-------
CREDITS
This manual was developed by the South Carolina Environmental Training
Center in partial fulfillment of a grant number T901536-01 from the U.S.
Environmental Protection Agency Office of Drinking Water. Some sections of this
manual were taken from the Instructor's Technical Manual prepared by the Dynamac
Corporation under an earlier USEPA grant.
Specific recognition is due to the following individuals who were involved in the
development and implementation of this training course:
Project Director
Dr. William Engel, Director, South Carolina Environmental Training Center, Sumter
Area Technical College, Sumter, South Carolina
EPA Frolect Officer
Kenneth M. Hay, Education/Training Specialist; Office of Drinking Water, United
States Environmental Protection Agency
Project Coordinator
Andrew A. Hoi tan. President; A. Holtan and Associates, Whiteford, Maryland
Instructors and Technical Advisors
Stephen G. Elder, Private Consultant, La Plata, Maryland
William Rowell, Director of Compliance and Enforcement,
South Carolina Department of Health and Environmental Control
Lenny Gold, President; Gold & Associates, Towson, Maryland
Instructional Development
Susan McMaster, Director of Staff and Instructional Development, Sumter Area
Technical College, Sumter, South Carolina
Media Development
Jann Jayroe, Media Specialist, Sumter Area Technical College, Sumter, South
Carolina
1
-------
Technical Advisors
Recognition is also due for the following individuals who assisted in selecting
the need-to-know technical information provided in the original manual. This was
accomplished with a great deal of discussion, compromise, and ultimate agreement
on the part of each of the individuals concerned with the development of this
document.
M. K. Batavia, Director, Hater Supply, State of South Carolina
Bill Carpenter, Assistant Training Director, National Rural Water Association
Peter Karalekas, Hater Supply Branch, USEPA Region I, Boston, Massachusetts
Ken Kerri, Professor of Civil Engineering, California State University of
Sacramento
Don Kuntz, Chief, Drinking Hater Division, State of Hest Virginia
Don Moore, Office of Environmental Health, Indian Health Service - Phoenix
Hillia* Price, Chief, Technical Services and Training, Public Drinking Hater
Program, State of Missouri
T. Jay Ray, Hater Supply Branch, USEPA Region VI, Dallas, Texas
H. dough Toppan, Manager, Drinking Hater Program, State of Maine
Bob Hilliams, Hater Supply Branch, USEPA Region II, New York, New York
ii
-------
PREFACE
This Instructor's Guide for Sanitary Survey Training has been developed as an aid
to state agencies who provide instruction to inspectors of water systems. It is
based on the Instructor's Technical Manual for Sanitary Survey Training developed
previously by Dynamac, which contains the minimum information that an inspector
with limited experience needs to know to successfully assess a public water
system.
—-J*The Instructor's Guide and Reference Manual are intended for use in conducting
technical assistance seminars for state and local agency personnel responsible
for state public water supply programs under the Federal Safe Drinking Water Act.
The overall objective of training conducted using these materials is to provide
the minimum training that, when complemented by on-the-job training, will enable
personnel to perform effective evaluations of small public water supply systems
for potential health and safety violations. Personnel attending training where
these manuals are used by an instructor should have a basic knowledge of water
supply systems and some limited on-the-job experience of conducting a sanitary
survey under the immediate direct supervision of an experienced agency inspector,. •
It must be stressed that these manuals provide only "need-to-know" lafonnatioRf-^
that is, only the basic questions, and their rationale and importance, which an
inspector needs to know to adequately evaluate a water system.* -"These manuals do
not provide technical detail on every facet of a water system, nor are they
intended to provide an inspector with the ability to provide technical
assistance. A list of suggested references is provided on p. xxxi to serve as
sources of additional information and detail.
iii
-------
TABLE OF CONTENTS
UNIT TITLE PAGE
CREDITS i
TECHNICAL ADVISORS ii
PREFACE iii
TABLE OF CONTENTS iv
INSTRUCTOR'S NOTES vi
PREPARATION CHECKLIST - Form 1 xii
MILESTONES IN COURSE PLANNING AND PREPARATION xiii
REGISTRATION FORM - Form 2 xix
PARTICIPANT DATA SHEET - Form 3 xx
PROGRAM EVALUATION - Sanitary Survey of Hater Systems - Form 4 xxi
APPENDIX A: LETTER TO SUPERVISOR xxiv
APPENDIX Bs MEMO TO PARTICIPANTS xkv
APPENDIX C: WELCOME TO PARTICIPANTS xxvi
APPENDIX D: AGENDA xxvii
APPENDIX Ej THANK YOU xxix
PROGRAM EVALUATION - Instructor Feedback Report - Form 5 xx*
SUGGESTED REFERENCES xxxi
UNIT 1. ORIENTATION 1
UNIT 2. HATER REGULATIONS 7
UNIT 3. HATER SOURCES
3a. General 9
3b. Hells 11
3c. Springs 13
3d. Surface Sources 15
UNIT 4. PUMP FACILITIES 17
iv
-------
Table of Contents Continued
UNIT TITLE PAGE
UNIT 5. HATER TREATMENT PROCESSES AND SANITARY RISKS 19
UNIT 6. STORAGE
6a. Gravity Storage 24
6b, Hydropneuaatic Tanks 26
UNIT 7. HATER DISTRIBUTION
7a. Distribution Systems 28
7b. Cross-Connections 30
UNIT 8. MONITORING/SAMPLING/RECORDKEEPING 32
UNIT 9. MANAGEMENT/SAFETY 34
UNIT 10. SURVEYS 36
UNIT 11. COMMUNICATIONS/PUBLIC RELATIONS 38
UNIT 12. TECHNICAL ASSISTANCE 40
UNIT 13- CONCLUSION - 42
v
-------
INSTRUCTOR'S NOTES
A thorough understanding of this Instructor's Guide is vital to the
successful presentation of a sanitary survey training program. This manual, when
complemented by on-the-job experience for the learner under the guidance of a
more experienced inspector, will enable the instructor to successfully provide
the minimum training necessary to conduct a sanitary survey. In presenting such
a program, the Reference Manual must be utilized in conjunction with this manual.
This manual is designed for use by individuals who are experts in the field
of water systems and sanitary surveys but who may not be experienced in
training and instructional techniques.
This manual includes audiovisuals and evaluation exercises as well as
detailed instructions for presenting the material and managing sanitary survey
training activities. The content of this manual is designed for presentation to
learners with varying educational backgrounds. Learners being trained using this
manual should be sanitary engineers, sanitarians, or technicians with some
experience in performing sanitary surveys.
Goals
The purpose of the Instructor's Guide and Reference Manual is to provide the
basic outline, text, and materials for use in a training program. The outline
and text should be modified to present the specific situations encountered during
a sanitary survey within a particular area.
The learner's ability to relate course information to the activities of the
sanitary survey is very important. The instructor should explain how the
information presented can be used during.an actual survey. Field exercises
provide the learner with an opportunity to apply the basic "need-to-know"
information to actual situations in the field.
The learner should be able to determine that the water system is complete
and functioning in an approved manner.
Presentation
To successfully present a sanitary survey training program utilizing this
manual, the instructor must be thoroughly conversant with all aspects of small
water systems and the activities of a sanitary survey. Training information is
provided in brief outline form. The outlines are designed to serve as guidelines
to ensure that all relevant information is covered. The outlines in themselves
are not complete sources of information but rather are notes designed to be
expanded upon by the instructor. It is imperative to the successful presentation
of this manual that all points in the outlines be covered.
This outline approach will provide the instructor with may*™"" flexibility
in adapting the training program to the specific needs of a particular area. The
points covered in the outline are general and will apply to most sanitary survey
requirements.
The Instructor can greatly enhance learner understanding by relating
anecdotes from personal experience demonstrating means of determining whether
system activities such as disinfection and cross-connection control are, in fact,
being adequately performed.
vi
-------
INSTRUCTOR'S NOTES (CONTINUED)
The instructor should encourage learner participation by eliciting responses
from then. It is helpful for the instructor to organize teams of four on the
first day to ensure good interaction among learners fro® different locations and
with various levels of experience in conducting sanitary surveys. Experienced
individuals interested in learning how to deliver sanitary survey training should
be designated as team leaders.
Field exercises are included for the purpose of providing "hands-on"
training and should simulate a field survey. They should never become merely
plant tours where the instructor provides all the information. Following field
exercises, group sessions should be scheduled to provide immediate feedback and
emphasize "need-to-know" information.
The technical assistance unit provides an opportunity to discuss additional
field conditions not present at selected sites.
Facilities
The training coordinator should arrange for training facilities. Generally,
training is held in a motel where learners can have room accommodations. The
training facility should be easily accessible to the airport (generally by a
motel lino service) and provide lodging and meals so that travel to restaurants
and rooms does not take away from training time.
The motel should provide a training room with a seating capacity for a
maximum of thirty people, using wing seating. (See Classroom Diagram, page z.)
The training room should be evaluated to ensure easy access to restrooos,
temperature controls, natural and artificial lighting controls suitable to use of
audio-visual equipment, noise control, visibility of audio-visual equipment by
students, and availability of power sources for audio-visual equipment.
Heals
The training coordinator should arrange for the following seals/breaks;
Day 1 Day 2 Day 3 Diy 4
Coffee Break(a.m.) XX- I
Lunch X X - I
Coffee Break(p.m.) XXX-
Guided Discussion -11-
Field Exercises
The training coordinator should select at least two sites for field
exercises. The sites should be typical of situations encountered by sanitary
survey inspectors in the region. The training coordinator should select sites by
giving consideration to the following criteria: 1) access and cooperation by
the owner, 2) proximity to training site and ease of transportation, 3) site
representative of typical systems, 4) level of treatment. (Note: Systems which
have problems are preferred so that common operating problems can be observed.)
vii
-------
INSTRUCTOR'S NOTES (CONTINUED)
Generally, a groundwater system is scheduled for the afternoon of the second
day and a surface system for all of the third day. (This includes estimated
roundtrip commute of two hours.) The coordinator should try to arrange for vans,
if possible, because a car pool of more than two or three vehicles creates
confusion.
The coordinator should ensure that both instructors and learners have
appropriate clothing.
The coordinator/instructors designate field teams and team leaders to
conduct the sanitary survey. Each team should have individuals with various
levels of experience and from different locations, if possible, to ensure
interaction. Individuals with experience should be designated as team leaders.
Each team should fill out a sanitary survey form, as though they were actually
conducting a survey. (Instructors may have to supply some information which
would be too difficult or time-consuming to collect on-site.) Learners should
record their observations but should be instructed to be courteous and not to
make negative comments to site personnel. A debriefing session back at the
training site should be scheduled following the field exercises. At that time
learners are encouraged to share their observations concerning potential safety
and sanitary risks.
Learner Preparation
Prior to the presentation of each unit, learners should read the basic
material in the Reference Manual. This will familiarize learners with topics to
be covered in the unit so that they can contribute actively to unit sessions.
Specific assignments are listed in the Instructor's Guide and in the Reference
Manual. Instructors should assign each section in advance of the session.
Fleiibllitv
The manual is designed to accommodate specific requirements of the
participants and of the local circumstances. The instructor should be aware of
the level of education and experience of the group because it will determine the
amount and depth of technical information to be presented during a particular
training program.
Hhen possible, instructor materials such as site naps, well logs, and
engineering plans should represent actual circumstances in the learner's
particular geographical area.
Content Modification. Changes in the content of the manual can be made
in order to reflect the types of systems or supplies that learners will
encounter in a particular area without disruption to the overall
organization of the manual. The lesson objectives and Instructional
strategies are sufficiently flexible to accommodate additions and
deletions of material.
Instructors are encouraged to add additional materials, visual aids,
examples and anecdotes to supplement the basic material of this manual.
However, care should be taken to assure that additions relate directly
to the instructional objectives and do not stray from the category of
"need-to-know" information. Any changes should always relate directly
to improving the learner's ability to conduct a successful sanitary
survey.
viii
-------
INSTRUCTOR'S NOTES (CONTINUED)
Schedule Modification. The Proposed Agenda is set up on a 3 1/2-day
block of time. If such a schedule is impractical, the agenda may be
modified since each unit is independent. For example, one or more
units can be presented in an evening or on partial days over a tuo-to
three-week period.
Evaluation
At the close of the training, all participants {learners and instructors)
should be asked to evaluate the overall effectiveness of the presentation.
Specifically, the instructional staff, training material, presentation
organization, and training facilities should be evaluated. These evaluations can
be used to identify deficiencies and make improvements in the overall program.
ix
-------
Training Equipment
2 natte screens
1 blackboard/chalk
1 flip chart/markers
1 overhead projector
1 16 mm projector (with take-up reel)
1 carousel slide projector (with tray and remote control)(Ektagraphic III)
1 Hollensak cassette tape player synchronized (with the slide projector)
2 extension cords
1 light pointer
1 telescopic pointer
Name tags (both table top and pin on)
Include name and geographic location. Seat assignments using tabletop
name cards may facilitate interaction.
(*Spare bulbs for all projectors)
x
-------
Classroom Diagram - (Wing seating arrangement)
Blackboard
» '
Table for
\
Slide Projector
and 16mm movie
Projector
o o o
xi
-------
Form 1
PREPARATION CHECKLISTS
Priiliiimiry Activities* Use this checklist in planning and preparing for the
training sessions. Additional steps may be necessary to meet specific
requirements.
Review all materials thoroughly, paying particular attention to
the Instructor's Guide.
Set the dates for the program and schedule the facilities.
Facility considerations include;
Meeting room of adequate size
Adequate number of tables and comfortable chairs
Nearby facility for lunch
Coffee and refreshments available
Lodging for off-island participants
Proximity to sites for field exercise
Schedule field exercises.
Prepare and mail letters of invitation and Participant Data Sheets
(Form 3, page xxi> to prospective participants.
Adjust course to meet specific requirements, if necessary.
Prepare Roster of Participants. (See Form 2, page xix.)
Send Acknowledgment Form and Course Notes to participants 2 weeks
in advance,
Hake arrangements for equipment (page x).
Duplicate all materials to be handed out to the students.
Simulation exercises
Evaluation forms
Other materials to be added by the instructor
Field site evaluation/inspection for*
Presentation Checklist. Use this checklist to prepare for each presentation.
Review entire lesson thoroughly, including material in Reference
Manual.
Study lesson objectives.
Study basic material. Clarify questions; insert specific local
information.
Duplicate handouts (if any).
Prepare other material as needed to complete lesson.
Make sure necessary equipment is available and functional.
xii
-------
MILESTONES ID COURSE PLANNING AND PREPARATION
The following pages list major areas of course responsibilities in a chrono-
logical order to facilitate orderly and timely accomplishment. The table also
facilitates assignment of these responsibilities to various staff members.
5 TO 6 MONTHS BEFORE COURSE
Determine to have course.
Designate Course Coordinator
and Course Secretary.
Review responsibilities.
Select site and site
facilitator.
Commit meeting/hotel
facilities.
Develop Course Announcement
including location, date,
general statement of course
content and training objectives.
Contact supervisors to select
participants (See Appendix A).
Decide on instructors.
4 TO 5 »NTHS BEFORE COURSE
Receive, review, act upon
Course Applications, continuing
until course begins.
Maintain records on deposition
of each application, continuing
through course.
Inventory Reference Manuals.
Instructor'3 Guides; Order needs.
Attend previous workshop.
Arrange sites for field exercises.
xiii
-------
3" MONTHS BEFORE COURSE
Distribute copies to staff of
Milestones, Instructor's Guide.
Reterence Manual, transparencies,
and any other pertinent training
resources.
Review responsibilities and
guides, etc.
Assign topics to instructors.
Develop summary plan for course.
Inventory equipment/supplies.
List and commit lending sources.
Order rest.
Inventory learner reference
texts. Order needs.
2 MONTHS BEFORE COURSE
Finalize Course Schedule
(see Appendix D).
Request equipment needs from
lending sources.
Request training aids from
lending sources.
Send letter of confirmation to
participants (see Appendix B).
xiv
-------
6 WEEKS BEFORE COURSE
Check out operation of all
major pieces of equipment.
Prepare for training.
1 MONTH BEFORE COURSE
Send summary (to date) to staff
of registered learners, continuing
to course beginning.
Check on progress of staff
preparations for instruction,
continuing through course.
Prepare all administrative forms
and materials needed for course
presentation.
Plan and rehearse classroom
presentations using all re-
quired training aids.
Finalize.
Arrange for transportation
to field exercise sites.
Obtain any duplicated instruc-
tional materials (data sheets,
etc.).
2 WEEKS BEFORE COURSE
Arrange for security of
meeting room.
Make name tags.
-------
1 WEEK BEFORE COURSE
Inform building food service
of number of expected students
and course lunch tines (as
appropriate).
3 DAYS BEFORE COURSE
Finalize seating arrangement
for classroom.
Assemble course materials
in classroom (learner texts,
administrative materials, etc.).
Distribute as appropriate.
Ready classroom instructional
aids.
Check out all classroom equip-
ment (electrical systems, PA,
projection equipment) and
obtain back-up accessories
(bulbs, etc.).
COURSE OPENING
Conduct opening exercises.
Participate in course opening.
Complete any required student
records, including roster.
Administer pretest.
Prepare course certificates if
needed at end of week.
-------
EVERY DRY OF COURSE
Maintain general supervision
of course.
Bring appropriate slides,
transparencies, and handouts.
Keep any general records
(e.g., attendance) as required
to document successful course
completion.
DRY 2 AMD DRY 3 OF COURSE
Provide transportation to sites.
DRY 4 OF COURSE
Administer post-test.
Administer learner evaluation.
Award certificates.
WITHIN THO WEEKS OF COURSE
PRESENTATION
Return or replace any borrowed
equipment/supplies.
Return or replace any borrowed
training aids.
Order repairs or replacements
of own equipment used in course.
Complete and file evaluation
records on all learners in
predetermined area.
xvii
-------
WITHIN TWO hmS OF CQURS15
PRESENTATION (CONTINUED)
See that all learners have been
appropriately notified of their
degree of success in completing
the course.
Participate in staff session
on evaluation of course and
recommendations for future
offerings.
Prepare course summary/
evaluation report.
Complete and file entire
course records in mutually
determined area.
-------
For* 2
Registration Form
HATER SUPPLY SYSTEMS-SANITARY SURVEY
Location:
Date:
Student Address
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18.
19.
20.
xiz
-------
For* 3
ENVIRONMENTAL PROTECTION AGENCY/SOUTH CAROLINA HATER QUALITY INSTITUTE
"Hater Supply - Sanitary Surveys"
Course
PARTICIPANT DATA SHEET
NAME DATE
EMPLOYER COURSE LOCATION
& DATE
ADDRESS
PHONE NUMBER
SOCIAL SECURITY NUMBER - -
(This information will be confidential and used for reimbursement
procedures only.)
JOB TITLE
CURRENT DUTIES
EDUCATION:
College of Hard Knocks
Associate Degree In
Undergraduate Degree(s) In
Graduate Degree(s) in
Training or Operational Certificates
EXPERIENCE:
Years in Environmental Health
Years in Hater Supply
Years in Sanitary Surveys
Years in Hater Supply Systems Operations
xx
-------
For* 4
HATER SUPPLY SYSTEMS - SANITARY SURVEY
EVALUATION QUESTIONNAIRE
Date of Completion Location of Presentation
Participant's Job Title or Description
Years of Experience
Excellent Good Fair Poor
1. How would you rate this training
course in terms of its overall
use to you? ____
2. How would you rate the class-
room facilities in terms of
their positive contribution
to the learning experience?
3. Hoh would you rate the various
teaching aids in terms of their
positive contribution to the
learning experience?
a. audio-visual aids
b. handout materials
c. course notes-content
d. course notes-diagrams
e. course notes - format
f. lab equipment
4, How would you rate your
instructors in terms of their
teaching ability? (Please write
in instructors' names.)
a.
b.
c.
d.
e.
5. How would you rate the field
exercise?
xxi
-------
Form 4 (Continued)
6. Mould you recommend this training
course to State or other personnel? Yes No
7. Would you recommend this training
course to other people at your facility? Yes Ho
8. Has there anything about this course, the
instructors and/or classroom facilities
that particularly bothered you? Yes No
If yes, please specify;
9. Has there anything about this course, the
instructors and/or classroom facilities
that particularly pleased you? Yes No
If yes, please specify;
10. Do you feel that you had adequate
opportunity to pursue issues, ideas
and/or information that are relevant
to your Job requirements?
If yes, please specify;
11. Generally speaking, this training course . . .(Please circle appropriate
responses.)
a. bored me e. helped me professionally
b. interested me f. was poorly designed
c. was too long g. was well designed, but poorly presented
d. Hasted my time h. Has given to the wrong people
12. Did the objectives and content of
the course conform to the description
of the course given to you prior to
your attendance? Yes No
If not, please comment further;
xxii
-------
Form 4 (Continued)
13. This training course would be significantly improved by...(Please circle
appropriate responses and provide specific comments in Item No. 16.)
a. having other personnel teach it
b. modifying course content
c. modifying amounts of time allocated to specific topics
d. holding class meetings in a different physical environment
e. increasing the use of slides and films
f. making classes more informal and less lecture-oriented
g. increasing the number of lectures
h. increasing the number of workshops or problem-solving sessions
i. other changes (please specify)
14. Here the objectives of this course
clearly stated and achieved? Yes No
If not, please comment further:
15. Has the field exercise helpful in applying
classroom Information? Yes No
If not, please comment further:
16. How would you rate the Sanitary Survey form used during this workshop?
Excellent Good . Fair Poor
a. usable a.
b. comprehensive b.
17. What would you add, delete or otherwise change in the Sanitary Survey form?
18. Please make whatever additional comments you think are relevant to an
evalaution of this training course. You may want to expand upon comments
made in various portions of this questionnaire or to say something you have
not had the opportunity to say.
xxiii
-------
APPENDIX A: LETTER TO SUPERVISOR
Date
Mr. John Doe
Street Address
City, State Zip
Dear Nr. Doe:
He are looking forward to conducting the training course entitled
"Basic Need to-KnoH on How to Conduct a Sanitary Survey" on date at the
Hotel ABC, City State.
The objectives of the course are to develop the ability to
recognize problems of sanitary or safety significance and to evaluate
the ability of the system to produce a safe and adequate supply of
potable water.
I ant enclosing the agenda. As you can see, the field exercise is
an integral part of the program. This is a supervised exercise in
which the students will conduct sanitary surveys of two water supply
systems.
Once you have selected your representatives and advised them of
this course, you should send or call their names to ay secretary,
Mrs. ¥., or to me. He will then advise each of these individuals of
the logistics for making travel arrangements. He need to have these
names no later than date.
Sally H at Area Code/maber is the on-site coordinator for this
course.
If you need additional information, please contact me.
Sincerely,
Program Director
Enclosure
xxiv
-------
APPENDIX B: MEMO TO PARTICIPANTS
Date
TO: Sanitary Survey Workshop Participants
RE: Confirmation of Enrollment in Sanitary Survey Workshop - City,
State
This letter is to confirm your enrollment in the workshop on "Basic
Need-to-Know on How to Conduct a Sanitary Survey" scheduled for date at
the Hotel ABC, City, State.
The workshop will be conducted under the auspices of the South Carolina
Hater Quality Institute and funded by the U.S. Environmental Protection
Agency.
Reservations will be made for you at the Hotel ABC for the nights of
dates. A complimentary shuttle service is available from the airport.
The telephone number for Hotel ABC is Area Code/Number.
As- the enclosed agenda reflects, you should plan to arrive at the
conference site on day. There will be materials for you at the
registration desk which include a reading assignment. Plan to arrive
sufficiently early to complete this reading prior to the first class.
Also, please note that two field exercises are scheduled during the
workshop. You should bring appropriate clothing for the onsite visits
to the water supply systems.
If you have additional questions, you may contact either:
(Give names, addresses, and telephone numbers)
He look forward to your participation in the workshop.
Sincerely,
Program Director
Enclosure
xxv
-------
APPENDIX C; WELCOME TO PARTICIPANTS
COURSE PARTICIPANTS:
Welcome to the Hater SuppIy Systems Training Course - "Basic
Need-to-Know On How To Conduct A Sanitary Survey."
The material you received upon registration (or in the mail)
included a course agenda and a compilation of course notes for your use
during the training program.
Although it's late, you are requested to review and become
familiar with the agenda and Units 1, 2, 3, 5, and 6 of the 3-ring
binder of Reference Manual, so that we can make the best possible use
of classtime. Note; He Hill begin class day at 3:30 a.m. at the Hotel
ABC (check with the front desk upon arrival for the room location).
I look forward to working with you during the next four days.
Sincerely,
Project Coordinator
xxvi
-------
APPENDIX D: AGENDA
SOUTH CAROLINA HATES QUALITY INSTITUTE
AND
UNITED STATES ENVIRONMENTAL PROTECTION AGENCY
MATES SUPPLY SYSTEMS TRAINING COURSE
BASIC NEED-TO-CTOH ON HOW TO CONDUCT A SANITARY SURVEY
DATE
LOCATION
WORKSHOP AGENDA
READING ASSIGNMENT - Units 1, 2, 3, 5, 6
Time
Day 1
15
45
30
15
85
minutes
minutes
minutes
minutes
minutes
120 minutes
90 minutes
60 minutes
Welcome and Introductions
Unit 1: Orientation
Unit 2: Water Regulations
Break
Unit 3: Water Sources
1. General
2. Hells
3. Springs
4. Surface Sources
Pretest
LUNCH
Unit 5s Hater Treatment
Break
Unit 5: Hater Treatment
(Continued)
Break
Unit 6: Storage
1. Gravity Storage
2. Hydropneumatic Tanks
Directed Discussion
Introduction of Faculty and
Students
READING ASSIGNMENT - Units 4, 7, 8
Day 2
60 minutes
45 minutes
60 minutes
60 minutes
90 minutes
210 minutes
Unit 4: Hater Pup Facilites
Unit 7 s Distribution
A. Distribution Systems
Break
B. Cross Connections
Films "Anybody Can Do It"
Unit 8: Monitoring/Sampling/
Recordkeeping
LUNCH
Review of Sanitary Survey Forms
and Background of Survey Site
Field Exercise (Hell Supply
System)
Review and Discussion of Field
Exercise
xxvii
-------
APPENDIX D (CONTINUED)
READING ASSIGNMENT - Units 9 through 13
Day 3
Day 4
Tlae
480 minutes
60 minutes
60 minutes
45 minutes
150 minutes
30 minutes
Field Exercise (Surface Hater
System)
Review and Discussion of Field
Exercise
Unit 9:
Unit 10s
Break
Unit 11:
Unit 12:
LUNCH
Unit 12:
Management/Safety
Surveys/Sanitary
Survey Reports
Communi cat ions/Public
Relations
Technical Assistance
Technical Assistance
(continued)
Unit 13; Conclusion
Adjourn
xxviii
-------
APPENDIX Is THANK YOU LETTS
date
Mrs. N
Street Address
City, State Zip
Dear firs. H:
On date Mr. N of your staff provided at our request a tour of the I¥Z Supply
System.
The tour was an integral part of the field exercise portion of the four-day
course to train state regulatory inspectors in tow to conduct a sanitary survey
of a public water supply system.
Mr. N was extremely cooperative and assisted us very ably in explaining the
water supply system.
He wish to thank you and Mr. N for the cooperation and assistance provided.
Sincerely,
Project Coordinator
xxix
-------
Form 5
Program Evaluation
Instructor Feedback Report Form
(10 minutes)
Mote to the instructor: These questions are presented only as a guide to assist
you in organizing your impressions of the conduct and outcome of the program.
Your report should include important subjective and observational information for
you in continually upgrading the training program.
The Learners
1. Were they motivated?
2. Did the units meet their needs?
3. Hhat Has not covered that should have been?
4. Hhat was their reaction to the Reference Manual?
The Training Techniques
1. Were the training techniques and methods appropriate for and helpful in
presenting the material? Please explain.
2. Wat techniques were most effective? Least?
3. Hhat changes would you suggest to the designers of the program?
XXX
-------
SUGGESTED REFERENCES
1. Hater treatment Plant Operations, Voluae I
Hater Treatment Plant Operations, Voluae II
Hater Supply System Operation
Available from: Kenneth Kerri
Department of Civil Engineering
California State University, Sacramento
6000 J Street
Sacramento, CA 95810
(Phone: 916-454-6142)
Prices §30.00 per manual
2. Manual of Hater Utility Operations
Available from: Texas Hater Utilities Association
6521 Burnet Lane
Austin, TX 78757
Price; $17,00
3. A Manual of Instruction for Hater Treatment Plant Operators
Available from: Health Education Services, Inc.
P. 0. Box 7126
Albany, NY 12224
Price: S3.13
4. Planning for an Individual Hater System
Available from: American Association for Vocational
Instructional Materials
Engineering Center
Athens, GA 30602
Price; $7.65
5. Hater Systems Handbook
Available from: Hater Systems Council
Price: $6.00
221 North LaSalle Street
Chicago, IL 60601
6. Environmental Engineering and Sanitation — by Joseph A. Salvato
Available from; John Hiley & Sons, Inc.
Somerset, NJ 08873
Price: $55.00
7. National Interim Primary Drinking Hater Regulations
Available from: Superintendent of Documents
U.S. Government Printing Office
Hashington, D.C. 20402
Stock No. 055-000-00157-0
Price: $5.50
8. Manual of Individual Hater Supply Systems
Available from: Superintendent of Documents
U.S. Government Printing Office
Hashington, DC 20402
Stock No. 055-000-00229-1
Price: $6.00
xxxi
-------
Suggested References (Continued)
9. "Hon to Conduct a Sanitary Survey" Procedures Manual
Available from: New Mexico Health and Environmental Department
Environmental Improvement Division
P. 0. Box 968
Santa Fe, NM 87504-0968
Price: $4.00
10. "National Interim Primary Drinking Hater Regulations"
Available from: Environmental Protection Agency
Office of Hater Supply
Washington, D.C. 20460
EPA-570/9-76-003
11. "National Secondary Drinking Hater Regulations"
Available from: Environmental Protection Agency
Office of Hater Supply
Washington, D.C. 20460
EPA-570/9-76-000
12. "The Safe Drinking Hater Act Handbook for Hater System Operators"
Available from: AHHA
6666 H. Quincy Avenue
Denver, Colorado 80235
13. "Introduction to Hater Sources Transmission" Volume I
Available from: AHHA
6666 H. Quincy Avenue
Denver, Colorado 80235
14. "Introduction to Hater Treatment" Volume II
Available from: AIWA
6666 H. Quincy Avenue
Denver, Colorado 80235
15. "Introduction to Hater Distribution" Volume III
Available from: AHHA
6666 H. Quincy Avenue
Denver, Colorado 80235
16. "Introduction to Hater Quality Analyses" Volume IV
Available from: AHHA
6666 H. Quincy Avenue
Denver, Colorado 80235
17. "Basic Science Concepts and Applications" Reference Handbook
Available from: AHHA
6666 H. Quincy Avenue
Denver, Colorado 80235
xxxii
-------
Suggested References (Continued)
18. "Manual of Hater Utility Operations"
Available from; Texas Hater Utilities Association
6521 Burnet Lane
Austin, Texas 78757
19. "Manual of Instruction for Hater Treatment Plant Operations"
Available from Health Education Service
P. 0. Box 7283
Albany, New York 12224
20. "Planning for an Individual Hater System"
Available from: American Association for Vocational Instructional
Materials
Engineering Center
Athens, Georgia 30602
21. "Hater Treatment Plant Operation" Volume I
Available from: Kenneth Kerri
Department of Civil Engineering
California State University, Sacramento
6000 J Street
Sacramento, California 95819-2694
phones 916-454-6142
22. "Hater Treatment Plant Operation" Volume II
Available from: Kenneth Kerri
Department of Civil Engineering
California State University, Sacramento
6000 J Street
Sacramento, California 95819-2694
phone: 916-454-6142
23. "Hater Supply System Operation" Volume III
Available from: Kenneth Kerri
Department of Civil Engineering
California State University, Sacramento
6000 J Street
Sacramento, California 95819-2694
phone: 916-454-6142
ADDITIOHAL READINGS
1. Hater Treatment Plant Design, prepared jointly by the American Hater Horks
Association, Conference of State Sanitary Engineers, and American Society of
Civil Engineers
Available from: Data Processing Department, AHHA
6666 H. Quincy Avenue
Denver, CO 80235
Order M0. 10006
Price: To members - §14.40; nonmembers - $18.00
xxxiii
-------
Suggested References (Continued)
ftnfl—XFCfltMcnts—A oil Public Hfltffir—Sypplicsi
American Hater Works Association, Third Edition, McGraw-Hill, 1971
Available from; Data Processing Department, ANNA
6666 H. Quincy Avenue
Denver, 03 B0235
Order No. 10008
Price: To members - $34.10; nonmembers - $42.60
3. Manual of Treatment Techniques for Meeting the Interim Frjjpry Drinking
Hater Regulation; EPA 600/8-77-005
Available from: ORD Publications
US1PA-CERI
26 West St. Clair Street
Cincinnati, OH 45268
Price: Free
AUDIO-VISUAL TRAINING MATERIALS
m.—
1. "Anybody Can Do It"
Supplier: Out of Print
2. "Safe Handling of Chlorine"
Supplier: ANNA
Technical Library
6666 N. Quincy Avenue
Denver, Colorado 80235
phone: 303-794-7711
Slide/Tapes
1. "Safe Handling of Hater Treatment Chemicals"
Supplier: ANNA
Technical Library
6666 H. Quincy Avenue
Denver, Colorado 80235
phone: 303-794-7711
Slides of Case Histories
Individual libraries
XXX iv
-------
Course:
Sanitary Survey Training
Unit 1: Orientation
Estiaated Time: 60 minutes
Entering Competencies: Learners entering this course should be experienced
state and local agency personnel employed by the state
public water supply programs and responsible for
inspection and enforcement under the Federal Safe
Drinking Hater Act. Learners should have a basic
knowledge of Hater supply systens and some on-the-job
experience with sanitary surveys conducted by experi-
enced agency personnel.
Learners Hill assess their entering competencies and
discuss the purpose of the training sessions.
Learners need to understand that this course covers only
the basics—the "need-to-know" information—about hon to
conduct a sanitary survey. Also, both the instructor
and the learners need to assess the entering competen-
cies so that the instructor can draw on the experiences
of the learners to enhance the learning experience
levels for the class participants.
Evaluation Activities? A pretest will be administered to determine the back-
ground knowledge of the learners. (Make copies from
Instructor's Technical Manual, pp. 1-4 through 1-6.) It
should be clearly stated to learners that the purpose of
the pretest is to assess previous knowledge; they will
not receive a grade per se, and they cannot fail the
pretest. The pretest will be administered again at the
end of the training sessions as a post-test to assess
the knowledge gained during the training sessions.
Resources: Instructor's Technical Manual, pp. 1-1 through 1-24.
Pretest is included in Instructor's Guide.
Instructional Approach: The delivery of Unit 1 is critical to the success of the
entire training session. In addition to the information
gained from the results of the pre-test, the instructor
should listen carefully to learners as they explain
their background to the class and make notes so that
during the training session the instructor can ask
learners to share experiences from their areas of
expertise. The instructor should respond positively to
learners and encourage questions. People learn more
quickly and remember longer when they become active
learners. Learners should be advised they Hill be
responsible for reading assignments in Course Notes*
ahead of time so that class time can be spent applying
the information through a case-study approach. Hhile
encouraging participation, the instructor is responsible
for controlling the class so that the discussion always
zeros in on the "need-to-know" information. In such a
short course there will not be time for long-winded
anecdotes or even "should-know" or "nice-to-know"
information.
1
Objective:
Justification:
-------
Presentation Outline
by Topic:
Registration (Instructor's Technical Manual*,
pp. i-2 and 1-3)
Orientation
introductions of Instructors and Learners
Overview of Sanitary Surveys {ITM, pp. 1-8
through 1-15)
Pretest (ITM, pp. 3-2, 1-4 through 1-7)
*Hereafter, referred to in Presentation Outline
ITM.
-------
Enabling Objectives:
At the end of Unit 1, the learners will be able to
perform the following enabling objectives:
Objective Resource/Learning Activity
1. Determine areas of knowledge that Refer to Reference Manual* 1-4.
need strengthening during the
training sessions.
2. Define a sanitary survey and explain lefer to RM 1-4.
why sanitary surveys are conducted.
3. List the activities that occur during Refer to RM 1-4 and RM 1-5.
a sanitary survey and their rationale.
4. Recognize that the focus of the training Refer to Ml 1-5.
will be on identifying and recognizing the
conditions that night cause sanitary risks
in a typical water system.
5. List the basic components of a water
supply system.
*Hereafter, referred to as 19!.
3
-------
PBI-TEST/POST-TEST
Learner's Code
Years in Hater Supply
(Circle One)
Water Supply Systems-Sanitary Survey PRE-TIST
POST-HST
This test is intended to assess your prior knowledge of water systems and their
operations. At the conclusion of the training program, a post-test will be
administered to evaluate your progress and the overall effectiveness of the
program, there may be more than one correct answer to some of these questions.
1. Smaller water systems usually have
* a. a greater variation between the average daily demand and the maximum
daily demand than do larger water systems'
b. less variation between the average daily demand and the maximum daily
demand than do larger water systems
c. a variation between the average daily demand and the maximum daily
demand similar to that of a larger water system
2. Which of the following is a factor affecting the likelihood that a given
source of pollution may contaminate a well?
* a. depth of well
* b. distance from well
* c. type of pollutant
d. diameter of a well
3. A system is producing 500,000 gallons of water per day and utilizes 10
pounds of chlorine per day for disinfection. The estimated chlorine dose
is
a. 0.4 mg/1
b. 0.2 mg/1
* c. 2.4 mg/1
d. 4.0 mg/1
4. The best reason intakes should be located at various depths in a surface
impoundment is to
a. withdraw the maximum amount of water
* b. withdraw the best quality water
c. provide a backup in case of clogging of an intake
5. The accepted method for determination of turbidity is
* a. Nephelometric method
b. Jackson Unit
c. Amperometric method
* Designates Correct Answer
4
-------
6. An increase of turbidity in a spring collection chamber after a rain
indicates
a. a defective drain valve
b. backfloH of treated water
* c. surface water contamination of the source
7. The AWWA-recommended procedure for disinfection of new water nains involves
a, 200 mg/chlorine dosage with a 10 ng/1 residual after a 3-hour contact
time
b, 10 mg/1 chlorine dosage with a 25 ng/1 residual after a 1-hour contact
time
c, 2.0 ng/1 chlorine dosage with a 2 ng/1 residual after a 30-aiinute
contact tine
* d. 50 mg/1 chlorine dosage with a 25 mg/1 residual after a 24-hour contact
8. Samples for free chlorine residual
a. can be stored up to 6 hours before analysis
b. can be stored up to 1 hour before analysis
c. can be stored up to 24 hours before analysis
* d. aust be analyzed immediately after sampling
9. The casing in a well with a vertical turbine pump is installed to do all
of the following except
a. prevent collapse of the well
* b. support pump mechanism and pipes
c. exclude pollutants
d. provide a column of store water for pump
10. When a well is constructed, a cement grout is used to
a. hold the pump mechanism in place
* b. fill the annular space around the well casing
c. provide a base for the pump discharge head
d. prevent sand from entering the pump
11. Pitless adapters are used to
a. eliminate the need for a well pit
* b. permit the direct connection of the well casing to the distribution
system
c. supply water to isolated areas during distribution system repair
d. connect distribution system to storage facilities
12. In a vertical turbine pump, adding stages (impellers)
* a. increases the output (gpm)
b. increases the total dynamic head capability
c. has no effect on output or head
d. reduces motor amps in an Inverse proportion to the number of stages
5
-------
13. When testing for drawdown level in a well using the air line method, the
gauge indicated "0" ft. of water. Which of the following could not cause
this to happen?
a. Hole in the air line
* b. Pinched air line
c. Hater level below air line
d. Bad gauge
14. Common problems observed in hydropneumatic storage facilities include
* a. improper air/water ratio
* b. water logged tank
* c. inadequate pressure relief system
* d. cut-in/cut-out range
15. When surveying a pump system, the items to evaluate include
* a. adequacy to meet peak demand
* b. number of pumps and their frequency of use
* c. electro/mechanical equipment
* d. excessive leak from stuffing box
16. Altitude valves are used to
a. maintain proper level in well
* b. control storage tank to preset levels
c. provide flow control at varying pressures
d. permit water to flow in one direction only
17. The following are components of a distribution system:
* a. thrust blocks
* b. blow off valves
c. pitless adapter
* d. relief valves
18. The air release-vacuum breaker valve serves what purpose on a deep well
operation?
* a. When well pump initially starts, it relieves air from column pipe
* b. When well pump shuts down, it allows the column pipe to dewater
* c. Prevents air fro* entering system
d. Prevents cross-connections
6
-------
Course:
Sanitary Survey Training
Unit 2:
Estimated Time:
Entering Competencies:
Objective:
Justifications
Evaluation Activities:
Resources:
Instructional Approach:
Presentation Outline
by Topic:
Hater Regulations
30 minutes
Learners should have read Unit 2 prior to the
session.
Learners Hill be able to apply federal and state
drinking water regulations when conducting a
sanitary survey.
In order to ensure that water treatment facilities
are in compliance with regulations, learners must
be able to apply the standards and criteria and
ensure that procedures for controlling contaminants
in public water supplies are being followed.
Given a description of contaminant levels in a
water treatment system or a procedure used at a
water treatment facility, learners will determine,
with a minimum of 80% accuracy, if the facility is
in compliance, what regulation or act applies, who
is responsible for compliance, and how well the
procedures are enforced.
Instructor's Technical Manual for Sanitary Survey
Training (Unit 2)
National Interim Primary Drinking Mater Regulations
(40 CFR 141)
National Interim Primary Drinking Hater Regulations
Implementation (40 CFR 142)
National Secondary Drinking Water Regulations (40
CFR 143)
Hater Treatment Plant Operation (Volume II,
Chapter 22)
Learners should have read Unit 2 in advance and
should be prepared to answer questions concerning
the requirements for compliance with federal
regulations. They should be asked to evaluate
contaminant levels and procedures of hypothetical
cases based on the instructor's and their own
experiences and determine if the facility would be
in compliance and what the enforcement procedures
would be. The instructor should emphasize
important regulations that impact on compliance.
Safe Drinking Water Act (ITM, p. 2-3)
National Interim Primary Drinking Hater
Regulations (ITM, pp. 2-3, 2-4, 2-6, 2-17)
National Secondary Drinking Hater Regulations (ITM,
p. 2-5)
Sites To Be Avoided (ITM, p. 2-3)
Microbiological and Chemical Contaminants and
Radioactivity Levels (ITM, pp. 2-4 and 2-6)
Hater Purveyor Requirements (ITM, p. 2-4)
7
-------
Enabling Objectives:
At the end of Unit 2, learners should be able to do
the following:
Objective
Resource/Learning Activity
6.
7.
8.
Explain the purpose and basic provisions
of the Safe Drinking Hater Act.
Explain the purpose and applicability
of the National Interim Primary Drinking
Hater Regulations (NIPDHR).
Distinguish between a coomunity Hater
system and a noncomaunity water system.
List types of sites for water systems
that should be avoided, if possible.
Specify the maximum permissible microbiological
and chemical contaminant and radioactivity
levels for these properties of drinking water:
inorganic chemicals, organic chemicals,
turbidity, microbiological contaminants, and
radiological contaminants. Identify special
monitoring requirements under NIPDHR.
Identify the responsibilities for
implementing NIPDWRs.
Identify the responsibilities of the
water utility for implementing NIPDHR.
Explain the purpose and enforceability
of the National Secondary Drinking
Hater Regulations and the maximum
contaminant levels allowed.
Refer to RM 2-2.
Refer to RM 2-2.
Refer to RM 2-2 and 2-4.
Refer to RM 2-4.
Refer to RM 2-10,
and 2-14.
2-12,
Refer to RM 2-6, and
2-7.
Refer to RM 2-4, 2-6 and
2-8.
Refer to RM 2-8 and
2-14.
9. Given case study examples, determine if the
facility is in compliance or not, what
act applies, and if the compliance is
enforceable.
10. Discuss why standards are important from a
health standpoint.
8
-------
Course;
Unit 3a:
Estimated Time:
Entering Competencies:
Objective:
Justification:
Evaluation Activities:
Resources:
Instructional Approach:
Sanitary Survey Training
Hater Sources - General
30 minutes
Learners should have read Unit 3a prior to the session
and mastered the hydrologic cycle.
The learners will be able to discuss the hydrologic
factors affecting raw water quality and the importance
of various water demands with a minimum of 80% accuracy.
The first step in providing drinking water is to locate
an acceptable source with an adequate supply. The
inspector must be able to determine the quantity of
water needed and evaluate the source for both quality
and quantity. A basic understanding of the hydrologic
cycle Is helpful in evaluating a water source.
The learners will be able to trace water through
the hydrologic cycle and identify possible points of
contamination. They will be able to determine the
adequacy of the quality and quantity of water.
Instructor's Technical Manual for Sanitary Survey
Training (Unit 3a)
Manual of Individual Hater Supply System (Part 1)
Hater Systems Handbook
Hater and Hastewater Engineering (Volume 1, Chapter 6)
Hater Treatment Plant Operations (Volume 1, Chapters 2
and 3)
Hater Supply System Operation (Chapter 2)
Learners have copies of most transparencies in the
Course Notes. At the beginning of the session, learners
should be asked to quickly label a copy of
Transparencies 3-1 and 3-2 from which the labels have
been eliminated. Learners should master the hydrologic
cycle and all definitions outside of class. Class time
should be spent on developing the learners' skill in
gathering information (asking the right questions) in
order to evaluate sources of contamination and sanitary
risks for wells.
Presentaton Outline Hydrologic Cycle (ITM, pp. 3-3 and 3-4)
by Topic: Ground Hater and Surface Hater (ITM, pp. 3-3 awl 3-5)
Aquifers (ITM, pp. 3-3 and 3-5)
Sources of Hater Contamination (ITM, pp. 3-3 and 3-5)
Average Daily Demand (ITM, pp. 3-3, 3-5, and 3-6)
Maximum Demand (ITM, pp. 3-4 and 3-6)
Peak Demand (ITM, pp. 3-4 and 3-6)
Fire Demand (ITM, pp. 3-4 and 3-7)
Sanitary Risks (ITM, pp. 3-4 and 3-7)
9
-------
Enabling Objectives:
At the conclusion of Unit 3a, the learners will be
able to perform the following enabling objectives:
Objective
Resource/Learning Activity
X. Trace water through the hydrologic cycle.
2. Distinguish between ground water and
surface water.
3. Explain how natural contamination is
accumulated or removed as it flows
through the hydrologic cycle.
4. Describe both confined and unconfined
aquifers.
5. List sources of water contamination
and state which sources are relevant
to ground water, surface water, or
both.
6. Define and explain the importance of
average dally demand. Explain how it
is calculated. Explain the impact of
unaccounted for or unrealistic
water rates.
7. Define, calculate, and explain the
importance of the following: the average
daily maximum demand, peak demand, and
fire demand.
8. Identify what criteria to use (what
questions to ask) to determine
sanitary risks.
Refer to RM 3-2.
Refer to RM 3-2.
Refer to RM 3-4.
Refer to RM 3-4.
Refer to RM 3-4.
Refer to RM 3-4 and Table 3-1,
RM 3-10.
Refer to RM 3-6 and RM 3-8.
Refer to RM 3-8.
10
-------
Courses
Sanitary Survey Training
Unit 3b:
Estimated Time:
Entering Competencies:
Objective!
Justifications
Evaluation Activities:
Hater Sources - Wells
20 minutes
Learners should have read Unit 3b prior to the
session and should be able to describe Hells and
their components.
Learners Mill be able to identify the character-
istics, components, and sanitary risks of wells
with a minimum of 80% accuracy.
Obtaining safe drinking nater from a Hell depends
on proper construction and protection of the well
and protection of the groundwater source. In order
to fully evaluate a well supply, the inspector must
be familiar with Hell construction techniques and
materials as Hell as have an understanding of basic
hydrogeology.
Given information regarding Hells based on a field
exercise or the instructor's ability to develop a
case-study as a result of past experience, the
learners will evaluate the sanitary risks and
determine nhat further information, if any, is
needed.
Resources: Instructor's Technical Manual for Sanitary Survey
Training (Unit 3b)
Small Hater Systems Serving the Public (Chapter 5)
Manual of Individual Hater Supply Systems (Part II)
GroundHater and Hells
Hell-Drilling Operations
Hater Supply System Operation (Chapter 5)
Instructional Approach: Learners should have read Course Notes for Unit 3b
before the training session and have mastered the
purpose of each component of the well and the
different types of Hells. Class time Hill be spent
on developing the learners' ability to evaluate
sanitary risks.
Types of Hells (ITM, p. 3-95
Hell Components (ITM, p. 3-9J
Recharge Zones (ITM, p. 3-9J
Site Evaluation (ITM, p. 3-10)
Hell Requirements (ITM, pp. 3-10 and 3-11)
Sanitary Risks/Deficiencies (ITM, p. 3-11)
Evaluation of Hell Construction (ITM, pp. 3-10 and
3-11)
Presentation Outline
by Topic:
11
¦r
#
-------
Enabling Objective:
At the end of Unit 3b, learners will be able to
perform the following:
Objective
Resource/Learning Activity
1. Differentiate among types of wells:
drilled, driven/jetted, bored, and dug.
2. Identify various well components and
their purpose.
3. Evaluate the protection and nature of
the recharge zone and determine the
impact of activities on the quality
of ground water.
4. Evaluate the site for potential flooding
and proximity to potential sources of
pollution.
5. Identify state and local regulations that
impact on well requirements.
6. Use the following criteria to evaluate
sanitary risks: flooding from stream,
septic tanks, sewers, full storage on
site, proximity of highways (salt and
spills).
7. Gather well data? determine depth and
drawdown from records.
8. Examine well construction to determine
sanitary risks; state what questions
should be asked and explain the importance
of each point of evaluation.
9. Determine the location of the well pump
in relation to maximum drawdown and the
accessibility of foot valves/check valves
for maintenance.
10. Evaluate wells for the following deficiencies:
proximity of septic tank, proximity of
underground full tank and lines, use of
well pit, improper well vent, lack of
lightning protection, and lack of drain in
well pit.
Refer to RM 3-12.
Refer to RM 3-12 and
RM 3-14.
Refer to RM 3-14.
Refer to RM 3-14.
Refer to RM 3-14 and
RM 3-16.
Refer to RM 3-16.
Refer to RM 3-16, RM 3-18,
and RM 3-20.
Refer to RM 3-20.
Refer to RM 3-16, RM 3-18,
and RM 3-20.
12
-------
Course: Sanitary Survey Training
Unit 3c: Hater Sources - Springs
Estimated fiae: 15 minutes
Entering Competencies:
Learners should have read Unit 3c before the
training session and should be able to describe the
types of springs and the spring source collection
system.
Objectives
Justification:
Evaluation Activities:
Resources:
Instructional Approach:
Learners will be able to identify the character-
istics and sanitary risks of springs Kith a minimum
of 80% accuracy.
Protection of springs requires a working knowledge
of hydrogeology as well as special attention to
physical construction to protect the Hater source.
The inspector Must be able to interpret potential
groundwater flow.
Given information regarding springs based on the
instructor's ability to develop a case study as a
result of past experience, the learners will
evaluate the sanitary risks, and determine what
information, if any, is needed.
Instructor's Technical Manual for Sanitary Survey
Training (Unit 3c>
Snail Hater Systems Serving the Public (Chapter 7)
Manual of Individual Hater Supply Systeas (Part II)
Learners have a copy of Transparency 3-13 in the
Course Notes. At the beginning of the session,
learners should be asked to label a copy of the
transparency from which the labels have been
eliminated. Class tiae should be spent in
developing the learners' skill in gathering and
interpreting information in order to evaluate
sources of contamination and sanitary risks of
springs.
Presentation Outline
by Topic: Gravity Springs (KM, p. 3-22)
Artesian Springs (KM, p. 3-22)
Selection of Spring Source (KM, p. 3-24)
Components of Spring Source Collection System
(ITM, p. 3-13)
Infiltration Galleries (ITM, p. 3-13)
Recharge Area (ITM, p. 3-13)
Likelihood of Flooding (RM, p. 3-26)
Sanitary Risks (ITM, p. 3-14)
Regulations
13
-------
Enabling Objective:
At the end of Unit 3c, learners will be able to
perform the following;
Objective
Resource/Learning Activity
3.
4.
Differentiate between gravity springs
and artesian springs.
Identify the criteria for selection of
an acceptable spring source.
Identify the components of a spring
source collection system.
Identify the components of an
infiltration gallery.
5. Determine the nature and protection
of the recharge area.
6. Determine whether the site is subject
to flooding.
7. Examine the construction for sanitary
risks including the collection chamber
and the supply intake; list criteria
to be used.
8. Identify precautionary measures that will
ensure site protection, including diversion
ditch and site fencing.
9. Identify conditions that cause changes in
the quality of the water.
10. Discuss important state and local
regulations pertaining to springs.
Refer to RM 3-22.
Refer to RM 3-24.
Refer to RM 3-24.
Refer to RM 3-24 and
RM 3-26.
Refer to RM 3-26.
Refer to RM 3-26.
Refer to RM 3-26 and
RM 3-28.
Refer to RM 3-28.
Refer to RM 3-28.
14
-------
Courses
Unit 3d:
Estimated Times
Entering Competencies:
Objectives
Sanitary Survey Training
Hater Sources - Surface Sources
40 Minutes
Learners should have read Unit 3d prior to the
training session and should be able to identify the
types and characteristics of surface sources.
Learners will be able to determine the protection
afforded surface sources and evaluate sanitary
risks to surface sources with a minimum of 80%
accuracy.
Justification: Surface waters are subject to wide variations in
water quality and usually receive sore treatment
than other types of sources. Inspectors must be
able to evaluate the potential for changes in water
quality and to propose precautions to maintain
water quality.
Evaluation Activities: Given examples of surface sources, learners will be
able to identify important factors in evaluating
surface waters.
Resources: Instructor's Technical Manual for Sanitary Survey
Training (Unit 3d)
Small Hater Systems Serving the Public (Chapter 8)
Manual of Individual Hater Supply Systems (Part
III)
Hater Treatment Plant Operation (Volume 1, Chapters
2 and 3)
Hater Supply System Operation (Chapter 2)
Instructional Approach: The instructor will use examples from personal
experiences to illustrate the use of surface waters
as a water source. Emphasis will be placed on
determining potential pollution sources and on
evaluating sanitary risks.
Presentation Outline Characteristics and System Components of
by topic; Controlled Catchments (I'M, p. 3-16)
Characteristics and System Components of Ponds/
Lakes/Reservoirs (ITM, p. 3-16)
Characteristics and System Components of Streams
and Rivers (ITM, p. 3-16) •
Irrigation Canals (RM, p. 3-34)
Hatersheds (ITM, pp. 3-16 and 3-17)
Sanitary Risks (ITM, pp. 3-17 and 3-18)
Regulations
15
-------
Enabling Objectives
At the end of Unit 3d# the learners will be able to
perform the following:
Objective
lesource/Learning Activity
Identify the characteristics, components,
and potential pollution sources of con-
trolled catchments, such as cisterns.
RM 3-32 has very limited
information. Must be
supplemented by
ITM 3-16.
Identify the characteristics, system
components, and factors to be considered
with ponds/lakes/reservoirs.
List the characteristics of a watershed
that minimize the possibility of chance
contamination.
Refer to RM 3-32.
Refer to RM 3-32.
List the characteristics, system components,
and the pros and cons of streams and rivers
as a water source.
Discuss the feasibility and potential
pollution sources of irrigation canals
as a water source.
Refer to RM 3-32 and
RM 3-34.
Refer to RM 3-34.
6. Explain the impact of watershed activities
on water quality.
7. Determine the criteria {what questions to
ask) in conducting a sanitary survey and
be able to evaluate the sanitary risks,
including the effectiveness of control and
the importance of contingency planning.
8. Discuss important state and local regulations
that impact on a sanitary survey of surface
waters.
Refer to RM 3-34.
Refer to RM 3-34 through
RM 3-38.
16
-------
Course:
Sanitary Survey Training
Ullit 4 •
Estiaated Time:
Entering Competencies;
Objectives
Justification:
Evaluation Activities;
Resources:
Instructional Approach:
Presentation Outline
by Topic:
Pump Facilities
60 minutes
Learners should have read Unit 4 before the
training session and should be able to explain
basically how pumps operate.
Learners Hill be able to evaluate the adequacy of
pumps and pump operation and identify sanitary
risks with a minimum of 80% accuracy.
Evaluation of pumps and pump operation is an
important factor in conducting a sanitary survey.
Given a field trip activity or actual situations an
inspector may encounter, the learners will evaluate
the sanitary risks with 80% accuracy.
Instructor's Technical Manual for Sanitary Survey
Training (Unit 4)
Manual of Instruction for Hater Treatment Plant
Operators (Chapter 19)
Environmental Engineering and Sanitation (Chapter
3)
Hell Drilling Operations
Operation of Hater Supply and Treatment Facilities
Hater Supply Engineering (Chapter 15)
Hater Supply System Operation (Chapters 3 and 5)
A handout of Table 4.1 (ITM, pp. 4-4 and 4-5) is
included in the Course Notes. Before concentrating
on the sanitary risks of pumps and pump operation,
the instructor should ask questions to determine
what types of pumps the learners have been exposed
to and the level of their technical knowledge. The
majority of the class time, however, should be used
to point out important factors, sanitary risks, and
means of ensuring against risks.
Construction Features and Operation of Pumps
(ITM, p. 4-2)
Advantages/Disadvantages of Various Types of Pumps
(ITM, p. 4-2)
Sanitary Risks (ITM, p. 4-2)
Protection from Trespassing, Vandalism, Animals,
and Flooding (ITM, p. 4-3)
Regulations
17
-------
Enabling Objectives
At the end of Unit 4, learners Hill be able to do
the following:
Objective
Resource/Learning Activity
Explain the construction features and
operation of the following types of pumps:
positive displacement (reciprocating,
shallow well, and deep well), centrifugal
(shallow well—straight and regenerative --
and deep well-vertical line shaft turbine
and submersible), jet (shallow well and
deep well), and rotary (shallow well—gear
type—and deep well—helical rotary type).
Refer to RM 4-2
and Table 4-1.
2. List the advantages and disadvantages of the
pumps listed above.
Refer to Table 4-1.
Identify the situations for which each type
is best suited.
Refer to Table 4-1.
4. List the criteria (what questions to ask)
to evaluate the sanitary risks of pump
operations in regard to the number,
location, and type of pump; rated capacity
and condition of equipment; type of
lubricants; and emergency power system.
Refer to RM 4-2 and
RM 4-4.
5. List the criteria (what questions to
ask) to evaluate the electro-mechanical
rotating equipment, the controls, the under-
ground compartments and suction wells, and
accessibility.
Refer to RM 4-4 and
RM 4-6.
6. Determine if the facility is protected
against trespassing, vandalism, animals,
and flooding.
Refer to RM 4-6.
Discuss important regulations
that pertain to pump operations.
Given a case-study or field trip to a
typical pump operation, evaluate the sanitary
risks.
Refer to RM 4-2 through
RM 4-6.
18
-------
Course: Sanitary Survey Training
Unit 5s Hater Treatment Processes and Sanitary Risks
Estimated Time: 155 minutes
Entering Competencies:
Objectives
Justification:
Evaluation Activities:
Learners should be able to identify the water
treatment process and the chemicals used and to
determine if Hater treatment equipment is
functioning properly with a minimum of 80%
accuracy.
Learners will be able to perform a basic inspection
of a water treatment plant and identify sanitary
risks in the following areas: equipment operation
and maintenance, treatment and process control,
disinfection, and safety.
The ability to understand and evaluate a water
treatment process is essential to determining if a
water system is capable of producing an adequate
and safe supply of water.
Given a field exercise or description of an actual
situation an inspector may encounter during a
sanitary survey, the learners will use a for* to
determine with at least 80% accuracy what sanitary
risks, if any, are indicated; what further
information, if any, is needed; and what action
should be recommended.
Resources: Instructor's Technical Manual for Sanitary Survey
Training (Unit 5)
Small Hater Systems Serving the Public (Chapters 9
and 10)
Manual of Instruction for Hater Treatment Plant
Operators (Chapters 5-15)
Manual of Hater Utility Operations (Chapters 7-11)
Hater Treatment Plant Operations (Volume I, Chapters
4-9 and 11)
Manual of Treatment Techniques for Meeting the
Interim Primary Drinking Hater Regulations
Hater Supply System Operation (Chapter 4)
Instructional Approach: Learners will be responsible for reading Unit 5 in
advance and for identifying the purpose and sequence
of each phase of the water treatment process. Class
time will be spent performing a mental "walk-through"
of a water treatment plant. The instructor will
guide the discussion by asking learners during each
phase what information/data they need to have, how
they would interpret the data, what sanitary risks
may be present, and what recommendations should be
made.
19
-------
Presentation Outline Overview of Hater Treatment Process (ITM, p. 5-2)
by Topics Purpose of Each Process (ITM, p. 5-2)
Evaluation of Pretreatment Phase (ITM, p. 5-2)
Points of Application of Chemicals (ITM, p. 5-2)
Chemical Dosages (ITM, p. 5-2)
Chemical Feed Equipment (ITM, p. 5-3)
Instrumentation (ITM, p. 5-3)
Chemical Storage (ITM, p. 5-3)
Safety Devices, Equipment, and Procedures
(ITM, p. 5-3)
Flocculation/Sedimentation Process (ITM, p. 5-3)
Filtration Process (ITM, p. 5-4)
Disinfection (ITM, p. 5-4)
Conform Group (ITM, p, 5-4)
Chlorine Dose, Demand, and Contact Time (ITM, p. 5-
Gas Chlorination (ITM, p. 5-5)
Hypochlorination (ITM, p. 5-5)
Sanitary Risks (ITM, pp. 5-2 through 5-7)
20
-------
Enabling Objectives:
In order to perform a basic inspection of a water
treatment plant, the learners should be able to
perform the following enabling objectives:
Objective Resource/Learning Activity
1. Draw a typical water treatment
process schematic.
2. Identify the overall purpose of water
treatment.
3. Identify the overall purpose of each
of the following processes: pretreatment,
coagulation/flocculation, sedimentation,
filtration, and disinfection (post-
chlorination).
4. For pretreatment phase, evaluate the need
for pretreatment and determine sanitary
risks involved in the following processes:
aeration, presedimentation, and screening.
5. During the pretreatment phase, determine
and evaluate chemicals being used, amount
of chemicals, point of application, and
the potential for the presence of
trihalomethanes (THM).
6. Observe for evidence of proper mixing or
short circuiting.
7. Identify sanitary risks in the pretreatment
phase.
8. Indicate on schematic the point of application Refer to RM 5-6.
of all chemicals used in the plant and
determine if the point of application is
optimum based on the purpose for the
chemical addition.
9. Determine if chemical dosages meet Refer to Ml 5-6.
approval standards.
10. Determine if chemical feed equipment Refer to RM 5-6.
is in good repair. Identify evidence of
possible equipment malfunction, and
determine whether or not a preventative
maintenance program exists and is utilized.
Refer to RM 5-2.
Refer to RM 5-2.
Refer to RM 5-4.
Refer to RM 5-4 and 5-6.
Refer to RM 5-4.
21
-------
Objective
Resource/Learning Activity
11. Determine if instrumentation is functional Refer to RM 5-6.
and properly calibrated. Determine if
operator can interpret instrumentation data
and make corrections based on data.
12. Determine if chemical storage is adequate Refer to RM 5-8.
and safe.
13. Evaluate safety devices and procedures to Refer to RM 5-8.
include electrical, mechanical, and chemical.
14. Explain the various means of mixing and Refer to RM 5-8.
determine if equipment is functioning
properly and in good repair or if short
circuiting is observed.
15. Identify the criteria an inspector should Refer to RM 5-8.
use to determine if the flocculation/
sedimentation process is adequate, if
the equipment is functioning properly,
and if proper testing procedures are used.
16. Identify types of filters that are available Refer to RM 5-10.
and most likely to be used locally.
17. Identify the criteria an inspector would Refer to RM 5-10.
use to determine if the filtration process
is adequate, if instrumentation and controls
are adequate, if operator is able to interpret
readings, and if equipment is functioning
properly.
18. Identify processes that may be used to Refer to RM 5-10.
accomplish disinfection and state the
techniques that may be used to test for
the effectiveness of disinfection.
19. List two laboratory techniques that are Refer to RM 5-10.
used as a standard test for the colifor*
group.
20. List and explain three advantages of the Refer to RM 5-10.
coliform group as an indicator of
pathogenic organisms over testing for
specific pathogenic organisms.
21. Determine chlorine dose and demand. Refer to RM 5-12 and
Determine if the water has the proper RM 5-14.
chlorine residual and chlorine contact time.
22
-------
Objective
Resource/Learning Activity
22. List the advantages and disadvantages of Refer to RM 5-14.
gas chlorination versus hypochlorination.
23. List the criteria to use to determine if Refer to RM 5-14 through
there are safety or sanitary risks in the RM 5-20.
chlorination process.
23
-------
Courses
Unit 6ai
Estimated Time:
Entering Competencies:
Objective:
Justification:
Evaluation Activities:
Resource:
Instructional Approach:
Presentation Outline
by Topic:
Sanitary Survey Training
Storage - Gravity Storage
30 minutes
Learners should have read Unit 6a prior to the
training session and should be able to list the
advantages of a gravity storage system.
Learners Hill be able to evaluate sanitary risk3 of
a gravity storage system with a minimum of 80%
accuracy.
A major function of the sanitary survey is to
determine that a storage system is free of and
protected from contamination.
Learners will be able to state the criteria to use
to evaluate sanitary risks in gravity storage
systems.
Instructors Technical Manual for Sanitary Survey
Training (Unit 6a)
Small Hater Systems Serving the Public (Chapter 6)
Manual of Individual Water Supply Systems (Part V)
Hater Supply System Operation (Chapter 5)
Learners should have Identified the components and
advantages of a gravity storage system outside of
class based on the learner's text material. Class
time should be concentrated on relating material to
actual situations an inspector may encounter during
a sanitary survey and developing the learners'
skill in evaluating sanitary risks.
Components of Gravity Storage System (ITM, p. 6-3)
Advantages of Gravity Storage System (RM, p. 6-2)
Sanitary Risks (ITM, pp. 6-3 and 6-4)
24
-------
Enabling Objectives;
At the end ot Unit ba, learners will be able to
perform the following:
Objective Resource/Learning Activity
1. Identify the components of a gravity Refer to RM 6-2.
storage system.
2. Explain the advantages of a gravity Refer to RM 6-2.
storage system over other systems.
3. List and explain the criteria to use Refer to RM 6-4 through
to identify sanitary risks in gravity RM 6-8.
systems.
25
-------
Course?
Unit 6b:
Estimated flues
Altering CoMpetencies:
Objectives
Justification:
Evaluation Activities:
Resources:
Instructional Approach:
Presentation Outline
by Topic:
Sanitary Survey Training
Storage - Hydropneumatic Tanks
30 minutes
Learners should have read Unit 6b prior to the
training session and should be able to explain the
principle behind hydropneunatic tanks.
Learners will be able to evaluate sanitary risks of
a hydropneunatic tank storage system with a minimum
of 80% accuracy.
A major function of the sanitary survey is to
determine that the hydropneumatic tank storage
system is adequate and free of and protected from
contamination.
Learners will be able to state the criteria to use
to evaluate sanitary risks in hydropneumatic tank
storage systems.
Instructor's Technical Manual for Sanitary Survey
Training (Unit 6b)
Small Water Systems Serving the Public (Chapter 6)
Manual of Individual Hater Supply Systems (Part V)
Planning for an Individual Hater System (Part V)
Hater Supply System Operation (Chapters 3 and 5)
Learners should have identified the principle of
operation and the components of a hydropneunatic
tank storage system prior to the training session.
Class time should be concentrated on helping
learners develop their skills in evaluating
sanitary risks.
Principle of Operation of Hydropneumatic Tank
Storage System (ITM, p. 6-6)
Cycle Rate, Cut-in Pressure, and Cut-out Pressure
(ITM, p. 6-6)
Comparison of Hydropneumatic System to Gravity
System (ITM, p. 6-6)
Instruments and Controls (ITM, p. 6-6)
Sanitary Risks (ITM, p. 6-6)
Cause of Backpressure Backflow and Backsiphonage
Backflow (ITM, p. 6-6)
Adequacy of Storage Capacity (ITM, p. 6-7)
26
-------
Enabling Objectives:
At the end of Unit 6b, learners Hill be able to
perform the following:
Objective
Resource/Learning Activity
1. Explain the principle of operation of a
hydropneumatic tank storage system.
2. Identify the components of a hydro-
pneumatic tank storage system and describe
their functions.
3. Define the following: cycle rate, cut-in
pressure, and cut-out pressure.
4. Compare these types of hydropneumatic
systems: conventional, floating wafer,
and flexible separators.
5. Discuss the advantages and disadvantages of
a hydropneumatic tank storage system.
6. Compare the usable storage in hydropneumatic
systems with usable storage in a gravity system
and what that means in terms of sanitary
protection.
7. Explain the purpose of instruments and
controls.
8. Identify the criteria to use to evaluate
sanitary risks in hydropneumatic systems.
9. Explain the cause of backpressure
backflow and backsiphonage backflow.
10. Use formula to determine if storage
capacity is adequate.
Refer to RM 6-10.
Refer to RM 6-10.
Refer to RM 6-10.
Refer to RM 6-12.
See ITM p. 6-6.
See ITM p. 6-6.
Refer to RM 6-1 through
RM 6-16.
Refer to RM 6-14 through
RM 6-16.
Refer to RM 6-14.
Refer to RM 6-16.
27
-------
Course:
Sanitary Survey Training
Unit 7as
Estimated Time:
Entering Competencies:
Objectives:
Justification!
Evaluation Activities:
Resources:
instructional Approach!
Presentation Outline
Hater Distribution - Distribution Systems
60 minutes
Learners should have read Unit 7a prior to the
training session and should be able to identify the
components of a distribution system and their
functions.
Learners will be able to evaluate the sanitary
risks in a water distribution system with a minimum
of 80% accuracy.
An inspector must be able to assess the physical
and sanitary integrity of the components of a water
distribution system and their interaction.
Given a field exercise or case-studies of actual
situations an inspector might encounter, learners
will evaluate the sanitary risks with 80% accuracy.
Instructor's Technical Manual for Sanitary Survey
Training {Unit 7a)
Small Hater Systems Serving the Public (Chapter 11)
Manual of Individual Water Supply Systems (Part V)
Manual for Evaluating Public Drinking Hater
Supplies (Part III)
Hater Supply System Operation (Chapters 6
through 8)
Learners should be asked to sketch and label a
nater distribution system outside of class. Class
time should be devoted to the assessment of
sanitary risks.
Factors Contributing to Poor Hater Quality CRM, p.
7-2)
Overview of Typical Water Distribution System
Components of Hater Distribution System (ITM, p.
7-3)
Types and Functions of Pipes and Valves (ITM, p.
7-3)
Functions of Meters, Meter Vaults, Thrust Blocks,
and Anchors (ITM, p. 7-4)
Regulations
Sanitary Risks (ITM, p. 7-4)
Hater Distribution Plan (ITM, p. 7-4)
AHHA Disinfection Procedures (ITM, p. 7-4)
28
-------
Enabling Objectives: At the end of Unit 7a, learners Hill be able to
perform the following:
Objective Resource/Learning Activity
1. Identify factors that contribute to poor Refer to RM 7-2.
Hater quality.
2. Sketch and label a typical Mater distri-
bution system, indicating Hhere all components
might be located.
3. Describe the components of a distribution
system.
4. Explain the types and function of pipes.
5. Explain the types and functions of valves.
6. Explain the functions of the following:
meters, meter vaults, thrust blocks and
anchors.
7. Discuss important data or local regulations
that impact on a sanitary survey of a water
distribution system.
8. Identify the criteria to use to evaluate the Refer to RM 7-6
sanitary risks in Hater distribution systems, RM 7-8.
and discuss the importance of each factor.
9. Identify the information that should be in- Refer to RM 7-6.
eluded on a Hater distribution plan.
10. Briefly describe AHHft disinfection Refer to RM 7-8.
procedures.
11. Given case studies, assess the sanitary risks
to the nater distribution system.
Refer to RM 7-2 and
RM 7-4.
Refer to RM 7-4.
Refer to IW 7-4.
Refer to KM 7-4.
29
-------
Course;
Unit 7b:
Estimated Time:
Entering Competenciesr
Objective;
Justification:
Evaluation Activities;
Resources;
Instructional Approach;
Presentation Outline
by Topic;
Sanitary Survey Training
Hater Distribution - Cross-Connections
60 ainutes
Learners should have read Unit 7b prior to the
training sessions and should be able to discuss the
types and characteristics of cross-connections.
Learners Mill be able to assess the sanitary risks
related to cross-connections with a minimum of 80%
accuracy.
Cross-connections can be a major source of
contamination of a Mater system, and inspectors
must be able to determine the degree of protection
afforded a water system.
Given case studies of actual situations an
inspector may encounter, learners Hill evaluate the
sanitary risks of cross-connections with 80%
accuracy.
Instructor's Technical Manual for Sanitary Survey
Training (Unit 7b)
Small Water Systems Serving the Public (Chapter 15)
Cross-Connection Control Manual
Hater Supply System Operation (Chapters 6 and 8)
Based on reading of learner's text prior to the
training session, learners should be able to
identify types and characteristics of cross-
connections. Class time should be spent on using
the case-study situations (ITM, p. 7-9) to hone
learners' ability in identifying sanitary risks.
Types of Cross-connections (ITM, pp. 7-6
and 7-7)
Backsiphonage Backflow and Backpressure Backflow
(ITM, p. 7-6)
Devices That Prevent Contamination (ITM, p. 7-6)
Sanitary Risks (ITM, pp. 7-6, 7-7, and 7-8)
Pressure Maintenance (ITM, p. 7-7)
Case Studies (ITM, pp. 7-9 and 7-10)
30
-------
Enabling Objective:
At the end of Unit 7b, learners will be able to
perform the following:
Objective
Resource/Learning Activity
1. Define cross-connection and draw a diagram
illustrating the two types of cross-
connections.
Refer to 19! 7-10.
5.
Discuss and differentiate between two types
of contamination hazards: backsiphonage
backflow and backpressure backflow.
Discuss devices that can be used to
prevent contamination? explain how
each would prevent reverse flows.
Discuss the sanitary risks that result from
unauthorized connections from the facility
and from uncontrolled or unaonitored
connections to the facility.
Explain why pressure maintenance is critical
in preventing contamination and how inspectors
can determine if a problem with pressure
maintenance exists.
Refer to RM 7-10.
Refer to RM 7-14 through
RM 7-18.
Refer to RM 7-12, RM 7-14,
RM 7-18, and RM 7-20.
Using case studies, evaluate protection
against sanitary risks at service sites
and at the water facility.
Refer to RM 7-9 and
RM 7-10.
31
-------
Course:
Sanitary Survey Training
Unit 8s
Est luted Time:
Entering Competencies:
Objectives
Justification:
Evaluation Activities:
Resources:
Instructional Approach:
Presentation Outline:
by Topic:
Monitoring/Sampling/Recordkeeping
45 minutes
Learners should have read Unit 8 before the
training session and should be able to evaluate lab
procedures.
Learners oust be able to determine facility
compliance with the monitoring requirements with a
minima of 80% accuracy.
In order to ensure compliance with monitoring
requirements of the sanitary survey, the inspector
must be able to apply regulations, evaluate
sampling and testing procedures, and determine the
adequacy of laboratory reports.
Learners will be able to discuss NIPDWR
requirements and the reasons for particular
analyses with 80% accuracy.
Instructor's Technical Manual for Sanitary Survey
Training
National Interim Primary Drinking Hater Regulations
Hater Treatment Plant Operation (Volume I,
Chapter 10)
NIPDHR
Inorganic Chemicals (141.11 and 141,23)
Organic Chemicals (141.13 and 141.24)
Collforn Bacteria (141.14 and 141.22)
Radioactivity (141.15, 141.16, and 141.26)
In a basic course learners cannot memorize all the
details of NIPDHR and other requirements. Instead,
class time should be spent emphasizing where
information can be found, how to use reference
material, and what the reasons are for particular
analyses.
Hater Purveyor's Responsibilities for Monitoring
(ITM, p. 8-2)
Frequency Requirements for Sampling and Analysis
(ITM, pp. 8-2 through 8-5)
Length of Time Various Records Should Be Kept
(ITM, pp. 8-5 and 8-6)
Reasons for In-house Monitoring (ITM, p. 8-7)
Sampling Points and Parameters (ITM, pp. 8-6, 8-7)
Competency of Operation (ITM, p. 8-6)
Adequacy of Testing Facilities and Equipment
(ITM, p. 8-6)
Shelf Life of Reagents (ITM, p. 8-6)
Use of Test Results (RH, p. 8-12)
32
-------
Enabling Objectives:
At the end of Unit 8, learners Hill be able to
perform the following:
Objective
Besource/Learning Activity
1. Identify the responsibilities and require-
ments of water purveyors with respect to
monitoring.
2. Determine that a facility has met the frequency
requirements for sampling and analysis of
surface and ground sources.
3. Discuss the importance of being alert to
other contaminants than those listed in
regulations.
4. Discuss the types of records that must be
kept by water suppliers and the length of
time each type of record must be maintained.
5. Discuss the reasons for in-house monitoring.
6. Identify the sampling points and suggested
monitoring parameters for an in-house
monitoring program.
7. Determine if the operator is competent to
perform tests.
8. Determine if in-house testing facilities and
equipment are adequate.
9. Determine if reagents have an unexpired
shelf life and are discarded appropriately
after expiration date.
10. Determine if operators apply test results
appropriately.
Refer to RM 8-2.
Refer to RM 8-4.
Refer to RM 8-8 and
RM 8-10.
Refer to RM 8-10.
Refer to RM 8-12.
Refer to RM 8-12.
Refer to RM 8-12.
Refer to RM 8-12.
33
-------
Course:
Unit 9:
Estimated fiae;
Entering Competencies:
Objective:
Justification:
Evaluation Activities:
Presentation Outline
by Topics
Sanitary Survey Training
Management/Sa f ety
60 minutes
Learners should have read Unit 9 before the
training session. No special background is needed
to complete this unit.
With a minimum of 80% accuracy, the learners will
be able to evaluate the management and safety
aspects of a Hater treatment operation.
In order to evaluate the total water treatment
operation, the inspector must be able to determine
if the operation is being run safely, efficiently,
and effectively.
Given a field-trip activity or case-study example,
learners Hill be able with a minimum of 80%
accuracy to identify the criteria to use in
evaluating the management and safety aspects of the
water treatment operation.
Certification and Training of Personnel (ITM, p.9-2)
In-house Training Programs (ITM, 9-2)
Number of Personnel (ITM, p. 9-2)
Funding (ITM, p. 9-2)
Emergency Plan (ITM, p. 9-2)
Safety and Safety Hazards (ITM, p. 9-2)
Personal Protective Equipment (ITM, p. 9-2)
34
-------
Enabling Objectives:
At the end of Unit 9, the learners will be able to
perform the following;
Objective
Re source/Learning Activity
1. Determine if personnel are adequately
trained and/or certified.
2. Determine what training programs are in
place, e.g., in-house, correspondence courses,
short courses.
3. Determine if the system has sufficient
personnel.
4. Determine if the system has sufficient funds
for operation, maintenance, and future
replacements.
5. Determine if an emergency plan is available
and workable.
6. Discuss the importance of safety and
determine if facilities are free of
safety hazards.
7. Determine if the facility has adequate
safety and personal protective equipment.
Refer to EM 9-2.
Refer to RM 9-2.
Refer to RM 9-2.
Refer to RM 9-2.
Refer to BM 9-2.
Refer to RM 9-2.
Refer to RM 9-4.
35
-------
Course;
Unit 10j
£l9I»XJMal vCtl £<2JH€>*
Entering Competencies:
Objective!
Justification:
Evaluation Activities:
Resources:
Instructional Approach:
Presentation Outline
by Topics
Sanitary Survey Training
Surveys
60 minutes
Learners should have read Unit 10 prior to the
training session and outlined the activities that
should occur in each phase.
Learners will be able to plan and conduct an
effective sanitary survey.
Organizational skills are critical in ensuring that
the survey is conducted in an efficient,
professional manner.
Learners will create a mock calendar indicating
what activities will be accomplished by certain
deadlines.
Instructor's Technical Manual for Sanitary Survey
Training (Unit 10)
This unit does not require lecture by the
instructor, other than to emphasize the importance
of completing each phase promptly and effectively.
Class time should be spent with small groups
developing a step-by-step calendar of events,
outlining what activities should take place during
each phase and estimating the time required to
complete each phase.
Scheduling Sanitary Surveys (ITM, p. 10-2)
Planning On-site Activities (ITM, p. 10-2)
Conducting Sanitary Surveys (ITM, p. 10-2)
Writing Reports/Completing Forms (ITM, p. 10-2)
36
-------
Course; Sanitary Survey Training
Unit 11: Communications/Public Relations
Estimated Time: 45 minutes
Field Exercises (2 sites) - 720 minutes
Entering Competencies:
Objective:
Justification:
Evaluating Activities:
Learners should have read Unit 11 prior to the
training sessions and should be able to discuss the
various communication and public relations aspects
of the survey process.
Learners will be able to determine with whom to
communicate and practice hon to communicate before,
during, and after the on-site visit.
Maintaining a good relationship between the
inspector and the operator and other appropriate
personnel/agencies/public is important to the
success of the survey.
Given an on-site field activity or typical
case-study examples, learners will role-play their
communication skills.
Resource: Instructor's Technical Manual for Sanitary Survey
Training (Unit 11)
Instructional Approach: The only Hay to improve communication skills is
through practice. The instructor should divide the
learners into small groups and have the groups
determine with whom they should communicate and for
what purpose prior to- the on-site visit, during the
on-site visit, and after the on-site visit. Then,-
given an on-site field activity or case study, lea-
rners should "walk-through" a survey, role-playing
how they would share the information.
Presentation Outline Communicating With Appropriate Personnel/Agencies/
by Topic: Public (ITM, pp. 11-2 and 11-3)
Identifying Purpose for Communication and Types of
Information That Should Be Communicated
(ITM pp. 11-2 and 11-3)
Case Histories for Role-Playing:
1. Inspector has received complaint
2. Inspector found serious violation - contacted
by press for statement
38
-------
Enabling Objectives:
At the end of Unit 10, learners Hill be able to
perform the following:
Objective
1. Plan a schedule for a sanitary survey,
estimating the time required for each
activity.
2.
3. "Walk through" the steps of an on-site
inspection.
Resource/Learning Activity
Refer to RM 10-2 through
RM 10-6.
Refer to RM 10-2.
Refer to RM 10-2 and
RM 10-4,
List the activities to be accomplished
during the preparation phase and explain
the importance of each activity.
4. Explain the functions of the report-writing Refer to RM 10-4 and
phase and identify the activities that RM 10-6.
should be accomplished during this phase.
5. Identify personnel and agencies who on
local, state, regional, and national levels
should receive information.
6. Evaluate sample forms and discuss forms as Refer to RM 10-8 through
a tool to assist the inspector in con- Ml 10-42.
ducting the survey rather than as an end Refer to RM 10-2.
goal in and of itself.
37
-------
Enabling Objective#t At the end of Unit 11, the learners will be able to
perfom the following:
Objective Resources/Learning Activity
1. Identify personnel/agencies/public with Refer to RM 11-2 and RM 11-4.
whom the inspector should communicate
before, during, and after an on-site
inspection.
2. Identify the purpose for each of the Refer to RM 11-2 and RM 11-4.
contacts listed above and explain what
types of information should be conmunicated
and in what format (written and/or oral).
3. Practice communicating appropriately Refer to RM 11-2 and RM 11-4.
during the information gathering and
reporting processes.
4. Identify any special reporting procedures
that are required by local, state, or
national agencies.
39
-------
Course:
Unit 12»
Estimated Time:
Entering Competencies:
Objective:
Justification:
Evaluation Activities:
Resource:
Instructional Approach:
Presentation Outline
by Topic:
Sanitary Survey Training
technical Assistance
210 minutes
The learners should have read Unit 12 prior to the
session and assessed their ability, based on
personal experience, to provide technical
assistance, remembering that giving out wrong
information would be much worse than providing no
technical assistance.
With a minimum of 80% accuracy, learners will be
able to troubleshoot operational and procedural
problems in order to improve the operation of
the system or decide when the problem-solving
should be referred to more experienced personnel.
The water treatment system inspector should be able
to render assistance to the operator in overcoming
operational and procedural problems and in
improving the operation of the system.
Given examples of common problems, the learners
will determine what further information, if any, is
needed, what the possible causes of the problems
could be, and what recommendations (including a
referral) should be made.
Instructor's Technical Manual for Sanitary Survey
Training (Unit 12)
The instructor should outline common problems that
occur in a water treatment system and ask learners
to brainstorm possible causes. The instructor
should emphasize that technical assistance should
be offered only by inspectors who are experienced
in troubleshooting water treatment problems.
Providing Technical Assistance (ITM, p. 12-2)
Making Referrals (ITM, p. 12-2)
Identifying Causes of and Solutions for Problems
(ITM, pp. 12-2, 12-3, and 12-4)
Identifying Sources of Technical Assistance
40
-------
Enabling Objectives: By the end of Unit 12, learners Hill be able to
perform the following:
Objective
Resource/Learning Activity
1, Explain the laportance of providing
technical assistance.
Refer to BM 12-2.
2. Provide technical assistance after entire
systen has been surveyed, request help
froa experienced personnel, and sake
recoonendations that can be understood.
Refer to BM 12-2.
Use a checklist to investigate possible
causes for no or lo« water pressure,
unsatisfactory Hater quality, and esthetically
objectionable water.
Define the problea, identify the health risks,
suggest possible causes, recognize problea
indicators, and recoaaend solutions.
Refer to BM 12-4 through
BM 12-7.
Refer to RM 12-4 through
BM 12-8.
5. Discuss sources of technical assistance that
are available on the local, state, regional,
and national levels.
41
-------
Course:
Unit 13 .
Estimated Tine:
Entering Competencies:
Unit Objectives
Justification:
Evaluation Activities:
fiesource:
Instructional Approach:
Presentation Outline
by Topic:
Sanitary Survey Training
Conclusion
30 minutes
Learners should have read all units in the student
text prior to the session.
Learners will demonstrate the ability to conduct a
sanitary survey by passing a post-test with a
minimum of 80% accuracy.
Having completed the training sessions on Units
1-12, learners should show improvement on scores
froa the pretest to the post-test.
A post-test Hill be administered. (See ITM 13-2
and 13-3). In addition, instructor may wish to
develop questions based on case-studies to
determine if learners can evaluate the sanitary
risks. A form to evaluate the training program
should also be distributed and completed.
Instructor's Technical Manual for Sanitary Survey
Training
Instructor will review essential points of the
course and answer any questions learners have.
This is a good time to remind learners that this
course covered only the basic, "need-to-know"
information about sanitary surveys. Inspectors
will need to continue to study and to apply
regulations.
Review of Course
Discussion of On-site Exercises
Post-Test (ITM, pp. 13-2 through 13-4)
Evaluation (ITM, pp. 13-5 through 13-8)
42
-------