r
Volume II j
PART D
Plant Operations
for Wastewater Facilities
Wastewater Technology: A Two-Year Post High School Instructional Program (
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OPERATIONS FOP WASTEHATER FACILITIES, Part D
Sludge Dewatering
Solids Disposal
Effluent Disposal
An Instructor's Guide for Use of Instructional Material
In Wastewater Technology Training Programs
Funded by
US ENVIRONMENTAL PROTECTION AGENCY
Municipal Permits & Operations Division
Water Quality Control Manpower Training Branch
Academic Training Section
Awarded to
CHARLES COUNTY COMMUNITY COLLEGE
La Plata, Maryland
GREENVILLE TECHNICAL COLLEGE
Greenville, South Carolina
LINN-BENTON COMMUNITY COLLEGE
Albany, Oregon
ENVIRONMENTAL SYSTEMS ENGINEERING
Clemson University
Clemson, South Carolina
September 1975
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For Information
ON FUNDING OF INSTRUCTIONAL PROGRAMS
Academic Training Section
Water Quality Control Manpower Training Branch
Mmicipal Permits & Operations Di..Vi8iofl
US Environmental Protection Agency
Washington, DC 20460
703—557—7335
ON PROJECT ADMINISTRATION AND CURRICULA DEVELOPMENT
John H. Austin, Professor and Read
Environmental 5 ys terns Engineering
ClernBon University
Clemson, South Carolina 29631
803-656—3276
ON PROGRAM I!. LEMENTATION
Carl Schwing
Charles County Corivrunity College
La Plata, Maryland 20646
301—934— 2251
J nee L. Chock lett
Greenville Technical College
Greenville, South Carolina 29606
803—242—3170
Peter C. Scott
Linn-Benton Corivnuni ty Co 1 Lege
Albany, Oregon 97321
503—928—2361
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4 t
Pref ace
Since 1970 Charles County Community College, Clemson University, Greenville Techni-
cal College and Linn—Benton Community College have been working together to prepare
undergraduate students to enter occupations In water and wastewater treatment plant
operations and maintenance. Through their efforts a two-year wastewater 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
stabli8hment of 21,jo-Year Post High School Wastewater Technology Programs (CEWT) the
four colleges set up program criteria and curriculum guidelines which are available
in two volumes:
Pro grain Implementation Procedures
Volume II: Curriculum Guidelines, Criteria for E’stabliahment and Mainte-
nance of 1 o-Year Poat High School Wastewater Technology Programs
As a result of the implementation of the instructional program at Charles County
Community College, Greenville Technical College and Lirin-Benton Community College,
six guides for instructors based on the course descriptions in Plant Inrplementation
Procedures and the general criterion behaviors of Volwne II have been prepared.
Plant Operations for Waatewater Facilitie8, printed in five parts, is the second in
the series which includes:
Volwne I Introduction to Environmental Technology
Volume II Plant Operations for Wastewater Facilities
Volume III Laboratory Control for Wastewater Facilities
Volume IV Management and Supervision Procedures for Was tewater Facilities
Volume V Process Interaction for WaBtewater Facilities
Volume VI Advanced Waste TreaLinent
ACKNOWLEDGEMENTS
Since the beginning of the project many persons at the four cooperating Institutions,
as well as outside consultants have participated in the development of this program.
Their efforts which have provided source material for this guide have been acknowl-
edged In the volumes to which they made major contributions. Plant Operations for
Wastewater Facilities has been written and produced by:
Technical Staff
K. C. Stoakes, Instructor, Environmental Technology Department, Linn-Benton
Community College
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John F. Wooley, Instructor, Environmental Technology Department, Linn-Benton
Community College
John W. Carnegie, Chairman of Environmental Technology, Linn-Benton Community
College
Fred L. Delvecchio, Director of Operator Training, Environmental Systems
Engineering, Cle m son 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
University
Eleanor McLasky, Typist, Environmental Systems Engineering, Clemson
University
Roma Norton, Typist, Environmental Systems Engineering, Clemson University
Linda Flagg, Proofreader, Environmental Systems Engineering, Clemson
University
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Table of Contents
Page
PREFACE
PERFO}?1 ANCE OBJECTIVES
INTRODUCTION TO MODULES OF INSTRUCTION.
GLOSSARY OF VERBS
MODULES OF INSTRUCTION
Collection
Chlorination
Screening and Grinding
Grit Removal
Primary Sedimentation.
Trickling Filtration
Aeration
Secondary Sedimentation.
Pond Stabilization
Thickening
First Stage Digestion.
Second Stage Digestion
Sludge Conditioning.
Sludge Dewateririg.
Sludge Dewatering.
Solids Disposal
Effluent Disposal.
Flow teasurement
Pun ping and Piping
Electric Power .
Gas Power
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
ModuJ. e
Modui. e
Module
1
2
3
4
5
6
7
8
9
10
11
12
13
14a
14b
15
16
17
18
19
20
iii
1
3
9
Part A
Part A
PartA
PartA
Part A
Part B
Part B
Part B
PartS
PartC
PartC
PartC
Part C
13
31
49
67
PartE
PartE
PartE
PartE
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, it0 S .
PROI
GENERAL CRITERWN
BEHAVIORS
El
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El
El
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El
El
5CZ
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El
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miltar r utini activillei
d r’ttrate safety procidurts
r,cogniz end correct atnorinailtirs
desleni trite safety prccedures
irCttr r utifle actlvitiei
d mnstrate safety procedures
recognise and repair naifunctions
identify equipeent pane
deennitrate safety procedures
conduct seopling and enalyses
deteretna appropriate analysis
evaluate rtsults of enalyiei
de!vnstrate safety procedsrs
identify function of procais xvi tu
identify effects of wasteS
Identify purpose of process unitu
Identify appropriate suoplieg locations
relate reed to processes
recognize and cope with major disutars
compare virloun process units
prepare orders ftr Service end parts
deteroine supplies needed
prepare dully and nontimly reports
prepare annual reporti
prepare annual budgets
sir. enpioyeen
orient new onployeet
discipline employees
disdiarge employees
pvosote professional growth
identify staffing needs
identify needed operational Changes
idintify needed capital isqirovevents
•eplat punt tperation to lay ersoaI
respond to 0utSldi complaInts
proente plant expansion
P?O IS plait Image
Figure 1: Relationship of general criterion behaviors (performance objectives) to
the general categories and coriposite model plant (CMP).
GENERAL CRITERION
BEHAVIOR CATEGORIES
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Performance Objectives
When the treatment plant operators, edu-
cators, consultants arid representatives
from professional water pollution con-
trol organizations came together to de-
velop en effective instructional program,
they recommended 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.
COMPOSITE DEL PLANT
First, they developed a composite model
plant (CMP) of twenty—two process units
which is really many wastewater treat-
ment plants in one model. Such a mix
of process units seldom occurs in a
treatment plant, but if’ a student be-
comes competent in the operation and
management of the CMP he should be able
to perform successfully in any treatment
plant.
TASK ANALISIS
Next, to ensure that the materials were
specifically tailored to what the opera-
tor does on the job, a task analysis was
conducted. They found that the tasks
which an operator performs fell into
seven general categories which were fur-
ther divided into 37 tasks or general
behaviors. (See figure 1, page vi.)
The tasks were organized under:
1. Normal Operation Procedures .
These include routine operating ac-
tivities that do not vary 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 wastestream to verify
that the process is functioning
properly.
2. Abnormal Operation Procedures .
These Include activities of the
plant employee 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-
agement/supervisory procedures are
poor. For example, the plant em-
ployee should recognize that a black
septic primary sludge sample Is an
abnormal condition of the waste-
stream and take appropriate action.
3. Preventive Maintenance Proce-
dures . These Include routine main-
tenance activities of the plant em-
ployee which prevent major equipment
breakdown and subsequent corrective
maintenance. For example, the em-
ployee would lubricate bearings and
other moving parts, replace worn
components and adjust components of
the primary sludge pumps.
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4. Corrective Maintenance Procedures .
These include maintenance activities
of the plant employee that usually re-
sult from the breakdown or malfunction
of a unit of equ.ipinent or a component.
For example, the employee would notice
whether the primary sludge pump is
malfunctioning and know when and how
to correct the disorder or when and
how to refer the problem to plant
maintenance personnel *
5. Laboratory Control Procedures .
These include special and routine ac-
tivities relating to laboratory anal-
ysis, the specification of sampling
procedures and locations and the 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
of specific units of equipment to
other process units arid to the system
as a whole. For example, the employee
would determine how the effective
functioning of the primary sludge
pumps relates to digester performance.
7. Management/Supervisory Procedures .
These include activities relating to
employment practices, record keeping,
plant operation policy and the estab-
lishment of a constructive and real-
istic rapport between the plant and
the community it serves. For example,
the employee would keep records on
primary sludge pumping, keep an inven-
tory of spare parts and evaluate the
adequacy of maintenance procedures by
shift personnel.
CURRICULUM DESIGN
After deciding what process equipment an
operator must operate and maintain, and
finding out what an operator does through
the task analysis, they listed the ob-
jectives a student must master to suc-
cessfully operate a treatment plant.
For example, the student will describe
and perform the normal inspection pro-
cedure for the primary sedimentation
unit including frequency of inspection,
conditions to look for and the actions
he should take.
INSTRUCTOR’S GUIDES
The next step was the design of man-
uals to guide the instructor. In the
guides varied learning activities and
imaginative innovations which produce
more learning than traditional teach-
ing methods are emphasized. The in-
structional suggestions do not need to
be followed slavishly, but should be
modified and improved as much as pos-
sible.
The instructor’s goal is to achieve
the objectives of the curriculum by
selecting activities which suit the
student’s needs and help him to master
all the information and skills in the
course. The most effective learning
occurs when the student is a partici-
pant in the learning process, not a
spectator.
An instructor should use learning ac-
tivities which approximate the situa-
tions which the student will meet in
the treat nent plant. If it is not
possible to teach in a treatment plant,
svnulated Bituatiorw should be set up
In the workshop or classroom so that
the student can solve rather than dis-
cuss problems. Group discussion stim’
ulated by viaual materials is an ef-
fective learning technique. Lecturing,
however, i8 inefficient. Because the
student is not actively involved dur-
ing a lecture, the instructor should
use lectures sparingly.
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Introduction to Modules of Instruction
In this instructor’s guide the topics and
ideas are presented as a series of mod-
ules, 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 Progrczn Imp lernentation Pro-
cedures of the CEWT Progrczn. Each mod-
ule is designed to help the instructor
plan a course of study for the operation
of a treatment process using the CMP
process unit. Each module is organized
around sixteen objectives common to all
processes.
The modules in Plant Operations for
Wastewater Facilities are arranged in the
order in which the C v process units oc-
cur in the treatment plant. Each process
is identified by a letter of the alphabet
and the process unit is described in the
heading of the module. [ f the instruc-
tor uses the modules in consecutive order,
he and his students will follow the treat-.
ment of the wastestream from collection
to its discharge into the receiving wa-
ters. Each module is designed so it can
be used as a minicourse in a treatment
process. Instructors are urged to group
the modules to suit their individual
curriculum needs and instructional situa-
tions.
Material in the modules can easily be
adapted for courses which upgrade the
training of operators in normal opera-
tion procedures, abnormal operation pro-
cedures, preventive maintenance proce-
dures or corrective maintenance proce-
dures by grouping the appropriate objec-
tives from all the modules. For example,
an instructor could develop a course
in corrective maintenance by grouping
objectives 11 and 12 from each module.
INSTRIJCTIOMA.L PROCESS UNITS
Each module assumes that the composite
model plant unit will be used for in-
struction in the process. If the rec-
ominended unit is not available, an al-
ternate process unit may be substitu-
ted and the instructional materials
adapted. The recommended CMP 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 CMP
unit. When it is not possible to use
the recommended 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 TUE MODULES
The modules in Plant Operations for
Wastewater Facilities help the student
to learn how to operate all the pro-
cess units in the wastewater treatment
plant. Normal operation, abnormal op-
eration, preventive maintenance and
corrective maintenance procedures are
included. When the course is com-
pleted, he will know why each unit is
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TABLE I
SPECIFIC PROCESS UNITS RECOI 4MENDED FOR USE IN IMPLEMENTATION OF THE TWO-YEAR
POST HIGH SCHOOL WASTEWATER TECHNOLOGY INSTRUCTIONAL PROGRAM
CMP
Module Process
Reconunended Teaching Unit Alternate Teaching Unit
Unit
1 Collection A Combined system with Industrial
waste
2 ChlorInation B Vacuum chlorinator with autorna-
tic feed to pipe, pneumatic con-
trol and electric evaporator
N Vacuum chlorinator with autoina-
tic feed to pipe and closed—loop
pneumatic control
E Rectangular unit with telescopic
valve drawoff, density meter
time clock and trough with
scraper
7 Aeration G Diffused air unit with swing-type
diffuser producing fine bubbles
9 Pond I Aerobic pond
Stabilization
10 Thickening J Floatation unit with air
II First Stage
D stion
K Fixed cover, gas recirculation
unit with external heat exchanger
Sanitary system with industrial
waste
Vacuum chlorinator with automatic
feed to pipe, electrical control
and electric evaporator
Vacuum chlorinator with automatic
feed to pipe and closed electrical
control
Aerated unit with screw conveyor
Circular unit with telescopic
valve drawoff, density meter time
clock and trough with scraper
Rotary distributor, high rate unit
Mechanical aeration unit with
turbine and sparger
Circular, center-feed unit with
suction
Facultative pond
Floatation unit with vacuum
Floating cover, gas recirculation
unit with external heat exchanger
3 Screening and
Grinding
C Mechanically cleaned bubbler
control unit with grinder
4 Grit Removal D Aerated unit with bucket
elevator
5 Primary
Sedimentation
6 Trickling
Filtration
F Rotary distributor, standard
rate unit with dosing tank
H Circular, peripheral—feed unit
with suction
Mechanically cleaned electrode
control unit with grinder
4GF$
8 Secondary
Sedimentation
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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
flowmeter and rotaineter
S System with magnetically con-
nected, pneumatically controlled,
diesel driven, centrifugal pumps;
speed reducer connected, electri-
cally controlled, motor driven,
positive displacement pumps and
appropriate piping
System using delta transformers,
generators, electrical switchgear,
automatic gear, automatic circuit
actuators on motors and telemet-
ering with alarms.
U System with internally produced
gas with high pressure tanks and
rotary positive displacement
compressors
Fixed cover unit
None
Vacuum filter unit with coil
None
Fluldized bed incinerator unit
Underground disposal system
None
None
System using Y transformers, gen-
erators, electrical switchgear,
automatic circuit actuators on
motors and telernetering 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
Disposal
17 Flow
Measurement
18 Pumping and
Piping
19 Electric Power T
20 Gas Power
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6
important to the treatment plant and how
it affects and interacts with other pro-
cess units in the treatment system.
STUDENT PREREQUISITES
Completion of Introduction to Environmen-
tal Technology and courses in basic math-
emnatics and biology qualify the student
to enter the course in Unit Operations
for Wastewater Facilities. Concurrent
courses in basic chemistry and laboratory
control are suggested. (See pages 7 to
19 of Prograjn Imp ementation Procedures.)
TERMINAL OBJECTIVE
When the student has completed the mod-
ules of instruction in this course, he
should be able to do the following for
each of the processes in the treatment
plant:
1. Identify the process unit.
2. Describe the process unit in tech-
nical 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. Describe the normal operation
procedures for the process unit com-
ponents.
6. Perform the normal operation pro-
cedures for the process unit.
7. Describe and perform the start-up
and shut—down procedures for the pro-
cess unit.
8. Describe the abnormal operation
procedures for the process unit.
11. Describe the
nance procedures
unit components.
9. Describe the preventive mainte-
nance procedures for the process
unit.
10. Perform the preventive mainte-
nance procedures for the process
tin! t.
corrective inainte-
f or the process
12. Perform the corrective mainte-
nance procedures for the process
unit components.
13. Perform the safety procedures
for the process unit and demonstrate
how they protect employees and visi-
tors.
14. 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 resources
suggests materials now available to
instructors to accomplish the desired
performance in the student.
Instructional materials 1 to 1866 are
keyed to the reference, Instruction ” 1
Materials Available which is avail
from:
Office of Water Program Operations
US Environmental Protection Agency
Washington, DC 20460
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Two companion volumes to Instruct’z.onal
Materials Available, also available from
EPA, offer suggestions for selecting
audio-visual equipment:
Selecting Audio-Visual Equipment
Selecting Instructional Media and
Instructional Systems
The following jou.rnals list addresses of
companies from whom literature about the
process units which they manufacture can
be obtained:
“Environmental Science and Technology”
1155 Sixteenth Street, N.W.
Washington, DC 20036
“Water and Sewage Works”
434 South Wabash
Chicago, IL 60605
“Water and Wastes Engineering”
666 Fifth Avenue
New York, NY 10019
If suitable materials are not available,
instructors are urged to develop their
own resources.
FORMAT OF TiLE MODULES
The module begins with a statement of
purpose which explains what the student
will be studying. Next, all the objec-
tives of the module and code numbers
keyed to a computerized list of instruc-
tional resources are listed for the in-
structor’ s convenience.
Objectives . Each module includes six-
teen objectives which bring the stu-
dent to the performance level required
by the terminal objective. The know-
ledge and skills demanded of the stu-
dent become more complex as he pro-
gresses through the sixteen objectives
in a module. He begins by identifying
components and learning facts about
the components and processes. He uses
these facts to develop concepts and
ideas. Finally, he relates the con-
cepts and ideas to each other so
that he can make decisions about
plant procedures.
A glossary of verbs which follows
this introduction defines the verbs
used in the objectives so that the
instructor is aware of what he is
instructing the student to do and so
that his evaluation of the student
is based solely on what is stated in
the objective.
Conditions . The conditions define
the circumstances under which the
student performs and is evaluated
and lists the information, equipment
and assistance to which the student
will have access. The best avail-
able learning and testing conditions
should be used. A process unit in a
treatment plant or workshop has more
impact on the students than photo-
graphs and drawings. For example,
if the student is to be given a pro-
cess unit, unit components, photo-
graphs or diagrams of a unit, the
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 modules. For example,
no student can complete the course
of study if he consistently fails to
give attention to moving parts as he
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performs safety procedures or to des-
cribe the odor as he evaluates the
characteristics of the wastestream.
In this section the instructor will
find the main topics of his lesson
plan and for the evaluation of the
tS performance.
Instructor Activity . The instructor
should get to know his class by work-
ing with small groups and with each
student. He should encourage students
to learn from each other as they work
together. He should involve the stu-
dent in the instructional and learning
process. Instructional activities are
paired numerically with student activ-
ities.
Student Activity . This is a listing
of activities which the student will
take part in, in order to accomplish
the specified performance.
EVALUATION TECHNIQUE
The instructor may use or adapt the
learning activities listed under instruc-
tor activity and student activity as
evaluation techniques. The technique
chosen should reflect what the objective
asks the student to do. For example, if
a student is asked to describe, the eval-
uation technique is a descri ption. The
student should be evaluated under the
conditions and to the performance level
required for each objective.
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9
Glossary of Verbs
The glossary of verbs is included here so that the instructor will ow exactly what
the student is being asked to do to meet his objective. Notice the difference, for
example, between the meanings of identify and name. When a student is asked to
identify, the instructor is providing the name of the thing to be identified. But,
when the student must name something, he must supply the name.
The list includes all the verbs from the objectives and the acceptable performance
sections of all the modules, as well as some verbs used in the instructor and stu-
dent activities.
DEFINITION
To make use of as suitable,
fitting or relevant.
To inspect and ascertain the
condition of, especially in
order to determine that the
condition is satisfactory.
To express an opinion or atti-
tude about what has been seen
or heard.
To examine the character or
qualities of, especially for
the purpose of discovering
resemblances or differences.
To give thought to with a view
to purchasing, accepting or
adopting.
To alter or adjust to bring to
some standard or required con-
dition.
APPLICATION
Apply the preventive maintenance
schedule for the second stage di-
gestion unit.
Check the characteristics of each
component.
Comment on employee safety proce-
dures.
Compare other aeration units to
the diffused air unit with swing-
type diffuser producing fine bub-
bles.
Consider availability of replace-
ment parts, capital costs, ease of
repair, efficiency, maintenance
costs, and so forth.
Correct the malfunction.
To illustrate or explain in an
orderly and detailed way with
many examples, specimens and
particulars.
Demonstrate the start—up proce-
dares in a treatment plant.
APPLY
CHECK
CO !v2v NT ON
CO1v ARE
CONSIDER
CORRECT
DTh !ONSTRATE
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DESCRIBE
DEFINITION
To represent by words written
or spoken for the knowledge or
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.
DISCUSS To talk about, to present in
detail, to exchange views or
information about.
EVALUATE To examine and make a judge-.
ment about quality, sigriif 1-
carice, amount, degree or
condition of.
EXPLAIN To make plain or clear, to
present in detail.
To establish the identity of,
pick out or single out an
object in response to its
name by pointing, picking up,
underlining, marking or other
responses.
INDICATE To state or express without
going into detail.
INSPECT To view closely and critically,
to determine quality or state,
to detect errors or otherwise
appraise.
LIST To enumerate or specify.
LOCATE To stipulate the position of an
object in relation to other
objects.
IDENTIFY
APPLICATION
Describe the safety procedures for
the screening and grinding unit.
Develop a picture file of first
stage digestion units.
Discuss treatment plant case his-
tories.
Evaluate the wastestreain for ab-
normal conditions.
Explain the purpose of each compo-
nent, how the component works and
why it is important.
Identify the components of the
chlorination unit.
Indicate whether the process unit
is used for secondary sedimenta-
tion.
Inspect a treatment plant.
List routine calculations for the
pond stabilization unit.
Locate the components of the
trickling filtration unit.
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Q 1 O Sr 4 ,
___ 11
DEFINITION APPLICATION
NAME 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.
RECOMvIEND 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 nuin- Select the reference materials and
ber or group usually by fitness, tools needed to perform the cor-
excellence, or other distin— rective maintenance.
guishing feature.
-------
PURPOSE:
OBJECTIVES:
MODULE 14A
SLUDGE DEWATERING
A vacuum filter unit with cloth
Composite Model Plant Unit 0
In thi8 module the student will learn to perform all the activities
vn the objective8 as they ply to a vacuum filter unit with cloth.
READ PAGES 1 TO 11 BEFORE USING THIS MODULE.
14a. 1 Identify the sludge dewatering unit.
14a. 2 Describe the sludge dewatering process in technical and non-
technical tez ms.
14a.3 Describe the safety procedures for the sludge dewatering unit
and explain how the procedures protect employees and visi-
tors.
14a. 4 Identify the components of a sludge dewatering unit. Explain
the purpose of each component, how the component works and
why it is important.
14a. 5 Describe the normal operation procedures for the sludge de-
watering unit components listed on page 17.
14a.6 Perform the normal operation procedure8 for the sludge dewa-
tering unit.
14a.7 Describe and perform the start-up and shut-down procedures
for the sludge dewatering unit.
14a. 8 Describe the abnormal operation procedures for the sludge de-
watering process.
14a. 9 Deecribe the preventive maintenance procedures for the sludge
dewatering unit.
14a. 10 Perform the preventive maintenance procedures for the sludge
dewatering unit.
14a.11 Describe the corrective maintenance procedures for the sludge
dewatering unit components listed on page 17.
14a.12 Perform the corrective maintenance procedures for the s!.udge
dewatering unit components.
14a. 13 Perform the safety procedures for the sludge dewatering unit
and demonstrate how they protect employees and visitors.
14a. 14 Compare other sludge dewatering units to the vacuum filter
unit with cloth (composite model plant unit 0).
14a. 15 Nome and locate the components of the sludge dewatering wnt
listed on page 17. Nome and select reference materials
which explain the normal operation procedures, the purpose of
each component, how the component works and why it is impor-
tant.
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Sludge Dewatering
1 4a. 16 Perform the abnormal
watering unit.
RESOURCES: 3
116
120
125
141
317
320
321
324
421
937
990
1033
1034
1399
OBJECTIVE I 4a. 1:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 14a.2:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
operation procedures for the sludge de-
143 144 307 3O 309 316
459 511 551 552 553 554
Identify the Bludge dewatering unit.
Given a unit, a model of a unit or a photograph of a
urti t.
The student will:
Indicate whether the process unit is used for sludge
dewatering.
1. Point out characteristics which distinguish the
sludge dewatering unit from other process units.
1. Develop a picture file of sludge dewatering units.
Mark distinguishing characteristics.
Describe the 8 ludge dewatering process in technical and
nontechnical terms.
Given photographs of the sludge dewatering unit.
The student will:
Describe the sludge dewatering unit, explaining thc
meaning of vacuum filtration.
Describe the purpose of sludge dewatering.
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Sludge Dewatering
Describe how sludge dewatering affects:
solids disposal
pumping and piping
effluent disposal
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 14a.3:
CONDITIONS:
1. Use diagrams, photographs and slides to describe
sludge dewatering.
2. Describe the sludge dewatering process during a plant
tour. React to the student’s description of the pro-
cess.
1. Describe the sludge dewatering process while viewing
photographs, diagrams and slides.
2. Observe and describe the sludge dewatering process
during a plant tour.
Descrtbe the safety procedures for the sludge dewatering
unit and explain how the procedures protect enrployeea
and t’iBl.tor8.
Given a list of operation and maintenance procedures.
ACCEPTABLE PERFORMANCE:
The student will:
Describe the safety procedures for the
tering unit, coirnnenting on:
High-risk activities
removing debris from channels
working with switches in automatic position
Sources of danger
acid wastes
caustic wastes
chemical slurries
deep wells
electrical equipment
explosive gases
moving parts
open doors and covers
slippery walks
toxic gases
welding torches
sludge dewa-
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16
Sludge Dewatering
Safety equipment
belt guards
fire-fighting equipment
first—aid kit
lockout tags and keys
proper lighting
pro tective clot ‘ing
railings
stair safety treads
ventilation system
Explain how the procedures protect employees and
visitors.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
O&IECTIVE 14a. 4:
CONDITIONS:
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.
1. Read case histories and conui ent on employee safety
procedures.
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equipment and name the sources of
danger and high—risk activities. Develop a manual of
safety procedures for the sludge dewatering unit.
4. Identify sources of danger and high-risk activities
pictured in slides.
Identify the components of a sludge dewatering unit.
Explain the purpose of each component, how the component
works and why it is important.
Given a sludge dewatering unit, unit components or a
diagram, model or photographs of a unit and a list of
components.
-------
Sludge Dewatering _____ 17
4 pRø
ACCEPTABLE PERFORMANCE: The student will:
Identify components of the sludge dewatering unit and
associated equipment:
agitator mixing tank
air receiver oil valve
blower piping
chemical conditioner roller
chemical feeder rotameter
conveyor belt scraper
drum sludge pump
filter media vacuum gage
filtrate pump vacuum pump
fire-fighting equipment valve
first-aid kit
Explain the purpose of each component, how the compo-
nent works and why it is important.
INSTRUCTOR ACTIVITY: 1. Point out and name components in diagrams, photo-
graphs or models.
2. Arrange photographs or models of components in the
workshop for student identification.
3. Point out and name components during a plant tour.
4. Question the students about the purpose of’ each com-
ponent, how the component works and why it is impor-
tant.
STUDENT ACTIVITY: 1. Identify the components which the instructor names on
diagrams, photographs or models.
2. Identify the components at stations in the workshop
in writing.
3. Identify components during a plant tour.
4. Explain the purpose of’ each component, how the compo-
nent works arid why it is important.
O&TE CTIVE 14a.5: Deacr be the normal operation procedureB for the 8ludge
dewatering unit componentB listed above.
CONDITIONS: Given a sludge dewatering unit or slides or photographs
of a sludge dewatering unit, a list of’ components of’ the
unit, a checklist of characteristics and a normal opera-
tion procedures manual.
-------
O Sr 4
18 ______ Sludge Dewaterjn
k
ACCEPTABLE PERFORMANCE: The student will:
Describe the characteristics of each component which
the operator checks to determine whether the compo-
nent is functioning normally, coninenting on:
color pressure
corrosion sound
flow temperature
motion vacuum
odor vibration
position
Name the sense or indicator which monitors each char-
acteristic.
Explain how often the characteristics of each compo-
nent must be checked and why the component must be
checked on this schedule.
Describe what an operator does if the characteristics
of a component indicate that it is not functioning
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain why a component’s characteristics must be re-
turned to normal.
Describe routine sampling for the sludge dewatering
process.
List routine calculations for the sludge dewatering
process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of the
sludge dewatering unit.
2. Describe the normal operation procedures for the
sludge dewatering unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the sludge dewatering
unit.
4. Describe and explain the normal operation procedure
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
-------
0 Sr 4 ,.
Sludge Dewatering ______ 19
L
sludge dewatering 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 dewatering
unit.
4. Observe and describe the normal operation procedures
during a plant tour.
OBJECTIVE 14a.6: Perform the normal operation procedures for the sludge
dewatering unit.
CONDITIONS: Given a sludge dewatering unit, the manual of normal op-
eration procedures which the student has developed for
the sludge dewatering unit arid basic references.
ACCEPTABLE PERFORMANCE: The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normally.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
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.
<<<<<<>>>>>>
-------
s,- 41
20 ______ Sludge Dewatering
PRO
OBJECTIVE 14a.?: Describe and perform the atart-up and shut-down proce-
dures for the sludge dewatering unit.
CONDITIONS: Given a mock-up, model or photograph of a sludge dewa-
tering unit and a sludge dewatering unit with the manu-
facturer’s operation manual.
ACCEPTABLE PERFORMANCE: The student will:
Start up and shut down a sludge dewatering unit, fol-
lowing the manufacturer’s instructions.
INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures in a
treatment plant.
2. Demonstrate and perform the shut—down procedures in a
treatment plant.
3. Observe the student performing the start-up proce-
dures in a treatment plant.
4. Observe the student performing the shut-down proce-
dures in a treatment plant.
5. Observe the student as he evaluates his start-up pro-
cedures.
6. Observe the student as he evaluates his shut-down
procedures.
STUDENT ACTIVITY: 1. Describe the start-up procedures in a dry run in a
treatment plant.
2. Describe the shut-down procedures in a dry run in a
treatment plant.
3. Perform the start-up procedures in a treatment plant.
4. Perform the shut-down procedures in a treatment
plant.
5. Evaluate the operation of the sludge dewatering unit
to determine whether correct start—up procedures have
been used. Use the normal operation procedures man—
ual which the student has developed. (See objective
1.4.)
6. Evaluate the operation of the sludge dewatering unit
to determine whether correct shut-down procedures
have been used. Use the normal operation procedurG
manual which the student has developed. (See objec-
tive 1.4.)
-------
Sludge Dewaterin
OBJECTIVE 14a.8:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
Describe the abnormal operation procedures for the
Sludge dewatering process.
Given a wastestreazn 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,
commenting on:
alkalinity level
filterability pH
flow sludge density
Describe the cause and effect of the abnormal condi-
tion.
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will improve
the condition of the wastestream.
1. Describe and explain the abnormal conditions of the
wastestreain 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.
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.
-------
Sludge Dewateririg
3. Describe and explain the abnormal operation proce-
du .res 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 abrior-
mal operation procedures.
OBJECTIVE 1 4a. 9:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
Describe the preventive mainten’mce procedu.rea for the
Sludge dewatering unit.
Given a sludge dewatering unit or pictures and drawings
of a sludge dewatering unit and reference materials,
including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
The student will:
Describe these preventive maintenance procedures for
the sludge dewatering unit:
Cleaning blower
blower chemical conditioner
chemical conditioner chemical feeder
chemical feeder conveyor belt
filter media mixing tank
pumps oil valve
filtrate pumps
sludge filtrate
vacuum sludge
roller vacuum
scraper roller
Lubrication scraper
agitator vacuum gage
blower valve
chemical conditioner Painting
chemical feeder agitator
oil valve air receiver
pumps blower
filtrate chemical conditioner
sludge chemical feeder
vacuum drum
Mechanical adjustment mixing tank
agitator piping
-------
ç O S7 .
Sludge Dewatering ______ 23
4
Painting (continued) fire-fighting equipment
pumps first—aid kit
filtrate rotarneter
sludge Wear measurement
vacuum conveyor belt
Replacement roller
filter media scraper
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 sludge dewatering 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 14a.1O: Perforfn the preventive maintenance procedures for the
sludge dewatering unit.
CONDITIONS: Given a sludge dewatering unit and tools and reference
materials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
-------
24
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE’ 14a.11:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
sludge dewatering unit, explaining his actions.
Perform the procedures which an operator follows when
a component needs preventive maintenance, explaining
his actions.
1. Set up simulated situations in the workshop.
2. Observe student inspection of a treatment plant.
3. Observe the student performing the preventive mainte-
nance procedures in a treatment plant.
1. Small groups of students perform the preventive main-
tenance procedures in simulated situations in the
workshop.
2. Inspect a treatment plant. Evaluate and explain the
preventive maintenance procedures.
3. Perform and explain the preventive maintenance pro-
cedures in a treatment plant.
Describe the corrective maintenance procedureB for the
sludge dewatering unit components listed on page 17.
Given a sludge dewatering unit or a mock-up, photographs
or drawings of a sludge dewatering unit, the manual of
operation procedures which the student has developed for
the sludge dewatering unit, tools and reference materi-
als, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
The student will:
Describe how an operator evaluates each component of
the sludge dewatering unit for corrective mainte-
nance, coirunenting on:
color flow
corrosion motion
Sr 4 ,.
-------
Sludge Dewateripg
odor
position
pressure
sound
temperature
vacuum
vibration
Explain why a component has malfunctioned.
Name the reference materials and tools needed to per-
form the corrective maintenance.
Describe what an operator does when he discovers a
malfunction, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Describe how the operator corrects the malfunction.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 14a.12:
CONDITIONS:
1. Describe and explain the corrective maintenance pro-
cedures for the sludge dewatering 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.
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.
Per form the corrective maintenance proceduree for the
8 ludge dewatering unit components.
Given a sludge dewatering 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
manufacturer’s operation manual
-------
26
Sludge Dewatering
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE I 4a. 13:
CONDITIONS:
The student will:
Evaluate the components of the sludge dewatering unit
for corrective maintenance, explaining why a compo-
nent has malfunctioned and coir nenting on:
color pressure
corrosion sound
flow temperature
motion vacuum
odor vibration
position
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows when
a component malfunctions, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components in
a treatment plant.
3. Observe the student performing the corrective mainte-
nance procedures in a treatment plant.
1. Small groups of students perform and explain the cor-
rective maintenance procedures in simulated situa-
tions in the workshop.
2. Evaluate the components for corrective maintenance.
3. Perform and explain the corrective maintenance proce-
dures In a treatment plant.
Perfoz n the safety procedures for the sludge dewater ng
unit and demonstrate how they protect eiirployees cmd
visitors.
Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment.
-------
, \St Sr4pt
Sludge Dewatering ______ 27
4 pqO1t
ACCEPTABLE PERFORMANCE: The student will:
Identify hazardous conditions in the sludge dewater-
ing unit, commenting on:
high—risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Reco m mend corrective procedures and correct the un-
safe condition.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tioris in a treatment plant.
3. Observe the student performing the safety procedures
in a treatment plant.
STUDENT ACTIVITY: 1. Evaluate safety conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recommend corrective procedures.
3. Perform the safety procedures in a treatment plant.
OBJECTIVE 14a.14: Compare other sludge dezaatering units to the vacuum fil-
ter unit with cloth (composite model plant unit 0).
CONDITIONS: Given a process unit and reference materials, including:
equipment catalogues
laboratory reports
manufacturer’s bulletins
manufacturer’s operation manuals
plant maintenance and operation records
ACCEPTABLE PERFORMANCE: The student will:
Compare composite model plant unit 0 with:
a continuous feed centrifuge.
a vacuum filter unit with coil.
-------
Consider:
availability of replacement parts
capital costs
dependency on surrounding environment
ease of repair
efficiency
flow-handJ.irig 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:
STUDENT ACTIVITY:
OBJECTIVE 14a.15:
CONDITIONS:
1. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit 0 with the
other units.
3. Help the student to collect information for reports
on the advantages and disadvantages of each unit.
1.. List information about the units on a chart.
2. Compare the units in a panel discussion.
3. Write a report on the advantages and disadvantages of
each unit.
lkz’ne and locate the components of the sludge dewatering
unit listed on page 1?. Name and select reference ma-
terials ahich explain the normal operation procedi res,
the purpose of each component, how the component worka
and why it is important.
Given a sludge dewatering unit, unit components or a
diagram, model or photographs of’ a unit and reference
materials, including:
contractor’s plans of the sludge dewatering unit
manufacturer’s maintenance guides
operation and maintenance manuals
28
Sludge Dewatering
-------
Sludge Dewaterin
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJE’CTIVE 14a.16:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
The student will:
Name and locate the components of the sludge dewater—
ing 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 irnpor-
tant.
1. Point out components of the sludge dewateririg 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 dewatering unit and normal operation
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 sludge dewatering unit and normal operation
procedures.
Perform the abnormal operation procedures for the sludge
dewatering 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,
connnenting on:
alkalinity level
filterability pH
flow sludge density
-------
Sludge Dewatering
Select the references he needs to return the waste—
stream to normal.
Perform the abnormal operation procedures.
INSTRUCTOR ACT IVITY:
STUDENT ACTIVITY:
1. Observe the student as he evaluates the wastestream
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestream.
3. Observe the student performing the abnormal operation
procedures in simulated situations and in a treatment
plant.
1. Evaluate the wastestream in a treatment plant.
2. Select the references needed to correct abnormal con-
ditions of the wastestream.
3. Perform the abnormal operation procedures in simula-
ted situations or in a treatment plant.
30
-------
S o sr 4 ).
31
+p 4 qoi c:’
MODULE 148
SLUDGE DEWATERING
A continuous feed centrifuge unit
Conrposite Model Plant Unit 0
POSE: In this module the student will learn to perform all the activities
in the objectives as they ply to a continuous feed centrifuge unit.
READ PAGES 1 TO 11 BEFORE USING THIS MODULE.
ECTI YES: 14b. 1 Identify the sludge dewatering unit.
14b. 2 Describe the sludge dewatering process in technical and non-
technical terms.
14b.3 Describe the safety procedures for the sludge dewatering unit
and explain how the procedures protect employees and visi-
tors.
14b. 4 Identify the components of a sludge dewatering unit. Explain
the purpose of each component, how the component works and
why it is in’rportant.
14b. 5 Describe the normal operation procedures for the sludge dewa-
tering unit components listed on page 34.
1 4b. 6 Perform the normal operation procedures for the sludge dewa-
tering unit.
14b. 7 Describe and perform the start-up and shut-down procedures
for the sludge dewatering unit.
1 4b. 8 Describe the abnormal operation procedure8 for the sludge de-
watering process.
14b. 9 Describe the preventive maintenance procedures for the sludge
dewatering unit.
14b. 10 Perform the preventive maintenance procedures for the sludge
dewatering unit.
14b. 11 Describe the corrective maintenance procedures for the 8lUdqe
dewatering unit components listed on page 34.
141,. 12 Perform the corrective maintenance procedures for the sludge
dewatering unit components.
14b. 13 Perform the safety procedures for the sludge dewaterirtg unit
and demonstrate how they protect employees and visitors.
14b. 14 Compare other sludge dewatering units to the continuous feed
centrifuge unit (composite model plant unit 0).
14b. 15 Name and locate the components of the sludge dewatering uni.t
listed on page .34. Name and select reference materials
which explain the normal operation procedures, the purpose of
each component, how the component works and why it is ‘wnpor-
twit.
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ç O Sr 4 ,
32 ______ Sludge Dewatering
PRO
14b. 16 Perform the abnormal operation procedures for the sludge de-
watering unit.
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 14b. 1: Identify the sludge dewatering 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 sludge
dewatering.
INSTRUCTOR ACTIVITY: 1. Point out characteristics which distinguish the
sludge dewatering unit from other process units.
STUDENT ACTIVITY: 1. Develop a picture file of sludge dewatering units.
Mark distinguishing characteristics.
OBJECTIVE’ 14b.2: Describe the sludge dewatering process in technical and
nontechnical terms.
CONDITIONS: Given photographs of the sludge dewatering unit.
ACCEPTABLE PERFORMANCE: The student will:
Describe the sludge dewatering unit.
Describe the purpose of sludge dewatering.
Describe how sludge dewatering affects:
solids disposal
pumping and piping
ef fluent disposal
-------
, D Sr 4
Sludge Dewatering ______ 33
4
INSTRUCTOR ACTIVITY: 1. Use diagrams, photographs and slides to describe
sludge dewatering.
2. Describe the sludge dewatering process during a plant
tour. React to the student’s description of the pro-
cess.
STUDENT ACTIVITY: 1. Describe the sludge dewateririg process while viewing
photographs, diagrams and slides.
2. Observe and describe the sludge dewatering process
during a plant tour.
OBJECTIVE 14b. 3: Describe the safe ty procedureB for the sludge dewatering
unit and explain how the procedures protect employees
and vi.aitore.
CONDITIONS: Given a 1i t of operation and maintenance procedures.
ACCEPTABLE PERFORMANCE: The student will:
Describe the safety procedures for the sludge dewa-
tering unit, commenting on:
High-risk activities
removing debris from channels
working with switches in automatic position
Sources of danger
acid wastes
caustic wastes
chemical slurries
deep wells
electrical equipment
explosive gases
moving parts
open doors and covers
slippery walks
toxic gases
welding torches
Safety equipment
belt guards
ear plugs
fire-fighting equipment
first—aid kit
lockout tags and keys
proper lighting
-------
S74 .
34 ______ Sludge Dewatering
4 j pq (c.(
Safety equipment (continued)
protective clothing
railings
stair safety treads
ventilation system
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-
uation.
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 comment on employee safety
procedures.
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equipment and name the sources of
danger and high-risk activities. Develop a manual of’
safety procedures for the sludge dewatering unit.
4. Identify sources of danger and high—risk activities
pictured in slides.
OBJECTIVE 14b. 4: Identify the components of a sludge dewatering unit.
Explain the purpose of each component, how the compo-
nent works and why it 1.8 important.
CONDITIONS: Given a sludge dewatering unit, unit components or a
diagram, model or photographs of a unit and a list of
components.
ACCEPTABLE PERFORMANCE: The student will:
Identify components of the sludge dewatering unit 1 id
associated equipment:
belt conveyor chemical conditioner
blower chemical feeder
centrifuge fire-fighting equipment
-------
Sludge Dewater pg
35
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 14b.5:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
screw conveyor
sludge pump
variable speed drive
first-aid kit
mixing tank
motor
pressure gage
Explain the purpose of each component, how the compo-
nent works and why it is important.
1. Point out and name components in diagrams, photo-
graphs or models.
2. Arrange photographs or models of components in the
workshop for student identification.
3. Point out and name components during a plant tour.
4. Question the students about the purpose of each com-
ponent, how the component works and why it is 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. 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 procedures for the sludge
dewatering unit components listed on page 34.
Given a sludge dewatering unit or slides or photographs
of a sludge dewatering unit, a list of components of the
unit, a checklist of characteristics and a normal opera-
tion procedures manual.
The student will:
Describe the characteristics of each component which
the operator checks to determine whether the compo-
nent is functioning normally, commenting on:
color pressure
corrosion sound
flow temperature
motion vacuum
odor vibration
position
-------
S1ud D w t rin i
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’s characteristics must be r’
turned to normal.
Describe routine sampling for the sludge dewatering
process.
List routine calculations for the sludge dewatering
process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
1. Describe the characte .stics of the components of ti
sludge dewatering uni:
2. Describe the normal operation procedures for the
sludge dewatering unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the sludge dewatering
unit.
4. Describe and explain the normal operation procedure5
during a plant tour. Listen to the student’s des-
cription of the procedures.
1. Develop a checklist, listing the components of the
sludge dewatering unit and their normal characteris-
tics.
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of componen:s of the sludge dewatering
unit.
4. Observe and describe the normal operation proce. s
during a plant tour.
-------
Sr 4 ,.(( .
Sludge Dewatering ______ 37
OBJECTIVE 14b.6: Perform the normal operation procedures for the sludge
dewatering unit.
CONDITIONS: Given a sludge dewatering unit, the manual of normal op-
eration procedures which the student has developed for
the sludge dewatering unit and basic references.
ACCEPTABLE PERFORMANCE: The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normally.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
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 14b. 7: Describe and perform the start-up and shut-down proce-
dure for the sludge dewatering unit.
CONDITIONS: Given a mock-up, model or photograph of a sludge dewa-
tering unit and a sludge dewatering unit with the manu-
facturer’s operation manual.
ACCEPTABLE PERFORMANCE: The student will:
Start up and shut down a sludge dewatering unit, fol-
lowing the manufacturer’s instructions.
-------
cEO Sr 4
38 ______ Sludge Dewatering
‘ t pqostCt
INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures in E
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-
dares 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.
STUDENT ACTIVITY: 1. Describe the start-up procedures in a dry run in a
treatment plant.
2. Describe the shut-down procedures in a dry run in a
treatment plant.
3. Perform the start-up procedures in a treatment plant
4. Perform the shut-down procedures in a treatment
plant.
5. Evaluate the operation of the sludge dewatering unit
to determine whether correct start-up procedures hay
been used. Use the normal operation procedures man-
ual which the student has developed. (See objective
1.4.
6. Evaluate the operation of the sludge dewatering unit
to determine whether correct shut-down procedures
have been used. Use the normal operation procedures
manual which the student has developed. (See objec-
tive 1.4.)
OBJECTIVE 14b. 8: Describe the abnonnal operation procedures for the
sludge dewatering process.
CONDITIONS: Given a wastestream in a treatment plant or color pho-
tographs of a wastestream, a checklist of the conditions
of the wastestream and plant records and reference r
terials.
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the wastestream for abnormal conditions,
commenting on:
-------
Sludge Dewatering
Sr 4 ,.
t w) 39
\ RO1
alkalinity
filterability
flow
Describe the cause and effect of the abnormal con-
dition.
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes ab-
normal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the ac tions of the operator will improve
the condition of the wastestream.
INSTRUCTOR ACTIVITY:
‘BJECTIVE 14b.9:
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
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-
mal operation procedures.
Describe the preventive maintenance procedures for the
sludge dewatering unit.
level
pH
sludge density
STUDENT ACTIVITY:
conditions of the
in color pictures.
operation proce—
described in plant
-------
ç O Sr 4 p
40 ______ Sludge Dewatering
4 L pp 1
CONDITIONS: Given a sludge dewatering unit or pictures and arawings
of a sludge dewatering unit and reference materials,
including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMANCE: The student will:
Describe these preventive maintenance procedures for
the sludge dewateririg unit:
Cleaning chemical conditioner
belt conveyor chemical feeder
blower motor
centrifuge pressure gage
chemical conditioner screw conveyor
chemical feeder sludge pump
motor variable speed drive
screw conveyor Painting
sludge pump blower
variable speed drive centrifuge
Lubrication chemical conditioner
belt conveyor chemical feeder
blower mixing tank
centrifuge motor
chemical conditioner screw conveyor
chemical feeder sludge pump
motor variable speed drive
screw conveyor Replacement
sludge pump fire-fighting equipment
variable speed drive first-aid kit
Mechanical adjustment Wear measurement
belt conveyor belt conveyor
blower centrifuge
centrifuge
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 nea
preventive maintenance.
Explain why each preventive maintenance procedure is
important.
-------
Sludge Dewatering
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 1 4b. 10:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
1. Describe and explain the preventive maintenance pro-
cedures for the sludge dewatering 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.
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.
Perform the preventive maintenance procedures for the
8ludge dewatering unit.
Given a sludge dewatering unit and tools and reference
materials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
sludge dewatering unit, explaining his actions.
Perform the procedures which an operator follows when
a component needs preventive maintenance, explaining
his actions.
1. Set up simulated situations in the workshop.
2. Observe student inspection of a treatment plant.
3. Observe the student performing the preventive mainte-
nance procedures in a treatment plant.
-------
O Sr 4
42 ______ Sludge Dewatering
STUDENT ACTIVITY: 1. Small groups of students perform the preventive mair.
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
dares in a treatment plant.
OBJECTIVE 14b.11: De8cribe the corrective maintenance procedures for the
Bludge dewatering unit components tiBted on page 34.
CONDITIONS: Given a sludge dewatering unit or a mock—up, photograph
or drawings of a sludge dewatering unit, the manual of
operation procedures which the student has developed fo
the sludge dewatering unit, tools and reference materi-
als, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
ACCEPTABLE PERFORMANCE: The student will:
Describe how an operator evaluates each component of
the sludge dewatering unit for corrective mainte-
nance, commenting on:
color pressure
corrosion sound
flow temperature
motion vacuum
odor vibration
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.
-------
•s ’•’ Q s 4
Sludge Dewatering ______ 43
4 L
INSTRUCTOR ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures for the sludge dewatering uiuit, using dia-
grains and pictures.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Describe and explain the corrective maintenance pro-
cedures during treatment plant tours.
STUDENT ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective mainte-
nance procedures during a treatment plant tour.
OBJECTIVE 14b.12: Perforwi the corrective maintenance procedures for the
sl udge dewatering unit components.
CONDITIONS: Given a sludge dewatering 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
manufacturer’s operation manual
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the components of the sludge dewatering unit
for corrective maintenance, explaining why a compo-
nent has malfunctioned and commenting on:
color pressure
corrosion sound
flow temperature
motion vacuum
odor vibration
position
Select the reference materials and tools needed to
perform the corrective maintenance.
-------
St 4 ?
44 ______ Sludge Dewatering
4t pc , j1
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 ii
a treatment plant.
3. Observe the student performing the corrective mainte-
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.
OBJECTIVE 14b.13: Perform the safety procedures for the s’udge dewatering
w it arid demonstrate how they protect enrptoyees and
Vi8i tOrB.
CONDITIONS: Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment.
ACCEPTABLE PERFORMANCE: The student will:
Identify hazardous conditions in the sludge dewater-
ing unit, commenting on: -
high-risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Recommend corrective procedures and correct the un-
safe condition.
-------
Sludge Dewatering
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
O&TECTIVE’ 14b.14:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a treatment plant.
3. Observe the student performing the safety procedures
in a treatment plant.
1. Evaluate safety conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recommend corrective procedures.
3. Perform the safety procedures in a treatment plant.
Compare other sludge dewatering units to the continuous
feed centrifuge unit (con’rposite model plcoit unit 0).
Given a process unit and reference materials, including:
equipment catalogues
laboratory reports
manufacturer’s bulletins
manufacturer’s operation manuals
plant maintenance and operation records
model plant unit 0 with:
unit with cloth.
unit with coil.
replacement parts
The student will:
Compare composite
a vacuum filter
a vacuum filter
Consider:
availability of
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
-------
46
Sludge Dewatering
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 1 4b. 15:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
1. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit 0 with the
other units.
3. Help the student to collect information for reports
on the advantages and disadvantages of each unit.
1. List information about the units on a chart.
2. Compare the units in a panel discussion.
3. Write a report on the advantages and disadvantages of
each unit.
1k ne and locate the con?ponents of the sludge dewatering
unit listed on page 34. N ne and select reference ma-
terials which erp lain the normal operation procedures,
the purpose of each component, how the component works
and why it is important.
Given a sludge dewatering unit, unit components or a
diagram, model or photographs of a unit and reference
materials, including:
contractor’s plans of the sludge dewatering unit
manufacturer’s maintenance guides
operation and maintenance manuals
The student will:
Name and locate the components of the sludge dewater—
ing 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 sludge dewatering 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 dewatering unit and normal operation
procedures.
-------
iEO S? ,.
Sludge Dewatering ______ 47
STUDENT ACTIVITY: 1. Name the components which the instructor points out
on diagrams, photographs or models.
2. Name the components which the instructor points out
during a plant tour and name the reference materials
which apply to the components.
3. Name and select the reference materials which des-
cribe the sludge dewatering unit and normal operation
procedures.
OBJECTIVE 14b. 16: Perform the abnormal operation procedures for the sludge
dewatering unit.
CONDITIONS: Given a wastestream in a treatment plant and reference
materials, including:
industrial waste reccrds
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the wastestream for abnormal conditions,
commenting on:
alkalinity level
filterability pH
flow sludge density
Select the references he needs to return the waste-
strewn to normal.
Perform the abnormal operation procedures.
INSTRUCTOR ACTIVITY: 1. Observe the student as he evaluates the wastestream
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestream.
3. Observe the student performing the abnormal operation
procedures in simulated situations and in a treatment
plant.
STUDENT ACTIVITY: 1. Evaluate the wastestream in a treatment plant.
2. Select the references needed to correct abnormal
conditions of the wastestreazn.
3. Perform the abnormal operation procedures in simula-
ted situations or in a treatment plant.
<<<< >>>>>
-------
, to sr 4
_ 49
t
MODULE 15
SOLDS DISPOSAL
A multiple hearth incinerator unit
Conrposite Model Plant Unit P
PURPOSE: In this module the student will learn to perform all the activities
in the objectives as they crpply to a multiple hearth incinerator
unit. READ PAGES 1 TO 11 BEFORE USING THIS MODULE.
OBJECTIVES: 15.1 Identify the solids disposal unit.
15. 2 Describe the solids disposal process in technical and nontech-
nical terms.
15. 3 Describe the safety procedures for the solids dispo8al unit
and explain how the procedures protect enrptoyees and visitors.
15. 4 Identify the conrponents of a solids di8posal unit. Explain
the purpose of each con’rponent, how the cov’rponent works and why
it is important.
15. 5 De8cribe the normal operation procedures for the solids dis-
posal unit components listed on page 53.
15.6 Perform the normal operation procedures for the solids dispos-
al unit.
15.? Describe and perform the start-up and shut-down procedures for
the solids dispoBal unit.
15. 8 De8cribe the abnormal operation procedures for the so lids dis-
posal process.
15.9 Describe the preventive maintenance procedures for the solids
disposal unit.
15.10 Perform the preventive maintenance procedures for the solids
disposal unit.
15.11 Describe the corrective maintenance procedures for the solids
disposal unit components listed on page 53.
15.22 Perform the corrective maintenance procedures for the solids
disposal unit components.
15.13 Perform the safety procedures for the solids disposal unit and
demonstrate how they protect employees and visitors.
15. 14 Compare other solids disposal unitB to the multiple hearth in-
cinerator unit (composite model plant unit F).
15. 15 Nome and locate the components of the solids disposal unit
listed on page 53. Name and select reference materials which
explain the normal operation procedures, the purpose of each
component, how the component works and why it is important.
-------
S? p
Solids Disposal
15. 16 Perform the abnormal operation procedures
posal unit.
for the solids die—
RESOURCES: 3
116
120
125
141
143
144
307
308 309 316
317
320
321
324
421
459
511
549
551 552 553
554
937
990
1033
1034
1399
OBJECTIVE 15.1:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 15.2:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
Identify the solids dispo8al 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 solids
disposal.
1. Point out characteristics which distinguish the sol-
ids disposal unit from other process units.
1. Develop a picture file of solids disposal units.
Mark distinguishing characteristics.
<<<<<<>>>,>>
Describe the solids disposal process in technical and
nontechnical terms.
Given photographs of the solids disposal unit.
The student will:
Describe the solids disposal unit, explaining the
meaning of:
combustion chamber
furnace
50
Describe the purpose of solids disposal.
-------
ç Q Sr 4 ,.
Solids Disposal ______ 51
Describe how solids disposal affects pumping and
piping.
INSTRUCTOR ACTIVITY: 1. Use diagrams, photographs and slides to describe sol-
ids disposal.
2. Describe the solids disposal process during a plant
tour. React to the student’s description of the pro-
cess.
STUDENT ACTIVITY: 1. Describe the solids disposal process while viewing
photographs, diagrams and slides.
2. Observe arid describe the solids disposal process dur-
ing a plant tour.
OBJECTIVE 15.3: Describe the safety procedures for the solids disposal
unit and explain how the procedur ’es protect enrployees
and in.sitors.
CONDITIONS: Given a list of operation and maintenance procedures.
ACCEPTABLE PERFO1 .MANCE: The student will:
Describe the safety procedures for the solids dispos-
al unit, commenting on:
High—risk activities
handling hot materials
removing debris from channels
working with switches in automatic position
Sources of danger
acid wastes
caustic wastes
deep wells
electrical equipment
explosive gases
flammable paint
heated parts
hot ash
moving parts
open doors and covers
slippery walks
toxic gases
-------
52
Rnllric fllsrnnsnl
Safety equipment
electrical lockout tags and keys
fire-fighting equipment
first—aid kit
protective clothing
railings
safety glasses
stair safety treads
Explain how the procedures protect employees and vis-
itors.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 15.4:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
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 anc
maintenance procedure.
4. Prepare slides of sources of danger and high-risk
activities.
1. Read case histories and comment on employee safety
procedures.
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equipment and name the sources of
danger and high-risk activities. Develop a manual of
safety procedures for the solids disposal unit.
4. Identify sources of danger and high-risk activities.
Identify the components of a so Lids disposal unit. Ex-
plain the purpose of each component, how the component
works and why it is important.
Given a solids disposal unit, unit components or a dia-
gram, model or photographs of a unit and a list of com-
ponents.
The student will:
Identify components of the solids disposal unit and
associated equipment:
-------
O Sr 4 .
Solids Disposal ______ 53
4 t
ash hopper motor
ash pump plow
bearing rabble arm
bubble control rake
chain rake-cleaner
conveyor belt rake dr e motor
drive belt roller
fan screen
fire-fighting equipment scrubber
first-aid kit sprocket
gear switchgear
grinder water valve
Explain the purpose of each component, how the compo-
nent works and why it is important.
INSTRUCTOR ACTIVITY: 1. Point out and name components in diagrams, photo-
graphs or models.
2. Arrange photographs or models of components in the
workshop for student identification.
3. Point out and name components during a plant tour.
4. Question the students about the purpose of each com-
ponent, how the component works and why it is impor-
tant.
STUDENT ACTIVITY: 1. Identify the components which the instructor names on
diagrams, photographs or models.
2. Identify the components at stations in the workshop
in writing.
3. Identify components during a plant tour.
4. Explain the purpose of each component, how the compo-
nent works and why it is important.
OBJECTIVE 15.5: Describe the nornal operation procedures for the solids
disposal unit components listed above.
CONDITIONS: Given a solids disposal unit or slides or photographs of
a solids disposal unit, a list of components of the
unit, a checklist of characteristics and a normal, opera-
tion procedures manual.
-------
O Sr 4 ,
54 ______ Solids Disposal
I
4 L PRO1
ACCEPTABLE PERFO ANCE: The student will:
Describe the characteristics of each component which
the operator checks to determine whether the compo—
nent is functioning normally, commenting on:
color pressure
corrosion sound
motion temperature
odor vibration
position
Name the sense or indicator which monitors each char-
acteristic.
Explain how often the characteristics of each compo-
nent must be checked and why the component must be
checked on this schedule.
Describe what an operator does if the characteristics
of a component indicate that it is not functioning
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain why a component’s characteristics must be re-
turned to normal.
Describe routine sampling for the solids disposal
process.
List’ routine calculations for the solids disposal
process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of the
solids disposal unit.
2. Describe the normal operation procedures for the
solids disposal unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the solids disposal 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
solids disposal unit and their normal characteristics
2. Develop a manual of normal operation procedures.
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tO S7 4
Solids Disposal ______ 55
3. Describe the normal operation procedures during a
slide show of components of the solids disposal unit.
4. Observe and describe the normal operation procedures
during a plant tour.
OBJECTIVE 15. 6: Perform the normal operation procedures for the 80 1id8
disposal unit.
CONDITIONS: Given a solids disposal unit, the manual of normal oper-
ation procedures which the student has developed for the
solids disposal unit and basic references.
ACCEPTABLE PERFORM( .NCE: 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.
2. Perform and explain the normal operation procedures
in a treatment plant.
OBJECTIVE .25. 7: Describe and perform the start-up and shut-do m proce-
dures for the solids disposal unit.
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o
56 ______ Solids Disposal
t pqO
CONDITIONS: Given a mock-up, model or photograph of a solids dispos
al unit and a solids disposal unit with the manufactur-.
er’s operation manual.
ACCEPTABLE PERFORMANCE: The student will:
Start up and shut down a solids disposal unit, fol-
lowing the manufacturer’s instructions.
INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures in a
treatment plant.
2. DemonstrateS 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 pro-
cedures.
6. Observe the student as he evaluates his shut-down
procedures.
STUDENT ACTIVITY: 1. Describe the start-up procedures in a dry run in a
treatment plant.
2. Describe the shut-down procedures in a dry run in a
treatment plant.
3. Perform the start-up procedures in a treatment plant.
4. Perform the shut-down procedures in a treatment
plant.
5. Evaluate the operation of the solids disposal unit tc
determine whether correct start—up procedures have
been used. Use the normal operation procedures man-
ual which the student has developed. (See objective
1.4. )
6. Evaluate the operation of the solids disposal unit to
determine whether correct shut-down procedures have
been used. Use the normal operation procedures man-
ual which the student has developed. (See objective
1.4.)
OBJECTIVE 15. 8: Deecribe the abnormal operation procedures for the
solids disposal. process.
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Solids Disposal
Sr 4
k ) 57
4 L p j1* . ’
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
Given a wastestream in a treatment plant or color photo-
graphs of a wastestreazn, a checklist of the conditions
of the wastestream and plant records and reference mate-
rials.
The student will:
Evaluate the wastestreain for abnormal conditions,
commenting on:
flow temperature
moisture content volatile content
odor
Describe the cause arid effect of the abnormal condi-
tion.
Explain how often the condition of the wastestreani
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will improve
the condition of the wastestream.
1. Describe arid 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.
STUDENT 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
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sr 4 ,.
5 ______ Solids Disposal
4 L pRO1t
during a plant tour. Describe and explain the abnor-
mal operation procedures.
OBJECTIVE 15.9: Describe the preventive maintenance procedures for the
solids disposal unit.
CONDITIONS: Given a solids disposal unit or pictures and drawings of
a solids disposal unit and reference materials, includ-
ing:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMANCE: The student will:
Describe these preventive maintenance procedures for
the solids disposal unit:
Cleaning conveyor belt
ash hopper drive belt
ash pump fan
conveyor belt gear
fan grinder
grinder motor
motor plow
plow rabble arm
rake drive motor rake
screen rake-cleaner
scrubber rake drive motor
Lubrication roller
ash pump screen
fan scrubber
gear sprocket
grinder switchgear
motor water valve
rake drive motor Painting
roller ash hopper
scrubber ash pump
sprocket fan
Mechanical adjustment motor
ash pump rake drive motor
bearing Replacement
bubble control fire-fighting equipment
chain first-aid kit
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Sr 4 ,
)
Solids Disposal ______ 59
Wear measurement plow
bearing rabble arm
chain rake
conveyor belt rake cleaner
drive belt roller
gear sprocket
grinder
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 solids disposal 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 15. 10: Perform the preventive maintenance procedure8 for the
solids disposal unit.
CONDITIONS: Given a solids disposal unit and tools and reference
materials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
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0 S7 .
60 ______ Solids Disposal
1 t
ACCEPTABLE PERF0 vtANCE: The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
solids disposal unit, explaining his actions.
Perform the procedures which an operator follows when
a component needs preventive maintenance, explaining
his actions.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. 0bs rve student inspection of a treatment plant.
3. Observe the student performing the preventive mainte-
nance procedures in a treatment plant.
STUDENT ACTIVITY: 1. Small groups of students perform the preventive main-
tenance procedures in simulated situations in the
workshop.
2. Inspect a treatment plant. Evaluate and explain the
preventive maintenance procedures.
3. Perform and explain the preventive maintenance proce-
dures in a treatment plant.
OBJECTIVE 15. 11: Describe the corrective maintenance procedures for the
solids disposal unit components listed on page 53.
CONDITIONS: Given a solids disposal unit or a mock-up, photographs
or drawings of a solids disposal unit, the manual of
operation procedures which the student has developed for
the solids disposal unit, tools and reference materials,
including:
catalogue of replacement parts
equipment catalogues
manufacturer’ s maintenance guides
ACCEPTABLE PERFORMA.NCE: The student will:
Describe how an operator evaluates each component
the solids disposal unit for corrective maintenance,
commenting on:
color motion
corrosion odor
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sr 4 l .
Solids Disposal ______ 61
4 L c i ’
position temperature
pressure vibration
sound
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 solids disposal unit, using diagrams
and pictures.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Describe and explain the corrective maintenance pro-
cedures during treatment plant tours.
STUDENT ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective mainte-
nance procedures during a treatmentplant tour.
<<<<<<>>>>>>
OBJECTIVE 15.12: Perform the corrective maintencmce procedures for the
solids disposal unit components.
CONDITIONS: Given a solids disposal unit or unit components, the op-
eration procedures manual which the student has devel-
oped, tools and reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
manufacturer’s operation manual
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62
Solids Disposal
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 15.13:
CONDITIONS:
The student will:
Evaluate the components of the solids disposal unit
for corrective maintenance, explaining why a compo-
nent has malfunctioned and commenting on:
color pressure
corrosion sound
motion temperature
odor vibration
position
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows when
a component malfunctions, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components
in a treatment plant.
3. Observe the student performing the corrective mainte-
nance procedures in a treatment plant.
1. Small groups of students perform and explain the cor-
rective maintenance procedures in simulated situa-
tions in the workshop.
2. Evaluate the components for corrective maintenance.
3. Perform and explain the corrective maintenance proce-
dures in a treatment plant.
Perform the safety procedures for the solidB disposal
unit and demonstrate how they protect employees and
viaitors.
‘Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment.
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St4? ;s
Solids Disposal ______ 63
4 t
ACCEPTABLE PERFORMANCE: The student will:
Identify hazardous conditions in the solids disposal
unit, commenting on:
high—risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Recommend corrective procedures and correct the un-
safe condition.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a treatment plant.
3. Observe the student performing the safety procedures
in a treatment plant.
STUDENT ACTIVITY: 1. Evaluate safety conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recommend corrective procedures.
3. Perform the safety procedures in a treatment plant.
OBJECTIVE 15.14: Compare other solids disposal units to the multiple
hearth incinerator unit (ccnnposite model plant unit P).
CONDITIONS: Given a process unit and reference materials, including:
equipment catalogues
laboratory reports
manufacturer’s bulletins
manufacturer’s operation manuals
plant maintenance and operation records
ACCEPTABLE PERFORMANCE: The student will:
Compare composite model plant unit P with:
a fluidized bed incinerator 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:
STUDENT ACTIVITY:
OBJECTIVE 15.15:
CONDITIONS:
1. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit P with the other
units.
3. Help the student to collect information for reports
on the advantages and disadvantages of’ each unit.
1. List information about the units on a chart.
2. Compare the units in a panel discussion.
3. Write a report on the advantages and disadvantages
of each unit.
<< (<<<>>>>>>
Name and locate the components of the solids disposal
unit listed on page 53. Name and Belect reference mate-
rials which explain the normal operation procedu.res, the
purpose of each component, how the component works and
why it is important.
Given a solids disposal unit, unit components or a dia-
gram, model or photographs of a unit and reference mate-
rials, including:
contractor’s plans of the solids disposal unit
manufacturer’s maintenance guides
operation and maintenance manuals
64
Solids Disposal
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, W Sr 4 ,
Solids Disposal _____ 65
pq 1t ’
ACCEPTABLE PERFORMANCE: The student will:
Name and locate the components of the solids disposal
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.
INSTRUCTOR ACTIVITY: 1. Point out components of the solids disposal 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 solids disposal unit and normal operation
procedures.
STUDENT ACTIVITY: 1. Name the components which the instructor points out
on diagrams, photographs or models.
2. Name the components which the instructor points out
during a plant tour and name the reference materials
which apply to the components.
3. Name and select the reference materials which des-
cribe the solids disposal unit and normal operation
procedures.
OBJECTIVE 15.16: Perform the abnormal operation procedures for the solids
disposal unit.
CONDITIONS: Given a wastestream in a treatment plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the wastestream for abnormal conditions,
• coniinenting on:
flow temperature
moisture content volatile content
odor
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Solids Disposal
Select the references he needs to return the waste—
stream to normal.
Perform the abnormal operation procedures.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
1. Observe the student as he evaluates the wastestream
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestream.
3. Observe the student performing the abnormal operatior
procedures in simulated situations and in a treatxnen
plant.
1. Evaluate the wastestream in a treatment plant.
2. Select the references needed to correct abnormal con-
ditions of the wastestream.
3. Perform the abnormal operation procedures in simula-
ted situations or in a treatment plant.
66
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€OSr 4 .
_ 67
MODULE 16
EFFWENT DISPOSAL
A direct reuse system
Composite Model Plant Unit Q
PURPOSE: In this module the student will learn to perform all the actiVitie8
in the objectives as they apply to a direct reuse system. READ PAGES
I TO 11 BEFORE USING THIS MODULE.
OBJECTIVES: 16. 1 Identify the effluent disposal unit.
16.2 Describe the effluent disposal process in technical and non-
technical ter,ns.
16.3 Describe the safety procedures for the effluent disposal unit
and explain how the procedures protect employees and visitors.
16. 4 Identify the components of an effluent disposal unit. Explain
the purpose of each component, how the component works and why
it is important. -
16.5 Describe the normal operation procedures for the effluent dis-
posal unit components listed on page 71.
16.6 Perform the normal operation procedures for the effluent dis-
posal unit.
16. 7 Describe and perform the start-up and shut-do m procedures for
the effluent disposal unit.
16.8 De8cribe the abnormal operation procedures for the effluent
disposal process.
16. 9 Describe the preventive maintenance prccedur n J’er /he ff 114-
ent disposal unit.
16. 10 Perform the preventive maintenance procedures for the effluent
disposal unit.
16.11 Describe the corrective maintenance procedures for the efflu-
ent disposal unit components listed on page 71.
16.12 Perform the corrective maintenance proced tres for the effluent
disposal unit components.
16.13 Perform the safety procedure8 for the effluent disposal unit
and demonstrate how they protect employees and visitors.
16.14 Compare other effluent disposal units to the direct reuse
system (composite model plant unit Q).
16.15 Name and locate the components of the effluent d -z .sposal uni.t
listed on page 71. Name and select reference materials which
explain the normal operation procedures, the purpose of each
component, how the component works and why it i8 important.
16. 16 Perform the abnormal operation procedures for the effluent
dinpQI ’:? L.
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çç.O Sr 4 .
68 _______ Effluent Disposal
4 L
RESOURCES: 3 116 120 125 141 143 144 307 308 309 316
317 320 321 324 421 459 511 549 551 552 553
554 937 990 1033 1034 1399
OBJECTIVE 16.1: Identify the effluent disposal unit.
CONDITIONS: Given a unit, a model of a unit or a photograph of a
unit.
ACCEPTABLE PERFORMA.NCE: The student will:
Indicate whether the process unit is used for efflu-
ent disposal.
INSTRUCTOR ACTIVITY: 1. Point out characteristics which distinguish the ef-
fluent disposal unit from other process units.
STUDENT ACTIVITY: 1. Develop a picture file of effluent disposal units.
Mark distinguishing characteristics.
OBJECTIVE 16.2: Describe the effluent disposal process in technical and
nontechnical terms.
CONDITIONS: Given photographs of the effluent disposal unit.
ACCEPTABLE PERFORMANCE: The student will:
Describe the effluent disposal unit, explaining the
quality of treatment required for:
industrial use
process water
recreational use
Describe the purpose of effluent disposal.
Describe how effluent disposal affects:
prechiorination
screening and grinding
grit removal
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Effluent Disposal
primary sedimentation
trickling filtration
aeration
secondary sedimentation
pond stabilization
thickening
first stage digestion
second stage digestion
sludge conditioning
post-chlorination
sludge dewatering
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 16.3:
CONDITIONS:
1. Use diagrams, photographs and slides to describe
effluent disposal.
2. Describe the effluent disposal process during a plant
tour. React to the student’s description of the pro-
cess.
1. Describe the effluent disposal process while viewing
photographs, diagrams and slides.
2. Observe and describe the effluent disposal process
during a plant tour.
Describe the safety procedures for the effluent disposal
unit and explain how the procedures protect employees
and visitors.
Given a list of operation and maintenance procedures.
ACCEPTABLE PERFORMP NCE:
The student will:
Describe the safety procedures for the
posal unit, commenting on:
High-risk activities
removing debris from channels
working with switches in automatic position
Sources of danger
acid wastes
caustic wastes
deep wells
electrical equipment
explosive gases
effluent dis—
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70
high pressure
moving parts
open channels
open doors and covers
toxic gases
walks
Safety equipment
chains
first-aid kit
harnesses
life preservers
lockout tags and keys
protective clothing
rails
ropes
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-
uation.
3. Describe the safety procedures for each operation and
maintenance procedure.
4. Prepare slides of sources of danger and high-risk
activities.
STUDENT ACTIVITY: 1. Read case histories and comment on employee safety
procedures.
2. Evaluate conditions which the instructor has des-
cribed. Suggest remedies.
3. Role play operation or maintenance procedures. Se-
lect proper safety equipment and name the sources of
danger and high—risk activities. Develop a manual of
safety procedures for the effluent disposal unit.
4. Identify sources of danger and high-risk activities
pictured in slides.
OBJECTIVE 16.4: Identify the components of w effluent disposal unit.
Explain the purpose of each component, how the component
works and why it is important.
Effluent
sal
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Effluent Disposal
71
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTPTITY:
STUDENT ACTIVITI:
OBJECTIVE 16.5:
CONDITIONS:
Given an effluent disposal unit, unit components or a
diagram, model or photographs of a unit and a list of
components.
The student will:
Identify components of the
associated equipment:
bearing
channel
coupling
filter
fire-fighting equipment
first-aid kit
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 effluent disposal
components in the workshop for student identifica-
tion.
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-
tarit.
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.
Deecr be the normal operation procedures for the efflu-
ent di8poaal unit components listed above.
Given an effluent disposal unit or slides or photographs
of an effluent disposal unit, a list of components of
the unit, a checklist of characteristics and a normal
operation procedures manual.
effluent disposal unit and
flow-rate control mechanic
motor
pipe
pressure control
pump
valve
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72 ______ effluent Disposal
‘ 4( pp 1 $’
ACCEPTABLE PERFORMANCE: The student will:
Describe the characteristics of each component which
the operator checks to determine whether the compo-
nent is functioning normally, commenting on:
color position
corrosion pressure
flow sound
motion temperature
odor vibration
Name the sense or indicator which monitors each char-
acteristic.
Explain how often the characteristics of each compo-
nent must be checked and why the component must be
checked on this schedule.
Describe what an operator does if the characteristics
of a component indicate that it is not functioning
normally, including:
making adjustments
deciding about corrective maintenance
reporting to supervisors
reporting in written records
Explain why a component’s characteristics must be re-
turned to normal.
Describe routine sampling for the effluent disposal
process.
List routine calculations for the effluent disposal
process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of the
effluent disposal unit.
2. Describe the normal operation procedures for the ef-
fluent disposal unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the effluent disposal
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
effluent disposal unit and their normal characteris-
tics.
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€O Sr 4
Effluent Disposal ______ 73
PRO1 ’
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of components of the effluent disposal
unit.
4. Observe and describe the normal operation procedures
during a plant tour.
OBJECTIVE 16.6: Perfoz n the normal operation procedures for the effluent
disposal. unit.
CONDITIONS Given an effluent disposal unit, the manual of normal
operation procedures which the student has developed for
the effluent disposal unit and basic references.
ACCEPTABLE PERFORMANCE: The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normally.
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
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 16. 7: Describe and perform the start-up and shut-down proce-
dures for the effluent disposal unit.
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Sr 41
74 ______ Effluent Disposal
‘ t PRO1
CONDITIONS: Given a mock-up, model or photograph of an effluent dis-
posal unit and an effluent disposal unit with the manu-
facturer’s operation manual.
ACCEPTABLE PERFORMANCE: The student will:
Start up and shut down an effluent disposal 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—dowp procedures in a
treatment plant.
3. Observe the student performing the start—up proce-
dures in a treatment plant.
4. Observe the student performing the shut-down proce-
dures in a treatment plant.
. Observe the student as he evaluates his start—up pro-
cedures.
6. Observe the student as he evaluates his shut—down
procedures.
STUDENT ACTIVITY: 1. Describe the start-up procedures in a dry run in a
treatment plant.
2. Describe the shut—down procedures in a dry run in a
treatment plant.
3. Perform the start—up procedures in a treatment plant.
4. Perform the shut-down procedures in a treatment
plant.
5. Evaluate the operation of the effluent disposal unit
to determine whether correct start-up procedures have
been used. Use the normal operation procedures man-
ual which the student has developed. (See objective
1.4.)
6. Evaluate the operation of the effluent disposal unit
to determine whether correct shut-down procedures
have been used. Use the normal operation procedures
manual which the student has developed. (See objec-
tive 1.4.)
OBJECTIVE 16.8: Describe the abnormal operation procedures for the ef-
fluent disposal process.
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Effluent Disposal
75
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
coil forms
color
DO
floating material
flow
foam
grease
grit
Kjedahl
Given a wastestreain 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,
commenting on:
acidity ice
ammonia nitrogen nitrate nitrogen
BOD nitrite nitrogen
chloride odor
chlorine demand oil
chlorine residual organic and total
COD nitrogen
orthophosphate
pH
relative stability
settleable matter
sludge density
suspended solids
turbidity
Describe the cause and effect of the abnormal con-
dition.
Explain how often the condition of the wastestream
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
Describe how the actions of the operator will improve
the condition of the wastestream.
1. Describe and explain the abnormal conditions of the
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.
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*110 S I 4 ?
76 _
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Effluent Disposal
4. Describe arid explain the abnormal operation proce-
dures during a plant tour. Listen to the student’s
description of the procedures.
STUDENT ACTIVITY:
conditions of the
in color pictures.
operation proce-
described in plant
1. Evaluate and explain the abnormal
wastes trearn 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-
mal operation procedures.
<<<<>> > >>
OBJECTIVE 16.9:
CONDITIONS:
Describe the preventive main tencmce procedures for the
effluent disposal unit.
Given - effluent disposal unit or pictures and drawings
of an ‘luent disposal unit and reference materials,
inclucil - :
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
Mechanical adjustment
bearing
coupling
filter
flow—rate
mechanic
motor
pressure control
pu mp
valve
Painting
channel
ACCEPTABLE PERFORMANCE:
The student will:
Describe these preventive maintenance procedures for
the effluent disposal unit:
Cleaning
channel
filter
flow-rate control mechanic
motor
piping
pump
Lubrication
bearing
motor
pump
valve
control
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Effluent Disposal
Painting (continued)
motor
piping
pump
Replacement
bearing
coupling
fire-fighting equipment
first—aid kit
pipe
valve
Wear measurement
bearing
coupling
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:
STUDENT ACTIVITY:
OBJECTIVE 16.1G:
CONDITIONS:
1. Describe and explain the preventive maintenance pro-
cedures for the effluent disposal 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.
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.
Perform the preventive main tencmce procedures for the
effluent disposal unit.
Given an effluent disposal unit and tools and reference
materials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
77
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o Sr 11
7 Effluent Disposal
4
ACCEPTABLE PERFORM&NCE: The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
effluent disposal unit, explaining his actions.
Perform the procedures which an operator follows when
a component needs preventive maintenance, explaining
his actions.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe student inspection of a treatment plant.
3. Observe the student performing the preventive mainte-
nance procedures in a treatment plant.
STUDENT ACTIVITY: 1. Small groups of students perform the preventive main-
tenance procedures in simulated situations in the
workshop.
2. Inspect a treatment plant. Evaluate and explain the
preventive maintenance procedures.
3. Perform and explain the preventive maintenance proce-
dures in a treatment plant.
OBJECTIVE 16.11: Describe the corrective maintenance procedureB for the
effluent dispoBal unit conrponents listed on page 71.
CONDITIONS: Given an effluent disposal unit or a mock-up, photo-
graphs or drawings of an effluent disposal unit, the
manual of operation procedures which the student has
developed for the effluent disposal unit, tools and ref-
erence materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
ACCEPTABLE PERFORMANCE: The student will:
Describe how an operator evaluates each component of
the effluent disposal unit for corrective maintenance,
commenting on:
color flow
corrosion motion
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Effluent Disposal
sound
temperature
vibration
Explain why a component has malfunctioned.
Name the reference materials and tools needed to per-
form the corrective maintenance.
Describe what an operator does when he discovers a
malfunction, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Describe how the operator corrects the malfunction.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 16.12:
CONDITIONS:
1. Describe and explain the corrective maintenance pro-
cedures for the effluent disposal 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.
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.
Perforn the corrective maintenwice procedures for the
effluent disposal unit components.
Given an effluent disposal 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 -
manufacturer’s operation manual
odor
position
pressure
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Effluent Disposal
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 16.13:
CONDITIONS:
The student will:
Evaluate the components of the effluent disposal unit
for corrective maintenance, explaining why a compo-
nent has malfunctioned and commenting on:
color position
corrosion pressure
flow sound
motion temperature
odor vibration
Select the re erence materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows when
a component malfunctions, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components in
a treatment plant.
3. Observe the student performing the corrective mainte-
nance procedures in a treatment plant.
1. Small groups of students perform and explain the cor-
rective maintenance procedures in simulated situa-
tions in the workshop.
2. Evaluate the components for corrective maintenance.
3. Perform and explain the corrective maintenance proce-
dures in a treatment plant.
Perform the safety procedures for the effluent disposal
unit and demonstrate how they protect enrployees and
visitors.
Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment.
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Sr 4 ,
Effluent Disposal ______ 81
pq 0 itP
ACCEPTABLE PERFORMANCE: The student will:
Identify hazardous conditions in the effluent dispos-
al unit, commenting on:
high-risk activities
sources of danger
Se ‘ y equipment
,1
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.
STUDENT ACTIVITY: 1. Evaluate safety conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recommend corrective procedures.
3. Perform the safety procedures in a treatment plant.
OBJECTIVE 16.14: Conrpare other effluent disposal units to the direct re-
use system (composite model plant unit Q).
CONDITIONS: Given a process unit and reference materials, including:
equipment catalogues
laboratory reports
manufacturer’s bulletins
manufacturer’s operation manuals
plant maintenance and operation records
ACCEPTABLE PERFORMANCE: The student will:
Compare composite model plant unit Q with:
an underground disposal system.
a dilution system.
an irrigation system.
an intermittent sand filter unit as used in
tertiary treatment.
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Effluent DisDosal
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:
STUDENT ACTIVITY:
OBJECTIVE 16.15:
CONDITIONS:
1. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit Q with the other
units.
3. Help the student to collect information for reports
on the advantages and disadvantages of each unit.
1. List information about the units on a chart.
2. Compare the units in a panel discussion.
3. Write a report on the advantages and disadvantages of
each unit.
Name and locate the components of the effluent dispoBal
Lmit listed on page 71. Name and select reference ma-
terials which explain the normal operation procedures,
the purpose of each component, how the component works
coid why it is important.
Given an effluent disposal unit, unit components or
diagram, model or photographs of a unit and referenc
materials, including:
contractor’s plans of the effluent disposal unit
manufacturer’s maintenance guides
operation and maintenance manuals
82
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Effluent Disposal
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 16.16:
CONDITIONS:
The student will:
Name and locate the components of the effluent dis-
posal unit.
Name and select reference materials which explain the
normal operation procedures, the purpose of each com-
ponent, how the component wQrks and why it is impor-
tant.
1. Point out components of the effluent disposal 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 effluent disposal unit and normal operation
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 effluent disposal unit and normal operation
procedures.
Perform the abnormal operation procedures for the efflu-
ent disposal unit.
Given a wastestream in a treatment plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the wastestream for abnormal conditions,
commenting on:
acidity BOD
ammonia nitrogen chloride
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84 _______ Effluent Disposal
4 L pqO1
chlorine demand nitrite nitrogen
chlorine residual odor
COD oil
coliforms organic and total Kjedahl
color nitrogen
DO orthophosphate
floating material pH
flow relative stability
foam settleable matter
grease sludge density
grit suspended solids
ice turbidity
nitrate nitrogen
Select the references he needs to return the waste—
stream to normal.
Perform the abnormal operation procedures.
INSTRUCTOR ACTIVITY: 1. Observe the student as he evaluates the wastestreain
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestream.
3. Observe the student performing the abnormal operation
procedures in simulated situations and in a treatment
plant.
STUDENT ACTIVITY: 1. Evaluate the wastestream in a treatment plant.
2. Select the references needed to correct abnormal con-
ditions of the wastestream.
3. Perform the abnormal operation procedures in simula-
ted situations or in a treatment plant.
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