T
A Four-Year Wastewater
 Technology Curriculum

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                                    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

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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

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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

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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

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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

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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

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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

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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.

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1%
_ 1
IL P O1
A Four-Yeat Wastewater
Technology Cunlculum

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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.

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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.

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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.

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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.

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B
A
Figure 1. Key for curriculum flow charts.

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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

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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.

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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

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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.

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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.

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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.

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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.

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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).

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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.

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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

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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.

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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.

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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

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, 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

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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

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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

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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

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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:

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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.

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. \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)

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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

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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

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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.

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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

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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

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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:

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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

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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

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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:

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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.

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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

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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.

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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

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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

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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:

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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

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FIGURE 2. COURSES IN THE ENVIRONMENTAL CONTROL SEQUENCE.
TO OPERATIONS
*possible starting point for trainee.
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C,,
-I
nO
I
0
‘ i i
ç C)
10
,-Cl)
0 rn
11
C
r <
rn
I.
-o
0
CD
a-
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CA

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FIGURE 3. COURSES IN THE CHEMISTRY SEQUENCE
TO BIOLOGY III.
4 4GFMC’
*possib)e starting point for trainee.

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FIGURE 4. COURSES IN THE ENGLISH SEQUENCE
TO SUM.WK.III
_________$_________
ENGL.
III.
ENGL.
II.
ENGL.
I. *
*possible starting point for trainee.
a,

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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.

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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.

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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.

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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.

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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.

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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,

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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.

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PROGRAM GRADUATE
FIGURE 12.SEQUENCE OF COURSES
IN THE FOUR-YEAR
WASTEWATER TECHNOLOGY
CURRI CULLJM

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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.

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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.

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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/

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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.

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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.

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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

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