
:rder in which the CMP process units oc-
ur in the treatment plant. Each process
.s identified by a letter of the alphabet
and the process unit is described in the
eading of the module. If the instruc-
or uses the modules in consecutive order,
e and his students will follow the treat—
zent of’ the wastestream from collection
.o its discharge.into the receiving wa-
ers. Each module is designed so it can
e used as a minicourse in a treatment
?roceSS . Instructors are urged to group
the modules to suit their individual
:urricu1um needs and instructional situa-
ions.
! terial in the modules can easily be
adapted for courses which upgrade the
raining of operators in normal opera-
ion procedures, abnormal operation pro-
:edures, preventive maintenance proce-
dures 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 eachmodule.
INSTRUCTIONAL PROCFSS UNITS
Each module assumes that the c poaite
model plant unit will be used for in-
struction in the process. If the rec-
oimnended unit is not available, an a).-
ternate process unit may be substitu-
ted and the instructional materials
adapted. The recon ended C) units
and alternate units for all the pro-
cesses are listed in table 1, page 1..
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 CMP
unit. When it is not possible to use
the recon ended unit, students should
be informed about the operation and
function of the unit and hands-on
training should be conducted on the
best alternate unit available.
PURPOSE OF T}CE M0DUL
The modules in PZ zit Operations for
Wastewater Faciiities help the studen
to learn how to operate all the pro-
cess units in the wastewater treatmen’
plant. Normal operation, abnormal op-
eration, preventive maintenance and
corrective maintenance procedures are
included. When the course is can-
pleted, he will know why each unit is
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TABLE I
SPECIFIC PROCESS UNITS RECOK AENDED FOR USE IN IMP1flAENTATION OF THE ThO-YEAR
POST’ HIGH SCHOOL WASTEWATER TECHNOLOGY INSTRUCTIONAL PROGRA}A
Process
Collection
Chlorination
3 Screening and
Grinding
4 Grit Removal
5 Primary
Sedimentation
6 Trickling
Filtration
7 Aeration
8 Secondary
Sedimentation
9 Pond
Stabilization
10 bickening
11 Z’ lrat Staae
Recommended Teaching Unit
A Combined system with industrial
waste
S Vacuum chlorinator with automa-
tic feed to pipe, pneumatic con-
trol and electric evaporator
N Vacuum chlorinator witn 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
scraper
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
I Aerobic pond
J Floatation unit with air
K Fixed cover, gas recirculation
Alternate Teaching Unit
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 drawoff, 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
?kdule
1
2
4G,, ’I
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Fixed cover unit
L Floating cover unit with gas
storage
M Chemical conditioning unit with
counter-current elutriation
o Vacuum filter unit with cloth
o Continuous teed centrifuge
Multiple hearth incinerator unit
Q Direct reuse system
R Centralized recording end total—
izing system including Parsha].1
flume, Venturi meter, megne tic
flowmeter and rotemeter
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
yi 1 m un I i . dnl I.n irnni, 1or ncrti
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
None
Vacuum filter unit with coil
None
Fluidized bed incinerator unit
UndergrouM disposal eyet
None
None
System uolng Y trnnnform rn , gon-
eratora, electrical switchgear,
automatic circuit actuators on
motors and telemetering with
alarms
System with internally produced
gas with high pressure tanks and
reciprocating compressors
12 Second Stage
Digestion
13 Sludge
Conditioning
14a Sludge
Dewatering
14b Sludge
Dewatering
l Solids Disposal P
16 Effluent
Disposal
17 Flow
Measurement
18 Pumping and
Piping
)9 E1or t.r u r wrn’ T
20 Gas Power
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to Sr 4 ,
6
4
important to the treatment plant and how
it affects and interacts with other pro-
cess units in the treatment system.
SrUDENT PR EQUISITES
Completion of Introduction to &ivironmen-
.al Technology and courses in basic math-
e atics 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 Progrcmi rzp ementation Procedw’ea.)
T 1LINAL OBJECTIVE
When the student has completed the mod-
es of instruction in this course, he
s ould be able to do the following for
esch of the processes in the treatment
p.ant:
1. Identify the process unit.
2. Describe the process unit in tech-
nical a.fid 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 abut-down procedures for the pro-
cess unit.
8. Describe the abnormal operation
procedures for the process unit.
9. Describe the preventive inainte
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 demonstra
how they protect employees and via
tors.
14. Compare other process units tc
the composite model plant unit.
15. Name and locate the components
of the process unit. Mame and
select reference materials which
explain the normal operation proce
du.res, the purpose of each compo-
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 resourc
suggests materials now available to
instructors to accomplish the desire
performance in the student.
Instructional materials 1 to 1866 ar
keyed to the reference, Inetructicma
?4atervals Availabie which is availab
from:
Office of Water Program Opera a
US & vironinental Protection Agency
Washington, DC 20460
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Two companion volumes to Ins tr sctior al.
!t terial.s Available, also available from
EPA, offer suggestions for selecting
audio-visual equi nent:
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:
“&iviroi ental Science and Tecbnolo ir”
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 listed for the in-
structor’ s ôonvenience.
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 bec e 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 and
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, equi nent
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
instructor should provide a process
unit. If a process unit is not
available, he would use components
of the unit in combination with pho-
tograph.s 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 studen
must follow to reach the objective.
To move on to the next objective, a
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 tc
give attention to moving parts as he
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1%
4P4 j(
performs safety procedures or to des-
cribe the odor as he evaluates the
characteristics of the wastestream.
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 ow 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 activi ties are
paired numerically with student activ-
ities.
Student Activity . This is a listing
of activities which the student wiU
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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Gk)ssary 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 mu8t 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.
APPLICATION
Apply the preventive maintenance
schedule for the second stage di-
gestion unit.
Check the characteristics of each
component.
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.
C ent 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 o
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
CO? * NT ON
C ARE
CONSID
CORRECT
D ONSTBAT!
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10
DEFINITION
To represent by words written
or spoken for the biowledge or
understanding of others, to
transmit an image of the identie
tying features, the nature and
characteristics of objects,
events and actions.
To produce or generate.
To talk about, to present in
detail, to exchange views or
information about.
To examine and make a judge-
ment about quality, signifi-
cance, amount, degree or
condition of.
To make plain or clear, to
present in detail.
To establish the identity of,
pick out or single out an
object in response to its
name by pointing, picking up,
underlining, marking or other
responses.
To state or express without
going into detail.
To view closely and critically,
to determine quality or state,
to detect errors or otherwise
appraise.
To enumerate or specify.
To stipulate the position of an
object in relation to other
objects.
APPLICATION
Describe the safety procedures ft
the screening and grinding unit.
Develop a picture file of first
stage digestion units.
Discuss treatment plant case his
toriee.
Evaluate the wastestream for ab-
normal conditions.
Explain the purpose of eac h comp
nent, how the component works an
why it is important.
Identify the components of the
chlorination unit.
Indicate whether the process uni
is used for secondary sedimenta-
tion.
Inspect a treatment plant.
List routine calculations for U
pond stabilization unit.
Locate the components of tL
trickling filtration unit.
DESCRIBE
DEVELOP
DI SC1JSS
EVALUATE
E)2LAIN
I:ENTIFI
I NDICATE
INSPECT
LIST
LOCATE
-------
DEFIN IT ION
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.
APPLICATION
Name the components of the pri ry
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 unite.
To mention or introduce as
being worthy of acceptance,
use or trial, to advise.
Recc nend procedures to correct
the unsafe conditions.
To choose something from a num-
ber or group usually by fitness,
excellence, or other distin-
guishing feature.
Select the reference materials aid
tools needed to perform the cor-
rective maintenance.
NA
OBSERVE
PERFO1 M
POINT OUT
RECO1 MEND
SELECT
-------
,tO
13
MOCULE 6
TRJ KLP1G FLTRA11ON
A rotary distributor,
standard rate tout with dosing tcvik
Composite Model Plant Unit P
PURPOSE: In this module the student will learn to perfor n all the actiuitiee
in the objective. as they apply to a rotary distributor, standard
rate unit with dosing t ik. READ PAGES 1 TO 11 BEFORE USING THIS
F4 DULE.
OBJECTIVES: 6.1 Identify the trickling filtration unit.
6.2 Describe the trickling filtration process in technical oud
nontechnical terms.
6. 3 Describe the safety procedures for the trickling filtration
unit and explain hcv the procedures protect employees and
vvsi.tore.
6.4 Identify the ccr onents of a trickling filtration unit. Ex-
plain the pur pose of each component 1 hsx. the component worka
and why it is important.
6.5 Describe the normal. operation procedures for the trickling
filtration unit conrponents listed on page 17.
6.6 Perform the normal. operation procedures for the trickling
filtration unit.
6.7 Describe and perform the start-up and shut-dobm procedures for
the trickling filtration unit.
6. 8 Describe the abnornal operation procedures for the trickling
filtration process.
6.9 Describe the preventive maintenwzce procedures for the trick-
ling filtration unit.
6.10 Perform the preventive maintenance procedures for the trick-
ling filtraticm unit.
6.11 Describe the corrective maintenance procedures for the trick-
ling filtration unit components listed on page 1?.
6.12 Perform the corrective maintenance procedures for the trick-
ling filtration unit components.
6. 13 Perform the safety procedures for the trickling filtration
unit and demonstrate hcv they protect employees wid visitors.
6.14 Compare other trickling filtration units to the rotary dis-
tributor, standard rate unit with dosing tank (composite model
plant unit F).
6.15 Name and locate the ccr onents of the trickling filtration
unit listed on page 17. Name and select reference materials
-------
110 S! 4
14 Trickling Ff1tz ation
\ 01
which ex’piain the noi raal operation procedi ree, the purpose
each oo” onent, hc&’ the c onent works w2d why it is i.’ço
twit.
6. 16 Perform the abnormal operation proceth res for the tricklin
filtration iulit.
RESOURCES: 3 116 120 125 141 143 14.4 307 308 309 316
317 320 321 324 421 459 511 551 552 553 554
937 990 1033 1034 1399
O&IEC 4 TIVE 6.1: Identify the trickling filtration wtit.
CONDITIONS: Given a unit, a model of a wilt or a photograph of e
unit.
ACCEPTABLE PERFORMANCE: The student will:
Indicate whether the process unit Is used for tn
ling filtration.
INSTRUCTOR ACTIVITY: 1. Point out characteristics which distinguish the
trickling filtration urii from other process unit.
STUDENT ACTIVITY: 1. Develop a picture file of trickling filtration un
} rk distinguishing characteristics.
<<<<>>,>)
Q&IECTf YE 6.2: Describe the trickling filtration pz’ocees in techni
cmd nontechnical ter”ne.
CONDITIONS: Given photographs of the trickling filtration unit.
ACCEPTABLE P F0BMANCE: The student will:
Describe the trickling filtration unit, exp18_ i
the meaning of:
bacteria bed
filter
-------
400 ST4%
flT
Trickling Filtration 15
filter bed
trickling filter
Describe the process variations, defining:
roughing filter
polishing filter
standard rate filter
high rate filter
mu.ltiple stage filter
Describe the purpose of trickling filtration.
Describe how trickling filtration affects:
secondary sedimentation
effluent disposal
flow measurement
pumping and piping
INSTRUCTOR ACTIVIfl: 1. Use diagrams, photographs and slides to describe
secondary sedimentation.
2. Describe the secondary sedimentation process dur-
ing a plant tour. React to the student’s des-
cription of the process.
STUDENT ACTIVITY: 1. Describe the secondary sedimentation process while
viewing photographs, diagrams and slides.
2. Observe and describe the secondary sedimentation pro
cess during a plant tour.
O&1ECTflT 6.3: Describe the safety procedures for the trickling filtrc
tion to ut w’sd explain ha.’ the procedures protect a Zo
en coid visitors.
CONDITIONS: Given a list of operation and maintenance procedures.
ACCEPTABLE PERFOMLANCE: The student wi 11:
Describe the safety procedures for the trickling ti
tration unit, cornting on:
High-risk activities
adjusting distributor
cleaning distributor nozzles
reatving debris from media
-------
tO St 4 p
16 Trickling Filtration
4( 1 0 t
walking on media
working with switches in automatic position
Sourcea of danger
acid wastes
caustic wastes
deep wells
electrical equ.ipinent
explosive gases
ladders
moving parts
open doors and covers
slippery walks
toxic gases
Safety equipment
first-aid kit
ladders
lockout tags and keys
protective clothing
railings
safety treads on stairs and ladders
Explain how the procedures protect employees and
visitors.
INSTRUCTOR ACTIVITY: 1. Discuss treatment plant case histories.
2. Describe the conditions in a plant arid ask for eval•
ustion.
3. Describe the safety proce .ires for each operation ar
maintenance procedure.
4. Prepare slides of sources f danger and high-risk
activities.
STUDENT ACTIViTY: 1. Read case histories and co ent 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 nate the sources o
danger and high—risk activities. Develop a manual
safety procedures for the trickling filtration unit
4. Identity sources of danger and high—risk activities
pictured in slides.
-------
r’ic]iing Filtration
trickling filtration unit
media
mercury seal
rotary diatributor
siphon breaker
structure
underdrai.n
vent
O&JA’C7IVE 6.4: Identify the coiçonents of a triokting filtrdtion wtit.
& Zain the pw’pose of each ccr’onent, h the oo onent
works wid why it is in? ortmt
CONDITIONS: Given a trickling filtration unit, unit components or a
diagram, model or photographs of a unit and a list of
components.
The student will:
Identify components of the
and associated equi zient:
bearing
blowott pipe
dosing tank
fan
fire- fighting equi ent
first-aid kit
guy line
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 plant tour.
4. Question the students about the purpose of each com-
ponent, how the component works and why it is ixnpor-
tent.
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 tow’.
4. Explain the purpose of each component, how the compo-
nent works and why it is important.
Describe the normal operation procedures for the trick-
ling filtration w it .x onent8 listed above.
ACCEPTABLE PERFO ANCE:
INSTRUCTOR ACTIVITY:
STUD IT ACTIVITY:
O&7EC’I’IYS 6.5:
-------
n d ,,
‘flt 1
18 Trickling Filtration
CONDITIONS: Given a trickling filtration unit or slides or photo-
graphs of a trickling filtration unit, a list of compc
nenta of the unit, a checklist of characteristics and
normal operation procedures manual.
ACCEPTABLE pE RFORMANCE: The student will:
Describe the characteristics of each component whic
the operator checks to determine whether the compo-
nent is functioning normally, coimnenting on:
biological growth motion
color odor
corrosion position
deterioration sound
flow vibration
Name the sense or indicator which monitors each ch
acteristic.
Explain how often the characteristics of each corp
nent must be checked and why the component must be
checked on this schedule.
Describe what an operator does if the characterist
of a component indicate tat it is not functioning
normally, including:
making adjustments
deciding about correcCie maintenance
reporting to supervisors
reporting in written re:ords
Explain why a component ’s characteristics must be
turned to normal.
Describe routine sarplin€ for the trickling filth
tion process.
List routine calculations for the trickling filtri
tion process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of
trickling filtration unit.
2. Describe the normal operation procedures for the
trickling filtration unit. Use color pictures.
3. Describe the normal operation procedures duri ’ a
slide show of components of the trickling fi t
unit.
-------
,tO ST4p
Trickling Filtration 19
4. Describe and explain the normal operation procedures
during a plant tour. Listen to the student’ a des-
cription of the procedures.
STUDENT ACTIVITY: 1. Develop a checklist, listing the components of the
trickling filtration unit and their normal character-
is tics.
2. Develop a manual of normal operation procedures.
3. De8cribe the normal operation procedures du.ring a
slide show of components of the trickling filtration
unit.
4. Observe and describe the normal operation procedures
during a plant tour.
O&TECTIVA’ 6. : Per fozin the nor’nal operation procedza’es for the trick-
iing filtration wzit.
CONDITIONS: Given a trickling filtration unit, the manual of norma
operation procedures which the student has developed Ic
the trickling filtration unit and basic references.
ACCEPTABLE PEBFO AANCE: The student will:
Check and evaluate the characteristics of each comp
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 prc
cedures in a treatment plant.
STUD 1T ACTIViTY: 1. Demonstrate the normal operation procedures in a d .
r’.m in a treatment plant.
-------
iIO S?
20 Trickling Filtration
2. Perform and explain the norma]. operation procedures
in a treatment plant.
O&JECTIVE 6.?: Dee cribe wid perform the start- ic ‘id ehut-down proce-
dupes for the trickling filtration unit.
CONDITIONS: Given a mock-up, n del or photograph of a trickling ui
tration unit and a trickling filtration unit with the
manufacturer’s operation manual.
ACCEPTABL! P FORMkNCE: The student will:
Start up and shut down a trickling filtration unit,
following the manufacturer’ a instructions.
INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures in
treatment plant.
2. Demonátrate and perform the shut-down procedures in
treatment plant.
3. Observe the student performing the start-up proce-
dures In a treatnent plant.
4. Observe the student performing the shut—down proce-
dures In a reatnent plant.
5. Observe the student as he evaluates his start-up pr
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 £
treatment plant.
3. Perform the start-up procedures in a treatment plar
4. Perform the shut-down procedures in a treatment
plant.
5. Evaluate the operation of the trickling filtration
unit to determine whether correct start-up procedw
have been used. Use the normal operation procedurf
manual which the student baa developed. (See
tive 1.4.)
-------
tricklint Filtration
6. Evaluate the operation of the trickling filtration
unit to determine whether correct shut-down proce-
dures have been used. Use the normal operation pro-
cedures manual which the student has developed. (See
objective 1.4. )
O&JECTIVF 6.8:
CONDITIONS:
Describe the abnonnal operation procedures for the
trickling filtration process.
Given a wastestream in a treatment plant or color photo-
graphs of a wastestream, a checklist of the conditions
of the wasteatrean and plant records and reference ma-
terials.
ACCEPTABLE PERFORMANCE:
The student will:
Evaluate the wastestream
commenting on:
aimbonia nitrogen
application rate
BUD
COD
color
filter flies
flow
ice
industrial wastes
nitrate nitrogen
nitrite nitrogen
Describe the cause and
tion.
for abnormal conditions,
odor
organic and total Ljedahl
nitrogen
orthophospha te
p M
onding
septic sewage
suspended solids
temperature
turbidity
effect of the abnormal condi-
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes abnor-
imi conditions, including:
operational. changes
reporting to supervisors
sampling procedures
Describe bow the action of the operator will iwprov
the condition of the nstestream.
-------
4P
22 Trickling Filtration
S 4 t
INSTRUCTOR ACTIVITY: 1. Describe and explain the abnormal conditions of th
wastestream illustrated in color pictures.
2. Describe and explain the abnormal operation proce-
dures illustrated in pictures and described in pla .
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’
description of the procedures.
STUDENT ACTIVITY: 1. Evaluate and explain the abnormal conditions of tb
wastestream which are illustrated in color picture
2. Describe and explain the abnormal operation proce-
dures illustrated in pictures and described in p 1 a
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 waste-
stream during a plant tour. Describe and explain
abnormal operation procedures.
O3JECTIVE 6. 9: De8cribe the preventive mainten ’.ce procedz res for th
trickling filtration unit.
CONDITIONS: Given a trickling filtration u.n.it or pictures and dra
ings of a trickling filtration un.it and reference mat
rials, including:
inspection records
manufacturer’ s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMANCE: The student will:
Describe these preventive maintenance procedures I
the trickling filtration unit:
Cleaning
blowoff pipe underdrain
dosing tank vent
rotary distributor Lubrication
siphon breaker bearing
structure fan
-------
,to 1?4? ,
ip TI
Trickling Filtration L 23
\
Lubrication (continued) fan
rotary distributor rotary distributor
Mechanical adjustment Replacement
bearing tire—fighting equi rent
fan first-aid kit
guy line media
rotary distributor mercury seal
Painting
dosing tank
Name the reference materials and tools needed to per-
form the preventive maintenance procedures.
Explain how often each preventive maintenance proce-
dures must be performed.
Explain how an operator determines whether a cc npo-
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 trickling filtration 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 schedu.le 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.
OBJECTIVE 6.10: Perform the preventive maintenance procedures for the
trckZing filtration unit.
CONDITIONS: Given a trickling filtration unit and tools and refer-
ence materials, including:
inspection records
manufacturer’s maintenance guides
-------
24
Trickling F1ltration
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
O&TEcTIVE’ 6.11:
CONDITIONS:
plant drawings and specifications
preventive maintenance schedule
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive mair.tenance schedule for the
trickling filtration unit, explaining his actions.
Perform the procedures which an operator follows wt
a component needs preventive maintenance, explainir
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 maiw
nance procedures in a treatment plant.
1. ;all groups of students perform the preventive ma
tenance procedures in simulated situations in the
workshop.
2. Inspect a treatment plan. Evaluate and explain t
preventive maintenance procedures.
3. Perform and explain the preventive maintenance pro
dures in a treatment plant.
DeBcrl.be the corrective mair.tenance procedures for t
trickling filtration whit ccrrponenta listed on page 1
Given a trickling tiltratior unit or a mock-up, photc
graphs or drawings of a trickling filtration unit, ti
manual of’ operation procedures which the student has
veloped for the trickling fIltration unit, tools and
ference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
The student will:
-------
Trickling Filtration
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
ONECTIVE 8.12:
The student will:
Describe how an operator
the trickling filtration
nance, cc mnenting on:
biological growth
color
corrosion
deterioration
flow
evaluates each component of
unit for corrective mainte-
motion
odor
position
Sound
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 trickling filtration unit, u.sing di
grams and pictures.
2. Describe and explain the corrective maintenance pro
cedures during a slide show.
3. Describe and explain the corrective maintenance prc
cedures during treatment plant tours.
1. Describe and explain the corrective maintenance pr
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pr
cedures during a slide show.
3. Observe, describe and explain the corrective maint
nance procedures during a treatment plant tour.
Perform the correctve intena’zce proced ree for the
trickting fil tr ztion wtit cctr onenta.
-------
26
Nek11rw Fi1tr tion
CONDIT IONS:
ACCEPTABLE PERFOBMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIViTY:
Given a trickling filtration 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’s maintenance guides
manufacturer’s operation manual
The student will:
Evaluate the components of the trickling I iltratio3
unit for corrective maintenance, explaining why a
component has malfunctioned and consenting on:
biological gr th u tion
color odor
corrosion position
deterioration sound
flow vibration
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows w
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
a treatment plant.
3. Observe the student performing the corrective main
nance procedures in a treatment plant.
1. Small groups of students perform and explain the c
rective maintenance procedures in simulated situa-
tions in the workshop.
2. Evaluate the components for corrective maintena.ncE
3. Perform and explain the corrective maintenance prc
dures in a treatment plant.
-------
Tr ckiin Filtration
OBJECTIVE 6.13:
CONDITIONS:
ACCEPTABLE PERPORM&NCE:
iNSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 6.14:
Perforn the safety procedures for the trickLing fiLtra-
tion zazit . md demonstrate how they protect employees d
viaitore.
Given a list of operation or maintenance procedures, the
studentts manual of safety procedures, tools and safety
equipment.
The student will:
Identify hazardous conditions in the trickling fil-
tration unit, co mnentthg on:
high-risk activities
sources of danger
safety equipment
Erplain how the procedures protect employees and
visitors.
Recon end 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 proced.ires
in a treatment plant.
1. Evaluate safety conditions in simulated situations
and recoend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recorend corrective procedures.
3. Perform the safety procedures in a treatment plant.
<<<<>>)>
Co9 are other trickling filtration units to the rot ’y
die tributor, etwidard rate unit pith dosing t tk (compo•
site model p1..w t unit F).
Given a process unit and
equi cent catalogues
laboratory reports
manufacturer’ a bulletins
reference materials, including
CONDITIONS:
-------
,1I II4) ,
28 I Trickling Filtration
\L , ,.J
manufacturer’s operation manuals
plant maintenance and operation records
ACCEPTABLE PERFO AANCE: The student will:
Compare composite model plant unit F with:
a rotary distributor, high rate unit.
a rotary distributor, roughing unit.
Consider:
availability of replacement parts
capita]. 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 tabu.lation of information abou
the units.
2. Compare composite model plant unit F with the othe
units.
3. Help the student to collect information for reporl
on the advantages and disadvantages of each unit.
STUDEN! 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 disadvantage
each unit.
OBJECTIVE 8.15: Ncine ond locate the ccv7ponenta of the trickling
tion w2it listed on page 17. N ne .vid select re -
once materials which explain the ,wrmal operation pi
catha’ea, the purpose of each cci onent, ha’.’ the o ’p
nent works wid why it is i ortmt.
-------
Trickling Filtration
CCNDITIONS:
AC EPTABLE PERFO (ANCE:
t) STRUCTOR ACTIVITY:
STJDENT ACTIVITY:
&ECTIV 6. 26:
CONDIT IONS:
Given a trickling filtration unit, unit components or a
diagram, model or photographs of’ a unit and reference
materials, including:
contractor’s plans of trickling filtration unit
manufacturer’s maintenance guides
operation and maintenance manuals
The student will:
Name and locate the components of the trickling 1’ 11-
tration unit.
Name and select reference materials which explain the
normal operation procedures, the purpose of each cc —
ponent, how the component works and wby it is impor-
tant.
1. Point out components of the trickling filtration 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 trickling filtration unit and normal opera-
tion procedures.
1. Name the components which the instructor points ou
on diagrams, photographs or models.
2. Name the components which the instructor points o :
during a plant tour and name the reference materia.s
which apply to the components.
3. Name and select the reference materials which des-
cribe the trickling filtration unit and normal opera-
tion procedures.
Perform the abiwz na 1 operaticm procedures for the trick-
ling filtration unit.
Given a wastestream in a treatment plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
-------
lO tT4
tt
30 Trickling Filtration
4t
ACCEPTABLE P F0 &NCE: The student will:
Evaluate the wastestream for abnormal conditions,
contenting on:
ammonia n.itrogen odor
application rate organic and total ICjedah].
BOD nitrogen
COD orthophoaphate
color pH
filter flies ponding
flow septic sewage
ice suspended solids
industrial wastes temperature
nitrate nitrogen turbidity
nitrite nitrogen
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 wastestrea
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of’ the wastestream.
3. Observe the student performing the abnormal operat
procedures in simulated situations and in a treatD
plant.
STUDENT ACTIVITY: 1. Evaluate the wastestream in a treatment plant.
2. Select the references needed to correct abnormal c
ditions of the wastestream.
3. Perform the abnormal operation procedures in simu:
ted situations or in a treatment plant.
-------
PURPOSE:
OBJECTIVES:
MODULE 7
AERATION
.4 diffused air unit
with ewing-type diffuser producing fine bubbles
Composite Model Plant Unit G
In this module the student will learn to perform all the activities
in the objectives as they apply to a diffused air unit with swing-’
type diffuser producing fine bubbles. READ PAGES I TO 11 BEFORE
USING THIS MODULE.
7. 1 Identify the aeration unit.
7.2 Describe the aeration process in technical and nontechnical
terms.
7. 3 Describe the Bafety procedures for the aeration unit and ex-
plain how the procedures protect ezvrployees and visitors.
7.4 Identify the components of an aeration unit. Explain the pur-
pose of each component, how the eorrponent works and why it is
important.
7.5 Describe the normal operation procedures for the aeration unit
components listed on page 35.
7.6 Perform the normal operation procedures for the aeration unit.
7. 7 Describe and perform the start-up and shut-down procedures for
the aeration unit.
7. 8 Describe the abnormal operation procedures for the aeration
process.
7.9 Describe the preventive maintenance procedures for the aera-
tion unit.
7. 10 Perform the preventive maintenance procedures for the aeration
unit.
7. ii Describe the corrective maintenance procedures for the aera-
tion unit corrponents listed on page 35.
7. 12 Perform the corrective maintenizzce procedures for the aeration
unit components.
7. 13 Perform the safety procedures for the aeration unit and demon-
strate how they protect employees and visitors.
7.14 Compare other aeration units to the diffused air unit with
swing-type diffuser producing fine bubbles (composite model
pZ t unit G).
7.25 Nøne and locate the ccwivponants of the aeration unit listed on
page 35. N ne and select reference materials which ezpiatn
the normal operation procedures, the purpose of each oc .q oneflt,
hci the ccAnpcment works and why it is important.
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(to
32 Aeration
7.16 Perform the abnormal operation procedures for the aeration
unit.
RESOURCES: 3 116 120 125 141 143 144 206 207 208 307
308 309 316 317 320 321 324 42]. 459 5].]. 544
545 546 547 551 552 553 554 586 903 904 937
990 1033 1034 1089 1399
O&JECI’IVE’ 7.1: Jdentif i the aeration unit.
CONDITIONS: Given a unit, a model of a unit or a photograph of a
unit.
ACCEPTABLE PO1 L&NCE: The student will:
Indicate whether the process unit is used for aert
tion.
INSTRUCTOR ACTIVITY: 1. Point out characteristics which distinguish the a.
tion unit from other process units.
STUDENT ACTIVITY: 1. Develop a picture file of aeration units. Mark d i
tinguishing characteristics.
OBJECTIVE 7.2: Describe the aeration process in technical wtd nonte
nical ter,ns.
CONDITIONS: Given photographs of’ the aeration unit.
ACCEPTABLE PERFORMANCE: The student will:
Describe the aeration unit, explaining the meanir
of:
activated sludge tank
aeration basin
aeration tank
aerator
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Aeration 33
‘ . 1 10 ’
contact tank
mixed liquor tank
pre—aeration tank
stabilization basin
stabilization tank
Describe the purpose of aeration.
Describe the process variations, defining:
conventional aeration
step aeration
modified aeration
activated sludge
contact stabilization
complete mix
bioaorption
high rate aeration
extended aeration
aerated lagoon
Kraus process
Describe how aeration affects:
secondary sedimentation
effluent disposal
flow measurement
pumping and piping
INSTRUCTOR ACTIVITY: 1. Use diagrams, photographs and slides to describe
aeration.
2. Describe the aeration process during a plant tour,
React to the student’s description of the process.
STUDENT ACTIVITY: 1. Describe the aeration process while viewing photo-
graphs, diagrams and slides.
2. Observe and describe the aeration process during a
plant tour.
OBJECTIVE 7.3: Describe the safety procetha’ea for the aeration imit øid
explain h the procedures protect employees ø’ d vi.ei-
tore.
CONDITIONS: Given a list of’ operation and maintenance procedures.
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1 titO 3 ? 4 ,
In t l
34 Aeration
s 4 L 0 e
AXEPTABLE PFV 4ANCE: The student will:
Describe the safety procedure8 tar the aeration ua
contenting on:
High—risk activities
hoisting diffusers
removing debris from channels
working near unrailed pita and wells
working with switches in automatic position
Sources of danger
acid wastes
caustic wastes
deep wells
electrical equipment
explosive gases
gratings
loose railings
moving parts
open doors or covers
rotating equipment
slippery walks
toxic gases
wells
Safety equipment
chain gates when diffusers rise up
first—aid kit
gratings over wye walks
life preserver
life vest
lockout keys and tags
protective clothing
railings
safety harness
stair safety treads
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 evi
uation.
3. Describe the safety procedures for each operation
maintenance procedure.
4. Prepare slides of sources of danger and high—risk
activities.
STUDENT ACTIVITY: 1. Read case histories and couaent on employee safet
procedures.
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,to
Aeration 15
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equi ent and name the sources of
danger arid high-risk activities. Develop a manual of
safety procedures for the aeration unit.
4. Identify sources of danger and high—risk activities
pictured in slides.
OBJE’CTIVE 7.4: Identify the components of i aeration unit. Explain
the purpose of each component, h the component works
id why it i.e import it.
CONDITIONS: Given an aeration unit, unit components or diagram,
model or photographs of a unit and a list of components.
ACCEPTABLE PERFO ANCE: The student will:
Identify components of the aeration unit and associa-
ted equi nent:
air filter indicator light
blower life jacket
diffuser tube manometer
elbow joint meter
fire-fighting equipne:. . motor
first-aid kit piping
foam spray system pump
gage railing
harness safety line
header valve
Explain the purpose of each component, how the compo-
nent works and why it is importa.nt.
INSTRUCTOR ACTIVITY: 1. Point out and name components in diagrams, photo-
graphs or models.
2. Arrange photographs or odels 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 arid why it is iinpor-
tant.
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tO
,
36 Aeration
STUDENT ACTIVITY: 1. Identify the components which the instructor name
diagrams, photographs or models.
2. Identify the components at stations in the worksh
in writing.
3. Identify components during a plant tour.
4. Explain the purpose of each component, how the co
nent works and why It is important.
OBJECTIVE 7.5: Describe the normal operation procedures for the aer
tion wiit cc rponenta listed on page 35.
CONDITIONS: Given an aeration unit or slides or photographs of a.
aeration unit, a list of components of the unit, a
checklist of characteristics and a normal operation
cedures manual.
ACCEPTABLE PERIDRM&NCE: The student will:
Describe the characteristics of each component wh
the operator checks to determine whether the comp
nent is functioning norrnally, coenting on:
agitation position
color pressure
corrosion sound
flow temperature
motion vibration
odor
Name the sense or indicator which monitors each c
acteris tic.
Explain how often the characteristics of each corn
nent must be checked and why the component must b
checked on this schedule.
Describe what an operator does if the characteris
of a component indicate that it is not functionin
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain why a component’s characteristics must be
turned to normal.
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Aeration
Describe routine sampling for the aeration process.
List routine calculations for the aeration process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
O&TECTIVE’ 7. 6:
CONDITIONS:
ACCEPTABLE PThFO ANCE:
1. Describe the characteristics of the components of the
aeration unit.
2. Describe the normal operation procedures for the
aeration unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the aeration 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
aeration 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 aeration unit.
4. Observe and describe the norma]. operation procedures
during a plant tour.
Perform the normal operation procedures for the aeration
unit.
Given an aeration unit, the manual of normal operation
procedures which the student has developed for the aera-
tion unit and basic references.
The student will:
Check arid evaluate the characteristics of each compo-
nerit, 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.
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,tO $I4
38 Aeration
‘4 ppØI#
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 pr
cedures in a treatment plant.
STUDENT ACTIVITY: 1. Demonstrate the normal operation procedures in a d
run in a treatment plant.
2. Perform and explain the normal operation procedure
in a treatment plant.
OBJECTIVE 7.7: D ec be id perfo n the 8 tart-up cvtd ehut-d m prooe
tha’eB for the aeration unit.
CONDITIONS: Given a mock-up, model or photograph of an aeration ‘.
and an aeration unit with the manufacturer’s operatic
manual.
ACCEPTABLE PEP.FORMANCE: The student will:
Start up and shut down an aeration unit, following
the manufacturer’s instructions.
:NSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures ir
treatment plant.
2. Demonstrate and perform the shut-down procedures I
treatment plant.
3. Observe the student performing the start-up proce.
du.res in a treatment plant.
4. Observe the student performing the shut-down proct
dures in a treatment plant.
5. Observe the student as he evaluates his start-up i
cedures.
6. Observe the student as he evaluates his shut-down
procedures.
STTJDENT ACTIVITY: 1. Describe the start-up procedures in a dry run in
treatment plant.
2. Describe the shut-d n procedures in a dry ru
treatment plant.
3. Perform the start-up procedures in a treatment p1;
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itO S7
Aeration ( J 39
4j
4. Perform the shut-down procedures in a treatment
plant.
5. Evaluate the operation of the aeration unit to deter-
mine 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 aeration unit to deter-
mine whether correct shut-down procedures have been
used. Use the normal operation procedures manual
which the student has developed. (See objective
1.4.)
O&JECTIV ’ 7.8: Describe the abnoz r al operation proceth4res for the aera-
tion process.
CONDITIONS: Given a wastestream in a treatment plant or color photo-
graphs of a wastestream, a checklist of the conditions
of the wastestream and plant records and reference mate-
ria] .s.
ACCEPTABLE PF.RFORM&NCE: The student will:
Evaluate the wastestreem for abnormal conditions,
coenting on:
a onia nitrogen odor
BOD organic and total Kjedahl
COD nitrogen
color orthophosphate
DO pH
flow relative stability
foam residence time
ice septic sewage
industrial wastes SDI
level sludge age
nitrate nitrogen suspended solids
nitrite nitrogen SVI
Describe the cause and effect of the abnormal con-
dition.
Explain how often the condition of the wastestream
must be checked.
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Aeration
Describe what an operatcr does if’ he observes abno
mal conditions, including:
operational changes
reporting to supervisc s
sampling procedures
Describe how the actions of’ the operator will impr
the condition of’ the was.estreaxn.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE’ 7.9:
CONDITIONS:
1. Describe and explain the abnormal conditions of th
wastestream illustrated n color pictures.
2. Describe and explain the abnormal operation proce-
dures illustrated in pic:ures and described in pie
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’
description of’ the proce u.res.
1. Evaluate and explain the abnormal conditions of t)
wastestream which are ilustrated in color picture
2. Describe and explain the abnormal operation proce-
dures illustrated in pic u.res and described in pie
records and case histories.
3. Describe and explain the abnormal operation proce-
dures in a class discuss:Dn after a slide show.
I.. Evaluate and explain the condition of the wastestr
during a plant tour. De ribe arid explain the abn
mal operation procedures.
Describe the preventive mair. er1ance prooeth ree for t
aeration wtt.
Given an aeration unit or p tures and drawings of ai
aeration unit and reference ateriais, including:
inspection records
manufacturer’ s maintenance guides
plant drawings and specifications
preventive maintenance schedule
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Aeration
ACCEPTABLE P FO AANCE:
The student will:
DeBcribe these preventive
the aeration unit:
Cleaning
air filter
blower
diffuser tube
foam spray system
header
manometer
meter
motor
piping
pump
railing
valve
Lubrication
air filter
blower
motor
pump
valve
Mechanical adjustment
blower
elbow joint
gage
header
INSTRUCTOR ACTIVIT!:
maintenance pro-
maintenance pro-
maintenance pro-
maintenance procedures for
meter
motor
pump
valve
Painting
blower
motor
piping
pump
railing
valve
Replacement
air filter
diffuser tube
fire-fighting equipment
first-aid kit
harness
indicator light
life jacket
manometer
safety line
Wear measurement
blower
valve
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 ii’ a component needs
prevent ive maintenance.
Explain why each preventive maintenance procedure is
important.
1. Describe and explain the preventive
cedures for the aeration unit.
2. Describe and explain the preventive
cedures during a slide show.
3. Describe and explain the preventive
cedures during a plant tour.
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itO SP ,
42 Aeration
4 ” t 001 ,G
STUDENT ACTIVITY: 1. Develop a preventive maintenance schedule and a
ual of preventive maintenance procedures.
2. Observe, describe and explain the preventive main
nance procedures during a slide show.
3. Observe, describe arid explain the preventive mairr
nance procedures during a plant tour.
OBJECTIVE 7.10: Perfor n th preventive maintenance procedures for tlu
aeration unit.
CONDITIONS: Given an aeration un.i’t and tools and reference mater
als, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMkNCE: The student will:
Select the reference materials and tools needed t’
perform the preventive maintenance procedures.
Ap:ly the preventive maintenance schedule for the
aeration unit, explaining his actions.
Perform the procedures which an operator follows
a component needs preventive maintenance, explaini
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 mai
nance procedures in a treatment plant.
STUDENT ACTIVITY: 1. Small groups of students perform the preventive m
tenarice procedures in simulated situations in the
workshop.
2. Inspect a treatment plant. Evaluate and explain
preventive maintenance procedures.
3. Perform and explain the preventive maintenanc
dures in a treatment plant.
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Aeration 43
fr4
O&IECTIVE 7. 21: Describe the corrective maintewmce procedia’eg for the
aeration unit ccznponente hated on page 35.
CONDITIONS: Given an aeration unit or a mock-up, photographs or
drawings of an aeration unit, the manual of operation
procedures which the student has dev4]oped for the aera-
tion unit, tools and reference materials, including:
catalogue of replacement parts
equipment catalogues
manu.facturer’ s maintenance guides
ACCEPTABLE P FO L&NCE: The student will:
Describe how an operator evaluates each component of
the aeration unit for corrective maintenance, com-
menting on:
agitation position
color pressure
corrosion sound
flow temperature
motion vibration
odor
Explain why a component has malfunctioned.
Name the reference materials and tools needed to pe:-
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 aeration 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.
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eO ft 4 .,
1 ,4 Aeration
)4 , , , 0 tC.
2. Describe and explain the corrective maintenance
cedures during a slide show.
3. Observe, describe and explain the corrective ma
nance procedures during a treatment plant tour.
O&JE’CTIVE 7. 12: Per fo2 ’n the corrective m nten we procedures for
aeration zmit cc nponente.
CONDITIONS: Given an aeration unit or unit components, the opt
tion procedures manual which the student has devel
tools and reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
manufacturer’s operation manual
ACCEPTABLE PERFORMkNCE: The student will:
Evaluate the components of the aeration unit fc
rective maintenance, explaining w1 iy a colnponen
malfunctioned and coenting on:
agitation position
color pressure
corrosion sound
flow temperature
motion vibration
odor
Select the reference materials and tools needec
perform the corrective maintenance.
Perform the procedures which an operator follo
a component malfunctions, including:
evaluation of capabilities of plant personne
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the worksho!
2. Observe the student as be evaluates the cc
a treatment plant.
3. Observe the student performing the corrective
nance procedures in a treatment plant.
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STUDENT ACTIVITY:
O&ECTIVE 7.23:
CONDITIONS:
ACCEPTABLE P YORMANCE:
IN3TRUCTOR ACTIVITY:
STUDENT ACTIVITY:
Aeration
1. a1l groups of students perform and explain the cor-
rective maintenance procedure8 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.
Perfo ’n the safety procediires for the aeration unit w zd
demonstrate how they protect e’rçil .oyeee w d tn .sitore.
Given a list of operation or mai.ntenance procedures, the
student’s manual of safety procedures, tools and safety
equipnent.
The student will:
Identify hazardous conditions in the aeration unit,
co nenting on:
high—risk activities
sources of danger
safety equipment
Explain how the procedures protect employees arid
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 con i-
tions in a treatment plan:.
3. Observe the student perform.ing the safety procedures
in a treatment plant.
1. Evaluate safety cond.itior.s in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant arid
recOmmend corrective procedures.
3. Perform the safety procedures in a treatment plant.
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Aeration
:B,JgcTIvE 7.14:
:ONDITICNS:
Ccznpare other aeration units to the diffused air uni
with swing-type diffuser producing fine bubbles (ca
8ite model pZ zt unit C).
Given a process unit and reference materials, incluc
equipment catalogues
laboratory reports
manufacturer s bulletins
manufacturex”s operation manuals
plant maintenance and operation records
swing-type diffuser p
fixed—type diffuser p
with brush.
with propeller.
unit.
The student will:
Compare composite model plant unit G with:
a mechanical aeration unit with turbine and api
a diffused air unit with fixed-type diffuser p
ducing fine bubbles.
a diffused air unit with
ducing large bubbles.
a diffused a r unit with
ducing 1ar e bubbles.
a flat-plate diffuser.
a mechanical aeration . nit
a mechan.ical aeration ‘..nit
an ejector n:zzle aeration
an ejector aeration unit.
Consider:
availability of replacernent parts
capital costs
dependency or surrounding environment
ease of repair
efficiency
flow—handling capabilities
maintenance costs
nuisance to neighbors
operational costs
operational s ills
personnel requl re’ents
reliability
resistance to upset
sensitivity of controls
space requirements
waste—handling capabilities
NSTRUCTOR ACTIVITY:
1. Prepare a chart for tabulation of information a
the units.
CCEPTABLE PERF MkNCE:
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tD (‘ :
Aeration ______
2. Compare composite model plant unit G 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 unite on a chart.
2. Compare the units in a panel discussion,
3. Write a report on the advantages and disadvantages of
each unit.
O&TEC’l’IVE 7.15: Name and lo ite the cc’rrponente of the aeration wait
1i8 ted on page 35. Name and select reference .“iaterial.s
which explain the nornal operation procedza’ee the pia’-
pose of each c rponent, how the ea’ onent works and why
it is inrportant.
CONDITIONS: Given an aeration ‘unit, unit components or a diagram,
model or photographs of a unit and reference materials,
including:
contractor’s plans of the aeration unit
manufacturer’s maintenance guides
operation and maintenance manuals
ACCEPTABLE PERFO P NCE: The student will:
Name and locate the components of the aeration un.i.
Name and select reference materials which explain the
normal operation procedures, the purpose of each cco-
ponent, how the component works and why it is impor-
tant.
INSTRUCTOR ACTIVITY: 1. Point out components of the aeration 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 aeration unit and normal operation proce-
dures.
STUDENT ACTIVITY: 1. Name the components which the instructor points ou
on diagrams, photographs or models.
-------
2. Name the components which the thstructor points
during a plant tour and name the reference mater
which apply to the components.
3. Name and select the reference materials which de
cribe the aeration unit and normal operation pro
dures.
OBJECTIVE 7. 16: Perfor’vn the abnormal operation procedures for the a
tion unit.
CONDITIONS: Given a wastestream in a treatment plant and refere
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:
azmnonia nitrogen odor
BOD organic and total Kjeda
COD nitrogen
color orthophosphate
DO pH
flow relative stability
foam residence time
ice septic sewage
industrial wastes SDI
level sludge age
nitrate nitrogen suspended solids
nitrite nitrogen SVI
Select the references he needs to return the wa
stream to normal.
Perform the abnormal operation procedures.
INSTRUCTOR ACTIVITY: 1. Observe the student as he evaluates the wastast:
in a treatment plant.
2. DescrIbe the references needed to correct
conditions of the wastestream.
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,o I14?
Aeration 49
3. Observe the student performing the abnormal operation
procedures in simulated situations and in a tteatment
plant.
STUDENT ACTIVITY: 1. Evaluate the wastestream in a treatment plant.
2. Select the references needed to correct abnormal con-
ditions of the wastestreajn.
3. Perform the abnormal operation procedures in simula-
ted situations or in a treatment plant.
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PURPOSE:
OBJECTIVES:
MODULE 8
SE Xt’OARY SED* €NTA11ON
A c ..rcular 3 peripheral-feed unit
k th suction
Ccmrpoeite Model Plant Unit H
In this moduLe the 8tudent wiLl learn ; perform all the activities
in the objectives as they ply to a circular, peripheral-feed unit
with suction. READ PAGES 1 TO 11 BEPOF USING THIS MODULE.
8.1 Identify the eecondm’y aedimentat’. on unit.
8.2 Describe the secondary sedimentation process in technical and
nontechnical terms.
8. 3 Describe the safety procedures fcr the secondary sedimentation
unit and explain how the procetha’ s protect enrployees and
visitors.
8.4 Identify the conrporients of a secc”4ary sedimentation unit.
Explain the purpose of each conp-’.ent, how the conrponent works
and why it is important.
8. 5 Describe the normal operation pr :edures for the secondary
sedimentation unit cc nponente lie:ed on page 55.
8.6 Perform the nor -mci operation pro duree for the secondary sed-
imentation unit.
8. 7 Describe and perform the 8tart- q and shut-dobrn procedures for
the secondary sedimentation unit.
8.8 Describe the abnormal operation r’ocetha’es for the secondary
sedtmentation process.
8.9 Describe the preventive main enar.e procedures for the second-
ary sedimentation unit.
8. 10 Perform the preventive mainten w procedure8 for the second-
ary sedimentation unit.
8.11 Describe the corrective maintent ..x procedures for the second-
ary sedimentation unit components listed on page 55.
8.22 Perform the corrective mainten ca procedures for the second-
ary sedimentation unit components.
8.13 Perform the safety procedures for the secondary sedimentation
unit and demonstrate how they prctect employees and visitors.
8.14 Compare other secondary sedimentation units to the circular,
peripheral-feed unit with suction (caiçoaite model plant wv t
H).
8. 15 N vne and locate the ccrnponents of the secondary sedimentation
unit listed on page 55. N e and select reference rnateri.ala
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tO SYi,
52 Secondary Sedimentation
4 4t
which ex’pZ .ain the noi nai operation proceth ree, the purpoi
each component, h the x ?rponent worica cvid why it ia inrj
t ’t.
8.16 Perfonn the abnoririal operation procedurea for the eecon&
aedimentat4on wzit.
RESOURCES: 3 116 120 125 141 143 144 307 308 309 3
317 320 321 324 421 459 511 551 552 553 5
937 990 .1033 1034 1399
O&TECTIVE 8.1: Identify the aecondary aedi r ntation unit.
CONDITIONS: Given a unit, a model of a unit or a photograph of
unit.
A EPTABLE PERFORMANCE: The student will:
Indicate whether the process unit is used for s
ary sedimentation.
INSTRUCTOR ACTIVITY: 1. Point out characteristics which distinguish the
ondary sedimentation unit from other process un
3:UDENT ACTIVITY: 1. Develop a picture file of secondary sedimentati
units. } rk distinguishing characteristics.
(<(<<(7,,,)>
;3JECTIVE 8.2: Describe the secondary sedvnentatvon process in te
cal and nontechnical terine.
CO 1DITIONS: Given photographs of the secondary sedimentation u
ACCEPTABLE P FO 4PNCE: The student will:
Describe the secondary sedimentation unit,
the meaning of:
final clarifer
final sedimentation tank
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tOII4%
Secondary Sediment&tion ______
secondary basin
“sed” tank
sedimentation unit
settling tank
Describe the purpose of secondary 8edimefltatiOfl.
Describe how secondary sedimentation affect s:
trickling filtration
aeration
thickening
first stage digestion
second stage digestion
sludge conditioning
post-chlorination
sludge dewatering
effluent disposal
pumping and piping
INSTRUCTOR ACTIVITY: 1. Use diagrams, photographs and slides to describe sec-
ondary sedimentation.
2. Describe the secondary sedimentation process during
a plant tour. React to the student’s description o
the process.
STUDENT ACTIVITY: 1. Describe the secondary sedimentation process while
viewing photographs, diagrams and slides.
2. Observe arid describe the secondary sedimentation pro-
cess during a plant tour.
OBJECTIVE 8. 3: Describe the safety proceduree for the secondary aedi-
mentatio’t2 wzit wtd e. pl.ain h the procedures protect
eii ’Zoyees w d ui.aitors.
CONDITIONS: Given a list of operation and maintenance procedures.
ACCEPTABLE PERFORMkNCE: The student will:
Describe the safety procedures for the secondary
sedimentation imit, coi entixig on:
High-risk activities
lifting and lowering objects with ropes and
pulleys
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,itD SPi 1
_ 54 Secondary Sedimentation
1.01
High—risk activities (continued)
making adjustments with switches in automatic
posit ion
raking floating materials from tank surface
removing debris from channels
working inside tank
working near open pits and tanks
Sources of danger
acid wastes
buckets
caustic wastes
deep wells
electrical equipment
explosive gases
moving parts
open doors and covers
pits
slippery walks and stairs
tanks
toxic gases
water hoses
Safety equipment
explosion proof flashlight
first—aid kit
handrails
ladders
life preserver
lockout tags and keys
protective clothing
stair safety treads
Explain how the procedures protect employees and
visitors.
:NsTRucT0R ACTIVITY: 1. Discuss treatment plant case histories.
2. Describe the conditions in a plant and ask for e
uation.
3. Describe the safety procedures for each operatic
maintenance procedure.
4. Prepare slides of sources of danger and high—ne
activities.
STUDENT ACTIVITY: 1. Read case histories and comment on employee eafc
procedures.
2. Evaluate conditions which the instructor ha E
cribed. Suggest remedies.
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Secondary Sedimentation
OB.JECTIVE 8.4:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVIT!:
3. Role play operation or maintenance procedures. Se-
Lect proper safety equipnent and name the sources of
danger and high-risk activities. Develop a mnual of
safety procedures for the secondary sedimentation
unit.
4. Identify sources of danger and high—risk activities
pictured in slides.
Identify the ccv rponenta of a eecondm’y sedimentation
unit. Explair the purpose of each conrponent, how the
x onent works cmd wvd it is inrportwzt.
Given a secondary sedimentation unit, unit components or
a diagram, model or photographs of a unit and a list of
components.
The student will:
Identify components of the secondary sedimentation
unit and associated equip ent:
baffle
gear ‘box
indicator
limit switch
motor
Explain the purpose of each component, how the cornpo-.
nent works and wh .y it is important.
1.. Point out arid 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.
belt
collector sweep
coupling
density meter
drive motor
fire-fighting equipment
first—aid kit
gate
piping
pulley
pump
scum tank
scum trough
shear pin
skii ner
sludge tank
valve
variable speed drive
water seal unit
weir
-------
g 0
56 Secondary Sedimetitation
4. Question the students about the purpose of each
ponent, how the component works and why it is im
tent.
STUDENT ACTIVITY: 1. Identify the components which the instructor nan
diagrams, photographs or models.
2. Identify the components at stations in the works]
in writing.
3. Identify components during a plant tour.
4. Explain the purpose of each component, how the c
nent works and why it is important.
OBJECTIVE 8.5: Deaeribe the no ,ul operation procedures for the as
‘y sediinentation zazit co 7?onent8 listed on page •55
CONDITIONS: Given a secondary sedimentation un.it or slides or p
graphs of a secondary sedimentation unit, a list of
ponents of the unit, a checklist of characteristics
a normal operation procedures manual.
ACCEPTABLE PERFO MkNCE: The student will:
Describe the characteristIcs of each component w.
the operator checks to de:ertnine whether the corn:
nent is functioning normally, comenting on:
biological growth position
color pressure
corrosion sound
fl temperature
motion vibration
odor
Name the sense or indicator which monitors each
acteristic.
Explain how often the characteristics of each cc
nent must be checked and why the component must
checked on this schedule.
Describe what an operator does if the characterl
of a component indicate that it is not funct ” 1
normally, including:
making adjustments
deciding about corrective maintenance
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Secondary Sedimentation
reporting to supervisors
reporting in written records
Explain why a component’s characteristics must be re-
turned to normal.
Describe routine sampling for the secondary sedimen-
tation process.
List routine calculations for the secondary sediinen-
tation process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of the
secondary sedimentation unit.
2. Describe the normal operation procedures for the sec-
ondary sedimentation unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the secondary sedimenta-
tion unit.
4. Describe and explain the normal operation procedures
during a plant tour. Listen to the student’s des-
cription of the procedures.
s: DENT ACTIVITY: 1. Develop a checklist, listing the components of the
secondary sedimentation ur.it and their normal char-
acteristics.
2. Develop a manual of norma. operation procedures.
3. Describe the normal opera ion procedures during a
slide show of components cf the secondary sedimenta-
tion unit.
4. Observe and describe the normal operation procedures
during a plant tour.
O&’E’CTIVE 8.6: Perform the normal operation procedures for the second-
‘y eedimentation unit.
CONDITIONS: Given a secondary sedimentation unit, the manual of nor-
mal operation procedures which the student has developed
for the secondary sedimentation unit and basic refer-
ences.
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58
Secondary Sedimentation
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
3JECTIVE 8. 7:
C3NDIT IONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
The student will:
Check and evaluate the characteristics of’ each
nent, explaining his actions.
Perform the procedures which an operator follow
the characteristics of a component indicate tha
is not functioning normally.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
1. Observe the student demonstrating normal operat
procedures in a dry run in a treatment plant.
2. Observe the student performing normal operation
cedures In a treatment plant.
1. Demonstrate the normal operation procedures in
run in a treatment plant.
2. Perform and explain the normal operation proced
in a treatrnent plant.
Describe arid perfoz n the start-up arid ehut-&tm pr
dures for the secondary sedimentation unit.
Given a mock-up, model or photograph of a secondar
sedimentation unit and a secondary sedimentation t.
with the manufacturer’s operation manual.
The student will:
Start up and shut down a secondary sedimentatic
unit, follow-ing the manufacturer’s instructions
1. Demonstrate and perform the start—up procedure
treatment plant.
2. Demonstrate and perform the shut—down proce ’ ’ir ’
treatment plant.
3. Observe the student performing the start—ui. , r’
dures in a treatment plant.
-------
Secondary Sedimentation
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:
O&TEC’IIVE 8.8:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
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 secondary sedimentation
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 secondary sedimentaticr.
unit to determine whether correct shut-down proce-
dures have been used. Use the normal operation pro-
cedures manual which the student has developed. (See
objective 1.4.)
Describe the abnoz nal operation procedures for the sec-
ondary sedunentation process.
Given a wastestreaxn in a treatment plant or color photc-
graphs of a wastestream, a checklist of the conditions
of the wastestream and plan: records and reference mate-
rials.
The student will:
Evaluate the wastestream for abnormal
conmenting on:
BOD
COD
DO
floating material
flow
ice
conditions,
level
pH
sludge density
suspended solids
velocity
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60
Secondary Sedimentation
Describe the cause and effect of the abnormal coi
timi.
Explain how often the condition of the wastestre ’
must be checked.
Describe what an operator does if he observes abi
ml conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will f.m
the condition of the wastestream.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
O& ECTIVE 8.9:
CONDITIONS:
1. Describe and explain the abnormal conditions of
wastestream illustrated in color pictures.
2. Describe and explain the abnormal operation proc
dures Illustrated in pictures and described in p
records and case histories.
3. Describe and explain the abnormal operation proc
du.res during a slide show.
4. Describe and explain the abnormal operation proc
du.res during a plant tour. Listen to the studen
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
4. Evaluate and explain the condition of the wastes
during a plant tour. Describe and explain the e
mal operation procedures.
De s cz€be the preventive inaintenaice procedures for
secondary eedtinentation unit.
Given a secondary sedimentation unit or pictures ax
drawings of a secondary sedimentation unit and
materials, including:
inspection records
(<< <(0) >)>)
conditions of
in color pict%L
operation proc
described in p.
operation proc
a slide show.
-------
Secondary Sedimentation
manufacturer’ s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFO LANCE: The student will:
Describe these preventive maintenance procedures for
the secondary sedimentation unit:
Cleaning motor
baffle pump
drive motor valve
gate variable speed drive
gear box water seal unit
motor weir
pump Painting
scum tank drive motor
scum troi. gh gear box
skinmier motor
sludge tank piping
variable speed drive pump
weir valve
Lubrication variable speed drive
drive motor weir
gear box Replacement
motor belt
pump tire-fighting equipment
variable speed drive first-aid kit
Mechanical adjustment indicator
baffle limit switch
belt shear pin
collector sweep Wear measurement
coupling belt
density meter collector sweep
drive motor coupling
gate pulley
gear box pump
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.
-------
62
INSTRUCTOR ACTIVITY: 1. scribe and explain the preventive maintenance 3
cedures for the secondary sedimentation unit.
2. scr1be and explain the preventive maintenance p
cedures during a slide show.
3. t scribe and explain the preventive maintenance p:
cedures during a plant tour.
S JDENT ACTIVITY: 1. velop a preventive maintenance schedule and a
us]. of preventive maintenance procedures.
2. Observe, describe and explain the preventive main
nance procedures during a slide show.
3. Observe, describe and explain the preventive main
nance procedures during a plant tour.
O&TEC’TIVE 8.10: Perform the preventive maintenwtt e procedures for th
secondary Bedimentation zozit.
: ;DrTIoNS: Given a secondary sedimentation unit and tools and
reference materials, thcluding:
Inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
AC EPTABLE PERFORMkNCE: The student will:
Select the reference materials and tools needed t
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for th
secondary sedimentation unit, explaining his acti
Perform the procedures which an operator follows
a component needs preventive maintenance, explaii
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 ma:
nance procedures in a treatment plant.
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Secondary Sedimentation
STUDENT ACTIVITY: 1. a1l 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.
O&JECTIVE 8. 11: De8cribe the corrective maintenwwe procedures for the
aecondarij Bedi,rtentation w it c irponent8 hated on page
55.
CONDITIONS: Given a secondary sedimentation unit or a mock-up, pho-
tographs or drawings of a secondary sedimentation unit,
the manual of operation procedures which the student has
developed for the secondary sedimentation unit, tools
and reference materials, including:
catalogue of re;lace en parts
equipment catalogues
manufacturer’s :.ain enance guides
ACCEPTABLE PERFORMANCE: The student will:
Describe how an operatcr evaluates each component of
the secondary seifr.enta:ion unit for corrective main-
tenance, cor en ing on:
biological grc ”t h position
color pressure
corrosion sound
flow temperature
motion vibration
odor
Explain why a cc poneri has malfunctioned.
Name the reference materials and tools needed to per-
form the corrective maintenance.
Describe what an opera .or 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.
-------
64
nv wu l4 v +otti
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
3JE’CTIVE 8.12:
:DNDITI0Ns:
ACCEPTABLE PERFORMA NCE:
1. Describe and explain the corrective maintenance
cedurea for the secondary sedimentation unit, us
diagrams and pictures.
2. Describe and explain the corrective maintenance
cedures during a slide show.
3. Describe and explain the corrective maintenance -
cedures during treatment plant tours.
1. Describe and explain the corrective maintenance
cedures in situations described or pictured by t
I nstructor.
2. Describe and explain the corrective maintenance
cedures during a slide show.
3. Observe, describe and explain the corrective mai
nance procedures during a treatment plant tour.
Perfor n the corrective ma-in teiwmce procedzLree for t
eecondar sedimentation wii components.
Given a secondary sedimentation unit or unit compor
the operation procedures manual which the student
developed, tools and reference materials, including
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
manutacturer’s operation manual
The student will:
Evaluate the components of the secondary sedimei
tion unit for corrective maintenance, explainin
a component has malfunctione d and conmienting on
biological growth position
color pressure
corrosion sound
flow temperature
motion vibration
odor
Select the reference materials and tools needed
perform the corrective maintenance.
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Secondary Sedimentation
Perform the procedures which an operator follows when
a component malfunctions, including:
evaluation of capabilities of plant personnel to
perfom the procedures
selection of replacement parts
record keeping
Correct the malfunction.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
O&TE TIVE 8.13:
CONDIT IONS:
ACCEPTABLE PERFORMANCE:
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components tn
a treatment plant.
3. Observe the student performing the corrective mainte-
ns.nce procedures in a treatment plant.
1. Small groups of students perform and explain the ccr-
rective maintenance procedures in simulated situa-
tions in the workshop.
2. Evaluate the components for corrective maintenance.
3. Perform and explain the corrective maintenance pro e-
du.res in a treatment plant.
Perfoz n the safe ty procedures for the secondary sedl..me7.-
tation unit and demonstrate ha they protect employees
and visitors.
Given a list of operation or maintenance procedures, t:e
student’s manual of safety procedures, tools and safe:::
equipment.
The student will:
Identif r hazardous conditions in the secondary sed-
mentation unit, coenting 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.
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Secondary Sedimentation
.STRUCTOR ACTIVITY:
:JDENT AcTIvrTY:
C.5JECTIVE 8. 14:
DITIONS:
: EPTABLE PERFORMANCE:
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety e
tiona in a treatment plant.
3. Observe the student performing the safety proced’
in a treatment plant.
1. Evaluate safety conditior.s in simu.lated situatio
and reconniend corrective procedures.
2. Evaluate safety conditions in a treatment plant
recottunend corrective procedures.
3. Perform the safety procedures In a treatment pla
c n cwe other eecondai’y sedimentation unite to the
cuZ4r , periphera i-feed unit with suction (ccr oait
mode’ plLcz’tt unit H).
Given a process unit. and reference materials, incl .
equipment catalogues
laboratory reports
manufacturer’s bu. .etins
manufacturer’s operation rianuals
plant maintenance and operation records
The student will:
Compare composite odel ;lant unit H with:
a circular, center-feed unit with suction.
a rectangular urit.
a circular, center-feed unit with scraper.
a circular, peripheral-feed unit with scraper
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
-------
Secondary Sedimentation
resistance to upset
sensitivity of controls
space requirements
waste-handling capabilities
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
O&JECTIVE 8.15:
CONDITIONS:
ACCEPTABLE. PERFORMANCE:
1. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit H 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 id l. cate the components of the secondo ry sedi.’r en-
tation iciit listed on page 55. Name ond select refer-
ence materials which explain the nor(nal operation pr e-
dures, the purpose of each component, h the cor7rponent
works d wh j it is inrport t.
Given a secondary sedimentation unit, unit components or
a diagram, model or photographs of a unit and reference
materials, including:
contractor 1 s plans of the secondary sedimentation
unit
manufacturer’s maintenance guides
operation and maintenance manuals
The student will:
Name and locate the components of the secondary sedi-
mentation 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 impor-
tant.
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iO S14p
68 Secondary Sedimentation
•J 4
INSTRUCTOR ACTIVITY: 1. Point out components of the secondary sedimentati
unit on diagrams, photographs or dels.
2. Listen to the student naming the components and t
applicable reference materials during a plant tou
3. Name and display the reference materials which de
cribe the secondary sedimentation unit and normal
operation procedures.
SUDENT ACTIVITY: 1. Name the components which the instructor points o
on diagrams, photographs or models.
2. Name the components which the instructor points o
during a plant tour and name the reference materi
which apply to the components.
3. Name and select the reference materials which des
cribe the secondary sedimentation unit and normal
operation procedures.
: cTCTIVE 8. 16: Perfoz n the abnor a operatio . procedures for the 8E
ondary sedunentation wiit.
C ITIONS: Given a wastestream in a trea.ment plant and referer
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the wastestream for abnormal conditions,
cou nenting on:
BOD level
COD pH
DO sludge density
floating material suspended solids
flow velocity
ice
Select the references he needs to return the wast
stream to normal.
Perform the abnormal operation procedures.
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Secondary Sedimentation
INSTRUCTOR ACTIVITY: 1. Observe the atude.nt as he evaluates the vastestream
in a treatment plant.
2. acribe 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 con-
ditions of the wastestream.
3. Perform the abnormal operation procedures in simula-
ted situations or in a treatment plant.
-------
MOOULE 9
POND STABIUZATK)N
An aerobic pond
Composite Model Plant Unit I
PURPOSE: In this module the student wilL learn to perform all the activities
in the objective8 as they apply to an aerobic pond. READ PAGES 1 TO
11 BEFORE USING THIS MODULE.
O&JECTI VHS: 9.1 Identify the pond stabilization unit.
9.2 Describe the pond stabilization process in teomical and non-
tecimical terms.
9.3 Describe the safety procedures for the pond stabilization unit
and e.rp lain hcw the procedures protect employees and visitors.
9. 4 Identif j the components of a pond stabilization unit. Explain
the purpose of each component, how the component work8 and wh
it is important.
9.5 Describe the normal. operation procedures for the pond stabili-
zation unit components listed on page 75.
9.6 Perfo n the normal operation procedures for the pond stabili-
zation unit.
9.? Describe and perform the start-up and shut-down procedures for
the pond stabilization unit.
9.8 Describe the abnormal operation procedures for the pond stabi-
lization process.
9.9 Describe the preventive maintenance procedures for the pond
stabilization unit.
9. 10 Perform the preventive maintenance procedures for the pond
stabilization unit.
9. 11 Describe the corrective maintenance procedures for the pond
stabilization unit components listed on page 75.
9. 12 Perform the corrective maintenance procedures for the pond
stabilization unit components.
9. 13 Perform the safety procedures for the pond Btabilization unit
and dezr&’nstrate h they protect e npZ.oyeee and visitors.
9. 14 Compare other pond stabilization units to the aerobic pond
(composite model plant unit I).
9.15 N ,ne and locate the cc onents of the pond stabilization unit
listed on page 75. N vne and select reference materials which
ezp lain the normal operation procedw’es, the purpose of each
ocrçonant, how the ca7ponent works and why it is important.
9.16 Perform the abnormal operation procedures for the pond etabi-
lization w’tit.
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iO $T4
72 Pond $tabilization
i)4(
RESOURCES: 3 11.6 120 125 141 143 144 307 308 309 316
317 320 321 324 421 459 53.1 551 552 553 554
937 990 1033 1034 1399
(((<>),
O&ECTIVE’ 9. 1: Identify the pond atabtliaatwn wiit.
CONDITIONS: Given a unit, a model of a unit or a photograph of a
unit.
ACCEPTABLE PERFORMANCE: The student will:
Indicate whether the process unit is used for por
stabilization.
INSTRUCTOR ACTIVITY: 1. Point out characteristics which distinguish the
stabilization unit from other process units.
ST JENT ACTIVITY: 1. Develop a picture file of pond stabilization uni
Mark distinguishing characteristics.
O&EC?IVE 9.2: Describe the pond stabilization process in technical
nonteohni il ter,r 8.
CONDITIONS: Given photographs of the pond stabilization unit.
ACCEPTABLE PERFORMANCE: The student will:
Describe the pond stabilization unit, explaining
meaning of:
lagoon
oxidation pond
polishing lagoon
polishing pond
sewage lago
waste stabilization lagoon
waste stabilization pond
Describe the purpose of pond stabilization.
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,D 174 %
Pond Stabilization 73
Describe the process variations, explaining:
ponds in series
parallel ponds
Describe how pond stabilization affects:
post-chlorination
effluent disposal
flow measurement
pumping and piping
INSTRUCTOR ACTIVITY: 1. Use diagrams photographs and slides to describe pond
stabilization.
2. Describe the pond stabilization process during a
plant tour. React to the student’s description of
the process.
STUDENT ACTIVITY: 1. Describe the pond stabilization process while viewing
photographs, diagrams and slides.
2. Observe and describe the pond stabilization process
during a plant tour.
O&’ECTIVE 9.3: Describe the safety procedures for the pond stabtliza-
tion w it w d explain how the procedw’ea protect employ-
see wzd visitors.
CONDITIONS: Given a list of operation and maintenance procedures.
ACCEPTABLE PERFO 4ANCE: The student will:
Describe the safety procedures for the pond stabili-
zation unit, co enting on:
High-risk activities
removing debris from channels
removing debris from pond
removing vegetation next to electrical wire
working in boat
working with switches in automatic position
Sources of danger
acid wastes
boat and motor
caustic wastes
chuck holes
contamination by contact
-------
110 S744p
4
:flr 1
74 ( =) Pond Stabilization
4 p %t
Sources of danger (continued)
electrical equipment
electrical wires in damp areas
herbicides
holes in fence
moving parts
open doors and covers
pesticides
short circuits
slippery dikes
slippery walks
soil sterilizers
toxic gases
undercut banks
ungrounded control panel
wells
wet grass
wet rocks
Safety equipment
adequate lighting
barricades
enclosed electrical wires
fences
fire-fighting equipment
first—aid kit
life preserver
lockout tags and keys
locks
protective clothing
railings
safety equipment in boat
signs
Explain how the procedures protect employees and
visitors.
:NSTRUCTOR ACTIVIfl: 1. Discuss treatment plant case histories.
2. Describe the conditions in a plant and ask for e;
uation.
3. Describe the safety procedures for each operatiot
maintenance procedure.
4. Prepare slides of sources of danger and high-ris]
activities.
STUDENT ACTIVITY: I.. Read case histories and coent on employee
procedures.
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Pond Stabilization
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or waintenance procedures. Se-
lect proper safety equipment and name the sources of
danger and high-risk activities. Develop a manual of
safety procedures for the pond stabilization unit.
4. Identity sources of danger and high-risk activities
pictured in slides.
< c cc c c > > > > > >
O&IECTIVE 9.4:
CONDITIONS:
ACC TABLE PEBFQi (ANCE:
INSTRUCTOR ACT IVITI:
Identify the ccvnponents of a pond stabilization wiit.
Exptain the purpose of each component, haa the caçonent
works and why it is inçortant.
Given a pond stabilization unit, unit components or a
diagram, model or photographs of a unit and a list of
components.
The student will:
Identify components of the pond stabilization unit
and associated equiment:
baffle
chemical conditiori.ng unit
comminutor
coupling
dike
diversion box
drive-reduction gear
effluent line
fire-fighting equipment
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 tot 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.
first-aid kit
influent line
inlet screen
motor
outlet depth control
piping
pump
siphon
valve
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76 Pond Stabilization
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STt.DENT ACTIVITY: 1. Identify the components which the instructor name
diagrams, photographs or models.
2. Identify the components at statiota in the workeb
in writing.
3. Identity components during a plant tour.
4. Explain the purpose of each component, how the cc
nent works and why it is important.
O&ECTIVE 9. 5: De8cribe the nor nal operation procedures for the pon
stabilisation unit cc9 onenta Listed on page 75.
CONDITIONS: Given a pond stabilization unit or slides or photogr
of a pond stabilization unit, a list of components o
the unit, a checklist of characteristics and a norma
operation procedures manual.
ACC .PTABLE PERFORMkNCE: The student will:
scribe the characteristics of each component wh
the operator checks to determine whether the com
nent is functioning normally, conEenting on:
color odor
corrosion position
depth pressure
erosion slope
exfiltration sound
flow temperature
infiltration vegetation
motion vibration
Name the sense or Indicator which monitors each c
acteris tic.
Explain how often the characteristics of each co
nent must be checked and wny the component must b
checked on this schedule.
t scribe what an operator does If the characteris
of a component indicate that it Is not functionir
normal],y, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
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Pond Stabilization P______
Explain why a component’s characteristics must be re-
turned to normal.
Describe routine sampling for the pond stabilization
process.
List routine calculations for the pond stabilization
process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteri tics of the components of the
pond stabilization unit.
2. Describe the normal operation procedures for the pond
stabilization unit. Use color pictures.
3. Describe the noru .l operation procedures during a
slide show of components of’ the pond stabilization
unit.
4. Describe and explain the nox l operation procedures
during a plant tour. Listen to the student’s des-
cription of the procedures.
S:UDENT ACTIVITY: 1. Develop a checklist, listing the components of the
pond stabilization unit and their normal characteris-
tics.
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of components of the pond stabilization
unit.
4. Observe and describe the normal operation procedures
during a plant tour.
JEC 4 rIVE 9.6: Perform the normal operation proceè a’ee for the pond
stabilization iit.
C3NDITIONS: Given a pond stabilization unit, the manual of’ normal
operation procedures which the student has developed for
the pond stabilization unit and basic references.
ACCEPTABLE PERFORMANCE: The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
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78 Pond Stabilization
4P4
Perform the procedures which an operator follows i
the characteristics of a component indicate that i
is not functioning normally.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
INSRUCTOR ACTIVITY: 1. Observe the student demonstrating normal operation
procedures in a dry run in a treatment plant.
2. Obser ie the student performing normal operation pr
cedures in a treatment plant.
STL ENT ACTIVITY: 1. Demonstrate the normal operation procedures in a d
run in a treatment plant.
2. Perform and explain the normal operation procedure
in a treatment plant.
C?.. CTIVE 9. 7: Describe and perfor n the atart-tç d 8h 4t-d m proce
duree for the pond 8tabilization w it.
Given a mock-up, model or photograph of a pond stabil
zation unit and a pond stabilization unit with the ins.
facturer’s operation manual.
AX PTABLE PERFORMANCE: The student will:
Start up and shut down a pond stabilization unit,
following the manu.facturer’ a instructions.
INSRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures i x
treatment plant.
2. Demonstrate and perform the shut-down procedures
treatment plant.
3. Observe the student performing the start-up proce.
dures in a treatment plant.
4. Observe the student performing the shut-down proc
durea in a treatment plant.
5. Observe the student as he evaluates his start
cedures.
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Pond St&bi1t t1nn 79
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 pond stabilization unit
to determine whether correct start—up procedures have
been used. Use the normal operation procedures man-
us.]. which the student has developed. (See objective
1.4.)
6. Evaluate the operatior of the pond stabilization unit
to determine whether correct shut-down procedures
have been used. Use the normal operation procedures
nual which the student has developed. (See objec-
tive 1.4.)
OBJECTIVE 9.8: Deecrtbe the abnormal operation procedures fc*r the por.d
etabi lization process.
CONDITIONS: Given a wastestream in a treatment plant or color photo-
graphs of a wastestream, a checklist of the conditions
of the wastes trean and plant records and reference mate-
rials.
ACCEPTABLE PERFORMA.NCE: The student will:
Evaluate the wastestream for abnormal conditions,
co enting on:
alkalinity ice
an onia nitrogen industrial wastes
BOD level
COD nitrate nitrogen
coliforms nitrite nitrogen
color odor
DO organic and total KJ edahi
floating material nitrogen
flow orthophoaphate
foam pH
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80 Pond Stabilization
•‘ t ,IpIØ hIh’
relative stability short circuiting
septic sewage suspended solids
settleable matter temperature
Describe the cause and effect of the abnormal con
tion.
Explain how often the condition of the wastestrea.
must be checked.
Describe what an operator does if he observes abn
mel conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will imp
the condition of the vasteatream.
INSTRUCTOR ACTIVITY: 1. Describe and explain the abnormal conditions of t
wa.stestream illustrated in color pictures.
2. Describe and explain the abnormal operation proce
dures illustrated in pictures and described in p1
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
description of the procedures.
STUDENT ACTIVITY: 1. Evaluate and explain the abnormal conditions of U
wastestream which are illustrated in color pictur
2. Describe and explain the abnormal operation proce
dures illustrated in pictures and described in p1
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 wastest
during a plant tour. Describe and explain the at
mel operation procedures.
O&JEC7IVE 9.9: Describ, the preventive mainten ice proceth4res for
pond stabilization wiit.
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Pond Stabilization
CONDITIONS:
Given a pond stabilization unit or pictures and drawings
of a pond stabilization unit and reference materials,
including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE P FORMA.NCE:
The student will:
Describe these preventive
pond stabilization unit:
Cleaning
baffle
comainutor
dike
diversion box
effluent line
influent line
inlet screen
motor
outlet depth control
pump
siphon
Lubrication
drive-reduction gear
motor
pump
valve
Mechanical adjustment
baffle
chemical conditioning
maintenance procedures for
coi inutor
coupling
diversion box
drive-reduction gear
motor
p p
valve
Painting
drive-reduction gear
motor
piping
pump
Replacement
fire-fighting equipment
first-aid kit
Wear measurement
coinutor
coupling
dike
unit
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.
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Pond Stabilization
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 9.10:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
1. Describe and explain the preventive maintenance p
cedures for the pond stabilization unit.
2. Describe and explain the preventive maintenance p:
cedures during a slide show.
3. Describe and explain the preventive maintenance p:
cedures during a plant tour.
1. Develop a preventive maintenance schedule and a m
ual of preventive maintenance procedures.
2. Observe, describe and explain the preventive main
nance procedures during a slide show.
3. Observe, describe and explain the preventive main
riance procedures during a plant tour.
Perfoi n the preventive wv.zintenwi e pr ceduree for th
pond stabilization wtit.
Given a pond stabilization unit and tools and refere
materials, including:
inspection records
manufacturer’s maintenance guides
plant drawings arid specifications
preventive maintenance schedule
The student will:
Select the reference materials and tools needed t
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
pond stabilization unit, explaining his actions.
Perform the procedures which an operator follows
a component needs preventive maintenance, explair
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 ma
nance procedures in a treatment plant.
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Pond Stabilization
STUDENT ACTIVITY:
OBJETIVE 9.11:
CONDITIONS:
A CL TABLE PERFORMANCE:
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.
De8cribe the corrective rnaintevwmce procedures for the
pond atabiliaation wzit components listed on page 75.
Given a pond stabilization unit or a mock-up, photo-
graphs or drawings of a pond stabilization unit, the
manual of operation procedures which the student has de-
veloped for the pond stabilization unit, tools and ref-
erence materials, including:
catalogue of replacement parts
e uipmerit catalogues
manufacturer’s maintenance guides
The student will:
Describe how an operator evaluates each component of
the pond stabilization unit for corrective mainte-
nance, cor nenting on:
color
corrosion
depth
eros ion
exf I itrat ion
flow
infiltration
motion
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
odor
position
pressure
slope
sound
temperature
vegetation
vibration
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84
Describe how the operator corrects the malfunctio
INSTRUCTOR ACTIVITY: 1. Describe and explain the corrective maintenance p
cedures for the pond stabilization unit, using di.
grams and pictures.
2. Describe and explain the corrective maintenance p
cedures during a slide shoE.
3. Describe and explain the corrective maintenance p
cedures during treatment plant tours.
STUDENT ACTIVITY: 1. Describe and explain the corrective maintenance p
cedures in situations described or pictured by th
instructor.
2. Describe and explain the corrective maintenance p
cedures during a slide show.
3. Observe, describe and explain the corrective main
nance procedures during a treatment plant tour.
0_VECTIVE 9. 12: Perfonn the corrective r ainter zce procedures for th
pond stabil.ization unit ompcr2nta.
CCNDITIONS: Given a pond stabilization unit or unit components,
operation procedures mar.. al w:ich the student has de
oped, tools and reference materials, including:
catalogue of replacernent parts
equipment catalogues
manufacturer’s maintenance guides
manufacturer’s operation manual
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the componer.ts of the pond stabilizatior
unit for corrective maintenance, explaining why E
component has malfunctione and coimnenting on:
color odor
corrosion position
depth pressure
erosion slope
ext titration sound
flow temperature
infiltration vegetation
tion vibration
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Pond Stabilization _______
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows when
a component malfwictione, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
INSTRUCTOR ACTIVI’l’Y: 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 perform 1 ng the corrective mainte-
nance procedures in a treatment plant.
STUDENT ACTIVITY: 1. *1l 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.
<<<<>>>>>
BJE ’TIVE 9. 13: Perform the eafety procedisrea for the pond stabilization
unit wzd demonstrate how they protect employees ond
visitors.
CONITIONS: Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment
ACCEPTABLE PERFORMkNCE: The student will:
Identify hazardous conditions in the pond stabiliza-
tion unit, coimnenting on:
high-risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
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86
Pond Stabilization
Recomend corrective procedures end correct the un
safe condition.
INSTRUCTOR ACTIVITY:
S:UDENT ACTIVITY:
C TECTIVE 9.24:
:: ; rTIoNs:
A EPTABLE PERFORMANCE:
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety con
tions in a treatment plant.
3. Observe the student performing the safety procedur
in a treatment plant.
1. Evaluate safety conditions in simulated situations
and reconEend corrective procedures.
2. Evaluate safety conditions in a treatment plant an
reco end corrective procedures.
3. Perform the safety procedures in a treatment plant
Co rpare other pond stabilization unite to the aerobic
pond (ocmposite model plwit wi t fl.
Given a process unit and reference materials, includ
equipment catalogues
laboratory reports
manufacturer’s bulletins
manufacturer’s operation manuals
plant maintenance and operation records
The student will:
Compare composite model plant unit I with:
a facultative pond.
an anaerobic pond.
Consider:
availability of replacement parts
capital costs
dependency on surrounding envirorm tent
ease of repair
efficiency
flow—handling capabilities
maintenance coats
nuisance to neighbors
operational costs
operational skills
personnel requirements
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d0 IF p
Pond Stabilization 87
\
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 unit I 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 9. 15: None and locate the components of the pond stabilization
w2it listed on page 75. N ne and select reference ma-
terials which exp lain the nox’nal operation procedures 3
the purpose of each component, how the conrponent worka
and wh it ia i’rrportcrnt.
CONDITIONS: Given a pond stabilization unit, unit components or a
diagram, model or photographs of a unit and reference
materials, including:
contractor’s plans of the pond stabilization unit
manufacturer’s maintenance guides
operation and maintenance manuals
ACCEPTABLE P RFO AANCE: The student will:
Name and locate the components of the pond stabiliza-
tion 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 impor-
tant.
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_ 88 Pond Stabilization
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INSTRUCTOR ACTIVITY: 1. Point out components of the pond stabilization uit
on diagrams, photographs or models.
2. Listen to the student naming the components and t
applicable reference materials during a plant tou
3. Name and display the reference materials which de
cribe the pond stabilization unit and normal oper
tion procedures.
STUDENT ACTIVITY: 1. Name the components which the instructor points c
on diagrams, photographs or models.
2. Name the components which the instructor points c
during a plant tour and name the reference materl
which apply to the components.
3. Name and select the reference materials which des
cribe the pond stabilization unit and normal opez
tion procedures.
c((cco)>fl>
OBJECTIVE 9. 26: Perfom the abnornal operation procedures for the pc
sta.bitiaation unit.
CONDIT IONS: Given a wastestreara in a treatment plant and referer
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFO slANCE: The student will:
Evaluate the wastestream for abnormal conditions
commenting on:
alkalinity nitrate nitrogen
aimnonia nitrogen nitrite nitrogen
BOD odor
COD organic and total Kjedahl
coliforns nitrogen
color orthophosphate
DO pH
floating material relative stability
flow septic sewage
foam settleable matter
ice short circuiting
industrial wastes suspended solids
level temperature
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Pond Stabilization
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 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 wastestreain in a treatment plant.
2. Select the references needed to correct abnormal con-
ditions of the wastestream.
3. Perform the abnormal operation procedures in simula-
ted situations or in a treatment plant.
<<(< >>>>
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