Search

The Centers for Disease Control (CDC) recommends that schools prepare or adapt a biosafety manual, and that instructors develop a list of safety procedures applicable to their own lab and distribute it to each student. In this way, safety issues will be brought to each student's attention. This document is an example of such a manual. It contains guidelines adapted from CDC guidelines for use in a school setting. Topics covered include: aerosols; chemical safety; decontamination; disinfection; waste disposal; teaching precautions; standard and special practices; universal precautions; and precautions for blood work. (CW)

This document, designed to serve as a training manual for technical instructors and as a field resource reference for Peace Corps volunteers, consists of nine units. Unit topics focus on: (1) water supply sources; (2) water treatment; (3) planning water distribution systems; (4) characteristics of an adequate system; (5) construction techniques; (6) operation and maintenance of a distribution and treatment system; (7) scope of disposal system projects in host communities; (8) the privy method of excreta design for a village; and (9) water carried sewage systems construction and maintenance. Each unit includes: an overview (statement summarizing significance of material to follow and points requiring special emphasis); an objective (definition of goal to be achieved); lists of tasks (steps followed to accomplish objectives), functional skills (knowledge skills needed to perform tasks), terminal performance tests; content information describing the knowledge and skills needed to perform tasks correctly; and lesson plans. (JN)

This instructor's manual contains materials needed to teach a two-lesson unit on activated bio-filters (ABF). These materials include: (1) an overview of the two lessons; (2) lesson plans; (3) lecture outlines (keyed to a set of slides designed for use with the lessons); (4) overhead transparency masters; (5) worksheets for each lesson (with answers); and (6) two copies of a final quiz (with and without answers). The first lesson (the sewage treatment plant) examines those process units that are unique to the ABF system. The lesson includes a review of the structural components of the ABF system and their functions and a discussion of several operational modes and the conditions under which they might be used. The second lesson covers the operation of ABF systems. The laboratory tests recommended for influent and effluent monitoring are presented and related to the factors affecting biomass growth. Calculations regarding food-to-microorganism (F/M) ratio and mean cell residence time (MCRT) are presented and practiced. Plant observations and monitoring are discussed with an emphasis on awareness and identification of existing and potential problems. Some operational problems are also presented with recommended corrective measures. (JN)

This student manual provides the textual material for a unit on rotating biological contactors (RBC's). Topic areas considered include: (1) flow patterns of water through RBC installations; (2) basic concepts (shaft and stage); (3) characteristics of biomass; (4) mechanical features (bearings, mechanical drive systems, and air drive systems); (5) design considerations (flow rates, organic and solid loads, industrial loading, and weather/environmental influences); (6) interaction of unit processes (preliminary treatment, primary clarifier, return streams, and secondary clarifier); (7) process monitoring and testing, focusing on the visual observation of the biomass; (8) process control for steady state operation (considering mechanical and air drive systems); and (9) making process control changes. A list of objectives, a glossary of key terms, a list of references, and student worksheets are included. It is assumed that students using this manual have had some experience in wastewater treatment and a basic understanding of biological treatment. (JN)

This two-lesson unit on rotating biological contactors (RBC's) is designed to be used with students who have had some experience in wastewater treatment and a basic understanding of biological treatment. The first lesson provides information on the concepts and components of RBC treatment systems. The second lesson focuses on design operation and maintenance. The teaching guide includes: (1) an overview of the unit; (2) lesson plans; (3) lecture outlines; (4) overhead transparency masters for use with the second lesson; (5) student worksheets (with answers); and (6) two copies of a final quiz (with and without answers). The lecture outline for the first lesson includes reference to a set of slides developed for use with the lesson. Instructors are encouraged to add their own slides or to change the order of slides to fit their own teaching styles. (JN)

This student manual contains the textual material for a four-lesson unit on anaerobic digestion control. Areas addressed include: (1) anaerobic sludge digestion (considering the nature of raw sludge, purposes of anaerobic digestion, the results of digestion, types of equipment, and other topics); (2) digester process control (considering feeding and loading, control of supernatant quality and effects, use of laboratory tests and other information for process control, chemicals used in digester control, and other topics); and (3) troubleshooting assistance (for loading supernatant, digested sludge, sludge pumping and pipelines, sludge temperature control using internal coils, sludge temperature control using external heat exchangers, sludge mixing--gas mixers, sludge mixing--mechanical mixers, scum blanket, digester gas system, digester covers--fixed, digester covers--floating, digester covers--gas holder type, and toxicity). A list of objectives, glossary of key terms, list of references, and worksheets are included. (JN)

This instructor's guide contains the materials needed to teach a seven-lesson unit on activated sludge. These materials include an overview of the unit, lesson plans, lecture outlines (keyed to slides designed for use with the lessons), student worksheets for each of the seven lessons (with answers), and two copies of a final quiz (with and without answers). Topic areas addressed in the lessons include: (1) review of activated sludge concepts and components (including aeration tanks, aeration systems, clarifiers, and sludge pumping systems); (2) activated sludge variations and modes; (3) biological nature of activated sludge; (4) sludge quality and respirometry for process control; (5) return sludge control; (6) waste sludge control; and (7) trend charts, testing, and data management. (JN)

This student manual contains textual material for a two-lesson unit on activated bio-filters (ABF). The first lesson (the sewage treatment plant) examines those process units that are unique to the ABF system. The lesson includes a review of the structural components of the ABF system and their functions and a discussion of several operational modes and the conditions under which they might be used. The second lesson covers the operation of ABF systems. The laboratory tests recommended for influent and effluent monitoring are presented and related to the factors affecting biomass growth. Calculations regarding food-to-microorganism (F/M) ratio and mean cell residence time (MCRT) are presented and worked out. Plant observations and monitoring are discussed with an emphasis on awareness and identification of existing and potential problems. Some operational problems are also presented with recommended corrective measures. The manual includes a list of objectives, a glossary of key terms, a list of references, and worksheets for each lesson. (JN)

This student manual contains the textual material for a seven-lesson unit on activated sludge. Topic areas addressed in the lessons include: (1) activated sludge concepts and components (including aeration tanks, aeration systems, clarifiers, and sludge pumping systems); (2) activated sludge variations and modes; (3) biological nature of activated sludge; (4) sludge quality and respirometry for process control; (5) return sludge control; (6) waste sludge control; and (7) trend charts, testing, and data management. A list of objectives for each lesson, a glossary of key terms, a list of references, and a worksheet for each lesson are included. (JN)

This instructor's guide contains materials needed to teach a four-lesson unit on anaerobic digestion control. These materials include: (1) unit overview; (2) lesson plans; (3) lecture outlines; (4) student worksheets for each lesson (with answers); and (5) two copies of a final quiz (with and without answers). Lesson 1 is a review of the theory of anaerobic digestion. Topics covered include the nature of raw sludge, purposes of anaerobic digestion, the biological process, and the results of digestion. Lesson 2 covers classification of digesters and system components. Classification on the basis of function and structure is discussed. The components of the mixing, heating, and gas system are also covered. Lesson 3 deals with process control. The factors which affect operation, control parameters, and sampling and testing are addressed. Lesson 4 is on mathematics calculations relating to process control. Lessons 1, 2, and 3 are supported by a set of 35mm slides (which are indicated in the lecture outlines for these lessons). (JN)

This instructor's guide contains materials needed to teach a two-lesson unit on the structure and components of facultative lagoons, the biological theory of their operation, and factors affecting their operation. Control testing recommendations, maintenance guidelines, and troubleshooting hints are also provided. These materials include: (1) an overview of the two lessons; (2) lesson plans; (3) lecture outline (keyed to a set of slides which accompany the unit); (4) student worksheet (with answers); and (5) two copies of a final quiz (with and without answers). The first lesson is a review of microbiology, components, and operational modes. The second lesson covers process control, maintenance, and troubleshooting. (JN)

This unit provides an introduction to basic concepts which are applicable to all biological treatment systems. It consists of three lessons which focus on: the microorganisms found in biological systems; the factors that affect the growth and health of biological systems; and the interrelationship between groups of microorganisms, their competition, predominance, and symbiosis. The instructor's guide for the unit includes: (1) an overview of the unit; (2) lesson plans; (3) lecture outlines (keyed to a set of slides designed for use with the lessons); (4) a student worksheet for each lesson (with answers); and (5) two copies of a final quiz (with and without answers). (JN)

This manual contains the textual material for a three-lesson unit which introduces students to the basic concepts applicable to all biological treatment systems. The general topic areas addressed in the lessons are: (1) the microorganisms found in biological systems; (2) the factors that affect the growth and health of biological systems; and (3) the interrelationships between groups of microorganisms, their competition, predominance, and symbiosis. A list of objectives, glossary of key terms, list of references, and student worksheets (one for each lesson) are included. (JN)

This unit (which consists of a single lesson) describes the structural and operationally unique features of aerated lagoons. In addition, special troubleshooting and maintenance problems are discussed. The instructor's guide for the unit includes: (1) an overview of the lesson; (2) lesson plan; (3) lecture outline (keyed to a set of slides used with the unit); (4) student worksheet (with answers); and (5) two copies of a final quiz (with and without answers). This unit is heavily dependent upon information presented in the facultative lagoon unit and it is recommended that both units be presented as a set. If it is necessary to present only aerated lagoons, material from the facultative lagoon unit should be referenced and students encouraged to read it ahead of time. (JN)

This student manual contains the textual material for a unit which focuses on the structural and operationally unique features of aerated lagoons. Topic areas discussed include: (1) characteristics of completely mixed aerated lagoons; (2) facultative aerated lagoons; (3) aerated oxidation ponds; (4) effects of temperature on aerated lagoons; (5) mechanical surface aerators; (6) diffused air aerator; (7) lagoon testing; (8) design considerations; (9) operational considerations; and (10) maintenance. A list of objectives, glossary of key terms, list of references, and student worksheet are included. This unit is heavily dependent upon information presented in the unit on facultative lagoons and the two units should be presented together. If it is necessary to present only aerated lagoons, material from the facultative lagoon unit should be referenced and students encouraged to read it ahead of time. (JN)

The textual material for a two-lesson unit on oxidation ditches is presented in this student manual. Topics discussed in the first lesson (introduction, theory, and components) include: history of the oxidation ditch process; various designs of the oxidation ditch; multi-trench systems; carrousel system; advantages and disadvantages of the oxidation ditch; aeration of the oxidation ditch; types of aeration used; safety covers for aerator units; clarification; philosophy of clarification; characteristics of sludge settling; mechanical aspects of clarification; role of sludge settling in clarification; solids inventory controls; importance of segmented wasting schedules; and process hints for the oxidation ditch plant. Topics discussed in the second lesson (process kinetics and process control) include: carbon in the environment; carbonaceous oxidation; process control of carbonaceous oxidation; nitrogen and sewage treatment; importance and sources of nitrogen in the environment; concerns with nitrogen; nitrification/denitrification; process control of carbonaceous and nitrogen oxidation; denitrification kinetics; and helpful hints in the operational control of an oxidation ditch. A list of 21 unit objectives, a glossary of key terms, a short list of references, and student worksheet are included. (JN)

This instructor's guide contains materials needed for teaching a two-lesson unit on trickling filters. These materials include: (1) an overview of the two lessons; (2) lesson plans; (3) lecture outline (keyed to a set of slides accompanying the unit); (4) overhead transparency masters; (5) student worksheet (with answers); and (6) two copies of a final quiz (with and without answers). The first lesson (structure and theory) covers an introduction to trickling filters, components, modes of operation, and the microbiology of trickling filters (emphasizing the factors that affect growth). The second lesson covers the operation of trickling filters. The laboratory tests recommended for influent and effluent monitoring are presented and related to the factors affecting biomass growth. Calculations regarding loading, recirculation, and efficiency are presented and practiced. Plant observation and monitoring is discussed with an emphasis on awareness and identification of existing and potential problems. Finally, a number of operational problems are presented with recommended corrective measures. (JN)

The textual material for a unit on facultative lagoons is presented in this student manual. Topic areas discussed include: (1) loading; (2) microbial theory; (3) structure and design; (4) process control; (5) lagoon start-up; (6) data handling and analysis; (7) lagoon maintenance (considering visual observations, pond structure, safety, odor, recordkeeping, and preventative maintenance); and (8) lagoon troubleshooting (considering causes and solutions to such problems as high loading, decreasing trend in pH, effluent high in biological oxidation demand, insects, and odor problems). A list of unit objectives, a glossary of key terms, a short list of references, and student worksheet are included. (JN)

This student manual contains the textual material for a single-lesson unit which summarizes and reviews most of the solids handling processes in common use in municipal treatment plants. No attempt is made to detail the theory and operation of the processes. Topics discussed include: (1) sources of sludge; (2) the importance of sludge management; (3) volume reduction; (4) solids reduction; (5) stabilization; (6) conditioning; and (7) ultimate disposal. A list of unit objectives and student worksheet are included. (JN)

The textual material for a unit on trickling filters is presented in this student manual. Topic areas discussed include: (1) trickling filter process components (preliminary treatment, media, underdrain system, distribution system, ventilation, and secondary clarifier); (2) operational modes (standard rate filters, high rate filters, roughing filters, filter staging); (3) trickling filter microbiology (biomass, nutritional requirements, metabolism rates, growth and sloughing cycle); (4) trickling filter process monitoring, including the use of laboratory data to aid in plant operations; and (5) operational problems and solutions (focusing on filter flies, high effluent suspended solids, high hydraulic loading rates, icing, in-plant recycle streams, low temperature wastewaters, odors, orifice plugging, ponding, reduction in biological oxidation demand (BOD) removal, and toxic loadings). A list of unit objectives, glossary of key terms, aand student worksheet are included. (JN)

This unit (which consists of a single lesson) summarizes and reviews most of the solids handling processes in common use in municipal treatment plants. The instructor's guide for the unit includes: (1) an overview of the lesson; (2) lesson plan; (3) lecture outline (keyed to a set of 72 slides); (4) student worksheet (with answers); and (5) two copies of a final quiz (with and without answers). After completing the unit students should be able to briefly describe how each solids handling process works and describe its main function within the solids handling program. In addition, students should become aware of the critical importance of solids handling to the overall operation and effectiveness of the treatment plant. (JN)

This instructor's guide contains materials needed for teaching a two-lesson unit on oxidation ditches. These materials include: (1) an overview of the two lessons; (2) lesson plans; (3) lecture outlines; (4) student worksheet (with answers); and (5) two copies of a final quiz (with and without answers). The first lesson: reviews the theory, structure, and components of the oxidation ditch system; discusses nitrification/denitrification and its importance to oxidation ditch operation; and outlines and explains process monitoring and process control techniques. (This lesson is designed to be presented with the aid of a set of 35mm slides accompanying the unit.) The second lesson, which is more advanced, covers the topics of carbonaceous and nitrogenous oxidation and their importance in oxidation ditch process control. Since this lesson could be considered optional for instruction at the intermediate level, the student worksheet and final quiz cover only the material presented in the first lesson. (JN)

This manual contains the textual material for a single-lesson unit on aerobic sludge digestion. Topic areas addressed include: (1) theory of aerobic digestion; (2) system components; (3) performance factors; (4) indicators of stable operation; and (5) operational problems and their solutions. A list of objectives, glossary of key terms, and student worksheet are included. (JN)

This unit on aerobic sludge digestion covers the theory of the process, system components, factors that affect the process performance, standard operational concerns, indicators of steady-state operations, and operational problems. The instructor's guide includes: (1) an overview of the unit; (2) lesson plan; (3) lecture outline (keyed to a set of slides designed for use with the unit); (4) narrative for the slide program; (5) overhead transparency masters; (6) student worksheet (with answers); and (7) two copies of a final quiz (with and without answers). (JN)

Defining public services as the basic community/regional services which are provided to residents through tax receipts and service charges, this publication identifies variables for each service group and presents them in the form of questions that communities should find useful when analyzing impacts of growth. After listing questions dealing with the two key variables--the number of new people and where they will be located--the guide propounds questions about education, fire and police protection, roads, and streets, health care, sewage collection and treatment, water, and solid waste collection and disposal. Sample questions include: How many students will be added to the local school system? Will new school buildings be needed, and when? What is the estimated number of new households in the fire service area and where are they located? Will new residents be a higher crime risk group? How many miles of new roads will be needed and at what cost? What age group dominates the new population? Will the incidence of illness be higher than now? What is the estimated number of new sewage connections? Is expansion of existing water lines necessary? How much additional refuse will be generated by the new population? Suggested information sources conclude the document. (BRR)

This guide provides suggestions on pest control and safety rules for pesticide use at home. Pest prevention may be possible by modification of pest habitat: removal of food and water sources, removal or destruction of pest shelter and breeding sites, and good horticultural practices that reduce plant stress. Nonchemical alternatives to pesticides involve biological treatments by natural predators, parasites, or pathogens, or mechanical treatments such as trapping or removal by hand. Nonchemical pest controls require time and energy, but pose no health hazards and do not create pesticide resistant pest populations. Chemical controls are available in many forms. Chemicals are easy and quick to use, but require careful use and generally achieve only temporary results. A careful reading of the pesticide label is essential for selection and use of the proper product. The guide includes: (1) instructions for determining correct dosage; (2) tips for pesticide application, storage, and disposal; (3) advice on choosing a pest control company; (4) suggestions for reducing personal exposure to pesticides via food, water, air, and home usage; (5) information on toxicity factors, signs of poisoning, and first aid; (6) a description of the National Pesticide Telecommunications Network; and (7) addresses of regional Environmental Protection Agency offices and state pesticide agencies. A bilingual (English/Spanish) leaflet on pesticide hazards and safety tips comes with the document. (SV)

Every active family and business produces solid waste, some of which are the nonhazardous discards of society. Taken as individual substances, our newspapers, food leftovers, containers and wrappings, grass clippings and tree limbs seem harmless enough. But huge volumes of these materials are generated daily. It has been projected that many counties in Ohio may run out of approved landfill space by the end of this century. The purpose of this publication is to promote student research on litter prevention and recycling. This science workbook contains 26 student research project ideas submitted by business, industry, trade associations, and others. Also included are "The Solid Waste Crisis in Ohio"; "Background on Litter Prevention and Recycling"; and "How to Find Information on Litter Prevention and Recycling" (including information on using the library, reference books, journals, indices, abstracts, vertical file and letter writing). "References and Resources" include the addresses of 40 organizations and agencies, and a bibliography of over 200 references. (CW)

This study guide was designed to help teachers and students understand the problems surrounding solid wastes. It includes an overview of solid waste and recycling, a glossary, suggested activities and a list of resource publications, audiovisual materials and organizations. There are 19 activity suggestions included in this guide designed for use in grades 4 through 12. Topics include solid waste production, natural resources, landfills, composting, packaging, and decision making. Each activity includes goals, grade levels, materials, procedures, and discussion questions. In addition, 32 activity ideas are suggested. References are divided into general, composting and decomposition, curriculum materials, audiovisual materials, agencies, and organizations. Interdisciplinary cooperation is stressed throughout. (CW)

This operations manual represents a continuation of operator training manuals developed for the United States Environmental Protection Agency (USEPA) in response to the technological advancements of wastewater treatment and the changing needs of the operations profession. It is intended to be used as a home-study course manual (using the concepts of self-paced instruction) or as a textbook for college and university courses. It contains chapters on: (1) the industrial plant operator; (2) activated sludge; (3) physical-chemical treatment; (4) instrumentation; (5) industrial waste monitoring; (6) industrial waste treatment processes; and (7) maintenance. Each chapter contains textual information, discussion and review questions, suggested answers, and an objective test. Included in the appendix are a final examination, tips on solving industrial waste arithmetic problems, a glossary of terms, and an index. (TW)

This operations manual represents a continuation of operator training manuals developed for the United States Environmental Protection Agency (USEPA) in response to the technological advancements of wastewater treatment and the changing needs of the operations profession. It is intended to be used as a home-study course manual (using the concepts of self-paced instruction) or as a textbook for college and university courses. It contains chapters on: (1) odor control; (2) activated sludge; (3) solids handling and disposal; (4) solids removal from secondary effluents; (5) phosphorus removal; (6) nitrogen removal; (7) wastewater reclamation; and (8) instrumentation. Each chapter contains textual information, discussion and review questions, suggested answers, and an objective test. Included in the appendix are a final examination, tips on solving industrial waste arithmetic problems, a glossary of terms, and an index. (TW)

Common household hazardous substances include cleansers, drain cleaners, automotive products, paints, solvents, and pesticides. This handbook was designed to serve as a resource for people frequently contacted by the public for information on household hazardous substances and wastes. Included in the handbook are: (1) an introduction to Michigan's household hazardous waste problem; (2) recommendations on purchase, use, and disposal practices for household products containing hazardous ingredients; (3) suggested less-toxic or non-toxic alternatives; (4) a directory of agencies, organizations and recycling, treatment and disposal firms; and (5) a bibliography of sources of additional information. Brief discussions of some issues associated with household hazardous waste are included to heighten awareness among waste management, public health and community service professionals, and to initiate furthur education of the general public. (TW)

This document package contains an Air Force course used to train environmental support specialists. The course is organized in four blocks of instruction covering 320 hours (or eight weeks), and is designed for group instruction. The four blocks cover the following topics: environmental fundamentals and support equipment, water and wastewater analysis, water supplies and treatment, and wastewater treatment and disposal. The following materials are included in the package: plan of instruction (lesson plans) for the instructor, student study guides/workbooks for each block of the course, progress checks (tests and performance demonstrations), and some background material on basic physics. Student study guides contain objectives, information, exercises, summary, and references for each of the lessons in the course. Materials are illustrated with line drawings. (KC)

This unit provides elementary teachers with ideas for assisting their students in developing an understanding and appreciation of sound resource use. It contains projects and activities that focus on both the litter problem and on waste management solutions. These materials can be adapted and modified to accommodate different grade levels and content areas. Many of the activities employ a "hands-on" approach which is intended to increase environmental consciousness and personal responsibility for the environment. The unit contains: (1) a list of 39 activities; (2) a glossary for teacher reference that can be adapted for student use; (3) a recycling fact sheet; (4) litter control slogans/bulletin board captions; (5) lists and descriptions of resource materials; (6) addresses of recyclers in Louisiana; (7) illustrations of recycling activities; (8) incentive award suggestions; (9) a skit on litter control; and (10) lyrics and music for the song, "Clean is King." (ML)