T A Four-Year Wastewater Technology Curriculum ------- July 1974 Awarded to Department of Environmental Systems Engineering Clemson University Clemson, South Carolina 29631 Project Funded by Training Grants Branch Division of Manpower and Training US Environmental Protection Agency Training Grant No. 3Te-WP-181-0351 By J.H. Austin, Professor and Head Department of Environmental Systems Engineering Clemson University Clemson, SC 29631 Richard B. Glazer Professor of Biology Ulster County Community College Stone Ridge, NY 12484 ------- O ST 4 ( PRO Table of Contents Page LIST OF TABLES LIST OF FIGURES . . COURSE DESCRIPTIONS iv ACKNOWLEDGEMENTS . . . V SUMMARY vi RECOMMENDATIONS vii PROPOSED QUALIFICATION OF PROGRAM GRADUATE 2 CURRICULUM AND COURSE DESCRIPTIONS 5 FUTURE WORK 7 APPENDIX 1: Course Descriptions--Four—Year Wastewater Technology Curriculum 10 APPENDIX 2: Flow Charts of Courses for Four-Year Wastewater Technology Curriculum 43 APPENDIX 3: Curricula and Instructional Materials Available 55 ------- 11 Page Organizations which Might Employ Graduates of Water Pollution Control Technologist Program and His Expected Activity 3 II Four-Year Wastewater Technology Curriculum 10 III Materials under Development for Laboratory Procedures 55 IV Materials under Development for Civil Engineering Technology Curriculum 55 V Materials under Development on Standard Field Operating Procedures 56 VI Materials under Development for TECH Physics Project VII Materials Available for Wastewater Technician Curriculi.au (CEWT) 57 59 VIII Materials Available on Preprofessional Individually Paced Instruction (PIPI) 59 IX Materials under Development for Wastewater Plant Operating Procedures List of Tables 60 ------- - D S r 4 1 . _ iii 4 L PRO1 List of Figures Page 1 Key for Curriculum Flow Charts . . . 1 2 Courses in the Environmental Control Sequence 43 3 Courses in the Chemistry Sequence . 44 4 Courses in the English Sequence 45 5 Courses in the Biology Sequence 46 6 Courses in the Physics Sequence . . . 47 7 Courses in the Economics and Government Systems Sequence 48 8 Courses in the Math and Design Sequence 49 9 Courses in the Drafting, Surveying and Construction Sequence . 50 10 Courses in the Suniner Work Sequence 51 11 Courses in the Operations Sequence 52 12 Sequence of Courses in the Four-Year Wastewater Technology Curriculum ------- S)q 1 . iv __ 4 L FRCi ’ Course Descriptions Title Name Page Chemistry I General Chemistry 12 Biology I The Science of Life 13 Math I College Algebra 14 English I Fundamental Composition and Rhetoric 15 Environmental Control I Introduction to Environmental Control 15 Chemistry II Quantitative and Qualitative Chemistry 16 Biology II Biological Systems of Microorganisms 17 Math II Trigonometry 17 Drafting I Fundamental Drafting 18 Environmental Control II Water Quality Control Methods 19 Suniner Work I Wastewater Treatment Plant Operations 19 Physics I Fundamental Physics 21 English II Advanced Composition and Rhetoric 22 Math III Metronics 23 Drafting II Advanced Drafting 23 Operations I Collection System Maintenance 24 Physics II Fundamentals of Electricity 25 Math IV Analytical Geometry 26 Mechanics I Statics 27 Surveying I Fundamental Surveying 28 Operations II Collection System Construction 28 Suniner Work II Regulatory Agency Enforcement 29 English III Business English and Report Writing 30 Math V Computer Science 31 Economics I Fundamental Economics 31 Mechanics II Strength of Material 32 Chemistry III Sanitary Chemistry 33 Economics II Accounting and Management 34 Design I Structures 34 Surveying II Advanced Surveying 35 Hydraulics Fluid Flow 35 Biology III Sanitary Microbiology 36 Suniner Work III Consulting Engineering Design Firm 37 Government Systems I Governmental Interactions 38 Construction Construction Methods 39 Design II Wastewater Treatment Plant Design I 40 Government Systems II Public Financing 41 Design III Wastewater Treatment Plant Design II 41 Operations III Wastewater Treatment Facility Operational Evaluation . . . 42 ------- V Acknowledgements The material in this report has been extracted from a report entitled General Plan to Determine a Curriculum for a Bachelor of Technology in Design, Opera- tion and Maintenance of Wastewater Treatment Plants which was funded by the Training Grants Branch, Division of Manpower and Training, US Environmental Protection Agency, The work was carried out by the American Academy of En- vironmental Engineers and the Department of Environmental Systems Engineering at Clemson University under Project No. 3Te-WP-181-035l awarded to Clemson University. Copies of the full report may be obtained from: Training Grants Branch Division of Manpower and Training Office of Water Program Operations US Environmental Protection Agency Washington, DC 20460 ------- Summary A program is designed for training a four-year wastewater technologist based on the desired on-the—job performance of the program graduate. This graduate might fill positions with regulatory, consulting, industrials municipal, and manufacturing organizations. The program described could be applied to the development of curricula for a variety of environmental personnel: technicians, scientists, engineers, and other professionals. vi ------- -ç D S7q . ________ ____ vi i PRO1 Recommendations 1. The proposed program for establishing performance oriented curricula and course descriptions should be evaluated and applied by other curricula efforts in the environmental control field. 2. The proposed curricula and course descriptions should be evaluated as to their effectiveness in producing program graduates who will fill positions in the water quality control field. 3. Performance oriented curricula and course descriptions should be developed for all water quality control personnel. 4. Performance oriented curricula and course descriptions should be developed for continuing education programs for all water quality control personnel. ------- çc 0 S q 1 . 1% _ 1 IL P O1 A Four-Yeat Wastewater Technology Cunlculum ------- 2 Proposed Qualifications of Program Graduate The passage of the Water Quality Improve- ment Act of 1970 (P1 91-224) has provided impetus to prepare trained people who can design, operate and maintain wastewater treatment plants. To accomplish this training it is essential to develop a pro- gram which will train technologists who will be equipped to become a member of a productive team upon employment (Table I). This type of training lends itself well to a curriculum in which the goals of the program, performance objectives and necessary terminal behavior of the gradu- ates are reflected in its design. The purpose of this curriculum, therefore, is to: 1. Design a four-year engineering cur- riculum in wastewater technology leading to a Bachelor’s Degree in engineering technology in which the graduates will be productive imme- diately upon employment. 2. To develop a goal oriented curriculum in which each course is defined as to its purpose, performance objectives and terminal behavior. In this manner the student will know prior to taking the course what he must accomplish to complete it successfully and what his ability will be upon successful com- pletion. 3. To design a curriculum format which can be developed into a system of modules thereby allowing the instruc- tor to develop, evaluate and use a variety of instructional strategies on a given topic. This approach can be tried, evaluated and revised until maximum achievement is obtained. Various components of the curriculum can then be extracted and used for review, as a short course, or in- corporated into a different but applicable situation. The curriculum as developed here has all these attributes. It clearly defines its goals and the terminal behavior that the graduate will possess. It is designed to produce a technologist who can be em- ployed in many levels being productive inElediately upon job entry or with a minimum of retraining. It is a highly flexible system which lends itself to easy evaluation and revision with optimal instruction for the students. ------- 3 TABLE I ORGANIZATIONS WHICH MIGHT EMPLOY GRADUATES OF WATER POLLUTION CONTROL TECHNOLOGIST PROGRAM AND HIS EXPECTED ACTIVITY Place of Employment Activity 1. Consulting Engineers 2. Government a. Federal b. State c. Municipal d. Drainage Basin and Coninissions 3. Industry Field survey of pollutant sources; stream survey studies; feasibility studies and reports; hydrau- lic studies; cost estimate studies; financing of construction; operation, maintenance and repairs; installation design including production of plans and specifications of piping layouts, heating and ventilation systems, control systems, and wiring diagrams; earthwork and landscaping computations, bidding and construction specifications; supervi- sion of construction; supervision of operation and maintenance, development of operation manuals; start up of plants, public relations. Stream surveys; laboratory analyses; plan and specification review; inspection of construction and existing plants; investigation of and reporting on complaints, public relations, assistance to plant operations staff, interpretation and enforce- ment of laws and regulations. Stream surveys; laboratory analyses; plan and specification review; inspection of construction and existing plants; investigation of and reporting on complaints, public relations, assistance to plant operations staff, interpretation and enforce- ment of laws and regulations. Combination of consulting engineering activity and Federal activity depending on size of municipality. Combination of consulting engineering activity and Federal activity depending on size of municipality. Responsible charge of design; operation, mainte- nance and repair of pollution abatement facilities; inpiant studies of potential pollution sources and abatement thereof; start-up of equipment; cost studies of construction, operation, maintenance and repairs; evaluation of pretreatment and direct dis- charge into municipal sewers; public relations; reports to management. ------- 4 TABLE I (Continued) 4. Manufacturer of Process Equipment and Chemicals 5. Equipment Distribution 6. Construction Research and development; product manager; applica- tion engineering sales; supervision of plant start up; supervision of operation of plants and instruc- tion of plant personnel on proper equipment opera- tion, maintenance and repair; checking installation and operation of new and old equipment. Research and development; product manager; applica- tion engineering sales; supervision of plant start up; supervision of operation of plants and instruc- tion of plant personnel on proper equipment opera- tion, maintenance and repair; checking installation and operation of new and old equipment. Take off quantities for bidding; cost estimates; preparation of construction drawings; preparation of construction schedules; supervision of construc- tion and installation of equipment; directing and assigning of work schedules; ordering, scheduling and recording shipment of materials and equipment; start up of plant operation and instruction of plant personnel in operation, maintenance and repair of equipment. ------- 1€0 S) q,. PRO1 Curriculum and Course Descriptions A four-year technologist curriculum is shown in Table II. The performance oriented course descriptions are given in Appendix 1 for all of the courses except the humanities courses and elec- tives. Each course description contains three sections: 1. A brief description of the course purpose and the subject matter to be covered, 2. A series of statements indicating the performance (knowledge and skills) that the trainee will be able to demonstrate upon completion of the course, and 3. A listing of the prerequisites for the course. These performance oriented course descrip- tions represent a significant step forward in defining one level in the continuum of talent needed in the water quality control field. This effort did produce a curricu- lum for technologist training in design, operation and maintenance of wastewater treatment plants. The curriculum, if implemented by the academic comunity, will produce graduates for employment by con- sulting engineers, regulatory agencies, municipalities, industry, and others. This graduate will be well qualified to meet the on-the-job requirements without extensive entry training and permit ininediate assign- ment of a large number of tasks without extensive supervision. Figures 2 through 11 indicate possible flow charts for progressing through the curricu- lum. Every course is on at least one flow chart and noted by an arrow coming from the bottom of the box when it is a prerequisite for another course. (Figure 1) When a course may be taken concurrently with another, an arrow is shown entering the side of the box. Any course marked with an asterisk (*) on any flow chart is an appropriate starting point for a trainee. A trainee can enter a flow chart at the course or courses on the first line and progress upward. When he reaches the last course he proceeds to the proper course on the next appropriate flow chart. Eventually he will emerge from the courses as a program graduate. A combined flow chart is shown in Figure 12 for the entire curriculum. These flow charts not only indicate the various pathways a trainee may progress through a four-year technologist program, but also suggest a variety of pathways that may be utilized for continuing edu- cation programs for persons working in the water quality control field. A person desiring knowledge and skills in a limited area could proceed through any one of the stems to the extent desired. Development of flow charts of this nature assists the developer in verifying the prerequisite knowledge and skills for each course. Humanities and elective courses could be inserted to the flow charts at suitable points. ------- B A Figure 1. Key for curriculum flow charts. ------- S1 41 LL 7 pRO1 Future Work The effort described herein is a signi- ficant effort toward solving the man- power requirements of the water quality. control field. The approach described here should be applied in analyzing the on-the-job performance required of techni- cians, technologists, engineers, scien- tists and other personnel involved not only in the water quality control field but also in other environmental control efforts. The initial effort in reviewing this report should be to ascertain the need for a wastewater technologist produced by the curriculum. The performance oriented course descriptions should facilitate this type of analysis as well as assist with the evaluation of curriculum development efforts for other technician, technologist and engineering programs. The curriculum and performance oriented course descriptions need to be refined and evaluated to ascertain that they do pro- duce a program graduate that can meet the initial job performance requirements of the employer. Where required, the curri- culum and course descriptions must be changed to meet these requirements. This could be handled by a joint effort repre- senting both the employers and the educa- tional institutions and including representatives from professional organiza- tions. One important aspect of any continuation of this effort would be close coordination with similar activities producing curri- cula and instructional materials that could be utilized directly in or be used to give guidance to the further implemen- tation of this technologist curricula. A number of these efforts have produced per- formance oriented course descriptions or performance oriented instructional mate- rials that are suitable for use in the curricula described in this report. The following listing represents some of the organizations. Project BIOTECH (Dr. John Olive) American Institute of Biological Sciences 3900 Wisconsin Avenue NW Washinuton, DC 20016 (202) 244-5581 Project CIVTEC (Dr. Kent Sharpies) State Board for Technical and Comprehensive Education 1429 Senate Street Columbia, SC 29201 (803) 758-3171 Standard Field Operation Procedures (Mr. Harold Jeter, Director) Water Program Operations Manpower Development Staff National Training Center, EPA Cincinnati, OH 45268 (513) 684-8223 TECH Physics Project (Philip DiLavore, Project Coordinator) American Institute of Physics Indiana State University Terre Haute, IN 47804 (812) 232-6311 Ext 5355 Wastewater Technician Training (CEWI) (Bernard Lukco) Manpower Training Branch Office of Water Program Operations Environmental Protection Agency Washington, DC 20460 (703) 557-7363 Preprofessional Individually Paced Instruction (PIPI) (Dr. Kenneth A. McCollom, Associate Dean) College of Engineering Oklahoma State University Stillwater, OK. 74074 (405) 372-6211 Ext 7551 ------- 0 S1q . 4 L PRcØ-” Wastewater Plant Operating Procedures (Carl Schwing, Director) Charles County Comunity College LaPlata, MD 20646 (301) 934-2251 More detail on what is available from these organizations is given in Appendix VI. Based on the effort in this report and associated activities in the educational and professional comunity the following future work is suggested for considera- tion by EPA: 1. Convene a group of employers, educa- tors and professional representatives to review this report and suggest to EPA the priorities and procedures for carrying out further work on the application of performance oriented curricula development in the environ- mental control field. 2. Evaluate the position the graduate described in this program has in respect to the need for environmental specialists in the future. 3. Allocate resources toward the develop- ment of performance oriented curricula and instructional programs as des- cribed in this report. 4. Use this method advocated for future sources and programs. ------- 9 Appendices Course Descriptions--Four-Year Wastewater Technology Curriculum / ‘ Flow Charts of Courses for Four-Year Wastewater Technology Curriculum 4-3 1 2 3 Curricula and Instructional Materials Available ------- TABLE II FOUR-YEAR WASTEWATER TECHNOLOGY CURRICULUM YEAR SEMESTER COURSE TITLE CREDITS I Chemistry I Biology I Math I Social Science 1* English I Environmental Control I II Chemistry 11 Biology II Math II Social Science 11* Drafting I Environmental Control II SUMMER I Summer Work I Physics I English II Math III Humanities 1* Drafting II Operations I II II Physics II Math IV Humanities 11* Mechanics I Surveying I Operations II SUMMER II Suniner Work II II General Chemistry The Science of Life College Algebra Fundamental Composition and Rhetoric Introduction to Environmental Control Quantitative and Qualitative Chemistry Biological Systems of Microorganisms Trigonometry Fundamental Drafting Water Quality Control Methods Wastewater Treatment Plant Operations FIRST YEAR TOTAL Fundamental Physics Advanced Composition and Rhetoric Metroni Cs Advanced Drafting Collection System Maintenance Fundamentals of Electricity Analytical Geometry Statics Fundamental Surveying Collection System Construction Regulatory Agency Enforcement SECOND YEAR TOTAL SUM TWO YEARS 10 Appendix 1 COURSE DESCRIPTIONS 4 3 3 3 3 1 4 3 3 3 3 2 3 38 3 3 3 3 3 1 16 3 3 3 3 3 3 17 3 36 74 *These courses to be selected to meet requirements of the institution implementing this curriculum. ------- 11 TABLE II (Continued) YEAR SEMESTER III I English III Business English and Report Writing Math V Computer Science Economics I Fundamental Ecomics Mechanics II Strenath of Material Chemistry III Sanitary Chemistry III II Economics II Design I Surveying II Hydraulics Biology III Accounting and Management Structures Advanced Surveying Fluid Flow Sanitary Microbiology SUMMER III Summer Work III Consulting Engineering Design Firm THIRD YEAR TOTAL SUM THREE YEARS IV I Government Systems I Construction Design II Technical Elective* IV II Government Systems II Design III Operations III Technical Elective* Governmental Interactions 3 Construction Methods 3 Wastewater Treatment Plant Design I 6 3 15 Public Financing Wastewater Treatment Plant Design II Wastewater Treatment Facility Operational Evaluation 3 6 3 3 15 FOURTH YEAR TOTAL 30 SUM FOUR YEARS 139 CREDITS 3 3 3 3 4 16 3 3 3 3 4 16 3 35 109 *These courses to be selected to meet requirements of the institution implementing this curri cul urn. ------- 12 CHEMISTRY I General Chemistry The purpose of this course is to assist the student in learning the fundamental principles of chemistry and their applica- tions; the application of scientific meth- odology; the nature of matter, the atomic model, chemical bonds; principles of stoichiometry and types of chemical reactions. He will also study solutions and colloids; changes of state; principles of chemical kinetics, chemical equilibria, and electrochemistry; and basic organic chemistry nomenclature. The laboratory exercises will demonstrate the above and allow the student to identify and use coninon laboratory equipment. When you complete this course, you should be able to: 1. Describe in essay form scientific methodology and demonstrate the application of the principle. 2. Describe the difference between metals and nonmetals 3. Describe, using the periodic table, the term periodicity. 4. Draw Bohr diagrams. 5. Describe in essay form the nature of ionic compounds and, using the peri- odic table, predict ionic charge, sizes of sets of ions, and electro- negatives for the listed elements. 6. Identify simple chemical compounds with given syntols or names. 7. Identify the oxidation state of each element in a chemical formula. 9. Identify from a list, elements most likely to form covalent bonds. 10. Describe the kinetic molecular theory. 11. Describe in essay form, using the concept of entropy, the differences in solids, liquids, and gases. 12. Differentiate between polar and non- polar bonds. 13. Describe the nature of hydrogen bonding. 14. Describe the solution of a solid or liquid in water including the effect of temperature and type of bonding in the solid or liquid. 15. Describe how ions are formed in solu- tions from both electrovalent and polar covalent compounds. 16. Select from a list of acids and bases the strongest acid or base. 17. Make calculations using a. Specific heat b. Heat of fusion c. Heat of vaporization d. Atomic weights e. Molecular weights f. Avagadro’s number g. Mole ratios h. Emperical formulas i. Ionization potentials j. Degrees Kelvin k. Graham’s Law of gaseous diffusion 1. Equivalent weights 8. Balance chemical equations. ------- ‘ _ 13 4 L PRO1 ’ 18. Calculate theoretical yield, percent yield, emperical formula, percent by weight or volume, mole fraction, molarity, molality, and normality. 19. Will be able to use bunsen burner, thermometer, measuring and volumetric glassware, balances, desiccators, cathode ray tube, and pH meter. 20. Demonstrate the laboratory technique for bending, cutting, and fire polishing glass; determing density of a substance; separating solids from liquids, gases from liquids, and liquids from liquids; and determing the molecular weight of a volatile liquid. Before beginning this course, you should have the prerequisites of: 1. Use of exponential numbers. 2. Use of significant figures. 3. Conversion between English and Metric systems. 4. Concurrent renistration in Math I. BIOLOGY I The Science of Life The purpose of this course is to assist the student in learning the relationship of biology with other sciences; the origin, development, and cellular basis of life; basic bio-chemical—physical pro- cesses of life and the ecological function and relationships of organisms. When you complete this course, you should be able to: 1. Describe in essay form using diagrams the interrelationships of biology with other sciences which use observation and experimentation. List what you consider to be the aligned science to your reasoning. 2. Using Pasteur’s work on spontaneous generation and Darwin’s writing on “The Origin of Species by Means of Natural Selection,” contrast the theories of special creation, Genesis Book I, and organic evolution. Also, state some possible reasons for the fossil records incompleteness and the importance of Mendalian Genetics and Watson-Crick’s later work on the double helix on inheritance, mutation, and evolution. 3. Using diagrams and charts, describe the role of the nucleus in the func- tion of the cell and the role of the cell in the functioning of the organism. Draw a diagram of the oxygen, hydro- gen, carbon, and nitrogen atom. Show how the electrons transfer from hydro- gen ions to join with oxygen ions to form water. 5. In the process of photosynthesis, inorganic compounds and water are joined to form the organic compound C 6 H 12 0 6 in green plants using the energy of sunlight. Show by ion transfer and a flow diagram how this reaction takes place and what are the end products. Be sure to include the reactions in both the light phase and dark phase of photosynthesis. 6. Compare (using diagrams) the gross structure of a terrestrial ecosystem (a forest) and an open fresh water ecosystem. Include the location and function of abiotic substances, pro- ducers, mi croconsumers, macroconsumers, and decomposers. 7. Using a pyramid of numbers, graphi- cally represent a 10 percent yield from the producer (1000 lbs. of green algae) to the ultimate consumer in a pyramid of 5 organisms. Compare this pyramid with one in which there is most closely biology and explain 4. ------- 14 only one consumer but a 0.01 percent yield. Use as your base 1000 lbs. of algae. How does this affect the availability of food on growing popu- lations (primarily man)? Before beginning this course, you should have the prerequisites of: 1. High school chemistry or concurrent registration in Chemistry I. MATH College Algebra The purpose of this course is to assist the student in learning the fundamentals of algebra that will aid him in the solu- tion of algebraic expressions involving polynominals, interest problems and the use of logarithmic terms. When you complete this course, you should be able to: 1. Given an algebraic expression, evalu- ate the expression by using simplifi- cation and evaluation. 2. Determine the solution of a given equation by: a. The substitution method. b. The addition or subtraction method. 3. Add, subtract, multiply, and divide polynomials. 4. Determine the square of a monomial. 5. Using the graphing technique, deter- mine the solution to algebraic expres- sions or equations. 6. Given an algebraic expression, use factorization to simplify the expres- Si On. 7. Determine the product of given binornials. 8. Given a quadratic equation, solve by any method. 9. Multiply, divide, add, subtract, and change to lowest equivalent terms any given fractions. 10. Using the laws of exponents, convert numbers from decimal form to expo- nential form or from exponential form to decimal form. 11. Simplify, combine (add multiply, rationalize, radicals. or subtract), and divide 12. Determine the solution of a literal equation. 13. Using the principles involving inter- est rates, time, and money, determine the unknown when given the two other quantities. 14. Using the method of perfect squares, factor a given expression, e.g., factor (yL+ - 16). 15. Given a logarithm to a given base, determine the unique number corre- sponding to the logarithm. 16. Determine the number corresponding to a given logarithm by the use of log tables, the characteristic, and mantissa. 17. Given a number either in scientific notation convert to decimal form, or vice versa. Before beginning this course, you should have the prerequisites of: 1. High school algebra (or its equiva- lent). ------- 15 ENGLISH I Fundamental Composition and Rehtoric The purpose of this course is to assist the student in learning the basic concepts of the English language and how to apply these concepts in utilizing the language for clear and meaningful communications such as letter and report writing. When you complete this course, you should be able to: 1. Given a part of speech such as verb, describe its use in sentences and pro- vide an appropriate example sentence using that part of speech. 2. Define the following and give an exam- ple of each in a sentence: a. Phrase b. Clause 3. Describe and give examples in sentences of the different types of clauses and phrases. 4. Classify the structure of a sentence such as simple, compound, complex, and compound-compl ex. 5. Given a list of sentences, identify the errors based on the following rules of gramar and mechanics, and correct the error. (A list will be given.) 6. Given a series of sentences, correct for punctuation and spelling. 7. Spell correctly and words given orally or written wrong. 8. Use the dictionary to: b. Determine correct spelling of words. c. Determine correct capitalization of words. d. Determine the correct pronuncia- tion of words. e. Determine the correct usage of the right word in a sentence. 9. Given a series of sentences: a. Cross out any word or phrase not used in accordance with standard English. Insert the standard English equivalent. b. Strike out each word used inappro- priately and insert the correct or exact word. c. Bracket needless words and revise the wording. 10. Using the procedures for good English, write a theme or essay on a topic of your choice. Before beginning this course, you should have the prerequisites of: 1. High school English. ENVIRONMENTAL CONTROL I introduction To Environmental Control The purpose of this course is to assist the student in learning the application of scientific and engineering methods to the solution of environmental problems through- out history, the effect of waste disposal practices on man and the environment, modern methods of protecting man and the environment from wastes, procedures for a. Find definitions. ------- 16 setting environmental protection criteria, and laws for protecting the environment. When you complete this course, you should be able to: 1. Describe by charts and/or essay the characteristics of wastes that have a detrimental effect on man or his envi- ronment. 2. Describe by the use of bio—geochemical cycles how man’s disposal practices have had a detrimental effect on man or the environment. 3. Describe by diagram and/or essay the scientific and engineering methods used by man throughout history to solve environmental problems. 4. Describe by diagrams and essay modern methods of protecting man and the environment from man’s wastes. 5. Describe by flow charts and essay pro- cedures for setting environmental cri- teria and laws to protect man and the environment. Before beginning this course, you should have the prerequisites of: 1. High school chemistry and biology, or 2. Concurrent registration in Chemistry I and Biology I. CHEMISTRY II Quantitative and Qualitative Chemistry The purpose of this course is to assist the student in learning the methods of systematically separating, identifying, and quantitatively determining inorganic substances; the use of the basic analyti- cal tools and operations of qualitative and quantitative analytical processes; the calculations used in quantitative analysis, the types and sources of errors found and the treatment of data. Include the calculations involved in acid-base precipitation and redox reactions. The laboratory exercises will demonstrate the above and aid the student in becoming familiar with volumetric and gravimetric methods of quantitative analysis and spec- trometric, electrometric, and chromato- graphic techniques. When you complete this course, you should be able to: 1. Describe in essay form and perform procedures for the following: a. Sampling of gases, liquids, and solids b. Drying using ovens, burners, fur- naces, desiccators, evaporation c. Ignition d. Weighing e. Precipitation f. Solution g. Titrations h. Preparing standard solutions i. Extraction j. Adsorption chromatography deter- mination k. Gas chromatography determination 1. Ion exchange determination m. Complexometric titrating n. Spectrophotometer determination o. Ultraviolet absorption determina- ti on p. Infrared absorption determination ------- 17 q. Photometric titrations r. Potentiometrjc determination s. Conductometric determination t. Colorometric determination u. Polarooraphic determination 2. Perform the calculations for the pro- cedures in (1) above. Before beginning this course, you should have the prerequisites of: 1. Chemistry I 2. Biology I 3. Math I BIOLOGY II Biological Systems of Microorganisms The purpose of this course is to assist the student in learning the metabolic path- ways, and photosynthetic, chemosynthetic systems of bacteria, algae, fungi, and protozoans. The microbes comonly found in fresh water, wastewater and treatment sys- tems will be studied. The student will be introduced to basic field sampling and identification techniques. When you complete this course, you should be able to: 1. Explain the differences (using dia- grams) between eucaryotic and pro- caryotic cells. 2. Given five different agar slant cul- tures of bacteria, be able to transfer these bacteria to the proper culture media and maintain the cultures free of contamination for a period of 8 weeks. 3. Describe the chemical production of nutrients by autotrophic bacteria which utilize CO 2 as their exclusive source of carbon. Use formulas and flow charts. 4. List ten heterotrophic microbes, the nutrients which they utilize the manner in which they obtain these nutrients, and the waste products which result from their metabolism. 5. Differentiate between the mode of entry of forty disease causing microbes in man. Include food poison- ing, water borne infections, air borne infections, and animal or plant con- tact diseases. 6. Obtain samples from a fresh water stream, the air, wastewater system, and the treated water from a waste- water treatment plant. Identify (according to given classifications) and count in the appropriate units (numbers per unit volume) the microbes in the sample. Before beginning this course, you should have the prerequisites of: 1. Biology I MATH II Trigonometry The purpose of this course is to assist the student in learning the function and basic properties of acute and oblique angles and triangles and to name and order the fundamental relations of trigonometric functions. The student will become famil- iar with the law of sines and cosines in the solution of unknown elements, solve acute and oblique triangles to determine unknowns, areas, altitudes, or parts as required. ------- 18 4:’ When you complete this course, you should 7. Define equilateral triangle and find be able to: the sides of the equilateral tri- angles. 1. Identify and name the sides of a triangle. 8. Define isosceles triangle and compute the sides and angles of these tn- 2. Name and define the six terms used in angles. trigonometry to express the ratios between sides 9. Solve oblique triangles by drawing perpendiculars and using the law of 3. Define vectors differentiating sines and law of cosines to simplify between length, direction, and sense, the solution. 4. When given an angle: 10. Graph the trigonometric functions of y = a sin x and y = a cos x. a. Construct the desired angle. Before beginning this course, you should b. Drop a perpendicular from the end have the prerequisites of: point to the side adjacent. 1. Math I c. Measure a convenient even distance on the hypotenuse. d. Measure the side opposite and find the sine ratio. e. Calculate the sine. DRAFTING I 5. When given the value of a function: Fundamental Drathng a. Draw a horizontal line The purpose of this course is to assist b. Erect a perpendicular at the end the student in learning the basic methods of the line of transferring objects or structures such as shapes and dimensions from the actual c. Measure the distance on the per- working conditions they are located in, to pendicular the drawing board. The student will pro- duce simple pencil and paper drawings ci. Swing a 1 inch arc from the end using neat lettering techniques and trans- point of the perpendicular ferring measurements to drawings of differ- ent scale. He will also learn to prepare e. Draw a hypotenuse through the end tracings. point and the intersecting point When you complete this course, you should f. Measure the acute angle formed be able to: with the horizontal line 1. Draw a simple pencil and paper draw- 6. Explain the procedure for reading iig of an object or simple structure table of natural trigonometric func- presented. tions, interpolate these tables and round off linear dimensions to three 2. Given three complete views of an places. object, draw the object. ------- 19 3. Using the lettering techniques for engineering, letter the alphabet on a sheet of paper with guidelines for at least four times. 4. Draw the following pictorial views given an object or structure: a. Isometric b. Perspective (ground) (above) c. Oblique 5. Given a drawing, measure the lengths on the drawing and translate such information to other drawings of different scale. 6. Given several detail drawings, com- bine drawings with appropriate dimen- sions and notes and prepare tracings for the combined drawings. Before beginning this course, you should have the prerequisites of: 1. Math I 2. Concurrent registration in Math II ENVIRONMENTAL CONTROL II Water Quality Control Methods The purpose of this course is to assist the student in learning the unit opera- tions and processes in treating water and wastewater and how these accomplish the desired degree of treatment. Methods for evaluating the performance of a treatment plant, and the role of private and govern- mental organizations in the planning, design, financing, operation and regula- tion of treatment facilities will also be studied. When you complete this course, you should be able to: 1. Describe by diagram and essay the common unit operations and processes required for given raw water and wastewater characteristics. 2. Describe by diagram and essay how a unit operation or process accomplishes the removal or alteration of a parti- cular constituent. 3. Describe by flow charts and essay pro- cedures for evaluating the performance of treatment plants. 4. Visually identify a treatment unit by name and verbally describe its func- tion. 5. Describe by flow chart and essay the function of city, county, state, and Federal regulatory agencies. 6. Describe by flow chart and essay the functions of consulting firms; and municipal , industrial, and commission operators of treatment facilities. Before beginning this course, you should have the prerequisites of: 1. Environmental Control I 2. Concurrent registration in Chemistry II SUMMER WORK I Wastewater Treatment Plant Operations The purpose of this course is to assist the student in learning the normal operational procedures for a wastewater plant and to actually perform the procedures. He will learn to recognize emergency conditions of the waste stream and the cause for these conditions; to carry. out the routine pre- ventive maintenance procedures; and to recognize when corrective maintenance pro- cedures are required. He will also learn the safety features that must be considered ------- , o Szq . 20 PRO1 ’ in all of the above operations, and how to prepare daily and monthly reports pertain- ing to the plant’s operation. When you complete this course, you should be able to: (The following objectives apply to the wastewater process units on the list below.) Collection Prechi orination Screening and Grinding Grit Removal Primary Sedimentation Trickling Filtration Aeration Secondary Sedimentation Pond Stabilization Thickening First State Digestion Second Stage Digestion Sludge Conditioning a. Frequency of performance b. Conditions to look for c. Actions to take 2. Describe orally the procedure to follow to assure proper functioning of each process unit under emergency con- ditions, i.e. color of influent bright red, floating solids on surface of secondary settling tank. For each unit include: a. How to identify the emergency condition b. The probable reason(s) for the occurence of the condition c. The action to take 3. Describe orally and perform the proce- dure to follow to assure proper pre- ventive maintenance of each of the process units. For each unit include: a. Reference materials to be used (manual, chart, nomograph, dia- gram, etc.) b. Frequency of performance c. Conditions to look for Postchlorination Sludge Dewatering Solids Disposal Effluent Disposal d. Actions to take 4. Describe orally the procedure to follow for repair of each component of each process unit when it is not opera- ting properly. For each component include: Flow Measurement Electric Power a. Reference material to be used (manual, chart, nomograph, diagram, etc.) Gas Power 1. Describe orally and perform the proce- dure to follow to assure proper func- tioning of each of the process units. For each unit include: b. Conditions to look for c. Actions to take d. The probable reason(s) for the occurrence of the condition ------- 5. Describe orally and perform the proce- dure to follow for taking samples at any point in the, plant. For each sample include: a. Frequency of sampling b. Container to be used c. Actions to take d. Data to record 6. Describe orally and perform the proce- dure for any of the procedures per- formed under 1 through 5 above that relate directly to employee safety. For each procedure include: a. Why the procedure is necessary b. How the procedure protects the employee c. Actions to take 7. Describe orally, for any process unit or series of units in the plant, an alternate process unit or series of units that will accomplish comparable treatment. 8. Fill out forms (tables, charts, narra- tive) for preparing daily and monthly operating reports for each unit pro- cess or series of unit processes. Before beginning this course, you should have the prerequisites of: 1. Chemistry II 2. Biology II 3. English I 4. Environmental Control II 5. Drafting I PHYSICS I 21 Fundamental Physics The purpose of this course is to assist the student in learning the relationship of physics with other sciences, the structure and properties of matter, the theory and mechanics of energy, and the nature of sound, liqht, electricity, and atomic energy. When you complete this course, you should be able to: 1. Describe in essay form using diagrams the interrelationships of physics to the other sciences and the contribu- tions and problems that the impact of physics has had upon the other sciences and society. 2. Describe the structure and properties of the three states of matter and their relationship to temperature and pressure. Use the appropriate mathe- matical formulas to illustrate Boyles’ Law, Charles’ Law, the flow equation, and Bernoullis’ Principle. 3. Explain how the mercury barometer, aneroid barometer, altimeter, the lift pump, the force pump, the siphon, and the Bourdon gage function. 4. Describe Newton’s three laws of motion: inertia, acceleration, action and reaction. Give example to illus- trate each using f = ma where appropriate. 5. Describe the relationship force, work, and energy. this discussion potential energy. between Include in and kinetic ------- 22 IL p cj1 6. Given a steel I beam which weights 600 lbs. and spans a distance of 30 ft. supported at each end by girders, find the reaction forces in the supporting girders--the beam supports a 2200 lb. punch press 5 ft. from the right end and 24,000 lbs. lathe 10 ft. from the left end. 7. Musical sounds are characterized by their pitch, loudness, and quality. Describe, using illustrative diagrams, how these characters are determined. 8. List four ways in which light waves differ from sound waves and four ways in which they are similar to sound waves. 9. Define inverse-square law using the d 2 formula = 10. Given an electric motor operating at 100 percent efficiency and from a 440 volt line which is used to hoist automobiles with a winch that operates the hoist that is 60 percent efficient: a. What is the horsepower necessary to raise the car weighing 4000 lbs. a distance of 30 ft. in 70 seconds? b. What is the power converted to kilowatts? c. What current will the motor draw from the line while operating the hoist? 11. Define: alpha particle, beta parti- cle, and ganina ray. 12. What is the energy equivalent of a proton (assuming all the mass is con- verted to energy) in: a. Ergs Before beginning this course, you should have the prerequisites of: 1. Chemistry I 2. Math II ENGLISH II Advanced Composition and Rhetoric The purpose of this course is to assist the student in learning the finer points of writing proper English and incorpora- ting the fundamentals of English into a well written theme or research paper. The student will also learn to critique research reports, technical papers, short stories, and novels. When you complete this course, you should be able to: 1. Develop an outline for a reading selection on pollution problems. 2. Write a critical essay of a book deal- ing with the problems of pollution. 3. Use the card catalogue to locate books on wastewater treatment and abstracts to locate papers on wastewater treat- ment problems. 4. Write a research paper on a given topic. 5. Show a reading comprehension level of 80 percent or better on five selected articles on wastewater treatment. Before beginning this course, you should have the prerequisites of: 1. English I b. Electron volts ------- S q 23 _ PRO 5. Given an object, measure it with metric and engineering scales. 6. Using the following techniques or instruments make the required measure- ment with accuracy (± 2%): MATH III a. Tape Metronics b. Weighing technique The purpose of this course is to assist c. Gaging technique the student in learning the relationship of the elements of mathematics, drafting, d. Sampling technique and surveying as they relate to measur- ing, scaling, computing, gaging, and 7. Given a map, perform the following: estimating. a. Identify map symbols and make When you complete this course, you should legible sketches of desired parts be able to: such as steep slopes, populated areas, roads, etc. 1. Calculate the area of a regular or irregular figure. b. Use scales, elementary surveying, and note keeping techniques in 2. Describe how you would use the follow- reading map and drawing sketches ing in surveying and area calculation: Before beginning this course, you should a. Geometry have the prerequisites of: b. Parallel lines 1. Math II c. Polygons 2. Drafting II d. Angles 3. Determine volumes by the use of the principles of solid mensuration. 4. Define the following: DRAFTING II a. Prismoidal formula Advanced Drafting b. Rules of solid mensuration The purpose of this course is to assist c. Averages the student in learning the preparation of construction plans including profile, d. Medians cross-sections, projections, and required views of objects. The study will also e. Modes include aspects of plotting field notes, plotting property lines and computing f. Dispersion dimensions as well.as taking quantities from construction drawings to put into g. Deviation tabular form. h. Statistical methods ------- 24 When you complete this course, you should be able to: 1. Prepare construction plans for pro- files, cross-sections, projections, and required views of objects by: a. Tracing b. Lettering C. Drawing 2. Plot the following: a. Field notes as prepared by surveyor b. Property line of lots, streets, etc. from deeds 3. Given a set of drawings, compute the dimensions and convert to a different scale if necessary. 4. Letter and prepare drawings and trac- ings with pen and ink. 5. Given construction drawings, take off quantities from drawings and present information in tabular form for esti- mating casts. Before beginning this course, you should have the prerequisites of: 1. Drafting I OPERATIONS I Collection System Maintenance The purpose of this course is to assist the student in learning the normal operational procedures for a collection system and to perform the procedures. He will learn to: recognize emergency conditions of the waste stream and the cause for these conditions; to carry out routine preventive mainte- nance procedures; to recognize when corrective maintenance procedures are required and describe orally the procedure to make the repair. He will also learn to describe orally the safety features that must be considered in all of the above operations and prepare daily and monthly reports pertaining to the collec- tion system’s operation. When you complete this course, you should be able to: 1. Identify by name the types of sewers in a collection system. 2. Identify by name and functional des- cription the components found in a collection system. 3. Describe in essay form with charts and figures the following information concerning was tewater: a. Source (domestic, coninercial, industrial, infiltration, runoff) b. Characteristics (physical, chemi- cal, biological, quantity) c. Variations with time (hour, day, week, season) 4. Describe in essay form with charts and figures the methods for population prediction. 5. Describe in essay form with charts and tables the materials to be used in collection system construction. a. Reference material (manuals, charts, specifications, etc.) b. Pipe material c. Pipe size 6. Describe orally and perform the pro- cedure to follow to assure proper functioning of each component of a collection system. For each compo- nent include: ------- 25 a. Frequency of performance b. Conditions to look for c. Actions to take 7. Describe orally the procedure to follow to assure proper functioning of each component of the collection system under emergency conditions, i.e., gasoline in sewer, flooded man- hole, etc. For each component include: a. How to identify the emergency condition b. The probable reason(s) for the occurrence of the condition c. The action to be taken 8. Describe orally and perform the pro- cedure to follow to assure proper preventive maintenance of each of the components of the collection system. For each component include: a. Reference material to be used (manual, chart, nomograph, dia- gram, etc.) b. Frequency of performance c. Conditions to look for d. Actions to take 9. Describe orally the procedure to follow for repair of each component of the collection system when it is not operating properly. For each component include: a. Reference material to be used (manual, chart, nomograph, dia- gram, etc.) b. Conditions to look for c. Actions to be taken d. The probable reason(s) for the occurrence of the condition 10. Describe in essay form or orally the procedure to follow for any of the procedures in 6 through 9 above that relate directly to employee safety. For each procedure include: a. Why the procedure is necessary b. How the procedure protects the employee c. Actions to be taken 11. Demonstrate by simulated exercise (role playing) the supervision of maintenance personnel conducting the procedures in 6 through 10 above. Before beginning this course, you should have the prerequisites of: 1. Suniiier Work I 2. Environmental Control II 3. Biology II 4. Concurrent Registration in Drafting II PHYSICS II Fundamentals of Etectricity The purpose of this course is to assist the student in learning the fundamentals of electricity and magnetisms with empha- sis on direct and alternating current cir- cuits, meter instrumentation, and the measurement of electrical quantities, motors and generators, and the elements of electronics. When you complete this course, you should be able to: 1. Describe Eqing’s theory of Magnetism and the Electron Theory of Magnetism. ------- . \1 0 Si; 4 . 4 26 ( J PRO 2. Describe why when a magnet is suspended the ends turn towards the north and south pole. 3. Define volts, joules, coulombs, and dyne. 4. Describe in terms of the electron theory, using appropriate formulas and diagrams, why a small neutral pith ball suspended by a silk thread when brought near a negatively charged sphere is first attracted to the sphere until contact is made and then repelled. 5. Compare the differences between series circuits and parallel cir- cuits. 6. Describe, using diagrams, how an ameter and a voltmeter are con- nected in a circuit. 7. Define: watt-hour, kilowatt-hour, electrolyte. 8. Find the cost of operating, for an 8 hour day, a bank of 40 incandes- cent lamps (connected in parallel) using the following information: a. Each lamp has a resistance of 240 o ns when hot b. The lamps are connected to a 120 volt power line Before beginning this course, you should have the prerequisites of: 1. Physics I MATH IV Analytical Geometry The purpose of this course is to assist the student in learning the concepts that will enable him to visualize two and three dimensional lines, curves, and planes applicable to the tasks of draft- ing, take off, surveying, plan and map reading, and design. The study will include locating points from equations, findings locus of points which define surfaces, and generating surfaces of revolution which form various solids. When you complete this course, you should be able to: 1. Graph the function of y = f(x) — 2x 3 - 8x 2 - 11. 2. Locate the points havin.g the coordi- nates given below: a. (2,5) c. 6.5 cents per kilowatt—hour is the charge 9. List three applications where direct current is preferred to alternating current and why it is preferred. 10. State Ohm’s Law so that it is appli- cable to AC circuits. b. (4,1w) c. (-2,6) d. (- ‘ ,3) e. (8,—3) f. (7,-4) 11. Differentiate between AC and DC and explain how an AC generator can be modified to produce direct current. g. (—3,-5) h. (—6,—2) i. (0,5) ------- 27 j. (-512,0) k. (0,0) 1. (u/2,—2/3) 3. Name the four comon methods of solv- ing systems of simultaneous equa- tions. 4. Solve a given system of equations by any of the four common methods. 5. Graphically solve a word problem given all the needed information. 6. Solve a given system of simultaneous linear equations by determinants. 7. Given an equation, outline the graph. 8. Given an equation, describe in detail the symmetry of the curve. 9. Given an equation, determine the asymptates, if any, and also any excluded region.. 10. Using the composition—of-ordinates techniques, sketch the curves given. 11. Given a list of equations, perform the indicated operations: a. Sketch the curves using the method of translation of axes b. Write the basic equation in each case 12. Given a system of equations, solve algebraically for all values of x and y. Before beginning this course, you should have the prerequisites of: 1. Math III MECHANICS I Statics The purpose of this course is to assist the student in learning the principles of mechanics and their applications. This will involve the study of equilibrium of coplanar force systems, noncoplanar force systems, centroids arid moments of inerta, and friction. When you complete this course, you should be able to: 1. Given the name of one of the six force systems, describe the characteristics of the system and also how to deter- mine the resultants of several forces that may act within the system. 2. Using the principle of moments, com- pute the moments, the moments of object, and then determine any unknown moment of the object. 3. Draw the free-body diagram of a given object being sure to include all angles, forces, and moments and be able to use the diagram to solve for any unknown angles, forces or moments by the methods of equilibrium of that system. 4. Given the type surface (such as dry or lubricated), determine whether the friction force is dependent or not on properties such as velocity, type material, and temperature by using the laws of friction. 5. Draw the friction force diagram com- pletely of any ofthe following and solve for any unknown with the aid of any of the friction force equations: a. Block on plane ------- 28 b. Belt and pulley c. Rolling object 6. Given any size and shape area, deter- mine the following: a. Centroid b. Moment of inertia c. Radius of gyration Before beginning this course you should have the prerequisites of: 1. Math IV SURVEYING I Fundamental Surveying The purpose of this course is to assist the student in learning the basic techniques of surveying and the importance of accurate note taking, minimal error, equipment adjustment and maintenance, and basic map reading. When you complete this course, you should be able to: 1. Measure horizontal distances using a steel tape and related equipment with an error no greater than 0.012 ft. for the first measurement. 2. Demonstrate using the instruments and diagrams how to adjust a transit and a dumpy level. 3. Demonstrate using the instruments and diagrams the proper care and mainte- nance of the transit, range pole, tape and dumpy level. 4. Run a level network, using a level and related equipment and keep proper field notes. 5. Given a geodetic topographic survey map (U. S. geodetic survey) determine (describe your methods) the location; the approximate area covered in square miles; the ten highest points; the ten lowest points; true North; direction of stream flow; and the location of the steepest angle of rise. Before beginning this course, you should have the prerequisites of: 1. Drafting II OPERATIONS II Collection System Construction The purpose of this course is to assist the student in learning the construction and major repair procedures for a collec- tion system, to actually perform the pro- cedures and direct others to perform the procedures. He will be able to describe orally the safety features that must be used in all of the above operations, demon- strate these safety procedures, and direct others in the use of these procedures. He will prepare daily and monthly reports pertaining to the collection system’s construction. When you complete this course, you should be able to: 1. Describe in essay form the organization and administration of collection system projects including: a. Phases of project development b. Organizations or persons involved in project prosecution and their roles c. Rules and regulations pertaining to sewer design and use ------- 29 In addition the student will demon- strate his competence in the above by solving simulated problems (role playing). 2. Describe in essay form and actually conduct surveys for the preliminary design, design, and construction of a collection system. 3. Design collection systems using the calculations, nomographs, tables, and figures necessary to meet local con- struction standards. Also consider: a. Gravity loads on sewers b. Superimposed loads c. Strength of conduit d. Safety factors e. Shoring requirements f. Corrosion requirements 4. Describe orally the meaning of sym- bols, diagrams, representations, etc. on plans and specifications of collec- tion systems. 5. Describe in essay form and orally the methods used to construct collection systems. This should include. a. Trenching methods b. Trenching equipment c. Trench shoring d. Pipe placing e. Pipe laying equipment g. Backfilling h. Surface restoration i. Tunneling j. Crossing of pipelines, electrical conduits, railroads, highways. k. Surveying techniques 1. Pumping stations m. Force mains 6. Demonstrate by simulated exercises (role playing) the supervision of laborers, equipment operators, sur- veyors in conducting the construction procedures in (5) above. 7. Complete forms, records, time sheets, work orders, accident reports pertain- ing to collection system. 8. Receives information and work orders from superior and translates these into directions to persons working under him. Before beginning this course, you should have the prerequisites of: 1. Operations I 2. Concurrent registration in Surveying I SUMMER WORK II Regulatory Agency Enforcement The purpose of this course is to assist the student in learning the application of local, state, and Federal regulations and laws to water quality control problems; techniques for determining the need for sampling surveys and the analyses to be conducted and the procedures to follow. Procedures for evaluating treatment plant performance and its compliance with stan— dards and for evaluating plant and speci- fication for wastewater treatment plants; and procedures for evaluating environ- mental impact statements will also be studied. ------- 30 When you complete this course, you should be able to: 1. Describe in essay form and demonstrate the procedure for evaluating the appropriate local, state, or Federal regulation applicable toa water quality control problem. The proce- dure should include: a. How to select appropriate regula- tion(s) b. How to select appropriate data relating to problem c. Interpretation of regulation in relation to data d. Control action dictated by regula- t ion 2. Describe in essay form and demonstrate the procedure for sampling surveys. The procedure should include: a. Criteria for: (1) Determining need for survey (2) Samples to be taken (3) Analyses to be made b. Sampling locations c. Sampling frequency d. Sampling schedule e. Data analysis and evaluation 3. Describe in essay form and demonstrate the procedures for evaluating treat- ment plant performance. The procedure should include: a. Reference materials (standards, regulations, specifications, etc.) b. Samples to be taken (1) Location (2) Type (3) Frequency c. Analyses to be performed d. Calculations to be performed e. Graphs and tables to be prepared f. Interpretations to be made g. Control Actions to be made 4. Describe in essay form and demonstrate the procedures for plan evaluation and environmental impact statement evalua- tion. The procedure should include: a. Reference material (standards, regulations, specifications, etc.) b. Calculations c. Evaluation procedures d. Forms and charts to be completed e. Actions to be taken Before beginning this course, you should have the prerequisites of: 1. Suniner Work I 2. Operations II ENGLISH III Business English and Report Writing The purpose of this course is to assist the student in learning the principles and application of business and technical writing. When you complete this course, you should be able to: 1. Write general and specific types of business coniuunications including order ------- 31 letters, inquiries and replies, intra- office memos, rècomendations, and general business correspondence. 2. Examine and interpret data from: a technical paper, a report, a research paper, a case history, and a project proposal. 3. Write a report, project proposal, and case history. 4. Describe the methods for planning, organizing, writing, and summarizing a report. 5. Distinguish between connotations and euphemi sms. Before beginning this course, you should have the prerequisites of: 1. English II MATH V Computer Science The purpose of this course is to assist the student in learning to program a com- puter for engineering and scientific applications and to acquaint the student with leading types of digital computers and their peripheral equipment. When you complete this course, you should be able to: 1. Identify five common digital elec- tronic computers and their accompany- ing equipment. 2. Design, using graphs, diagrams, and numerical computations, a generalized computer program. 3. Write a program on coding sheets, including read and print statements and punch this program into punch cards with a resulting source program deck. 4. Complete the further steps necessary for reading the program into the com- puter. This includes the Fortran compiler program, the source program deck, the object program, and the data cards. 5. Use Fortran processor to successfully run numerical computations such as interpolations, solutions of equations and nonnumerical computations includ- ing searching, sorting, data—handling, and simulation. Before beginning this course, you should have the prerequisites of: 1. Math I ECONOMICS I Fundamental Economics The purpose of this course is to assist the student in learning the fundamental economic problems of the American economy and an understanding of the nature and interrelationships of such groups as con- sumers, business, government, and finan- cial institutions. When you complete this course, you should be able to: 1. Discuss the evolution of the American economic system and the nature and method of economics. 2. Explain and relate the two statements: “Society’s material wants are virtually unlimited” while “economic resources are limited or scarce.” Use diagrams illustrating the production possibili- ties curve; unemployment and the ------- 1 D ST 4 ,. 32 __ 4 t pRcø production possibilities curve; and economic growth and the production possibilities curve. 3. Given the underlying philosophy, institutional characteristics and method of solving economic problems for capitalism, democratic socialism, coninuni Sm. 4. Discuss the problems involved in increasing a full employment--full production economy’s stock of capital goods. 5. Define demand and explain the law of demand, why a demand curve slopes downward and what are the determi- nants of demand. 6. Distinguish, using diagrams, between social goods and private goods; pri- vate reserves and cost; and social revenues and cost, giving illustra- tions of each. 7. Explain the implications that per- sonal distribution of income have for the size and composition of the economies total input and for resource allocation. 8. Describe the mechanics of the Federal personal income tax and corporate income taxes. 9. Explain the law of demand through the income and substitution effects, using a price increase as a point of departure for this discussion. 10. Distinguish between fixed and van- ble costs and give examples of each. 11. Explain why the greater use of sales taxes, as opposed to income or pro- perty tax, is recomended as a cor- rective for social imbalance. Before beginning this course, you should have the prerequisites of: None. MECHANICS II Strength Of Material The purpose of this course is to assist the student in learning the basic concepts of the physical properties and limitations of materials and mechanical equipment specified for wastewater systems and to analyze causes of failure, rapid wear, and abnormal maintenance costs. When you complete this course, you should be able to: 1. Define the following terms: a. Stress b. Strain c. Torsion d. Ductility e. Hardness f. Impact g. Endurance limit h. Creep rate i. Elasticity j. Modules of elasticity k. Resilience 1. Toughness in. Moment of inertia 2. Given a structure, its dimensions, characteristics, and loading determine the following: ------- 33 a. Unit shearing stress b. Average unit bearing stress c. Maximum average unit stress d. Average unit compressive stress e. Unit tensile stress 1. Unit elongation g. Total elongation 3. Determine the combined stress and maximum deflection of a given struc- ture with information given such as dimension, type material, character- istics of material, and other needed information. 4. Describe how you would determine the following characteristics of an impact loading and what information is needed to determine them: a. Maximum deflection b. Maximum stress (bending) c. Maximum torsional shearing stress d. Total angle of twist due to impact of load 5. Explain or describe in detail what effect on the strength of a given material certain conditions have such as repeated loading, temperature, and atmospheric conditions. Before beginning this course, you should have the prerequisites of: 1. Mechanics I 2. Math V CHEMISTRY III Sanitary Chemistry The purpose of this course is to assist the student in learning those aspects of chemistry which are pertinent to water quality control practice and to lay a groundwork in the area of specialized quantitative analysis that will serve the student as a basis in all phases of water quality control. When you complete this course, you should be. able to: 1. Perform in an actual situation the indicated analyses for: settleable matter, volatile solids, suspended solids, pH, dissolved oxygen, bio- chemical oxygen demand, chlorine, tem- perature, and coliforms. 2. Describe or demonstrate, when appli- cable and possible, the safety proce- dures to be followed when doing the analysis listed in one above. Include how these procedures protect the employee. 3. Name and describe the available refer- ence materials which are pertinent to the listed analyses. Before beginning this course, you should have the prerequisites of: 1. Physics II 2. Summer Work II 3. Biology II 4. Chemistry II ------- 34 ECONOMICS II Accounting and Management The purpose of this course is to assist the student in learning the uniform system of accounting endorsed by the National Association of Regulatory Coninissions for investor owned utVlities, American Society of Civil Engineers, Water Pollution Con- trol Federation and the American Water Works Association as well as general accounting and managerial practices. When you complete this course, you should be able to: 1. Identify the accounting guidelines of the regulatory and professional societies. 2. Describe the uniform system of accounting as recognized by the regu- latory and professional societies and develop cost estimates, budgets, bill- ings, rate charges, capital expendi- tures and maintenance as operation cost. 3. Prepare estimates for feasibility reports, planning, financing, con- struction, maintenance and operation of wastewater collection and treatment systems. 4. Identify legal, administrative and other costs necessary in determing the probable cost of a project. Before beginning this course, you should have the prerequisites of: 1. Economics I Structures The purpose of this course is to assist the student in learning the aspects of structural design so that he can determine the type design and material to use for given loadings. The study will include analysis of loadings on walls, footings, beams, and other structures while using design specification handbooks, tables, graphs, and building codes in deter- mining the correct design for qood enqineerjnq work. When you complete this course, you should be able to: 1. Define the following: a. Laterial support b. Shear c. Buckling d. Flexure formula e. Effective length f. Factor of safety 2. List at least 4 advantages and 2 dis- advantages of using steel as a struc -. tural material. 3. Given the loading, allowable stress, length, and other characteristics, select the member (such as select a WF shape) that is needed using the AISC or other design specifications. 4. Given a certain beam, with dimensions, reinforced with a certain number of sized bars, concrete strength, tensile strength, yield point of steel, and DESIGN I ------- 35 stress strain curves, determine the stresses caused by a certain bending moment. 5. Given the length, load, characteris- tics of concrete and steel, design the beam including the spacing, size and number of steel bars. 6. Given the proper information, design a beam by: a. Ultimate strength design b. Working stress design 7. Design one-way slab given the proper information and using U.S.D. methods following the provisions of the ACI code. 8. List the steps in designing: a. Shoring b. Walls c. Beams d. Footings 9. Given a truss and the loadings on the truss, determine any unknown force ci iponent in any member of the truss. Before ‘ eginning this course, you should have the. prerequisites of: 1. Mechanics II SURVEYING II Advanced Surveying The purpose of this course is to assist the student in learning the techniques of surveying so that he can perform success- fully the duties of any member of a surveying team both in the field and in the office. When you complete this course, you should be able to: 1. Demonstrate how to operate a transit and level. 2. Demonstrate how to determine and com- pute, sketches and computations, ele- mentary triangulation and traverses. 3. Demonstrate the proper techniques for surveying and computing property lines and topographic surveys. 4. Demonstrate the proper techniques for carrying out a construction survey, including setting a predetermined angle, marking elevations, batter boards, double centering, bucking over a hill, right angle offset leveling, and random traverse. 5. Demonstrate the proper techniques for determining rights-of-way and property descriptions. Before beginning this course, you should have the prerequisites of: 1. Surveying I 2. Math V HYDRAULICS Fluid Flow The purpose of this course is to assist the student in learning the basic concepts of the flow of water and wastewater through pipes and channels, the use of pumps, and the effect of pressure exerted by water in a cOnstructive or destructive fashion. When you complete this course, you should be able to: ------- 36 1. Using the hydraulic-elements graphs determine the size and slope of a gravity sewer given the type material of pipe, type fluid, and the quantity of flow. 2. Given the quantity of flow, type of flow, and type of pipe material, determine the sizes of pump suction and discharge piping. compiling pipe the system 4. Determine the head that a flow be delivered against if the desired pump flow is 200 gpm and the pump charac- teristics are given on a pump charac- teristic curve. 5. Given the physical dimensions of a channel and the velocity of flow desired, compute the carrying capacity. 6. Using the weir formulas for a given shape weir, and data such as length, discharge, weir factor, and water height behind the weir, determine the height of the weir. 7. Determine the size Qf a given shaped weir, using any weir formula, given the head and discharge. 8. Given the instrument formula for measurement and the data obtained from observation, determine the size of the measuring device. 9. Given the head and discharge, compute the length of a certain shaped weir, using the appropriate weir formula. Before beginning this course, you should have the prerequisites of: 1. Math!!! 2. Physics II 3. Describe the method of loss data and plotting curves. BIOLOGY III Sanitary Microbiology The purpose of this course is to assist the student in learning to identify and classify the microbiological plants and animals in the various stages of treatment works. The student will be able to cal- culate oxygen depletion; reaeration and oxygen sag; describe, explain, and compare microbiological properties of trickling filter, activated sludge, digestion, stabilization lagoons and determine the cause and effect of biological, chemical, and physical parameters of wastewater units on the environment. When you complete this course, you should be able to: 1. Describe the three environmental factors which are important in acti- vated sludge systems. 2. Describe the theory of operation of: a. Trickling filters b. Activated sludge c. Stabilization lagoons d. Digestion 3. Using the equation for oxygen sag, determine the oxygen sag of a free flowing river or theoretical situation. 4. Determine the effects of industrial waste from a local industry on the water supply of the coninunity. Include estimates of strength and volume of waste, periods of flow, and the composition of the waste. ------- 37 5. Sample and identify microbes from the following: a. Trickling filters b. Activated sludge c. Stabilization lagoons Before beginning this course, you should have the prerequisites of: i. Biology II 2. Sumer Work II 3. Chemistry III SUMMER WORK Ill Consulting Engineering Design Firm The purpose of this course is to assist the student in learning the procedure for determining the appropriate process unit(s) for treating a wastewater to meet given criteria; for developing flow charts to treat wastewater of given characteris- tics; r selecting process equipment to meet treatment requirements; for deter- mining if proposed treatment schemes meet regulatory requirements; and the proce- dures for dealing with clients in the design of a wastewater facility. When you complete this course, you should be able to: 1. Demonstrate the procedure to determine the appropriate process unit applica- ble for a given criteria. The proce- dure should include: a. Reference materials (standards, regulations, design manuals, com- puter programs) c. Interpretation 2. Draw flow charts to treat wastewaters of given characteristics. The flow charts should include: a. Name of process unit b. Direction of flow c. Recycling arrangements d. Probable reductions in wastewater characters in each unit process. 3. Design process units for given treat- ment requirements. The design proce- dure should include: a. Reference materials (design manuals, equipment manufactures manuals, tables, charts, computer programs, etc.) b. Calculations c. Sizing requirements d. Placement requirements e. Operation and maintenance require- ments f. Cost requirements g. Reliability requirements h. Standby requirements 4. The procedure to determine if proposed treatment schemes meet regulatory requirements. The procedure should include: a. Reference materials (standards, regulations, design manuals, equip- ment manufactures manuals, com- puters, tables, charts, programs, etc.). b. Calculations b. Calculations c. Comparisons ------- 38 d. Criteria for acceptance or rejection 5. The procedure for dealing with clients in the design of wastewater facili- ties. The procedure should include: a. Required background on client (1) Financial status (2) Legal status (3) Technical competance b. Information needed for meetings (1) Technical (2) Financial (3) Public relations c Conduct of meetings d. Follow up of meetings Before beginning this course, have the prerequisites of: 1. Sunmier Work II 2. Economics II 3. English III 4. Hydraulics 5. Design I 6. Biology III you should GOVERNMENT SYSTEMS I Government Interactions The purpose of this coUrse is to assist the student in learning the local state and Federal agencies involved in planning regulating and enforcing environmental requirements arid performance on national, state or local levels. When you complete this course, you should be able to: 1. Draw organizational charts illustrat- ing the relationship of the Federal, state, and local governmental agencies and describe the function of each government unit, using as your start- ing point the Executive Branch of the Federal Government. Include the fol- lowing types of organizations: a. Public utility b. Private utility c. Coninission management d. City administration e. County administration f. Council of governments g. State administration 2. Describe the Water Quality Control Act of 1972 (Public Law 660), the agencies initiated due to this act, the respon- sibilities delegated, the amount of funding, the ramifications on govern- ment, industry and the public, and its effect on local and state laws. 3. Describe the procedures you would follow in applying for a permit to con- struct and operate a pollution abate- ment facility and name the specific office the permit request would be sent to. 4. Describe the role of the Judicial Branch under the Water Quality Control Act of 1972. Also cite five Judicial decisions which have had a major affect on the environmental programs and the public. ------- i ° S7 . L _ 39 Before beginning this course, you should i. Mechanical equipment have the prerequisites of: j. Electrical equipment None k. Control equipment 2. Perform the procedures for determining if construction has been done accord- ing to plans, specifications, and codes. The following procedures CONSTRUCTION should be included: a. Excavation Construction Methods b. Dewatering The purpose of this course is to assist the student in learning the procedures to c. Form construction follow in the inspection of materials and construction; verifying that construction d. Placing concrete, block, brick is done in accordance with plans and specifications and that building codes are e. Placing reinforcing met. The student also will learn to take specimens and make analyses of construct— f. Welding, brazing, bolting, ing materials; gather data and make calcu— riveting lations for cost estimates, ordering mate- rials, and scheduling of work. g. Installation of When you complete this course, you should (1) Mechanical equipment be able to: [ For selected combinations of process units (i.e. primary plant, trick- (2) Electrical equipment ling filter, activated sludge, advanced waste treatment, etc.)] (3) Control equipment 1. Perform the procedures for determin- h. Painting ing if construction materials meet specifications. The following mate- i. Landscaping rials should be included: j. Paving a. Earth k. Heating and ventilation b. Concrete 1. Lighting c. Steel 3. Perform the sampling procedures and d. Wood analyses for materials. This should include: e. Paint and other protective coatings a. Construction materials f. Plastic b. Earth Compaction g. Aggregate c. Concrete h. Pipe d. Asphalt ------- D S7- 4 , 4O l : k pc o1 ’ 4. Select appropriate data and using cal- c. Drawings culations, tables, figures, and com- puter prograimning techniques generator 2. Draw flow charts to treat wastewaters information required for. of given characteristics. The flow charts should include: a. Cost estimates a. Name of process unit b. Ordering material b. Direction of flow c. Scheduling work c. Recycling arrangments Before beginning this course, you should have the prerequisites of: d. Probable reductions in wastewater characteristics in each process 1. Suniner Work III unit 2. Concurrent registration in Design II 3. Design process units for given treat- ment requirements. The design proce- 3. Surveying II dure should include: a. Reference materials (design man- uals, equipment manufactures man- uals, tables, charts, computer programs, etc.). DESIGN I I b. Calculations c. Sizing requirements Wastewater Treatment Plant Design I d. Placement requirements The purpose of this course is to assist the student in learning the methods of e. Operation and maintenance require- selecting the appropriate unit process(es) ments to treat a given waste to meet known cri- teria. The procedures for developing flow f. Cost requirements charts to treat wastewater of given characteristics and the procedures for g. Reliability requirements selecting process equipment to meet treat- ment requirements will also be studied. h. Standby requirements When you complete this course, you should Before beginning this course, you should be able to: (For each process unit and have the prerequisites of: selected combinations.) 1. Design I 1. Select the appropriate process unit (see Appendix A) applicable for a 2. Suniner Work III given criteria. The selection proce- dure will include: 3. Concurrent registration in Construction a. Reference materials (standards, regulations, design manuals, com- puter programs) b. Calculations ------- 41 GOVERNMENT SYSTEMS II Public Financing The purpose of this course is to assist the student in learning the sources of funds for financing water pollution con- trol projects including planning, program- ming, and financing aspects. When you complete this course, you should be able to: 1. Describe in essay form the sources of funds for water pollution control pro- jects. Include the following sources: a. Private b. Local agencies c. State agencies d. Federal agencies e. Bonds 2. Describe in essay form, using dia- grams and flow charts the procedure for obtaining funds for financing water pollution control projects for the following phases of a project: a. Planning b. Preliminary design c. Final design d. Construction e. Operation f. Research g. Demonstration Before beginning this course, you should have the prerequisites of: 1. Government Systems I 2. Economics II DESIGN Ill Wastewater Treatment Plant Design II The purpose of this course is to assist the student in learning the methods of design of wastewater treatment plants utilizing computer methods, evaluating treatment schemes to meet regulatory requirements, and make cost estimates of treatment alternatives. When you complete this course, you should be able to: [ For selected combinations of process units (i.e. primary plant, trick- ling filter, activated sludge, advanced waste treatment, etc.)l 1. Design process units for given treat- ment requirements. The design proce- dure should include: a. Reference materials (design man- uals, equipment manufactures man- uals, tables, charts, computer programs, etc.) b. Calculations c. Sizing requirements d. Placement requirements e. Operation and maintenance require- ments f. Cost requirements g. Reliability requirements h. Standby requirements 2. The procedure to determine if proposed treatment schemes meet regulatory requirements. The procedure should include: ------- 42 a. Reference materials (standards, regulations, design manuals, equipment manufactures manuals, computers, tables, charts, pro- grams, etc.) b. Calculations c. Comparisons d. Criteria for acceptance or rejec- ti on 3. Make calculations for cost of con- struction, operation and maintenance of wastewater treatment plants. Before beginning this course, you should have the prerequisites of: 1. Design II OPERATIONS Ill Wastewater Treatment Facility Operational Evaluation The purpose of this course is to assist the student in learning the procedures for recognizing operational problems and the control actions to be taken to correct the problem. He will base solutions on stan- dards, plant operational capabilities, cost and public relations. When you complete this course, you should be able to: [ For selected combinations of process units (i.e. primary plant, trick- ling filter, activated sludge, advanced waste treatment, etc.)] 1. Recognize operational problems, either simulated or in an actual plant situa- tion. The problems should include: a. Flow b. Characteristics of wastewater or effluent from any unit process(es) c. Power d. Safety e. Public relations f. Personnel g. Political h. Financial i. Planning j. Disaster k. Professional development 1. Staffing m. Training 2. Suggest alternative solutions to opera- tional problems (listed under 1 above) and actually (simulated or in reality) carry out the required action. Before beginning this course, you should have the prerequisites of: 1. Operations II 2. Sumer Work III 3. Design III 4. Government Systems II ------- FIGURE 2. COURSES IN THE ENVIRONMENTAL CONTROL SEQUENCE. TO OPERATIONS *possible starting point for trainee. -I , C,, -I nO I 0 ‘ i i ç C) 10 ,-Cl) 0 rn 11 C r < rn I. -o 0 CD a- >< N) CA ------- FIGURE 3. COURSES IN THE CHEMISTRY SEQUENCE TO BIOLOGY III. 4 4GFMC’ *possib)e starting point for trainee. ------- FIGURE 4. COURSES IN THE ENGLISH SEQUENCE TO SUM.WK.III _________$_________ ENGL. III. ENGL. II. ENGL. I. * *possible starting point for trainee. a, ------- CHEM. III. SUM. WK. I I. q , 4GFNC’ FIGURE 5. COURSES IN THE BIOLOGY SEQUENCE. TO SUM. WK.III. 4 BIOL. III. BIOL. II. BIOJThH CHEM. *possjble starting point for trainee. ------- FIGURE 6 COURSES IN THE PHYSICS SEQUENCE. TO SUM. WK. III. HYD. PH VS. PHYS. T I CHEM. I . * I MA I TH. I. MATH. U I U 4 , A 11 C L I Oco A *possjb7e starting point for trainee. ------- FIGURE 7. COURSES IN THE ECONOMICS AND GOVERNMENT SYSTEMS SEQUENCE. TO OPERATIONS III. GOVT. SYST. GF$O II. I ECON. I I I’ . I ECON. I I GOVT. SYST. I I. I I . *possible starting point for trainee. ------- TO OPERATIONS III. 1 FIGURE 8. COURSES IN THE MATH AND DESIGN SEQUENCE. DESIGN III. H I CONST. SUM.WK. III. j DESIGN I . MECH.II. I _________ MECH._I. _____ _____ MATH. iv. 1 I MATH.III. J I DRAFT.II. ] I I MATH.II. $ I MATH.I. MATH. V. DESIGN II. *possible starting point for trainee. ------- FIGURE 9. COURSES IN THE CONSTRUCTION I SUM.WK.III. I- DRAFTING, SURVEYING AND SEQUENCE. TO DESIGN III. £ CONST. I DESIGN II. SURV. I 4 I_____ 4 DRAFT. I 4 MATH.I. MATH. V. SURV. II. J 1 *possible starting point for trainee. ------- FIGURE 10. COURSES IN THE SUMMER WORK SEQUENCE TO OPERATIONS III. SUM. WK. III. 4 I— 1 u t i NS II. I SUM. WK. I. $ 4 ECON. II. ENGL. II. HYD. DESIGN SUM. WK.1I. BIOL. III. CHEM. II. BIOL. II. ENGL. ENV. CONT II. DRAFT. *possible starting point for trainee. a, ------- FIGURE II. COURSES IN THE OPERATIONS SEQUENCE. PROGRAM GRADUATE A OPERATIONS I I. OPERATIONS I. 1 4 BIOL. II. DESIGN III. OPERATIONS III. GOVT S rST. II. lw-p. 0 SURVEYING I. SUM. WK. III. DRAFT. II. SUM. WK. I. ENV. CONT.II. ------- PROGRAM GRADUATE FIGURE 12.SEQUENCE OF COURSES IN THE FOUR-YEAR WASTEWATER TECHNOLOGY CURRI CULLJM ------- 55 Appendix 3 CURRICULA AND INSTRUCTIONAL MATERIALS AVAILABLE TABLE III MATERIALS UNDER DEVELOPMENT FOR LABORATORY PROCEDURES* The Microscope Wet Mount How to Mix Hand Mixing Use of a Septic Technique in the Tube Transfer of Bacteria How to Use a Comon Laboratory Spectrophotometer How to Weigh to Less than 0.1 Gram Using a Single-Pan Analytical Balance How to Use Automatic Pipettors How to Make Serial Dilutions *John Olive, Project BIOTECH, American Institute of Biological Sciences, 3900 Wisconsin Avenue NW, Washington, DC, 20016. TABLE IV MATERIALS UNDER DEVELOPMENT FOR CIVIL ENGINEERING TECHNOLOGY C 1JRRICULUM* Contracts and Specifications Cost Estimating Hydraulics Reinforced Concrete Design Soil Mechanics Highway Design and Construction Statics Strength of Materials Surveying I Surveying II Water and Sewerage Systems *Kent Sharples, Project CIVTEC, State Board of Technical and Comprehensive Education, 1429 Senate Street, Columbia, SC 29201. ------- 56 TABLE V MATERIALS UNDER DEVELOPMENT ON STANDARD FIELD OPERATING PROCEDURES* Measurement of Flow in an Open Channel by Sharp-Crested Weir and Vertical Staff Gage Settleable Solids pH Determination of Wastewater and Wastewater Treatment Plant Effluents Collecting and Handling of Bacteriological Samples from a Wastewater Treatment Facility Winkler Determination of Dissolved Oxygen - Azide Modification Fecal Coliform Test by the Multiple Dilution Tube Method Total Coliform Test by the Multiple Dilution Tube Method *Haro]d Jeter, Director, Standard Field Operating Procedures, Water Program Operations, Manpower Development Staff, National Training Center, EPA, Cincinnati, OH 45268. ------- 57 TABLE VI MATERIALS UNDER DEVELOPMENT FOR TECH PHYSICS PROJECT** * 1. The Analytical Balance (Measurement, errors, and mechanical equilibrium) /0/ * 2. Automobile Collisions (Momentum and energy) /0/ 3. ThE AUTOMOBILE IGNITION SYSTEM (Electricity and magnetism) /0/ 4. THE BINOCULARS (Waves and optics) /6/ * 5. Californium 252 (Nuclear physics) /11,12/ 6. The Camera (Optics and photographic measurements) /0/ 7. THE CATHODE RAY TUBE (Electric fields and forces) /0/ * 8. The Cloud Chamber (Detection of radiation and phase changes) /0/ * 9. The Electric Eye Control (Modern optics and photometry) /0/ *10. The Electric Fan (Rotational motion) /37/ 11. The Ganii a-Ray Spectrometer (Gamma rays and matter) /0/ 12. THE GEIGER COUNTER (Electrostatics and the detection of radioactivity) /0/ *13. The Guitar (Wave motion and sound) /0/ *14. Hydraulic Devices (Hydraulics and equilibrium) /0/ 15. THE INCANDESCENT LAMP (Thermodynamics, current electricity and photometry) /0/ 16. THE IONIZATION CHAMBER (Electrostatics and the detection of radioactivity) /0/ *17. Laser Light (Modern optics and quantum mechanics) /0/ *18. The Loudspeaker (Sound) /0/ *19. The Management of Nuclear Data (Measurement and error) /0/ 20. The Metal Detector (Electromagnetism) /36/ *21. Meter Movements (Equi1ibr um and electromagnetism) /0/ *22. Motors and Generators (Energy conservation and electromagnetism) /21/ *23. The Multimeter (Current electricity) /0/ *24. Photo-Detectors (The interaction of light and matter) /15/ 25. The Pile Driver (Kinematics, work and energy transformations) /0/ 26. THE POWER TRANSISTOR (Heat transfer) /0/ 27. THE PRESSURE COOKER (Thermal properties of matter) /0/ 28. THE SOLENOID (Magnetism) /0/ 29. The Spectrophotometer, Part I (Geometrical and physical optics) /0/ 30. THE SPECTROPHOTOMETER, Part II (Light) /29/ *31. The Strip-Chart Recorder (Mechanical oscillations and resonance) /37/ 32. THE STROBOSCOPE (Kinematics) /0/ *33 The Thermostatically Controlled Heating System (Heat transfer, heat measurement and thermal properties of matter) /0/ ------- 58 TABLE VI (Continued) 34. THE TOASTER (Heat and energy transformations) /0/ 35. The Torque Wrench (Strains and Torques) /0/ 36. The Transformer (Magnetic properties of matter and alternating currents) /0/ 37. Device still to be decided. (Linear kinematics and dynamics) /0/ 38. The Fluorescent Lamp (Atomic physics) /0/ Titles in ALL CAPITALS are modules which are essentially complete and ready for classroom use. *Are ready for classroom trials. /0/ after a title indicates that it required no prerequisite module. /6/ after a title indicates that module number 6 is prerequisite. **phjljp DiLavore, Project Coordinator, TECH Physics Project, American Institute of Physics, Indiana State University, Terre Haute, IN 47804. ------- TABLE VII MATERIALS AVAILABLE FOR WASTEWATER TECHNICIAN CURRICULUM (CEWT)* Volume II: Curriculum Guidelines, Criteria for the Establishment and Maintenance of Two-Year Post High School Wastewater Technology Training Programs. Trainee Workbooks, Criteria for the Establishment and Maintenance of Two-Year Post High School Wastewater Technology Training Programs. Program Implementation Procedures, Criteria for the Establishment and Maintenance of Two Year Post High School Wastewater Technology Training Programs. *Bernard Lukco, Wastewater Technician Training (CEWT), Manpower Training Branch, Office of Water Program Operations, EPA, Washington, DC 20460. TABLE VIII MATERIALS AVAILABLE ON PREPROFESS1ONAL INDIVIDUALLY PACED INSTRUCTION (PIPI)* Comuni cations General Chemistry Physi Cs College Algebra/Trigonometry Calculus 59 *Kenneth A. McCollom, Associate Dean, Preprofessional Individually Paced Instruction (PIPI), College of Engineering, Oklahoma Stats University, Stillwater, OK 74074. ------- MATERIALS UNDER DEVELOPMENT FOR WASTEWATER PLANT OPERATING PROCEDURES* Screening and Grinding Grit Removal Pump Station Primary Sedirnentati on Activated Sludge (Aeration and Sedimentation) Trickling Filter Chemical Treatment Filtration Chlorination-Dechlorination Sludge Thickening Digestion/Gas Utilization Sludge Conditioning/Dewatering Solids Disposal (Land fill, Incineration) Advanced Wastewater Treatment Support Unit Operations and System (Flow Measurement, Pumping and Piping, Electric Power) Laboratory Analysis Maintenance Safety Management/Supervision Training Administration/Staffing/Personnel Off ice Resources Control/Raw Materials/Equipment/Parts 60 TABLE IX *Carl M. Schwing, Chairman, Pollution Abatement Technology Department, Charles County Coninunity College, La Plata, MD 20646 ------- |