Volume II
PART E
Plant Operations
for Wastewater Facilities
Wastewater Technology: A Two-Year Post High School Instructional Program
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PLANT OPERATIONS FOR WASTEWATER FACILITIES, Part E
Flow Measurement
Pumping and Piping
Electric Power
Gas Power
An Instructor's Guide for Use of Instructional Material
In Wastewater Technology Training Programs
Funded by
US ENVIRONMENTAL PROTECTION AGENCY
Municipal Permits & Operations Division
Mater Quality Control Manpower Training Branch
Academic Training Section
Awarded to
CHARLES COUNTY COMMUNITY COLLEGE
La Plata, Maryland
GREENVILLE TECHNICAL COLLEGE
Greenvillej South Carolina
LINN-BENTON COMMUNITY COLLEGE
Albany, Oregon
ENVIRONMENTAL SYSTEMS ENGINEERING
Clemson University
Clemson, South Carolina
September 1975
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0
PROIrC
For Information
Oh’ FLJI9DING CF INSTRUCTIONAL PROGRAMS
Academic Training Section
Water Quality Control Manpower Training Branch
Mznioipal Per nit8 & Operations Division
US Environmental Protection Agency
Washington, DC 20460
703—557—7335
ON PROJECT ADMII9ISTP 4TION AND CUPLRICUL.4 DEVEWP/PIENT
John H. Austin Prof essor and Head
Environmental Systems Engineering
Clemson University
Clemson, South Carolina 29631
803—656—3276
ON PROGRAM IMPLEMENTATION
Carl Scwiing
Charles County Conv7unity College
La Plata, Maryland 20646
301—934— 2251
James L. Chock lett
Greenville Technical College
Greenville, South Carolina 29606
803—242—3170
Peter C. Scott
Linn-Benton Coiwnunity College
Albany, Oregon 97321
.503-928-2361
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4 L PROItC
Preface
Since 1970 Charles County Community College, Clemson University, Greenville Techni-
cal College and Linn-Benton Community College have been working together to prepare
undergraduate students to enter occupations in water and wastewater treatment plant
operations and maintenance. Through their efforts a two-year wastewater technology
instructional program based on performance objectives has been developed and iniple-
mented.
Through a grant from the vironmental Protection Agency called Criteria for the
Establi8hment of 21 o-Year Post High School Was te ater Technology Programs (CEWT) the
four colleges set up program criteria and curriculum guidelines which are available
in two volumes:
Program Implementation Procedures
Volume II: Curriculum Guidelines, Criteria for Establishment and Mainte-
nance of Two-Year Past High School Wastewater Technology Programs
As a result of the implementation of the instructional program at Charles County
Community College, Greenville Technical College and Linn-Benton Community College,
six guides for instructors based on the course descriptions in Plant Implementation
Procedures and the genera]. criterion behaviors of Volume II have been prepared.
Plant Operations for Wastewater Facilities, printed in five parts, is the second in
the series which includes:
Volume I Introduction to environmental Technology
Volume II Plant Operations for Was tewater Facilities
Volume III Laboratory Control for Was tewater Faci ii ties
Volume IV Management and Supervision Procedures for Wastewater Facilities
Volume V Process Interaction for Wastewater Facilities
Volume VI Advanced Waste Treatment
ACKNOWLEDGEMENTS
Since the beginning of the project many persons at the four cooperating institutions,
as well as outside consultants have participated in the development of this program.
Their efforts which have provided source material for this guide have been acknowl-
edged in the volumes to which they made major contributions. Plant Operations for
Waat oater 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, Lirin-Benton Community
College
Fred L. Delvecchio, Director of Operator Training, Environmental Systems
Engineering, Clemson University
John H. Austin, Professor and Head, Environmental Systems Engineering,
Clemson University
Editorial and Production Staff
Ada Louise Steirer, Freelance Editor, 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 McLas r, 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
PartA
PartA
PartA
PartA
FartA
PartB
PartB
PartB
PartS
PartC
PartC
PartC
PartC
PartD
PartD
PartD
PartD
13
31
51
Page
iii
1
3
9
PREFACE
PERFORMANCE OBJECTIVES
INTRODUCTION TO MODULES OF INSTRUCTION.
GLOSSARY OF VERBS
MODULES OF INSTRUCTION
Module 1 Collection
Module 2 Chlorination
Module 3 Screening and Grinding
Module 4 Grit Removal
Module S Primary Sedimentation
Module 6 Trickling Filtration
Module 7 Aeration
Module 8 Secondary Sedimentation
Module 9 Pond Stabilization
Module 10 Thickening
Module 11 First Stage Digestion
Module 12 Second Stage Digestion
Module 13 Sludge Conditioning
Module 149 Sludge Dewateririg
Module l4b Sludge Dewatering
Module 15 Solids Disposal
Module 16 Effluent Disposal
Module 17 Flow Measurement
Module 18 Pumping and Piping
Module 19 Electric Power
Module 20 Gas Power.
69
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GENERAL CRiTERION GENERAL CRITERION
BEHAVIOR CATEGORIES BEHAVIORS
master routine attluities
ercisserate safety procedures
201 recogmioe and correct abnormalities
202 dermnstrate iafety procedures
master routine actiaitles
dearcustrate safety procedures
El
502
503
504
El
El
El
El
El
El
El
El
El
El
El
El
El
El
El
El
El
El
El
El
El
T1 proacte plant nags
recognise and repair mel functions
identify equipnert parts
domnatrat. tafety procedures
Conduct sampling and analyses
determine appropriate analyses
evaluate results of analyseS
deireanstrate safety procedures
identify function of prCces s unit3
identify effects f wastes
ldvntlfy purpose of process units
identify appropriate sampling locations
re lets sped to processes
recognize and cope with major disasters
conrpire uari ua process units
prepare ordeni for s rnite and parts
d termin supplies needed
prepare daily and renthly reports
prepare annual reports
prepare annual budgets
hire employees
orient flew employees
discipline employees
discharge employees
promate professional growth
identify staffing needs
identify needed operational changes
identify seeded capital loproceferits
eu ialn plant operation to lay persons
respond to 5utside” complaints
pronote plant espansiori
Figure 1: Relationship of general criterion behaviors (performance objectives) t
the general categories and conposite model plant (cMP).
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Performance Objectives
When the treatment plant operators, edu-
cators, consultants and representatives
from professional water pollution con-
trol organizations caine together to de-
velop an effective instructional program,
they 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.
COIW OSITE MODEL PlANT
First, they developed a composite model
plant (c ) of twenty-two process units
which is really many wastewater treat-
ment plants in one model. Such amlx
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 ANALYSIS
Next, to ensure that the materials were
specifically tailored to what the opera-
tor does on the job, a task analysis was
conducted. They found that the tasks
which an operator performs fell into
seven general categories which were fur-
ther divided into 37 tasks or general
behaviors. (See figure 1, page vi.)
The tasks were organized under:
1. Normal Operation Procedures .
These include routine operating ac-
tivities that do not vary signif I-
cantly from day to day and that are
designed to keep the plant function-
ing within a normal range of values.
For examples the employee conducts
routine samplings of the primary
sludge and inspects pumping equip-
ment and the wastestreani 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 equipment or a component.
For example, the employee would notice
whether the primary sludge pump is
malfunctioning and know when and how
to correct the disorder or when and
how to refer the problem to plant
maintenance personnel.
5. Laboratory Control Procedures .
These include special and routine ac-
tivities relating to laboratory anal-
ysis, the specification of sampling
procedures and locations and the 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 and to the system
as a whole. For example, the employee
would determine how the effective
functioning of the primary sludge- ..
pumps relates to digester performance.
7. Management/Supervisory Procedures.
These include act .vities 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-
irig 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
th treatment plant. If it is not
possible to teach in a treatment plant,
simu ated aituation8 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 visual rnateriaZs is an ef
fective learning technique. LecturA
however, is inefficient. Because the
student is not actively Involved dur-
ing a lecture, the instructor should
use lectures sparingly.
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Introduction to Modules of Instruction
In this instructor ’s guide the topics and
ideas are presented as a series of mod-
ules, organized around the general objec-
tives stated in the course descriptions
for Plant Operation I, El, III and IV
and the In-Plant Practicum which are
found in the Pro gran Implementation Pro-
cedurea of the CEIVT Pro grain. Each mod-
ule is designed to help the instructor
plan a course of study for the operation
of a treatment process using the CM?
process unit. Each module is organized
around sixteen objectives common to all
processes.
The modules in Plant Operations for
WaBtewater Facilities are arranged in the
order in which the CMP process units oc-
cur in the treatment plant. Each process
is identified by a letter of the alphabet
and the process unit is described in the
heading of the module. If the in truc-
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.
INSTRUCTIONAL PROCESS UNITS
Each module assumes that the composite
model plant unit will be used for in-
struction in the process. If the rec-
ommended unit is not available, an al-
ternate process unit may be substitu-
ted and the instructional materials
adapted. The recommended CM? units
and alternate units for all the pro-
cesses are listed in table 1, page 4.
Two modules on sludge dewatering are
included because it is impossible for
a student to master operation of this
process by learning to operate one
process unit. Remember, however, that
a student will be more adequately pre-
pared to work in almost any treatment
plant if he is trained on the CM?
unit. Then 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 THE 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 RECO ENDED FOR USE IN IMPLD ENTATION OF THE TWO-YEAR
POST HIGH SCHOOL WAST NATER TECHNOLOGY INSTRUCTIONAL PROGRAM
C P
Module Process Recommended Teaching Unit Alternate Teaching Unit
Unit
1 Collection
2 Chlorination
3 Screening and
Grinding
4 Grit Removal
5 Primary
Sedimentation
6 Trickling
Filtration
7 Aeration
8 Secondary
Sedimentation
9 Pond
Stabilization
10 Thickening
11 First Stage
:estion
A Combined system with industrial
waste
B Vacuum chlorinator with automa-
tic feed to pipe, pneumatic con-
trol and electric evaporator
N Vacuum chlorinator with automa-
tic feed to pipe and closed-loop
pneumatic ontro1
C Mechanically cleaned bubbler
control unit with grinder
D Aerated unit with bucket
elevator
E Rectangular unit with telescopic
valve drawoff, density meter
time clock and trough with
scraper
F Rotary distributor, standard
rate unit with dosing tank
G Diffused air unit with swing-type
diffuser producing fine bubbles
H Circular, peripheral-feed unit
with suction
J Floatation unit with air
K Fixed cover, gas recireulation
unit with external heat exchanger
Sanitary system with industrial
waste
Vacuum chlorinator with automatic
feed to pipe, electrical control
and electric evaporator
Vacuum chlorinator with automatic
feed to pipe and closed electrical
control
Mechanically cleaned electrode
control unit with grinder
Aerated unit with screw conveyor
Circular unit with telescopic
valve 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 recireulation
unit with external heat exchanger
I Aerobic pond
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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 rotameter
S System with magnetically con-
nected, pneumatically controlled,
diesel driven, centrifugal pumps;
speed reducer connected, electri-
cally controlled, motor driven,
positive displacement pumps and
appropriate piping
System using delta transformers,
generators, electrical switchgear,
automatic gear, automatic circuit
actuators on motors and telemet-
ering with alarms.
U System with internally produced
gas with high pressure tanks and
rotary positive displacement
compressors
Fixed cover unit
None
Vacuum filter unit with coil
None
Fluidized bed incinerator unit
Underground disposal system
None
None
System using Y transformers, gen-
erators, electrical switchgear,
automatic circuit actuators on
motors and telemetering with
alarms
System with internally produced
gas with high pressure tanks arid
reciprocating compressors
12 Second Stage
Digestion
13 Sludge
Conditioning
14a Sludge
Dewatering
l b 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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important to the treatment plant and how
it affects and interacts with other pro-
cess units in the treatment system.
STUDENT PREREQUISITES
Completion of Introduction to Environmen-
tal Technology and courses in basic math-
ematics and biology qualify the student
to enter the course in Unit Operations
for Wastewater Facilities. Concurrent
courses in basic chemistry and laboratory
control are suggested. (See pages 7 to
19 of Program Implementation Procedures.)
TER NAL 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.
9. Describe the preventive mainte-
nance procedures for the process
unit.
10. Perform the preventive mainte-
nance procedures for the process
unit.
11. Describe the corrective mainte-
nance procedures for the process
unit components.
12. Perform the corrective mainte-
nance procedures for the process
unit components.
13. Perform the safety procedures
for the process unit and demonstrate
how they protect employees and visi-
tors.
14. 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, Instructional
Materials Available which is available
from:
Office of Water Program Operations
US Environmental Protection Agency
Washington, DC 20460
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Two companion volumes to Instructional
Materi als Available, also available from
EPA, offer suggestions for selecting
audio-visual equipment:
Selecting Audio-Visual Equipment
Selecting In8tructional Media and
Instructional Sy8 tem8
The following journals list addresses of
companies from whom literature about the
process units which they manufacture can
be obtained:
“Environmental Science and Technology”
ll Sixteenth Street, N.W.
Washington, DC 20036
“Water and Sewage Works”
434 South Wabash
Chicago, IL 60605
“Water and Wastes Engineering”
666 Fifth Avenue
New York, NY 10019
If suitable materials are not available,
instructors are urged to develop their
own resources.
FORMAT OF THE MODULES
The module begins with a statement of
purpose which explains what the student
will be studying. Next, all the objec-
tives of the module and code numbers
keyed to a computerized list of instruc-
tional resources are listed for the in-
structor’ s 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
student’s performance.
Instructor Activity . The instructor
should get to know his class by work-
ing with small groups and with each
student. He should encourage students
to learn from each other as they work
together. He should involve the stu-
dent in the instructional and learning
process. Instructional activities are
paired numerically with student activ-
ities.
Student Activity . This is a listing
of activities which the student will
take part in, in order to accomplish
the specified performance.
EVALUATION TEChNIQUE
The instructor may use or adapt the
learning activities listed under instruc-
tor activity and student activity as
evaluation techniques. The technique
chosen should reflect what the objective
asks the student to do. For example, if
a student is asked to describe, the eval-
uation technique is a description. The
student should be evaluated under the
conditions and to the performance level
required for each objective.
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Glossary of Verbs
The glossary of verbs is included here so that the instructor will know exactly what
the student is being asked to do to meet his objective. Notice the difference, for
example, between the meanings of identify and n rmie. 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.
APPLY
CHECK
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.
A.PPLI CATI ON
Apply the preventive maintenance
schedule for the second stage di-
gestion unit.
Check the characteristics of each
component.
COM VENT ON
COMPARE
CONSIDER
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.
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
To alter or adjust to bring to
some standard or required con-
dition.
Correct the malfunction.
D 1ONSTRATE
To illustrate or explain in an
orderly and detailed way with
many examples, specimens and
particulars.
Demonstrate the start-up ptoce-
dures in a treatment plant.
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DEFINITION APPLICATION
DESCRIBE To represent by words written Describe the safety procedures for
or spoken for the knowledge or the screening and grinding unit.
understanding of others, to
transmit an image of the identi-
fying features, the nature and
characteristics of objects,
events and actions.
DEVELOP To produce or generate. Develop a picture file of first
stage digestion units.
DISCUSS To talk about, to present in Discuss treatment plant case his-
detail, to exchange views or tories.
information about.
EVALUATE To examine and make a judge- Evaluate the wastestreain for ab-
ment about quality, signifi- normal conditions.
cance, amount, degree or
condition of.
EXPLAIN To make plain or clear, to Explain the purpose of each compo—
present in detail. nent, how the component works and
why it is important.
IDENTIFY To establish the identity of, Identify the components of the
pick out or single out an chlorination unit.
object in response to its
name by pointing, picking up,
underlining, marking or other
responses.
INDICATE To state or express without Indicate whether the process unit
going into detail. is used for secondary sedimenta-
tion.
INSPECT To view closely arid critically, Inspect a treatment plant.
to determine quality or state,
to detect errors or otherwise
appraise.
LIST To enumerate or specify. List routine calculations for the
pond stabilization unit.
LOCATE To stipulate the position of an Locate the components of the
object in relation to other trickling filtration unit.
objects.
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DEFINITION APPLICATION
WANE To supply the correct name, in Name the components of the primary
oral or written form, for an ob- sedimentation unit.
ject, class or 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.
RECOMVEND To mention or introduce as Recommend procedures to correct
being worthy of acceptance, the unsafe conditions.
use or trial, to advise.
SELECT To choose something from a num— Select the reference materials and
ber or group usually by fitness, tools needed to perform the cor—
excellence, or other distin- rective maintenance.
guishing feature.
-------
%. o sr 4 ).
_ 13
MOCLJLE 17
FLOW MEASUREMENT
A centralized recording and totalizing system
including Par8hall fiwne, Venturi meter,
magnetic flowmeter and rotwneter
Composite Model Plant Unit R
PURPOSE: In this module the student will learn to perform all the activities
in the objeativeB as they apply to a centralized recording and
totatizing system including Parshall flume, Venturi meter, magnetic
fZoz ,ne ter and rotcm e tsr. READ PAGES 1 TO 17 BEFORE USING THIS
MODL/ 1 E.
OBJECTIVES: 1?. 1 Identify the flow measurement unit.
27.2 Describe the flaw measurement process in technical and non-
technical terms.
1?. 3 Describe the safety procedures for the flow measurement unit
and explain how the procedures protect enrployees and visitors.
17. 4 Identify the components of a flow measurement unit. Explain
the purpose of each component, how the component works and why
it i8 important.
17. 5 Describe the normal operation procedures for the flow measure-
ment unit components listed on page 17.
17.6 Perform the normal operation procedures for the flow measure-
,rtent unit.
1?. 7 Describe and perform the start-up and shut-down procedures for
the flow measurement unit.
17. 8 The abnormal operation procedures do not apply to composite
model plant unit R.
17.9 Describe the preventive maintenance procedures for the flow
measurement unit.
17.10 Perform the preventive maintenance procedures for the flow
measurement unit.
17.11 De8crtbe the corrective maintenance procedures for the flow
measurement unit components listed on page 17.
17. 12 Perform the corrective maintenance procedures for the flaw
measurement unit components.
1?. 13 Perform the safety procedures for the flaw measurement unit
and demonstrate how they protect enrpioyees and visitors.
17.14 Compare other flow measurement unite to the centralized re-
cording and totalizing system including Parshall fiwne, Ven-
turi meter, magnetic flot tneter and rot rjneter.
17. 15 Name and locate the components of the flow measurement unit
-------
Flow Measurement
iveted on page 2?. Name and select reference materials which
explain the nornal operation procedures, the purpose of each
component, how the component works and why it is important.
17.16 The abnor nal operation procedures do not . ply to composite
model plant unit 1?.
3
116
120
125
141
143
144
215
216
217 218
307
308
309
316
317
320
321
324
421
459 511
551
552
553
554
937
990
1033
1034
1399
OBJECTIVE 17. 1:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 17.2:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
Identify the flow measurement 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 flow
measurement.
1. Point out characteristics which distinguish the flow
measurement unit from other process units.
1. Develop a picture file of flow measurement units.
Mark distinguishing characteristics.
Describe the flow rnea8urement process in technical and
nontechnical terms.
Given photographs of the flow measurement unit.
The student will:
Describe the flow measurement unit, explaining the
meaning of the metering system.
RESOURCES:
Describe the purpose of flow measurement.
-------
h\1ID St 4 ).
Flow Measurement ______ 15
4 01 C
Describe how flow measurement affects:
collection
prechiorination
screening and grinding
grit removal
primary sedimentation
trickling filtration
aeration
secondary sedimentation
pond stabilization
thickening
first stage digestion
second stage digestion
sludge conditioning
post-chlorination
sludge dewatering
solids disposal
effluent disposal
pumping and piping
INSTRUCTOR ACTIVITY: 1. Use diagrams, photographs and slides to describe flow
measurement.
2. Describe the flow measurement process during a plant
tour. React to the student’s description of the pro-
cess.
STUDENT ACTIVITY: 1. Describe the flow measurement process while viewing
photographs, diagrams and slides.
2. Observe and describe the flow measurement process
during a plant tour.
OBJECTIVE 17.3: Describe the safety procedures for the flow measurement
unit coid e.rp lain how the procedures protect employees
and visitors.
CONDITIONS: Given a list of operation and maintenance procedures.
ACCEPTABLE PERFORMANCE: The student will:
Describe the safety procedures for the flow measure-
ment unit, commenting on:
High—risk activities
removing debris from channels
-------
Flow Measurement
working with switches in automatic position
Sources of danger
acid wastes
caustic wastes
deep wells
electrical equipment
explosive gases
moving parts
open doors and covers
pits
poorly ventilated or open pits
slippery walks
toxic gases
Safety equipment
first-aid kit
lockout tags and keys
protective clothing
railings
stair safety treads
Explain how the procedures protect employees and
visitors.
INSTRUCTOR ACT IVIfl:
STUDENT ACTIVITY:
OBJECTIVE 17.4:
1. Discuss treatment plant case histories.
2. Describe the conditions in a plant and ask for eval-
uation.
3. Describe the safety procedures for each operation and
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 arid high-risk activities. Develop a manual of
safety procedures for the flow measurement unit.
4. Identify sources of danger and high-risk activities
pictured in slides.
Identify the components of a flow measurement unit. Ex-
plain the purpose of each component, how the component
works and why it is importcrtt.
-------
CONDITIONS:
ACCEPTABLE PERFORMANCE:
Flow Measurement 17
Given a flow measurement 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 flow measurement unit and
associated equipment:
chart
electrical-hydraulic transmission system
fire-fighting equipment
first—aid kit
magnetic flowmeter
flow indicator
flow recorder
transmitter
mechanical-hydraulic transmission system
Parshall flume
float
float switch
flow indicator
stilling well
transmitter
pen
pneumatic transmission system
rotameter
signal converter
totali zer
-Venturi meter
flow indicator
flushing pump
plunger
sight glass
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
component, how the component works and why it is
important.
Explain the purpose
component works and
of each component, how the
why it is important.
-------
Flow Measurement
18
STUDENT ACTIVITY:
OBJECTIVE 17.5:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
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 nor nal operation procedures for the flow
measurement wzit components listed on page 17.
Given a flow measurement unit or slides or photographs
of a flow measurement unit, a list of components of the
unit, a checklist of characteristics and a normal oper-
ation 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:
agitation position
color pressure
corrosion sound
depth temperature
flow velocity
motion 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 t s characteristics must be re-
turned to normal.
-------
Flow Measurement
Describe routine sampling for the
process.
List routine calculations for the
process.
flow measurement
flow measurement
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 17.6:
CONDITIONS:
ACCEPTABLE PERFORMkNCE:
1. Describe the characteristics of the components of the
flow measurement unit.
2. Describe the normal operation procedures for the flow
measurement unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the flow measurement
unit.
4. Describe and explain the normal operation procedures
during a plant tour. Listen to the student’s des-
cription of the procedures.
1. Develop-a checklist, listing the components of the
flow measurement unit and their normal characteris-
tics.
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of components of the flow measurement
unit.
4. Observe and describe the normal operation procedures
during a plant tour.
Perform the normal operation procedure8 for the flow
measurement unit.
Given a flow measurement unit, the manual of normal op-
eration procedures which the student has developed for
the flow measurement unit and basic references.
The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
Perform the procedures which an operator follows if
the characteristics of a component indicate that it
is not functioning normally.
-------
Flow Measurement
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE’ 17. 7:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
1. Observe the student demonstrating normal operation
procedures in a dry ruii in a treatment plant.
2. Observe the student performing normal operation pro-
cedures in a treatment plant.
1. Demonstrate the normal operation procedures in a dry
run in a treatment plant.
2. Perform and explain the normal operation procedures
in a treatment plant.
Describe and perform the start-up and ahut-dcwn proce-
duree for the fLow measurement unit.
Given a mock-up, model or photograph of a flow measure-
ment unit and a flow measurement unit with the manufac-
tu.rerts operation manual.
The student will:
Start up and shut down a flow measurement unit, fol-
lowing the manufacturervs instructions.
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 star t-up pr
cedures.
6. Observe the student as he evaluates his shut-down
procedures.
20
-------
Sr 4 ,
Flow Measurement 21
1 L
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 flow measurement 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 flow measurement 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 17.8: The abnor,nal operation procedures do not ‘ply to oonrpo-
ai. te model plant unit R.
OBJECTIVE 17.9: Describe the preventive maintenance procedures for the
flow measurement unit.
CONDITIONS: Given a flow measurement unit or pictures and drawings
of a flow measurement unit and reference materials,
including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMkNCE: The student will:
Describe these preventive maintenance procedures for
the flow measurement unit:
Cleaning
magnetic flowmeter
flow indicator
flow recorder
transmitter
-------
EO Sr 4 1 .
22 Flow Measurement
4( pqo
Cleaning (continued)
Parshafl flume
float
float switch
f low indicator
stilling well
transmitter
pen
Venturi meter
flow indicator
flushing pump
plunger
sight glass
Lubrication
Venturi meter
flushing pump
Mechanical adjustment
electrical—hydraulic transmission system
magnetic flowmeter
flow indicator
flow recorder
transmitter
mechanical-hydraulic transmission system
Parshall flume
float
float switch
flow indicator
transmitter
pneumatic transmission system
signal converter
totalizer
Venturi meter
flushing pump
Painting
Venturi meter
flushing pump
Replacement
chart
fire—fighting equipment
first—aid kit
magnetic flowmeter
flow indicator
flow recorder
transmitter
Parshall flume
transmitter
pen
rotameter
-------
c€ 0 Sr4tt
Flow Measurement ______ 23
4( pq 0 lt
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 flow measurement 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.
O&TECTIVE 17.10: Perfor tn the preventive maintenance procedures for the
flow measurement unit.
CONDITIONS: Given a flow measurement unit and tools and reference
materials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMANCE: The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
-------
Flow Measurement
INSTRUCTOR ACTIVITY:
STUI)ENT ACTIVITY:
OBJECTIVE 17.11:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
Apply the preventive maintenance schedule for the
flow measurement 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 proce-
dures in a treatment plant.
Describe the corrective maintenance procedures for the
flaw measurement unit components listed on page 17.
Given a plow measurement unit or a mock-up, photographs
or drawings of a flow measurement unit, the manual of
operation procedures which the student has developed for
the flow measurement unit, tools and reference materials,
including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
The student will:
Describe how an operator evaluates each component of
the flow measurement unit for corrective maintenance,
commenting on:
agitation
color
corrosion
depth
flow
motion
position
pressure
sound
temperature
velocity
vibration
-------
Flow Measurement
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 17.12:
CONDITIONS:
1. Describe and explain the corrective maintenance pro-
cedures for the flow measurement unit, using diagrams
and pictures.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Describe and explain the corrective maintenance pro-
cedures during treatment plant tours.
1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective mainte-
nance procedures during a treatment plant tour.
Perform the corrective maintenc-mce procedures for the
flow measurement unit components.
Given a flow measurement 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
-------
sr 4
!gi
26 Flow Measurement
p 01 c c
ACCEPTABLE PERFORMkNCE: The student will:
Evaluate the components of the flow measurement unit
for corrective maintenance, explaining why a compo-
nent has malfunctioned and commenting on:
agitation position
color pressure
corrosion sound
depth temperature
flow velocity
motion vibration
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows when
a component malfunctions, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
INSTRUCTOR ACTIVITY: 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.
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 17. 13: Perform the safety procedures for the flow measurement
unit and demonstrate how they protect employees and
visi tars.
CONDITIONS: Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment.
-------
o sr 41
Flow Measurement _______ 27
4( pç Ø C•
ACCEPTABLE PERFORMANCE: The student will:
Identify hazardous conditions in the flow measurement
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 arid
recommend corrective procedures.
3. Perform the safety procedures in a treatment plant.
<<<<<<>>>>>>
OBJECTIVE 17.14: Conrpare other flow measurement units to the centralized
recording and totalizing system including Parshall
flume, Venturi meter, magnetic flowmeter and rotczmeter.
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 R with:
a V-notch weir unit.
a rectangular weir unit.
a proportional flow weir unit.
a Kennison nozzle unit.
-------
28
Flow Measurement
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 ACTIVITI:
OBJECTIVE 17.15:
CONDF iS:
1. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit B. 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 flow meaBurement
unit listed on page 27. Name and select reference ma-
terials which explain the normal operation procedures,
the purpose of each component, how the component works
and why it is important.
Given a flow measurement unit, unit components or a dia-
gram, model or photographs of a unit and reference m
rials, including:
contractor’s plans of the flow measurement unit
manufacturer’s maintenance guides
operation and mainten nce manuals
-------
Sr 4 .
t
Flow Measurement ______ 29
‘t
ACCEPTABLE PERFORMkNCE: The student will:
Name and locate the components of the flow measure-
ment unit.
Name and select reference materials which explain the
normal operation procedures, the purpose of each com-
ponent, how the component wor ks and why it is impor-
tant.
INSTRUCTOR ACTIVITY: 1. Point out components of the flow measurement 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 flow measurement 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 flow measurement unit and normal operation
procedures.
—
OBJECTIVE 17. 16: The abnornal. operation procedures do not apply to compo-
site model. plant unit R.
-------
PURPOSE:
OBJEC’2’IVES:
MODULE 18
PUMPING AND PIP 4G
A System with niagnet. ically connected, pneumatically controlled,
diesel driven, centrifugal pumps; speed reducer connected,
electrically controlled, motor driven, positive di8placement pumps
and appropriate piping
Composite Model Plant Unit S
In thi8 module the student will learn to perform all the activities
in the objectives as they apply to a system with magnetically con-
nected, pneumatically controlled, diesel driven, centrifugal purlrps;
speed reducer connected, electrically controlled, motor driven, posi-
tive displacement pwirpa and appropriate piping. READ PAGES 1 TO 11
BEFORE USING THIS MODULE.
18. 1 Identify the pumping and piping unit.
18. 2 Describe the pwnping and piping process in technical and non-
technical terms.
18.3 Describe the safety procedures for the pumping and piping unit
and explain how the procedures protect employees and visitor8.
18. 4 Identify the components of a pwirping and piping unit. Explain
the purpose of each component, how the component works and why
it is important.
18. 5 Describe the normal operation procedures for the pumping and
piping unit components listed on page 36.
18. 6 Perform the normal operation procedures for the pwrrping and
piping unit.
18. 7 Describe and perform the start-up and shut-down procedures for
the pumping and piping unit.
18. 8 Describe the abnormal operation procedures for the pumping and
piping process.
18. 9 Describe the preventive maintenance procedures for the pumping
and piping unit.
18. 10 Perform the preventive maintenance procedures for the pun’rping
and piping unit.
18. 11 Describe the corrective maintenance procedureB for the pwnpi.-ng
and piping unit components listed on page 36.
18.12 Perform the corrective maintenance procedures for the purrrptng
and piping unit components.
18. 13 Perform the safety procedures for the pumping and piping unit
and demonstrate how they protect employees and visitors.
18. 14 Compare other pumping and piping units to the syatem with mag-
netically connected, pneumatically controlled, dt.esel drvven,
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Sr 4 .
1%
32 ______ Pumping and Piping
• 4/ o1 ’
centrifugal pw rpe; speed reducer connected, electrically con-
tro lied, motor driven, po8itive displacement pt ’ rpe and appro-
priate piping.
18.15 Name and locate the components of the punrping and piping unit
11.8 ted on page 36’.
e p lain the normal operation procedures, the purpose of each
component, how the component works and why it ía iiirportcvzt.
18. 16 Perform the abnormal operation procedures for the punrping and
piping unit.
RESOURCES: 3 116 120 125 141 143 144 196 197 209 271
272 307 308 309 316 317 320 321 324 421 459
511 551 552 553 554 937 990 1033 1034 1399
OBJECTIVE 18.1: Identify the pumping and piping unit.
CONDITIONS: Given a unit, a n odel of a unit or a photograph of a
unit.
ACCEPTABLE PERFORMANCE: The student will:
Indicate whether the process unit Is used for pumping
and piping.
INSTRUCTOR ACTIVITY: 1. Point out characteristics which distinguish the pump-
ing and piping unit from other process units.
STUDENT ACTIVITY: 1. Develop a picture file of pumping and piping units.
Mark distinguishing characteristics.
OBJECTIVE 18.2: Describe the pumping and piping process in technical and
nontechnical terms.
CONDITIONS: Given photographs of the pumping and piping unit.
-------
sr 4 ,
Pumping and Piping ______ 33
4 L PRO ’
ACCEPTABLE PERFORMkNCE: The student will:
Describe the pumping and piping unit, explaining the
meaning of:
hydraulic system
piping system
pumping and piping system
pumping system
Describe the purpose of pumping and piping.
Describe the pumps in the pumping and piping unit
which are used for:
backwash settled sewage
priming sludge
process water sludge return
raw sewage waste sludge
recirculation water seals
recycle
Describe the valves in the pumping and piping unit,
commenting on the:
butterfly valve gate valve
bypass valve influent valve
check valve inlet valve
discharge valve suction valve
effluent valve
Describe the pipes in the pumping and piping unit,
commenting on the:
bypass line primary sludge line
discharge line recirculation line
effluent line recycle line
line sludge line
influent line suction line
overflow line transfer line
Describe how pumping and piping affects:
aeration primary sedimentation
collection screening and grinding
effluent disposal secondary sedimentation
first stage digestion second stage digestion
flow measurement sludge conditioning
grit removal sludge dewatering
pond stabilization solids disposal
post-chlorination thickening
preclorination trickling
INSTRUCTOR ACTIVITY: 1. Use diagrams, photographs and slides to describe
pumping and piping.
-------
Pumping arid Pipix g
STUDENT ACTIVITY:
OBJECTIVE 18.3:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
2. Describe the
plant tour.
the process.
pumping and piping process during a
React to the student’s description of
1. Describe the pumping and piping process while viewing
photographs, diagrams and slides.
2. Observe and describe the pumping and piping process
during a plant tour.
Describe the safety procedures for the pumping and pip-
ing unit and explain how the procedures protect employ-
ees and tn.sitora.
The student will:
Describe the safety procedures for the pumping and
piping unit, commenting on:
High-risk activities
handling contaminated equipment
removing debris from channels
working with switches in automatic position
Sdurces of danger
air tanks and lines
acid wastes
caustic wastes
deep wells
electrical equipment
ecplosive gases
flooding tunnels
heat
hoist equipment under tension
hot manifolds
hot pipes
loose clothing
moving parts
open doors and covers
rotating and reciprocating parts
slippery walks
toxic gases
Given a list of operation and maintenance procedures.
-------
, siED S74PE,
j fl I)
Pumping and Piping ______ 35
pg 0 1t ’
Safety equipment
earmuffs and earplugs
explosion proof flashlights
fire-fighting equipment
first—aid kit
goggles
grounded tools and extensicn cords
lockout tags and keys
protective clothing
safety solvents
Explain how the procedures protect employees and
visitors.
INSTRUCTOR ACTIVITY: 1. Discuss treatment $lant 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 pumping and piping unit.
4. Identify sources of danger and high-risk activities
pictured in slides.
OBJECTIVE 18.4: Identify the components of a pumping and piping unit.
Explain the purpose of each component, how the conrponent
works and why it is importcmt.
CONDITIONS: Given a pumping and piping unit, unit components or a
diagram, model or photographs of a unit and a list of
components.
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Pumping and Piping
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE’ 18.5:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
The student will:
Identify components of the pumping
arid associated equipment:
belt
control system
coupling
fire—fighting equipment
first—aid kit
gage
motor
and piping unit
pipe
pump
seal
speed controller
switch
valve
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 impor-
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 pur ing
and piping unit cortrponenta listed above.
Given a pumping and piping unit or slides or photographs
of a pumping and piping unit, a list of components of
the unit, a checklist of characteristics and a normal
operation procedures manual.
The student will:
Describe the characteristics of each component which
the operator checks to determine whether the
36
-------
sr 4 ,.
Pumping and Piping ______ 37
PRO1 ’
component is functioning normally, commenting on:
capacity odor
color position
corrosion pressure
exfiltration sou.nd
flow temperature
infiltration vibration
motion
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 pumping and piping
process.
List routine calculations for the pumping and piping
process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of the
pumping and piping unit.
2. Describe the normal operation procedures for the
pumping and piping unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the pumping and piping
unit.
4. Describe and explain the normal operation procedures
during a plant tour. Listen to the student’s des-
cription of the procedures.
3TUDENT ACTIVITY: 1. Develop a checklist, listing the components of the
pumping and piping unit and their normal character-
istics.
2. Develop a manual of normal operation procedures.
-------
STq .
38 ______ Pumping and Piping
‘à Pno1
3. Describe the normal operation procedures during a
slide show of components of the pumping and piping
unit.
4. Observe and describe the normal operation procedures
during a plant tour.
OBJECTIVE 18.6: Perform the normal operation procedureB for the pumping
and piping unit.
CONDITIONS: Given a pumping and piping unit, the manual of normal
operation procedures which the student has developed for
the pumping and piping unit and basic references.
ACCEPTABLE PERFORMP 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.
Perfbrm 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 18. 7: Describe and perform the start-up and shut-down proce-
durea for the pwirping and piping unit.
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ç O Sr 4 ,.
Pumping and Piping _____ 39
CONDITIONS: Given mock-ups, models or photographs of the components
of a pumping and piping unit and the components of a
pumping and piping unit with the manufacturer’s opera-
tion manual.
ACCEPTABLE PERFORMA.NCE: The student will:
Start up and shut down a pumping and piping unit,
following the manufacturer’s instructions.
INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures in a
treatment plant.
2. Demonstrate and perform the shut-down procedures in a
treatment plant.
3. Observe the student performing the start—up proce-
dures in a treatment plant.
4. Observe the student performing the shut-down proce-
dures in a treatment plant.
5. Observe tbe 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 pumping and piping 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 pumping and piping 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’ 18. 8: Describe the a.bnormal operation procedures for the pump-
ing and piping process.
-------
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
ice
industrial wastes
40 Pumping and Piping
Given a wastestream in a treatment plant or color photo-
graphs of a wastestream, a checklist of the conditions
of the wastestream and plant records and reference mate-
rials.
The student will:
Evaluate the wastestream for abnormal conditions,
connnenting on:
flow pH
sludge density
velocity
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
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: 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 plr’
records and case histories.
3. Describe and explain the abnormal operation proce— -
dares in a class discussion after a slide show.
-------
Pumping and Piping
41
4. Evaluate and explain the condition of the wastestream
during a plant tour. Describe and explain the abnor-
mal operation procedures.
OBJECTIVE 18.9:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
Deecribe the preventive maintencmce proceduree for the
pumping id piping unit.
Given a pumping arid piping unit or pictures and drawings
of a pumping and piping 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 pumping and piping unit:
Cleaning
gage
motor
pipe
pump
speed controller
valve
Lubrication
motor
pump
seal
speed
valve
Mechanical adjustment equipment
belt
control system
coupling
gage
motor
controller
pump
seal
speed controller
switch
valve
Painting
motor
pipe
pump
speed controller
valve
Replacement
belt
fire—fighting
first—aid kit
seal
Wear measurement
belt coupling
seal
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.
-------
Pumping and Piping
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 18.10:
CONDIT IONS:
ACCEPTABLE PERFORMANCE:
1. Describe and explain the preventive maintenance pro-
cedures for the pumping and piping 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
pwirping.jznd piping unit.
Given a pumping and piping 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
pumping and piping unit, explaining his actions.
Perform the procedures which an operator follows when
a component needs preventive maintenance, explaining
his actions.
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Pumping and Piping
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 18.11:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
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 proce-
dures in a treatment plant.
De8crlbe the corrective mainten r,zce procedureB for the
pwnping and piping unit component8 listed on page 36.
Given a pumping and piping unit or a mock-up, photo-
graphs or drawings of a pumping and piping unit, the
manual of operation procedures which the student has de-
veloped for the pumping and piping unit, tools and ref-
erence materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
The student will:
Describe how an operator evaluates each component
of the pumping and piping unit for corrective mainte-
nance, commenting on:
capacity
color
corrosion
exfiltration
flow
infiltration
motion
Explain why a component has malfunctioned.
Name the reference materials and tools needed to per-
form the corrective maintenance.
odor
position
pressure
sound
temperature
vibration
-------
S i 4 ,
i’ll
44 ______ Pumping and Piping
i p ,io t.
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 pumping and piping 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.
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 18.12: Perform the corrective maintenance procedures for the
pwlrping and piping unit components.
CONDITIONS: Given a pumping and piping 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 PERFOHMkNCE: The student will:
Evaluate the components of the pumping and piping
unit for corrective maintenance, explaining why a
component has malfunctioned and commenting on:
capacity corrosion
color exfi ltration
-------
ç O Sr 4 .
Pumping and Piping _____ 45
pqoi
f low pressure
infiltration 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 malfundtion.
INSTRUCTOR ACTIVITY: 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.
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. Perfbrm and explain the corrective maintenance proce-.
dures in a treatment plant.
OBCTECTIVE 18. 13: Perform the safet j procedures for the pw?rping and piping
unit and demonstrate how thea protect enrp oyees and
visitors.
CONDITIONS: Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment.
ACCEPTABLE PERFORMkNCE: The student will:
Identify hazardous conditions in the pumping and pip-
ing unit, commenting on:
high-risk activities
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ç O S1 4p
46 ______ Pumping and Piping
t
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Recommend corrective procedures and correct the tin—
safe condition.
INSTRUCTOR ACTIVITY: 1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a treatment plant.
3. Observe the student performing the safety procedures
in a treatmeht 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 18.14: Conrpare other punrping and piping units to the ByBtem
th magnetically connected, pnewnatica ily control led,
diesel driven, centrifugal pumps; speed reducer connect-
ed, electrically controlled, motor driven, positive dis-
placement pumps and appropriate piping.
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 S with:
a system with magnetically connected, pneumatic
controlled, diesel driven, air lift pump; spee
reducer connected, electrically controlled, motor
driven, positive displacement pumps and appropri-
ate piping.
a system with magnetically connected, pneumatically
-------
, iEO Sr4
a
Pumping and Piping ______ 47
&
controlled, diesel driven, screw lift pump; speed
reducer connected, electrically controlled, motor
driven, positive displacement pumps and appropri-
ate piping.
a system with magnetically connected, pneumatically
controlled, diesel driven, hand driven pump;
speed reducer connected, electrically controlled,
motor driven, positive displacement pumps and ap-
propriate piping.
a system with magnetically connected, pneumatically
controlled, diesel driven, water driven pump;
speed reducer connected, electrically controlled,
motor driven, positive displacement pumps and
appropriate piping.
a system with magnetically connected, pneumatically
controlled, diesel driven, air driven pump; speed
reducer connected, electrically controlled, motor
driven, positive displacement pumps and the ap-
propriate piping.
a system with magnetically connected, pneumatically
controlled, diesel driven, pneumatic ejector pump
electrode controlled; speed reducer connected,
electrically controlled, motor driven, positive
displacement pumps and appropriate piping.
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 ACTIVIfl: 1. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit S with the other
units.
-------
Stl)
48 ______ Pumping and Piping
‘t
3. Help the student to collect information for reports
on the advantages and disadvantages of’ each unit.
STUDENT ACTIVITY: 1. List information about the units on a chart.
2. Compare the units in a panel discussion.
3. Write a report on the advantages and disadvantages of
each unit.
OBJECTIVE’ 18. 15: Name and locate the components of the pumping and piping
unit listed on page 36. Name and select reference ma-
terials which explain the normal operation procedures,
the pur pose of each component, how the component works
and why it is irrrportant.
CONDITIONS: Given a pumping and piping unit, unit components or a
diagram, model or photographs of a unit and reference
materials, including:
contractor t s plans of the pumping and piping unit.
manufacturer?s maintenance guides
operation and maintenance manuals
ACCEPTABLE PERFORMkNCE: The student will:
Name and locate the components of’ the pumping and
piping 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 pumping and piping 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 pumping and piping unit and normal opera-
tion procedures.
STUDENT ACTIVITY: 1. Name the components which the instructor points out
on diagrams, photographs or models.
-------
Pumping and Piping
ST 4 )
49
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 pumping and piping unit and normal opera-
tion procedures.
OBJECTIVE 18.16:
CONDITIONS:
Perform the abnormal operation proceduree for the pwnp-
ing cvid piping unit.
Given a wastestreain in a treatment plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
The student will:
Evaluate the wastestream
corrmenting on:
flow
ice
Industrial wastes
for abnormal conditions,
pH
sludge density
velocity
Select the references he needs to return the waste-
stream to normal.
Perform the abnormal operation procedures.
1. Observe the student as he evaluates the wastestream
in a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the wastestream.
3. Observe the student performing the abnormal operation
procedures in simulated situations and in a treatment
plant.
1. Evaluate the 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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iO S r 41
•t ) 51
1 4t PRO1t ’
MODULE 19
ELEGIAC POWER
A system using delta transformers, generators,
electrical switchqear automatic gear,
automatic circuit actuators on motors and telemetering with alarms
Composite Model Plant Unit T
PURPOSE’: In this module the student will learn to perform all the activities
in the objectives as they apply to a system using delta transformers,
generators, electrical switchgear, automatic gear, automatic circuit
actuators on motors and telemetering with alarms. READ PAGES 1 TO 11
BEFORE USING THIS MODULE.
OBJECTIVES: 19. 1 Identify the electric power unit.
19.2 Describe the electric power process in technical and nontech-
nical terms.
19.3 Describe the safety procedures for the electric power unit and
explain how the procedures protect employees and visitors.
19. 4 Identify the components of an electric power unit. Explain
the purpose of each component, how the component work8 and why
it is important.
19. 5 Describe the normal operation procedures for the electric
power unit c ’mponents listed on page 55.
19. 6 Perform the normal operation procedures for the electric power
unit.
19.? Describe and perform the start-up and shut-down procedures for
the electric power unit.
19. 8 The abnormal operation procedures do not crpply to the compo-
site model plant unit T.
19.9 Describe the preventive maintenance procedures for the elec-
tric power unit.
19. 10 Perform the preventive maintenance procedures for the electric
power unit.
19.11 Describe the corrective maintenance procedures for the elec-
tric power unit components listed on page 55.
19. 12 Perform the corrective maintenance procedures for the electric
power unit components.
19. 13 Perform the safety procedures for the electric power unit and
demonstrate how they protect employees and visitors.
19.14 Compare other electric power units to the system us1 ng delta
rnz’, generators, electrical swi tchgear, automattc
gear, automatic circuit actuators on motors and telemetering
with alarms.
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52
RESOURCES:
Electric Power
19. 15 Ncine and locate the components of the electric power unit
listed on page 55.
explain the normal operation procedures, the purpose of each
component, how the conrponent works and why it is important.
19. 16 The abnormal operation procedures do not apply to the conipo-
Bite model plant unit T.
3 116 120
309 312 313
551 552 553
125 141 143 144
316 317 320 321
554 937 990 1033
212
324
1034
213
421
1399
OBJECTIVE 19. 1:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 19.2:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
Identify the electric power 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 elec-
tric power.
1. Point out characteristics which distinguish the elec—
trid’.power unit from other process units.
1. Develop a picture file of electric power units.
distinguishing characteristics.
Describe the electri c power process in technical and
nontechnical terms.
Given photographs of the electric power unit.
The student will:
Describe the electric power unit, explaining the
meaning of:
delta
Mark
307 308
459 511
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ST .
Electric Power ______ 53
4 L PRO
electrical distribution system
electrical generation and distribution system
electrical service
electrical supply
internal electrical system
plant electrical system
three-phase
Describe the purpose of the electric power unit.
Describe how electric power affects:
collection
prechlorination
screening and grinding
grit removal
primary sedimentation
trickling filtration
aeration
secondary sedimentation
pond stabilization
thickening
first stage digestion
second stage digestion
sludge conditioning
post-chlorination
sludge dewatering
solids disposal
effluent disposal
flow measurement
umping and piping
INSTRUCTOR ACTIVITY: 1. Use diagrams, photographs and slides to describe
electric power.
2. Describe the electric power process during a plant
tour. React to the student’s description of the pro-
cess.
STUDENT ACTIVITY: 1. Describe the electric power process while viewing
photographs, diagrams and slides.
2. Observe and describe the electric power process dur-
ing a plant tour.
OBJECTIVE 19. 3: Describe the safety procedures for the electric power
unit and explain how the procedures protect enrployees
and visitors.
-------
Electric Power
54
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
Given a list of operation and maintenance procedures.
The student will:
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
maintenance procedure.
4. Prepare slides of sources of danger and high-risk
activities.
Describe the safety procedures for the electric power
unit, commenting on:
High-risk activities
activating or deactivating circuits
working with switches in automatic position
Sources of danger
electri cal equipment
explosive atmosphere
explosive gases
flammable solvents
hot equipment
moving parts
noise
open doors and covers
rotating equipment
slippery walks
solvents
toxic gases
Safety equipment
earmuffs or earplu.gs
explosion proof flashlight
fire-fighting equipment
first-aid kit
load break ratings on switchgear
lockout tags and keys
padlocks
protective clothing
railings
rubber mats under all switchgear panels
shorting sticks
wooden ladders
Explain how the procedures protect employees and
visitors.
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€O Sr 4 ,.
j>
Electric Power ______ 55
/
L P O1 ’
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 electric power unit.
4. Identify sources of danger and high-risk activities
pictured in slides.
OBJECTIVE 19. 4: Identify the ConrpOnent8 of an electric power unit. Ec-
plain the purpose of each conrponent, how the conrponent
works and why it is irTrportant.
CONDITIONS: Given an electric power unit, unit components or a dia-
grain, model or photographs of a unit and a list of com-
ponents.
ACCEPTABLE PERFORMANCE: The student will:
Identify components of the electric power unit and
associated equipment:
ammeter load bus
automatic control actuator load distribution panel
diesel motor magnetic starter
disconnect switch motor control center
elapsed—time meter overvoltage relay
emergency lighting system power-factor meter
exciter power-generation
feeder breaker control
fire-fighting equipment primary feeder breaker
first-aid kit transformer breaker
frequency meter undervoltage relay
generator voltmeter
ground detector watt—hour meter
lighting transformer
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.
-------
Q:iEO sr 4 ,.
fl
56 Electric Power
‘ c ot ’
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 corn-
onent, 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 urpose of each component, how the compo-
nent works and why it is important.
OBJECTIVE 19.5: De8crtbe the normal operation procedures for the elec-
tric power unit components listed on page 55.
CONDITIONS: Given an electric power unit or slides or photographs of
an electric power unit, a list of components of the
unit, a checklist of characteristics and a normal opera-
tion procedures manual.
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 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 a 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
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Sr 4
Electric Power ______ 57
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 electric power
process.
List routine calculations for the electric power
process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of the
electric power unit.
2. Describe the normal operation procedures for the
electric power unit. Use color pictures.
3. Describe the normal operation procedures during a
slide show of components of the electric power 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
electric power unit and their normal characteristics.
2. Develop a manual of normal operation procedures.
3. DescrIbe the normal operation procedures during a
slide show of components of the electric power unit.
4. Observe and describe the normal operation procedures
during a plant tour.
OBJECTIVE 19.6: Perform the nor,nal operation procedures for the electric
power unit.
CONDITIONS: Given an electric power unit, the manual of normal oper-
ation procedures which the student has developed for the
electric power unit and basic references.
ACCEPTABLE PERFORMkNCE: The student will:
Check and evaluate the characteristics of each compo-
nent, explaining his actions.
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S7 4 ).
53 Electric Power
Q PqO1
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 19. 7: Describe and perform the start-up and 8hut-doWfl proce-
dures for the electric power unit.
CONDITIONS: Given a mock-up, model or photograph of an electric
power Unit and an electric power unit with the manufac-
turer’s operation manual.
ACCEPTABLE PERFORMANCE: The student will:
Start up and shut down an electric power unit, fol-
lowing the manufacturer t 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 proct.
dures in a treatment plant.
5. Observe the student as he evaluates his start—up pro-
cedures.
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ST .
‘pr)
Electric Power ______ 59
4 pq 0 *.c
6. Observe the student as he evaluates his shut-dowii
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 electric power 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 electric power 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 19. 8: The abnor nal operation procedures do not apply to the
conipo8t te model pl .ant unit T.
OBJECTIVE 19.9: Describe the preventive maintenance procedures for the
electric power unit.
CONDITIONS: Given an electric power unit or pictures and drawings of
an electric power unit and reference materials, includ-
ing:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
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Electric Power
ACCEPTABLE PERFORMANCE:
The student will:
Describe these preventive maintenance procedures for
the electric power unit:
Cleaning
ammeter
automatic control actuator
diesel motor
disconnect switch
elapsed-time meter
emergency lighting system
exciter
feeder breaker
frequency meter
generator
lighting transformer
load bus
load distribution panel
magnetic starter
motor control center
overvoltage relay
power-factor meter
power-generation control
primary feeder breaker
transformer breaker
undervoltage relay
voltmeter
watt—hour meter
Lubrication
-diesel motor
exciter
generator
Mechanical adjustment
ammeter
automatic control actuator
diesel motor
disconnect switch
elapsed-time meter
emergency lighting system
exciter
feeder breaker
frequency meter
generator
ground detector
lighting transformer
load bus
load distribution
panel
magnetic starter
motor control center
overvoltage relay
power-factor meter
power-generation
control
primary feeder
breaker
transformer breaker
undervoltage relay
voltmeter
watt-hour meter
Painting
diesel motor
exciter
generator
motor control center
Replacement
fire—fighting
equipment
first—aid kit
Wear measurement
diesel motor
exciter
generator
magnetic starter
overvoltage relay
primary feeder
breaker
undervoltage relay
Name the reference materials and tools needed to per-
form the preventive maintenance procedures.
Explain how often each preventive maintenance prc
dure must be performed.
Explain how an operator determines whether a compo-
nent needs preventive maintenance.
60
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o
Electric Power 61
4
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 electric power 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? 19. 10: Perfo i the preventive maintencvice procedureB for the
electric power unit.
CONDITIONS: Givenan electric power unit and tools and reference ma-
terials, including:
inspection records
manufacturer’s maintenance guides
plant drawings and specifications
preventive maintenance schedule
ACCEPTABLE PERFORMA.NCE: The student will:
Select the reference materials and tools needed to
perform the preventive maintenance procedures.
Apply the preventive maintenance schedule for the
electric power unit, explaining his actions.
Perform the procedures which an operator follows when
a component needs preventive maintenance, explaining
his actions.
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U Sr 4 ,.
2
62 Electric Power
PRO1
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.
OBJE’CTIVE 19.11: Describe the corrective maintenance procedures for the
electric power unit components listed on page 55.
CONDITIONS: Given an electric power unit or a mock-up, photographs
or drawings of’ an electric power unit, the manual of
operation procedures which the student has developed for
the electric power unit, tools and reference materials,
including:
catalogue of replacement parts
equipment catalogues
manuf cturer’s maintenance guides
ACCEPTABLE PERFORMANCE: The student will:
Describe how an operator evaluates each component of’
the electric power unit for corrective maintenance,
commenting on:
color position
corrosion sound
motion temperature
odor vibration
Explain whj 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
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o
Electric Power ______ 63
&
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 electric power unit, using diagrams
and pictures.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Describe and explain the corrective maintenance pro-
cedures during treatment plant tours.
STUDENT ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedures in situations described or pictured by the
instructor.
2. Describe and explain the corrective maintenance pro-
cedures during a slide show.
3. Observe, describe and explain the corrective mainte-
nance procedures during a treatment plant tour.
OBJECTIVE 19.12: Perform the corrective maintenance procedures for the
el ectric power unit components.
CONDITIONS: Given an electric power 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 electric power unit
for corrective maintenance, explaining why a compo-
nent has malfunctioned and conunenting on:
color position
corrosion sound
motion temperature
odor vibration
-------
64
Select the reference materials and tools needed to
perform the corrective maintenance.
Perform the procedures which an operator follows when
a component malfunctions, including:
evaluation of capabilities of plant personnel to
perform the procedures
selection of replacement parts
record keeping
Correct the malfunction.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 19.13:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the components ir
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.
<<<<<<>>>>>>
Perfor n the Bafety procedures for the electric power
unit and demonstrate how they protect employees and
vv svtor8.
Given a list of operation or maintenance procedures, th
studentts manual of safety procedures, tools and safety
equipment.
The student will:
Identify hazardous conditions in the electric power
unit, commenting on:
high—risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
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Sr
)
Electric Power 65
pqO
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 19.14: Conrpare other electric power unite to the 8yStefll using
del ta transformers, generators, electrical swi tchgear,
automatic gear, automatic circuit actuators on motors
and telemetering with alarms.
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 PERFORMA.NCE: The student will:
Compare composite model plant unit T with:
a system using Y transformers, generators, electri-
cal switchgear, automatic circuit actuators on
motors and telemetering with alarms.
a system with internally produced gas with gas
holder covers and centrifugal blowers.
Consider:
availability of replacement parts
capital costs
dependency on surrounding environment
ease of repair
efficiency
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66
Electric Power
flow-handling capabilities
maintenance costs
nuisance to neighbors
operational costs
operational sld.lls
personnel requirements
reliability
resistance to upset
sensitivity of controls
space requirements
waste-handling capabilities
INSTRUCTOR ACTIVITI:
STUDENT ACTIVITY:
OBJECTIVE 19.15:
CONDITIONS:
ACCEPTABLE PERFORMkNCE:
1. Prepare a cI art for tabulation of information about
the units.
2. Compare composite model plant unit T 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.
<< <<<>>>>>>
Ncvne and locate the conrponents of the electric power
unit listed on page 55. Name and select reference ma-
terials which explain the normal operation procedure8,
the purpose of each component, how the component work8
and why it is important.
Given an electric power unit, unit components or a dia-
grain, model or photographs of a unit and reference mate-
rials, including:
contractor’s plans of the electric power unit
manufacturer’s maintenance guides
operation and maintenance manuals
The student will:
Name and locate the components of the electric power
unit.
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O Sr
Electric Power ______ 67
L
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-
ta.nt.
INSTRUCTOR ACTIVITY: 1. Point out components of the electric power 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 electric power 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 electric power unit and normal operation
procedures.
<<<<<<>>>>>>
OBJECTIVE 19. 16: The abnormal operation proceduree do not apply to the
conrposite model plwzt unit T.
<<<<<<>>>>>>
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‘JRPOSE:
9JECTIVES:
MODULE 20
GAS POWER
A system with internally produced gas
with high pressure tanks and
rotary positive displacement cOmpre8BorB
Composite Model Plant Unit U
In this module the student will learn to perfor n all the activities
in the objectiveB as they apply to a ay8tern with internally produced
gas with high pressure tank8 and rotary positive displacement com-
pressors. READ PAGES 1 TO 11 BEFORE USThG THIS MODULE.
20.1 Identify the gas power unit.
20. 2 Describe the gas power process in technical and nontechnical
terms.
20.3 Describe the safety procedures for the gas power unit and ex-
plain how the procedures protect employees and visitors.
20.4 Identify the components of a gas power unit. Explain the pur-
pose of each component, how the conrponent works and why it is
important.
20. 5 De8cribe the normal operation procedures for the gas power
unit components listed on page 73.
20.6 Perform the normaZ. operation procedures for the gas power
unit.
20. 7 Describe and perform the start-up and shut-down procedures for
the gas power unit.
20.8 Describe the abnormal operation procedures for the gas power
process.
20.9 Describe the preventive maintenance procedures for the gas
power unit.
20.10 Perform the preventive maintenance procedure8 for the gas
power unit.
20. 11 Describe the corrective maintenance procedures for the gas
power unit components listed on page 73.
20.12 Perform the corrective maintenance procedures for the gas
power unit components.
20.13 Perform the safety procedures for the gas power unit and dem-
onstrate how they protect employees and visitors.
20. 14 Compare other gas power units to the system with internally
produced gas with high pressure tanks and rotary positive dis-
placement compressors (composite model plant unit U).
20.15 None and locate the components of the gas power unvt lvated on
page 73. NcL’ne and select reference materials which explatn
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70
Gas Power
the normal operation procedureB, the purpose of each conipo-
nent, how the component works and why it is inrportcmt.
20. 16 Perform the abnormal operation procedures for the gas power
unit.
RESOURCES: 3
116
120
125
141
317
320
321
324
421
937
990
1033
1034
1399
OBJECTIVE 20.1:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 20.2:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
143 144 307 308 309 316
459 511 551 552 553 554
Identify the gas power 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 gas
power.
1. Point out characteristics which distinguish the gas
power unit from other process units.
1. Develop a picture file of gas power units. Mark dis-
tinguishing characteristics.
DeacrQ .’e the gas power process in technical and nontech-
nical terms.
Given photographs of the gas power unit.
The student will:
Describe the gas power unit, explaining the meaning.
of:
digester gas system
high pressure gas system
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Gas Power
low pressure gas system
plant gas system
process gas system
sludge gas system
waste gas system
Describe the purpose of the gas power unit.
Describe how gas power affects:
first stage digestion
second stage digestion
pumping and piping
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 20.3:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
1. Use diagrams, photographs and slides to describe gas
power.
2. Describe the gas power process during a plant tour.
React to the student’s description of the process.
1. Describe the gas power process while viewing photo-
graphs, diagrams and slides.
2. Observe and describe the gas power process during a
plant tour.
Describe the safety procedures for the gas power unit
cmd explain how the procedures protect enrployees and
Vl 8itors.
Given a list of operation and maintenance procedures.
The student will:
Describe the safety procedures for the gas power
unit, conunenting on:
High-risk activities
draining water from lines
hoisting
removing debris from channels
working with switches in automatic position
Sources of danger
acid wastes
belts
caustic wastes
cleaning rags
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72
Gas Power
Sources of danger (continued)
couplings
deep wells
disconnected pipelines
electrical equipment
explosive gases
explosive mixtures
gas leaks
H 2 S gas
high pressure
improper disposal of spent gas scrubber contents
iron sulfide
moving parts
negative pressure
open doors arid covers
rotating equipment
slippery walks
solvents
spent gas scrubber contents
toxic gases
valve chains
valve handles
welding torches
Safety equipment
continuous operation gas monitor
explosion meter
explosion proof equipment
fire-fighting equipment
Tirst-aid kit
high volume ventilation equipment
bydrogen sulfide amp tools
lockout tags and keys
nonsparking tools
protective clothing
railings
salt tablets
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 ev
uatlon.
3. Describe the safety procedures for each operation and
maintenance procedure.
4. Prepare slides of sources of danger and high-risk
activities.
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Gas Power
STUDENT ACTIVITY:
OBJECTIVE 20.4:
CONDITIONS:
1. Read case histories and coimnent 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 gas power unit.
4. Identify sources of danger and high-risk activities
pictured in slides.
Identify the components of a gas power unit. Exp’ain
the purpose of each conrponent, how the component works
and why it 2.8 vnportwit.
Given a gas power unit, unit components or a diagram,
model or photographs of’ a unit and a list of components.
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
power unit and asso—
manometer
meter
moisture accumulator
pressure gage
pressure switch
primary gas receiver
secondary gas receiver
vacuum relief valve
valve
waste gas burner
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.
The student will:
Identify components of the gas
ciated equipment:
drip trap
explosion-proof switchgear
fire-fighting equipment
first—aid kit
flame arrestor
gas booster
gas compressor
gas filter
gas holder cover
gas scrubber
gas storage
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O Sr 4
74 ______ Gas Power
I
qo1
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 20. 5: Describe the normal operation procedures for the gas
power unit components listed on paqe 73.
CONDITIONS: Given a gas power unit or slides or photographs of a gas
power unit, a list of components of the unit, a check-
list of characteristics and a normal operation proce-
dures manual.
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 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
-------
€O sr
Gas Power 75
‘ 01 c’
reporting to supervisors
reporting in written records
Explain why a component t s characteristics must be re-
turned to normal.
Describe routine sampling for the gas power process.
List routine calculations for the gas power process.
Describe routine procedures for recording data.
INSTRUCTOR ACTIVITY: 1. Describe the characteristics of the components of the
gas power unit.
2. Describe the normal operation procedures for the gas
power unit. Use dolor pictures.
3. Describe the normal operation procedures during a
slide show of components of the gas power 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
gas power unit and their normal characteristics.
2. Develop a manual of normal operation procedures.
3. Describe the normal operation procedures during a
slide show of components of the gas power unit.
4. Observe and describe the normal operation procedures
during a plant tour.
OBJECTIVE 20.6: Perform the normal operation proceduree for the gao
power unit.
CONDITIONS: Given a gas power unit, the manual of normal operation
procedures which the student has developed for the gas
power 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.
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Gas Power
Perform the routine sampling.
Perform the routine calculations.
Perform the routine record keeping.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 20.7:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
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-
cedu.res in a treatment plant.
1. Demonstrate the normal operation procedures in a dry
run in a treatment plant.
2. Perform and explain the normal operation procedures
in a treatment plant.
Describe and perfonn the start-up and shut-down proce-
dures for the gas power unit.
Given a mock-up, model or photograph of a gas power unit
and a gas power unit with the manufacturer’s operation
manual.
The student will:
Start up and shut down a gas power unit, following
the manufacturer’s instructions.
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 j
cedures.
6. Observe the student as he evaluates his shut-down
procedures.
76
-------
Sr 4
?fl1 1
Gas Power ______ 77
4 t pgoflc,
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 gas power unit to de-
termine whether correct start-up procedures have been
used. Use the norma ]. operation procedures manual
which the student has developed. (See objective
1.4.)
6. Evaluate the operation of the gas power unit to de-
terinine 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 20. 8: Describe the abnormal operation procedures for the gas
power process.
CONDITIONS: Given a gas stream in a treatment plant or a written
description of a gas stream, a checklist of the condi-
tions of the gas stream and plant records and reference
mate4als.
ACCEPTABLE PERFORMANCE: The student will:
Evaluate the gas stream for abnormal conditions, com-
menting on:
flow
gas composition
toxic gases
Describe the cause and effect of the abnormal condi-
t ion.
Explain how often the condition of the gas stream
must be checked.
Describe what an operator does if he observes abnor-
mal conditions, including:
operational changes
reporting to supervisors
sampling procedures
-------
Gas Power
Describe how the actions of the operator will improve
the cond3tion of the gas stream.
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 20.9:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
1. Describe and explain the abnormal conditions of the
gas stream.
2. Describe and explain the abnormal operation proce-
du.res described in plant records and case histories.
3. Describe and explain the abnormal operation proce-
dures during a slide show.
4. Describe and explain the abnormal operation proce—
du.res during a plant tour. Listen to the studentts
description of the procedures.
1. Evaluate and. explain the abnormal conditions of the
gas stream which the instructor describes.
2. Describe and explain the abnormal operation proce-
dures described in plant records and case histories.
3. Describe and explain the abnormal operation proce-
dures in a class discussion after a slide show.
4. Evaluate and explain the condition of the gas stream
during a plant tour. Describe and explain the abnor-
mal operation procedures.
Describe the preventive maintenance procetha’ee for the
gas p er unit.
Given a gas power unit or pictures and drawings of a gas
power 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 gas power unit:
Cleaning
drip trap
flame arrestor
gas booster
gas compressor
gas filter
gas scrubber
gas storage
meter
moisture accumulator
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Gas Power
Cleaning (continued)
pressure gage
pressure switch
valve
waste gas burner
Lubrication
gas booster
gas compressor
gas scrubber
meter
valve
Mechanical adjustment
drip trap
explosion-proof switch-
gear
flame arrestor
gas booster
gas compressor
gas scrubber
meter
moisture accumulator
pressure gage
pressure switch
vacuum relief valve
valve
waste gas burner
Painting
flame arrestor
gas compressor
gas scrubber
gas storage
n eter
moisture accumulator
primary gas receiver
secondary gas receiver
valve
Replacement
fire—fighting
first-aid kit
gas filter
gas scrubber
manometer
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
iinporta.nt.
equipment
INSTRUCTOR ACTIVITY:
maintenance pro—
maintenance pro-
maintenance pro—
STUDENT ACTIVITY:
1. Develop a preventive maintenance schedule and a man-
ual of preventive maintenance procedures. -
2. Observe, describe and explain the preventive mainte-
nance procedures during a slide show.
1. Describe and explain the preventive
cedures for the gas power unit.
2. Describe and explain the preventive
cedures during a slide show.
3. Describe and explain the preventive
cedu.res during a plant tour.
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3. Observe, describe and explain the preventive rnainte—
nance procedures during a plant tour.
OBJECTIVE’ 20.10:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
OBJECTIVE 20.11:
Perform the preventive main tenc ce procedures for the
gas power unit.
Given a gas power unit and tools and reference mate—
rials, including: -
inspection records
manufacturer 1 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 gas
power 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 proce-
dures in a treatment plant.
Describe the corrective maintenance procedures for the
gas power unit aonrponents li ted on page 73.
ao
Gas Power
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Sr
Gas Power 81
CONDITIONS: Given a gas power unit or a mock-up, photographs or
drawings of a gas power unit, the manual of operation
procedures which the student has developed for the gas
power unit, tools and reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer t s maintenance guides
ACCEPTABLE PERFORMANCE: The student will:
Describe how an operator evaluates each component of
the gas power unit for corrective maintenance, com-
menting on:
color pressure
corrosion sound
motion temperature
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.
INSTRUCTOR ACTIVITY: 1. Describe and explain the corrective maintenance pro-
cedu.res for the gas power 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.
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Gas Power
3. Observe, describe and explain the corrective mainte-
nance procedures during a treatment plant tour.
OBJECTIVE 20.12:
CONDITIONS:
ACCEPTABLE PERFO vLANCE:
INSTRUCTOR ACTIVITY:
Perform the corrective maintenance procedures for the
gas power unit components.
Given a gas power unit or unit components, the operation
procedures manual which the student has developed, .tools
and reference materials, including:
catalogue of replacement parts
equipment catalogues
manufacturer’s maintenance guides
manufacturer’s operation manual
The student will:
Evaluate the components of the gas power unit for
corrective maintenance, ecplaining why a component
has malfunctioned and commenting on:
color pressure
corrosion sound
motion temperature
odor vibration
position
Select the reference materials and tools
perform the corrective maintenance.
needed to
follows when
Perform the procedures which an operator
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 main .
nance procedures in a treatment plant.
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Gas Power
STUDENT ACTIVITY:
0&JECTIVE 20.13:
CONDITIONS:
ACCEPTABLE PERFORMkNCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
1. nall groups of students perform and explain the cor-
rective maintenance procedures in simulated situa-
tions in the workshop.
2. Evaluate the components for corrective maintenance.
3. Perform and explain the corrective maintenance proce-
dures in a treatment plant.
Perform the safety procedures for the gas power unit and
demonstrate how they protect employees and visitors.
Given a list of operation or maintenance procedures, the
student’s manual of safety procedures, tools and safety
equipment.
The student will:
Identify hazardous conditions in the gas power unit,
commenting on:
high-risk activities
sources of danger
safety equipment
Explain how the procedures protect employees and
visitors.
Recommend corrective procedures and correct the un-
safe condition.
1. Set up simulated situations in the workshop.
2. Observe the student as he evaluates the safety condi-
tions in a treatment plant.
3. Observe the student performing the safety procedures
in a treatment plant.
1. Evaluate safety conditions in simulated situations
and recommend corrective procedures.
2. Evaluate safety conditions in a treatment plant and
recommend corrective procedures.
3. Perform the safety procedures in a treatment plant.
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O sr 4 ,.
34 Gas Power
.4
OBJECTIVE’ 20.14: Compare other gas power unite to the eye tern with inter-
naliy produced gas with high pressure trizka and rotary
positive displacement compressors (composite model plant
unit U).
CONDITIONS: Given a process un.it 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 U with:
a system with internally produced gas with high
pressure tanks and reciprocating compressors.
a system with Internally produced gas with gas
holder covers and centrifugal blowers.
Consider:
availability of replacement parts
capital costs
dependency on surrounding environment
ease of repair
efficiency
flow—handling capabilities
gas-handling capabilities
maintenance costs
nuisance to neighbors
operational costs
operational skills
personnel requirements
reliability
resistance to upset
sensitivity of controls
space requirements
INSTRUCTOR ACTIVITY: 1. Prepare a chart for tabulation of information about
the units.
2. Compare composite model plant unit U with the other
units.
3. Help the student to collect information for reports
on the advantages and disadvantages of each unit.
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çEO Sr 4 ,.
$‘ g
Gas Power ______ 85
P o1
STUDENT ACTIVITY: 1. List information about the units on a chart.
2. Compare the units in a panel discussion.
3. Write a report on the advantages and disadvantages of
each unit.
0BJEC TZVE’ 20.15: Nome and l ocate the components of the gas power unit
listed on page 73. Akvne and select reference materials
which explain the normal operation procedures, the pur-
pose of each ccmrponent, how the component works and why
it is important.
CONDITIONS: Given a gas power unit, unit components or a diagram,
model or photographs of a unit and reference materials,
Including:
contractorFs plans of the gas power unit
manufact u’er’s maintenance guides
operation and maintenance manuals
ACCEPTABLE PERFORMANCE: The student will:
Name and locate the components of the gas power 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 gas power unit on dia-
grams, photographs or models.
2. Listen to the student naming the components and the
applicable reference materials during a plant tour.
3. Name and display the reference materials which des-
cribe the gas power unit and normal operation proce-
dures.
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.
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86
Gas Power
3. Name arid select the reference materials which des-
cribe the gas power unit and normal operation proce-
dures.
OBJ&VTIVE 20.16:
CONDITIONS:
ACCEPTABLE PERFORMANCE:
INSTRUCTOR ACTIVITY:
STUDENT ACTIVITY:
Perfôr n the czbnormal operation procedures for the gas
power unit.
Given a gas stream in a treatment plant and reference
materials, including:
industrial waste records
operation logs
operator manuals
plant performance guides
The student will:
Evaluate the gas stream for abnormal conditions, com-
menting on:
flow
gas composition
toxic gases
Select the references he needs to return the gas
stream to normal.
Perform the abnormal operation procedures.
1. Observe the student as he evaluates the gas stream in
a treatment plant.
2. Describe the references needed to correct abnormal
conditions of the gas stream.
3. Observe the student performing the abnormal operation
procedures in simulated situations and In a treatment
plant.
1. Evaluate the gas stream in a treatment plant.
2. Select the references needed to correct abnormal con-
ditions of the gas stream.
3. Perform the abnormal operation procedures in simu.l
ted situations or in a treatment plant.
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