ig4*44***' - ERIC · 2014. 1. 27. · plant (CMP) of twenty-two procese units ° which is really many wastewater treat-ment plants in one model. Such a mix of

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DOCUMENT RESUME

ED 116 970 SE 020 265.

AUTHOR. Stoakes, K. C.; And OthersTITLE Plant Operations for Wastewater Facilities,. Vol. II,

Part A. An Instructor's Guide for Use ofInstructional Material in Wastewater TechnologyTraining Programs.

INSTITUTION Clemson Univ., S. C. Dept. of Environmental SystemsEngineering.; Entironmental Protection Agency,Washington, D.C. Municipal. Permits and OperationsDiv.; Linn-Zenton CoulmunityfColl., Albany, Oreg;Dept. of Environmental Technology. .

PUB DATE Sep 75NOTE 113p.; For related documents, see $E 020 266-269

EDRS PRICE MF-$0.76 HC-$5.70 Plus PostageDESCRIPTORS Educational Objectives; Environmental Education;

.*Post Secondary Education; *Teaching Guides;Technical Education; *Technology; VocationalEducation; *Waste Disposal; Wastes; *Water PollutionControl .

IDENTIFIERS *Sewage Treatment ,),

ABSTRACTThis instructor's guide, designed for use with the

curriculum, Plant Operationfor Wastewater Facilities, represents atwo-year wastewater technology instructional program based on,performance objectives designed to prepare undergraduate students toenter occupations in water and wastewater treatment plant operationsand maintenance. This document, part A of five parts, covers thetopids df Collection, Chlorination, Screening anftTprinding, GritRemoval and Primary Sedimentation. In this guidethe topics andideas are presented as,a series of modules, organized around 16general obldctives common to-all processes. The module begins with astatement of purpose which explains what the student\will bestudying'. Next, all the objectives of the module and code numberskeyed to a computerized list of instructional resources are listed.Also included in each module are a glossary of verbs and sections onlearning and testing conditions, acceptable performance, instructoractivity and student activity. Recommendations on evaluationtechniques are included. (BT)

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U S DEPARTMENT OF HEALTH,EDUCATION I WELFARENATIONAL. INSTITUTE OP

EDUCATION .

THIS DOCUMENT HAS SEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW Of OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEOUCATION POSITION OR POLICY

PART AVolume 1.1

Plant Operationsfor Wastewater Facilities

Wastewater Td'hnologioh: A Two-Year Post High School Instructional Program A

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r4 PLANT OPERATIONS FOR WASTEWATER FACILITIES, Part A

CollectionChlorination

Screening-and GrindingGrit Removal

Primary Sedimentation

An Instructor's Guide for Use of Instructional Material

In Wastewater Technology Trainind Programs

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1

Funded by

US ENVIRONMENTAL PROTECTION AGENCYMunicipal Permits & Operations Division'

Water Quality Control Manpower Training BranchAcademic Training Section

Awarded to

CHARLES COUNTY COMMUNITY COLLEGELa Plata, Maryland

GREENVILLE TECHNICAL COLLEGEGreenville, South Carolina

LINN-BENTON COMMUNITY COLLEGEAlbany, Oregon

ENVIRONMENTAL $Y,9TEMS ENGINEERINGClemson University

r Cleison, South Carolina

10.

September 19'75 I

For4 Information

ON FUNDINGOF INSTRUCTIONAL PROGRAMS

Academic Training Section -

Watqr Quality Control Manpower Training BranchWinicipal Permits 8 Operations DivisionUS Environmental Protection AgencyWashington, DC 20460703-557-7335

ON PROJECT ADMINISTRATION AND CURRICULA DEyELOPMENT

John H. Austin, Professor and HeadEnvironmental Systems EngineeringClemson UniversityClemson, South Carolina 29631803-656-3276

ON PROGRAM IMPLEMENTATION

Carl SchoingCharles County Community CollegeLa Plata, Maryland 20646302-934-2251

James L. ChocklettGreenville Technical CollegeGreenville, South Carolina 29606803-242-3170

Peter C. Scott .

Linn-Benton Community CollegeAlbany, Oregqn 97321

.503z928-23610

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Preface

Since 1970 Charles County Community College, Clemson University, Greenville Techni-cal College and Linn-Benton Community College have beeri working together to prepareundergraduate students to enter occupations in water and wastewater treatment plantoperations and maintenance. Through their efforts a two-year wastewater technologyinstructional program based on performance objectives has been developed and imple-mented.

Through a grant from the Environmental Protection Agency called Criteria for theEstablishment of Two-Year Post High School Waqteweter Technology Programs (CEWT) thefour colleges set up program criteria and curriculum guidelines which are availablein 'two volumes:

Program Implementation ProceduresVolume II: Curriculum Guidelines, Criteria for Establishment and Mainte-nance of Two-Year Post High School Wastewater Technology Programs

A

As a result of, the implementation of the iristructionial program at Charles CountyCommunity College, Greenville Technical College and Linn-Benton Community College,six guides for instructors based on the course descriptions in Plant ImplementationProcedures and the general criterion behaviors of Volume II have been prepared.Plant Operations for Wastewater Facilities, printed in -five parts, is the second inthe series which includes:

Volume I Introduction to Environmental TechnologyVolume II Plant Operations for Wastewater FacilitiesVolume III Laboratory Control for'Wastewater FacilitiesVolume IV Management and Supervision Procedures for Wastewater Facilities'Volume V Process Interaction for Wastewater FacilitiesVolume VI. Advanced Waste Tredtment

J,,,;;?AC OWLEDGEMENTS

Since the beginning of the project many persons at the four cooperating institutions,as well as outside consultants have participated in the development of this program.Their efforts which have provided source material for this guide haVe been acknowl-edged in the volumes to whidh they made major contributions. Plant Operations forWastewater Facilities has been written and produced by:

Technical.Staff

K. C. Stoakes, Ins uctor, Environmental TeChnology Department, Linn-BentonCommunity College

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John F. Wooley, Instructor, Environmental Technology Department, Linn-BentonCommunity College

John W. Carnegie, Chairman of Environmental Technology, Linn-Benton CommunityCollege

Fred L. Delvecchio, Dire9tor of Operator Training, Environmental Systems.Engineering, Clemson UniversityJohn H. Austin,. Professor and Head, Environmental Systems Engineering,Clemson University

Editorial and Production Staff

Ada Louise Steirer, Fl-eelance Editor, Clemson, South CarolinaMarie N. Sims, Project Secreta7, Environmental Systems Engineering, Clemson

UniversityCharlotte Holmes, Typing Services, Clemson, South CarolinaJan Wiblis, Editorial Assistant, Environmental Systems Engineering, ClemsonUniversity

Eleanor McLasky, Typist, Environmental Systems Engineering, ClemsonUniversity

Roma Norton, Typist, Environmental Systems Engineering, Clemson UniVersity.'Linda Flagg, Proofreader, Environmental Systems Engineering, Clemson

University

41.

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Table Of Contents

PREFACE

PERFORMANCE OBJECTIVES

INTRODUCTION TO MODULES OF

GLOSSARY OF VERBS

MODULES OF INSTRUCTION

INSTRUCTION

Module 1 Collection

Module 2 ChlAination

Module 3 Screening and Grinding

Module 4 Grit Removal

Module 5 Primary Sedimentation

Module 6 Trickling Filtration

Module 7 Aeration

Module 8 Secondary Sedimentation

Module 9 Pond Stabilization

Module 10 Thickening t

Module 11 First Stage Digestion

Module 12 Second Stage Digestion

Module 13 Sludge Conditioning

Module 14a Sludge Dewatering

Module 14b Sludge Dewatering

-1)Module 15 Solids Disposal

Module 16 Effluent Disposal. i

Module 17 Flow Measurement

Module 18. Pumping and Piping

Module 19 Electric Power . . %

Module 20 Gas Power

Page

iii

1

3

9

13,

51

71

89

Part B

Part B

Part B

Part B

Part C

Part C

Part C

Part C

Part D

Part D

Part D

'Part D

Part E

Part E

Part E

Part E

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SPECIFICPRINCIPALPRINCIPALPROCESSUNIT

"

DV

GENERAL CRITERION GENERAL CRITERIONBEHAVIOR CATEGORIES BEHAVIORS

IMPJIAL

OPERATIONPROCEDURES

ABNORMALOPERATIONPROCEDURES

PREVENTIVEMAINTENANCEPROCEDURES

CORRECTIVEMAINTENANCEPROCEDURES

LABORATORYcoaTrat.

PROCEDURES

SYSTEMSINTERACTIONPROCEDURES

MANAGEMENT/SUPERVISORYPROCEDURES

101

102

201

302

mister routine activities

demsintrete safety procedures

recognize and Correct abnormalities

demonstrate safety procedures

master routine activities


recognize and repair malfunctions

identify equipment parts


denduct sampling and analyses

determine appropriate analyses

evaluate results of analyses


identify function of process units

identify effects of wastes

identify purpose of process units

Identify appropriate sampling locations

relate need to processes

recognize and cope with major disasters

compare various process units

propare orders for service and parts

determine supplies needed

prepare daily and monthly reports

propare annual reports

prepare annual budgets

hire employees

orient new employees

discipline employees

discharge employees

promote professional growth

identify staffing needs

identify needed operational changes

identify needed capital improvements

explain plant operation to lay persons

respond to "outside" complaints

promote plant expansion

promote plant image

Figure 1: Relationship of general criterion behaviors (performance objectives) tothe general categories and composite model plant (CMP).

/-17hlad.the treatment plant operators, edu-cators, consultants and representativesfrom professional water pollution con-trol organizations came together to de-velop an effective. instructional program,they recommended the ucaof performanceor behavioral objectives because suchobjectives clearly outline:

1. ,What the student is expected todo no a result of the instructionalprogram.2. The conditions under which thestudent shall do it.3. The standard of performance.

COMPOSITE MODEL PLANT

First, they developed a composite modelplant (CMP) of twenty-two procese units

° which is really many wastewater treat-ment plants in one model. Such a mixof process units seldom occurs in atreatment plant, but if a student be-comes competent in the operation andmanagement of the CMP he should be ableto perform successfully in any treatmentplant.

TASK ANALYSIS

Next, to ensure that the materials werespecifically tailored to what the opera-tor does on the job, a task knalysis wasconducted. They found that the taskwhich an operator performs fell intoseven general categories which were fur-ther divided into 37 tasks or generalbehaviors. (See figure 1, page vi.)The tasks were organized under:

1

Performance Objectives

1. Normal Operation Procedures.These include rout ne operating

that do.notrirary signifi-cantly from day to day and that aredesigned to keep the plant function-ing within a normal range of values.For example, the employee conductsroutine samplings of the primarysludge and inspects.pamping equip-ment and the wastestream to verifythat the process is functioningproperly.

0',

2. Abnormal Operation Procedures.These include activities of theplant employee that result from un-,usual and undesirable conditions ofthe wastestream. The abnormal pro-cedures enable the plant employee torecognize when the wastestream isabnormal and to return it to an ac-ceptable, normal condition. An ab-normal wastestream results when anormal operation prOeedure is notproperly applied, a corrective main-tenance procedure is neede

lror man-

agement/supervisory proced OS arepoor. For example, the plant em-ployee should recognize that a blackseptic primary sludge sample is anabnormal condition of the waste-stream and take appropriate action.

1

3 Preventive Maintenance Proce-dures. These include routine main-tenance activities of the plant em-ployee which prevent major equipmentbreakdown and subsequent correctivemaintenance. For 'example, the em-ployee would lubricate bearings andother moving parts1 replace worncomponents and adjust components ofthe primary sludge pumps.

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4. Corrective Maintenance Procedures:.These include maintenance activitiesof the plant employee that usually re-sult from the breakdown or malfunctionof a unit of equipment-or a component.For example, the ,employee would noticewhether the primary sludge pump ismalfunctioning and know when and howto correct the disorder or when andhow to refer the problem to plantmaintenance personnel.

5. Laboratory Control Procedures.These include special and routine aa-tivities relating laboratory anal-,ysis, the'specification of sampling 0

procedures and locations and the gen-eral management of the laboratoryfacilities. For example, the employeewould collect primary sludge samplesand conduct the analypes.

6. Systems Interaction Procedures.These include activities of the plantemployee which relate the functioningof specific units of equipment toother process units and to the systemas a whole. For example, 'the employeewould determine how the effectivefunctioning of the primary sludgepumps relates to digester performance.

7. Management /Supervisory Procedures.These include activities relating toemployment practices, record keeping,plant operation policy and the estab-lishment of a constructive and real-istic rapport between the plant andthe community it serves. For example,the employee would keep records onprimary sludge pumping, keep an inven-tory of spare parts and evaluate the 151

adequacy of maintenance procedures byshift personnel.

CURRICULUM DESIGN

After deciding what process equipment anoperator must operate and maintain, andfinding out what an operator does through

the task analysis, they listed the ob-jectives a student must master to suc-cessfully operate a treatment plant.For example, the student will describeand perform the normal inspection pro-cedure for the primary sedimentationunit including frequency of inspection,conditions to look for and the actionshe should take.

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INSTRUCTOR'S GUIDES

The next step was the design of man-uals to guide the instructor. In theguides varied learning activities andimaginative innovations which producemore learning than traditional ,pgnh-ing methods are emphasized. The in-structional suggestions do not need tobe followed slavishly, but should bemodified and improved as much as pos-sible.

The instructor's goal is to achievethe objectives of the curriculum byselecting activities which suit thestudent's needs and help him to masterall the information and skills in thecourse. The most effective learningoccurs when the student is a partici-pant in the learning process, not aspectator.

An instructor should use learning ac-tivities which approximate the situa-tions which the student will meet inthe treatment plant. If it is notpossible to teach in a treatment plant,simulated situations should be set upin the workshop or classroom so thatthe student can solve rather than dis-cuss problems. Group discussion stim-ulated by visual materials is an ef-fective learning technique. Lecturing,

however, is inefficient. Because thestudent is not actively involvedidur-ing a lecture, the instructor shoulduse lectures sparingly.

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Introcliction to Modules of Instruction

In this instructor's guide the topics andideas are presented as a series of mod-ules, organized around the general objec-tives stated in the course-descriptionsfor Plant Operation I, II, III and IVand the In-Plant Practicum which arefound in the Program Implementation Pro-cedures of the CEWT Program. Each mod-ule is designed to help the instructorplan a course of study for the operationof a treatment process using the CMPprocess unit. Each module is organizedaround sixteen objectives common to allprocesses..

.The modules in Plant Operations for'Wastewater Facilities are arranged in theorder in which the CMP process units oc-cur in the treatment plant. Each processis identified by letter of the alphabetand the process unit is described in theheading of the module. If the instruc-tor uses the modules in consecutive order,he and his students will follow the treat-ment of the wastestream from collectionto its discharge into the receiving wa-ters. Each module is designed so it canbe used as a minicourse in a treatmentprocess. Instructors are urged to groupthe modules to suit their individualcurriculum needs and instructional situa-tions.

Material in the modules can easily be\adapted for courses which upgrade thetraining of operators in normal opera-tion procedures, abnormal operation pro-cedures, preventive maintenance proce-dures or corrective maintenance proce-dures by grouping the appropriate objec-tives from all the modules. For example,an instructor could develop a course

in corrective maintenance.by groupingobjectives 11 and 12 from each module.

INSTRUCTIONAL PROCESS UNITS

Each module assumes that the compositemodel plant unit will be used for in-strUction in the process. If the rec-

.

ommended unit is not available, an al-ternate process unit may be substitu-ted and the instructional materialsadapted. The recommended CMP unitsand alternate units for all the pro-cesses are listed in table 1, page 4.Two modules on sludge dewatering areincluded because it is impossible fora student to master operation of thisprocess by learning to operate oneprocess unit. Remember, however, thata student will be more adequately pre-pared to work in almost any treatmentplant.if he is trained on the CMPunit. When it is not possible to usethe recommended'aiiit, students shouldbe informed about the operation andfunction of the unit and hands-ontraining should be conducted on thebest alternate unit available.

PURPOSE OF THE MODULRS

The modules in Plant Operations forWastewater Facilities help the studentto learn how to operate all the pro-cess units in the wastewater treatmentplant. Normal operation*, abnormal op-eration, preventive maintenance andcorrective maintenance procedures areincluded. When the course is com-pleted, he will know why each unit is

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TABLE I

SPECIFIC PROCESS UNITS RECOMMENDED FOR USE IN IMPLEMENTATIONOF THE TWO-YEAR

POST HIGH SCHOOL WASTEWATER TECHNOLOGY INSTRUCTIONAL PROGRAM

Module

Process

C/IP

Unit

1Collection

A

2Chlorination

B N

3Screening and

C

Grinding

4Grit Removal

D

5Primary

ESedimentation

'6

Trickling

FFiltration

7Aeration

.G

8Secondary

HSedimentation

9Pond

I

Stabilization

10

Thickening

J

11

First Stage

KDi&estion

Recommended Teaching Unit

Alternate Teaching Unit

Combined system with industria

waste

Vacuum chlorinator with automa-

tic feed to pipe, pneurrtic con-

trol and electric evaporator

Vacuum chlorinator with automa-

tic feed, to pipe and closed-loop

pneumatic control

M:echahically cleaned bubbler

control unit with grinder

Aerated unit with bucket

elevator

'Rectangular unit with telescopic

valve drawoff, density meter

time clock-and trough with

scraper

Rotary distributor, standard

rate unit with dosing tank

Diffused air unit with swing-type

diffuser producing fine bubbles

Circular, peripheral-feed unit

with suction

Aerobic pond

Floatation unit with-air

Fixed cover,'gas recirculation

unit with external heat exchanger

Sanitary system with industrial

waste

Vacuum chlorinator with automatic

feed to pipe, electrical control

and electric evaporator

Vacuum chlorinator with autoTntic

feed to pipe and closed electrical

control

Mechanically cleaned electrode

control unit with grinder

Aerated unit with screw conveyor

Circular unit with telescopic

valve drawoff, density meter time

clock and trough with scraper

Rotary distributor, high rate unit

Mechanipal aeration unit with

turbine and sparger

Circular, center-feed unit with

suction

Facultative pond

Floatation unit with vacuum

Floating cover, gas recirculation

unit with external heat ex

anger

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Second Stage

Digestion

13

Sludge

Conditioning

14a

Sludge

0

Dewatering

14b

Sludge

0

Dewatering

15

Solids Disposal;PL

Floating cover unit with gas

storage

MChemical.conditfoning unit with

counter-current elutriation

16

Effluent

Disposal

17_

Flow"

Measurement

18

Pumping and

Piping

19

Electric Power

20

Gas Power

Vacuum filter unit with cloth

Continuous feed centrifuge

Multiple hearth incinerator unit

QDirect reuse system

Centralized recording and total-

izing system including Parshall

flume, Venturi meter magnetic

flowmeter and rotameter

System with magnetically con-

nected, pneumatically controlled,

diesel driven, centrifugal pumps;

speed reducer connected, electri-

cally controlled, motor driven,

positive displacement pumps and

appropriate piping

TSystem using delta transformers4

generators, electrical switchgear,

automatic gear, automatic circuit

actuators on motors and telemet-

ering with alarms.

USystem with internally produced

gas with high pressure tanks and

rotary positive displacement.

compressors

Fiked cover unit

None

Vacuum filter unit with coil

None

Fluidized bed incinerator unit

Underground

Nays

None

disposal system

System using Y transformers, gen-

erators, electrical switchgear,

automatic circuit actuators on

motors aftd,telemetering with

alarms

IrSystem with internally produced

as with higil pressure tanks and

eciprocating compressors.

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important to the treatment plant and howaffects and interacts with other pro-

:Ce-i-anits in the treatment system.

STUDENT PREREQUISITES

Completion of Introduction to Environmen-tal Technology and courses in basic math-ematics and biology qualify the studentto enter the course in Unit OperationsforWasteWater Facilities.' Concurrentcourses in basic chemistry and laboratorycontrol are suggested. (See pages 7 to19 of Program Implementation Procedures.)

TERMINAL OBJECTIVE

When the student has completed the mod-ules of instruction in this course, he

. should be able to do the following foreach of the processes in the treatmentplant:

1. Identify the process unit.

2. Describe the process unit in tech-nical and nontechnical terms..

3. Describe the safety procedures forthe process unit and explain how theprocedures protect employees andvisitors.

Identify the components.of thecesa unit. Explain the purpose of

-each cgmponent, how the componentworks and why it is important.

5. Describe the normal operationprocedures for the process unit com-ponents.

6. Perform the normal operation pro-cedures.for the process unit.

7. Describe and perform the start -up,aria shut-down procedures for the pro-cess unit.

8. Describe the abnormal operationprocedures for the process unit.

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9. Describe the preventive mainte-nance proCeUures for the processunit. .

10. Perform the preventive mainte-nance procedures for the processunit.

11. Describe the corrective maintl,,nance procedures for the process °

unit components.

12. Perform the corrective mainte--mance procedures for the processunit components.

13. Perform the safety procedu4esfor the process unit and deMonstratehow they protect employees and visi-tors. -%.)

14. Compare other process units tothe composite model plant unit.

15. Name and locate the componentsof the process unit. Name andselect reference materials whichexplain the normal operation proce-dures, the purpose of' each compo-nent, how the component works andwhy it is important.

16.,Perform the abnormal operationprocedures for the process unit.

RESOURCES

The listing of instructional resourcessuggests materials now available toinstructors to accomplish the desiredperflormance in the student.

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Instructional materials 1 to 1866 arekeyed to the reference, InstructionalMaterials Available which is availablefrom:

Office of Water Program OperationsUS Environmental Protection AgencyWashington, DC 20460

Two companion volumes to Instructional'Mat?rials Available, also available fromEPA, offer suggestions for selectingaudio-visual equipment:

Selecting Audio-Visual EquipmentSelecting Instructional Media andInstructional Systems

The following journals list addresses ofcompanies from whom literature about theProcess units which they manufacture canbe obtained:

"EnvironMental Science and Technology"1155 Sixteenth Street, N.W.Washington, DC 20036

, "Water and Sewage Works".434 south Wabash

. Chicago, IL 60605

"Water and Wastes Engineering"666 Fifth AvenueNew York, NY, 10019

If suitable materials are not available,instructors are urged to develop theirown resources.

FORMAT OF THE MODULES

The module begins with a statement ofpurpose which explains what the studentwill be:studying. Next, all the objec-tives of module and code nuMbeyS,.keyed to a, computerized list of iliStruc-tional resources are lidted-for the in-structor's convenience.

Objectives. Each module includes six-teen objectives which bring the stu-dent to the performance level requiredby the terminal objective. The know-ledge and skills demanded of the stu-dent become more complex as 1197pro-gresses through the sixteen objectivesin a module. He begins by identifyingcomponehts and learning facts aboutthe components and processes. He ubes.

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these facts to develop concepts andideas. Finally, he relates the con-cepts and ideas to each other sothat he can make'decisions aboutplant procedures.

A glossary of verbs which followsthis introduction defines the verbsused in the objectives so that theinstructor is aware of what he isinstructing the student to do and sothat his evaluation of the studentis based solely on what is stated inthe objective.

Conditions. The conditions definethe circumstances under which thestudent performs and is evaluated ,

and lists the information, equipmentand assistance to which the student

.1. will have access. The best avail-able learning and testing conditionsshould be used. A process unit in atreatment plant or workshop has moreimpact on the students than photo-graphs and drawings. For example,if the student is to be given-a pro-.cess unit, unit components, photo-graphs or diagrams yf a unit, theinstructor should provide a 'processunit. If a process unit is notavailable, he would use compbnentsof the unit in combination with pho-tographs of those components whichhe does not have available. Linedrawings and diagrams should not beused if photographs and manufactur-ers' illustrations are available.

Acceptable Performance. The accept-able.performance expands the objec-tive and details the steps a studentmust follow to reach the objective.To move on to the next objective, atleast 70% of each step or categorymust be mastered 'with no repeatederrors between modules. For example,no student can complete the courseof study if he consistently fails togive attention to moving parts as he

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performs safety procedures 9r to des-cribe the odor as he evaluates thecharacteristics-of the wastestream.In this section the instructor willfind the main topics of his lessonplan and for the evaluation of thestudent's performance.

Instructor Activity. The instructorshould get to know his class by work-ing with small groups and with eachstudent. He should eridourage studentsto learn from each other as they worktogether. He should involve the stu-dent in the instructional and learningprocess. Instructional activities arepaired numerically with student activ-ities.

Student! Activity. This is a listingof activities which the student willtake part in, in order to accomplishthe specified performance.

EVALUATION TECHNIQUE-

The instructor may use or adapt thelearning activities listed under instruc-tor activity and student activity asevaluation techniques, ilbe techniquechosen should reflect what the objectiveasks the student to do. For example, ifa student.is asked to describe, the eval-uation techniqUe is a description. Thestudent should 15e evaluated under theconditions and to the performance levelrequired for each objective.

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Glossary of Verbs

The glossary of verbs is included here so that the instructor will know exactly whatthe student is being asked to do to meet his objective. Notice the difference, forexample, between the meanings of identify and name. When a student is asked toidentify, that instructor is providing the name of the thing to be identified. But,

when the stud must name something, he must supply the name.

The list includes all the verbs from the objectives and the acceptable performancesections of.all the modules, as well as some verbs used in the instructor and stu-dent activities.

APPLY

CHECK

C ON

COMPARE

. -

DEFINITION

To make use of as suitable,fitting or relevant.

To inspect and ascertain thecondition of, especially inorder to determine that thecondition is satisfactory.

To express an opinion or atti-tude about what has been seenor heard.

To examine the character orqualities of, especially forthe purpose of discoveringresemblances or differences.

CONSIDER To give thought to with a viewto purchasing, accepting oradopting.

CORRECT To alter or adjust to bring tosome standard or required con-dition.

DEMONSTRATE To illustrate or explain in anorderly and detailed way withmany examples, specimens andparticulars. if

17

APPLICATION

Apply the preventive maintenanceschedule for the second stage di-gestion unit.

bheek the characteristics of eachcomponent.

Comment on employee safety procg-dures.

Compare other aeration units tothe diffused air unit with swing-,type diffuser producing Dine bub-bles..

Consider availability of replace-ment parts, capital costs, ease ofrepair, efficiency, maintenancecosts, and so forth.

Correct the malfunction.

Demonstrate the start-up proce-dures in a treatment plant.

A

DEFINITION,

DESCRIBE To represent by words writtenor spoken for the kno*ledge orunderstanding of others, totransmit an image of the identi-fying features, the nature andcharacteristics of objects,'events and actions.

DEVELOP

DISCUSS

To produce or generate.

To talk about, to present indetail, to qxdhange views orinformation about.

EVALUATE To-examine and make a judge-ment about *quality, signifi-cance, amount, degree orcondition of.

EXPLAIN To make plain or clear, topresent in detail.

IDENTIFY To establish the identity of,pick out oresingle out'anobject in :response to itsname, by pointing, picking up,

r underlining, 'marking or otherresponses.

INDICATE

INSPECT

LIST

LOCATE

To state or express withoutgoing into detail.

To view closely and critically,to determine quality or state,to detect errorsor otherwiseappraise.

To enumerate qr specify.

To stipulate the position .of anobject* in relation to otherobjects.,

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APPLICATIOIT

Describe the safety procedures forthe screening and'grinding unit.

Develop a picture file of firststage digebtion units. ,

Discuss treatment plant case his-tories..

Evaluate the wastestream for ab-normal conditions.

Explain the purpose of each compo-nent, how the component works andwhy it is important.

Identify the components of thechlorination unit.

Indicate whether the process unitis used for secondary sedimenta-tion,

Inspect a treatment plant.

List routine cglculations for thepond stabilization unit.

Locate the components of thetrickling filtration'unit.

NAME

OBSERVE

PERFORM

Al

/

1111

40014,4

44 moit,2

q

DEFINITION

To supply the correct name, inoral or written form, for an, ob-ject, claps of objecto, persons,

- place°, conditions or eventswhich are pointed out or des-cribed.

a

To pay careful, directed,analytical attention to.

To carry out an action orpattern of behavior. (Impliedan act for which a proceob orpattern of movement has alreadybeen establiohed, especiallyone calling for skill or preci-oicin, or for the assignment orassumption of responsibility.)

POINT OUT To indicate the position ordirection of, especially byextending a finger toward thething so indicated, to directsomeone's attention

RECOMMEND To mention or introduce asbeing worthy of acceptance,use or trial, to advise.

.41.6

SELECT To choose something from anum-ber or group usually by fitness,excellence, or other distin7guishing feature.

APPLICATION

.Name"the componentd of the primarysedimentation unit.

Observe the thi'ckening prodessduring a plant tour.

Perform the normal operation pro-cedures foi. the grit removal unit.

Point out characteriotics whichdistinguish the firot stage di-'gestion unit fro" other units.

Recommend procedures t correctthe unsafe conditions.

Select the referende materials andtools needed to perform the cor-rective maintenance.

, 19

A

"SO 544,4,

Ti

2122 13

+444 mod.

MODULE 1

COLLECTIONA combined oyotem

with induotrial wgote

Composite Model Plant Unit A

PURPOSE: In this module theCOtudent will learn to perform all the activitiesin the objectives as. they apply to a combined system with induotrialwaste. READ PAGES 1 TO 11 BEFORE USING THIS MODULE.

OBJECTIVES: 1.1 Identift, the coZZection system.1.2 Describe the collection oystem i technical and nontechnical '

'1 terms.

1.3 Describe the safety procedures for the coZZection oyotem andexplain how the procedures-protect employees and visitor°.

1.4 Identify the components of the collection' system. Explcin thepurpose of each component, how the component works and why itis important. i 4.

1.5 Describe the normaoperation procedures Pr the collectionsystem components listed on page 17.

1.6 Perform the normal operation procedures for the collectionsystem.

1.7 Describe and perform the start-up and phut -down procedures forthe colledtion system. -

1.8 Describe the abnormal operation prfcedureo for the coZZection

l' system.1.9 Describe the preventive maintenance procedures for the coZZec-

tion system.1.10 Perform the preventive maintenance procedures for the collec-

t on system.1.11 Describe the corrective maintenance procedures for the coZZec-

tion system components listed on page 17.1.12 Perform the corrective maintenance procedures for the collec-

a tion system components.1.13 Perform the safety procedures for the collection system and

. demonstrate how they protect employees and visitors.614 Compare other coZZection systems to the combined system with

1111tindustrial waste (composite model plant unit A).

1.15 Name and locate the components of the coZZection system listedon page 17. Name and select reference materials which explainthe normal operation procedures, the purpose of each compo-nent, how the component works and why it is important.

a

.00 64pets,,

14

(irt 4211a) Ce114ction

44 PRole.

1.16 Perform the abnormal operation procedures for the collectionsystem.

RESOURCES: 3 116 120 21 125 141. 143 144 307 308 309316 317 320 324 421 459 511 551 552 553554 937 990 103) 1034 1318 1)99

OE fel,ECT DIE 1. 1:

CONDITIONS:

<<<<<<>>>>>>

Identify the collection system.

Given a system, model of a system or a photograph of asystem.

ACCEPTABLE PERFORMANCE: The student will:

Indicate Whether the system is used for collection.

INSTRUCTOR ACTIVITY: 1. Poi4 out characteristics which_identify the collec-tion system.

STUDEKT ACTIVITY: 1. Develop a picture file of collection systems. Markdistinguishing characteristics.

OBJECTIVE 1.2:

I

CONDITIONS;

<<<<<<>>>>>>

Describe the collection system in technical and nontech-nical terms.

Given photographs of the collection system.


Describe the collection system, explaining themeaning of:

collection systemforce main systemgravity flow systemsewersewer systemsewerage

21

INSTRUCTOR ACTIVITY;

STUDENT ACTIVITY:

OBJECTIVE 1.3:

AOSX00.

'Art(2112)Collection 14)

Describe the purpose of collection.

Dedcribe how the kind of collection system affects:primary Oedimentationpond stabilizationpumping and piping

1. Use diagrams, photographs and Glides to describe thecollection dystem. o °

2. Describe the collection system during a tour of thesystem. React to the student's description of the ,

system.

1. Describe the collection system while viewing photo-graphs, diagrams and slides.

2. Observe and describe the collection system-during atour of the system.

<<<<<<>>>>>>

Describe the safety procedures f6r the collection systemand explain how the procedures protect employees andvisitors.

CONDITIONS: Given a list of opegation and maintenance procedures.


Describe the safety procedures for the collectionsystem, commenting on;

High -risk activities'entering or leaVing manholesworking aloneworking in excavations

Sources of dangercave -ins

electricityexplosive solventsfloodingheavy construction equipmentinfectionladdersmanhole coversopen channels or pitsoxygen deficiency

22

4,064z7

Oh 1416 Pi 212 rJ Collection

1.4t pRoOr

INSTRUCTOR ACTIVITY:

STUDENT ACTIVITY:

Sourbeo of danger (continued)rotating and reciprocating equipmenttoxic gasestraffic

Safety equipmentblowerdewatering equipmentexhaust fans -

explosion proof lightsexplosive gas detectorfirst-aid kitflashing lightsharnessoxygen deficiency meterprotective clothingropeself-contained breathing apparatusshoring equipmenttraffic barrierstraffic cones

Explain how the procedures protect employees andvisitors.

1. Discuss collection system case histories.2. Describe the conditions in a collection system and

ask for evaluation.3. Describe the safety procedures for each operation and

maintenance procedure.4. Prepare slides of sources of danger and high-risk

activities.

1. Read case histories and comment on employee safetyprocedures.

2. Evaluate conditions which the instructor has des-cribed. suggest remedies.

3. Role play operation or maintenance procedures. Se-lect proper safety equipment and name the sources ofdanger and high-risk activities. Develop a manual ofsafety procedures for the collection system.

4. Identify sources of danger and high-risk activitiespictured in slides.

<<<<<<>>>>>>

23

D.

'OBJECTIVE 1.4:

CONDITIONS:

Identify the components of the collection system. Ex-.plain the purpose of, each component, how the componentworks and why it is important.

Given a collection System, system components or a dia-gram, model or photographscpS a system and a list ofcomponents.


Identify components of thesociated equipment:

catch basindosing tankfire-fighting equipmentfirSt-aid kitflap gate

-house connectioninverted siphonmanholemanhole coveroutfallpipepipe jointpump station

INS3RUCTOR ACTIVITY:

STUDENT ACTIVITY:eop,

collection system and as-

regulatorscreensewer tapsewersbranchcollectorinterceptorlateralmaintrunk

tap lineweir

Eiplain the purpose of each component, how the compo-nent works and why it is important.

1. Point out and name components in diagrams, photo-graphs or models.

2. Arrange, photographs or models of components in theworkshop for student identification.

3. Point out'and name components during a tour of thesystem.

4. Question the students about the purpose of each com-ponent, how the component works and why it is impOr-tant.

1. Identify the components which the instructor names on)

diagrams, photographs or models.2. Identify the components at stations in the workshop

in writing.3. Identify components during a tour of the sYstem.4. Explain the purpose of each component, how the compo-

nent works and why it is important.

<<<<<<>>>>>>

24

ISr4).

1 Mk18 0 CollectionZ2441.

+?renolt61/4.

OBJECTIVE 1.5:

CONDITpNS:_

Describe the normal operation procedures for the coZZec-tion system components listed on page 17.

Given a collection system or slides or photographs of acollection system, a list of components of the system,a checklist of characteristics- and a normal operationprocedures manual..


Describe the characteristics of each component whichthe operator checks to determine whether the compo-nent is functioning normally, commenting on:

corrosion positionerosion pressureexfiltration slopeflow velocity 4t

infiltration

Name the sense or indicator which monitors each char- -1-.

acteristic.

Explain how often the characteristics of each compo-nent must be checked and why the component must bechecked on this schedule.

Describe what an operator does if the characteristicsof a component indicate that it is not functioningnormally, including:

making adjustmentsdeciding about corrective maintenancereporting to supervisorsreporting in written records

Explain why a component's characteristics must bereturned to normal.

kDescribe routine sampling for the collection. system.

List routine calcullatIons for the collection system.

Describe routine procedures for recording data.

I

INSTRUCTOR ACTIVITY: '1. Describe the characteristics of the components of therw,collection system.27Describe the normal operation procedures for the col-

lection system. Use color pictures.3. Describe the normal operation procedures during a

slide show of components of the collection system.

25

STUDENT ACTIVITY:

iggilsroecs,

Collect :on(10:2

19

NP Q1

4. Describe and explain the normal operation proceduresduring a tour of tie system. Listen to the student'sdescription of the procedures.

1. Develop a checklist, listing the components of thecollection system and their normal characteristics,

2. Deiielop a manual of normal operation procedures.3. Describe the normal operation procedures during a( slide show of components of the collection system.4. Observe and describe the normal operation procedures

during a tour of the system.

OBJECTIVE 1.6: Perform the normal operation procedure° for the wilco-tion °Totem.

CONDITIONS: Given a collection system, the manual of normal opera-tion procedures which the student Aas developed for the .collection system and basic refer6fices.


Check and evaluate the characteristics of each compo-nent, explaining his actions.

Perform the procedures which an operator follows ifthe characteristics of a component indicate that itis not functioning finrmally.

Perform the routine sampling.

Perform the''routine calculations,.

Perform the routine record keeping.


STUDENT ACTIVITY:

1. Observe the student demonstrating normal operationprocedures in adry run on a collectioit. ystem.

2. Observe the student performing normal ope -Von pro-cedures on a collection system.

a

1.7 Demonstrate the normal operation procedures;in a dryrun on a colfeation,system.

2. Perform and explain the normal operation procedureson a collection system.

26

20

a

A

OBJECTIVE 1.7: Describe and perform the start-up and shut -dorm proce:-dures for the collection system.

42? /Given a mock-up, model or photograph of a collectionsystem.

0

-ACCEPTABLE PERFORMANCE: The student will:


STUD EN T ACTIVITY:"

dr.

OBJECTIVE 1.8:

Start up and shut down the components of a collectionisystem, following the manufacturer's instructions.

1. Demonstrate and perform the start-up procedures.2. Demonstrate an perform the shut-down procedures.3. Observe the stft ent perfotming the start -up proce-

dures.

4. Observe the student performing the shut-down proce-dures.

5. Observe th student as he evaluates his start-upprocedures.

6. Observe the student as he evaluates his shut-down-,procedures.

1. Describe the start-up procedures in a dry r1n.2. Describe the shut-down procedures in a dry run.3. Perform the start-up procedures. ,

4. Perform the shut-down procedl'es. *

5. Evaluate the operation of the collection system to dp-termine whether correct start-up procedures have beenused. Use the normal operation procedures manualwhich ihe student has developed. (See objectie1.4.)

6. Evaluate the operation of the collection system todetermine whether correct shutdown procedures havebeen used. Use the normal operation proCedures man-ual which the student has developed. (See objective1.4.)

<<<<<<>>>>>>:

.Describe the abnormal operation procedures for the col-lection system.,

4."

4

CONDITIONS:

ACCEPTABLE PERFORMANCE:A

INSTRUCTOR ACTIVITY.0"4,

. 400"414

(Collection 1131:1 ,1,^ 21

& a,4'

Given a wastestream in a collection system or color pho-, tographs of a wastestream, a checklist of the conditions

of the wastestream and system records and reference ma-terials.

The student will:

Evaluate the wastestream for abnormal conditio ,

commenting onLacidity levelcolor odorDOfloating materialflowfoamgreaseindustrial7wastesice

Describe the cause andtion.

pHseptic sewagesettleable mattertemperaturetoxic gasesvelocity

ffect of the abnormal'condi-

Explain.how often the condition of (the wastestreammust be checked.

Describe what an operator does if he observes abnor-mal conditions, including:

operational changesreporting to supervisorssampling procedures

Describe how the actions of the operator will improvethe condition of the wastestream.

1. DescPibe and explain the abnormal conditions of thewastestream illustrated in color pictures.

2. Describe and explain the abnormal operation proce-dures illustrated in pictures and described in systemrecords and case histories.

3. Describe and explain the abnormal operation proce-duresduring a slide show.

4. Describe and explain.the abnormal operation proce-dures during a tour of the system. Listen to thestudent's description of the procedures.

STUDENT ACTIVITY:, 1. Evaluate and explain the abnormal conditions of thewastestream which are illbstrated in color Pictures.

3

'28

40EPSlo_

22 C 1lection

4L PRO1*'

2. Describe and explain the abnormal operation proce-dures illustrated in pictures and described in systemrecords and case histories.

3. Describe ilnd explain the abnormal operation proce-dures in a claSs discussion after a slide show.

4. Evaluate and explain the condition of the wastestreamduring a tour of the system. Describe and explainthe abnormal operation procedures.

<<<<<<>>>>>>

OBJECTIVE 1.9: Describe the preventive maintenance procedures for thecollection system,

CONDITIONS:

ACCEPTABLE PERFORMANCE:

Given a collection system or pictures and drawings of a-collection system and reference materials, including:

inspection recordsmanufacturer's maintenance guidespreventive maintenance schedulesystem drawings and specifications

(/The student will:

Describe these preventive maintenance procedures forthe collection system:.Cleaning tap line

catch basin weirdosing tank Inspectionflap gate -manholehouse connection Lubricationinverted siphon flap gatemanhole pump stationoutfall regulatorpipe Mechanical adjustmentpipe joint flap gatepump station pump stationregulator regulatorscreen weirsewer tap Paintingsewers flap gate

branch manholecollector pump stationinterceptor regulatorlateral weirmain Replacementtrunk fire-fighting equipment

2O


ACTIVITY:

40X° Siq*,0"Collection karg 23

4;r.L

Replacement (continued) Wear measurementfirst-aid kit 'manholeflap gate sewermanhole coverpump stationregulatorscreen:"

weir

_Name the reference materials and tools needed to per-form the preventive maintenance procedures.

Explain how often each preventive maintenance Procedure must pe performed.

Explain hoW an operator determines whether a compo-,nent needs preventive maintenance.

Describe what an operator does if a component needspreventive maintenance;

Explain why each preventive maintenance procedure isimportant. 0

1. Describe and explain the preventive maintenance pro-cedures for the collection system.

2. Describe and explain the ireventive maintenance pro-'nedures during a slide show.

3. Describe and explain the preventive maintenance pro-cedures during a tour of the system.

1. Develop a preventive maintenance schedule and a man-ual of preventive maintenance procedures.

2. Observe, describe and explain the preventive mainte-nance procedures during a slide show.

3. Observe, describe and explain the preventive mainte-nance procedures during a tour of the system.

<<<<<<>>>>>>

OBJECTIVE 1.10: Perform the preventive maintenance procedures for thecollection system.

CONDITIONS: Given a collection system and tools and reference mate-rials, including:

inspection recordsmanufacturer's maintenance guides

a

ti

ODST0ess,

Arlk.?A

24, lit V Collection

4141,m01

preventive maintenance schedulesystem drawings and specifications



t.

STUDENT ACTIVITY:

Select the reference materials and i7Obls geeded toperform the preventive maintenance procedtkes.

Apply the preventive maintenance schedule for the'collection system, explaining his actions.

Perform the procedures which an operator follows whena component needs preventive maintenance, explaininghis actions.

1. Set up simulatefsituations in the workshop.2. Observe student inspection of a collection system.3. Observe the student performing the preventive mainte-

nance procedures on a collection system.

1. Small groups of students perform the preventive main-tenance procedures in simulated situations in theworkshop.

2. Inspect a collection system. Evaluate and explainthe prellentiare maintenance procedures.Per3. Per orm and explain the preventive maintenance proce-dur on a collection system. ,

<<<<<<>>>>>>

OBJECTIVE 1.1T: Describe the corrective maintenance procedures for thecollection system components listed on page 17.

CONDITIONS: Given a collection system or a mock-up, photographs ordrawings of a collection system,. the manual of operationprocedures which the student has developed for the col-lection system, tools dnd reference materials, includ-ing:

catalogue of replacement partsequipment cataloguesmanufacturer's maintenance guides P

D,

oto

Collection(VI

25



STUDENT ACTIVITY:

The student will:

DVscribe how an operator -evaluates each component ofthe colIscAion system for correctiveAmaintenance,comment '15n:

corrosion positionerosion o pressureexfiltration slopeflow velocityinfiltration

Explain why a component has malfunctioned.

Name the reference materials and thole needed to per-form the corrective maintenance.

Describe what an operator does when he discovers amalfunction, including:

evaluation of capabilities of plant personnelto perform the procedurPm.

selection of replacement partsrecord keeping

Describe how the operator corrects the malfunction.

1. scribe and explain the Corrective maintenance pro -cedures for the collection system, using diagrams and

/pictures.2 Describe and explain the corrective maintenance pro-

cedures during a slide show.3.0escribe and explain the corrective maintenance pro-

cedures during touil: of the system.

.1. De'scri e and explain the corrective maintenance pro-cedure in situations described or pictured by theinstruc or.

2. Describ and explain the corrective maintenance pro-cedures ing a slide show.

3. Observe scribe and explain the corrective mainte-nance p -dunes during a tour of the system.

<<<<<<>>>>>>

OBJECTIVE 1.12: Perform the corrective maintenance procedures forHthecollection system components.

3.)

4Zp

P ;c1

Vrit2& Collection

tirAL

Psio0-

CONDITIONS: Given a collection system or system components, the op-,eration procedures manual which the student has devel-oped, tools and reference materials, including:

catalogue of replacement parts .

equipment cataloguesmanufacturer's maintenance guidesmanufacturer's operation manual

ACCEPTABLE PERFORMANCE: The student will:.

Evaluate the components of the collection, system forcorrective maintenance, explaining why a componenthas malfunctioned and commenting on:

corrosion positionerosion pressureexfIltration slopeflow A velocityinfiltration


STUDENT ACTIVITY:

Select the reference materials and tools needed toperform the corrective maintenance.

Perform the procedures which an operator follows 10ena component malfunctions, including:

evaluation of capabilities of plant` personnel toperform the procedures



1. Set up simulated situations in the workshop.2. Observe the student as he evaluates a collection.

system.3. Observe the student performing the corrective main-

tenance procedures on a'collection system.

1. Snail groups of students. perform and explain the cor-rective maintenance procedures in simulated situa-tions in the workshop.

2. Evaluate the components for corrective maintenance.3. Perform and explain the corrective maintenance proce-

dures on a collection system.

4«««>>>>»

33

OBJECTIVE 1.13:

CONDITIONS:

40°37444, .

Collection 27(112T1

Perform the safety procedures for the collection systemand demonstrate how they protect employees and visitors.

Given a list of operation or maintenance procedures, thestudent's manual of safety,procedures, tools and safety.'equipment.

ACCEPTABLE PERFORMANCE: The student will: .

2Identify hazardous conditions

4in the collection

system, commenting on:,high -risk activitiessources of dangersafety equipment


Recommend corrective procedures and correct the un-safe condition.

0

INSTRUCTOR ACTIVITY:.

STUDENT ACTIVITY:

OBJECTIVE 1.14

CONDITIONS:

1. Set up simulated situations in the workshop.2. Observe the student as he evaluates the safety Condi-

tions in a collection system.3. Observe the student performing the safety procedures

on a collection system.

1. Evaluate safety conditions in simulated situationsand recommend corrective procedures.

2. Evaluate safety conditions in a2.collection system andrecommend corrective procedures.

3. Perform the safety procedures on a collection system.

«««>>»»

Compare other coZZeqpion systems to the combined systemwith industrial waste (composite 'Model plant unit A).

3

Given a process unit an reference materials, including:equipment catalogueslaboratory.reportsmanufacturer's bulletinsmanufacturer's operation manualssystem maintenance and operation records

34

400m r044,,

28 4112 i Collection

tiT4Lmolt


Compare composite model plant unit A with:a sanitary system with industr41 waste.a combined system without industrial waste.a sanitary system without industrial waste.

Consider:

availability of replacement partscapital costsdependency on surrounding environmentease of repairefficiencyflow-handling capabilitiesmaintenance costsnuisance to neighborsoperational costsoperational skillspersonnel requirementsreliabilityresistance to upsetsensitivity of controlsspace requirementswaste-handling capabilities


STUDENT ACTIVITY:

OBJECTIVE 1.15:

1. Prepare a chart for tabulation of information aboutthe systems.

2. Compare composite model plant unit A with-the othersystems.

3. Help the student to collect information f reportson the advantages and disadirantages of each system.

1. .List information about the systems on a chart.2. Compare the systems in a panel discussion.3. Writes, report on the advantages and disadvantages of

each system.

<<<<<<>>>>>>

Name and locate the components.of the collection systemlisted on page 17. Name and select the reference materialswhich explain the normal operation procedures, the pur-pdse of each component, how the component works and whyit is important.

CONDITIONS:

o

/(26,_.

sof0 1174%

Allh' li'4.% llection 1312 $ 29

ts1 /.44 ono,

Given a collection system, system compQnento or a dia-gram, model or photographs of a system and referencematerials, including:

contractor's planb of the collection systemmanufacturer's maintenance guidesoperation and maintenance manpalp

ACCEPTABLE PERFORMANCE: The student

,Name and locate the co nents of the collectionsystem.

Name and select ref fence materials which explainthe normal operati n procedures, the purpose of eachcomponent, how the component works and why it is im-portant.


STUDENT ACTIVITY:

OBJECTIVE 1.16,:

CONDITIONS:

e/I

i

1. Point out compo ents of the collection system on dia-grams, photogr phs or models.

2. Listen to th student naming the components and theapplicable reference materials during a tour of thesystem. /

3. Name and display the reference materials which des-cribe the collection System and normal operationprodedtrcs.

1. Name the components which the instructor points outon diggrams, photographs or moaeis.

2. Name the components which the instructor points outduring a tour of the system and name the referencematerials which apply to the components.

3. ,Name and select the reference materials which des-cribe the collection system and normal operationprocedures.

<<<<<<>>>>>>

I

Perform the abnormal operation procedures for the col-lection system.

,

Given a wastestream in a collection system and referencematerials, including:

industrial waste recordsoperation logs

t0 'y.

36

grktk.: yetoeo too

AIM --rti

30 !at Collection,

Ae

ACCEPTAita PERFORMANCE:


STUDENT ACTIVITY:

'tk

operator manualssystem performance guides

The student will:

Evaluate the Wastestream for abnormal conditions,commenting on:aciditycolorDOfloating materialflowfoamgreaseindustrial wastesice

levelOdor

septic sewagesettleable mattertemperaturetoxic gasesvelocity

Select the references he needsstream to normal.

Perform the abnormal operation

to return the waste-

procedures.

1. Observe the student as he evaluates the'wastestreamin the collection system.

2. Describe the references needed to correct abnormalconditions of the wastestream.

3. Observe the student performing the abnormal operationprocedures, in simulated situations and in the collec-tion system.

1. Evaluate the wastestream in the collection system--2. Select the references needed to correct abnormal..con-

ditions of the wastestream.3. Perform the abnormal operation procedures inflimula-

ted situations or in the collection system.;

<<<<<<>>>>>>

A

0608,a; Ark I/(2t 31.

pRooV

MODULE 2

CHLORINATIONA vacuum chlorinator with automatic feed to pipe,

pneumatic controZ and electrical evaporatoror a vacuum chlorinator with automatic feed

to pipe and closed-loop pneumatic control

Composite Model Plant Unite B and N

I

PURPOSE: In this module the student will /earl to perform ail the activitiesin the objectives as they apply to a vacuum chliorinator with auto-matic feed to pipe, pneumatic control and electrical evaporator orto a vacuum chlorinator with automatic feed to pipe and closed-loop

do pneumatic control. READ PAGES 1 TO 11 BEFORE USING THIS MODULE.

OBJECTIVES: 2.1 Identify the chlorination unit.2.2 Describe the chlorination process in technical and nontechni-

cal terms.2.3 J Describe the safety procedures for the,chlorinatqnn unit and

explain how the procedures protect employees and visitors.2.4 Identify the components of a chlorination unit. Explain the

purpose of each component, how the copponent works and why itis important.

2.5 Describe the normal op ration procedures for the chlorinationunit components listed n7page 35.

2.6 Perform the normal ope tion procedures for the chlorinationunit.

2.7 Describe and perform the start-up and shut-down procedures forthe chlorination unit.

2.8 'Describe the abnormal operation procedures for the chlorina-tion process.

2.9 Describe the preventive maintenance procedures for the chlo-rination unit.f 2.10 Perform the preventive maintenance procedures for the chlorination unit. ,

2.11 Describe the corrective maintenance procedures for the chlo-.

rination unit components listed on page 35.2.12 Perform the corrective mailk<ance procedures for the chlorin-

ation unit components. ,

2.13 Perform the safety procedures for the chlorination unit anddemonstrate how they protect employees and visitors.

2.14 Compare other qhlorination units to the vacuum chlorinatorwith automatic feed to pipe, pneumatic control and electric

.47

38

4N1E0 Utql,

6'0

# Oh 432 klIt V Chlorination

e..17, /44PRIO,

RESOURCES :

9

evaporator (composite model plant unit B) and the vacuum chlo-rinator with automatic feed to pipe and closed-loop pneumaticcontrol (composite model plant unit N).

2.15 Name and locate the components of the chlorination unit listedon *page 35. Name and select reference materials which ex-plain the normal operation procedures, the purpose of eachcomponent, how the component works and why it is important.

2.16 Perform the abnormal operation procedures for the chlorinationunit.

3 116317 320

552 553970 972990 1033

120 125. 141 143 144 307 308 309 316 ir

321 324 421 459 472 489 511 543 551

554 700 702 851 937 966 967 968 969974 975 976 977 978 979 980 984 9851034 1399 1408

<<<<<<>>>>>>

OBJECTIVE 2.1 identify the chlorination unit.

ICONDITIONS: Given a unit, a model of a unit or a photograph of a

unit.

ACCEPTABLE PERFORMANCE; The student will:

Indicate whether the process unit is used forchlorination.

INSTRUCTOR ACTIVITY: '1: Point out characteristics which distinguish the chlo-rination unit from other process units.

STUDENT ACTIVITY: 1. Develop a picture file of chlorination units. Markdistinguishing characteristics.

OBJECTIVE 2.2:

CONDITIONS:

<<<<<<>>>>>>

Describe the chlorination process in technical and non-technical terms.

Given a'Ilst of chlorine application points and a dia-gram of application points.

39

A

ACCEPTABLE ORMANCE: The student will:


STUDENT ACTIVITY:

OBJECTIVE 2.3:

goo sr.%

(alChlorination 33

44 wit

Describe the chlorination unit, explaining themeaning of:

chlorinechlorine contact chamberchlorine systemclosed-loop residual control

Pointodt the application points for:upsewer chlorinationprechlorinationplant chlorinationpost-chlOrination

Describe the purpose of chlorination at eachlocation.

Describe how chlorination affetto:,collection systemprechlorinationpriZary sedimentationtrickling filtrationaerationpond stabilizationeffluent disposalpumping and piping

1. Use diagrams, photographs and slides to illustratechlorination application points.

2. Point out application points and the effects ofchlorination at the application points during a planttour.

1. Poin,t-aut and describe chlorine application pointson plant diagrams. ,

2. Observe and describe the application points and theeffects of chlorination at the application pointsduring a plant tour.

<<4<<<>>>>>>

Describe the safeand explain howntvisitors.

rocedureo for the' chlorination unitrocedures protect employees and

CONDITIONS: Given a list of operatibn and maintenance procedures.

40

34 Chlorination


Describe the safety procedures for the chlorinationunit, commenting on:

High-risk activitieschanging cylindersremoving debris from channelsreplacing valves and pigtailsworking alone

Sources pf dangeracid wastesautomatic switchesCaustic wasteselectrical equipmentexplosive gaseshot pipesmoving partsopen channels and pitsopen doors and coversslippery walks or stairstoolstoxic gases

Safety equipmehtchlorine leak detectordeluge shower,emergency repair kiteyewashfire extinguisherfirst-aid kitgas masklockout tags and keysprotective clothingrailingsrope

self-contained breathing apparatusstair treadsventilation system

Explain how the procedure0 protect employees andvisitors.

O

INSTRUCTOR ACTIVITY: 1. Discuss treatment plant case histories.2. Describe the conditions in a plant and ask for evil:-

uation.

.3. Describe'the 'safety procedures for each operation andmaintenance,procedure.

4. Prepare slides of sources of danger and high-riskactivities.

3

STUDENT ACTIVITY:

OBJECTIVE 2.4:

CONDITIONS:

ACCEPTApLE PERFORMANCE:

O

Chlorination

ZED sr%

eh Ti

VIM 35

"4 PRO"

1. Read case histories and comment on empfoyee safetyprocedures.

2. Evaluate conditions which the instructor has des-

14

3.'cribed. Suggest remedies.Role play operation or maintenance procedures. .Se-lect proper safe,)y equipment and name the sources ofdanger and high -risk activities. Develop.a manual ofsafety procedures for the chlorination unit.


<<<<<<>>>>>>

a

Identify the campdnents of a chlorination unit. Explainthe purpose of each Component, how the component worksand why its is important.

Given a chlorination unit, unit components or a diagram,model or photographs of a unit and a list' of components.

The student lli

Ide fy componentssociated equipment:air-storage tankalarms

chlorine pressureevaporator levelleak detector

analyzerchart drivecompressorcontainer.cylinderdrive beltevaporatorfire-fighting'equipmentfirst-aid kitgas maskhoist-

.

motorpen

of the. chlorination unit and

pigtailadaptercap '

flex lineyoke

pneumatic contrblrecording chartregulators

chlorine pressureinjector, vacuumwater pressure

rotameter floatrupture discscalevalves

cylinderheaderpressure reducing

vent fan/

Explain the purpose of each component,nent works and why it is-inportant.

as-

how the compo-

36 tog 4tir4L

41.,

Anoi

Chlorination


STUDENT ACTIVITY:

1. Point out and name components in diagrams, photo--;graphs or models.

2. Arrange photographs or models of components in theworkshop for student identification.

3. Point out and name components during a plant tour.'4. Question the students about the purpose of each com-

ponent, how the component works and why it is.impor-tent.

1. Identify the components which the instructor names ondiagrams, photographs or models.

2. Identify the components at stations in the workshopin writing.

3. Identify components during a plant tour.4.'Explain the purpose of each component, how the compo-


<<<<<<>>>>>>

'OBJECTIVE 2.5: Describe the normal operation procedures for the chlo-rination unit components listed on page 35.

CONDITIONS:


Given a chlorination unit or slides or photographs of achlorination unit, a list of components of the unit, achecklist of characteristics and a normal operation pro-cedures manual.

The student will:


color pressurecorrosion soundflow temperaturemotion vacuum F-

odor vibrationposition

Name the sense or indicator which monitors each char-acteristic.


4 3


STUDENT ACTIVITY:

400 ST,004,6

Ti

Chlorination laa 37 :-

Nona/

Describe what an operator dOes if the characteristicsof component indicate that it is not functioningnormally, including:making adjustmentsdeciding about corrective maintenance.reporting to supervisor0reporting in written records


Describe routine Sampling for the chlorination pro-.

cessr

List routine calculations for the chlorination pro-.

cess.

Describe routine procedures for recording data.Q,

1. Describe the characteristics of the components of thechlorination unit.

2. Describe the normal operation procedures for thechlorination unit. Use color pictures.

3. Describe the normal operation procedures during aslide show of components of the chlorination unit.

4. Describe and explain the normal operation proceduresduring a plant tour. Listen to the student's des-cription of the procedures.

1. Develop a checklist, listing the Components of thechlorination unit and their normal characteristics.

2. Develop a manual of normal opercostion procedures.3. Describe the normal operation ifrocedures during a

slide show of components of the chlorination unit.4. Observe and describe the normal operation procedures

during a plant to4r.

<<<<<<>>>>>>

OBJECTIVE 2.6: Perform the normal operation procedures for the chZorin-ation unit.

CONDITIONS: given a chlorination unit, the manual of normal opera-tion procedures which the student has developed for thedhlorination unit and basic references.

4a

40,9r0Ezt,

Mk 4:5 LL

38 Zra Chlorination

4.44 PRO1C



Perform the procedures which an operator follows ifthe characteristics of a component indicate that itis not functioning normally.


Perform the routine calculations.



STUDENT ACTIVITY:

1. Observe the student demonstrating normal operationt procedures in a dry run in a treatment plant.2. Observe the student performing normal operation pro-

cedures in a treatment plant.

1. Demonstrate the normal operation procedures in a.dryrun in a treatment plant.

2. Perform and explain the normal operation proceduresin a treatment plant.

«««>>>>»

OBJECTIVE 2.7: Describe and perform the start-up and shut-down proce-dures for the chlorination unit.

t

CONDITIONS: Given a mock-up, model or photograph of a chlorinationunit and'a chlorination unit with the manufacturer's op-

.

eration manual.


Start up and shut down a chlorination unit, follow-ing the manufacturer's instructions.

INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures in atreatment plant.

2.' Demonstrate and perform the shut-down procedures in atreatment plant.

3. Observe the student performing the start-up proce-dures in a treatment plant.

4. Observe the student performing the shut-down

45

STUDENT ACTIVITY:

OBJECTIVE 2.8:

CONDITIONS:

A Ti

Chlorination 394". 04r44 ANO

procedupes in a-treatment plant.5. Observe the student as he evaluates his.start-Up

procedures.6. Observe the student as he evaluates his shut-down

procedures.

1. Describe the start-up procedures in a dry run in atreatment plant.

2. Describe the shut-kown procedures in a dry run in a.treatment plant.

3. Perform the start-up procedures in a treatment plant.4. Perform the shut-down procedures in a treatment

plant.5. Evaluate the operation of .the chlorination unit to

determine whether correct start-up procedures havebeen used. Use the normal operation procedures man-ual which the student has developed. ;(See objective1.4.)

6. Evaluate the operation of the chlorination unit todetermine whether correct shut -down procedures havebeen used. Use theynormal operation procedures man-ual which the student has developed. (See objective1.4.)

<<<<<<>>>>>>

"'Describe the abnormal.operation procedures for the ciao -rsnats process.

Given a wastestream in a treatment plant or color photo-graphs of a wastestream, a checklist of the conditionsof the wastestream and plant records and reference ma-terials.


Evaluate the wastestreamcommenting on:BODchlorine demandchlorine residualCODcoliformcompositions

, 41rd

for abnormal conditions,

flowindustrial wastesodorpHseptic sewagetoxic gases

4

josus7004,

Irk40 Vatl Chlorination


STUDENT ACTIVITY:

Describe the cause and effect of the abnormal condi-tion.

Explain how often the condition of the wastestreammust be checked.

Describe what en operator does if he observes abnor-mal conditions, including:



1. Describe and explain the abnormal conditions of thewastestream illustrated in color pictures

2. Describe and explain the abnormal operation proce- .

dures illustrated in pictures and described in plant'records and case histories.

3. Describe and explain the abnormal operation proce-dures during a slide show.

4. Describe and explain the abnormal operation proce-dures during a plant tour. Listen to the student'sdescription of the procedures.

1. Evaluate and explain the abnormal conditions of thewastestream which are illustrated in color pictures.

2. Describe and explain the abnormal operation proce-dures illustrated in pictures and described in plantrecords and case histories.

3. Describe and explain the abnormal operation proce-dures in a class discussion after a slide show.

4. Evaluate and explain the condition of the wastestreamduring a plant tour. Describe and explain the abnor-mal operation procedures.

<<<<<<>>>>>>

OBJECTIVE 2.9: Describe the preventive maintenance procedures for thechlorination unit.

CONDITIONS Given a chlorination unit or pictures and drawings of achlorination unit and reference materials, including:

inspection recordsmanufacturer's maintenance guides

el 7

a'

Chlorination

a V

4


0

a

plant drawings and specificationspreventive maintenance schedule

The student will:

cleE;cribe these preventivethe chlorination unit:

Cleaningpenvalve

Lubricationcompressorhoistmotor

Mechanical adjustmentair-storage tankalarms


analyzerchart drivecompressorcontainerdrive belteyapdratorgas maskhoistmotorpneumatic controlregulators

chlorine pressureinjector vacuumwater pressure

rupture discscalevalves

cylinderheaderpressure,,reducing

vent fanPainting

air-storage tankcompressormotor

48

its0 Sr.4),46

(41 41

+fr4LPric,

'maintenance procedures for

Replacementalarms


analyzerchart drivecompressorcontainercylinderdrive beltevaporatorfire-fighting equipmentfirst-aid kitgas maskhoistmotorpenpigtail

adapter,capflex lineyoke

pneumatic controlrecording chartregulators

chlorine pressUreinjector vacuumwater pressure

rotameter floatrupture discscalevalves

cylinderheaderpressure reducing

vent fanWear measurement

scalevalve

r,

,ot.s,

Ark42 3gi 45 Chlorination

A,pRolv


STUDENT ACTIVITY:

OBJECTIVE 2.10:

CONDITIONS:

Name the reference materials and tools needed to per-,form the preventive maintenance procedures.

Explain how often each preventive maintenance proce-dure must be performed.

Explain how an operator determines whether a compo-nent needs preventive maintenance.

,Describe what an operator does if a component needspreventive maintenance.

Explain why each preventive maintenance procedure isimportant.

1. Describe and explain the preventive maintenance pro-cedures for the chlorination unit.

2. Describe and explain the preventive maintenance pro-cedures during a slide show.

3. Describe and explain the preventive maintenance pro-cedures during a plant tour.

1. Develop a preventive maintenance schedule and a man-ual of preventive Maintenance procedures.


3. Observe, describe and explain the preventive mainte-nance procedures during a plant tour.

<<<<<<>>>>>>

Perform the preventive maintenance procedures for thechlorination unit.

Given a chlorination unit and tools and r ference mate-rials, including: ,

inspection recordsmanufacturer's maintenance guidesplant drawings and specificationspreventive maintenance schedule


Select the reference Materials and tools needed toperform the preventive maintenance procedures.

4 9

CEO BT4

Chlorination VW.

Apply the preventive maintenance schedule for thechlorination unit, explaining his actiony


INSTRUCTOR ACTIVITY: 1. Set up simulated situationsin the workshop.2. Observe student inspection of a treatment plant.3. Observe the student performing the preventive mainte-

nance procedures in a treatment plant.

_STUDENT ACTIVITY: 1. Small groups of students perform the preventive main-tenance procedures in simulated situations in theworkshop.

2. Inspect a treatment plant. Evaluate and'explain thepreventive maintenance procedures.

3. Perform and explain the preventive maintenance proce-dures in a treatment plant.

«««>>>>»

OBJECTIVE 2.11: Describe the corrective maintenance procedures for thechlorination unit components listed on page 35.

CONDITIONS: Given a chlorination unit or a mock-up, photographs ordrawings of a chlorination unit, the manual of operationprocedures which the student has developed for the chlo-rination unit, tools and reference materials, including:

catalogue of replacement partsequipment cataloguesmanufacturer's maintenance guides


Describe how an operator evaluates each component ofthe chlorination unit for corrective maintenance,commenting on:

color pressurecorrosion, soundflow temperature

motion vacuumodor vibrationposition

Etplain w150 component aaamalfunctianed

1.1111.4

40vDsrotcs,

tiLL

44 1 Chlorination1,04,


STUDENT ACTIVITY:

OBJECTIVE 2.12:

CONDITIONS:

Name the reference materials and tools needed to per-forM the corrective maintenance.


evaluation of capabilities of plant personnel toperform the procedures



1. Describe and explain the corrective maintenance pro-cedures for the chlorination unit, using diagrams andpictures.

2. Describe and explain thecedures during a slide s

3. Describe and explain thecedures during treatment

corrective maintenance pro-how.corrective maintenance pro-plant tours.

1. Describe and explain the corrective mainte e pro-cedures in situations described or picturerdial4 the

instructor.2. Describe and explain the corrective maintenance pro-

cedures during a slide show.3. Observe, describe and explain the corrective mainte-

nance procedures during a treatment plant tour.

<<<<<<>>>>>>

Perform the corrective maintenance procedures for thechlorination unit components.

Given a chlorination unit or unit components, the opera-tion procedures manual which the student has developed,tools and reference materials, including:

catalogue of replacement partsequipment cataloguesmanufacturer's maintenance guidesmanufacturer's operation manual

t


Evaluate the components of the chlorination unit forcorrective maintenance, explaining why a component

51


STUDENT ACTIVITY:

o

.00Amits,

Chlorination

has malfundtioned and commenting on:color pressurecorrosion soundflow temperature

-motion Vacuumodor vibration

position

Select the reference materials-and tools needed toperform the corrective maintenance,

Perform the procedures which an operator follows whena component malfunctions, including:

evaluation of capabilities of plant personnel toperform the procedures



1. Set up simulated situations in the workshop.2. Observe the student as he evaluates the components in

a treatment plant.3. Observe the student performing the corrective mainte-


1. Small groups of students perform and explain the cor-rective maintenance procedures in simulated situa-tions in the workshop.

2. Evaluate the components for .corrective maintenance.3. Perform and explain the corrective maintenance proce-

dures in a treatment plant.

<<<<<<>>>>>>

OBJECTIVE 2.13: Perform the safety procedures for the chlorination unitand demonstrate how they protect employees and visitors.

CONDITIONS: 'Given a list of operation or maintenance procedures, thestudent's manual of safety procedures, tools and safety

equipment.

r0

46 Chlorination


Identify hazardous conditions in the chlorinationunit, commenting on:

high-risk activitiessources of dangersafety equipment

Explain how the procedures protect employees andc'Jvisitors.


4

STUDENT ACTIVITY:

OBJECTIVE 2.14:

CONDITIONS:

Recommend corrective procedures and correct the un-safe condition.

1. Set up simulated situations in the workshop.2. Observe the student as he evaluates the safety condi-

tions ina treatment plant.3. Observe the student performing the safety procedures

in a treatment plant.


2: Evaluate safety conditions in a treatment plant andrecommend corrective procedures.

3. Perform the safety procedures in a treatment plant.

<<<<<<>>>>>>

Compare other chlorination units to the vacuum chlorina-tor with automatic feed to pipe, pneumatic control andelectric evaporator (composite model plant unit B) andthe vacuum chlorinator with automatic feed to pipe andclosed-loop pneumatic control (composite model plantunit O.

Given a process unit and reference materials, including:equipment catalogueslaboratory reportsmanufacturer's bulletinsmanufacturer's operation manualsplant maintenance and operation records

IACCEPTABLE PERFORMANCE: The student will:

Compare composite model plant unit B with:a vacuum chlorinator with automatic feed to pipe,

5


STUDENT ACTIVITY:

OBJECTIVE 2.15:

40.44,

ii:

a% Ti

Chlorination 2112 47

Nilo/.1.

electrical control and electrical evaporator.a solution feed chlorinator with discharge to pipe.a solution feed chlorinator with discharge to

channel.a solution feed chlorinator with discharge tobasin.

a vacuum chlorinator with electrical evaporator anddischarge to 'hannel.

a vacuum chlorinator with electrical evaporator anddischarge to basin.

a chlorinator with manual control.

Consider:availability of, replacement partscapital costsdependency on surrounding environmentease of repairefficiencyflow-handling capabilitiesmaintenance costsnuisance to neighborsoperational costsoperational skillspersonnel requirementsreliabilityresistance to upsetsensitivity of controlsspace requirementswaste-handling capabilities

1. Prepare a chart for tabulation -6.tinformation aboutthe units.

2. Compare composite model plant units B and N with theother units.

3. Help the student to collect information for reportson the advantages and disadvantages of each unit.

1. List information about the units on a chart.2. Compare the units in a panel discussion.3. Write a report on the advantages and disadvantages of

each unit.

<<<<<<>>>>>>

Name and locate the components of the chlorination unitlisted on page 35. Name and select reference materials

5 4

0.4

,160570ts,

48 s Chlorination

41'

LPF030

CONDITIONS:

.r"

ich expiain'the normal operation procedures, the pur-pose of each component, how the component works and whyit is, important.

Given a chlorination unit, unit components or a diagram,model or photographs of a unit end reference materials,including:

contractor's plans of the chlorination unitmanufacturer's maintenance guidesoperation and maintenance manuals

ACCEPTABLE PERgORMANCE: The student will:

INSTRUC

ST

TOR ACTIVITY:

UDENT ACTIVITY:

Name and locateathe componentsof the chlorination

unit. A. Clf

Name and select reference materials which explain thenormal operation procedures, the purpose of each com-ponent, how the component works and 'why it is impor-

tant.

.4 ,

1. Point out components Of the chlOrination unit on .dia-grams, photographs or models..

2. Listen to the student naming the components and theapplicable reference materials during.a plant tour.

3. Name and display the reference mapsrials which des--cribe the chlorination unit,and normal operation"pro-cedures.

1. Name the components which4he instructor points out.on diagrams, photographs or models.

2. Name the components which the instructor points outduring a plant tour sand name the reference materialswhich apply to the components.

3. Name and select the reference materials which des-cribe the chlorination unit and normal operation pro-cedures.

<<<<<<>>>>>>

OBJECTIVE 2.16: Perform the abnormal operation procedures for the chlo-rination unit.

I

4poto srr.

11111

Chlorination 49A044pm"

CONDITIONS:


(INSTRUCTOR ACTIVITY:

STUDENT ACTIVITY:

Given a wastestream in a treatment plaht and referencematerials, including:

.industrial waste recordsoperation logs'operator Manualsplan-tperformance-guides

The student will:

Evaluate the wastestreamcommen-ping on:BODchlorine demandchlorine residualCODcoliformcomposition


flowindustrial wastesodorpH'septic sewagetoxic gases

Select the references he'needs to return the waste-stream to normal.

Perform the abnormal operation procedures.

1. Observe the student as he 4Firaluates the wastestream ,in a treatment plant.


3 Observe the student performing the abnormal operatioe,procedures in simulated situations and in a treatmentplant.

Evaluate the wastestream in a treatment plant.'2. Select the references- needed to correct abnormal con-

ditions of the wastestream.3. Perform the abnormal operation procedures in simula-

ted situations 'or in a treatment plant.0

<<<<<<>>>>>>

0 EN

Ti

422,'44 PRolt-'

MODULE 3

SCREENING AND GRINDINGA mechanically cleaned bubbler unit with grinder

Composite Model Plant Unit C

PURPOSE: In this module the student will learn to perform aZZ the activitiesin the objectives as they apply to a mechani&ally cleaned bubblerunit with grinder. READ PAGES 1 TO 11 BEFORE USING THISMODULE.

OBJECTIVES: 3.1 Identify the screening and grinding unit.3.2 Describe the screening and grinding process I technical and

nontechnical terms.3.3 Describe the safety procedures for the screeni and grinding

unit and explain how the procedures protect employees aridvisitors.

3.4 Identify the components of a screening and grinding unit. Eplain the purpose of each component, how the component worksand why it is important.

3.5 Describe the normal operation procedures for the screening andgrinding unit components listed on page 55.

3.6 Perform the normal operation procedures for the screening andgrinding unit.

3.7 Describe and perform the start-up and shut-down procedures forthe screening and grinding unit.

3.8 Describe the abnormal operation procedures for the screeningand grinding process.

3.9 Describe the preventive maintenance ocedures for the screen-ing and grinding unit.

3.10 Perform the preventive wmintenance procedures for the screen-ing and grinding unit.

3.11 Describe the corrective maintenance procedures for the screen---

ing-and grinding unit components listed on page 55.3.12 Perform the corrective maintenance procedures for'3the doreen-

ing and grinding unit components.3.13 Perform the safety procedures for the screening and grinding

unit and demonstrate how they protect employees and visitors.3.14 Compare other screening and grinding'units to the mechanically

cleaned bubbler unit with grinder (composite model plant unitC).

3.15 Name and locate the components of the screening and grindingunit listed on page 55, Name and select reference materialswhich explain the normal operation procedures, the purpose of

52

RESOURCES:

Screening and Grinding

each component, how the component works and why'it is impor-oe-tant.

3.16 Perform the abnormal operation procedures for the screeningand grinding unit.

3

317937

116' 120 125. 141 143 144 307 308 -309 316

320 321 324 421 459 511 551 552 553 554

990 1033 1034 1399

<<<<<<>>>>>>

a

OBJECTIVE 3.1: Identify the screening and grinding unit.

CONDITIONS: Given a unit, model of a unit or a photograph of a unit.


Indicate whether the process unit is used for screen-ing and grinding.

INSTRUCTOR ACTIVITY: (k. Point out charagteristics which distinguish thescreening and grinding unit from other process units.

STUDENT ACTIVITY: 1. Develop a picture file of screening and grindingunits. Mark distinguishing characteristics.

<<<<<<>>>>>>

OBJECTIVE 3.2: Describe the screening and grinding process in technicaland nontechnical terms.

CONDITIONS: Given photographs of the screening and grinding unit.


Describe the screening and (grinding unit.

Describe the purpose of screening and grinding.

Describe hoW screening and grinding affects:grit removalprimary `sedimentation



trickling filtrationaerationpond stabilizationfirst stage digestionsolids disposaleffluent disposalpumping and piping

40041144:1

Ark2112, 53

4.41( PRO"

1. Use diagrams, photographs and slides to describescreening and grinding.

2. Describe the screening and grinding process during aplant tour. React to the student's description ofthe process.

STUDENT ACTIVITY: 1. Describe the screening and grinding process whileviewingphotographs, diagrams and slides.

2. Observe and describe the screening and grinding pro-cess during a plant tour.

OBJECTIVE 3.3:

CONDITIONS:

ACCEPTABLE PERFORMANCE: The stlddent will:

.<<<<<<>>>>>>,

Describe the safety procedures for the screening andgrinding unit and explain how the procedures protect em-ployees and visitors.

Given a list of operation and maintenance procedures.

Describe the safety procedures for the screening andgrinding unit, commenting on:

High-risk activitiesentering deep wellshoisting gatesmaking adjustments with switch in automaticposition

replacing shear pinsretrieving debris from channels

Sources of dangeracid wastescaustic wasteselectrical equipmentexplosive gasesmoving parts

. 59

008)

t Ala54 ra V Screening and Grinding

?"14 PACA

INSTRUCTOR ACTIVITY:'1

STUDENT ACTIVITY:

OBJECTIVE 3.4:

J

Sources of danger (continued)open doors or coversslippery gratingsR1ippery walkstoxic gaseswelding torch

Safety equipmentirst-aid kitharnesblockout tags and keysoxygen deficiency meterprotective clothingrailings i

ropestair treadsventilation system


1, Discuss treatment plant case histories.2. Describe the conditions in a plant and ask for eval-

uatibiu .41

3. Describe the safety procedures for each operation andmaintenance procedure.


1. Read case histories and comment On employee safetyprocedures.

2. Evaluate conditions which the instructor has des-cribed. Suggest remedies.

3. Role play operation or maintenance procedures. Se-lect proper safety equipment and name the sources ofdanger and high - riskactivities. Develop a manual ofsafetyprocedures'for the screening and grindingunit.


<<<<<<>>>>>>

Identify the components of a sunit. Explain the purpose ofcomponent works and why i

n

eening and grindingoh component, how the

important.

CONDITIONS:


Given a screening and grinding unit, unit components ora diagram, model or photographs of a unit and a list of

components.

ACCEPT LE PERFORMANCE: The student will:

Identify components of the screening and grinding

unit and associated equipment:alarm flushing water system

bar-screen enclosure grinder

bar rack limit switch

belt drive motor

chain rake

channel inlet gate rake-cleaner

channel outlet gate rake drive

.control section screen belt

drain system shaft

fire-fighting equipment speed reducer

first-aid kit sprocketflushing valve

Explain the purpose of each component, how the compo-nent works and why it is important.

INSTRUCTOR ACTIVITY: 1. Point out and name components in diagrams, photo-

graphs or models.2. Arrange photographs or models of components in the

workshop for student identification.3. Point out and name components during a plant tour.

4. Question the students about the purpose of each com= 'P

ponent, how the component works and why it is impor-

tant.

STUDENT ACTIVITY:

OBJECTIVE 3.5:

1. Identify the components which the instructor names on

diagram 2, photographs or models.2. Identify the components at stations in the workshop-

in writing.3. Identify components during a plant tour.4. Explain the purpose of each component, how the compo-


<<<<<<>>>>>>

Describe the normal operation procedures for the screen-

ing and grinding unit components listed above.

56

CONDITIONS:


1

Given a screening and grinding unit or slides or photo-graphs of a screening and grinding unit, a list of com-ponents of the unit, a checklist of characteristics anda normal operation procedures manual.

ACCEPTABLE PERFORMOCE: The student will:

Describe the characteristics of each component whichthe operator checks to determine whether the compo-nent is functioning normally; commenting on:

capacity motioncolor odorcorrosion positiondepth sounddeterioration temperatureflow vibration

Name the sense or indicator which monitors eachcharacteristic.



making adjustmentsdeciding about corrective maintenancereporting to supervisorsreporting in written records


Describe routine sampling for the screening andgrinding process.

List routine calculations for the screening andgrinding process.



1

1. Describe the characteristics of the components of thescreening and grinding unit.

2. Describe the normal operation procedures for thescreening and grinding unit. Use color pictures.

3. Describe the normal operation procedures during aslide show of components of the screening and grind-ing unit.

62

Screening and G4mding

00100.

422 (4 57

4. Describe and explain the normal operation proceduresduring a plant tour: Listen to the student's des-

, cription of the procedures.

STUDENT ACTIVITY: 1. Develop a checklist, listing the components of thescreening and grinding unit and their normal charac-

teristics.2. Develop a manual of normal operation procedures.3. Describe the normal operation procedures during a

slide show of components of the screening and grind-,.

ing unit.4. Observe and describe the normal operation procedures

during a plant tour.

«««>>>>»

OBJECTIVE 3.6: Perform the normal operation procedures for the screen-ing and grinding unit.

CONDITIONS: Given a screening and grinding unit, the manual ofc'nor-

mal operation procedures which the student has developedfor the screening and grinding unit and basic refg.ences.








1. Observe the student demonstrating normal operationprocedures in a dry run in a treatment plant.

2. Observe the student performing normal operation pro-cedures in a treatment plant.

STUDENT ACTIVITY: 10. Demonstrate the normal operation procedures in a dryrun in a treatment plant.

6A3

"SO 6744

P116 dell 4kZtiti58 Screening and Grinding

4( Pfiait'


<<<<<<>>>>>>

OBJECTIVE 3.7: Describe and perform the start-up and shut-down proce-dures for the screening and grinding unit.

CONDITIONS: Given a mock-up, model or photOgtaph of a screening andgrinding unit and a screening and grinding unit with amanufacturer's operation manual.


Start up and shut down a screening and grinding unit,following the manufacturer's instructions.

INSTRUCTOR ACTIVITY: 1. Demonstrate and perform the start-up procedures in atreatment plant.

2. Demonstrate and perform the shut-down procedures in atreatment plant.

3. Observe the student performing the start-up proce-dures in a treatment plant.

4. Observe the student performing the shut -down proce-dures in a treatment plant.

5. Observe the student as he evaluates his start-up pro-cedures.

6. Observe the student as he evaluates his shut-downprocedures.

STUDENT ACTIVITY: 1. Describe the start-up procedures in a dry run in atreatment plant.

2. Describe the shut-down procedures in a dry ruh in atreatment plant.,

3. Perform the start-up procedures in a treatment plant.4. Perform the shut-down procedures in a treatment

plant.

5. Evaluate the operation of the screening and grindingunit to determine whether correct start-up procedureshave been used. Use the normal operation proceduresmanual which the student has developed. (See objec-tive 1.4.)

6. Evaluate the operation of the screening and grindingunit to determine whether correct shut-down

04

OBJECTIVE 3. 8:

CONDITIONS:



Screening and Grinding .59=Ai.4k wit.-

procedures have been used. Use the normal operationprocedures manual which the student has developed.(See objective 1.4.)

<<<<<<>>>>>>

Describe the abnormal operation procedures for thescreening and grinding process.

Given a was estream in a treatment plant or color photo-graphs of wastestream, a checklist of the conditionsof the wastestream and plant recoi.ds'and referencematerials.

The student will:

Evaluate the wastestream for abnormal conditions,commenting on:.

floating material level

flow toxic gases

industrial wastes

Describe the cause and effect of the abnormal condi-

tion.

Explain how often,the condition of the wastestreammust be checked.




1. Describe and explain the abnormal conditions of thewastestream illustrated in color pictures.

2. Describe and explain the abnormal operation proce-duresillustrated in pictures and described in plantrecords and case histories.

3. Describe and explain the abnormal operation proce-dures during a slide show.

4. Describe and explain the abnormal operation proce-dures during a plant tour. Listen to the student'sdescription of the procedures.

65

S,

60 Ira V Screening and Grinding

44 PRO1-

STUDENT ACTIVITY: 1. Evaluate and explain the abnormal conditions of thewastestream which are illustrated in color pictures.

2. Describe and,explain the abnormal operation proce-dures illustrated in pictures and described in plantrecords and case histories.

3. Describe and explain the abhormal operation proce-dures in a clas8 discussion after a slide show.

4. Evaluate and explain the condition of the wastestreamduring a plant tour. Describe and explain the abnor-mal operation procedures.

<<<<<<>>>>>>

OBJECTIVE 3.9: Describe the preventive maintenance procedures for thescreening and grinding unit.

CONDITIONS: Given a screening and grinding unit or pictures anddrawings of a screening and grinding unit and referencematerials, including:

inspection records.manufacturer's maintenance guidesplant drawings and specificationspreventive maintenance schedule


Describe these preventive maintenance procedures forthe screening and grinding unit:

Cleaning belt drivechain chainchannel inlet gate channel. -inlet gatechannel outlet gate channel outlet gatecontrol section grinderdrain system motorflushing valve rakeflushing water system rake-cleanergrinder rake drive

Lubrication screen beltchain speed reducermotor sprocketrake drive Paintingspeed reducer bar-screen enclosuresprocket channel inlet gate

Mechanical adjustment channel outlet gatealarm motorbar-screen enclosure Replacementbar rack alarm

613



STUDENT ACTIVITY:

RLplacement (continued)bar-screen enclosurebar rack.belt drivechainchannel inlet gatechannel outlet gatefire-fighting equipmentfirst-aid kitflushing valveflushing water systemgrinderlimit switchmotorrakerake-cleanerrake drive

a

screen beltohaft

. speed reducl.sprocket

Wear measurement' bar rack

belt drivechaingrindermotor

. rakerake-cleanerscreen beltshaftspeed reducersprocket

Name the reference materials and tools needed to per -

form the preventive maintenance procedures.


Explain how an operator determines whether a compo-nent needs preventiiie maintenance.

Describe what an operator does if a component needspreventive maintenance.

Explain why each preventive maintenance procedure isimportant.

1. Describe and explain ithe preventive maintenance pro-aedures for the screening and grinding unit.





3. Observe, describe and explain the preventive mainte-nance procedures during a plant tour.

<<<<<<>>>>>>

40osro_

t Ti

62 = V Screening and Grinding

44MUOt

OBJECTIVE 3.10: Perform the preventive maintenance procedures for thescreening,and grinding unit.

CONDITIONS: Given a screening and grinding unit and tools and refer-ence materials, including:

inspection recordsmanufacturer's maintenance guidesplant drawings and specifications ,

0 preventive maintenance schedu1'

4

ACCEPTABLE PERFORMANCE: Theudent will:

Select the reference materials and tools needed toperform the preventive maintenance procedures.

Apply the preventive maintenance schedule for thescreening and grinding unit, explaining his actions.



STUDENT ACTIVITY:

1. Set up simulated situations in the workshop.2. Observe student inspection of a treatment plant.3. Observe the student performing the preventive mainte-


1. Small groups of students perform the preventive main-tenance procedures in simulated situations in theworkshop.

2. Inspect a treatment plant. Evaluate and explain thepreventive maintenance procedures.


<<<<<<>>>>>>

OBJECTIVE 3.11: Describe the corrective maintenance procedures for thescreening and grinding unit components listed on page 55.

CONDITIONS: Given a ocreening and grinding unit or a mock-up, photo-graphs or drawings of a screening and grinding unit, themanual of operation procedures which the student has

(38


developed for the screening and grinding unit, tools 'and

'reference materials, iteluding:catalogue of replacement parts'equipment cataloguesmanufacturer's maintenance guides


Describe how axe operator evaluates each component ofthe screening and grinding unit for corrective main-

/ tenance, commenting on:capaeity . motion la

color odor 17

corrosion position

depth Bound

deterioration temperature

flow vibration

Explain why'a component has malfunctioned.

Name the reference materials and tools.needed to per-

form the corrective maintenance.

Dedcribe what an op rator does when he discovers a

malfunction', ipcluevaluation of ca abilities of plant personnel

to perform the proceduressection of repladement partsrecord steeping

'Describe how the operator corrects the malfunction.


STUDENT ACTIVITY:

1. Describe and explain the corrective maintenance pro-

sedures for the screening andg4nding unit, using

diagrams and pictures.21 Describe and explainthe corrective maintenance pro-

cedures during a slide show.3. Describe and explain the corrective maintenance, pro-

cedures during treatment plant tours.

1. Describe and explain the corrective maintenance pro-

cedures in situations desCribed or pictured by the

instructor.2. Describe and explain the corrective maintenance pro-

cedures during a slide show.3. Observe, describe and explain the corrective mainte-

nance procedures during a treatment plant tour.

««<>>>

69

"ED dr44.0.

A 464 kg:4 Screening and Grinding

141.r1001

OBJECTIVE 3.12:' Perform the corrective maintenance,procedures for theScreening and grinding unit opponents.

CONDITIONS:

'ACCEPTABLE PERFORMANCE:

Given a.screeting and grinding unit or unit components,the operation procedures manual which the student hasdeveloped, tools and reference materials, including:

catalogue of replacement partsequipment catalogues

manufacturer's maintenance guides- 'manufacturer's operation manual

The student will:

Evaluate the components of the screening and grindingunit for corrective maintenance, explaining why acomponent has malfunctioned and commenting on

capacity motioncolor odor

. corrosion- positiondepth sounddeterioration temperatureflow vibration,


Perform the procedures which an'operator folloWs whena component malfunctions, including:

6evaluation of of plant personnel toperform the procedlires

. selection of replacement partsrecord keeping



STUDENT ACTIVITY:

.

1. Set up simulated situations in the workshop.- 2. Obseive the'student as he evaluates the components

in-a treatment plant.3. Observe-the student performing the corrective mainte-


1. Small g4oups of students perform and explain the cor-rective maintenance procedures in simulated situa-

. tions in the workshop.2. Evaluate.the components for corrective maintenance.

400 sz%

I ink TiScreening and Grinding VIIZZ .cl 65

444ma"

3. Perform and explain the corrective maintenance proce-dures in a treatment plant.

<<<<<<>>>>>>

OBJECTIVE 3.13: Perform the safety procedures for the screening andgrinding unit and demonstrate how they protect employeesand visitors.

CONDITIONS: Gdwen a list of operation or maintenance procedures, thestuderit's manual of safety procedures, tools and safety

equipment.

ACCEPTABLE PERFORMANCE: The student will

Identify hazardous conditions in the screeniig and

grinding unit, commenting on:.high-risk activitiessources of dangersafety equipment


STUDENT ACTIVITY:

/-- Explain how the procedures protect employees andvisitors.

Recommend corrective procedures and correct the un-

safe'condition.,

0

1. Set up simulated situations in the workshop.2. Observe the student as he evaluates the safety condi-

tions in a treatment plant.3. Observe the student performing the safety procedures

'in a treatment plant.


2. Evaluate safety conditions in a treatment plant, and

recommend corrective procedures.3. Perform the safety procedures in a treatment plant.

<<<<II<>>>>>>

OBJECTIVE 3.14: Compare other screening and grinding units to the me-chanically cleaned bubbler unit with grinder (compos4ite

model plant unit C).

/60 si.,4,.

o'' e

I 4.11/1 Ti

44412/.4L

/LL

66 4 y0 Screening and Grinding

CONDITIONS: Given a process unit and reference materials, including:equipment catalogueslaboratory reportsmanufacturer's bulletinsmanufacturer's operation manualsplant maintenance and operation records


Compare composite model plant unit C with:a mechanically cleaned electrode control unit with

grinder.

a mechanically cleaned timer control unit withoutgrinder.

a mechanically cleaned electrode control unit with-out grinder.

a mechanically cleaned float control unit withoutgrinder.

a mechanically cleaned manual control unit withoutgrinder.

a mechanically cleaned bubbler control unit withoutgrinder.

a mechanically cleaned timer control unit withgrinder.

a mechanically cleaned float control unit withgrinder.

a mechanically cleaned manual control unit withgrinder.

a comminution unit.

Consider:availability of replacement partscapital costsdependency on surrounding-environmentease of repairefficiencyflow-handling capabilitiesmaintenance costsnuisance to neighborsoperational costsoperational skillspersonnel requirementsreliabilityresistance to upsetsensitivity of controlsspace requirementswaste-handling capabilities

72

0


Screening and Grinding, 4, Za 4" 67

-4L Rid

1. Prepare a chart for tabulation of information aboutthe units.

2. Compare composite model plant unit C with the otherunits.


STUDENT ACTIVITY: 1. List information about the units on a chart.2. Compare the units in a panel discussion.3. Write a report on the advantages and disadvantages of

each ,unit.

< < < < < < > > > > > >

OBJECTIVE 3.15: Name and locate the components of thukcreening andgrinding unit listed on page 55. Name and select refer-ence materials which explain the normal operation proce-dures, the purpose of each component, how the componentworks and why it is important.

CONDITIONS: Given a screening and grinding unit, unit components ora diagram, model or photographs of a unit and referencematerials, including:

contractor's plans of the screening and grinding unitmanufacturer's maintenance guidesoperation and maintenance manuals


Name and locate the components of the screening andgrinding unit.

Name and select reference materials which explain thenormal operation procedures, the purpose of each com-ponent, how the component works and why it is impor-tant.

INSTRUCTOR ACTIVITY: 1. Point out components of the screening and grindingunit on diagrams, photographs or models.

46-

2. Listen to the student naming the components and the'applicable reference materials during a plant'tour.

3. Name and display the reference materials which des-cribe the screening and grinding unit and normaloperation procedures.

_ 73

io

OD .914p$4,

68 4=41 Screening and Grinding

lep,44 PACO'

STUDENT ACTIVITY:

OBJECTIVE 3.16:

CONDITIONS:

1. Name the components which the instructor points outon diagrams, photographs or models.

2. Name the components which the instructor points outduring a plant tour and name the reference materialswhich apply to the components.

3. Name and select the reference materials which des-cribe the screening and grinding unit and normaloperation procedures.

Perform the abnormal operation procedures for thescreening and grinding unit.

.('

Given a wastestream in a treatment plant and referencematerials, including:

industrial waste recordsoperation 1 s

operator : alsplant performance guides


Evaluate the wastestream for abnormal conditioi*'commenting on:

floating materialflowindustrial wastes

Select the references he needs to return the waste-stream tq normal.



leveltoxic gases

1. Observe the student as he evaluates the wastestreamin a treatment plant.

2. Describe the references needed to correct abnormalconditions of the wagtestream.

3. Observe the student performing the abnormal operationprocedures in simulated situations and in a treatmentplant.

STUDENT ACTIVITY: 1. Evaluate the wastestream in a treatment plant.

74

00 sr%

4 Ail Ti

Screening and GrindinglAta64,

.4( Pie.

2. Select the references needed to correct abnormal con-.

ditions of the wastestream,3. Perform the abnormal operation procedures inrsimula-

ted situations or in a treatment plant.

<<<<<<>>>>>>

I

'67 r;

MODULE 4

GRIT REMOVALAn aerated unit with bucket elevator

Composite Model Plant Unit D

PURPOSE: In this module the student will learn to perform aZZ the activities

in the objectives as they apply to an aerated unit with bucket ele-

vator. READ PAGES 1 TO 11 BEFORE USING THIS MODULE.

OBJECTIVES: 4.1 Identify the grit removal unit.

4.2 Describe the grit removal process in technical and nontechni-

cal terms.4.3 Describe the safety procedures for the grit removal unit and

explain how the procedures protect employees and visitors.

4.4 Identify the components of a grit removal unit. Explain the

purpose of each component, how the component works and why it

is important.4.5 Describe the normal operation procedures for the grit removal

unit components listed on page 74.

4.6 Perform the normal operation procedure for the grit removal

unit.

4.7 Describe and perform the.start-up and shut-down procedures for

the grit removal unit.4.8 Describe the abnormal operation procedures for the grit remov-

al process.4.9 Describe the preventive maintenance procedures for the grit

removal unit.

4.10 Perform the preventive maintenance procedures for the grit

removal unit.4.11 Describe the corrective maintenance procedures for the grit

removal unit components listed on page 74.

4.12 Perform the corrective maintenance procedures for the grit

removal unit components.

4.13 Perform the safety procedures for the grit removal unit and

t * demonstrate how they protect employees and visitors.

4.14 Compare other grit removal units to the aerated unit with ,

bucket elevator (composite model plant unit D).

4.15 Name and locate the components of the grit removal unit listed

on page 74. Name and select reference materials which explain

the normal operation procedures, the purpose of each compo,

nent, how the component works and why it is important.

4.16 Perform the abnormal operation procedures for the grit removal

unit.

78

00 Sto

72 VItt :( Grit Removal

lsa'1. L4 pnoit.

RESOURCES: 3 116 120 125 141 143 144 202 203 219 220221 222 223 224 307 308 .309 316 317 320 321324 421 459 511 551 552 553 554 937 990 1033

1034 1399

<<<<<<>>>>>>

OBJECTIVE 4.1: Identify the grit removal unit.

CONDITIONS: Given a unit, a model of a unit or a photograph of aunit.


Indicate whether the process unit is used for gritremoval.

INSTRUCTOR ACTIVITY: 1. Point out characteristics which distinguish the gritremoval unit from other process units.

STUDENT ACTIVITY: 1. Develop a picture file of grit removal units. Markdistinguishing characteristics.

<<<<<<>>>>>>

OBJECTIVE 4.2: Describe the grit removal process in technical and non-technical terms..;\

CONDITIONS: Given photographs of the grit removal unit.


Describe the grit removal unit, explaining the mean-ing of:

grit chambergrit collectorgrit removal unit

o grit tank

Describe the purpose of grit removal.

6

4

Grit Removal

Describe how gi.it removal affects:primary sedimentationaerationsecondary sedimentationpond stabilizationfirst stage digestionsecond stage digestionsolids disposalflow measurementpumping and piping

4,ED S74,4.

Ti

VID 73

+1:44.

INSTRUCTOR ACTIVITY: 1. Use diagrams, photographs and slides to describe grit

removal-2. Describe the grit removal process during a plant

tour. React to the student's description of the pro-

cess.

V

STUDENT ACTIVITY:

OBJECTIVE 4. 3:

1. Describe the grit removal process while viewing photographs, diagrams and slides.

2. Observe and describe the grit removal process duringa plant tour.

<<<<<<>>>>>>

)\Describe the safety procedures for the grit removal unitand explain how the procedures protect employees andvisitors.

CONDITIONS: Given a list of operation and maintenance procedures.


Describe the safety procedures for the grit removalunit, commenting on:

High-risk activitiesadjusting moving partshand removal of greaseworking in unventilated areas

Sources of dangerair hosesbeltselectrical equipmentmoving partsopen tanks

sosr,

Ti

74 414t Grit Removal14, e

44 PROI


STUDENT ACTIVITY:

Sources of danger (continued)slippery walkssmooth treadswater hopeswet treads

Safety equipmentlife preserverprotective clothing


1. Discuss treatment plant case histories.2. Describe the conditions in a plant and ask for eval-

uation.

3. Describe the safety procedures for each operation andmaintenance procedure.


1. Read case histories and comment on employee safetyprocedures.

2. Evaluate conditions which the instructor has des-cribed. Suggest remedies.

3. Role play operation or maintenance procedures. Se-lect proper safety equipment and name the sources ofdanger and high-risk activities. Develop a manual ofsafety procedures for the grit removal unit.


dig-

<<<<<<>>>>>>

OBJECTIVE 4. 4: Identify the components of a grit removal unit. Explainthe purpose of each 'component, how the component worksand why it is important.

CONDITIONS: Given a grit removal unit, unit components or a diagram,model or photographs of a unit and a list of components.


Identify components of the grit removal unit and as-sociated equipment:

air filter baffleair pressure relief valve belt


STUDENT ACTIVITY:

OBJECTIVE 4.5:

CONDITIONS:

jolos444

Grit Removal lat Pc 75

44M10101

blowerbucketchaincontrollercouplingdiffuserdrain systemelectrical control equipmentfire-f_ghting equipmentfirst-aid kitgate valvegear boxguide railmanifoldmotor

motor mountingpipingpressure gagereceiving hoppershaft

shaft bearingshoesilencerspeed reducersprockettanktightenervalveweir

Explain the purpose of each pomponent, how the compo-nent works and why it is important.

1. Point out and name components in diagrams, photo-graphs or models.

2. Arrange photographs or models o± components in theworkshop for student identification.

3. Point out and name components during a plant tour.4. Question the students about the purpose of each com-

ponent, how the component works and why it is impor-tant.

1. Identify the components which the instructor nameson diagrams, photographs or models.


3. Identify components during a plant tour.4. Explain the purpose of,each component, how the co4o-

nent works and why it'is important.f"-

<<<<<<>>>>>>

Describe the normal operation procedures ,i'of the gritremoval unit components listed on page 74.

Given a grit removal unit or slides or photographs of agrit removal unit, a list of components of the unit, achecklist of characteristics and a normal operation pro-cedures manual.

840'

7

03 stirs

tZ

76 4 Grit Removal

'4(micod?


Describe the characteristics'of each component whichthe operator checks to determine whether the compo-nent is functioning normally, commenting on:

agitation positioncolor soundcorrosion temperaturemotion velocityodor vibration

Name the sense'or indicator which monitors each char-acteristic.


STUDENT ACTIVITY:

Explain how often the characteristics of each compo-nent must be checked and why the component must bechecked on this scheddae.


making adjustmentsdeciding about corrective maintenancereporting to supervisorsreporting an written records


Describe routine sampling for the grit removal pro-cess.

List routine calculations for the grit removal pro-cess.


1. Describe the characteristics of the components of thegrit removal unit.

2. Describe the normal operation procedures for the gritremoval unit. Use color pictures.

3. Describe the normal operation procedures during aslide show of components of the grit removal unit.

4. Describe and explain the normal operation proceduresduring a plant tour. Lister to the student's des-cription of the procedures.

1. Develop a checklist, listing the components of thegrit removal unit and their normal characteristics.

2. Develop a manual of normal operation procedures.

81

Grit Removal

3. Describe the normal operation procedures during aglide show of components of the grit removal unit.

4. Observe and describe the normal operation proceduresduring a plant tour.

<<<<<<>>>>>>

OBJECTIVE 4.6: Perform the normal operation procedures for the gritremoval unit.

CONDITIONS: Given a g;It removal unit, the manual of normal opera-tion procedures which the student has detreloped'for thegrit removal unit and basic references.






Perform the routine record keeping. .


STUDENT ACTIVITY:

1. Observe the student demonstrating normal operation,procedures in adry run in a treatment plant.

2. Observe the student performing normal operation pro-cedures in a treatment plFt.

1. Demonstrate the normal operation procedures in a dryrun in a treatment plant.

2. Perform arid explain the normal operation proceduresin a treatment plant.

<<<<<<>>>>>>

OBJECTIVE 4.7: Describe and perform the start-up and shut-down Proce-duree for the grit removal unit.

82.

78

,so,OD St41

s.

Irk 0

0O Grit Removal14=I

motal

CONDITIONS:

a

Given a mock -up, model or photograph.of a grit removalunit and a grit removal unit with the manufacturer'sOperation manual.

I,

ACCEPTABLE 'PERFORMANCE The student will:

Start up and shut doim a grit removal unit,' followingthe-manufacturer's instructions.

01

INSTRUCTOR-ACTIVITY': ,., 1. Demonstrate and perform the start-up procedures in atreatment plant. f-;) /"--

2. Demonstrate'and perfOrm the shut-down procedures in atreatment plant.

3. Observe the student performing,the ,start-up proce- .

dures in 4. treatment plant.4. Observe the student performing the shut-down prose

. dures in a treatment plant.5. Observe the student as he evaluaies his start-up pro-

cedures.. ,

6. Observe the student as he evaluates his shut-down.

procedures..

STUDENT ACTIVITY:

OBJECTIVE 4.8:'

1. Describe the start-up procedures in a dry run in a ,

treatment plant.,

2. Describe the shut-down procedures in a dry run in'atreatment plant. .

3. Perform the start-up procedures in a, treatment plant.4. Perform the shut-dpwn procedures in a treatment

plant. .-

5. .Evaluate the operation of the, grit removal unit todetermine whether correct start-up procedures havebeen used. Use the niormal operation procedures man-ual which the student has developed. (See objective1.4.)

6. Evaluate the operation of thegrit removal\mit to, -

determine whether correct shut-down prodedures havebeen used. Use,the normal opertution procedures man-ual which the'hudent has developed. (See objective1.4.)

<<<<<<>>>>>

Describe the abnormal operation procedures for the'gpi,tremoval pDocess.

1,83

CONDITIONS:

1

010074,,,0

. Mk ,

Grit RemO'Val Vaal 79

o A PRP'Ge

Given a wastestream in a treatment plant or color photo-graphs-of a wastestream,:a checkliSt of the conditionsof the wastestream and plant records and reference ma-terials.

ACCEPTABLE PERFOMMANCE:r The student will:

0


STUDENT ACTIVITY:

2

Evaldate the wastestream for abnormal conditions,commenting on:

floating material . level

flow . . septic sewage

grit settleable matter

ice o' suspended'solidsindgstrial wastes velocity


4

Explain how often the condition df the wastestreammust be checked:.

Describe what an operator4does if he observes abnor-mal conditions, including:

operational changesrep6rting to supervisorssampling-procedures

Describe how the actions of the operator will improVe

the conditign of the wastes ream.Pfr.

1-9

1. Describ6 and. explain the, abnormal conditions of thewastestream illustrated in color pictures.

'2. Describe and explain the abnormal operation proce-dures illustrated in pictures and described in plantrecords and case histories.

3.,Degcribe and explain the abnormal operation'proce-dures during a slide show.'

4. Describe and explain the abnormal operation proce-dures during a plant tour. Listen to the student's

description of the procedures.

4

1. Evaluate and explain the abnormal*i.stesteam which are illustratedDescribe aneaxplain the abnormal

? dures, illustrated in pictures andrecords and case histories.

3. DesCribe.and explain_the abnormaldures in a class discussion after

84 ,

conditions of thein color ,pictures.operation proce-described i4 plant

operation proce-a......

OBJECTIVE 4.9:

CONDITIONS:

Grit Removal


a

4. Evaluate and explain the condition of the wastestreamduring a plant.tour. Describe and explain the abnor-mal operation procedures.

«««>>>>»

Describe the preventive maintenance procedures,for thegrit removal unit.

Given a grit removal unit or. pictures and drawings of agrit removal unit and reference materials, including:


The student will:

Describe these preventivethe grit removal unit:

Cleaningair filterair pressure relif vbaffleblowerbucketchaincouplingdiffuserdrain systemgate valvepipingreceiving hoppersprocket'tankweir

Lubrication.blowerchaincouplinggear boxmotorshaftspeed reducersprOCkettightener

maintenance procedures for

Mechanical adjustmentair, pressure relief:,

alve valvebafflebeltblowerbucketchaincogtrollercouplingelectrical control

equipmentgear bp'guide ailmotorpressure gageshaft °

shaft bearingsilencerspeed reducersprockettightenervalve.weir

taintingdiffuser

a

Grit Removal


STUDENT ACTIVITY:

fainting (continued)gear boxmanifoldmotormotor mountingpiping.shaftsprockettank

R6laceientair .filterair pressure relief valvebeltbucketchaincouplingdiffuserelectrical control

equipmentfire-fighting equipmentfirst-aid kit

oD sr*# . fas

a21U, 81

0,100'64r

4

gear boxpressure gageshoesilencerspeed reducersprockettightenervalveweir

Wear mearementbeltbucketchaincouplinggate valveshaftshoespeed reducersprockettightener

Name the reference materials and tools needed to per-

form the preventive maintenance procedures.


Explain how an operator determines whether a compo-nent !feeds preventive maintenance.

Describe what an operator does if a component needs

preventive maintenance.

Explain why each preventive maintenance procedure isimportant. .

1.'Describe and explain the preventive maintenance pro-cedures for the grit removal unit.



1. Develop a preventive maintenance sbhedule and a man-ual of preventive maintenance procedures.

2.. Observe, describe explain the preventive mainte-

nance procedures d ng a slide show.

111 `'gyp

86

sieD ST4i.

A. ink 7. 1

82 1 Grit Removal2:20.1to4,

44( pRois6

cr3 3. Observe, describe and explain the preventive mainte-nance procedures during a plant tour.

<<<<<<>>>>>>

OBJECTIVE 4.10: Perform the preventive maintenance procedures for thegrit removal unit.

CONDITIONS:



STUDENT ACTIVITY:

Given a grit removal unit knd 'tools and reference ma-terials, including:

inspection recordsManufacturer's maintenance guidesplant drawings and specificationspreventive maintenance schedule

The student will:

Select the reference materials and tools needed toperform the preventive maintenance procedures..

Apply the preventive maintenance schedule for thegrit removal unit, explaining his actions.

Perform the procedures which an operator follows whena component needs preventive maintenance, explaininghis actions.v

1. Set up simulated situations in the workshop.2. Observe Student inspection of a treatment plant.3. Observe the student performing the preventive main-

tOnance procedures in a treatment plant.

1. Small groups of students perform the preventive main-tenance procedures in simulated situations in theworkshop,

2. Inspect a treatment plant. Evaluate and explain thepreventive maintenance procedures.'


OBJECTIVE 4.11: Describe the corrective maintenance procedures for thegrit removal unit components, listed on page 74;

Grit'RdmoVal

CONDITIONS: Given a grit removal unit or a mock-up, photographs ordrawings of a grit removal unit; the manual of operationprocedures which the student has developed for the gritremoval unit, tools and reference materials, including:



Describe how an operator evaluates each component ofthe grit rToval unit for corrective maintenance,commenting on:

agitation positioncolor soundcorrosion temperaturemotion velocityodor Vibration


Name tine reference materials and tools needed to per-form the corrective maintenance.


evaluation of capabilities of plant personnelto perform the procedures

selection of replacement partSrecord keeping


INSTRUCTOR ACTIVITY:ar

STUDENT ACTIVITY:

1. Describe and explain the corrective maintenance pro-cedures for the grit removal unit, using diagrams andpictures.

2. Describe and explain the corrective maintenance pro-cedures during a slide show.

3. Describe and explain the corrective maintenance pro-cedures during treatment plant tours.

1. Describe and explain the corrective maintenance pro-cedures in situations described or pictured by theinstructor.

2. Describe and explain the corrective maintenance pro-'cedures during a slide show.

3. Observe, describe and explain the corrective mainte-nance procedures dUring a treatment, plant tour.

«««>>>»)8

S<ED 8l40.

I LL

Grit Removal

7

OBJECTIVE 4.12: Perform the corrective maintenance procedures for thegrit removal unit components.

CONDITIONS: Given a grit removal unit or unit components, the opera-tion procedures manual which the student has developed,tools and reference materials, including:

catalogue of replacement partsequipment cataloguesmanufacturer's maintenance guidesmanufacturer's operation manual


Evaluate the components of the grit removal unit forcorrective maintenance, explaining why a componenthas malfunctioned and commenting on:

agitation positioncolor soundcorrosion temperaturemotion velocityodor vibration


STUDENT ACTIVITY:


Perform the procedures which an operator follows whena component malfunctions, including:

evaluation of capabilities of plant personnelto perform the procedures



1. Set up simulated situations in the workshop.2. Observe the student as he evaluates the comp

a treatment plant.3. Observe the student performing the correct ve mainte-


1. Small groups of students perform and explain the cor-rective maintenance procedures in simulated itua-tions in the workshop.

2. Evaluate the components for corrective mainten ce.3. Perform and explain the corrective maintenance proce-


«««>>>>»

, 8 9

CEO sr%

(21Grit Rimoval V 85

4L molt

OBJECTIVE 4.13: Perform the safety procedures for the grit removal unitand demonstrate how they protect employees and visitors.

CONDITIONS: -Given a list of operation or maintenance procedures, thestudent's manual of safety procedures, tools and safetyequipment.


Identify hazardous conditibno in the grit removalunit, commenting on:

high-risk activitiessources of dangersafety equipment

Explain how the procedures pr9tect employees andvisitors.

A Recommend corrective procedures and correct the un-

safe conditions.


STUDENT ACTIVITY:

itv .

1. Set up simulated situations in the workshop.2.' Observe the student as he evaluates the safety condi-

tions in a treatment plant.3. Observe the student performing the safety procedures

in a Treatment plant.


2. Evaluate safety conditions in a treatment plant andrecommend corrective procedures.

3. Perform the safety procedures in a treatment plant.

«« < < < < > > > > > >

OBJECTIVE 4.14: Comp e,other grit removal unite to the aerated unitwith bucket elevator (composite model plant unit D).

CONDITIONS: Given a process unit and reference materials, including:equipment catalogueslaboratory reportsmanufacturer's bulletinsmanufacturer's operation. manualsplant maintenance and operation records

,leosr,4.1 r'', link 0

!086 0

Alate!

Grit RemovalF4,,,

c&'IL PRoi-


`,

Compare composite model plant unit D with:an aerated unit with screw conveyor.an aerated unit with air lift.an aerated unit with clam shovel.a velocity control unit with screw conveyor.a velocity control unit with bucket elevator.a velocity control unit with clam shovel.a surface overflow unit with screw conveyor.a surface overflow unit with bucket elevator.a surface overflow unit with rake.a cyclone unit.

Consider:

availability of replacement partscapital costsdependency on surrounding environmentease of repairefficiencyflow-handling capabilitiesmaintenance costsnuisance to neighborsoperational costsoperational skillspersonnel requirementsreliabilityresistance to upsetsensitivity of controlsspace requirementswaste-handling capabilities

INSTRUCTOR ACTIVITY: 1. Prepare a chart for tabulation of information aboutthe units.

2: Compare composite model plant unit D with the otherunits.


STUDENT ACTIVITY: 1. List information about the units on a chEirt.2. Compare the units in a panel discussion.3. Write a report on the advantages and disadvantages of

each unit.

<<<<<<>>>>>>

2

Grit Removal

Aff% 1..0 87

41.44 PtiO0'

OBJECTIVE 4.15: Name and locate the components of the grit removal unitlisted on page 74. Name and select reference materialswhich explain the normal operatiOn procedures, the pur-pose of each component, how the component works and whyit is important.

CONDITIONS: Given a grit removal unit, unit components or a diagram,model or photographs of a unit and reference materials,including:

contractor's plans of the grit removal unitmanufacturer's maintenance guidesoperation and maintenance manuals



STUDENT ACTIVITY:

Name and locate the components of the grit removal

unit.

Name and select reference materials which explainthe normal operation procedures, the purpose of eachcomponent, how the component works and why it isimportant.

1. Point out components of the grit removal unit on dia-grams, photographs or models.

2. Listen to the student naming the components and theapplicable 'reference materials during a plant tour.

3. Name and display the reference materials which des-cribe the grit removal unit and normal operationprocedures.

1. Name the components which the instructor points outon diagrams, photographs or models.

2. Name the\ronents which the instructor points outduring a p ant tour and name the reference materialswhich apply to the components.

3. Name and select the reference materials which des-cribe the grit removal unit and normal operationprocedures.

<<<<<<>>>>>>

OBJECTIVE-CM:- Perform the abnormal operation procedures- for -the-grit

removal unit.

92

1=3

88

CONDITIONS:

Grit Removal

14"

Given a wastestream in a treatment plant and referencematerials, including:

industrial waste recordsoperation logsoperator manualsplant performance guides



STUDENT ACTIVITY:

....................

Evaluate the wastestreamcommenting on:

floating materialTloigritice

industrial wastes

Select the references hestream to normal.


levelseptic sewagesettleable mattersuspended solidsvelocity

needs to return the waste-


.1. Observe the student as he evaluates the wastestreamin a treatment plant.


3. Observe the student performing the abnormal operati9nprocedures in simulated situations and in a treatmentplant.

1. Evaluate the wastestream in a treatment plant.2. Select the references needed to correct)abnormal

conditions of the wastestream..3. Perform the abnormal operation procedures in simula-

ted situations or in a treatment plant.

<<<<<<>>>>>>

................

MODULE 5

PRIMARY SEDIMENTATIONA rectangular unit with telescopic valverdrayoff,density meter time clock and trough with oaper

Composite Model Plant Unit E

PURPOSE: In this .module the student will learn to perform alZ the aRitivitiesin the objectives as they apply to a rectangular unit with tele-scopic valve drawoff, density meter time clock and trough with

scraper. READ PAGES 1 TO 11 BEFORE USING THIS MODULE.

OBJECTIVES: 5.1 Identify the primary sedimentation unit.5.2 Describe the primary' sedimentation process in technical and

nontechnical terms.5.3 Describe the safety procedures for the primary sedimentation

unit and explain how the procedures protect employees and

visitors.5.4 Identify the components of a primary sedimentation unit. Ex-

plain the purpose ,f each component, how the component worksand why it is important.

5.5 Describe the normal operation procedures for the primary sedi-mentation unit components listed on page 93.

5.8 Perform the normal operation procedures for the primary sedi,

mentation'unit.5.7 Describe and perform the start-up and shut-down procedures for

the primary sedimentation unit.5.8 Describe the abnormal operation procedures for the primary

sedimentation process.5.9 Describe the preventive maintenance procedures for the primary

sedimentation unit.5.10 Perform the preventive maintenance procedures for the primary

sedimentation unit.5.11 Describe t corrective maintenance procedures for prim

sedimentatibn unit, components listed on page 93.5.12 Perform the corrective maintenance procedures for the prim

gedimentatiow-unit components.5.13 'Perform the fety procedures for the primary sedi entati n

unit and de strate how they protect employee's and visit rs.

5.14 Compare oth primary sedimentation units to the rectang Zar

unit with to scopic valve draooff; density meter time clockand trough with scraper (composite model plant unit E).

5.15 Name and locate the components of the primary sedimentationunit listed on page 93. Name and select reference materials

94C

44osporo

$'(s,

1) Ank '0...... z

90 0 v0 Primary Sedimentation

%.f.+r ,G<`

44 ma,'

RESOURCES:

which explain the normal operation procedures, the purpose ofeach component, had the component works'and why it is impor-

.tant.5.16 Perform the abnormal operation procedures for the primary sed-

imentation unit.

3 116 120 125 141 143 144 202 203 219 220221 222 223 224 307 308 30.9 316 317 320 321324 421 459 511 551 552 553 554 937 990 .1033

1034 1399

<<<<<<>>>>>>

OBJECTIVE 5. 1: Identify the primary sedimentation ?Alt.

CONDITIONS:


INSTRUCTOR AC I :

STUDENT ACTIVITY:

OBJECTIVE 5.2:

CONDITIONS:

Given a unit, a model of a unit or a photograph of aunit.

The student will:

Indicate whether the process unit is used for primarysedimentation.

1. Point out character/ stics which distinguish the pri-mary sedimentation/unit from other process units.

111. Develop a picture file of rimary sedimentation

units. Mark distinguisping characteristics.

«««>>>>» /

escribe the primqly sedimentats process in technicalInontechnicayierms. A

Ml

Given otographs of the prim ry sedimentation unit.if/

/




STUDENT

/TIVITY:

1

/47 I

,ED EA44,n

1/ Oh

04,

-144 pnolS6Cs-

The student will:

Describe the primary cedimentation.unit, explainingthe meaning of:

primary basinprimary clarifier"sed" tanksedimentation unit

Describe the purpose of primary sedimenIation.

Describe how primary sedimentation affects:trickling filtrationaerationsecondary sedimentationpond stabilizationthickeningfirst stage digestionsecond stage digestionsludge conditioningsludge dewateringsolids disposaleffluent disposalflow measurementpumping and piping

1. Use diagrams, photographs and slides to describe pri-mary sedimentation.

2. Describe the primary sedimentation process during a ,

plant tour. React to the student's description ofthe process.

e..1-..-iscribe the primary sedimentation process whileviewing photograph9, diagrams and slides.

2. Observe and describe the primary sedimentation pro-cess during a p t tour.

«««>>» >

5. 3: Describe the s fety procedures for the primary sedimen-tation unit ,explain how the procedures protect em-

-pZoyees and visitors.

CONDITIONS: Given a list of operation and maintenance procedures.

Sio

AIM


+1'44 rots"



Describe the safety' procedures for the primary sedi-mentation unit, commenting qn:

High-ftsk activitieslifting and lowering objects with, ropes and

pulleysmaking adjustments with switch in automatic

positionraking floating materials from tank surfaceworking inside tank without's. buddy

e working near open pits and tanksSources of danger

acid wastescaustic wasteselectrical equipment,°explosive gasesfalliAg objectsmoving partsopen pitsradiationskimming spraysslippery walks and stairssmooth treadstankstoxic gaseswater hoseswet treads

Safety equipmentbarricadesdosimeterexplosion proOf flashlight'first-aid kithandrailsladderslife preserverlockout tags and keysprotectiVe clothingstair treads

Explain how the propedures preect employees andvisitors.,

1. Discuss treatment plant case histories.2. Describe the conditions in a plant and ask for eval-

uation.

3. Describe the safety imocedtres for each operation andmaintenance procedure.


7


STUDENT ACTIVITY:

OBJECTIVE 5.4:

t

CONDITIONS:

ito4a

"ink(SSD g 93

47:44 P1101"

1. Read case histories and Comment on employee safetyprocedures.

2. Evaluate conditions which the. instructor has des-cribed. Suggest remedies.

3. Role play operation or maintenance procedures. Se-lect proper safety equipment and name the sources ofdanger and high-risk activities: Develop a manual ofsafety procedures for the primary sedimentation unit.


«««>>»»a

Identify the components of a primary sedimentation unit.Explain thecurpose of each component, how the componentworks and why it is important.

Given a primary sedimentation unit, unit components ora diagram, model or photogiaphs of a unit and a list of

components.


-7

Identify components of theand associated equipment:bafflebeltchainclutchdensity meterdrive motorfire-fighting equipmentfirst-aid kitflightgearboxgrease pitinfluent gate'limit switchpipingpulleypump

primary sedimentatiOn

railshaftshear pinshoeskimmer armskimmer troughsludge wellsluice gatesprocketswitch gear,telescopic valvetime clockvalvevariable speed drivewater seal unitweir i

Explain the purpose of each component,nent works and why it is important...

98

how the compo-

.10 s114),

94 0 Primary Sedimentation


STUDENT ACTIVITY:

OBJECTIVE A5:

1. Point out and name components in diagrams, photo-graphs'or models.'

2. Arrange photographs or models of components in theworkshop for student identification.

3. Point out and name components durfhg a plant tour.4. Question the students about the purpose of each com-

ponent, how the component. works and why it is impor-tant.

1. Identify the components which the instructor names ondiagrams, photographs or models.


3. Identify components during a plant tour.4. Explain the purpose of each component, how the compo-


<<<<<<>>>>>>

Describe the normal operation procedures for the primarysedimentation unit components listed on page 93.

. CONDITION: Giiven a primary sedimentation unit or slides or photo-piaphs of a primary sedimentation unit, a list of compo-nents of the unit, a checklist of characteristics and anormal operation ,procedures manual.

ACCEPTABLE PERFORMANCE: Ike student will:


biological growth positioncolorcorrosionmotionodor

pressuresoundtemperaturevibration

Name the sense or indicator which monitors eachcharacteristic.

Explain holy-often the characteristics of each compo-nent must be-checked and why the component must.bechecked,onr.this schedule.

INSTRU4OR ACTIVITY:

STUDENT ACTIVITY:

soso $744,0.

Arlk

Primary Sedimentation v,ozu, W 95

4.404011,

Describe wliat an operator does if the characteristicsof a component indicate that it is not functioningnormally, including:making adjustments,deciding abdut corrective maintenance'reporting Wervisorsreporting bitten records

Explain why a component's characteristics must be re-turned to normal.

Describe routine sampling for the primary sedimenta-tion process:.

List routine calculations for the primary sedimentar-----tion process.


1. Describe the characteristics of the components of theprimary sedimentation unit.

2. Describe the normal operation procedures for the pri-mary sedimentation unit. Use color pictures.

3. Describe the normal operation procedures during aslide show of components of the primary sedimentationunit.

4. Describe and explain the normal operation proceduresduring a plant tour. Listen to the student's des-cription of the procedures. 4

1. Develop a checklist, listing the components of theprimary sedimentation unit and their normal charac-teristics.

2. Develop a manual of normal operatiot procedures:3. Describe the normal operation procedures during a

slide show of componehts of the primary sedimentatiohunit.

4. Observe and describe-the normal operation proceduresduring a plant tour.

<<<<<<>>>>>>

I I

OBJECTIVE 5. : Perform the normal operation procedures for the primarysedimentation unit.

0 10 0

,4

NiSD Stip..3"% 61?

96 Primary Sedimentation

'44 pnolt.- 4 4

CONDITIONS:

r

Given a primary sedimentation unit, the manual of normaloperation procedures which the student has developed forthe primary sedimentation unit and basic references.



STUDENT ACTIVITY:


,Perform the procedures which an operator follows ifthe characteristics of a component indicate-that itis not functibning- normally.




1. Observe the student demonstrating normal operationprocedures in a dry run in a treatment plant.

2. Observe the student performipg'normal operation pro-cedures in a treatment plant.

A

1. Demonstrate the normal operation procedures in a dryrun in a treatment plant.


<<<<<<>>>>>>

OBJECTI E 5.7: Describe and perform the start-up and shut -down proce-dures for the primary sedimentation unit.

CONDITIONS: Given a mock-up, model or photograph of a primary sedi-mentation unit and a primary sedimentation unit with themanufacturer's operation manual.


Start up and shut down a primary sedimentation unit,following the manufacturer's instructions.

Primar Sedimentation

INSTRUCTOA ACTIVITY!

STUDENT ACTIVITY:

OBJECTIVE 5. 8:

sr4y.,

c'ts,

0,1, .0,14'14 PROlt

1. Demonstrate and7perform the start7up,procedures in atreatment"plant.

2. Demonstrate and.perform the shut-down prOcedures in atreatment plant.

3. Observe the student perfoTing the start-up proce-dures in a treatment plant.

4. Observe the student performing the shut-down proee-

dures in a treatment plant.5. Observe the student as he evaluates his start-up pro-

cedures.6. Observe the student as he evaluates his-shut-down

procedures.

1.Describe-the stmt -up procedures in a dry run in a

treatment plant.2. Detcribe the shut-down procedures in a dry run in a

treatment plant.3. Perform the start-up procedures in a treatment plant.

4. Perform the shut-down procedurdb in a treatment

plant.5: Evaluate the operation of the primary sedimentation

unit to determine whether correct start-up procedureshave been used. Ust the normal operation proceduresmanual Which the student has developed. (See objec-

tive 1.4.)6. Evaluate the operation of the primary sedimentation

unit to determine whether correct shut-down proce-dures ave been used. Use the normal operation pro-

cedure manual which the student has developed. (See

objecti e 1.4.)

<<<<<<>>>>>>41,

Describe the abnormal operation propedures for the pri-

mary sedimentation process.

CONDITIONS: Q. Given a wastestream in a treatment plant or coloripho-

. 'tographs of a wastestream, a checklist of the conditionsof the wastestream and plant records and reference ma-

terials.

04

wlosro

( Ark98 Zra, Primary Sedimentation

Ge.Pit NOS v.

ACCEPTABLE PERFORMAN4I The student will:

Evaluate the wastestreamcommenting on:BODCODcolorfloating materialflowfoamgreaseice

industrial. wastes


STUDENT ACTIVITY:

fOr abnormal conditions,

levelodoroilpHoeptic sewagesettleable matterouopended solidstemperaturevelocity


Explain how often the. condition of the wastestreammust be checked.



Describe-how the actions of the operator will improvethe condition of the wastestream.

1. Describe and explain the abnormal conditions of thewastestream illustrated in color pictures.

2. Describe and explain the abnormal operation proce-dures illustrated in pictures and described in plantrecords and case histories.

3. Desvibe and explain the abnormal operation proce-dur33 during a slide show.

4. Describe and explain the abnormal operation prose-.dures during a plant tour. Listen to the student'sdescription of the procedures.

1. ,,Evaluate and explain the abnormalwastestream which are illustrated

2. Describe and explaih the abnormaldures illustrated in pictures andrecords and case histories.

3. Describe and explain, the abnormaldures in a class discussion after

conditions of thein color pictures.operation proce-described in plant

operation proce-'a slides show.

OBJECTIVE 5.9:

CONDITIONS:

ACCEPTABLE PERFORMANCE.

410to or%

(Primary Sedimentation 9;

4. Evaluate and explain the cmdition of the waotestreamduring a plant tour. Descpibe and explain the abnor-mal operation procedures.

<<<<<<>>>>>>

Describe the preventive maintenance procedures for theprimary sedimentation unit.

Given a primary sedimentinion unit or pictures and draw-ings of a primary sedimentation unit and reference ma-terialo, including:


The student will:

Describe these preventivethe primary sedimentation

Cleaningbafflechaindensity meterdrive motorflightgear boxgrease pitpumprailskimmer troughsludge wellsluice gatetelescopic valvevariable speed driveweir

Lubricationchainclutchdrive motorgear boxpumpsprocketvalvevariable speed drive

1 ash

maintenance procedures forunit:Mechanical adjustment

bafflebeltchainclutchdensity meterdrive motorflightgear bokinfluent,gatelimit switchpulleypumpshaftshear pinskimmer armsprocket.switchgeartelescopic valvetime clockvalvevariable speed drivewater seal unitweir

,054111%

ion I 2MV Primary Sedimentation-s'eN

Nip*"


STUDENT ACTIVITY:

OBJECTIVE 5.10:

Paintingdrive motorgear bsxpipingpumpcwitchgeartelescopic valvevariable speed driveweir

Replacement'bafflebeltchainfire-fighting equipmentfirst-aid kit

4

flightshear pinshoesprocket

Wear measurementbeltchainclutch

/-flightpumprailshoeskimmer armsprocketswitchgear

Name the reference materials and tools needed to perform the prevQive ma,intenance procedures.

Explain how often each prevtaive maintenance proce-dure must be performed.

Explain how an operator determines whether a compo-nent needs preventive maintenance.

Describe what an Operator does if a component needspreventive maintenance.

'Explain why each preventive maintenanceprocedure isimportant.

1. Describe and explain the preventive maintenance pro-cedures for the primary sedimentation unit.


3.. Describe and explain the preventive Mhintenance.pro-,

cedures during a plant tour.



3, Observe, describe and explain the preventive mainte-nance procedures during a plant tour.

<<,<<<>>>>>>

Perform the preventive maintenance procedures for theprimary sedimentation unit. ,

4

1 0 'et 44:


CONDITIONS: Given a primary sedimentation unit and tools and refer- .

once materials, including:inspection recordsmanufacturer's maintenance guides-plant drawings and opeciTicationopreventive maintenance schedule

ACCEPTABLE'PERFORMANCE: The student will:

Select the reference materials and tools needed to

perform the preventivOnaintenance procedures.

Apply the preientive maintenance schedule for theprimary sedimentation, unit, explaining his actions.

Perform the procedures, which an operator follows when

a component needs preventive maintenance, explaining

his actions.

INSTRUCTOR ACTIVITY: 4

STUDENT ACTIVITY:

1. Set up simulated situations in the workshop.2. Observe student inspection of a treatment plant. "

3. Observe the student performing the preventive mainte!!...


1. Small groups of students perform the preventive main-tenance procedures in simulated situations in the

workshop.2. Inspect a treatment plant. Evaluate and explain the

preventive maintenance procedures.3. Perform and explain the preventive maintenance proce-


<<<<<<>>>>>>

OBJECTIVE 5.11: Describe the corrective maintenance procedures for theprimary sedimentation unit components listed on page 93.

1

CONDITIONS: Given a primary sedimentation unit or a mock-up, photo-graphs or drawings of a primary sedimentation unit, .themanual of operation procedures which the student has de-veloped for the primary, sedimentation unit, tools andreference materials, including:


1 0.Q,

0)cro

"1/312h102 `v5 Primary Sedimentation

'S`4,

k4( PRO/


KS


STUDENT ACTIVITY:

The student will:

DOscribe how an operator evaluates each component ofthe primary sedimentation unit for corrective mainte-nance,"commenting on:

biological growth positioncolor pressurecorrosion soundmotion temperatureodor vibration


Name the referencq materials and tools needed to per-form the corrective maintenance.

Describe what an operator does when he discovers amalfunction,',including:

evaluation of-capabilities of plant personnelto perform the procedures



1. Describe and explain the corrective maintenance pro-cedures for the primary sedimentation unit, usingdiagrams and pictures.


3.'Describe and explain the corrective maintenance pro-cedures during treatment plant tours.

1. Describe and explain the corrective maintenance pro-cedures in situations described or pictured by theinstructor.


3. Observe, describe and explain the corrective mainte-nance procedures) during a treatment plant tour.

<<<<<<>>>>>>

OBJECTIVE 5.12: Perform the corrective maintenance procedures for theprimary sedimentation unit components.

107

Prima oedimentatio

CONDITIONS:


.0


STUDENT ACTIVITY:

4'14( PROIC'

Given a primary oedimentation unit or unit component°,the operation procedure° manual. which the otudent haodeveloped, tool° and reference material°, including:

catalogue of replacement parto -

:equipment caialogueomanufacturer'o maintenance guide°manufacturerto operation manual .

The otudent will:

Evaluate the componenia of the primary oedimentationunit for corrective maintenance, explaining why acomponent hao malfunctionOd and commenting on:biological growth pooition-color preoourecorrooion zoundmotion temperature

odor vibration

Select the reference material° and tool° needed toperform the corrective maintenance.

Perform the procedure° which an operator follow° whena component malfunction°, including:

evaluation of capabilitiea of plant peroonnelto perform the procedure°

°election of replacement part°record keeping


1. Set up oimulatdd oituationo in the workohop.2. Observe the otudent az he evaluate° the componento

in a treatment plant.3. Observe the otudent performirig the corrective mainte-

nance procedureoin a treatment plant. *

1. Small groups. of otudento perform and explain the cor-rective maintenance prOcedureo in oimulatoitud-tiono in the workohop.

2. Evaluate the component° for corrective maintenance.3. Perform and explain the corrective maintenance proce-

dureo in a treatment plant.

<<<<>>>>>>

108

No? si.0

ti

10444122 `


tiros.ot.

OBJECTIVE .13:

CONDITIONS:

Perform theeafety procedures for tfts primary sedimenta4tion unit and demonstrate how they protect emplayees-andvisitors.

Given a list of operation ormaintenance-procedures, thestudent's manual of safety procedures, tools and safetyequipm9/nt.

ACCEPTABLE PERFORMANCE: The student will;

Py


STUDENT ACTIVITY: A.

OBJECTIVE 5.14:

CONDITIONS:

-Identify hazardous conditions in the primary sedimen-tation unit, commenting on:

high-risk activitiessources of danger

eN safety equipment

Explain howthe proceduresgn; employees andvisitors.

Recommend corrective procedures and..correctthe un-safe condition.

1. Set up simulated situations in the workshop:2.'Observe the student an he evaluates the safety,cOndi-

tions in a treatment plant.3. Observe the student performing thd safety procedures

in a treatment plant.a


2. EvaIliatesafety conditions§ in a treatment plant and .s

recommend corrective procedures.3. Perform the safety procedures in a treatment plant.

<5<<<<>>>>>>

Compare other primary sedimentation units to the rec-tanclularunit with telescopic valve drawoff, density.6metertime..clock .and treujkwith'scraper (compositemodel plant unit E) . ,

Given a process unit and referencemateris41s, including:equipment catalogueslaboratory. eporta

,i0E0 ST4'4; AIM

411Primary Sedimentation


INSTRUCTOR

t

4

manufacturer's'bulletinsmanufacturer's operatianpanualsplant maintenance and operationrecods

105

+414 ono"-

The student will:

Compare composite model plant-unit E with:a circular unit with telescopic valve drawoff, den-

pity meter time clock and trough with scraper.a rectangular unit with sight glass, direqt drawoff

and trough with scraper.a rectangular unit with sight glass, direct drawoff

and helical skimmer.a circular unit with sight glass,,trough with

scraper and direct sludge drawoff.a circular unit with sight glass, trough with

scraper and telescopic valve drawoff.a rectangular unit with helical skimmer and density

meter time clock.a rectangular unit with helical skimmer and tele-

scopic valve drawoff.

Consider:availability of replacement partscapital, costsdependency on surrounding environmentease of repairefficiencyflow-handling.cepabilitiesmaintenance costs.nuisance to neighborsoperational costsoperational skillspersonnel requirementsreliabilityresistance to upsetsensitivity of controlsspace requirements .

waste-handling capabilities

ACTIVITY: 1. Prepare a chart fOr tabulation of information about

)the units.

2. Compare .composite model plant UnitE'Wi# the otherunits. ,

i).

3. Help the student to collect information for reports

on the advantages and disadvantages of each4nit.

1 11 0 t

STUDENT ACTIVITY:

OBJECTIVE 5.15:

CONDITIONS:

Primers Sedimentation

-1. List information. about the units on a chart.2. Compare "the unite in a panel discussion.3. Writea report on the advantages and disadvantages

of each unit.

<<<<<<>>>>>>

-Name and locate the components of the primary sedimen-tation unit listed on page 93. Name and select refer-ence materials which explain the normal operation proce-dures, the purpose of each component, how the componentworks and why it is important.

Given a primary sedimentation unit, unit components or adiagram, model or photographs of a unit and referencematerials, including:

contractor's plans of the primary sedimentation unitmanufacturer's maintenance guidesoperation and maintenance manuals


Name and locate the components of the primary sedi-mentation unit.

Name and select reference materials which explainthe normal operation procedures, the purpose of eachcomponent, how the component works and why it isimportant.


STUDENT ACTIVITY:

1. Point out components of the primary sedimentationunit on diagrams, photographs or models.

2. Listen to the student naming the components and theapplicable reference materials during a plant tour.

3. Name and display the reference materials which des-cribe the primary sedimentation unit and normal oper-ation procedures.

1. .Name the components which the instructor points outon diagrams, photographs ormodels.

:77 2. Name the components which the instructor points outduring a plant tour-and name the reference materialswhich apply to the components.

11.1

o


OBJECTIVE 5.18:

CONDITIONS:

otosr4,4

$ 107

Now"

3. Name and select the referen0ce materials which des-

cribe the prithary sedimentation unit and normal oper-ation procedures.

<<<<<>>>>>>

Perform the abnormal operation procedures for the pri-mary sedimentation unit.

Given a wee-ter:Are-at in a treatment plant and reference

materials, including:industrial waste recordsoperation logsoperator manualsplant performance guides


Evaluate the wastestreamcommenting an:

BODCODcolor-floating materialflowfoamgrease

,iceindustrial wastes

Select the referencesstream to normal.

c,


STUDENT ACTIVITY:


levelodoroilpHseptic sewage .

settleable ;Ottersuspended solidstemperaturevelocity

he -needs to return the waste-'


=1.

1. Observe the student as he evaluates the wastestreamin a treatment plant.


3. Observe the student performing the abnormal operationprocedures in simulated situations and in a treatmentplant. r

1. Evaluate the wastestream in a treatment plant.2. Select the references needed correct abnormal con-

ditions of the wastestream.

1 1-2

108 Primary Sedimentation

0

4

3. Perform the abnormal operation procedures in simula-ted si uations or ip a treatment plant.

<<<<<<>>>>>>

113

Documents

ig4*******44*************'**** - ERIC · 2014. 1. 27. · plant (CMP) of twenty-two procese units ° which is really many wastewater treat-ment plants in one model. Such a mix of

ig4*44***' - ERIC · 2014. 1. 27. · plant (CMP) of twenty-two procese units ° which is really many wastewater treat-ment plants in one model. Such a mix of