CLASS SUMMARIES

Course schedule is tentative and is subject to modification as new information and needs arise. Further details will be provided as the quarter progresses.

 

Week 1

Monday March 26, 2007 Return to top

Goal: Introduce course, instructors and students and answer questions.

Pre-class preparation:

• Explore course website.
• Come to class with any questions about the course including schedule, expectations and grading.

Class Activities/Discussion:

• Knowledge survey
• Overview of onsite and decentralized wastewater treatment
• What makes a good discussion?
• Syllabus: expectations, evaluation, overview, schedule, resources

Assignment:

Pre-class preparation for March 28

• Reading assignment: Crites and Tchobanoglous: pp. 21-25, 33-40, 50-55, 58-62, 67-71

• Answer the following questions:

  1. In Table 2-1, why are organic nitrogen and organic phosphorus listed under inorganic chemical characteristics?
  2. Why is Total Dissolved Solids (TDS) important parameter with regard to water reuse from wastewater treatment?
  3. What constituent in water is the major contributor to alkalinity in wastewaters? Why is alkalinity important?
  4. What is the difference between BOD and CBOD?
  5. An untreated wastewater sample is analyzed for UBOD and COD. The measured values are 300 and 600 mg/L, respectively. Why is the COD higher than the UBOD?

Wednesday March 28, 2007 Return to top

Goal: Wastewater characteristics and their effects

Pre-class preparation:

• Reading from Crites and Tchobanoglous, answer questions.

Class Activities/Discussion:

• Types of wastewater, e.g. domestic, restaurants, commercial, etc
• Wastewater constituents
• Substances of concern in wastewater, e.g. microbes, micropollutants, nutrients, pathogens, etc
• Environmental fate and ecology, protections of public health

Assignment:

Pre-class preparation for March 30

• Reading assignment: Crites and Tchobanoglous: pp. 74-82, 169-183

• Answer the following Questions:

  1. What is the difference between and autotrophic and heterotrophic, non-photosynthetic, bacteria?
  2. Bacteria need energy to grow and consume wastewater constituents. They obtain energy from oxidation-reduction reactions, which involves the transfer of electrons from a donor to an electron acceptor. List 3 possible electron acceptors used by bacteria for oxidation reduction reactions.
  3. What is the difference between a pathogenic organism and other microbial organisms found in wastewaters?
  4. For a home with 3 people what is the approximate wastewater volume discharged per day in gallons? Using your judgment and best guess, what percentage of this flow occurs between midnight and 6am, between midnight and noon, between midnight and 8pm, and between midnight and 11:59pm. (we should all be close on the last one)

 

Friday March 30, 2007 Return to top

Goal: Wastewater characteristics and their effects

Pre-class preparation:

• Reading from Crites and Tchobanoglous, answer questions.

Class Activities/Discussion:

• Types of wastewater, e.g. domestic, restaurants, commercial, etc
• Wastewater constituents
• Substances of concern in wastewater, e.g. microbes, micropollutants, nutrients, pathogens, etc
• Environmental fate and ecology, protections of public health

Assignment:

Pre-class preparation for April 2

• Read New York Times “Toilets Underused to Fight Disease, U.N. Study Finds” - will be handed out in class
• Read Montgomery and Elimelech (2007), “Water and Sanitation in Developing Countries: Including Health in the Equation”, Environmental Science and Technology, 17-24 - you will need to download from UW libraries website under electronic journals
• Answer the following:
  • What are some problems with centralized sewer and treatment systems identified in the articles? Can you think of others?
  • What are some problems with pit latrines identified in the articles? Can you think of others?
  • Why do you think it is difficult to get people to address and pay for sanitation services over other voluntary services (e.g. cell phones)?
  • Identify multiple pathways for human exposure to pathogens resulting from inadequate sanitation.
  • How does the discussion of POU versus centralized treatment relate to sanitation?

Week 2

Monday April 2, 2007 Return to top

Goal: Basic methods of sanitation including pit latrines, dehydrating toilets and composting toilets.

Pre-class preparation:

• Read New York Times and Environmental Science and Technology article, answer questions

Class Activities/Discussion:

• Presentation – pit latrines, dehydrating toilets, composting toilets, urine diverting toilets, and other alternatives

Assignment:

Pre-class preparation for April 4

• Reading assignment for Wed. April 4, 2007 Crites and Tchobanoglous: pages, 205-206, 313-330

  Questions for class preparation:

  1. What peak flow factor is recommended to estimate septic effluent flowrates? Is this based on a peak day, peak week or peak hour?

  2. Name the 3 layers in a septic tank.

  3. What are the two main requirements for satisfactory septic tank construction?

  4. Which of the following are true with regard to the fate of materials entering a septic tank from domestic households?

  a. Solids are reduced in volume by hydrolysis, fermentation and methane production

  b. All the solids entering eventually disappear.

  c. Garbage grinders in homes have no affect on septic tanks

  d. A two compartment tank is much better than a single compartment tank

  e. Septic tanks remove most of the nitrogen in the wastewater

  f. Septic tank performance in BOD and TSS removal is similar to that for primary sedimentation of domestic wastewater in wastewater treatment plants.

 

Wednesday April 4, 2007Return to top

Goal: Fundamentals of septic tank design

Pre-class preparation:

• Reading from Crites and Tchobanoglous and answer questions

Class Activities/Discussion:

• Primary treatment – physical, chemical and biological removals
• Design parameters: screens, vents, size
• Grease traps
• Maintenance

Assignment:

Pre-class preparation for April 6

• Read the "Soil Food Web Chapter" of the Natural Resources Conservation Service web version of the "Soil Biology Primer", links to chapters are in navigation bar on left side under "Soil Biology" link
• Read pages 7-23 of the booklet, "Sustaining our Soils and Society", free PDF download available at American Geological Institute
• Answer the following:
  • How would you define soil?
  • Describe the soil and water table where you live. If you do not know, then either speculate or describe a soil you are familiar with.
  • What ecological functions are carried out by the soil?
  • Can you think of ways that you could measure soil texture? Soil drainage potential? Determine soil structure?

Homework 1

• Link to homework 1 assignment: Wastewater characterization, septic tanks and soils.

 

Friday April 6, 2007Return to top

Goal: Introduction to soils, hands on experience determining soil texture by the ribbon test with guest presenter Jeff Hatten, PhD Candidate in Soils Science

Pre-class preparation:

• Read chapters in the Soil Biology Primer and Sustaining our Soils and Society and answer questions.

Class Activities/Discussion:

• Basic introduction to soils
• Soil texture measurements
• Hands on exercise: determination of soil texture

Assignment:

Pre-class preparation for April 9

• Read pages 3-24 of the USEPA Voluntary National Guidelines for Management of Onsite and Clustered (Decentralized Wastewater Treatment Systems
• Answer the following questions
  • What is the difference between prescriptive and performance based codes?
  • How can proper management of decentralized systems be ensured?
  • Who should be responsible for management of decentralized systems?
  • Answer the following in regards to centralized and decentralized wastewater treatment:
    • Which does the public like best?
    • Which is best for environmental protection?
    • Which is most cost-effective?
    • How does an existing small community decide?

Week 3

 Monday April 9, 2007Return to top

Goal:Wastewater systems presentation from guest speaker David Lenning, Washington State Department of Health

Pre-class preparation:

• Reading from USEPA Voluntary National Guidelines and answer questions

Class Activities/Discussion:

• Onsite vs. decentralized wastewater treatment
• Performance, monitoring, maintenance
• Regulatory framework
• Current state of Washington regulations

Assignment:

Pre-class preparation for April 11

• Read Crites and Tchobanoglous, pp 910-918

  1. For the following site information or test, state the importance or relevance of the data for the design of an onsite septic tank and drainage field:

  a. backhoe pit

  b. piezometer observations

  c. site drainage characteristics

  d. site elevation contours

  e. water well location

 

Wednesday April 11, 2007Return to top

Goal: What questions must be answered in a site evaluation?

Pre-class preparation:

• Reading from Crites and Tchobanolglous and answer questions

Class Activities/Discussion:

• Important factors in a site evaluation
• Soils analysis, depth to groundwater, slope, location of system, etc.
• Discussion of perc test

Assignment:

Pre-class preparation for April 13

• Bring a ruler, pencil and eraser to class on Friday

• Reading in Crites and Tchobanoglous 905-910, 923-927, 936-937

  Answer the following questions:

  • What types of treatment are provided by the soil absorption system?
  • Why are the conditions listed as bullet points on the bottom of pg 908 and the top of page 110 considered restrictive?
  • What exactly do you think a biomat is?
  • What do you think the authors mean when they refer to failed systems? How would you define a failed system

Homework 2

• Link to Homework #2 assignment Policy. Students will be assigned a state and research a list of questions about that state's onsite wastewater treatment policies. There will be a class wide discussion of policies on Wednesday April 18.

 

Friday April 13, 2007Return to top

Goal: Understanding of drainfield mechanisms and design of gravity flow drainfields.

Pre-class preparation:

• Reading in Crites and Tchobanoglous, answer questions, bring a ruler, pencil and eraser to class

Class Activities/Discussion:

• Effluent characteristics
• Drainage field design fundamentals
• Nitrification and removal mechanisms
• Effluent screens
• EZ Flow and the Infiltrator
• Rejuvenation
• Work on drainfield design together in class

Assignment:

Pre-class preparation for April 16

• Read pg 239-259 of the USEPA Design Manual - Onsite Wastewater Treatment and Disposal Systems. Click here for download, be forewarned, this is ~25 MB, you will probably want to download this once and save it. We would recommend keeping a pdf of the manual as the design manual is a great reference.

  Crites and Tchobanoglous: 929-936

  Answer the following questions:

  1. What site conditions favor consideration of a mound system over a conventional drainfield design?

  2. What layer of the mound system provides a similar function as the unsaturated depth below the infiltration zone of the drainage field?

  3. What types of soils are suitable for the mound fill?

  4. How do you think treatment of septic tank effluent occurs in an evapotranspiration system for septic tank effluent discharge? What do you think might accumulate in the system?

  5. Periodic chlorine dosing is mentioned for maintenance of drip irrigation emitters in Crites and Tchobanoglous. What mechanisms might make this less effective over long term operation to result in more clogged areas?

 

Week 4

 

Monday April 16, 2007Return to top

Goal:Understanding of drainfield mechanisms and design of mound, drip and pressure drainfields.

Pre-class preparation:

• Reading from USEPA Design Manual and Crites and Tchobanoglous, answer questions.

Class Activities/Discussion:

• Drip irrigation
• Mound systems
• Pressure drainfields
• Evapotranspiration

Assignment:

Pre-class preparation for April 18

• Completion of homework 2, be prepared to discuss in class onsite wastewater treatment policies for your assigned state
• Other questions for discussion in class
  • When completing your homework assignment was there any additional information in the state codes that you found interesting, relevant, or unusual?
  • Most states have a minimum statewide code that allows for counties or other jurisdictions to have more stringent regulations. Michigan does not have a statewide Sanitary Code, there are 45 county agencies that have Individual Sanitary Regulations. List some benefits and drawbacks to both statewide and county-by-county regulation

Wednesday April 18, 2007 Return to top

Goal: Learn about policy by state and the diversity of codes regulating onsite and decentralized wastewater treatment

Pre-class preparation:

• Be prepared to discuss in class onsite wastewater treatment policies for your assigned state and discussion questions

Class Activities/Discussion:

• We will be going over homework 2 as a class comparing and evaluating the differences among state policies

Assignment:

Pre-class preparation for April 20

• Reading assignment: Crites and Tchobanoglous:

  P434-438, 443-449, 837-839, 663-664

  Answer the following questions:

  1. Define biological nitrification and denitrification. What are the end products?

  2. In biological treatment systems, bacteria are growing living organisms. Give examples of the carbon sources used for biomass growth for nitrification and for denitrification.

  3. How much nitrogen removal would you expect to occur across a septic tank? Give mechanism for your removal.

  4. Alum is a chemical frequently used for phosphorus precipitation in wastewater treatment and can be purchased as Al 2(SO 4) 3 .14H 20. Write a balanced equation for the precipitation of phosphorus with aluminum on a mole/mole basis with the phosphorus input in the form of H 3(PO 4). The products are AlPO4, water and sulfuric acid. Will alum addition lower the pH of the water?

  5. When septic effluent or effluents from additional treatment processes are dispersed in soils additional phosphorus removal occurs. What is the mechanism(s) for that removal?

Homework 3

• Drainfields and nutrient removal Homework, Drip dispersal design guidelines

 

Wednesday April 20, 2007 Return to top

Goal: Biological, physical and chemical processes for nutrient removal

Pre-class preparation:

• Reading from Crites and Tchobanoglous and answer questions

Class Activities/Discussion:

• NItrogen and phosphorus transformations

Assignment:

Pre-class preparation for April 23

• Make sure that you are fully prepared for the midterm!

 

Week 5

Monday April 23, 2007 Return to top

Goal: Everyone takes the midterm exam

Pre-class preparation:

• Midterm will be a 50 minute closed-book and closed-notes exam

Class Activities/Discussion:

• Exam

Assignment:

Pre-class preparation for April 25

• Reading assignment: Crites and Tchobanoglous:

  P715-731, 738-746

  Answer the following questions:

  1. Compare a single pass intermittent sand filter to multipass (recirculating) filters with regard to:

  • Type and size of filter media
  • Media depth
  • Hydraulic loading rate
  • BOD loading
  • Dosing frequency
  • Underdrain slope and pipe size

  2. Define the terms effective size and uniformity coefficient, which are used to specify media for effluent filters.

 

Wednesday April 25, 2007Return to top

Goal: Media filters

Pre-class preparation:

• Reading in Crites and Tchobanoglous and answer questions

Class Activities/Discussion:

• Recirculating gravel filters
• Intermittent sand filters
• Peat
• Single pass vs. recirculation
• Nutrient removal

The final 20 minutes of class time will be a Small Group Instructional Diagnosis conducted by Jim Borgford-Parnell at the Center for Engineering Learning and Teaching

Assignment:

Pre-class preparation for April 30

• Reading from Crites and Tchobonoglaus: 563-566, 570-574, 582-588, 599-602, 930-932
• Answer the following questions:
  1. Ecological engineering is a combination of applied ecology and environmental engineering. What do you think are 2 key concepts in ecological engineering and provide an example of what it means.
  2. Compare a free-water-surface (FWS) wetland and submerged flow (SF) wetland. (this has also been termed a vegetated submerged bed (VSB) wetland in regard to:
  • Wetland bottom design
  • BOD removal efficiency in domestic wastewater treatment applications
  • Nitrification performance
  • Area requirements
  1. Which type of wetland would you recommend for a homeowner application and why?
  2. What site conditions favor using a wetland alternative versus a drainage field?
  3. What site conditions might make the selection of a wetland for onsite treatment a poor choice?

Homework 4

• Drainfields and media filters:
  • complete exercise on last page of handout from April 25 "where do the solids go" and the homework problems provided at this link - homework 4

 

Friday April 27, 2007 Return to top

No Class – Engineering Open House

 

 

Week 6

Monday April 30, 2007 Return to top

Goal: Understanding of ecological engineering concepts and examples of ecological engineering approaches to onsite and decentralized wastewater treatment.

Pre-class preparation:

• Reading from Crites and Tchobanoglous and answer questions
• Supplemental reading available on course resources page

Class Activities/Discussion:

• Ecological engineering concepts
• Treatment wetlands

Assignment:

Pre-class preparation for May 2

• Reading from Crites and Tchobanoglous pg 345-371

• Answer the following questions:

  1. What are the two conveyance methods for transporting wastewater from individual homes to a cluster or decentralized wastewater treatment facility?
  2. What do STEG and STEP represent?
  3. For the following conveyance methods, which ones allow using smaller pipe sizes than that for a conventional gravity sewer system? Grinder pump system' Vacuum collection system' STEG system' STEP system
  4. Why would air release valves be needed in septic tank effluent gravity systems?

Wednesday May 2, 2007Return to top

Goal: Collection and conveyance systems

Pre-class preparation:

• Reading from Crites and Tchobanoglous and answer questions

Class Activities/Discussion:

• STEP vs STEG
• Pressure and vacuum sewers
• Small diameter sewers

Assignment:

Pre-class preparation for May 4

• Reading assignment from Crites and Tchobanoglous pg 451-456, bottom of p457 (sludge production) and p458, bottom of p463 (secondary sedimentation) to p467, p474 (intermittent decanted aeration) to p477

• Answer the following questions:

  1. Name 4 components necessary to have an “activated sludge” system for wastewater treatment.
  1. Aeration tank
  2. Sludge recycle
  3. Clarification tank
  4. Oxygen supply
  5. Sludge wasting
  2. What is the definition of MCRT?
  3. Why do you suppose nitrification system requires a longer MCRT, per Table 7-10.
  4. Define SVI and what does it indicate about an activated sludge system.
  5. What does SBR stand for? What are the 5 operating steps for an SBR system.

Homework 5

• Homework 5 - wetlands and conveyance systems

 

Friday May 4, 2007Return to top

Goal: Advanced treatment technologies: ATU, SBR

Pre-class preparation:

• Reading from Crites and Tchobanoglous and answer questions

Class Activities/Discussion:

• Nitrogen and phosphorus removal
• Advanced treatment technologies description, design criteria, advantages/disadvantages
• Successes and failures
• Suspended growth

Assignment:

Pre-class preparation for May 7

• Reading assignment: Crites and Tchobanoglous:

  p482-485 Aerobic Fixed film

  p493-501 Hybrid and Anaerobic

  p. 823-827 Membrane Separation,

   

  No written assignment (!!!)

 

Week 7

Monday May 7, 2007Return to top

Goal: Advanced treatment technologies: fixed film, MBR

Pre-class preparation:

• Crites and Tchobanoglous reading assignment

Class Activities/Discussion:

• Fixed film processes

Assignment:

Pre-class preparation for May 9

• Read group project assignments:
• Answer the following questions
  • what is design?
  • what bothers you most about having to work in groups to learn and accomplish projects?
  • what have you found to be helpful about working in groups?
  • how would you define team-based learning?
  • what are characteristics of an engineering design team?
  • what are roles and responsibilities of group members?
  • what are possible solutions to typical problems encountered in group learning?

Wednesday May 9, 2007 Return to top

Goal: Assign and discuss group projects

Pre-class preparation:

• Read project assignments and answer questions

Class Activities/Discussion:

• Introduce group projects (there will be 6 groups working on 3 different projects)
• Assign groups and projects
• Meet in project groups

Assignment:

Pre-class preparation for May 11

• Review group project assignments
• Write out at least four questions that you would like to ask the panel of professionals at Fridays Round Table with Industry. Questions can be specific to your project, but do not have to be.

Homework 6

• ATU, SBR and evaluating technologies. Link to pdf of homework assignment.

Final Project

• Projects will be completed by groups of 3-4 people. The groups will be assigned by the instructors. Groups will be working on different projects with the projects randomly assigned to the groups. There will be a final written report (~15-20 pages) due the last day of the quarter and a 15 minute group presentation during the time scheduled for the final exam. The written report will include the following components:

  Definition of problem. Explain the problem including any additional inputs that you have.

  Description of alternatives. Present multiple alternatives, describe each of them with a discussion of the pros and cons.

  Design selection. Present your method and criteria for selecting a final design decision.

  Design presentation. Describe the final design selection, explain the system, how it meets your criteria, how operation, maintenance, and monitoring will be handled, a description of residuals and their fate.

  Projects: Jiuzhaigou National Park , Merrill Hall , Hood Canal
• Grading criteria, peer assessment

Friday May 11, 2007 Return to top

Goal: Roundtable with Industry

Pre-class preparation:

• Review project, write down at least four questions

Class Activities/Discussion:

• Roundtable with industry will be held in the Electrical Engineering Building (EEB) room 403, 12:30-3:30
• There will be brief presentations by each member of the panel about a different onsite or decentralized technology followed by time for the audience to ask questions of the panel.
• For more details see the roundtable program

Assignment:

Pre-class preparation for May 14

• Continue to work on group projects
• On Monday we have a guest presenter, Randal Samstag. Randal co-authored the following UNEP report - Appropriate Technology for Sewage Pollution Control in the Wider Caribbean Region
• Review the report, especially the parts about the decision tree to determine appropriate alternatives, think about how this relates to your group project and how you will determine an appropriate alternative.
• Think of some questions you would like to ask Randal Samstag about your alternatives analysis

No written assignment !!!

 

Week 8

 

Monday May 14, 2007 Return to top

Goal: Determining appropriate technologies for international applications, presentation by Randal W. Samstag, PE, Carollo Engineers

Pre-class preparation:

• Review UNEP report

Class Activities/Discussion:

• Presentation by Randal Samstag
• Final 10 minutes - discussion of projects within your project group

Assignment:

Pre-class preparation for May 16

• Reading assignment: Crites and Tchobanoglous:

  p841-p846, p851-p854, p859-p867, p876-p877

   

  Answer the following questions:

  1. Briefly describe the mechanisms for chlorine and UV disinfection of microorganisms.

  2. What is the effect of particle size in a wastewater effluent on the effectiveness of disinfection? Which would it impact most – chlorine or UV disinfection?

  3. What is the difference between low pressure and medium pressure UV lamps in terms of germicidal wavelengths and intensity?

  4. Compare Chlorine, UV and Ozone disinfection in terms of:

  Safety

  Effectiveness for inactivating protozoan cysts

  Space requirements

  Disinfectant residual in water

  Corrosiveness

  Pretreatment suspended solids concentration

 

Wednesday May 16, 2007 Return to top

Goal: Advanced treatment technologies – effluent

Pre-class preparation:

• Reading from Crites and Tchobanoglous and answer questions

Class Activities/Discussion:

• Disinfection UV, ozone, chlorination
• Water reuse designs
• Effluent dispersal, recycle and reuse systems
• Spray irrigation, toilet flushing, point source discharge
• NPDES permits, public health regulations for reuse

Assignment:

Pre-class preparation for May 18

• Read the following two articles:
  • B. Jefferson, A. Palmer, P. Jeffrey, R. Stuetz and S. Judd, “Grey water characterisation and its impact on the selection and operation of technologies for urban reuse”, Water Science and Technology, 2004 vol 50 no 2 pg 157-164
  • R. Otterpohl, M. Grottker, and J. Lange, “Sustainable water adn waste management in urban areas”, Water Science and Technology, 1997 vol. 35 no. 9 pg 121-133
• Answer the following questions:

Jefferson et al. paper

1. Compare grey water characteristics to that of a combined household wastewater in terms of BOD, COD and nutrients.

2. What is the basis for the claim that grey water would be nutrient deficient for biological wastewater treatment?

3. why would a limited organic removal efficiency be a concern for grey water recycle applications?

4. what were the preferred methods of biological treatment? Do you agree, if not why not?

Otterpol et al. paper:

1. How do they propose modifying conventional toilets and how will this waste be transported and processed?

2. What is recommended for grey water processing and how would it be reused?

3. List your pros and cons for the proposed sustainable water and wastewater management system.

 

Friday May 18, 2007 Return to top

Goal: Grey water treatment systems

Pre-class preparation:

• Read Jefferson et al and Otterphol et al and answer questions

Class Activities/Discussion:

• Sources, concerns, constituents
• Onsite and decentralized treatment

Assignment:

Pre-class preparation for May 21

• Fill out a peer evaluation form to evaluate your group members to be turned in at the beginning of class - link to form. The evaluations will be confidential. Your group score will be tabulated and emailed to you later in the day.
• Be prepared to spend 5 minutes updating the instructors during class on the status of your group project

 

Week 9  

Monday May 21, 2007 Return to top

Goal: Update instructors on group project progress, group evaluations

Pre-class preparation:

• Peer evaluation

Class Activities/Discussion:

• Group project time
• Update instructors on group project

Assignment:

Pre-class preparation for May 23

• Everyone read paper #1, in addition read a second paper based on the following project group assignment:

  Group 1: 2

  Group 2: 3

  Group 3: 4

  Group 4: 2

  Group 5: 3

  Group 6: 4

• During class you will be working together as a group discussing the following questions. We will then discuss these as a group and you will share your findings with the class. Please analyze your applications relative to the EPA Five Management Models given in the Voluntary National Guidelines for Management of Onsite and Clustered (Decentralized) Wastewater Treatment Systems – for reference see pre-class preparation for Dave Lenning’s talk.
  

  Each person is responsible for answering the following questions for their pre-class preparation:

  1. How many people are served by your facility?
  2. What is the design flowrate of your facility?
  3. What is the treatment process?
  4. Where does the treated effluent go and how is it monitored?
  5. What operations attention is provided?
  6. What are the reporting requirements?
  7. If and what operating problems were encountered? Were they well prepared to handle them? How were they handled?
  8. Which of the five EPA management models are applicable to your application?
  9. How does the management model for your application compare to the situation in Japan?
  10. What recommendations would you make for your application with regard to operations, maintenance and regulatory over site?

 

Wednesday May 23, 2007 Return to top

Goal: Advanced treatment technologies – management

Pre-class preparation:

• Read article and answer discussion questions

Class Activities/Discussion:

• Discussion of management options
• Time to work in group project

Assignment:

Pre-class preparation for May 25

• Be prepared to spend 5 minutes discussing selected alternative with instructors
• Continue working on group projects
• There will be no written pre-class preparation for May 25

 

Friday May 25, 2007 Return to top

Goal: Class time to work on group projects

Pre-class preparation:

• Group projects, working on final design of selected alternative

Class Activities/Discussion:

• Time to work on group projects
• Update instructors on your progress

Assignment:

Pre-class preparation for May 30

• We will be having a guest presentation about wetlands, please glance over the reading we did in Crites and Tchobanoglous (563-566, 570-574, 582-588, 599-602, 930-932) and your lecture notes and think of any questions that you have for Beth
• There will be no written pre-class preparation for May 30

 

Week 10

 

Monday May 28, 2007 Return to top

Goal: No Class Memorial Day

 

 

Wednesday May 30, 2007 Return to top

Goal: Learn about treatment wetland design issues and concerns with guest speaker Beth Peterson, PE from HDR.

Pre-class preparation:

• Study up on wetlands

Class Activities/Discussion:

• Guest presentation by Beth Peterson
• Course evaluation

Assignment:

Pre-class preparation for June 1

• Group project written reports due Friday at the beginning of class!!!

 

Friday June 1, 2007 Return to top

Goal: A Prescriptive Repair - guest presentation by Bill Stuth Aqua Test Inc

Pre-class preparation:

• Group project written reports due at the beginning of class

Class Activities/Discussion:

• Guest presentation by Bill Stuth
• Course evaluation

 

 

Week 11

 

Thursday June 7, 2007 Return to top

8:30-10:20 a.m.

Final exam: Final group project presentations