»
Volume II
PART C
Plant Operations
for Wastewater Facilities
Wastewater Technology: A Two-Year Post High School Instructional Program <
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PLAST OPERATIONS FOR VASTEVATER FACILITIES, Part C
Thickening
First Stage Digestion
Second Stage Digestion
Sludge Conditioning
An Instructor'6 Guide for Use of Instructional Material
In Wasteuater Technology Training Programs
Funded by
US ENVIRONMENTAL PROTECTION AGEHCI
Municipal Permits J Operations Division
Water Quality Control Manpower Training Branch
Academic Training Section
Awarded to
CHARLES COUNT! COMMUNITY COLLEGE
La Plata, Maryland
GREENVILLE TECHNICAL COLLEGE
Greenvillet South Carolina
LTNN-BENTOfl COMMUNITY COLLEGE
Albanyi Oregon
ENVIRONMENTAL SYSTEMS ENGINEERING
Clemson University
Clemeon, South Carolina
September 1975
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tO
4 t
For hformatk)n
ON FUNDING OP INSTRUCTIONAL PROGRAMS
Academic Training Section
Water ality Control Mcmp er Training Branch
Municipal Permits & Crperations Dwiaion
US E zviro,vriental Protection Agency
Washington, X 20460
703—557- 7335
ON PROJECT ADMINISTRATION AND CURRICULA DEVELOPMENT
John Ii. Austin, Professor and Head
Environmental Systems Engineering
Clemson University
Cler’.son, South Carolina 29631
803—656-3276
ON PROGRAM Th LEMENTATION
Carl Scving
Charles County Coninunity College
La Plata, kzryZand 20646
301—934—2251
J nes L. C’hodcZett
Greenville Technical College
Greenville, South Carolina 29806
803—242-3170
Peter C. Scott
Li m-Benton Corivwzity College
Albany, Oregon 97321
503—928— 2361
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Preface
Since 1970 Charles County Coninun.ity College, Clemson University, Greenville Techni-
cal College and Linn-Benton Conmiux ity College have been working together to prepare
undergraduate students to enter occupations in water arid wastewater treatment plant
operations and maintenance. Through their efforts a two—year wastewater technology
instructional program based on performance objectives has been developed and imple-
mented.
Through a grant from the Environmental Protection Agency called Criteria for the
Esteiblis v rent of 2 o-Year Poet High School Waatewater Technology Programs (awl’) the
four colleges set up program criteria and curriculum guidelines which are available
in two volumes:
Program Inrp lementation Procedures
VoZz e II: Curriculum Guide lines, Criteria for Eatablia unent and Mainte-
r .ance of 1’ -Year Past High School Was tewater Technology Programs
As a result of the implementation of the instructions], program at Charles County
Co unity College, Greenville Technical College and Lirtn-Benton Community College,
six guides for Instructors based on the course descriptions in Plant rn’rplementaticn
Procedures and the general criterion behaviors of Volwiie II have been prepared.
Plant Operations for Wastewater Facilities, printed in five parts, is the second in
the series which includes:
Volume I Introduction to environmental Technology
Volume II Plant Operations for Was tewater Facilities
Volume III Laboratory Control for Wastewater Facilities
Volume IV ?42nagement and Supervision Procedures for Wastewater Facilities
Volume V Proce Interaction for Was tewater Facilities
VoZume VI Advo u d Waste Treatment
ACKNOI LE)G AENTS
Since the beginning of the project many persons at the four cooperating institutions,
as well as outside consultants have participated in the development of this program.
Their efforts which have provided source material for this guide have been acknowl-
edged in the volumes to which they made major contributions. Plant Operations for
Wastewatex’ Facilities has been written and produced by:
Technical Staff
I C. Stoekes, Instructor, Environmental Technology Department, Linn-Benton
Community College
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iv
John F. Wooley, Instructor, Environmental Technology Department, Linn-Benton
Counity College
John W. Carnegie, Chairman of Environmental Technology, Linn-Benton Coiunit:
College
Fred L. Delvecch.io, 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, Clemson, South Carolina
Marie N. Sims, Project Secretary, Environmental Systems Engineering, Clemson
University
Charlotte Holmes, Typing Services, Clemson, South Carolina
Jan Willis, Editorial Assistant, Environmental Systems Engineering, Clemson
Urilversi ty
Eleanor McLasky, Typist, Environmental Systems Engineering, Clemson
University
Roma Norton, Typist, Environmental Systems Engineering, Clemson University
Linda Flagg, Proofreader, Environmental Systems Engineering, Clemson
University
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4 ,moit
Table of Contents
PR ACE .
PERFO AANCE OBJECTIVES .
INTRODUCTION TO }L)DULES OF INSTRUCTION.
GLOSSARY OF VERBS
DULFS 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 aaurement .
Module 18 Pumping arid Piping
Module 19 Electric Power
Page
iii
1
3
9
PartA
Part A
Part A
• . . • • . Part A
Part A
PartS
PartB
PartB
PartS
13
3].
49
69
PartD
Part D
PartD
• • Part D
Part E
Part E
Part E
Module 20 Gas Power.
. . . . . . . . . . . • . Part E
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vi
6ENERAL. CRiTERION
BEHAVIOR CATEGORIES
GENERAL CRITERION
BEHAVIORS
estrat afity proc.d re1
201 recoqvuz, end correct •bncrsalities
202 d metr.t. ufety procldurtI
ester routine activities
d intrata uf.ty proc.dtim
recoqniue and repilr elfunctions
4 t1 f iQutpe iit parts
d atstrst. sifet.i procedures
conduct nu lIsg lAd analyses
5 du(arulne appropriato onalyses
503 •viluati results of anelyses
504 d ritriti sefety ProCedures
ld, 5 1f 1 function of process units
effects of uutae
idetify purpune of process unitS
identify propr1ate sa ling locations
relate seed to processes
recognize and c x. vith suer ditist.ri
c are virlous process units
preore orders for service and parts
deterutne supplies needed
prepare daily and enttly r ort5
orezare annull resorts
5r,D4re ajlnu 5l budgets
Sire eoployees
Sri ant new mg i oyets
discipline euclo,tis
disd arqe leye,s
pr te profess ional grouts
idetify staffing needs
idmiti fy seeded operational changes
identify seeded capital ineroveests
explain plant operation to lay ennions
respond to •OutJide cř tainti
greets plant expansion
p te plant epe
Figure 1: Relationship of g era1 criterion behaviors (performance objectives) to
the general categories and cc ip ite model plant (04’).
ster routine ectivitilS
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Performance Objectives
When the treatment plant opera tors, edit-
cators, consultants and representatives
from professional water pollution con-
trol organizations cama together to de-
velop an effective instructional program,
they recomended the use of performance
or behavioral objectives 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.
COMPOS iTE ?.CDEL PLANT
First, they developed a cxnposite model
plant (Cie) of twenty—two process units
which is really many wastewater treat—
tent plants in one model. Such a mix
of process units seldct occurs in a
treatment plant, but if a student be-
comes competent in the operation and
tanagement of the (NP he should be able
to perform successfully in any treatment
plant.
tASK ANALYSIS
Next, to ensure that the materials were
specifically tailored to what the opera-
tor does on the job, a task analysts was
conducted; They found that the tasks
which an operator performa fell into
seven geirral categories which were fur-
ther divided into 77 tasks or genera).
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 signif 1-
cantly from day to day and that are
designed to keep the plant function-
ing within a normal range of values.
For example, the employee conducts
routine samplings of the primary
sludge and inspects pumping equip-
ment and the wastes tream to verify
that the process is functioning
properly.
2. Abnormal Operation Procedures .
These include activities of the
plant ap1oyee that result from un-
usual and undesirable conditions of
the wastestream. The abnormal pro-
cedures enable the plant employee to
recognize when the wastestream is
abnormal and to return it to an ac-
ceptable, normal condition. An ab-
normal wastestream results when a
normal operation procedure is not
properly applied, a corrective main-
tenance procedure is needed or man—
agemerit/supervisory procedures are
poor. For example 1 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
mainteimnce. 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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2
4. Corrective Maintenance Procedures .
These include maintenance activities
of the plant employee that usually re-
sult from the breakdown or malfunction
of a unit of equipment or a component.
For example, the employee would notice
whether the primary sludge pump is
malfunctioning and know when and how
o correct the disorder or when and
how to refer the problem to plant
maintenance personnel.
5. Laboratory Control Procedures .
These include special and routine ac—
tivities relating to laboratory anal-
ysis, the specification of sampling
procedures and locations and the gen-
eral management of the laboratory
facilities. For example, the employee
would collect primary sludge samples
and conduct the analyses.
6. Systems Interaction Procedures .
These include activities of the plant
employee which relate the functioning
:f specific units of equipment to
:ther process units and to the system
as a whole. For example, the employee
would determine how the effective
functioning of the primary sludge
;umps relates to digester performance.
7. Management/Supervisory Procedures .
These include activities relating to
employment practices, record keeping,
tiant operation policy and the estab-
Lishment of a constructive and real-
stic rapport between the plant and
the connmmity it serves. For example,
the employee would keep records on
orimar slu 1ge pumping, keep an inven-
tory of spare parts and evaluate the
adequacy of maintenance procedures by
shift personnel.
CUP.RICULUM DFSIGN
After deciding what process equi ent an
operator must operate and i dntain, and
fizding out what an operator does through
the task analysis, they listed the ot
jectives a student must master to suc
cessfully operate a treatment plant.
For example, the student wil]. descrit
and perform the normal inspection prc
cedure for the primary sedimentation
unit including frequency of inspectic
conditions to look for and the actior
he should take.
INSTRUCTOR’S GUID
The next step was the design of man-
uals to guide the instructor. In the
guides varied learning activities and
Imaginative innovations which produce
more learning than traditional teach-
ing methods are emphasized. The in-
structiona.l suggestions do not need t
be followed slavishly, but should be
modified and improved as much as pos-
sible.
The instructor’s goal is to achieve
the objectives of the curriculum by
selecting activities which suit the
student’s needs and help him to maste
all the information and skills in the
course. The most effective learning
occurs whet the student is a partici-
pant in the learning process, not a
spectator.
An instructor should use learning ac-
tivities which appro im te the situa-
tions which the student will meet in
the treabraent piwit. If it is not
possible to teach in a treatment plant
evnuLated aituatione should be set up
in the workshop or classroom so that
the student can solve rather than dis
cuss probl . Group die cuaeion stim
ulated by visua’ material.a is an ef-
fective learning technique. Lecturin
however, is inefficient. Becauac “e
student is i t active].y involved -
ing a lecture, the instructor should
use lectures sparingly.
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3
\L ., OI
Introduction to Modules of Instruction
In this instructorts guide the topics and
ideas are presented as a series of mod-
u.les, organized around the general objec-
tives stated in the course descriptions
for Plant Operation I, II, III and IV
and the In-Plant Practicum which are
found in the Pr’ogron I Zementation Pro-
cedia’ea of the C’EWT Progrmn. Each mod-
uJ.e is designed to help the instructor
plan a course of study for the operation
of a treatment process using the CM?
process unit. Each module is organized
around sixteen objectives co mon to all
:rocesses.
The modules in Pkv’zt Operations for’
astewater Facilities are arranged in the
:rder in which the CMP process units oc-
‘ r in the treatment plant. Each process
:s identified by a letter of the alphabet
nd the process unit is described in the
:eading of the module. If the lnstruc—
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
process. Instructors are urged to group
the modules to suit their individual
urriculimi needs and instructional situa-
ions.
teria1 in the modules can easily be
adapted for courses which upgrade the
training of operators in normal opera-
t.ion procedures, abnormal operation pro-
cedures, preventive n%RfntPnance proce-
dures or corrective maintenance proce-
dures by grouping the appropriate objec-
tives from all the mothi].ea. For example,
an instructor could develop a course
in corrective maintenance by grouping
objectives 11 and 12 from each module.
INSTRUCTIONAL PROCESS UNITS
Each module assumes that the composite
model plant wilt will be used for in-
struction in the process. If the rec-
oimnended unit is not available, an al-
ternate process usdt may be substitu-
ted and the instructional materials
adapted. The recoended CM? units
and alternate units for all the pro-
cesses are listed in table 1, page 4.
Two modules on sludge dewatering are
included because it is impossible for
a student to master operation of this
process by learning to operate one
process unit. Remember, however, that
a student will be more adequately pre-
pared to work in almost any treatment
plant if he is trained on the GM?
unit. When it is not possible to use
the recoended 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 THE MODUL
The modules in Pi.z’zt Cfperationa for
Wastewater FaciUties help the student
to learn how to operate all the pro-
cess units in the wastewater treatment
plant. Normal operation, abnormal op-
eration, preventive maintenance and
corrective maintenance procedures are
included. When the course is com-
pleted, he will. iow why each unit is
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TABLE I
SPECIFIC PROCESS UNITS RECOMMENDED FOR USE IN LMPLatENTATION OF THE TWO-YEAR
POST HIGH SCHOOL WASTFWATER TECHNOLOGY INSTRUCTIONAL PROGR.A} 1 &
•C)
} bdule Process
Recommended Teaching Unit Alternate Teaching Unit
Unit
3 Screening and
Grinding
4 Grit Re val
5 Primary
Sedimentation
6 Trickling
Filtration
7 Aeration
8 Secondary
Sedimentation
9 Pond
Stabilization
l( Thickening
L. First Stage
A Combined system with industrial
waste
B Vacuum chlorinator with automa-
tic feed to pipe, pneumatic con-
trol and electric evaporator
N Vacuum chlorinator with automa-
tic feed to pipe and closed—loop
pneumatic control
C Mechanically cleaned bubbler
control unit with grinder
D Aerated unit with bucket
elevator
E Rectangular unit with telescopic
valve drawoff, density meter
time clock and trough with
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
“.-It with ewtt o ho +
Sanitary system with industrial
waste
Vacuum chlorinator with automatic
feed to pipe, electrical control
and electric evaporator
Vacuum chlorinator with autcxnatic
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 aparger
Circular, center—teed unit with
suction
Facultative pond
Floatation unit with vacuum
Floating cover, gas recirculation
nwtt with external heat exchanver
1 Collection
2 Chlorination
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L Floating cover unit with gas
storage
M Chemical conditioning unit with
counter-current elutriation
o Vacuum filter unit with cloth
o Continuous feed centrifuge
Multiple hearth incinerator unit
Q Direct reuse system
R Centralized recording and total-
izing system including Parshall
flume, Venturi meter, magnetic
fl meter and rotarneter
S System with magnetically con-
nected, pneumatically controlled,
diesel driven, centrifugal pumps;
speed reducer connected, electri-
cally controlled, motor driven,
positive displacement pumps and
appropriate piping
System using delta transformers,
generators, electrical awftchgear,
automatic gear, automatic circuit
actuators on motors and telemet-
ering with alarms.
U System with internally produced
gas with high pressure tanks and
rotary positive displacement
compressors
Fixed cover unit
None
Vacuum filter unit with coil
None
Fluidized bed incinerator unit
Underground disposal ey. tern
None
None
System using Y transformers, gen-
eratore, electrical ewitchgear,
aut atic 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
15 Solids Disposal P
16 Effluent
Diepoea].
17 flow
I aeurement
18 Pumping and
Piping
19 Electric Power T
20 Gas Power
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iO 31.,
6 _
‘4t
important to the treatment plant and how
it affects and interacts with other pro-
cess units in the treatment system.
STUDENT PR EQUISIT
Completion of Introduction to Environmen-
ta]. Technology and courses in basic math-
ematics and biology c ualify the student
to enter the course in Unit Operations
for Wastewater Facilities. Concurrent
courses in basic chemistry and laboratory
control are suggested. (See pages 7 to
19 of Progra’n Imp le’nentation Procedures.)
T NAL OBJECTIVE
When the student has completed the mod-
u.les of instruction in this course, he
should be able to do the following for
each of the processes in the treatment
plant:
1. Identify the process unit.
2. Describe the process unit in tech-
nical and 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. D acribe the normal operation
procedures for the process unit com-
ponents.
6. Perform the normal operation pro-
cedures for the process unit.
7. Describe and perform the start-up
and shut-down procedures for the pro-
cess unit.
8. Describe the abrxrmal operation
procedures for the process unit.
9. Describe the preventive mainte•
nance procedures for the process
unit.
10. Perform the preventive mainte-
nance procedures for the process
unit.
11. Describe the corrective mainte.
nance procedures for the process
unit coniporients.
12. Perform the corrective mainte-
nance procedures for the process
unit components.
Perform the safety procedures
the process unit and demonstra
they protect employees and via
14. Compare other process units to
the composite model plant unit.
15. Name and locate the components
of the process unit. Name and
select reference materials which
explain the normal operation proce
dures, the purpose of each 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 desir€
performance in the student.
Instructional materials 1 to 1866 ai
keyed to the reference, Instructionc
?aterialsAv 1 .c.bZe which is availat
from:
Office of Water Program Opers
US ivirornnental Protection
Washington, DC 20460
1:3.
for
how
tors.
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Two companion volumes to Instructional
&Itefl.t218 AvaCtabte, also available from
EPA, offer suggestions for selecting
audio-visual equipment:
Selecting Audio-Visual Equipment
Selecting Instructional Media wid
Instructiona l Systems
The following journals list addresses of
ccnpard.es from whom literature about the
process units which they manufacture can
be obtained:
“Enviromnental Science and Technology”
1155 Sixteenth Street, N.W.
Washington, DC 20036
“Water and Sewage Works”
434 South Wabash
Chicago, IL 60605
“Water and Wastes Engineering”
666 Fifth Avenue
New York, NY 10019
If suitable materials are not available,
instructors are urged to develop their
own resources.
FORMAT OF ThE MODULES
The module begins with a statement of
purpose ihich explains what the student
will be studying. Next, all the objec-
tives of the module and code numbers
keyed to a canputerized list of instruc-
tional resources are listed for the in-
structor’s convenience.
Objectives -Each module includes six-
teen objectives which bring the stu-
dent to the performance level required
by the terminal objective. The know-
ledge and skills d pi,smied of the stu-
dent bectte more complex as he pro-
gresses through the sixteen objectives
in a module. He begins by identifying
coaponeita and learning facts about
the ccwonents and processes. He uses
these facts to develop concepts and
ideas. Finally, be 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 llsts the information, equi tent
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-
tographs of those components which
he does not have available. Line
drawings and diagrams should not be
used if photographs and manufactur-
ers’ illustrations are available.
Acceptable Performance . The accept-
able performance expands the objec-
tive and details the steps a student
must follow to reach the objective.
To move on to the next objective, at
least 70% of each step or category
must be mastered with no repeated
errors between modul . For example,
no student can complete the course
of study if he consistently fails to
give attention to moving parts as he
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j O Slap
8 _
4 L
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 know his class by work—
ing with small groups and with each
student. He should encourage students
to learn from each other as they work
together. He should involve the stu-
dent in the instructional and learning
process. Instructional activities are
paired nuwerical],y with student activ-
ities.
Student Activity . This is a listing
of activities which the student will
take part in, in order to accomplish
the specified performance.
EVALUATION TECHNIQUE
The instructor may use or adapt the
learning activities listed under instruc-
tor activity and student activity as
evaluation techniques. The technique
chosen should reflect what the objective
asks the student to do. For example, if
a student is asked to describe, the eval-
uation technique is a description. The
student should be evaluated under the
conditions and to the performance level
required for each objective.
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Glossary of Verbs
The glossary of verbs 18 included here so that the instructor wil]. know exactly what
the student Is being asked to do to meet his objective. Notice the difference, for
example, between the meanings of id ntif and none. When a 8tudent 18 asked to
Identify, the instructor is providing the name of the thing to be Identified. mit,
when the student must name something, he must supply the name.
The List includes aJ..l the verbs from the objectives and the acceptable performance
sections of ail the modules, as well as some verbs used in the instructor and stu-
dent activities.
DEFINITION
To make use of as 8uitable,
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 of
repair, efficiency, maintenance
costs, and so forth.
Correct the malfunction.
To iflustrate or explain in an
orderly and detailed way with
many examples, specimens and
particulars.
natrate the start-up proce-
dures In a treatment plant.
APPLY
CHECK
ON
cc2 AR.E
CONS ID
CORRECT
DflI NSTRA1”E
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,itO S?i, .
10 Z).
‘ L j Ř( ’
DEFINITION APPLICATION
D CRI8E To represent by words written Describe the safety procedures fo:
or spoken for the ow1edge or the screening and grinding unit.
understanding of others, to
transmit an image of the identi-
fying features, the nature and
characteristics of objects,
events and actions.
DEVELOP To produce or generate. Develop a picture file of first
stage digestion units.
DISCUSS To talk about, to present in Discuss treatment plant case his—
detail, to exchange views or tories.
information about.
EVALUATE To examine arid make a judge- Evaluate the wastestream for ab-
ment about quality, sign.ifi- normal conditions.
cance, amount, degree or
condition of.
E) IAIN To make plain or clear, to Explain the purpose of each compo
present in detail. nent, h the component works and
why it is important.
IDENTIFY To establish the identity of, Identify the components of the
pick out or single out an chlorination unit.
object In response to its
name by pointing, picking up,
underlining, marking or other
responses.
INDICATE To state or express without Indicate whether the process unit
going into detail, is used for secondary sedimenta-
tion.
INSPECT To view closely and critically, Inspect a treatment plant.
to determine quality or state,
to detect errors or otherwise
appraise.
LIST To enumerate or specify. List routine calculations for the
pond stabilization unit.
LOCATE To stipulate the position of an Locate the components of the
object in relation to other trickling filtration unit.
objects.
-------
k )
Ř t
D INITION APPLICATION
N A1VIE To supply the correct name, in Name the components of the primary
oral or written form, for an ob- sedimentation unit.
ject, class of objects, persons,
places, conditions or events
which are pointed out or des-
cribed.
OBSERVE To pay careful, directed, Observe the thickening process
analytical attention to. during a plant tour.
PERFORM To carry out an action or Perform the normal operation pro-
pattern of behavior. (Implies cedures for the grit removal unit.
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.)
POINT OUT To indicate the position or Point out characteristics which
direction of, especially by distinguish the first stage di—
extending a finger toward the gestion unit from other units.
thing so indicated, to direct
someone’s attention to.
RECO ?v ND To mention or introduce as Recommend procedures to correct
being worthy of acceptance, the unsafe conditions.
use or trial, to advise.
SELECT To choose something from a num— Select the reference materials ar±
ber or group usually by fitness, tools needed to perform the cor-
excellence, or other distin— rective maintenance.
guishing feature.
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PURPOSE:
OBJECTIVES:
MODULE 1)
ThO B G
A floatation unit with air
CcQlrpoeite Model Plant I /nit J
In this module the student will learn to perform all the activities
in the objectives as they c ply to a floatation unit with air. READ
PAGES 1 TO 11 BEFORE USING THIS MODULE.
10. 1 Identify the thickening unit.
10.2 Describe the thickening process in technical and nontechnical
terms.
10. 3 Describe the safety procedures for the thickening unit and
e ,lain how the procedures protect employees and visitors.
10. 4 Identify the components of a thickening unit. Explain the
pur’pose of each component, how the component works cznd why it
is important.
10. 5 Describe the normal operation procedures for the thickening
unit cc içonents listed on page 17.
10.6 Perform the normal operation procedures for the thickening
unit.
10. 7 Describe and perform the Btart-t(p and shut-down procedures
for the thickening unit.
10. 8 Describe the abnormal operation procedures for the thickening
process.
10.9 Describe the preventive maintenance procedures for the thick-
ening unit.
10. 10 Perform the preventive maintenance procedures for the thick-
ening unit.
10. 11 Describe the corrective maintenance procedures for the thick-
ening unit components listed on page 17.
10. 12 Perform the corrective maintenance procedures for the thick-
ening unit components.
10.13 Perform the safety procedures for the thickening unit and
deir* mstrate how they protect enrpi.oyeea and visitors.
10.14 Ca n’e other thickening unite to the floatation unit with
air (caçosite model plant unit I).
10.15 N e and locate the oc nponents of the thickening unit listed
on page 1?. &vne and 8e lect reference materials which ax-
plain the norirail operation procedures, the purpose of each
xiçonent, how the component works and why it is important.
10.16 Perform the abnorm xl operation procedures for the thickening
irát.
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tD S? 1 4
14 ______ Thickenhiw
RESOURCES: 3 116 120 125 141 143 144 307 308 309 316
317 320 321 324 421 459 511 551 552 553 554
937 990 1033 1034 1399
OBJECTIVE 10. 1: Identify the thickening unit.
CONDITIONS: Given a unit, a model of a unit or a photograph of a
unit.
ACCEPTABLE PERFOEM NCE: The student will:
Indicate whether the process unit is used for thick-
ening.
INSTRUCTOR ACTIVITY: 1. Point out characteristics which distinguish the
thickening unit from other process units.
STUDENT ACTIVITY: 1. Develop a picture file of thickening units. Mark
distinguishing characteristics.
OBJECTIVE 10.2: Describe the thickening process in technical and non-
technical ter n8.
CONDITIONS: Given photographs of the thickening unit.
ACCEPTABLE PERFORMANCE: The student will:
Describe the thickening unit, explaining the meanin
of:
floatation device
sludge dewatering device
thickener
Describe the purpose of thickening.
Describe how thickening affects:
first—stage digestion
second stage digestion
post- chlorination
-------
Thi řv 4n ,
sludge dewatering
solids disposal
pumping and piping
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
1. Use diagrams, photographs and slides to describe
thickening.
2. Describe the thickenir.g process during a plant tour.
React to the student’s description of the process.
1. Describe the thickenir .g process while viewing photo-
graphs, diagrams and slides.
2. Observe and describe the thickening process during a
plant tour.
Describe the safety procedures for the
and explain how the procedures protect
visitors.
thickening wiit
employees caid
CONDITIONS:
ACCEPTABLE PERFORMANCE:
Given a list of operatior. and maintenance procedures.
The student will:
Describe the safety procedures for the thickening
unit, coit enting on:
High—risk activitie5
lifting heavy objects
operating the screw
operating the ski er
removing debris from channels
working in or near pits
working with switches in automatic position
Sources of danger
acid wastes
caustic wastes
electrical equipment
explosive gases
gratings
high-air-pressure equipment and piping
high-water-pressure equipment
high pressure blowoff
loose handrails
moving parts
OBJECTIVE’ 10.3:
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tO ST4
*a 4
16 ______ Th ickenint
t
Sources of danger (continued)
open doors and covers
pits
pump components
slippery floors and walks
steps
tanks
toxic gases
weir setting device
wells
Safety equipment
explosion proof electrical equipment
first—aid kit
ladders
lockout tags and keys
protective clothtng
railings
safety stair treads
Explain how the procedures protect employees and
visitors.
INSTRUCTO.R ACTIVITY: 1. Discuss treatment plant case histories.
2. Describe the conditions in a plant and ask for eval-
uation.
3. Describe the safety procedures for each operation and
maintenance procedure.
4. Prepare slides of sources of danger and high-risk
activities.
s:u ;ENT ACTIVITY: 1. Read case histories and coent on employee safety
procedures.
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equipment and name the sources of
danger and high-risk activities. Develop a manual of
safety procedures for the thickening unit.
4. Identify sources of danger and high-risk activities
pictured in slides.
OBJECTIVE 20.4: Identify the ccnponenta of a thickening unit. Exp liii
the purpose of each conponent, hcv the component work
wzd why it is important.
-------
Thickening
CONDITIONS:
Given a thickening unit, unit components or a diagram,
model or photographs of a unit and a list of components.
ACCEPTABLE PERFORMkNCE:
The student will:
Identify components of the
ciated equipment:
air compressor
butterfly valve
chain
control board
drive belt
drive chain
drive motor
fire—fighting
first-aid kit
flight
gear box
gear reducer
equi ent
regulator
thickening unit and asso-
overf low weir
overflow weir adjuster
pressure gage
pressure tank
pressure tank
valve
pulley
pump
screw drive motor
sight glass
sk i m er
sprocket
track
Explain the purpose of each component, how the compc-
nent works and why it is important.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 10.5:
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 iinpor-
tent.
1. Identify the components which the instructor names en
diagrams, photographs or models.
2. Identify the components at stations in the workshop
in writing.
3. Identify components during a plant tour.
4. Explain the purpose of each component, how the compo-
nent works and why it is important.
Desc?ibe the normal operation procethtres for the thick-
ening unit c nponenta lie ted above.
-------
t T
18 ______ Thickening
L
CONDITIONS: Given a thickening unit or slides or photographs of a
thickening unit, a list of c nponents of the wilt, a
checklist of characteristics and a normal operation prc
cedures manual.
ACCEPTABLE PThYOmAANCE: The student will:
Describe the characteristics of each component whici
the operator checks to determine whether the conrpo—
nent is functioning normally, coii ienting on:
agitation position
color pressure
corrosion sound
flow temperature
motion velocity
odor vibration
Name the sense or indicator which monitors each cha
acteristic.
Explain how often the characteristics of each compo
nent must be checked and why the component must be
checked on this schedule.
Describe what an operator does if the characteristi
of a component indicate that it is not functioning
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain why a component t s characteristics must be r
turned to normal.
Describe routine sampling for the thickening proces
List routine calculations for the thickening proces
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of t
thickening unit.
2. Describe the nor l operation procedures for the
thickening unit. Use color pictures.
3. Describe the noru l operation procedures during a
slide show of components of the thickening unit.
4. Describe and explain the normal operation proc’ ‘r
during a plant tour. Listen to the student’ s
cription of the procedures.
-------
1D 74p •
Thickening 19 _
STUDENT ACTIVITY: 1. Develop a checklist, listing the components of the
thickening unit and their normal characteristics.
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show at’ components of the thickening unit.
4. Observe and describe the normal operation procedures
during a plant tour.
O&IECTIVE 10.8: Perform the no nal operation procedures for the thicken-.
ing zmit.
CONDITIONS: Given a thickening unit, the manual of normal operation
procedures which the student has developed for the
thickening unit and basic references.
ACCEPTABLE P 4 NCE: The student will:
Check and evaluate the characteristics of each compo-
nent, erplaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normally.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
INSTRUCTOR ACTIVITY: 1. Observe the student demonstrating normal operation
procedures in a dry run in a treatment plant.
2. Observe the student performing normal operation pro-
cedures in a treatment plant.
STUDENT ACTIVITY: 1. Demonstrate the normal operation procedures in a dry
run in a treatment plant.
2. Perform and explain the normal operation procedures
in a treatment plant.
O&JECI’IVE 10.?: Describe cmd perform the start-up md shut-down proce-
dures for the thickening za it.
-------
COWDITIONS:
ACCEPTABLE P FORMANCE:
INSTRUCTOR ACTIVITY’:
STUDENT ACTIVITY:
OBJECTIVE 10.8:
ONDI TIONS:
Given a mock-up, model or photograph of a thicken.thg
unit and a thickening un.it with the manufacturer’s oper
ation manual.
The student wiU:
Start up and ehut down a thickening unit, following
the manuf ur’s instructions.
1. Demonstrate and perform the start-up procedures in a
treatment plant.
2. Demonstrate and perform the shut-down procedures in
treatment plant.
3. Observe the student performing the start-up proce-
dures in a treatment plant.
4. Observe the student performing the shut-down proce-
dures in a treatment plant.
5. Observe the student as he evaluates his start-up prc
cedures.
6. Observe the student as he evaluates his shut-down
procedures.
1. Describe the start-up procedures in a dry run in a
treatment plant.
2. Describe the shut-down procedures in a dry run in a
treatment plant.
3. Perform the start-up procedures in a treatment plant
4. Perform the shut-down procedures in a treatment p1an
5. Evaluate the operation of the thickening unit to de-
terrnine whether correct start-up procedures have bee
used. Use the normal operation procedures manual
which the student has developed. (See objective 1.4
6. Evaluate the operation of the thickening unit to de.
termine whether correct shut-down procedures have
been used. Use the normal operation procedures man
ual which the student has developed. (See objectiv
1.4.)
Descr*e the abnoz m i operation procedures for the
thickening pr0c588.
Given a wastestream in a treatment plant or color
graphs of a wastestream, a checklist of the condit
of the wastestream and plant records and reference mat’
rials.
-------
21
ACCEPTABLE P FORM NCE: The student will:
Evaluate the wastestream for abnormal conditions,
coenting on:
flow sludge density
pH suspended solids
Describe the cause and effect of the abnormal condi-
t ion.
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will improve
the condition of the wastestream.
INSTRUCTOR ACTIVITY: 1. Describe and explain the abnormal conditions of the
wastestream illustrated in color pictures.
2. Describe and explain the abnormal operation proce-
dures illustrated in pictures and described in plant
records and case histories.
3. Describe and explain the abnormal operation proce-
dures during a slide show.
4. DescrIbe and explain the abnormal operation proce-
du.res during a plant tour. Listen to the student’s
description of the procedures.
STUDENT ACTIVITY: 1. Evaluate and explain the abnormal conditions of the
wastestream which are Illustrated in color pictures.
2. Describe and explain the abnormal operation proce-
dures illustrated In pictures and described In plant
records and case histories.
3. Describe and explain the abnormal operation proce-
dures in a class discussion after a slide show.
4. Evaluate and explain the condition of the was testream
during a plant tour. Describe and explain the abnor-
ma]. operation procedures.
OBJECTIVE 20.9: Describe the preventive maintena ice procedth’ea for the
thickening wiit.
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vitO S7
22 ThickenIng
4 ’ •4j
CONDITIONS: Given a thickening unit or pictures and drawings of a
thickening unit and reference materials, including:
inspection records
manufacturert s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORM NC : The student will:
Describe these preventive maintenance procedures for
the thickening unit:
Cleaning gear reducer
air compressor overflow weir
butterfly valve overflow weir adjuster
chain pressure
drive belt pressure tank regulator
drive chain valve
drive motor pulley
gear box pump
gear reducer screw drive motor
overflow weir skimmer
pressure tank sprocket
pump Painting
screw drive motor air compressor
sight glass drive motor
skimmer gear box
Lubrication pressure tank
air compressor pump
chain screw drive motor
drive motor skimmer
gear box Replacement
gear reducer fire-fighting equi ment
pump first-aid kit
screw drive motor gear reducer
sprocket pulley
Mechanical adjustment sight glass
air compressor Wear measurement
butterfly valve chain
chain drive belt
control board drive chain
drive belt flight
drive chain skimmer
drive motor sprocket
flight track
gear box
Name the reference materials and too1 needed
form the preventive maintenance procedures.
-------
,tO S? 4
23
1 ” t
Explain how often each preventive maintenance proce-
dure must be performed.
Explain how an operator determines whether a conipo-
nent needs preventive maintenance.
Describe what an operator does if a c iponent needs
preventive maintenance.
Explain why each preventive maintenance procedure is
important.
INSTRUCTOR ACTIVITY: 1. Describe and explain the preventive maintenance pro-
cedures for the thickening unit.
2. Describe and explain the preventive maintenance pro-
cedures during a slide show.
3. Describe and explain the preventive maintenance pro-
cedures during a plant tour.
STUDENT ACTIVITY: 1. Develop a preventive maintenance schedule and a man-
ual of preventive maintenance procedures.
2. Observe, describe and explain the preventive mainte-
nance procedures during a slide show.
3. Observe, describe and explain the preventive mainte-
nance procedures during a plant tour.
OBJECTIVE’ 10. 10: ?erfoz n the preventive maintenwzce procedw’ea for the
thickening unit.
CONDITIONS: Given a thickening unit and tools and reference mate-
rials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFO! AANCE: The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
thickening unit, explaining his actions.
-------
itc $T44
2.4 Thickening
Perform the procedures which an operator follows whe’
a component needs preventive maintenance, explaining
his actions.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe student inspection of a treatment plant.
3. Observe the student performing the preventive inainte
nance procedures in a treatment plant.
STUDENT ACTIVITY: 1. & .all 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&JE’CTIVE 10. Ii: Describe the corrective maint.enc tce procedures for the
thickening wtit components listed on page 1?.
CONDITICNS Given a thickening unit or a mock-up, photographs or
drawings of a thickening unit, the manual of operation
procedures which the student has developed for the
thickening unit, tools and reference materials, inc1ud -
ing:
catalogue of replacement parts
equipment catalogues
manufacturer’ s maintenance guides
ACCEPTABLE PERFORMANCE: The student will:
Describe how an operator evaluates each component o
the thickening unit for corrective maintenance, corn
mentirig on:
agitation position
color pressure
corrosion sound
flow temperature
motion velocity
odor vibration
Explain why a component has malfunctioned.
-------
tO 1r 4 ,•
Thickenin 25
Name the reference materials and tools needed to per-
form the corrective maintenance.
Describe what an operator does when he discovers a
malfunction, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Describe how the operator corrects the malfunction.
INSTRUCTOR ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures for the thickening unit, using diagrams and
pictures.
2. Describe and explain the corrective maintenance pro-
cedures during a slide s .
3. Describe and explain the corrective maintenance pro-
cedures during treatment plant tours.
STUDENT ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective mainte-
nance procedures during a treatment plant tour.
OBPJECTTh’E 10. 12: Perfoi’n the corrective n iintent tce procedures for the
thickening unit ccrponente.
CONDITIONS: Given a thickening unit or unit components, the opera-
tion procedures manual which the student has developed,
tools end reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’ a maintenance guides
manufacturer’s operation nual
ACCEPTABLE P FOmIMCE: The student will:
Evaluate the components of the thickening unit for
corrective maintenance, explaining wh r a component
-------
Sr
26 ______ Thickenir
L pRods’
has malfunctioned and co nting on:
agitation position
color pressure
corrosion sOUnd
flow t perature
tion velocity
odor vibration
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows ‘vhe
a component malfunctions, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components 1.
a treatment plant.
3. Observe the student performing the corrective main-
tenance procedures in a treatment plant.
STUDENT ACTIVITY: 1. nall groups of students perform and explain the cor-
rective maintenance procedures in eimu.lated 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.
O&1ECTIVE 10.13: Perform tue safety procedures for the thickening imit
w2d demonstrate h x .’ they protect enrpl.oyeee zd visitors
CONDITIONS: Given a list of operation or maintenance procedures, th
student’ s manual of safety procedures, tools and aafet
equipment.
ACCEPTABLE P FORMANCE: The student will:
Identify hazardous conditions in the thickening unit
connentii g on:
high—risk activities
-------
Thickening
sources of danger
safety equipment
Explain how the procedures protect employees and vis-
itors.
Reco end corrective procedures and correct the un-
safe condition.
INSTP’ T CTQR ACTIVITY:
STUDENT ACTIVITY:
O&TECTIVE 10.14:
CONDITIONS:
ACC EPTABLE ERFORMANCE:
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a treatment plant.
3. Observe the student performing the safety procedures
in a treatment plant.
1. Evaluate safety conditions in simulated situations
and recoimnend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recoend corrective procedures.
3. Perform the safety procedures in a treatment plant.
Co pare other thickening units to the floatation unit
z ith air (conrpoaite model plcv t wr t UT).
Given a process unit and reference materials, including:
equipment catalogues
laboratory reports
n nufacturer’ s bulletins
menufacturer’s operation manuals
plant maintenance and operation records
The student will:
Compare composite model plant unit J with:
a floatation unit with vacuum.
a stirring and settling unit.
a centrifuge 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 coats
operational skills
personnel requirements
reliability
resistance to upset
sensitivity of controls
space requirements
was te-bandi Irig capabilities
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 10.15:
CONDITIONS:
ACCEPTABLE P 1OR}AANCE:
1. Prepare a chart for tabulation of information about
the units.
2. Compare the composite model plant unit J 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
each unit.
Name w2d locate the conrponenta of the thickening wiit
listed on page 17. Namie ond select reference mate-
rial.s which explain the no nal operation procedures, t
purpose of each cc ,onent, h the ccinponent works vw
wl j it 1.8 importont.
Given a thickening unit, unit cczzzponents or a diagram,
model or photographs of a unit and reference materialf
including:
contractor’s plans of the thickening unit
manufacturer’s maintenance guides
operation and maintenance manuals
The atuient will:
Name and locate the components of the thickenL.,,
imit.
-------
Thi. ckeni.ng
Name arid 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.
IMSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 10.18:
CONDITIONS:
ACCEPTABLE FERFOI LANCE:
1. Point out components of the thickening 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 thickening unit and normal operation proce-
dures.
1. Name the components which the instructor points out
on diagrams, photographs or models.
2. Name the components which the instructor points out
during a plant tour arid name the reference materials
which apply to the components.
3. Name and select the reference materials which des-
cribe the thickening unit and normal operation proce-
dures.
Perfo n the abnor nal operation procedures for the thick-
enirzg unit.
Given a wastestream in a treatment plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
The student will:
Evaluate the wastestream for abnormal conditions,
commenting on:
flow sludge density
pH suspended solids
Select the references he needs to return the waste-
stream to normal.
Perform the abnormal operation procedures.
-------
tO 8r 4
4
30 Thickening
piuOi
INSTRUCTOR ACTIVITY: 1. Observe the student as he evaluates the waeteatrea
in.a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestream.
3. Observe the student performing the abnormal operet
procedures in simulated situations and in a treatm
plant.
STUDENT ACTIVITY: 1. E valuate 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 simu2
ted situations or En a treatment plant.
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k=)
MODULE 11
FIRST STAGE DK ESTION
A fixed-xuer gas recirculation unit
i iith external heat exchanger
Ccv7 osite Model Plant Unit K
PURPOSE: In this module the student i ii lecrn to perfo n all the activities
in the objectives as they opply to a fixed-cover gas recirculation
unit with external heat exchanger. READ PAGES 1 TO 11 BEFORE USING
THIS M9DULE.
OBJECTIVES: 11. 1 Identify the first stage digestion unit.
11,2 Describe the first stage digestion process in technical and
nontechnical tepns.
11.3 Describe the safety procedures for the first stage digestion
imit and explain how the procedures protect employees and
U .8itOrB.
11. 4 Identify the conrportents of a first stage digestion unit. Ex-
plain the purpose of each component, how the component works
and why it is important.
11.5 Describe the normal operation procedures for the first stage
digestion unit conrponente listed on page 35.
22. 6 Perfor n the normal operation prccethsree for the first stage
digestion unit.
11. 7 Describe and perfonn the start-up and shut-down procedures for
the first stage digestion unit.
ii. 8 Describe the abnormal operation procedures for the first stage
digestion process.
21.9 Describe the preventive maintenance procedures for the first
stage digestion unit.
11.10 Perfor ’n the preventive maintenance procedures for the first
stage digestion unit.
12. 11 Describe the corrective maintenance procedures for the first
stage digestion unit components listed on page 35.
11.12 Perforcn the corrective maintenance procedures for the fir8t
stage digestion unit components.
11.13 Perform the safety procedures for the first stage digestion
unit and demonstrate how they protect employees and visitors.
11.14 Cc 1pw’e other first stage digestion unite to the fixed-cover
gas recircuiation unit iith external heat exchanger (composite
model pint unit K).
11.15 Nc ne and locate the components of the first stage digestion
unit listed on page 35. Rome and select referenee materials
-------
sr 4
32 First Stage Digestion
+p4L
which explain the now ai operation proceth res, the purpose of
each cc. rponent, how the x i onent works d wv it is i or-
twit.
11.16 Perforn the abnor nal operation procethsrea for the first stage
digestion unit.
RESOURCES: 3 116 120 125 126 141 143 144 185 307 308
309 314 315 316 317 320 32]. 324 421 459 511
551 552 553 554 937 990 1033 1034 1399
O&JECTIV 11.1: Identify the first stage digestion unit.
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 first
stage digestion.
INSTRUCTOR ACTIVITY: 1. Point out characteristics which distinguish the firs
stage digestion unit frcin other process units.
STUDENT ACTIVITY: 1. Develop a picture file of first stage digestion
units. ?v rk distinguishing characteristics.
C3.JECTrVE ii. 2: Deaci be the fir8t stage digestion process in technica
zd nontechnical terms.
CONDITIONS: Given photographs of the first stage digestion unit.
ACCEPTABLE PERFORMANCE: The student will:
Describe the first stage digestion unit, explal ,
the meaning of:
anaerobic digester
-------
First Stage Digestion
digester
digestion tank
sludge digester
Describe the purpose of first stage digestion.
Describe how first stage digestion affects:
second stage digestion
pumping and piping
INSTRUCTOR ACT IVITI:
STUDENT ACTIVITY:
OBJECTIVE 21.3:
CONDITIONS:
ACCEPTABLE PERFORWJICE:
1. Use diagrams, photographs and slides to describe
first stage digestion.
2. Describe the first stage digestion process during a
plant tour. React to the student’s description of
the process.
1. Describe the first stage digestion process while
viewing photographs, diagrams and slides.
2. Observe and describe the first stage digestion pro-
cess during a plant tour.
Describe the 8afety proeedure8 for the first stage di-
gestion wiit and explain how the procedures protect em-
ployee8 and Vi aitora.
Given a list of operation and maintenance procedures.
The student will:
Describe the safety procedures for the first stage
digestion unit, coxmnenting on:
High—risk activities
opening digester cover access hatches
removing debris from channels
working with switches in automatic position
Sources of danger
acid wastes
boiler
caustic wastes
deep wells
electrical equipment
explosive gases
gas recirculation equipment
-------
34
First Stage Digestiop
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OB JECTTh’E’ 11.4:
Sources of danger (continued)
heat exchanger
moving parts
open doors and covers
pressure-vacuum safety valve
slippery walks
toxic gases
welding torch
Safety equi ent
fire-fighting equipment
first—aid kit
gas mask
lockout tags and keys
no smoking sign
nonsparking tools
protective clothing
railings
stair safety treads
Explain how the procedures protect employees and
visitors.
1. Discuss treatment plant case histories.
2. Describe the conditions in a plant and ask for eval
uation.
3. Describe the safety procedures for each operation a.
maintenance procedure.
4. Prepare slides of sources of danger and high—risk
activities.
1. Read case histories and coent on employee safety
procedures.
2. Evaluate conditions which the Instructor has des-
cribed. Suggest remedies.
3. Role play operation or intenance procedures. Se-
lect proper safety equipment and name the sources a
danger and high-risk activities. Develop a manual
safety procedures for the first stage digestion uni
4. Identify sources of danger and high-risk activities
pictured in slides.
Identify the corrponente of a fi2 at stage digeetio
E .xpiain the purpose of each ox onent, how the ccinpone
works and why it is important.
-------
Fir8t Stag Digestion
CONDITIONS: Given a first stage digestion un.it, 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 ent:
boiler
tire-fighting equ.i nent
first-aid kit
gas recircuJ .ation unit
compressor
oiler
pressure gage
valve
valve timer
manometer
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 coin-
ponent how the component works and why it is irnpor-
tant.
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. Identity components during a plant tour.
4. Explain the purpose of each component, how the coiripo-
nent works and why it is important.
Describe the noz,ial operation procedures for the first
stage digestion wtit rponents listed above.
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 11.5:
first stage digestion unit
meter
motor
piping
pressure relief valve
recirculation pump
sludge pump
awl tchgear
vacuum relief valve
water trap
-------
itO
. 36 First Stage Digestion
CONDITIONS: Given a first stage digestion un.it or slides or photo-
graphs of a first stage digestion unit, a list of comp
nents of the unit, a checklist of characteristics a.nd
normal operation procedures manual.
ACCEPTABLE PERFO AANCE: The student will:
Describe the characteristics of each component whic
the operator checks to determine whether the compo-
nent is functioning norina].].y, coimnenting on:
color pressure
corrosion sound
motion temperature
odor vacu
position vibration
Name the sense or indicator which monitors each the
acteris tic.
Explain how often the characteristics of each c pc
nent must be checked and why the component must be
checked on this schedule.
Describe what an operator does if the characteristi
of a component indicate that it is not functioning
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain why a component’s characteristics must be r
turned to normal.
Describe routine sampling for the first stage dige
tion process.
List routine calculations for the first stage dige
tion process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of -
first stage digestion unit.
2. Describe the normal operation procedures for the
first stage digestion unit. Use color pictures.
3. Describe the normal operation procedures duri
slide show of components of the first stage d t
unit.
4. Describe and explain the normal operation procedur
-------
First Stage Digestion 37
during a plant tour. Listen to the student’s des-
cription of the procedures.
STUDENT ACTIVITY: 1. Develop a checklist, listing the components of the
first stage digestion unit and their normal charac-
teristics.
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of components of the first stage digestion
ird. t.
4. Observe and describe the normal operation procedures
during a plant tour.
<<<<>>>>>
O&TECTIVE’ 21.6: Perfor’n the nor’ al operation procedisrea for the first
stage dz.geation unit.
CONDITIONS: Given a first stage digestion unit, the manual of nor-
mal operation procedures which the student has developed
for the first stage digestion unit and basic references.
ACCEPTABLE PERFO1 ANCE: The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component Indicate that it
is not functioning normally.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
INSTRUCTOR ACTIVITY: 1. Observe the student demonstrating normal operation
procedures in a dry run in a treatment plant.
2. Observe the student performing normal operation pro-
cedures in a treatment plant.
STUDENT ACTIVITY: 1. Demonstrate the normal operation procedures in a dry
run in a treatment plant.
-------
t 0
38 First Stage Digestion
4L
2. Perform and explain the normal operation procedureE
in a treatment plant.
O&T ’C’2’IVE 12. 7: acribe and perfor n the start-up and ahut-da m proce-
dures for the first stage digestion unit.
CONDITIONS: Given a mock-up, model or photograph of a first stage
digestion unit and a first stage digestion unit with
manufacturer’s operation manual.
ACCEPTABLE PEP.FORWJ4CE: The student will:
Start up and shut down a first stage digestion uni
following the manufacturer’s instructions.
INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures in
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 proce
dures in a treatment plant.
5. Observe the student as he evaluates his start-up p
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
treatment plant.
2. Describe the shut-down procedures in a dry run in
treatment plant.
3. Perform the start-up procedures in a treatment pl
4. Perform the shut-down procedures In a treatment
plant.
5. Evaluate the operation of the first stage digesti’
unit to determine whether correct start-up proced
have been used. Use the normal operation procedu.
manual which the student has developed. (See t
tive 1.4.)
6. Evaluate the operation of the first stage digesti
unit to determine whether correct shut-down
-------
tO S?4p
First Stage Digestion 39
procedures have been used. Use the normal operation
procedures manual which the student has developed.
(See obJective 1.4. )
OBJECTIVE 11. 8: Describe the abnormal. operation procedw’ea for the first
stage digestion 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 ma-
terials.
ACCEPTABLE P FORMANCE: The student will:
Evaluate the wastestream for abnormal conditions,
commenting on:
acidity organic and total Kjedahl
alkalin.ity nitrogen
aimnonia nitrogen pH
flow sludge density
gas composition temperature
industrial wastes toxic gases
level volatile acids
odor
Describe the cause and effect of the abnormal condi-
t ion.
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will improve
the condition of the wastestream.
INSTRUCTOR ACTIVITY: 1. Describe and explain the abnormal conditions of the
wastestream illustrated in color pictures.
2. Describe and explain the abnormal operation proce-
dures illustrated in pictures and described in plant
records and case histories.
-------
3. Describe and explain the abnormal operation proce-
dures during a slide show.
4. Describe and explain the abnormal operation proce-
dures during a plant tour. Listen to the student’:
description of the procedures.
STUDENT ACTIVITY:
1. Evaluate and explain the abnormal
wastestream which are illustrated
2. Describe and explain the abnormal
dares illustrated in pictures and
records and case histories.
3. Describe and explain the abnormal operation proce—
dares in a class discussion after a slide show.
4. Evaluate and explain the condition of the wastestr
during a plant tour. Describe and explain the abri
ma]. operation procedures.
conditions of th.
in color picture
operation proce-
described in pla
OBJE’C’TIVE 11.9:
CONDITIONS:
ACCEPTk LE PERFORMANCE:
Descrz.be the preventive maintenwice procedures for t
first stage digestion wiit.
Given a first stage digestion ur.it or pictures and d i
ings of’ a first stage digestion unit and reference
terials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
The student will:
Describe these preventive maintenance
the first stage digestion unit:
Cleaning
gas recirculation unit
compressor
oiler
manometer
meter
motor
pressure relief valve
recirculation pump
sludge pump
procedures
vacuum relief valv
water trap
Lubrication
gas recirculation
compressor
oiler
motor
pressure relir
recirculation
sludge pump
-------
IOSl 4 p
First Stage Digestion 41 —
• t
vacuum relief valve vacuum relief valve
Mechanical adjustment Painting
boiler boiler
gas recirculation unit gas recirculation unit
compressor compressor
oiler oiler
pressure gage motor
valve piping
valve timer recirculation pump
manometer sludge pump
motor Replacement
pressure relief valve fire-fighting equipment
recirculation pump first-aid kit
switchgear manometer
sludge pump meter
Name the reference materials and tools needed to per-
form the preventive maintenance procedures.
Explain how often each preventive maintenance proce-
dure must be performed.
Explain how an operator determines whether a compo-
nent needs preventive maintenance.
Describe what an operator does if a component needs
preventive maintenance.
Explain why each preventive maintenance procedure
is important.
INSTRUCTOR ACTIVITY: 1. Describe and explain the preventive maintenance pro-
cedures for the first stage digestion n.it.
2. Describe and explain the preventive maintenance pro-
cedures during a slide show.
3. Describe and explain the preventive maintenance pro-
cedures during a plant tour.
STUDENT ACTIVITY: 1. Develop a preventive maintenance schedule and a man-
ual of preventive maintenance procedures.
2. Observe, describe and explain the preventive mainte-
nance procedures during a slide show.
3. Observe, describe and explain the preventive mainte-
nance procedures during a plant tour.
O&TECTI VA’ 11. 10: Perfor n the preventive rr intenanee procethires for the
firet stage digestion wtit.
-------
• tO
42 _____ First Stage Digestion
.ciC 4
CCNDITIONS: Given a first stage digestion unit and tools and refer
ence materials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE ? FORMANCE: The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
first stage digestion unit, explaining his actions.
Perform the procedures which an operator follows w
a component needs preventive maintenance, explainui
his actions.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe student inspection of a treatment plant.
3. Observe the student performing the preventive main
nance procedures in a treatment plant.
s:UDENT ACTIVITY: 1. Small groups of students perform the preventive ma
tenance procedures in simulated situations in the
workshop.
2. Inspect a treatment plant. Evaluate arid explain t
preventive maintenance procedures.
3. Perform and explain the preventive maintenance proc
dures in a treatment plant.
O&TECTIVE 11.11: Describe the corrective maintenw ee procedures for t. i
first stage digestion unit components listed on page
CONDITIONS: Given a first stage digestion unit or a mock-up, phot
graphs or drawings of a first stage digestion unit, i
manual of operation procedures which the student has
veloped for the first stage digestion unit, tools aix
reference materials, including:
catalogue of replacement parts
-------
First Sta _ ge Digestion
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
equipment catalogues
manufacturer’ a maintenance guides
The student will:
Describe how an operator evaluates each component of
the first stage digestion unit for corrective mainte-
na.nce, coenting on:
color
corrosion
motion
odor
pressure
so und
temperature
vacuum
position 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 first stage digestion 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 treatnent plant tours.
1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective mainte-
nance procedures during a treatment plant tour.
-------
O&TCTIVE 11.12:
CONDITIONS:
ACCEPTABLE PERFO AANCE:
INS ThUCTOR ACTIVITY:
STUDENT ACTIVITY:
Perform the corrective maintencoice procedzsres for the
first stage digestion to ut conrponents.
Given a first stage digestion unit or unit components,
the operation procedures manual which the student has
developed, tools and reference materials, including:
catalogue of replacement parts
equi ent catalogues
manufacturer’ s maintenance gui des
manufacturer ‘5 operation manual
The student will:
Evaluate the components of the first stage digestion
unit for corrective maintenance, explaining why a
component has malfunctioned and coenting on:
color pressure
corrosion sound
motion temperature
odor vacuum
position vibration
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows wher
a component malfunctions, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components in
a treatment plant.
3. Observe the student performing the corrective mainte-
nance procedures in a treatment plant.
1. &nall 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 px
dures in a treatment plant.
< <<<<0>>>> )
-------
tD P74j
First Stage Digestion 45 —
G3, ECTIVE 11. 13: Perform the Bafety procedureB for the first stage diges-
tion unit and de.monetrate how they protect er7lployeea and
visi. tore.
C DITIONS: Given a list of operation or maintenance procedures, the
studentts manual of safety procedures, tools and safety
equipment.
ACEPTABLE PERFORMANCE: The student will:
Identify hazardous conditions in the first stage di-
gestion unit, co nenting on:
high—risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Recommend corrective procedures and correct the un-
safe condition.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a treatment plant.
3. Observe the student performing the safety procedures
in a treatment plant.
S:IDENT ACTIVITY: 1. Evaluate safety conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recommend corrective procedures.
3. Perform the safety procedures in a treatment plant.
O EC’J’IVE 11. 14: Ccr are other first stage digestion units to the fixed-
cover gas reciro ation unit i 1 ith external heat ex-
changer (coiposite model. plant unit K).
CCNDITIONS: Given a process unit and reference materials, includi :
equipment catalogues
laboratory reports
-------
S?4j .
46 ______ First Stage Digestion
• 4 (
manufacturer’s bulletins
manufacturer’s operation manuals
plant maintenance and operation records
ACCEPTABLE P FOEMANCE: The student will:
Compare composite model plant unit K with:
a floating-cover gas recircu.lation unit with
external heat exchanger.
an aerobic digester unit.
a fixed-cover unit with turbo ndx.
a fixed-cover unit with hot water coil heat.
Consider:
availability of replacement parts
capital costs
dependency on surrounding environment
ease of repair
efficiency
flow-handling capabilities
maintenance costs
nuisance to neighbors
operational costs
operational skills
personnel requirements
reliability
resistance to upset
sensitivity of controls
space requirements
waste—handling capabilities
U STRUCTOR ACTIVITY: 1. Prepare a chart for tabulation of information about
the units.
2. Compare composite model pant unit K 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 pamel discuS8ion.
3. Write a report on the advantages and disadvantages of
each unit.
-------
First Stare Di est1on
47
O3JECTIVE 11.15:
C.NDIT IONS:
ACCEPTABLE PERFORMANCE:
I STRUCTOR ACTIVITY:
SUDENT ACTIVITY:
OBJECTIVE ii. 1$:
N ne coid locate the components of the first stage diges-
tion iont listed on page 35. NcDlie and select reference
materials which explain the nor nal operation proceth ree,
the pur pose of each cc ’rponent, how the cc nponent works
and why it is inrportant.
Given a first stage digestion unit, unit components or a
diagram, model or photographs of a unit and reference
materials, including:
contractor’s plans of the first stage digestion unit
ufur’s maintenance guides
operation and maintenance manuals
The student will:
Nazne and locate the components of the first stage di-
gestion 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.
1. Point out components of the first stage digestion
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 first stage digestion unit and normal oper-
ation procedures.
1. Name the components which the instructor points out
on diagrams, photographs or models.
2. Name the components which the instructor points out
during a plant tour and name the reference materials
which apply to the components.
3. Name and select the reference materials which des-
cribe the first stage digestion unit and normal oper-
ation procedures.
Perform the abnormal operation procedures for the first
stage digestion unit.
-------
tc sr 4 ,
48 First Stage Digestion
4 p 1 i%.
CONDITIONS: Given a wastestream in a treatment plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFOBMANC : The student will:
Evaluate the wastestream for abnormal conditions,
commenting on:
acidity organic and total Kjedahl
alkalinity nitrogen
ai nonia nitrogen pH
fl sludge density
gas composition temperature
industrial wastes toxic gases
level volatile acids
odor
Select the references he needs to return the waste-
stream to normal.
Perform the abnormal operation procedures.
INSRUCTOR ACTIVITY: 1. Observe the student as he evaluates the wastestreazn
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestream.
3. Observe the student performing the abnormal operatio’
procedures in simulated situations and in a treatmen
plant.
STUDENT ACTIVITY: 1. Evaluate the wastestrearn in a treatment plant.
2. Select the references needed to correct abnormal cor
ditions of the wastestream.
3. Perform the abnormal operation procedures In simula-
ted situations or In a treatment plant.
-------
PURPOSE:
OBJECTIVES:
MOCULE 12
SECOND STA( DI ST1ON
A floating-cover unit
with gas storage
Composite Model Plant Unit L
In this module the student will learn to perform all the activities
in the objectives as they ply to a floating-cover unit with gas
8 torage. READ PACES I TO 11 BEFORE USING THIS MODULE.
12.1 Identify the second stage digestion unit.
12.2 Describe the second stage dige8tion process in tec)mioal and
nontechnical terms.
12.3 Describe the safety procedures for the second stage digestion
unit and explain how the procedures protect e Zoyeea and
Vi8i tor8.
12. 4 Identify the components of a aecond stage digestion unit. Ex-
plain the purpose of each conrponent 1 how the component works
and why it is i ortant.
12. 5 Describe the normal operation procedures for the second stage
digestion unit co irponente listed on page 53.
12.6 Perform the normal operation procedures for the second stage
digestion unit.
12. 7 Describe and perform the start-up and shut-down procedures for
the second stage digestion unit.
12.8 Describe the abnormal operation procedwz’ea for the second
stage digestion proces8.
12. 9 Describe the preventive maintenance procedures for the second
stage digestion unit.
12.10 Perform the preventive maintenance procedures for the second
stage digestion unit.
12.11 Deecribe the corrective maintenance procedures for the second
stage digestion unit components listed on page 53.
12.12 Perform the corrective maintenance procedures for the second
stage digestion unit cc ’rponenta.
12.13 Perform the safety procedwz’es for the second Stage digestion
unit and demonstrate how they protect e loyeea and visitors.
12.14 Compare other second stage digestion units to the floating-
cover unit with gas storage (composite modEl pZcmt unit L).
12.15 Nc ne and locate the ccvtrponenta of the second stage digestion
unit listed on page 53. Rome and select reference material.s
-------
5 14j.
? S
50 ______ Second State Dizestion
which explain the normal operation procethAree, the purpose c
each ccmrponent, how the component works and why it is inrpor-
t w it.
12.16 Perform the abnormal operation procetha’es for the second eta
digestion unit.
RESOURCES: 3 116 120 125 126 141 143 144 185 307 308
309 314 315 316 317 320 321 324 421 459 511
551 552 553 554 937 990 1033 1034 1399
< < < < > > ?)
OBJECTIVE 12.1: Identify the second stage digestion unit.
CONDITIONS: Given a unit, a model of a unit or a photograph of *
unit.
ACCEPTABLE PERFORMANCE: The student will:
Indicate whether the process unit is used for sec
ond stage digestion.
INSTRUCTOR ACTIVITY: 1. Point out characteristics which distinguish the
second stage digestion unit from other process
units.
STZDENT ACTIVITY: 1. Develop a picture file of second stage digestion
units. Mark distinguishing characteristics,
O&’ECI’IVE 12.2: Describe the second stage digestion process in tech-
nical and nontechnical terra.
CONDtTIONS: Given photographs of the second stage digestion unit.
ACCEPTABLE P WOJ ANCE: The student will:
Describe the second stage digestion unit, expi
ing the meaning of:
anaerobic digester
-------
JŘ(tO 374%
Second Stage Digestion 51
):IL P t/
digester
digestion tank
sludge digester
Describe the purpose of second stage digestion.
Describe how second stage digestion affects:
sludge conditioning
sludge dewatering
solids disposal
flow measurement
pumping and piping
INSTRUCTOR ACTIVITY: 1. Use diagrams, photographs and slides to describe
second stage digestion.
2. Describe the second stage digestion process during
a plant tour. React to the student’s description
of the process.
STUDENT ACTIVITY: 1. Describe the second stage digestion process while
viewing photographs, diagrams and slides.
2. Observe and describe the second stage digestion
process during a plant tour.
C5JECTIVE 12. 3: Describe the safety procedures for the second stage
digestion unit and explain ww the procedures protect
employees and visitors.
CNDITIONS: Given a list ot operation and maintenance procedures.
ACEPTABLE PERFORMP NCE: The student will:
Describe the safety procedures for the second stage
digestion unit, cormnenting on:
High-risk activities
opening digester cover access hatches
removing debris from channels
working near sources of gas leakage
working with switches in automatic position
Sources of danger
acid wastes
caustic wastes
deep wells
-------
Ito gripe
; a
52 ______ Second Stage ngestion
\ p,c%It,
Sources of danger (continued)
electrical equipment
explosive gases
fire
moving parts
open doors and covers
slippery walks
toxic gases
welding torch
Safety equipment
explosion proof electrical, fixtures
fire-fighting equipment
first—aid kit
flame arrester
flame trap
gas masks
handrails
no smoking signs
nonsparking hand tools
pressure relief valve
protective clothing
safety treads on ladders and stairs
vacutmi relief valve
vents
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 eva :
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 corwnent on employee safet )
procedures.
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. St
lect proper safety equipment and name the sources
danger and high-risk activities. Develop a manua:
safety procedures for the second stage digesf
unit.
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,0l1 ,
lIT 1
Second Stage Digestion 53
4. Identify sources of danger and high—risk activities
pictured in slides.
O&ECTIVE 12. 4: Identify the components of a 8eCOfld Stage digestion
unit. Erp Lain the purpose of each component, how the
component works wzd why it is importo t.
CCNDITIONS: Given a second stage digestion unit, unit components or
a diagram, model or photographs of a unit and a list of
components.
A: EPTABLE PERFtJFMANCE: The student will:
Identify components of the second stage digestion
unit and associated equi ent:
boiler manometer
fire-fighting equIpment meter
first—aid kit motor
floating cover piping
gas recirculation unit pressure relief valve
compressor recirculation pump
oiler sludge pump
pressure gage switchgear
valve vacuum relief valve
valve timer water trap
Explain the purpose of each component, how the compo-
nent works and why it is important.
L’;STRUCrOR ACTIVITY: 1. Point out and name components in diagrams, photo-
graphs or models.
2. Arrange photographs or models of components In the
workshop for student identification.
3. Point out and name components during a plant tour.
4. Question the students about the purpose of each com-
ponent, how the component works and why it is impor-
tant.
S1mENT ACTIVITY: 1. Identify the components which the instructor names
on diagrams, photographs or models.
2. Identify the components at stations in the workshop
In writing.
-------
S eond Staee Di2estion
OBJECTIVE 12.5:
CONDIT IONS:
ACCEPTABLE ?ERFO AANCE:
3. Identify components during a plant tour.
4. Explain the purpose of each component, how the compo-
nent works and why it is important.
Describe the normal operation procedw’es for the second
stage digestion imit ccvirponente listed on page c3.
Given a second stage digestion unit or slides or photo-
graphs of a second stage digestion unit, a list of com-
ponents of the unit, a checklist of characteristics and
a normal operation procedures manual.
The student will:
Describe the characteristics of each component which
the operator checks to determine whether the compo-
nent is functioning normally, co nenting on:
Name the sense or indicator which monitors each char-
acteristic.
Explain how often the characteristics of each compo-
nent must be checked and why the component must be
checked on this schedule.
Describe what an operator does if the characteristics
of a component indicate that it is not furiction.ing
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain why a component’s characteristics must be re-
turned to normal.
Describe routine sampling for the second stage diges-
tion process.
List routine calculations for the second stage d.i ,
tion process.
color
corrosion
motion
odor
position
pressure
sound
temperature
vacuum
vibration
Describe routine procedures for reeorMng data.
-------
Second Stage Digestion
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
C3 ECTrVE 12. 6:
c:NDITIONS:
tCCEPTABLE PERFORMANCE;
and explain the normal operation procedures
plant tour. Listen to the student’s des-
of the procedures.
1. Describe the characteristics of the components of the
second stage digestion unit.
2. Describe the normal operation procedures for the sec-
ond stage digestion unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the second stage diges-
tion unit.
4. Describe
during a
cription
1. Develop a checklist, listing the components of the
second stage digestion un.it a.nd their normal charac-
teristics.
2. Develop a manual. of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of components of the second stage diges-
tion unit.
4. Observe and describe the normal operation procedures
during a plant tour.
Perform the riorriaZ. operation procedlhree for the second
stage digestion unit.
Given a second stage digestion unit, the manual of nor-
mal operation procedures which the student has developed
for the second stage digestion unit and basic refer-
ences.
The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normally.
Perform the routine sampling.
Perform the routine calculatio a.
Perform the routine record keeping.
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/10
56 ______ Second Stage Digestion
INST?IrCTOR ACTIVITY: 1. Observe the student demonstrating normal operation
procedures in a dry run in a treatment plant.
2. Observe the student performing normal operation pro-
cedures in a treatment plant.
STUDENT ACTIVITY: 1. monstrate the normal operation procedures in a dry
run in a treatment plant.
2. Perform and explain the normal operation procedures
in a treatment plant.
O&TECTIVE 12.?: Describe and perfonn the start-up and shut-down proce-
duree for the second stage digestion unit.
CO OITIONS: Given a mock-up, model or photograph of a second stage
digestion unit and a second stage digestion unit with
the manufacturer’s operation manual.
ACCEPTABLE PERFOI (ANCE: The student will:
Start up and shut down a second stage digestion unit
following tne manufacturer’s instructions.
INS? UCTOR ACTIVITY: 1. Demonstrate and perferin the start-up procedures in a
treatment plant.
2. Demonstrate and perform the shut-down procedures in
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 proce-
dures in a treatment plant.
5. Observe the student as he evaluates his start-up pr
cedures.
6. Observe the student as he evaluates his shut-down
procedures.
STUENT 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 a
treatment plant.
3. Perform the start—up procedures In a treatment plan
-------
tD S?4?
Second Stage Digestion 57
•‘4t
4. Perform the shut—down procedures in a treatment
plant.
5. Evaluate the operation of the second stage digestion
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 second stage digestion
unit to determine whether correct shut-down proce-
dures have been used. Use the norma]. operations pro-
cedure manual which the student baa developed. (See
objective 1.4. )
OBJECTIVE 12. 8: Describe the abnor nal operation procedures for the sec-
ond 8tage digestion process.
CONDITION3: 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 a.nd reference ma-
terials.
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the wastestream for abnormal conditions,
cor enting on:
acidity odor
alkalinity organic and total Kjedah].
armnonia nitrogen nitrogen
BOD pH
COD sludge density
flow temperature
gas composition toxic gases
industrial wastes volatile acids
level
Describe the cause and effect of the abnormal condi-
tion.
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes abnor-
ma]. conditions, including:
operations.]. changes
reporting to supervisors
sampling procedures
-------
Describe how the actions of the operator will improve
the condition of the wastestreaxn.
1. Describe and explain the abnormal conditions of the
wastestream illustrated in color pictures.
2. Describe and explain the abnormal operation proce-
dures illustrated in pictures and described in plant
records and case histories.
3. Describe and explain the abnormal operation proce-
dures during a slide show.
4. Describe and explain the abnormal operation proce-
dures during a plant tour. Listen to the student’s
description of the procedures.
1. Evaluate and explain the abnormal
wastestrean which are illu.strated
2. Describe and explain the abnormal
dures illustrated in pictures and
records and ‘ase histories.
3. Describe and explain the abnormal
dures in a class discussion after
4. Evaluate and explain the condition of the wastestrean
during a plant tour. Describe and explain the abnor-
nal operation procedures.
Describe the preventive rnaintenotce procedures for the
second stage digestion unit.
Given a second stage digestion unit or pictures and
drawings of a second stage digestion unit and reference
materials, including:
inspection records
manufacturert s maintenance guides
plant drawings and specifications
preventive maintenance schedule
The student will:
Describe these preventive maintenance procedures ‘nr
the second stage digestion unit:
Second Stage Digestion
#Ľ1t0 SZip
; 1%
I N ST RUCTOR ACTIVITY:
STUDENT ACTIVITY:
c;:r:rrvi 22.9:
CCNDITIONS;
AC CEPTABLE PERFOEM&NCE:
conditions of the
in color pictures.
operation proce-
described in plant
operation proce-
a slide show.
<< < < > > > >>
-------
tD ,4%
Second Stage Digestion 59
c
Cleaning pressure gage
gas recirculation unit valve
compressor valve timer
oiler manometer
manometer motor
meter pressure relief valve
motor recirculation pump
pressure relief valve sludge pump
recirculation pump switchgear
sludge pump vacuum relief valve
vacuum relief valve Painting
water trap boiler
Lubrication floating cover
gas recirculation unit gas recirculation unit
compressor compressor
oiler oiler
motor motor
pressure relief valve piping
recirculation pump recirculation pump
sludge pump sludge pump
vacuum relief valve Replacement
Mechanical adjustment fire—fighting equipment
boiler first-aid kit
floating cover manometer
gas recirculation unit meter
compress or
oiler
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 wlvj each preventive maintenance procedure is
important.
I%STRUCTOR ACTIVITY: 1. Describe and explain the preventive maintenance pro-
cedu.res for the second stage digestion 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.
-------
60 Second Stage Digestion
+ •4
STtJDENT ACTIVITY: 1. Develop a preventive maintenance schedule and a mar
ua.l of preventive maintenance procedures.
2. Observe, describe and explain the preventive maint
nance procedures during a slide show.
3. Observe, describe and explain the preventive mainte
nance procedures during a plant tour.
0&IECTIYE 12.10: Perfor,n the preventive mainten oe procedures for the
second stage digestion wtit.
CONDITIONS: Given a second stage digestion unit and tools and refe
ence materials, including:
inspection records
manufacturer’ s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCE?TABLE P FORMA.NCE: The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
second stage digestion unit, explaining his actions.
Perform the procedures which an operator follows whe:
a component needs preventive maintenance, explaining
his actions.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe student inspection of a treatment plant.
3. Observe the student performing the preventive mainte-
nance procedures in a treatment plant.
ST JDENT ACTIVITY: 1. Small groups of students perform the preventive main-
tenance procedures in simulated situations in the
workshop.
2. Inspect a treatment plant. Evaluate and explain the
preventive maintenance procedures.
3. Perform and explain the preventive maintenance p
dures in a treatment plant.
-------
Second Stage g 4on
O&IECTIVE’ 12.11:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
pressure
sound
temperature
vacu
vibration
Describe the corrective maintenance procedures for the
second stage digestion unit ccinponents listed on page
53.
Given a second stage digestion unit or a mock-up, photo-
graphs or drawings of a second stage digestion unit, the
manual of operation procedures which the student has de-
veloped for the second stage digestion unit, tools and
reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’ s maintenance guides
The student will:
Describe how an operator evaluates each c ponent of
the second stage digestion unit for corrective main-
tenance, commenting on:
color
corrosion
motion
odor
position
Explain why a component has malfunctioned.
Name the reference materials and tools needed to per-
form the corrective maintenance.
Describe what an operator does when he discovers a
malfunction, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Describe how the operator corrects the malfunction.
INSTRUCTOR ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures for the second stage digestion 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.
-------
to
62 ______ Second Stage Digestion
4 pç Q I
STUDENT ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
ins true tor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective mainte-
nance procedures during a treatment plant tour.
OBJECTIVE 12. 12: Perfoz n the cx’rrective mainteiwmce procedures for the
second stage digestion wzit cciirponenta.
CONDITIONS: Given a second stage digestion unit or unit ccmiponents,
the operation procedures manual which the student has
developed, tools and reference materials, including:
catalogue of replacement parts
equ.i nent catalogues
manufacturert s maintenance guides
oanufactu.rerts operation manual
ACCEPTABLE PEBFO (ANCE: The student will:
Evaluate the components of the second stage digestlo:
unit for corrective maintenance, explaining why a
component has malfunctioned and co nenting on:
color pressure
corrosion sound
motion temperature
odor vacuum
position vibration
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows whe
a component malfunctions, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components I
a treatment plant.
-------
Second Stage Mgestion
3. Observe the student performing the corrective mainte-
nance procedures in a treatment plant.
STUDENT ACTIVITY:
OBJECTIVE 12.13:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTWITY:
STUDENT ACTIVITY:
1. Small groups of students perfom 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.
<<< <)>>)>
Perfonn the safety pi’ocetha”ee for the second stage di-
gestion unit cvid dernonsti’ate ha they protect employees
cvid visitors.
Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment.
The student will:
identify hazardous conditions in the second stage di-
gestion unit, co enting on:
high—risk activities
sources of danger
safety equipment
Explain how the procedures protect employees end
visitors.
Recoinend corrective procedures and correct the un-
safe condition.
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a treatment plant.
3. Observe the student performing the safety procedures
in a treatment plant.
1. Evaluate safety conditions in simulated situations
and recomend corrective procedures.
-------
itC SI4 ,
ifl
6h Second Stage Digestion
4fr4 1
2. Evaluate safety conditions in a treatment plant art
reconend corrective procedures.
3. Perform the safety procedures in a treatment plant.
< << < >>
OBJECTIVE 12. 14: Ccvnpcxre other second stage digestion units to the
floating-cover unit with gas storage (ccsvrposite model
p˝zt unit L i.
CONDITIONS: Given a process unit and reference materials, includin
equipment cataloves
laboratory reports
manufacturer s bulletins
manufacturer’ s operation manuals
plant maintenance and operation records
ACCEPTABLE PWOBMANCE: The student will:
Compare composite model plant unit L with:
a fixed-cover unit.
an aerobic digester unit.
Consider:
availability of replacement parts
capital costs
dependency on surrounding environment
ease of repair
efficiency
flow—handling capabilities
maintenance costs
nuisance to neighbors
operational costs
operational skills
personnel requirements
reliability
resistance to upset
sensitivity of controls
space requirements
waste-handling capabilities
INSTRUCTOR ACTIVITY: 1. Prepare a chart for tabulation of information abo’
the units.
2. Compare composite model plant unit L with the other
units.
-------
Second Stage Digestion
3. Help the student to collect information for reports
on the advantages and disadvantages of each unit.
STUDENT ACTIVITY:
O&TECTIVE 12.15:
CONDITIONS:
AC O TABLE PERFORMANCE:
INS’F-UCTOR ACTIVITY:
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.
< < << > ,>>>
Y a id locate the components of the second stage di-
gestion unit listed on page 53. Mane aid select refer-
ence inatericz is which exp tam the nonnal operation pro-.
ce&sres, the purpose of each orponent 3 1w the conpo-
nent works aid wh it is important.
Given a second stage digestion unit, unit components or
a diagram, model or photographs of a unit and reference
materials, including:
contractor’s plans of the second stage digestion unit
manufacturer’s maintenance guides
operation and maintenance manuals
The student will:
Name and locate the components of the second stage
digestion unit.
Name and select reference materials which explain the
normal operation procedures, the purpose of each cot-
ponent, how the component works and why it is impor-
tant.
1. Point out components of the second stage digestion
unit on diagrams, photographs or models.
2. LIsten to the student namfng the components and the
applicable reference materials during a plant tour.
3. Name and display the reference materials which des-
cribe the second stage digestion unit arid normal
operation procedures.
1. Name the components which the instructor points out
on diagrams, photographs or models.
-------
iIO 3 4p
66 ______ Second Stage Digestion
4 L p iO
2. Name the components which the instructor points out
during a plant tour and risme the reference materialE
which apply to the components.
3. Name and select the reference materials which des-
cribe the second stage digestion unit and normal op-
eration procedures.
O&TECTIVE 12. 16: Perform the abnormal operation procedures for the aecor
stage dige8tion unit.
CONDITIONS: Given a wastestream in a trea ent plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the wastestream for abnormal conditions,
cormnenting on:
acidity odor
alkalinity organic and total Kjedah.l
aimnonia nitrogen nitrogen
BOD pH
COD sludge density
flow temperature
gas composition toxic gases
industrial wastes volatile acids
level
Select the references he needs to return the waste—
stream to normal.
Perform the abnormal operation procedures.
D STRUCTOR ACTIVITY: 1. Observe the student as he evaluates the wastestreain
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestream.
3. Observe the student perforiwing the abnormal op
procedures in simulated situations and in a tre ..gie
plant.
-------
Second Stage Digestion
STUDENT ACTIVITY:
1. Evaluate the wastestreaxn in a treatment plant.
2. Select the references needed to correct abnormal con-
ditions of the wastestreain.
3. Perform the abnormal operation procedures in simula-
ted situations or in a treatment plant.
-------
P 2 SE’:
OBJECTIVE’S:
MODULE 13
SLUDGE CONDfflONING
A chemical conditioning unit
with coLoltercurrent elutriati m
Ccirrpoeite Model Plant Unit M
In this module the student will learn to perform all the activities
in the objectives as they apply to a chemical conditioning unit with
countercurrent elutriatian. READ PAGES 1 TO 21 BEFORE USING TRIS
MODULE.
23. 1 Identify the sludge conditioning unit.
13. 2 Describe the sludge conditioning process in technical and non-
technical ter”,s.
13. 3 Describe the safety procedures for the sludge conditioning
unit and explain how the procedures protect enrployeee and
ui s tor s.
13. 4 Identify the coiirponents of a sludge conditioning unit. E’x-
plain the purpose of each ccnrponent, how the co onent works
and why it is iftrportant.
13. 5 Describe the normal operation procedures for the sludge con-
ditioning unit cor?rponents listed on page 7.3.
13. 6 Perform the normal operation procedures for the sludge condi-
tioning unit.
13.? Describe and perform the start- and shut-dwn procedures for
the sludge conditioning unit.
23. 8 Describe the abnorrial operation procedures for the sludge con-
ditioning process.
23. 9 Describe the preventive maintenance procedures for the sludge
conditioning unit.
13.10 Perform the preventive maintenance procedures for the sludge
conditioning unit.
23. 11 Describe the corrective maintenance procedures for the aludge
conditioning unit components listed on page 73.
23. 12 Perform the corrective maintenance procedures for the eludge
conditionii’vj unit con’rponents.
13. 13 Perform the safety procedures for the sludge conditioning unit
and demori.gtrate how they protect enrplo jees and visitors.
13. 14 Co wpare other sludge conditioning unite to the chemical condi-
tioning unit with countercurrent elutriation (ccr oeite model
plant unit M).
13. 15 Name and locate the c vnponent8 of the sludge conditioning wat.t
listed on page 73. None and select reference materials which
-------
Sludge Conditioning
erp lain the normal operation procedures, the purpose of each
component, how the component works cowl wh& it is inrportcott.
13.16 Perform the abnormal operation procedures for the sludge con-
ditioning unit.
< << < <0 >> >>>
3
116
120
125
141
317
320
321
324
421
937
990
1033
1034
1399
143 144 307 308 309 316
459 511 551 552 553 554
O&TECTIVE 13.1:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 13.2:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
Identify the sludge conditioning unit.
Given a unit, a model of a unit or a photograph of a
unit.
The student will:
Indicate whether the process unit is used for sludge
conditioning.
1. Point out characteristics which distinguish the
sludge conditioning unit from other process units.
1. Develop a picture file of sludge conditioning units.
Ithrk distinguishing characteristics.
Descr-tbe the sludge conditioning process in technical
wtd nontechnical terms.
Given photographs of the sludge conditioning unit.
The student will:
Describe the sludge conditioning unit, explainina tl
meaning of:
chemical conditioning
coagulation
countercurrent elutriation
< < << > > > > )
70
RESOURCES:
-------
Sludge Conditioning
elutriati on
flocculation
sludge conditioning
Describe the purpose of sludge conditioning.
Describe how sludge conditioning affects:
sludge dewatering
solids disposal
flow measurement
pumping and piping
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
3 CTIVE 13.3:
c: .:ITI0NS:
ACC .PTABLE PERFORMANCE:
1. Use diagrams, photographs and slides to describe
sludge conditioning.
2. Describe the sludge conditioning process during a
plant tour. React to the student’s description of
the process.
1. Describe the sludge conditioning process while view-
ing photographs, diagrams and slides.
2. Observe and describe the sludge conditioning process
during a plant tour.
Describe the safety procedures for the sludge condition-
ing unit and explain how the proc iures protect employ-
ees cznd t sitors.
Given a list of operation and maintenance procedures.
The student will:
Describe the safety procedures for the sludge condi-
tioning unit, commenting on:
High-risk activities
handling chemically coated equipment and
components
lifting heavy objects
mixing chemicals
pressurizing chemical storage containers
removing debris from channels
walking in or near pits
working with switches in automatic position
-------
tO Sr 4 ,.
4
72 (% Z) 5ludge Conditioning
4 p 4 JIl(
Sources of danger
acid wastes
caustic wastes
chemicals
electrical equipment
explosive gases
ladders
loose handrails
moving parts
open doors and covers
pits
rotating or oscillating equipment
slippery floors and catwalks
sludge
stairs
tanks
welding torch
wells
Safety equipment
bicarbonate of soda solution
boric acid solution
eyewash stations
face shields
first-aid kit
goggles
hoisting apparatus
lockout tags and keys
protective breathing apparatus
protective clothing
railings
safety showers
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 eval-
uat ion.
3. Describe the safety procedures for each operation anc
maintenance procedure.
4. Prepare slides of sources of’ danger and high-risk
activities.
sTUDENT ACTIVITY: 1. Read case histories and coimnent on employee safety
procedures.
-------
Sludge Conditioning
2. Evaluate conditions which the instructor has des-
cri’bed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equi nt and name the sources of
danger and high-risk activities. Develop a manual of
safety procedures for the sludge conditioning unit.
4. Identify sources of danger and high-risk activities
pictured in slides.
23 ECTIVE 23.4:
:o:;DITIONS:
= EPTABLE PERFORMANCE:
:: TRUCTOR ACTIVITY:
Identify the cov pone .nts of a sludge conditioning unit.
Exp Z ain the purpose of each component, ww the cc orient
works c d why it is import t.
Given a sludge conditioning unit, unit components or a
iagrazn, model or photographs of a unit and a list of
components.
The student will:
Identify components of a sludge conditioning unit artd
associated equipment:
agitator first-aid kit
bucket elevator flight
chain flowneter
chemical conditioning tank motor
chemical dri tank overload alarm
chemical feed pump pump
cnernical feeder rail
cnemical storage shaft
collector shoe
control loop slaker
coupling speed reducer
elutriation tank sprocket
fire-fighting equipment valve
Explain the purpose of each component, how the coinpo-
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.
-------
Sludge Conditioning
4. Question the students about the purpose of each com-
ponent, how the component works and why it 1s impor-
tent.
STUDENT ACTIVITY:
O&TEC’T .Z h3.5:
CONDITIONS:
A00?ABLE PERFO AANCE:
1. Identify the components which the instructor names on
diagrams, photographs or models.
2. Identify the components at stations in the workshop
in writing.
3. Identify components during a plant tour.
4. Explain the purpose of each component, how the compo-
nent works and why it is important.
Descrzbe the iwr nal operation procedureB for the sludge
conditioning unit cO?7TpO 2efltB li8ted on page 73.
Given a sludge conditioning unit or slides or photo-
graphs of a sludge conditioning unit, a list of compo-
nents of the unit, a checklist of characteristics and a
normal operation procedures manual.
The student will:
Describe the characteristics cf each component which
the operator checks to determine whether the compo-
nent is functioning norcially, corru enting on:
color ; sition
corrosion pressure
flow sound
motion temperature
odor vibration
Name the sen.se or indicator which monitors each char-
acteristic.
Explain how often the characteristics of each compo-
nent must be checked and why the component must be
checked on this schedule.
Describe what an operator does if the characteristic
of a component indicate that it is not functioning
normally, including:
mRlc4ng adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
74
-------
eO Sr 4 ,
1%
Sludge Conditiorth ______ 7
1 P4 pç 1t
Explain w1- j a component’s characteristics must be re-
turned to normal.
Describe routine sampling for the sludge conditioning
process.
List routine calculations for the sludge conditioning
process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of the
sludge conditioning unit.
2. Describe the normal operation procedures for the
sludge conditioning unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the sludge conditioning
unit.
4. Describe and explain the normal operation procedures
during a plant tour. Listen to the student’s des-
cription of the procedures.
STUDENT ACTIVITY: 1. Develop a checklist, listing the components of the
sludge conditioning unit and their normal character-
istics.
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of components of the sludge conditioning
unit.
4. Observe and describe the normal operation procedures
during a plant tou.r.
OBJECTIVE 23.6: Perform the nor’ al operation procedures for the sludge
conditioning iczit.
CONDITIONS: Given a sludge conditioning unit, the manual of normal
operation procedures which the student has developed for
the sludge conditioning 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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76 Sludge Conditionii &
p Ř%t’
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normafly.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
INSTRUCTOR ACTIVITY: 1. Observe the student demonstrating normal operation
procedures in a dry run In a treatment plant.
2. Observe the student performing normal operation pro-
cedures in a treatment plant.
STUDENT ACTIVITY: 1. Demonstrate the normal operation procedures In a dry
run In a treatment plant.
2. Perform and explain the normal operation procedures
in a treatment plant.
OBJECTIVE 23.7: Describe w d perfaz!n the atcrt-zip cvid ahut-down proce-
dures for the e 4dge conditioning unit.
CONDITIONS: Given a mock-up, model or photograph of a sludge condi-
tioning unit and a sludge conditioning unit with the
manufacturer’s operation manual.
ACCEPTABLE PERFORMANCE: The student will:
Start up and shut down a sludge conditioning unit,
following the manufacturer’ s instructIons.
INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures in a
treatment plant.
2. Demonstrate and perform the shut-down procedures in a
treatment plant.
3. Observe the student performing the start-up proce-.
du.res in a treatment plant.
4. Observe the student performing the shut-down proce-
dures in a treatment plant.
5. Observe the student as he evaluates his start-up pro-
cedures.
6. Observe the student as he evaluates his shut—dowr
procedures.
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Slud2e Conditioning
S’JDENT ACTIVITY:
O3J ’CTIVE 13.8:
C3NDITIONS:
ACCEPTABLE PERFORMANCE:
1. Describe the start-up procedures in a dry rw i 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 sludge conditioning
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 sludge conditioning
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.)
Deacr’ibe the abnor nal operation pr edwrea for the
sludge conditioning process.
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-
rials.
The student will:
Evaluate the wastestream for abnormal conditions,
co enting on:
alkalinity industrial wastes
chemical feed concentration pH
flow suspended solids
Describe the cause and effect of the abnormal condi-
tion.
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will improve
the condition of the wastestream.
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78
4
Sludge Conditior4ng
INSTRUCTOR ACTIVITY:
1. Describe and explain the abnormal conditions of the
wastestream illustrated in color pictures.
2. Describe and explain the abnormal operation proce-
du.res illustrated in pictures and described in plant
records and case histories.
3. Describe and explain the abnormal operation proce-
dures during a slide show.
4. Describe and explain the abnormal operation proce-
dures during a plant tour. Listen to the student’s
description of the procedures.
STTJDEN ACTIVITY:
conditions of the
in color pictures.
operation proce-
described In plant
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 operation proce-
dures in a class discussion after a slide show.
4. Evaluate and explain the condition of the wastestream
during a plant tour. Describe and explain the abnor-
ma]. operation procedures.
OBJECTIVE 13.9:
coN I::oNS:
Describe the preventive znaintenwice procedures far the
sludge conditioning unit.
Given a sludge conditioning unit or pictures and draw-
ings of a sludge condition.thg unit and reference mate-
rials, including:
Inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
The student will:
Describe these preventive niaintena.nce procedures for
the sludge conditioning unit:
Cleaning
bucket elevator
chemical dry tank
chemical feed pump
chemical feeder
chemical storage
collector
flight
ACCEPTABLE T FORMANCE:
motor
pump
slaker
Lubrication
agitator
bucket elevator
chain
chemical feed pump
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Sludge Conditioning
adjustment
feed pump
feeder
chemical feeder
coupling
motor
pump
speed reducer
valve
Mechanical
agitator
chain
chemical
chemical
flight
flowmeter
motor
overload alarm
pump
shaft
slaker
speed reducer
sprocket
valve
Painting
agitator
chemical conditioning
tank
chemical dry tank
chemical feed pump
chemical feeder
chemical storage
elutriation tank
motor
pump
slaker
speed reducer
Replacement
chain
control loop
fire-fighting equi.pnent
first-aid kit
8procket
Wear measurement
chain
coupling
flight
rail
shaft
shoe
sprocket
Name the reference materials and tools needed to
perform the preventive maintenance procedures.
Explain how often each preventive maintenance pro-
cedure 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.
1. Describe and explain the preventive maintenance pro-
cedures for the sludge conditioning 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.
IN.SP UCTOR ACTIVITY:
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_______ ______ Sludge Conditioniri
t
STUDENT ACTIVITY: 1. Develop a preventive maintenance schedule and a man-
ual of preventive maintenance procedures.
2. Observe, describe and explain the preventive mainte-
nance procedures during a slide show.
3. Observe, describe and explain the preventive mainte-
nance procedures during a plant tour.
O&T ’CTIVE 13.10: Perform the preventive mainten4v1. e procedures for the
sludge conditioning unit.
CONDITIONS: Given a sludge conditioning unit and tools and reference
materials, including:
inspection records
ina.nu.facturer’s maintenance guide
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFO AANCE: The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
sludge conditioning unit, erplaining his actions.
Perform the procedures which an operator follows when
a component needs preventive maintenance, explaining
his actions.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe student inspection of a treatment plant.
3. Observe the student performing the preventive mainte-
nance procedures in a treatment plant.
STUDENT ACTIVITY: 1. Small groups of students perform the preventive main-
tenance procedures in simulated situations in the
workshop.
2. Inspect a treatment plant. Evaluate and explain the
preventive maintenance procedures.
3. Perform and explain the preventive maintenance pr’
dures in a treatment plant.
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Sludge Conditioning 81
O&IECTIVE 13.11: Describe the corrective maintenimce procedures for the
sludge conditioning wtit c nponente listed on page 73.
CONDITIONS: Given a sludge conditioning unit or a mock-up, photo-
graphs or drawings of a sludge conditioning unit, the
manual of operation procedures which the student has de-
veloped for the sludge conditioning unit, tools and ref-
erence materials, including:
catalogue of replacement parts
equi nent catalogues
manufacturer’ s maintenance guides
ACCEPTABLE PERFO MANCE: The student will:
Describe how an operator evaluates each component of
the sludge conditioning unit for corrective mainte-
nance, coenting on:
color position
corrosion pressure
flow sound
motion t perature
odor vibration
Explain why a component has malfunctioned.
Name the reference materials and tools needed to per-
form the corrective maintenance.
Describe what an operator does when he discovers a
malfunction, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Describe how the operator corrects the malfunction.
INSTRUCTOR ACTtVITY: 1. Describe and explain the corrective maintenance pro-
cedures for the sludge conditioning unit, using dia-
grams 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.
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*
82 Sludge Conditioning
STUDENT ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective mainte-
nance procedures during a treatment plant tour.
O&IEC’IVE 1.3. 12: Perform the corrective maintenwice procedures for the
sludge conditioning unit components.
CONDITIONS: Given a sludge conditioning unit or unit components, the
operation procedures manual which the student has devel-
oped, tools and reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
rnanufacturerts operation manual
ACCE?T.3LE PERFORMANCE: The student will:
Evaluate t e components of the sludge conditioning
unit for corrective maintenance, explaining wby a
component r.as malfunctioned and coenting on:
color position
corrosion pressure
flow sound
motion temperature
odor vibration
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows when
a componen: malfunctions, including:
evaluation of capabilities of plant personnel to
perfor i the procedures
selection of replacement parts
record keeping
Correct the malfunction.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components in
a treatment plant.
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Sludge Conditioning 83
\
3. Observe the student performing the corrective rnainte-
nance procedures in a treatment plant.
STUDENT ACTIVITY: 1. Small groups of students perform and explain the cor-
rective maintenance procedures in simulated situa-
tions in the workshop.
2. Evaluate the components for corrective maintenance.
3. Perform and explain the corrective maintenance proce-
dures in a treatment plant.
<<<<>>>>
OBJEC TIVE 13.13: Perfox the safety procethsrea for the elzsdqe condition-
ing unit and demonstrate how they protect employees and
Vi8itorB.
CONDITIONS: Given a list of operation or maintenance procedures, the
studentts manual of safety procedures, tools and safety
equipment.
ACCEPTABLE P FO &NCE: The student will:
Identify hazardous conditions in the sludge condi-
tioning unit, coenting on:
high—risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Recox end corrective procedures a.nd correct the un-
safe condition.
INSTRUCTOR ACT VITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a treatment plant.
3. Observe the student performing the safety procedures
in a treatment plant.
STUDENT ACTIVITY: 1. Evaluate safety conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recommend corrective procedures.
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1 tD 314%
S t 4
_______ Sludge Conditioning
%
3. Perform the safety procedures in a treatment plant.
<<<<<0>>>>
O&TECTIYE 13.14: Ccrpare other sludge conditioning unite to the chemical
ccmditioning unit with cozoztercurrect etutriation (con-
posits model plant unit MJ.
CONDITIONS: Given a process unit and reference materials, including:
equ.ipnent catalogues
laboratory reports
manufacturer’s bulletins
manufacturer’s operation manuals
plant maintenance and operation records
ACCEPTABLE PERFORMA.NCE: The student will:
Compare composite model plant unit )A with:
a multistage elutriation unit.
a single stage elutriation unit.
Consider:
availability of replacement parts
capital costs
dependency on surrounding environment
ease of repair
efficiency
flow—handling capabilities
maintenance costs
nuisance to neighbors
operational costs
operational skills
personnel requirements
reliability
resistance to upset
sensitivity of controls
space requirements
waste-handling capabilities
INSTRUCTOR ACTIVITY: I. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit M with the other
units.
3. Help the student to collect information for repo.
on the advantages and disadvantages of each unit.
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Slud2e Conditioning
STUDENT ACTIVITY:
OBJECTIVE 13.15:
CONDITIONS:
ACCEPTABLE PERFO v(ANCE:
INSTRUCTOR ACTIVITY:
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.
None and locate the components of the sludge condition-
ing ioiit listed on page 73. )Jane and select reference
materi aZ.8 which e.xpZdin the normal operation procedures,
the purpose of each component, h the ocvrponent works
and why it i .e iiirportant.
Given a sludge conditioning unit, unit components or a
diagram, model or photographs of a unit and reference
materials, including:
contractor t s plans of the sludge conditioning unit
manufacturerts maintenance guides
operation and maintenance manuals
The student will:
Name and locate the components of the sludge condi-
tioning unit.
Name arid select reference materials which explain the
normal operation procedures, the purpose of each com-
ponent, how the component works arid why it is impor-
tant.
1. Point out components of the sludge conditioning 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 sludge conditioning unit and normal opera-
tion procedures.
1. Name the components which the instructor points out
on diagrams, photographs or models.
2. Name the components which the instructor points out
during a plant tour and name the reference materials
which apply to the components.
3. Name and select the reference materials which
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86
Sludge Conditioning
describe the sludge conditioning unit and normal op..
eration procedures.
OBJECTIVE 13.16:
CONDITIONS:
ACC TABLE PERFO 1&NCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
Perfor n the abnormal operation procecâsree for the sludge
conditioning w it.
Given a wasteatream in a treatment plant and reference
materials, including:
industrial waste records
operation loge
operator manuals
plant performance guides
The student will:
Evaluate the waateBtream for abnormal conditions,
coenting on:
alkalinity industrial wastes
chemical feed concentration pH
flow suspended solids
Select the references he needs to return the waste—
stream to normal.
Perform the abnormal operation procedures.
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.
1. Evaluate the waateBtream in a treatment plant.
2. Select the references needed to correct abnormal con-
ditions of the wastestream.
3. Perform the abnormal operation procedures in siniula—
ted situations or in a treatment plant.
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