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California Water Environment Association

Grade IIIEnvironmental Compliance InspectorStudy GuideCopyright © 2002 California Water Environment Association, IncorporatedAll Rights Reserved.No part of this book may be reproduced without written permission from California Water Environment Association.

Technical Content by CGvL Engineers6 Hughes, Suite 100Irvine, CA 92618www.cgvl.com

CGvL Project TeamRichard W. von Langen .......... CGvL Project ManagerPaul Rydzynski ........................ AuthorDr. Kenneth D. Kerri ............... Technical EditorRhonda Barkey ....................... Word Processing GroupJessie Lee ................................ Word Processing GroupJoy Gautier ............................... Word Processing GroupLisa House ............................... Word Processing Group

Appendix A: You and Wastewater MathCheryl Ooten ............................ Author

CWEA Project TeamChris Lundeen ........................ CWEA Project Manager/EditorNicole Schlosser ...................... Editing AssistanceLindsay Roberts ...................... Project Support

CWEA Technical Content ReviewRebecca Bjork ......................... City of Santa BarbaraJeff Carter ................................ Eastern Municipal Water DistrictLarry Whitney .......................... City of Simi ValleyAnne Schubert ........................ City of Simi ValleyVictoria Shidell ........................ City of BeniciaTom Gaworski .......................... Orange County Sanitation DistrictKelly Christansen .................... Orange Couty Sanitation District

Cover Photo ................................ Courtesy of Orange County Sanitation District

Important Notice: CWEA is pleased that you have purchased this book. We want to remind you thatthis book is one of many resources available to assist you, and we encourage you to identify andutilize the other resources in preparing for your next test.

Please send comments, questions, and suggestions to:California Water Environment Association7677 Oakport Street, Suite 600Oakland, CA 94621 USA

Phone: 510-382-7800Fax: 510-382-7810Web: http://www.cwea.orgEmail: [email protected]

Page i

Grade III Environmental Compliance Inspector Study Guide

Table of Contents

Grade III Environmental Compliance Inspector

1 Introduction ................................................................................1

2 Certification Program Information and Policies ...............................3Technical Certification Program History ................................................................................. 3Certification Process .............................................................................................................. 3Test Administration ................................................................................................................ 3

Test Dates and Sites ........................................................................................................ 3Test Site Admission ......................................................................................................... 4Test Security .................................................................................................................... 4Test Postponement and Cancellation ............................................................................... 4Test Result Notification .................................................................................................... 4Issue of Certificate ........................................................................................................... 4Certificate Renewal .......................................................................................................... 4Accommodations for Physical or Learning Disabilities..................................................... 4

Test Design and Format ......................................................................................................... 4Test Design ...................................................................................................................... 4Test Delivery Mechanism ................................................................................................. 5Test Format ...................................................................................................................... 5

Test Pass Point ...................................................................................................................... 5How Pass Points are Set .................................................................................................. 5Why Use Modified Angoff? ............................................................................................... 5Test Scoring ................................................................................................................... 6

Item Appeals ........................................................................................................................ 6Item Appeals .................................................................................................................. 6

Qualifying for the Test ........................................................................................................ 6Table 2-1 Eligibility Criteria for Grade III Environmental Compliance Inspector ......... 6Essential Duties ................................................................................................................... 7

3 Skill Sets ....................................................................................9Skill Set 1: Regulations and Permitting ............................................................................ 9

1.1 Applying Federal Categorical Pretreatment Standards ..................................... 91.2 Industrial User Permits and Reports ................................................................. 101.3 Enforcement Regulations and Principles .......................................................... 10

Skill Set 2: Environmental Monitoring and Sampling Techniques ................................. 102.1 Standard Analytical Methods ............................................................................. 112.2 Laboratory Instrumentation ................................................................................ 112.3 Sampling and Analysis Quality Control and Assurance ................................... 112.4 Microbiological Analysis ..................................................................................... 122.5 Biomonitoring and Toxicity ................................................................................. 12

Skill Set 3: Wastewater Collection, Treatment, and Disposal Control .......................... 12

Table of Contents

Page ii Grade III Environmental Compliance Inspector

3.1 Compliance Monitoring and Inspection Techniques ......................................... 123.2 Special Studies .................................................................................................... 133.3 Spills and Uncontrolled Discharges ................................................................... 13

Skill Set 4: Funding of POTW and Pretreatment Programs ........................................... 13Skill Set 5: Development and Evaluation of Local Limits .............................................. 14Skill Set 6: Safety Practices ............................................................................................. 14

6.1 Practices and Procedures ................................................................................... 156.2 Injury and Illness Prevention ............................................................................. 156.3 Hazard Communication and Worker Right-to-Know Laws ................................ 156.4 Reporting ............................................................................................................. 16

Skill Set 7: Industrial Processes and Pretreatment ....................................................... 167.1 Industrial Processes ............................................................................................ 167.2 Pretreatment Technologies ................................................................................ 167.3 Pollution Prevention Techniques ....................................................................... 17

Skill Set 8: Management and Supervision Principles ..................................................... 178.1 Planning, Organizing, and Scheduling ............................................................... 178.2 Human Resources ............................................................................................... 188.3 Communications and Public Relations .............................................................. 188.4 Budgeting ............................................................................................................. 18

Table 3-1 Grade III Environmental Compliance Inspector Primary References ......... 19

4 Test Preparation ...................................................................... 23Basic Study Strategy ......................................................................................................... 23Multiple Choice Questions ................................................................................................ 23Table 4-1 Environmental Compliance Inspector Equivalents and Formulas ................ 24Math Problems ................................................................................................................... 25

Calculators ................................................................................................................... 25Approach ...................................................................................................................... 26Solutions ...................................................................................................................... 26Equivalents and Formulas .......................................................................................... 26Dimensional Analysis .................................................................................................. 26Sample Questions ........................................................................................................ 27

Math Skills ......................................................................................................................... 27Arithmetic ..................................................................................................................... 27Algebra ......................................................................................................................... 27Geometry ...................................................................................................................... 28

5 Diagnostic Test......................................................................... 29Introduction ....................................................................................................................... 29Skill Set 1: Regulations and Permitting .......................................................................... 29Skill Set 2: Environmental Monitoring and Sampling Techniques ................................. 31Skill Set 3: Wastewater Collection, Treatment, and Disposal Control .......................... 31Skill Set 4: Funding of POTW and Pretreatment Programs ........................................... 32Skill Set 5: Development and Evaluation of Local Limits .............................................. 33Skill Set 6: Safety Practices ............................................................................................. 34Skill Set 7: Industrial Processes and Pretreatment ....................................................... 35Skill Set 8: Management and Supervision Principles ..................................................... 38Test Answer Key ................................................................................................................ 40

Page iii

Table of Contents


Skill Set 1: Regulations and Permitting .................................................................... 40Skill Set 2: Environmental Monitoring and Sampling Techniques ........................... 40Skill Set 3: Wastewater Collection, Treatment, and Disposal Control .................... 40Skill Set 4: Funding of POTW and Pretreatment Programs ..................................... 40Skill Set 5: Development and Evaluation of Local Limits ........................................ 40Skill Set 6: Safety Practices ....................................................................................... 41Skill Set 7: Industrial Processes and Pretreatment ................................................. 41Skill Set 8: Management and Supervision Principles ............................................... 41

Selected Problem Solutions .............................................................................................. 42Skill Set 1: Regulations and Permitting .................................................................... 42Skill Set 3: Wastewater Collection, Treatment, and Disposal Control .................... 43Skill Set 4: Funding of POTW and Pretreatment Programs ..................................... 44Skill Set 5: Development and Evaluation of Local Limits ........................................ 45Skill Set 7: Industrial Processes and Pretreatment ................................................. 46Skill Set 8: Management and Supervision Principles ............................................... 47

6 References .............................................................................. 49Primary References ........................................................................................................... 49Secondary References ...................................................................................................... 50

A Appendix: You and Wastewater Math ......................................... 51Introduction ....................................................................................................................... 51

Two Facts to Consider ................................................................................................. 51Move Beyond the Math You Know .............................................................................. 51

Practice Problem Solving Strategies ............................................................................... 53Units and Arithmetic .................................................................................................... 53Example Problems ....................................................................................................... 54

Take Charge of Your Success ........................................................................................... 56Recommendations ....................................................................................................... 56

Test-Taking Strategies ....................................................................................................... 57Before the Exam .......................................................................................................... 57At the Exam .................................................................................................................. 58Negative Thinking About Exams ................................................................................ 59

B Appendix: Glossary of Technical Terms ...................................... 61

C Appendix: Glossary of Management and Supervision Terms ........ 65

D Appendix: Common Acronyms and Abbreviations ........................ 71

S e c t i o n 1

Introduction


The California Water Environment Association(CWEA) Technical Certification Program (TCP) isvoluntary; its purpose is to educate, prepare, andtest an individual’s knowledge within six vocations.

Plant Maintenance Technology (with two par-allel specialties in Electrical/ Instrumentationand Mechanical Technology)

Laboratory Analysis

Collection System Maintenance Technology

Environmental Compliance Inspection

Industrial Waste Treatment Plant Operations

Biosolids Land Application Management

CWEA also assists in educating and training waste-water treatment plant operators for the State ofCalifornia Operator Certification Tests. Upon quali-fying and successfully completing a test, an indi-vidual is certified in that specialty at one ofthe grade levels. Levels within a specialty desig-nate technical knowledge for the apprentice, jour-ney, and management levels. Tests are designedto demonstrate minimum competence for aparticular grade.

The purpose of this study guide is to provide adescription of the knowledge, skills, and abilities(KSA) needed to pass the test. Also included arequestions designed to assess candidates’strengths and weaknesses relative to their presentKSA. Finally, the study guide provides referencesused to refresh subject knowledge, or to learnmore about particular subject areas not com-pletely understood.

Typically there are two to five primary referencesfor each specialty area, which need to be read andunderstood. Test questions are generally basedon information contained in these references.Secondary references give more information andoften provide a different approach to a subject,making it easier to understand.

This study guide is not a compendium of all thatmay be on the test, so successfully answeringquestions contained in this guide does not guar-antee passing. To successfully pass the Grade III

Environmental Compliance Inspector (Inspector)test, the reference materials presented in thisstudy guide should be thoroughly understood.

This study guide can best be used to help iden-tify strengths and weaknesses and to identify ma-terial that may need further study. Comments andsuggestions to improve the study guide are alwayswelcome and appreciated. Good luck on the test!

S e c t i o n 2

Certification Program Information and Policies


CWEA’s mission is to enhance the educationand effectiveness of California wastewater pro-fessionals through training, certification, dis-semination of technical information, and pro-motion of sound policies to benefit societythrough protection and enhancement of thewater environment.

CWEA is a California Nonprofit Corporation, aMember Association of the Water EnvironmentFederation (WEF), and a member of the Na-tional Organization for Competency Assurance(NOCA).

Technical CertificationProgram History

TCP was created to offer multilevel technicalcertification for individuals employed in the wa-ter quality field. Tests are written by vocationalspecialists and administered twice yearly in sixdifferent disciplines: Collection System Main-tenance, Environmental Compliance Inspec-tion, Laboratory Analysis, Plant Maintenance(Electrical/Instrumentation and MechanicalTechnologist), Industrial Waste Treatment PlantOperation, and Biosolids Land Application Man-agement.

CWEA first offered a certification program forwastewater treatment plant operators in 1937.The program was administered by CWEA until1973 when the State of California assumed re-sponsibility. During those 36 years, CWEAawarded 3,915 operator certificates.

The first committees were formed in 1975 toestablish a voluntary certification program forwater quality professionals specializing in dis-ciplines other than plant operation. The Vol-untary Certification Program (VCP) emergedwith specialized certificate programs for Col-lection System Maintenance, Plant Mainte-nance, Environmental Compliance Inspection,and Laboratory Analysis with certifications firstissued in April 1976. In the 1980s, two moredisciplines were added: Electrical/Instrumen-tation and Industrial Waste Treatment PlantOperator.

Today, CWEA offers certification in six voca-tional programs with a total of 22 individual cer-tifications. About 2,000 applications are pro-cessed annually and currently over 5,500 cer-tificates are held by individuals in California andneighboring states.

Certification Process

To become certified, all applicants must com-plete the Application for Technical Certification,pay the application fee, have suitable experi-ence and education, and pass the computer-based test. Application instructions and feeschedules are listed on the application. Afterapplications are received at the CWEA office,applicant information is compiled in a database,and reviewed by CWEA staff and subject mat-ter experts for the respective vocation appliedfor. If approved, the applicant will receive aneligibility letter. If the application is rejected, theapplicant will be notified and asked if warrantedto supply more information.

After completion of the computer-based testand grading, applicants are mailed their offi-cial test results. Those who pass the exam,are mailed certificates and wallet cards.

Test Administration

Test Dates and Sites

Tests are given throughout the year in Califor-nia, Michigan, and Alaska (see Application forTechnical Certification for test schedule. Ap-plicants who are eligible to take the test will bemailed an acceptance letter with instructionson how to schedule their exam.

Section 2: Certification Program Information and Policies

Page 4 Grade III Environmental Compliance Inspector

Test Site Admission

Certificate candidates are required to show atleast one valid government issued photo iden-tification (State driver’s license or identification,or passport). Only after positive identificationhas been made by the testing proctor may acandidate begin the exam. Candidates do notrequire to show their eligibility letters to enterthe test site.

Test Security

All tests are computer based. No referencematerial, laptop computers, or cameras are al-lowed in the test site. Candidates will haveaccess to an on-screen calculator, however,you are welcome to bring your own pre-ap-proved calculator (visit www.cwea.org/cert).Candidates are not allowed to take any notesfrom the test site. Candidates who violate testsite rules may be asked to leave the site andmay be disqualified from that test. All viola-tions of test security will be investigated byCWEA and appropriate action will be taken.

Test Rescheduling and Cancellation

To postpone your application you must submita written request (a letter stating that you wishto postpone), to postpone to the adjacent test-ing window. You may only reschedule your ap-plication once without a fee. Additionalpostponent will require a $40 reschedule fee.There are no exceptions to this policy.

To cancel your application you must submit awritten request (a letter stating you wish to can-cel your application) to CWEA. The written re-quest must be received at the CWEA office nolater than 2 weeks after the approved testingwindow. Full refunds, less the administrativefee*, will be made within 4 weeks after the sched-uled test date. There are no exceptions to thispolicy.

If you have a scheduled exam with our testingadministrator, Pearson Vue, you must contactthem 24 hours in advance to avoid losing yourexam fee.

Test Result Notification

Test results are routinely mailed to certificatecandidates approximately two weeks after thetest date. Results are never given over the

phone. All results are confidential and are onlyreleased to the certificate candidate. There areno exceptions to this policy.

Issue of Certificate / Wallet Card

Certificates and wallet cards are issued to allcandidates who pass the test. Certificates aremailed about two to three weeks after resultnotifications are mailed.

Certificate Renewal

All certificates are renewed annually. The firstrenewal is due one year from the last day ofthe month in which the certification test washeld. Certificate renewals less than one yearpast due are subject to the renewal fee plus apenalty fee of 100 percent of the renewal fee.Certificate holders more than one year pastdue will need to retest to regain certification.Renewal notices are mailed to certificateholder’s two months before the due date. It isthe responsibility of certificate holders to en-sure the certificate(s) remains valid. Continu-ing education will be required for renewal after2001.

Accommodations for Physical or Learning Dis-abilities

In compliance with the Americans with Disabili-ties Act, special accommodations will be pro-vided for those individuals who provide CWEAwith a physician’s certificate, or its equivalent,documenting a physical or psychological dis-ability that may affect an individual’s ability tosuccessfully complete the certification test.Written requests for special accommodationsmust be made with the test application alongwith all supporting documents of disability.

Test Design and Format

Test Design

All certification tests are designed to test knowl-edge and abilities required to perform the Es-sential Duties listed at the end of the sectionwith minimal acceptable competence.



The Essential Duties and Test Content Areasfor each certification were determined by a jobanalysis and meta-analysis of job specificationsby two independent psychometric consultingfirms. The studies gathered data from on-sitevisits of over 31 water and wastewater agen-cies, interviews with 110 water and wastewaterprofessionals, and analysis of more than 300job specifications. All research was conductedunder the guidance of the TCP Committee, vo-cational sub-committees, and CWEA staff. Alltest questions are designed to measure at leastone area of knowledge or ability that is requiredto perform an essential duty.

Test Delivery Mechanism

All tests are computer based format and arewritten in the English language only.

Test Format

All TCP tests are in multiple choice format (seethe sample test questions in this booklet for anexample). The multiple choice format is con-sidered the most effective for use in standard-ized tests. This objective format allows agreater content coverage for a given amountof testing time and improves competency mea-surement reliability. Multiple choice questionsrange in complexity from simple recall of knowl-edge to the synthesis and evaluation of thesubject matter.

Test Pass Point

The basic minimum score required to pass alltests is 75 percent of possible total points.However, the score may be adjusted downwarddepending on test complexity. It should be as-sumed that the passing score is 75 percentand candidates should try to score as high aspossible on their test (in other words, alwaystry for 100 percent). The pass point for eachvocation and grade level is set independently.Also, each version, or form of a test will haveits own pass point. Different versions are giveneach time the certification test is administered.

How Pass Points are Set

A modified Angoff Method is used to determinethe pass point for each version of each test.The modified Angoff Method uses expert judge-ments to determine the test difficulty. The

easier the test, the higher the pass point; simi-larly the more difficult the test, the lower thepass point.

The following is an outline of the modified AngoffMethod (some details have been omitted):

1. A group of Subject Matter Experts (SMEs)independently rate each test questionwithin a given test. The ratings are de-fined as the probability that an acceptably(minimally) competent person with the req-uisite education and experience will answerthe question correctly. An acceptably (mini-mally) competent person is defined assomeone who safely and adequately per-forms all job functions and requires no fur-ther training to do so.

2. The SMEs review each test question as agroup. A consensus is reached for the rat-ing of each test question. The SMEs alsoreview comments submitted in writing bytest-takers. Any test question that isjudged to be ambiguous, has more thanone correct answer, or has no correct an-swers is eliminated from the scoring pro-cess for that test. These test questionsare then revised for future use, re-classi-fied, or deleted from the test item bank.

3. After the data are refined, the final step isto calculate the mean, or average, of allthe test question ratings. This becomesthe overall pass point estimation.

Why Use Modified Angoff?

Each version of a given certification test usesquestions from a test item bank. Each of thesequestions vary in difficulty. Because a differ-ent mix of questions is used in each test, theoverall difficulty level is not fixed. Thus, it isimportant to make sure that the varying diffi-culty level is reflected in the pass point of eachtest to ensure that test results are reliable. Testreliability is concerned with the reproducibilityof reoverall difficulty level is not fixed. Thus, itis important to make sure that the varying diffi-culty level is reflected in the pass point of eachtest to ensure that test results are reliable. Testreliability is concerned with the reproducibilityof reof questions is used in each test, the over-all difficulty level is not fixed.



Thus, it is important to make sure that the vary-ing difficulty level is reflected in the pass pointof each test to ensure that test results are re-liable. Test reliability is concerned with the re-producibility of results for each version of agiven test. In other words, for a test to be reli-able it must yield the same result (pass or fail)for the same individual under very similar cir-cumstances. For example, imagine taking a cer-tain grade level test and passing it. Immedi-ately after completing this test, a different ver-sion of the same grade level test is taken. Ifthe test is reliable, the same result will beachieved: pass. If a passing grade is notachieved, it is likely that the test is not a reli-able measure of acceptable (minimal) compe-tency.

By taking into consideration the difficulty of thetest, the modified Angoff Method significantlyincreases the reliability of the test. Also, sinceeach test is adjusted for difficulty level, eachtest version has the same standard for pass-ing. Thus, test-takers are treated equitably andfairly, even if a different version of the test istaken.

There are other methods for setting passpoints. However, for the type of tests adminis-tered by CWEA, the modified Angoff Method isthe best and most widely used.

Test Scoring

All tests are electronically scored by CWEA.Most test items are valued at one point. Sometest items requiring calculations are worth mul-tiple points varying from two to five (possiblymore). After tests are scored, total points arecompiled and an overall score is calculated asthe sum of all points earned on the test. If theoverall score is equal to or greater than theestablished pass point, the candidate haspassed the test. Total points possible for eachtest vary, but the average is 100 points plus orminus 25.

Item Appeals

Candidates who wish to appeal a specific testitem must do so during the test by completingan the Candidate Feedback Review Screenduring the exam. Candidate feedbacks will beevaluated and appropriate adjustments will bemade to the test content. Candidates submit-ting feedback will not be contacted in regardsto the appeal.

Grade III Environmental Compliance Inspec-tor certification is designed to demonstrateacceptable competency at the lead or ad-vanced level. More specifically, Grade III cer-tification implies competence in the knowl-edge, skills and abilities required to performthe Essential Duties of a lead or advancedlevel Environmental Compliance Inspector.

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Essential Duties

Grade III duties include the essential dutiesidentified in the study guides for Environmen-tal Compliance Inspector Grades I and II. In ad-dition, the Grade III Environmental ComplianceInspector essential duties include:

Reviewing and evaluating highly complexpermit applications, discharge reports, fa-cility modifications, and pretreatment sys-tems; issuing permits, following establishedpractices, policies, procedures, internalguidelines, and models; establishing mod-els and procedures when appropriate; re-porting findings to appropriate authorities;researching compliance history of facilities;assessing possible effect of proposed dis-charges on the treatment plants and col-lection systems; and initiating appropriatefollow-up activities.

Explaining wastewater discharge permitconditions and other environmental com-pliance regulations, requirements, and poli-cies to system users, to the general public,and to other government agency staff.

Evaluating compliance monitoring reports,such as toxic organic management plans,spill prevention control and countermea-sures, baseline monitoring reports, 90-dayreports, periodic reports of continued com-pliance, pollution-prevention plans, self-monitoring reports, and sample reports, forcompliance with local, state, and federalrequirements.

Supervising sampling and inspection ofcommercial and industrial facilities and dis-charges to determine processes and ac-tivities generating wastewater or sourcesof storm water pollution; evaluating dataused in determining compliance with appli-cable standards and in establishing sewerservice charges and capacity fees.

Organizing, planning, supervising, andreviewing the activities and work of sub-ordinate staff.

Participating in employee selection; evalu-ating employee performance; developingand participating in employee development

and training programs; developing andoverseeing division performance standardsand resolving employee relations matters.

Supervising record keeping activities andparticipating in the preparation of a varietyof periodic and special reports, includingmonthly operation reports; advising man-agement of significant data or informationrelated to the work of the division.

Assisting in the administration of adivision’s safety program; performing fieldinspections for safety conformance; con-ducting investigations of accidents/injuries.

Providing instruction and training to staffin the techniques of sampling and inspec-tion, the application of laws, codes, ordi-nances and procedures governing imple-mentation, and enforcement of pretreat-ment regulations and other activities.

Supervising investigations and the enforce-ment activities related to illegal discharges.

Initiating appropriate enforcement actionafter identifying noncompliance with local,state, or federal requirements; preparationand issue of written notices of requirementsand violations of agency regulations; fa-cilitating and participating in enforcementhearings and monitoring follow-up action.

Performing special studies requiring tech-nical expertise and project managementskills, such as local limits, sampling and in-spection program review, impact of dis-charge review, regulations review, waterreclamation, commercial business regula-tions, development of best-managementpractices, and public outreach projects.

Performing calculations required to com-plete the annual sewer service charge, rev-enue, and compliance programs; perform-ing calculations related to industrial dis-charge permitting, including calculation ofproduction-based and alternative dis-charge limits, and capacity fees and as-sessment of storm water fees; assisting inthe development of program budgets andfiscal reports.

Inspecting a variety of pretreatment sys-tems, facilities and processes of industrial,commercial, residential, and institutional es-



tablishments for compliance with federal,state, and local regulations related to pre-treatment, runoff, and pollution prevention;verifying user classification; collecting dataused in evaluating compliance with appli-cable standards in establishing sewer ser-vice charges.

Investigating and tracing the source of ille-gal waste discharges entering the collec-tion system; responding to and coordinat-ing call-outs; providing technical assistanceand guidance; observing, monitoring, andevaluating conditions and initiating appro-priate responses.

Determining appropriate sampling meth-ods and locations; performing fieldworkas required.

Working with industries to identify and re-solve discharge problems or serious vio-lations of applicable permits, ordinances,and regulations; identifying noncompli-ance and initiating appropriate responsesconsistent with policies, procedures,practices, guidelines, and models.

Responding to and initiating oral and writ-ten contact with system users; providingdetailed information on a variety of com-plex topics in a clear, succinct manner us-ing the appropriate approach and responsefor the situation; providing internal and in-ter-agency coordination based on informa-tion from the field and analyzing and mak-ing recommendations on additional actions;sharing technical and/or specialized infor-mation with staff.

Preparing appropriate enforcement actionsand notices of violations and monitoring fol-low-up action.

Representing the employer in meetingsof regional task forces, committees andwork groups.

S e c t i o n 3

Skill Sets


In addition to having mastered the knowledge,skills, and abilities (KSAs) for Grade I and Grade IIInspectors, Grade III candidates are expected tohave a thorough understanding of the subject ar-eas covered in the skill sets outlined below, andmust be able to apply the appropriate principlesand theories to concrete problems and utilize thegiven facts or data to find the solutions. In par-ticular, Grade III candidates should be well versedin the KSAs relating to the application, enforce-ment, and supervision of federally approved pre-treatment programs.

Table 3-1, presented at the end of this section,cross-references each skill set with a specific chap-ter, section, and/or page of applicable referencesto assist the candidate in better understandingthe subject matter.

Skill 1 Regulations and PermittingSet

Candidates must be very familiar with all federal,state, and local rules, regulations, and standardsthat authorize the duties of Grade III inspectors.These include all wastewater, pretreatment, wa-ter and storm water quality, hazardous waste, andother environmental regulations previously re-viewed in the Grade I and Grade II study guides.This skill set focuses on the application of federalcategorical pretreatment standards, evaluation ofindustrial discharge permit applications and othercompliance reports, and enforcement regulationsand principles.

1.1 Applying Federal CategoricalPretreatment Standards

Inspectors must be able to properly apply the cat-egorical pretreatment standards when reviewingpermit applications and writing new or renewalpermits for the most complex industrial discharg-ers. These dischargers include all categorical in-dustries for which numerical standards have beendeveloped, as codified in Title 40 of the Code ofFederal Regulations (CFR), Parts 410 through 471.

Candidates must know the different forms of cat-egorical standards, and how they apply to differ-ent types of dischargers. Some dischargers haveoperations and discharges representing multiplecategorical standards. Discharge limits can beconcentration-based, mass-based, or both, suchas in the category of petroleum refining (40 CFR419) and others.

Some categories, such as aluminum forming (40CFR 427), have production-based limits. These areexpressed as the allowable total mass of a pollut-ant discharged per unit of production. Candidatesmust understand terms used in production-basedstandards and must be able to calculate mass orconcentration-based discharge limits for regulatedwastestreams. Note that there are often differentstandard limits on wastewater from different in-dustrial processes within the same category. Can-didates must be able to solve problems for con-centration or mass-based limits using productionand flow data, or calculate alternative production-based mass limits from flow data and standardproduction-based limits.

Some industrial discharges require application ofthe combined wastestream formula (CWF). Thisformula is used to determine a single concentra-tion or mass-based alternative limit for a wastedischarge composed of variously regulated andunregulated wastestreams. Inspectors shouldknow the proper application of this formula andbe able to identify the regulated, unregulated, anddilute wastestreams as defined in the General andCategorical Pretreatment Standards. Candidatesmust be able to solve problems for alternativeconcentration or mass discharge limits.

Section 3: Skill Sets


1.2 Industrial User Permits and Reports

Inspectors must be very familiar with all aspectsof industrial user permitting under approved pre-treatment programs. Under the federal pretreat-ment regulations, all significant industrial usersrequire permits. Candidates must be able to iden-tify significant industrial users, as defined in 40CFR 403.3(t), and determine how to classify themfor permitting purposes. They must know whatinformation should be included in a permit appli-cation and what additional documents are re-quired. These can include waste surveys, baselinemonitoring reports, compliance schedules, final(90-day) compliance reports, sludge control plans,and toxic management plans. Candidates must bevery familiar with the purpose and elements ofthese documents and how they apply to varioustypes of industrial users.

Inspectors must also be familiar with the modifi-cations and variances from categorical standardsthat are available to industrial users, includingvariance for fundamentally different factors (FDF),net gross adjustments, and removal credits.

Required elements of an industrial user permitshould be well understood, including:

statement of duration;

effluent limitations;

self-monitoring, sampling, reporting, notifica-tion, and record keeping requirements;

statement of non-transferability; and

statement of applicable civil and criminal pen-alties.

1.3 Enforcement Regulationsand Principles

Enforcement of pretreatment regulations and per-mit conditions is a large portion of Inspectors’duties. Candidates must be very familiar with theenforcement mechanisms authorized under thefederal pretreatment regulations, including therequired elements of an enforcement responseplan and the definition of significant noncompli-ance (SNC).

Inspectors must be able to review wastewater dis-charge monitoring results and determine whetheror not an industrial user has had chronic viola-tions or Technical Review Criteria (TRC) violationsas defined in 40 CFR 403.8 (f)(2)(vii). Chronic andTRC SNC calculations use discharge data cover-ing six-month periods and are performed on aquarterly basis.

Inspectors must also be familiar with the increas-ing levels of enforcement that the control author-ity is authorized to use to obtain compliance fromindustrial users. These include the following:

Administrative Actions

Informal Notice

Notice of Violations

Administrative Fines

Show Cause Orders

Consent Orders

Compliance Orders

Cease and Desist Orders

Legal Actions

Injunctive Relief

Civil Penalties

Criminal Prosecution

Skill 2 Environmental MonitoringSet and Sampling Techniques

As part of their duties, Inspectors implement andsupervise the flow monitoring and environmentalsampling of industrial users. They must be welltrained and knowledgeable in collecting represen-tative samples of water and wastewater from in-dustrial, commercial, residential, and institutionalsources and storm sewers. They must be able todetermine proper sample locations, proper sam-pling methods, sample handling, and documen-tation. Inspectors must understand the reasonswhy special sampling techniques are required orwhy various preservatives prevent sample degra-dation. Understanding the details of samplingenhances legally defensible sampling protocol.



Although Inspectors generally do not participatein laboratory analysis of water or wastewatersamples, Inspectors must be familiar with thephysical, chemical, microbiological, and bacterio-logical tests applied to water and wastewater inthe laboratory. These include standard test meth-ods, laboratory instruments, and quality controltechniques. This knowledge aids Inspectors inplanning sampling and analytical programs, evalu-ating analytical data used in determining compli-ance with applicable standards, and understand-ing the limitations of analytical results.

2.1 Standard Analytical Methods

Inspectors must be familiar with the standard pro-cedures for tests commonly performed on waterand wastewater samples. These can be found inthe latest of edition of the Standard Methods forExamination of Water and Wastewater (StandardMethods). These methods are also cross-refer-enced in the Tables of Approved Test Proceduresfound in 40 CFR Part 136.3. Candidates must beknowledgeable about metal analysis by flameatomic absorption (AA) and the cold vapor tech-nique for mercury, among others. Principles ofanalysis for determination of inorganic non-metal-lic constituents include the use of spectrophotom-eters, ion selective electrodes, titrations, etc., andmay require color development, standard curves,and distillations.

2.2 Laboratory Instrumentation

Inspectors must have a working knowledge ofthe wet chemistry and instrumental techniquesused in standard test methods for the most com-mon analyses of water and wastewater. Stan-dard Methods often has a good discussion ofthe basic principles and theory, instrument com-ponents, and interferences of instrumental tech-niques. Inspectors should be familiar with thefollowing laboratory instruments used in waterand wastewater analysis:

Inductively coupled plasma (ICP) instrumentsin which atoms are excited in a plasma torchand emit radiation. This emitted radiation canbe analyzed to determine which elements arepresent in the sample, and the concentrationof the individual elements. An ICP is capableof multi-element analyses on a single sample,and is commonly used for various metals inwater and wastewater.

Gas chromatograph/mass spectrometer(GC/MS) systems are used to detect andquantify organic compounds. Organics inwater samples are solvent extracted. Thesolvent extract is injected into a heated in-jector port where the solvent and com-pounds are vaporized. The compounds andcarrier gas migrate through a column andenter a detector. Each of the compoundscontained in the solvent extract will migratethrough the column at a different rate. Theelectrical signal from the detector producesa chromatogram, which is a record of thepeaks of the exiting compounds. GC/MSsystems identify and quantify organic com-pounds and are used for the volatile andsemi-volatile compounds that make up theTotal Toxic Organic (TTO) lists for variousfederal categorical pretreatment standards.

High-pressure liquid chromatographs (HPLC)are similar to gas chromatographs exceptthat the process of separation is achievedin a liquid carrier rather than a gas carrier.Compounds that tend to be heat sensitivecan be analyzed by this instrument. In wa-ter and wastewater analysis, this instrumentis used for polynuclear aromatics (PAH),among others.

Ion Chromatographs (IC) are a specialized typeof HPLC configured to analyze organic or inor-ganic ions. One application of this instrumentis to analyze inorganic anions such as chlo-ride, nitrate, nitrite, phosphate, and sulfate.

2.3 Sampling and AnalysisQuality Control and Assurance

Inspectors must be familiar with the quality con-trol (QC) and quality assurance (QA) incorporatedinto each standard method. This includes the useof blank samples or background correction tech-niques. Much useful information on the use ofblank QC samples, including field blanks, tripblanks, preservative blanks, spiked and blindsamples, duplicates and split samples can befound in Standard Methods and the references inSection 6.



2.4 Microbiological Analysis

Inspectors must be knowledgeable regardingcoliform and fecal coliform analyses. These areoften required on storm water samples and otherdirect discharges monitored under National Pol-lutant Discharge Elimination System (NPDES) per-mits. Knowledge of the standard test methods ishelpful in designing sampling programs for thispollutant, including sample dilution methods andhow lab results are calculated into reportable re-sults. Fecal coliform in water samples is expressedas most probable number (MPN) per 100 millili-ters (mL), a calculated concentration since thenumber of bacteria colonies, not individual bacte-ria, are counted. Inspectors must be especiallyaware of the effects of sample dilution on test re-sults. Standard tests for drinking water assume acoliform concentration of less than 400 MPN/mL.In storm water or other direct discharges, countscould be much higher. The sampler should informthe laboratory of the expected order-of-magnitudecoliform count so that the proper sample dilutionscan be prepared.

2.5 Biomonitoring and Toxicity

As part of their NPDES permit monitoring require-ments, indirect dischargers may be required to runaquatic toxicity tests on their effluent. Acute andchronic toxicity test specifications are included in40 CFR 136.3, Table IA. Different aquatic speciesare used for discharges to fresh water or marineenvironments. Inspectors must be familiar withterminology specific to this branch of analysis.

Many Publicly Owned Treatment Works (POTW)have whole effluent toxicity (WET) testing require-ments as part of their NPDES permits. If an efflu-ent sample fails the WET test, its discharge is con-sidered toxic and a toxicity reduction evaluation(TRE) may be triggered. The toxicity identificationevaluation (TIE) is the base of the TRE and typi-cally consists of toxicant characterization, identi-fication, and confirmation. When toxic chemicalsare identified, they are traced back to likely gen-erators. Inspectors must know how to design andimplement a collection system sampling plan toidentify the sources of toxic pollutants that havebeen identified in the TRE.

Skill 3 Wastewater Collection, Treatment,Set and Disposal Control

Inspectors must be very well versed in the designand operation of POTW and their collection sys-tems. They must also understand the impacts onthe POTW of industrial wastes, accidental spills,and uncontrolled or illegal discharges. Candidatesmust be able to apply environmental principlesand practices to wastewater control, and must beable to develop models for evaluating impacts ofdischarges on the POTW and collection system,and tracing uncontrolled or illegal discharges.

3.1 Compliance Monitoringand Inspection Techniques

Candidates must be very familiar with the proce-dures and methods of preparing for and conduct-ing inspections of industrial users. Inspectorsmust be well acquainted with the various types ofsignificant industrial users, how to prepare for in-specting them, and what to look for during inspec-tions. For example, when inspecting the wastewa-ter treatment facility at a petroleum refining plant,the inspector would want to pay special attentionto the oxidation system for sulfide and thiosulfateand to the sulfide monitoring system. High levelsof these compounds in wastewater could produceexcessive chlorine demand at the POTW.

References in Section 6 provide valuable informa-tion on specific types of industrial users, the typesof pollutants generated, waste treatment and pol-lution prevention techniques, and areas of inspec-tion specific to these industries. Grade III Inspec-tors must be able to train lower-level inspectors inthe preparation and inspection techniques re-quired for these dischargers.

Compliance monitoring of industrial users can in-volve industrial user self-monitoring and monitor-ing by the control authority, or a combination ofthe two. Inspectors must be familiar with the ad-vantages and disadvantages of self-monitoringversus control authority monitoring. Inspectorsmust be able to evaluate self-monitoring reportsand data used in determining compliance withapplicable standards. Inspectors may be calledupon to design monitoring programs to assess theeffectiveness of self-monitoring programs. Theresults of these programs or models may be usedto revise self-monitoring programs or other per-mit requirements for industrial users.



3.2 Special Studies

Inspectors may be involved in the design andimplementation of special studies and monitor-ing programs for POTW, their collection systems,and industrial users. These can include the devel-opment of screening tests for centralized disposalfacilities or centralized waste treatment facilities.An example would be screening tests for septictank dumping stations to screen for indicators ofillegal industrial dumping. Candidates must beable to design and implement special studies andmonitoring programs, evaluate the impact of spe-cific discharges on collection systems or POTW,and solve mass balance problems regarding im-pacts of individual discharges.

3.3 Spills and Uncontrolled Discharges

Uncontrolled discharges or other spills of indus-trial or hazardous materials and wastes can havesevere impacts on POTW and their collection sys-tems. These types of discharges can cause aPOTW to malfunction by damaging equipment, kill-ing important organisms, or altering chemical re-actions (otherwise known as interference). If thefacility is not designed to handle the material, orthe amount or concentration of the material, ex-cessive amounts may go through the system with-out being treated (otherwise known as pass-through). Either situation could cause the treat-ment facilities to violate their own discharge stan-dards. Once an uncontrolled discharge or spill hasentered the collection system, it can be very diffi-cult to detect until after its impact or damage hasoccurred.

Inspectors must be knowledgeable about theprinciples, practices, and methods of determin-ing sources of uncontrolled discharges andspills. This includes record review of existingpermits and other in-house records, surveillancemonitoring programs, and concealed samplingat upstream and downstream locations of sus-pected dischargers. Collection system monitor-ing and sampling may be required to isolatedrainage areas as sources of such dischargeswhen the in-house records do not reveal anyclues regarding the problem.

Surveillance sampling programs may also beconducted with knowledge of the industrial us-ers being investigated in some circumstances.Inspectors should be able to design surveillancemonitoring programs using the proper indicatorparameters to determine whether uncontrolleddischarges have occurred. Candidates must beable to solve problems regarding the impact oftoxic waste on sewer systems, utilizing upstreamand downstream pollutant concentrations andflow rates.

Skill 4 Funding of POTWSet and Pretreatment Programs

Operation and maintenance of POTW and theircollection systems are financed by the levying ofsewer service charges on domestic, commercial,and industrial users. Industrial users supervisedunder approved pretreatment programs are typi-cally subject to connection or capacity fees whenthey first connect to the sanitary sewer system orwhen their discharge flow or strength increases,typically by a factor of 25 percent or more.

In addition to capacity fees, users are subject toannual sewer service charges and surcharge feesfor the discharge of conventional pollutants at lev-els that exceed typical domestic wastewater. In-spectors should be well versed in the fee systemscommonly used for funding, operating, and main-taining sewage collection and treatment systems.Inspectors must be able to solve a variety of prob-lems regarding the assessment of sewer usagefees and surcharge fees based on given flows andpollutant levels. In addition, some control authori-ties charge fines or surcharge fees for certain pol-lutants, such as metals, that exceed given limita-tions. Inspectors must be able to calculate sur-charge fees for problems involving exceedance ofallowable discharge limits.



Skill 5 Development and EvaluationSet of Local Limits

In accordance with 40 CFR 122.21(v) 4, all POTWwith approved pretreatment programs are requiredto provide a written technical evaluation of theneed to revise local limits with their NPDES per-mit application. Since most NPDES permits arerenewed every five years, local limits typically areevaluated at that interval. Local limits and federalcategorical pretreatment standards are distinctand complementary types of standards. Local lim-its are developed to achieve the following funda-mental objectives:

Prevent the introduction of pollutants into thePOTW that could interfere with its operations,such as activated sludge and anaerobic diges-tion.

Prevent pass-through of pollutants in concen-trations that could violate applicable waterquality standards or the POTW’s NPDES efflu-ent limits.

Prevent excessive build up of pollutants in thePOTW sludge that could limit the beneficialuses or disposal alternatives of the biosolids.

Protect worker safety in the collection treat-ment and disposal systems.

Methods to develop and implement local limits areincluded in the Guidance Manual on the Develop-ment and Implementation of Local Discharge Limi-tations under the Pretreatment Program (US EPA,1987), as referenced in Section 6. Inspectors mustbe familiar with the methodologies used to obtainthe data used in local limits development. Thisincludes the use of in-house industrial user moni-toring data to calculate existing industrial loadings,and the development of collection system sam-pling and monitoring programs to obtain back-ground domestic wastewater data. Much valuableinformation on the development of local limits andmonitoring programs for the evaluation of techni-cally based local limits can be found in the refer-ences in Section 6.

The method most often used to evaluate the needfor or validity of existing local limits is the Maxi-mum Allowable Headworks Loading (MAHL) meth-odology. A MAHL analysis is performed for eachpollutant of concern. It is based on the dischargelimitations of the POTW and the constraints im-posed on its sludge or biosolids, together withpollutant removal through the process, to deter-mine a maximum allowable load at the headworks.Determining the MAHL for each pollutant requiresadequate POTW influent, effluent, and sludge pol-lutant level data, as well as flow rates. Inhibitioncriteria may require internal flow and concentra-tion values for the various processes such as acti-vated sludge and anaerobic digestion.

Candidates must be familiar with the MAHLmethod and the data required to calculate theMAHL for each pollutant of concern. Candidatesmust also be able to solve problems involving cal-culations of MAHL, given specific data and themethods of allocating the allowable headworksloading among industrial users. These include theuniform concentration method and the industrialcontributory flow method, among others. Sincemany POTW dispose of their dewatered biosolidsthrough land application, the land applicationregulations in 40 CFR 503 will often result in themost stringent allowable headworks loadings formost pollutants.

Skill 6 Safety PracticesSet

Inspectors must have thorough knowledge of thesafety practices and principles utilized in pretreat-ment work. Inspectors must be able to implementand to instruct lower-level inspectors in the writ-ten safety policies and procedures under theircontrol authority. Responsibilities include assist-ing management in providing adequate safetytraining, and ensuring that all employees undertheir supervision carry out proper safety practicesand procedures on the job. Inspectors also inves-tigate accidents and injuries to determine theircause, and institute corrective measures or revi-sions to safety plans or programs when needed.



6.1 Practices and Procedures

Candidates must be very familiar with the requiredsafety practices and procedures associated withpretreatment program administration and inspec-tion work. These include the ability to develop andimplement traffic control plans, supervise andprovide required permits for confined-space entrywork, and recognize and plan for the chemical andbiological hazards associated with inspecting ormonitoring specific types of industries. Informa-tion on safety precautions, practices, and proce-dures specific to the various industries regulatedunder pretreatment programs can be found in thereferences in Section 6.

6.2 Injury and Illness Prevention

Various federal, state, and local regulations re-quire development of plans to prevent injury orillness to workers and to respond to emergen-cies that may affect the health and safety ofemployees. These are commonly referred to asemergency operations plans, contingency plans,and injury and illness prevention programs. In-spectors must be able to administer such pro-grams and/or assist in their development. Aspart of their essential duties, Inspectors reviewthe written emergency or contingency docu-ments generated by regulated industries. Ele-ments of a typical contingency or emergencyresponse plan include the following:

Vulnerability assessment to identify potentialemergencies and hazards;

Organizational chart or list of personnel in-volved in plan implementation, includingphone numbers, emergency phone numbers,and duties;

Established emergency communicationsprocedure;

Plan and inventory of personal protectiveequipment, plant equipment, records, andmaps;

Agreements or coordination with local andregional agencies, such as health, police,and fire departments to assist in carryingout the plan;

Training programs and training schedulesfor the personnel tasked with carrying outthe plan.

In the event of an emergency, Inspectors mustbe well acquainted with the procedures andplans established within the control authorityand the resources available to respond to suchemergencies.

6.3 Hazard Communicationand Worker Right-to-Know Laws

Grade III candidates must be familiar with theOccupational Safety and Health Act (OSHA) regu-lations that impact their duties. This includes fa-miliarity with the use and composition of materialsafety data sheets (MSDS) in identifying hazardsassociated with various materials and chemicals.Inspectors must be able to implement or assist inthe development of the hazard communicationand worker right-to-know programs for the localcontrol authority. The basics of a hazard commu-nication program include the following elements:

Identifying hazardous materials to which em-ployees are most likely to be exposed;

Obtaining chemical information (MSDS) anddefining hazardous conditions associated withidentified materials;

Making the information available to employ-ees who could be exposed to such potentialhazards;

Proper labeling of hazards;

Hazard communication training.

Once physical, chemical, and health hazards areidentified, a labeling and training program is imple-mented. There are various standards for hazardlabeling of containers, tanks, and other hazard-ous areas. Inspectors must be familiar with thestandards and codes used in hazard communica-tion, including the symbols and standards usedby OSHA, the Department of Transportation (DOT),and the National Fire Protection Association(NFPA). Guidelines and standards are availablefrom all three agencies.



For hazard communication training, it is importantfor Inspectors and other personnel in the pretreat-ment program to be trained in the potential haz-ards associated with their agency. Similarly, In-spectors must understand the hazards that couldbe encountered at industries and other locationswhere work is performed. Most industries are re-quired to have their own hazard communicationprograms and documents. Inspectors need to befamiliar with these documents in order to preparefor and carry out inspection and monitoring ac-tivities at these locations.

Grade III Inspectors’ duties include ensuring thesafety and health of lower-level inspectors andtechnicians. They may be called upon to developspecific safety programs, such as tailgate safetymeetings and health and safety plans, and tomonitor and enforce safety procedures and re-quirements among subordinates.

6.4 Reporting

Record keeping is an important part of the safetyprogram. Even minor injuries on the job shouldbe reported in order to establish a record in casethe injury develops into a more serious healthproblem. Inspectors must understand the pur-poses of safety record keeping. Records and re-ports include documentation of worker trainingand safety responsibilities, employee medical sur-veillance records, safety meeting records, site in-spection and monitoring reports, and incident oraccident reports. Vehicle or employee accidentreports are very important and accomplish thefollowing objectives:

Recording of all details required by law andall data needed for statistical purposes;

Establishing the cause or causes of the in-cident or accident, including unsafe condi-tions or actions on the part of the injured orother employees;

Identifying corrective actions that must betaken to prevent future incidents or accidents;

Identifying the departments or personsresponsible for making the corrections andestablishing a timetable or deadline forcompletion.

While the primary reason for good safety recordkeeping is to document worker health and safety,another important element is establishing the re-sponsibilities and liabilities of the control author-ity in dealing with issues such as worker compen-sation and disability insurance, among others.

Skill 7 Industrial Processes and PretreatmentSet

Inspectors must be very familiar with the indus-trial processes and wastewater pretreatment sys-tems they inspect. Additionally, Inspectors mustbe able to read and understand technical infor-mation submitted to them by industrial users, re-lating to wastewater generation, treatment, anddisposal, including engineering drawings andschematics that may be included with industrialwastewater discharge applications and compli-ance actions. They must also be familiar withmechanical, hydraulic, and environmental engi-neering principles, and concepts as applied topretreatment inspection work.

7.1 Industrial Processes

Grade III Inspectors must be knowledgeable aboutindustrial wastewaters and the manufacturing pro-cesses that generate them. Attention should bepaid to the manufacturing processes that fall un-der federal Pretreatment Standards. These includemetal finishing, printed circuit board manufactur-ing, pulp and paper industries, battery manufac-turing, petroleum refining, iron and steel indus-tries, and inorganic chemical industries amongothers. Grade III candidates must also be familiarwith the industrial wastewater and processes as-sociated with significant non-categorical discharg-ers such as rendering plants, dairies, vegetableand fruit canners, meatpackers, and other dis-chargers of high strength wastes.

7.2 Pretreatment Technologies

Grade III candidates must be very familiar withthe standard pretreatment technologies used foreach federal category. These can be found in theWEF Manuals of Practice, the federal PretreatmentStandards Development Documents, and the ref-erences in Section 6.



A good working knowledge of these technologies,their capabilities and limitations, is necessary forInspectors to be able to assess industrial users’systems for the pretreatment performance ex-pected under federal law. This knowledge assistsInspectors in assessing the ability of pretreatmentsystems to meet local limits, which can be morestringent than federal categorical limits. Grade IIIcandidates must be knowledgeable about themost complex pretreatment technologies as well.

Inspectors must be able to perform routine engi-neering calculations as needed to evaluate thefeasibility of pretreatment systems they have toinspect or review as part of an industrial user per-mit application. Routine calculations include openand closed-conduit hydraulics. Inspectors mustalso be able to evaluate pump hydraulics andpower to determine if adequate hydraulic capac-ity is available.

Inspectors must be able to perform calculationsregarding flow equalization, screening, sedimen-tation, flotation, filtration, evaporation, absorption,air stripping, pH neutralization, precipitation, oxi-dation/reduction, and disinfection treatment. In-spectors must be familiar with the various biologi-cal pretreatment methods, including anaerobicand aerobic treatment.

Inspectors must also be very familiar with the tech-nologies used for pretreatment solids or residu-als management. These include sludge concen-tration or thickening, digestion, dewatering or dry-ing, heat treatment or incineration, and stabiliza-tion and solidification. Solid residues from pre-treatment systems are often considered hazard-ous wastes and must be properly disposed of inaccordance with federal and local hazardouswaste regulations. Inspectors’ duties include mak-ing sure these wastes are properly disposed of.

7.3 Pollution Prevention Techniques

Grade III candidates must be very familiar withthe pollution prevention measures and technolo-gies used in federal categorical and other majorindustries. The Source Control section of the U.S.EPA Pretreatment Facility Inspection Manual con-tains valuable information and checklists of meth-ods and technologies for specific industries. Can-didates should also review the WEF Manuals ofPractice and other reference materials listed inSection 6.

Skill 8 Management and Supervision PrinciplesSet

Grade III Inspectors need a broad understandingof supervisory and management practices andtechniques. Strong written and oral communica-tion, decision-making, and problem solving skillsare required, along with interpersonal and publicrelations skills. Inspectors must be able to read,speak, and write in the English language at a highschool education level. It is important to maintaineffective communications with citizens/custom-ers, co-workers, and supervisors. Candidates musthave the ability to understand verbal and writteninstructions from supervisors and to accuratelypass along the information to co-workers and sub-ordinates. Inspectors must be able to recognizeor anticipate potential problems and implementa solution or communicate a solution to a super-visor, as required. An understanding of the bud-geting process, as well as computer skills andknowledge of information management systems(IMS) is recommended.

Inspectors must provide responsible and com-plex technical support to upper managementand prepare/present staff reports, including or-ganizational efficiency studies. They must beable to develop and administer safety programs,technical training, and management programsfor staff under their supervision. Further, theymust be able to organize, monitor, and directthe work of staff, contractors, and service pro-viders in the operation and administration of thepretreatment program.

8.1 Planning, Organizing,and Scheduling

Inspectors have many tasks, schedules, and dead-lines that need to be adhered to as part of theirduties. These include reviewing and processingpermit applications and compliance and monitor-ing reports. Other responsibilities include timelyresponses to violations, including processing vio-lation notices and administrative orders, and de-veloping compliance schedules. Monthly, quar-terly, semi-annual, and annual reports may be re-quired for the control authority, as well as regional,state, and federal agencies.



Scheduling pretreatment inspections and effi-ciently allocating resources to accomplish moni-toring and enforcement activities are major por-tions of Inspectors’ duties. Planning and organiz-ing are key elements of these functions. Inspec-tors are required to understand the need, variouselements, and terminology surrounding the plan-ning and organizing of a pretreatment program.They need the ability to develop reliable informa-tion, to establish goals, and to utilize short- andlong-term planning to carry out these goals. Anunderstanding of the purpose of an organizationchart and job duties is required. Inspectors needto have a full understanding of the terms of au-thority, responsibility, delegation, and accountabil-ity as they pertain to management functions.

8.2 Human Resources

Candidates must have a good understanding ofthe responsibilities of a supervisor, and of employ-ment policies, laws and procedures governingemployer/employee relations. An understandingof application and selection processes is required,as well as the new employee orientation trainingand certification procedures. Inspectors musthave knowledge of how to prepare for and admin-ister performance evaluations, the disciplinaryprocess, and the investigation and resolution ofharassment charges.

Inspectors evaluate other inspectors and em-ployees under their supervision on an annualor semi-annual basis. Therefore, they must haveknowledge of methods to measure employeeproductivity.

New and refresher training programs for subor-dinates in the areas of pretreatment inspection,enforcement, storm water, safety, and otherregulatory areas are the direct responsibility ofInspectors. This requires good communicationskills, as well as thorough knowledge of the sub-jects to be taught.

8.3 Communicationsand Public Relations

Good communication skills are essential for In-spectors. They are required to collect and com-pile information into oral and written reports. It isessential that Inspectors have good oral, written,and listening skills. Record keeping is a necessarypart of Inspectors’ duties. It is essential that In-spectors understand the purpose of record keep-ing and the different types of records used in pre-treatment program administration.

An understanding of public relations principles isalso necessary. Inspectors need to understandhow to handle customer- and media-related issues.Inspectors should understand how to representtheir employer in public meetings and meetingsof regional task forces, committees, and workgroups. Inspectors must be able to make presen-tations to management within the control author-ity or utility to present progress reports, annualreports, results of special studies, and budget pro-jections or requests for the pretreatment program.

8.4 Budgeting

An understanding of financial principles is an im-portant part of an Inspector’s knowledge base.Inspectors must have a good understanding of thebudgetary process, capital improvement, andequipment repair/replacement practices and tech-niques. Candidates should be able to performcalculations involving budgeting, capital and op-erating expenses, and economic evaluations andcomparisons such as simple payback calculations.Inspectors may be called upon to develop or toassist in the development of the annual pretreat-ment budget. This budget must be submitted tothe state or regional agency permitting authority.



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S e c t i o n 4

Test Preparation


This section provides tips on the how candidatesshould prepare for the test, information on the testquestion format and the math skills likely to beneeded, and a table of equivalents and formulas.

Basic Study StrategyTo prepare adequately for the test, candidatesneed to employ discipline and develop good studyhabits. Ample time to prepare for the test shouldbe allowed. Candidates should establish a studyschedule and stick to it. One or two nights a weekfor one or two months should be sufficient in mostcases. Spend one or more hours studying in quietsurroundings or in small groups of two or threeserious candidates. Efforts should be directed tothe test subject areas that are not being performedon a day-to-day basis.

It is especially important for candidates to obtainaccess to the reference materials listed under thePrimary References heading in Section 6 of thisstudy guide. Many of these materials are likely tobe available in the work place and in technical li-braries. Some references, such as codes and regu-lations, are available on-line as well. For a list oflinks to on-line resources, see the CertificationResource Links page on the CWEA website atwww.cwea.org/tcp/resources.

Candidates should study at the certification levelbeing sought after. There is no advantage to spend-ing time studying material that will not be on thetest. Refer to Section 3 of this study guide for top-ics that will be covered.

While using this study guide, be sure to under-stand the answers to all the sample and diagnos-tic test questions. It may also be helpful to usethe skill set descriptions in Section 3 to deviseadditional questions for further study. Discuss thequestions with others. Not only is this a good studytechnique, it is also an excellent way to learn.

It is not necessary, but it can certainly be helpful,to memorize all the formulas and equivalents usedin working out the solutions for questions involv-

ing calculations. Table 4-1 lists many, but not all,of these formulas and conversion factors. Whenthe test is administered, a sheet listing some, butnot all, of the relevant formulas and equivalentswill be provided as part of the test materials. Sothat candidates may determine which formulasand equivalents will actually be on the sheet in-cluded with the test booklet, copies of thesesheets are provided on the CWEA website atwww.cwea.org/tcp/resources. (The set of equiva-lents and formulas on the sheet provided with thetest may not be exactly the same as the set in-cluded in Table 4-1.)

Multiple Choice QuestionsAll test questions are written in multiple-choice for-mat. At first glance, the multiple-choice problemmay seem easy to solve because so much infor-mation is given, but that is where the problem lies.The best answer must be chosen from the infor-mation provided. Here are some tips that may helpsolve multiple-choice problems.

1. Read the question completely and closely todetermine what is being asked.

2. Read all the choices before selecting ananswer.

3. Look for key words or phrases that often, butnot always, tip off correct or incorrect answers:

Absolute Words(Suspect as a wrong choice)

Always Never None

Totally All

Limiting Words(Often a correct choice)

Few Occasionally

Some Generally

Often Usually

Many Possible

Section 4: Test Preparation


Manning Formula

Q = 1.49 x A x R2/3 x S1/2

N

where R = Hydraulic RadiusS = SlopeN = Friction FactorA = Area of Flow

Table 4-1 Environmental Compliance Inspector

Equivalents and Formulas3.785 Liters/gallon

8.34 lbs/gallon

7.48 gallons/ft3

43,560 ft2/acre

453.6 gm/lb

28.35 gm/oz

12 inches/ft

= 3.14

Area

circle = x R2

trapezoid = (B + b) x H2

triangle = b x h2

Volume

rectangular solid = L x W x H

cylinder = x R2 x H

Periodic Properties of ElementsElement Symbol Atomic Number Atomic Weight

(grams/mole)

Hydrogen H 1 1.0

Carbon C 6 12.0

Nitrogen N 7 14.0

Oxygen O 8 16.0

Flourine F 9 19.0

Sodium Na 11 23.0

Magnesium Mg 12 24.3

Aluminum Al 13 27.0

Phosphorus P 15 31.0

Sulfur S 16 32.1

Chlorine Cl 17 35.5

Potassium K 19 39.1

Calcium Ca 20 40.1

Chromium Cr 24 52.0

Iron Fe 26 55.8

Nickel Ni 28 58.7

Copper Cu 29 63.5

Zinc Zn 30 65.4

Arsenic As 33 74.9

Silver Ag 47 107.9

Cadmium Cd 48 112.4



4. Never make a choice based on the frequencyof previous answers. If the last ten questionshave not had a “b” answer, don’t arbitrarilyselect “b”. Instead use logic and reasoning toincrease the chances of choosing the bestanswer.

5. Reject answers that are obviously incorrectand choose from the remaining answers.

Example

The straight line distance from the centerof a circle to the outer edge is called the:

a. diameter

b. circumference

c. chord

d. radius

It is possible to reason out the answer byhaving some knowledge of geometry andstudying the questions and the four pro-vided answers. The question is asking forthe name of a line or distance that is in-side of the circle. Circumference is the dis-tance around the outside of the circle, sothis is an obvious incorrect answer.

6. Make an educated guess.

Never reconsider a choice that has alreadybeen eliminated. This means that answer “b”should not be considered. Look for keyphrases or words that give a clue to the rightanswer. Chord, answer “c,” chord refers to astraight line inside of the circle, but it doesnot necessarily go through the center of thecircle, so this answer can be eliminated.

Answers “a” and “d” are distances that aremeasured as straight lines and either start orgo through the center of a circle. The diam-eter goes through the center rather than start-ing from the center. Radius, answer “d” is thecorrect answer and is defined as the straightline distance from the center to the outer edgeof a circle.

7. Skip over questions that are troublesome.Mark these questions for later review.

8. When finished with the test, return to the ques-tions skipped. Now think! Make inferences.With a little thought and the information given,the correct answer can be reasoned out.

9. Under no circumstances leave any questionunanswered. There is no penalty for incor-rect answers. However, credit is given onlyfor correct answers.

NO ANSWER=WRONG ANSWER

10. Keep a steady pace. Check the t imeperiodically.

11. Remember to read all questions carefully. Theyare not intended to be “trick questions”; how-ever, the intent is to test candidates’ knowl-edge of and ability to understand the writtenlanguage of this profession.

Math ProblemsMath problems on the certification tests aremeant to reflect the type of work encounteredin Plant Maintenance E/I Technology. Althoughthere is no specific math section on the test,many questions will require some calculationssuch as area, volume, ratios, and conversion ofunits. By far, the greatest number of applicantswho fail the certification tests do so by failingto complete the math problems. Completing themath problems will be greatly simplified by us-ing a calculator and the approach suggested inthe following paragraphs.

Calculators

A scientific calculator may be used during the test;however, a four-function (add, subtract, multiplyand divide) calculator is adequate for completingany of the certification tests. Additional functions(e.g., square root) are not necessary, but may behelpful in some situations. The most importantfactor in effectively using a calculator is the can-didate’s familiarity with its use prior to the time ofthe examination. Confidence in the calculator anda full understanding of how to properly operate itare a must. The best way to gain confidence is toobtain the calculator early and use it frequently.

Completing the sample problems in this sectionas well as the diagnostic test in Section 5 willimprove proficiency. Additional use will also help.For example, calculate the gas mileage when fill-ing a vehicle’s tank. Check the sales tax calcula-tion on each purchase. Balance a checkbook, orcheck a paycheck. The calculator chosen shouldhave large enough keys so that the wrong keys



are not accidentally punched. Be certain there arenew batteries in the calculator, or use a solar pow-ered calculator with battery backup.

Approach

The solution to any problem requires understand-ing of the information given, understanding of whatis being requested, and proper application of theinformation, along with the appropriate equationsto obtain an answer. Any math problem can beorganized as follows:

Given or KnownAll information provided in the problemstatement that will be used to get the cor-rect answer.

FindA description of the answer that is beingrequested.

SketchIf possible, sketch the situation described inthe problem statement showing size andshape (dimensions).

EquationA listing of the equation or equations that willbe used to generate the answer.

Assumption(s)Stated assumptions of key informationneeded to answer a math problem with miss-ing information. This occurs frequently onhigher-grade tests.

AnswerThis is where the answer is clearly identified.

Advantages to using this approach to organ-ize math problems are that it helps to organizethoughts, breaks the problem solution into a se-ries of smaller steps, and reduces chances ofmaking errors.

Solutions

Solutions to math problems are like driving routesfrom Los Angeles to San Francisco: there are manydifferent routes that can be taken. Some routesare shorter or less complicated than others. Onlycertain routes end up in San Francisco.

Solutions to sample problems given in this studyguide are the most common solutions. If a differ-ent solution arrives at the correct answer, then itcan be used as well.

Equivalents and Formulas

Familiarity with the equivalents (conversion fac-tors) and formulas in Table 4-1 is important. Payspecial attention to the units of measure that areused in the formulas. A correct answer will not beobtained unless the correct units of measure areused.

Check the units, arithmetic, and answer so that:

1. the units agree;

2. the answer is the same when the arithmeticis repeated; and

3. the answer is reasonable and makes sense.

Dimensional Analysis

When setting up an equation to solve a math prob-lem, the trick is to have clearly in mind what unitsthe answer should be in. Once the units have beendetermined, work backwards using the facts givenand the conversion factors known or given. This isknown as dimensional analysis, using conversionfactors and units to derive the correct answer.

Remember, multiplying conversion factors can belikened to multiplying fractions. The denominator(the number on the bottom of the fraction) andthe numerator (the number on the top of the frac-tion) cancel each other out if they are the same,leaving the units being sought after.

Example

If a company runs a discharge pump rated at50 gallons per minute all day, every day for ayear, what is the discharge for the year in mil-lions of gallons per year (MGY)?

Given: pump rating = 50 gal “min

Find: discharge = ? MGY

CalculationsConvert gal/min to million gal/yr, convert gal-lons to million gallons, and minutes to years.

What is known about minutes and years?There are 60 minutes in an hour, 24 hours ina day, and 365 days in a year. Put that into anequation, and multiply each conversion fac-tor so the unneeded units are cancelled out:

50 gal x 60 min x 24 hr x 365 days xmin hr day yr

1 MG = 26.28 MGY1,000,000 gal



Sample Questions

The following sample math problems are intendedto demonstrate unit conversion techniques. Al-though they are general wastewater problems, thequestions may not be specific to any vocation.

1. How many gallons of water will it take to fill a3 cubic foot container?

3 cubic feet x 7.48 gallons = 22.4 gallonscubic feet

2. If a gallon of gasoline weighs 7.0 pounds, whatwould be the weight of a 350 gallon tank fullof gasoline?

350 gallons x 7.0 pounds = 2,450 poundsgallon

3. The rated capacity of a pump is 500 gallonsper minute (GPM). Convert this capacity to mil-lion gallons per day (MGD).

500 GPM x 1 MGD = 0.72 MGD694 GPM

4. A chemical feed pump is calibrated to deliver50 gallons per day (GPD). What is the cali-brated chemical feed in gallons per minute(GPM)?

50 gal x 1 day x 1 hr = 0.035 GPMday 24 hr 60 min

5. A chemical feed pump delivers 50 mL perminute (mL/min). Determine the chemicalfeed in gallons per day (gpd).

50 mL x 1 L x 1 gallon x 60 min x 24 hrmin 1000 mL 3.785 L hr day

=19 GPD

6. A cyanide destruction process is designed totreat 30 pounds of cyanide per 24-hour op-erational day. How many pounds of cyanidecan be treated during an 8-hour shift?

30 lbs CN x 8 hr x 1 day = 10 lbs CN/shiftday shift 24 hr

Math SkillsGrade III candidates must be skilled in arithmetic,basic algebra, and geometry. Candidates must beable to apply these skills to make calculations forwork-related tasks such as proportions, averages,volumes, concentrations, determining flow rates,converting from volume to mass, and any otherjob-related math task that may fall within the skillsets listed in Section 3.

A thorough review of the types of mathematicsrequired for the test is beyond the scope of thisstudy guide. Consult an appropriate math text(see Section 6, References) if there is unfamil-iarity with any specific math skill. Appendix Aprovides general strategies for approachingmath problems and math anxiety, as well asresources for remedial study. Below are someexamples of the types of math problems that acandidate should be able to quickly solve.

Arithmetic

Candidates should be able to understand andperform the following calculations, either manu-ally or with a calculator:

1. Addition and subtraction of whole numbers,fractions, exponents, and fractional expo-nents.

2. Multiplication and division of whole numbers,fractions, exponents, fractional exponents,powers, and scientific notation.

Algebra

Candidates should be able to perform basic ap-plied algebra calculations, such as solving for oneunknown in one equation.



Example

A company is required to take a daily time-composite sample of its industrial wastewa-ter discharge for analysis. The automatic sam-pler must take a discrete fixed-volume sampleevery 20 minutes for 24 hours. What is theminimum volume, in millimeters, that must betaken every 20 minutes to provide a 3 litercomposite sample in 24 hours?

This is a ratio problem. The total volume ofwastewater sample divided by the volume ofeach discrete sample is proportional to thetotal time of sampling divided by the time be-tween discrete samples. The ratio is expressedas follows:

Total Volume = Total Time “Discrete Volume Time Between Samples

The unknown is the discrete sample volume,expressed in milliliters. Construct the equa-tion with the proper units so that all but theanswer units cancel out. This will require con-verting all volumes to milliliters and all timesto minutes.

3L x 1,000 mL/L = 24 hrs x 60 min/hrVol/sample 20 min/sample

Then use basic algebra to solve for the un-known, remembering that the unknownmust be in the numerator and by itself onone side of the equation with all knowns onthe other side.

3,000 mL = 72 samples x Vol/sample

3,000 mL = 41.7 mL/sample72 samples

Although this problem requires basic arith-metic skills, it also requires knowledge andfamiliarity with sampling techniques to syn-thesize the given information and translateit into a mathematical equation to solve theproblem.

Geometry

Candidates should be able to calculate circumfer-ence, find the area of a rectangle or circle, andfind the volumes of rectangular and cylindricalsolids. Be prepared to apply these basic skills towork-related problems.

Example

A circular clarifier treats a flow of 1.2 MGD.The diameter is 55 feet and the depth is 8feet. What is the surface loading rate and whatis the detention time?

This problem requires the ability to calculatethe surface area of the tank and use this datato calculate the surface loading rate. It alsorequires calculating the volume of the tankand using the volume and flow rate to deter-mine a unit of time.

Calculate the surface loading rate (SLR):

Convert flow into gallons per day.

1.2 MGD x 1,000,000 gal = 1,200,000 GPDMG

Calculate the surface area.

A = x R2

A = 3.14 x (55 ft) 2

= 2,374.6 ft2

2

SLR = QA

SLR = 1,200,000 GPD2,374.6 ft2

SLR = 505 GPD/ft2

Calculate detention time:

Calculate the volume.

Vol = 2,374.6 ft2 x 8 ft x 7.48 gal xft3

MG = 0.142 MG1,000,000 gal

t = VolQ

t = 0.142 MG x day x 24 hrs = 2.8 hrs1.2 MG day

S e c t i o n 5

Diagnostic Test


IntroductionThis section provides a diagnostic test to assistthose studying for the Grade III EnvironmentalCompliance Inspector certification test in evalu-ating their current level of knowledge in the skillsets outlined in Section 3.

The example questions in the diagnostic test rep-resent the type of knowledge that may be requiredto successfully pass the certification test. They arebased on information contained in Section 6,References, and are arranged according to the skillsets presented in Section 3. However, passing thediagnostic test does not guarantee passing thecertification test.

Diagnostic test answers, the applicable skill sets,and selected solutions are presented at the endof this section. Candidates should take the diag-nostic test, mark wrong answers, and record theskill sets for questions missed. Using Table 3-1,candidates should review the references to im-prove their knowledge of the subjects, especiallyin areas where they answered diagnostic test ques-tions incorrectly.


1. An alternative pretreatment limit calculatedby the combined wastestream formula (CWF)may not be used if the alternative limit is:

a. based on less than 60-day average flows.

b. calculated on combined wastestreamswith concentration and production-basedmass limits.

c. calculated on wastestreams combined be-fore pretreatment.

d. below the analytical detection limit.

2. Calculate the alternative concentration limitfor nickel (Ni) for a captive electroplater thatdischarges to the local POTW. This facility com-bines 80,000 gallons per day of plating waste-water with 20,000 gallons per day ofnoncontact cooling water. Captive shops aresubject to pretreatment standards for themetal finishing category. The categorical pre-treatment standard for nickel is 3.98 mg/L.

a. 3.18 mg/L

b. 2.55 mg/L

c. 0.99 mg/L

d. 0.80 mg/L

Section 5: Diagnostic Test


3. A facility manufacturing aluminum tanksforms the parts by forging metal into the ap-propriate shape. After forging, the formedparts are welded. To prepare the parts forwelding, they are cleaned and rinsed. Thewastewaters generated are treated in a com-bined treatment facility to comply with thestandards of the Aluminum Forming PointSource Category (40 CFR 467). In addition,wastewaters from a parts washer on a paintline are treated in the combined treatment fa-cility. Daily wastewater flow rates through thecombined treatment facility are as follows:

Regulated Wastestreams

Cleaning bath = 900 gallons per day

Cleaning rinse = 2,700 gallons per day

Unregulated Wastestream

Parts washer = 1,400 gallons per day

The applicable zinc limits from 40 CFR 467are as follows:

Maximum for Any One Day

Cleaning or etching bath = 0.26 mg/off-kg(lb/million off-lbs)

Cleaning or etching rinse = 2.03 mg/off-kg(lb/million off-lbs)

Calculate the alternative mass limit for zincin the combined wastestream.

a. 2.29 lb/day

b. 1.65 mg/off-kg

c. 3.18 mg/off-kg

d. 1.98 lb/million off-lbs

4. The Electroplating Pretreatment Standardslimit which pollutants in plants with flows ofless than 10,000 gallons per day?

a. Amenable cyanide, cadmium, chromium,lead

b. Amenable cyanide, cadmium, lead, TTO

c. Cadmium, copper, lead, TTO

d. Cadmium, lead, mercury, zinc

5. Review of an industrial discharge permit ap-plication indicates the discharger must com-ply with a Categorical TTO standard. Whatpollutants must the discharger sample andanalyze for to comply with the TTO standard?

a. All pollutants listed in the standard.

b. Only the pollutants detected in previoussampling results.

c. Only the pollutants found in the raw ma-terials used.

d. Only the pollutants that would reasonablybe expected to be present.

6. Special Conditions of an industrial user dis-charge permit may include:

a. duty to mitigate clause.

b. accidental discharge reporting.

c. industrial user management practices.

d. severability clause.

7. An industry regulated under the metal finish-ing pretreatment standards for existingsources (PSES) cannot consistently meet itsdischarge limits for nickel. Bi-monthly sampleresults in mg/L for the last six months aregiven as follows:

2.05 2.19

2.53 3.58

4.01 2.75

4.85 2.87

2.45 2.23

1.97 1.99

PSES nickel limits are:

Daily maximum: 3.98 mg/L

Monthly average: 2.38 mg/L

Determine whether or not the industrial useris in significant noncompliance (SNC) forthis period, and the type and percentage ofviolations.

a. Not SNC, chronic violations, 58 percent

b. SNC, chronic violations, 66 percent

c. SNC, TRC violations, 33 percent

d. SNC, TRC violations, 58 percent




1. Which of the following methods are used todetermine pesticides?

a. EPA Method 1664

b. Standard Methods 5230

c. Standard Methods 1664

d. EPA Method 608

2. What analysis uses the purge and trap tech-nique?

a. Polyaromatic hydrocarbon analysis

b. Volatile organic compound analysis

c. Pesticide analysis

d. Organic acid analysis

3. Which of the following types of controlsamples may be used to determine accuracy?

a. Method blank

b. Calibration standard

c. Certified reference material

d. Duplicate

4. Which of the following types of controlsamples may be used to determine precision?

a. Method blank

b. Calibration standard

c. Certified reference material

d. Duplicate

5. An EPA-approved standard method of deter-mining fecal coliform bacteria concentrationin effluent samples is called the:

a. multiple-tube fermentation technique.

b. heterotrophic plate count technique.

c. brilliant green lactose technique.

d. agar streaking technique.

6. Short term toxicity tests are inappropriate to:

a. obtain toxicity data as rapidly and inex-pensively as possible.

b. obtain an estimation of overall toxicity.

c. screen test solutions or materials forwhich toxicity data do not exist.

d. determine chronic toxicity.

7. The toxicity identification evaluation (TIE) pro-cess includes:

a. determining bioaccumulation factors.

b. fractionation and analysis of the constitu-ents in an effluent.

c. acute biological toxicity testing.

d. chronic biological toxicity testing.


1. The local municipal sewage treatment plant’seffluent has a TDS averaging 600 mg/L. Theflow averages 24 MGD. The maximum allow-able discharge of TDS in the effluent is 750mg/L. A new industry is proposing to locate inthis town and to discharge 1.5 MGD to thesewer. The agency intends to keep the treat-ment plant’s effluent TDS below 710 mg/L.

What is the maximum TDS concentration thenew industry can discharge at the proposed1.5 MGD flow rate?

a. 2,470 mg/L

b. 1,760 mg/L

c. 3,360 mg/L

d. 210 mg/L



2. A plating company has a total chromium levelof 25 mg/L in a discharge of 40,000 GPD to asewer. The downstream POTW has a total flowof 45 MGD and 45 percent of the chromiumis removed by the treatment processes. Whatwould be the expected concentration of chro-mium in the POTW’s effluent in milligrams perliter? Assume no other sources of chromiumflowing into the POTW.

a. 0.0100 mg/L

b. 0.0122 mg/L

c. 0.00146 mg/L

d. 0.00199 mg/L

3. A company is suspected of illegally discharg-ing high BOD waste. The company reports anaverage flow of 100,000 GPD with a BOD of500 mg/L. The city has installed upstreamand downstream monitoring equipment. Theaverage monitoring results are upstream flowof 300,000 GPD with BOD of 350 mg/L, anddownstream flow of 400,000 GPD. Whatwould the average BOD at the downstreammonitoring point have to exceed to supportthe suspicion of illegal discharge?

a. 1,293 mg/L

b. 517 mg/L

c. 388 mg/L

d. 350 mg/L

4. A pickle packaging plant discharges a sodiumchloride brine waste amounting to 10,000pounds of salt per seven-day work week. If thePOTW has a flow at the headworks of 30 MGDcontaining 100 mg/L of sodium, what percent-age of the sodium is from the pickle company?The molecular weight of sodium chloride is58.44 and sodium is 22.99.

a. 0.19 percent

b. 2.25 percent

c. 14.51 percent

d. 18.73 percent


1. An industrial user is billed monthly for BOD,total suspended solids (TSS) and flow. Thetotal flow discharged in 24 hours is 50,000gallons. The company sampled BOD and TSSon a weekly basis with the following results:

Week BOD, mg/L TSS, mg/L Flow, gal

1 1,350 900 350,000

2 4,000 2,200 245,000

3 900 450 500,000

4 1,500 1,000 375,000

The agency’s sewer rates are charged as fol-lows: BOD is $28.00/1,000 lbs; TSS is$8.00/1,000 lbs; flow is $1,100.00/milliongallons (MG).

What is the industrial user’s total sewer chargefor this one month?

a. $2,289.41

b. $68,881.00

c. $1,697.65

d. $674,257.00

2. A metal finisher has the following dischargelimitations: copper, 3.0 mg/L; lead, 0.7 mg/L; chromium, 2.7 mg/L; and nickel, 3.3 mg/L.The metal finisher had the following metalconcentrations in a recent 24-hour dischargesample collected and analyzed for sewer-usefees: Cu, 15.0 mg/L; Pb, 3.2 mg/L; Cr, 18.3mg/L; and Ni, 6.3 mg/L. The metal finisherdischarges a flow of 30,000 GPD. The sewer-use penalties in dollars per pound dischargedover the limits are: Cu, $225/lb; Pb, $325/lb;Cr, $250/lb; and Ni, $375/lb. What would bethe metal finisher’s daily monetary penalty forexceeding the discharge limits?

a. $2,840.50

b. $2,305.28

c. $2,136.28

d. $1,932.83



3. A company using 20,000 gallons of water perday claims the following water losses: evapo-rative at 15.0 percent; landscaping at 10.0percent; and other at 5.0 percent. The com-pany operates 312 days per year and has anaverage discharge of BOD of 650 mg/L andsuspended solids of 800 mg/L. The companyis subject to the following sewer-use fees: BODis $150/1,000 lbs; SS: is $300/1,000 lbs;flow is $500/MG.

What is the company’s annual sewer-use fee?

a. $6,205

b. $3,658

c. $12,297,012

d. $14,479

4. A company has an industrial waste dischargeof 65,000 GPD with an average sulfite con-centration of 7,500 mg/L (measured as sul-fur). The company operates 250 days per year.The local POTW has an industrial waste sewer-use fee that charges $23.50 per thousandpounds of COD. How much does this companypay each year for the sulfite discharge? Themolecular weight of sulfur is 32. There are twoequivalents per mole of sulfite and 8,000 mil-ligrams of COD per equivalent.

a. $3,154

b. $5,420

c. $11,938

d. $54,199

5. An iron foundry discharges industrial waste-water with a suspended solids concentra-tion of 1,300 mg/L to a cooling pond at arate of 45,000 GPD, six days per week. Dur-ing mixing and spray aeration, 12 percentof the water is lost to evaporation beforedischarging to the sewer. Assuming no sol-ids reduction or settling in the pond, calcu-late the foundry’s annual sewer-use feebased on the following charges: SS is $200/1,000 lbs; flow is $500/MG.

a. $37,464

b. $36,622

c. $32,969

d. $9,828


1. The average dry weather flow (ADWF) to aPOTW is 21.15 MGD with an average influentcopper concentration of 0.08 mg/L. Copperin the plant effluent is non-detected at <0.01mg/L. The plant produces 60.3 tons of dewa-tered sludge per day with a solids content of19.9 percent. The copper content of thesludge averages 504 mg/kg on a dry weightbasis. Copper not removed with the sludgepasses through the plant. Based on this data,what is the total plant removal efficiency forcopper?

a. 12.5 percent

b. 85.7 percent

c. 86.3 percent

d. 87.5 percent

2. Removal efficiencies for copper have beencalculated for a POTW based on nine samplingevents. The decile removal efficiencies in per-cent removal are as follows:

69, 72, 73, 74, 75, 80, 81, 84, 85

The allowable NPDES discharge loading forcopper is 10 kg/day. The allowable copperloading on the biosolids for beneficial reuseis 27 kg/day. Using the second decile removalfor pass-through, and the median or fifthdecile removal for biosolids, calculate themaximum allowable headworks loading(MAHL) for copper.

a. 20 kg/day

b. 36 kg/day

c. 37 kg/day

d. 40 kg/day



3. The maximum allowable industrial load of apollutant at the POTW headworks is deter-mined by:

a. subtracting the commercial loading fromthe background loading.

b. subtracting the residential loading fromthe MAHL.

c. subtracting the uncontrollable loadingfrom the MAHL.

d. Adding the commercial and residentialloading and using a safety factor.

4. The process inhibition level for cadmium inanaerobic digesters at a POTW is 20 mg/L.Cadmium removal efficiency across primaryand secondary treatment is 77.22 percent. Ifthe average flow to the digesters is 85,900GPD, what is the MAHL for cadmium, basedon digester inhibition.

a. 18.5 lbs/day

b. 14.3 lbs/day

c. 2.2 lbs/day

d. 2.2 ppm

5. The MAHL calculated for cadmium in POTWinfluent is 1.22 lbs/day. The non-industrialheadworks loading is 0.11 lbs/day. Total in-dustrial influent flow is 800,000 GPD. Indus-tries discharging cadmium contribute 52,000GPD to the plant influent. Using a 10 percentexpansion and safety factor, calculate the lo-cal concentration limit for cadmium for thecontributing industrial flow.

a. 0.15 mg/L

b. 2.28 mg/L

c. 2.56 mg/L

d. 19.0 mg/L


1. What is the first step toward developing aneffective contingency plan for emergencies?

a. Training programs for personnel carryingout the plan

b. Establish a communications procedure

c. Make a vulnerability assessment

d. Coordinate with local health, police, andfire departments

2. When a lead acid battery for a sampler is be-ing charged, what hazardous gas is created?

a. Cyanide

b. Hydrogen

c. Hydrogen sulfide

d. Oxygen

3. When using ferrous sulfide (FeS) to precipitatehexavalent chromium (Cr6+), what will happenif the pH drops below 8?

a. Corrosion problems will develop

b. Hydrogen sulfide gas can be generated

c. The rate of precipitation will increase

d. The sludge volume will increase

4. Which one of the following items is not a ma-jor section of the OSHA regulations?

a. Hazardous materials

b. Laboratories

c. Personal protective equipment

d. Walking-working surfaces

5. Unsafe chemical storage and handling prac-tices include:

a. eyewash and shower stations.

b. planned control countermeasuresfor spills.

c. protective clothing.

d. storing all chemicals together in asafe room.



6. A maintenance hole on a 24-inch sewer flow-ing partially full is being continuously venti-lated. Continuous air monitoring instrumentsshow that the atmosphere is safe for entrywithout breathing apparatus. Is this now apermit-required or non-permit required con-fined space and for what reason? Assume allrequired entry and traffic-control equipmentand procedures are used.

a. Non-permit required; all potential hazard-ous conditions have been neutralized

b. Non-permit required; safe atmosphere

c. Permit required; slip, trip, fall hazardremains

d. Permit required; engulfment hazardremains

7. The physical/chemical characteristics sectionof a MSDS sheet does not include:

a. boiling point.

b. hazardous ingredients.

c. vapor pressure.

d. appearance and odor.

8. A white warning placard with the symbol “OXY”would be placed on a tank containing whichchemical?

a. Hydrogen peroxide

b. Hydrogen sulfide

c. Hydrochloric acid

d. Sodium hydroxide

9. What is the primary responsibility of a super-visor when reviewing the accident report formof an injured employee?

a. Determine whether or not medical treat-ment was needed

b. Determine what disciplinary action isneeded for the injured employee

c. Determine the causes and the stepsneeded to prevent such accidents in thefuture

d. Determine which personnel were respon-sible for the accident


1. In the petroleum refining industry, what termsare used to differentiate various types of pe-troleum crudes based on the residues pro-duced after simple distillation?

a. Paraffin base, asphalt, mixed base

b. Asphalt, sulfur base, mixed base

c. Light crude, heavy crude, tars

d. High sulfur, low sulfur, wax base

2. Which one of the following items is a majorcharacteristic of the wastes from a glassfacility?

a. BOD

b. Chromium

c. Color

d. Hardness

3. Which of the following items is a major char-acteristic of the wastes from the manufactureof glue?

a. Chromium

b. Phenol

c. Sulfide

d. Temperature

4. Which of the following items is a major char-acteristic of the wastes from the manufactureof candles?

a. Grease

b. Organic acids

c. Temperature

d. Variable pH

5. A recoverable chemical from a textile millwaste is:

a. caustic soda.

b. soda ash.

c. sulfur dioxide.

d. sulfuric acid.



6. Industrial wastes that can be treated by bio-logical processes include:

a. metal finishing wastes.

b. paper product wastes.

c. plating wastes.

d. pesticide wastes.

7. A captive plating facility is installing a newcadmium plating line. To meet new sourcestandards, the facility has chosen to recycleall of its cadmium plating rinsewater. The pri-mary treatment technology that would mostlikely be used to recycle the rinsewater wouldbe:

a. micro filtration.

b. ion exchange.

c. sulfide precipitation.

d. activated carbon adsorption.

8. Chrome plating solutions recovered by evapo-ration recovery systems must be treated to re-move:

a. chromic acid.

b. hexavalent chromium.

c. trivalent chromium.

d. nitric acid.

9. Electroless nickel rinse water is often recov-ered or treated separately from other platingwaste because of the presence of:

a. organic brighteners.

b. surfactants.

c. phosphates.

d. chelators.

10. What is the water horsepower or pump out-put for a pump that delivers a flow of 120 GPMagainst a head of 40 feet?

a. 1.2 hp

b. 8.7 hp

c. 30 hp

d. 73 hp

11. A pump delivers a flow of 350 GPM againsta head of 65 feet and the electric motor draws6 kilowatts. Calculate the overall efficiency(wire to water) of the pump and electric motor.

a. 71 percent

b. 85 percent

c. 89 percent

d. 95 percent

12. A plating shop wishes to treat 1,200 gallonsof chrome plating waste by the reduction andprecipitation batch treatment process to re-duce the hexavalent chromium (Cr6+). One mg/L of Cr6+ usually requires about 16 mg/L ofsodium metabisulfite, 6 mg/L of sulfuric acid,and 9.5 mg/L lime. The Cr6+ in the waste is300 mg/L. If the sodium metabisulfite is fedat a 5 percent solution at a rate of 100 gal-lons per hour, how long should the sodiummetabisulfite feed pump operate?

a. 5 minutes

b. 23 minutes

c. 1 hour, 9 minutes

d. 1 hour, 15 minutes

13. A circular clarifier treats a flow of 1.2 MGD.The diameter is 55 feet and the depth is 8feet. What is the surface loading rate?

a. 278 GPD/ft2

b. 379 GPD/ft2

c. 397 GPD/ft2

d. 505 GPD/ft2

14. What is the sludge volume index (SVI) for amixed liquor sample from an activated sludgetank if 70 mL of sludge settles in 30 minutesin a 2 liter graduate? The MLSS is 2,900 mg/L.

a. 77

b. 115

c. 125

d. 258



15. Which of the following items is not an objec-tive of equalization?

a. Allow acid and basic wastewater to mixand neutralize each other

b. Allow continuous feeding of biologicaltreatment systems on weekends andother periods when there is no industrialwaste generation

c. Provide for reduction of high concentra-tions of toxic substances from batchdumps

d. Provide opportunity for solids to settle out

16. A company uses lime to neutralize their sulfu-ric acid wastes. The molecular weight of lime,CaO, is 56.08. If the company has a 50,000GPD flow, uses 85 percent slurry of lime forneutralization, and the initial pH is 1.5, howmany gallons of 85 percent lime slurry will thecompany use each day?

a. 52 GPD

b. 56 GPD

c. 104 GPD

d. 145 GPD

17. A batch of industrial wastewater must be neu-tralized before additional treatment. In thelaboratory, a 50 mL sample requires 5.8 mLof a 0.5 N sulfuric acid to lower the pH to 7.0.How many gallons of 2 N sulfuric acid will berequired to neutralize 5,000 gallons of thewastewater to a pH of 7.0?

a. 125 gallons

b. 145 gallons

c. 150 gallons

d. 290 gallons

18. Chrome plating waste is treated in a continu-ous flow process at a rate of 5.0 GPM to re-duce hexavalent chromium to the trivalentstate. One mg/L of hexavalent chromium re-quires 16 mg/L of ferrous sulfate for reduc-tion. The hexavalent chromium concentrationin the waste entering the mixing tank is 320mg/L. If the ferrous sulfate is fed as a 4.0percent solution, what should be the feed rateon the ferrous sulfate pump?

a. 5.3 GPM

b. 110 GPD

c. 921 GPD

d. 7,680 GPD

19. The disadvantages of the ion exchange pro-cess include:

a. inability to treat most metals.

b. poor efficiency at recovering plating met-als.

c. provides an ineffective source of deminer-alized water.

d. resins are susceptible to fouling by cya-nide complexes.

20. Electrodialysis is used to treat wastewaterfrom:

a. canneries.

b. oil refineries.

c. pickle liquor processes.

d. pulp mills.

21. A circular clarifier treats a flow at 1.2 MGDwith an influent suspended solids concentra-tion of 300 mg/L. The diameter is 55 feet, thedepth is 8 feet, and the effluent suspendedsolids is 90 mg/L. What is the clarifier effi-ciency in removing suspended solids?

a. 23 percent

b. 63 percent

c. 65 percent

d. 70 percent



22. An advantage of anaerobic filters as appliedto the processing of fruit and vegetable waste-water is that they can be used effectively:

a. as soon as the biological culture can bebuilt up.

b. on an intermittent basis.

c. on low BOD wastes.

d. on wastes from crops treated withpesticides.

23. Determine the suspended solids loading on adissolved air flotation (DAF) unit if the flow is1.2 MGD and the influent suspended solidsare 1,400 mg/L.

a. 1,700 lbs/day

b. 11,200 lbs/day

c. 12,600 lbs/day

d. 14,000 lbs/day

24. Activated carbon is regenerated by the useof a:

a. brine backwash.

b. high pressure water backwash.

c. multiple-hearth furnace.

d. sulfuric acid rinse.

25. Which of the following is not a pollution pre-vention or source control measure in the dairyprocessing industry?

a. Install monitoring systems on clean-in-place (CIP) process

b. Air blow milk lines to silo

c. Use anaerobic/aerobic treatment sludgeas compost

d. Review cleaning chemicals and look foralternatives to reduce environmentalimpact


1. An organization chart for a utility can be help-ful for several reasons. Which of the followingis the least valid objective of an organizationchart?

a. To establish proper chain-of-commandauthority

b. To help develop a budget

c. To help in making up project schedules

d. To help in preparing for emergencies

2. The span of supervision is the:

a. average length of time required to be inthe organization before making supervi-sor.

b. number of levels between the lowest em-ployee and the boss.

c. number of subordinates for each manager.

d. number of supervisors in an organization.

3. If an organization’s departments are orga-nized by jobs to be done, this is known asdepartmentation by:

a. customer.

b. function.

c. product.

d. territory.

4. An information management system helpsutility managers make decisions by:

a. collecting, analyzing, exchanging, storing,and delivering information.

b. collecting, analyzing, exchanging, delet-ing, and delivering information.

c. dispersing, analyzing, exchanging, delet-ing, and delivering information.

d. collecting, exchanging, deleting, and de-livering information.



5. Annual inspections for 40 industrial usersmust be completed within five days. Two in-spectors are available for this task. InspectorA averages six inspections in an eight-hourday. Inspector B averages four inspections pereight-hour day. If the labor rate for inspectorA is $55/hour and the rate for inspector B is$38/hour, which of the following inspectionschedules would be the most economical?Assume no overtime.

a. Work inspector A full-time and inspectorB half-time

b. Work inspector A half-time and inspectorB full-time

c. Work inspectors A and B full-time

d. Work inspectors A and B half-time

6. Performance appraisal forms:

a. should not be discussed with the em-ployee.

b. make the employee evaluation processconsistent.

c. should not contain a rating scale.

d. must be limited to three judging factors.

7. What does the term “paper screening” mean?

a. Additional analysis of qualified applicants

b. Elimination of applicants not qualified forthe job

c. Filing of unsuccessful applicants’ paper-work for future job openings

d. Review of research papers submitted bya job applicant

8. Which one of the following questions is anacceptable interview question?

a. What is your religious affiliation?

b. What is the nationality of your parents orspouse?

c. What is your age?

d. What is your technical background?

9. What is the best approach to solve a disciplineproblem?

a. Accept the employee’s solution to theproblem

b. Form a committee of peers to make a rec-ommendation

c. State the problem and order a solution

d. State the problem and ask employee tosuggest a solution

10. Behavior that is considered sexual harass-ment is behavior of a sexual nature that is:

a. invited, annoying, offensive, humiliating,and hostile.

b. non-hostile, invited, annoying, offensive,and humiliating.

c. uninvited, hostile, annoying, offensive,and humiliating.

d. uninvited, hostile, annoying, defensive,and non-humiliating.

11. Why is written communication more demand-ing than oral communication?

a. Ideas must be expressed clearly

b. Important information may be missed

c. The need to use highly technical terms

d. No chance to clarify and explain ideas inresponse to audience

12. What must a manager have to prepare anannual budget?

a. Sufficient revenues

b. Good records from the previous year

c. Budget surplus

d. Good public relations

13. Getting the facts is the first step in what partof the process?

a. Development of alternatives

b. Problem analysis

c. Problem definition

d. Selection of alternatives



14. Flow monitoring is conducted quarterly at fivelocations within a sewer collection systemusing portable flow meters. All five locationsare monitored simultaneously, with all flowmeters set up on the first day and taken downon the last day of each monitoring period. Afield crew, with a combined labor rate of $250per hour, spends 2.5 hours set-up and 2.5hours take down time at each site. The crewis paid time and a half after the first eighthours per day. Data reduction for each eventtakes four hours office labor per site at $60per hour.

The control authority is considering the pur-chase of new, more efficient flow meters thatwill reduce set-up and take down time by onehour each at each site. Data reduction timewill be reduced by one hour per site. Calcu-late the simple payback, in years, on the newmeters at a capital cost of $5,000 each.

a. 2.23 years

b. 1.72 years

c. 1.59 years

d. 1.08 years

Test Answer Key


No. Answer Skill Set1 d 1.1

2 a 1.1

3 c 1.1

4 b 1.1

5 d 1.2

6 c 1.2

7 c 1.3



2 b 2.2

3 c 2.3

4 d 2.3

5 a 2.4

6 c 2.5

7 b 2.5


No. Answer Skill Set1 a 3.1

2 b 3.2

3 c 3.3

4 b 3.2



2 c 4.0

3 d 4.0

4 c 4.0

5 b 4.0


No. Answer Skill Set1 b 5.0

2 b 5.0

3 c 5.0

4 a 5.0

5 b 5.0




No. Answer Skill Set1 c 6.1

2 b 6.2

3 b 6.1

4 b 6.3

5 d 6.3

6 d 6.1

7 b 6.3

8 a 6.3

9 c 6.4



2 c 7.1

3 a 7.1

4 b 7.1

5 a 7.1

6 b 7.2

7 b 7.2

8 c 7.2

9 d 7.3

10 a 7.2

11 a 7.2

12 c 7.2

13 d 7.2

14 c 7.2

15 d 7.2

16 a 7.2

17 b 7.2

18 c 7.2

19 d 7.3

20 c 7.3

21 d 7.2

22 b 7.2

23 d 7.2

24 c 7.2

25 c 7.3



2 c 8.2

3 b 8.1

4 a 8.4

5 a 8.4

6 b 8.2

7 b 8.2

8 d 8.2

9 d 8.2

10 c 8.2

11 d 8.3

12 b 8.4

13 c 8.4

14 c 8.4



Selected Problem Solutions


2. Calculate the alternative concentration limitfor nickel (Ni) for a captive electroplater thatdischarges to the local POTW. This facility com-bines 80,000 gallons per day of plating waste-water with 20,000 gallons per day ofnoncontact cooling water. Captive shops aresubject to pretreatment standards for themetal finishing category. The categorical pre-treatment standard for nickel is 3.98 mg/L.

Use combined wastestream formula (CWF):

Cm = [(Cr)(Fr)] x Fr - FdFr Ft

Where:

Cm = alternative concentration limit in mg/L

Cr = categorical pretreatment standard con-centration limit in the regulated stream

Fr = regulated stream flow (min. 30-day avg.)

Fd = dilution flow

Ft = total flow at CWF monitoring point

Cm = [(3.98 mg/L) (80,000 GPD)] x80,000 GPD

100,000 GPD - 20,000 GPD = 3.18 mg/L100,000 GPD

3. A facility manufacturing aluminum tanksforms the parts by forging metal into the ap-propriate shape. After forging, the formedparts are welded. To prepare the parts forwelding, they are cleaned and rinsed. Thewastewaters generated are treated in a com-bined treatment facility to comply with thestandards of the Aluminum Forming PointSource Category (40 CFR 467). In addition,wastewaters from a parts washer on a paintline are treated in the combined treatment fa-cility. Daily wastewater flow rates through thecombined treatment facility are as follows:

Regulated WastestreamsCleaning bath = 900 gallons per dayCleaning rinse = 2,700 gallons per day

Unregulated WastestreamParts washer = 1,400 gallons per day

The applicable zinc limits from 40 CFR 467are as follows:

Maximum for Any One DayCleaning or etching bath = 0.26 mg/off-kg

(lb/million off-lbs)Cleaning or etching rinse = 2.03 mg/off-kg

(lb/million off-lbs)

Calculate the alternative mass limit for zincin the combined wastestream.

Use the alternate mass limit formula:

Mt = Sum of Mi x (Ft – Fd) , Fd = 0

Where:Sum of Fi

Mt = production-based alternative mass limit

Mi = production-based categorical pretreat-ment standard for the pollutant in the regu-lated stream

Fi = regulated stream flow (min. 30-day avg.)

Fd = dilution flow

Ft = total flow at monitoring point

Sum of Mi = 0.26 + 2.03 = 2.29 mg/off-kg

Ft = 900 + 2,700 + 1,400* = 5,000 GPD

*Parts washer flow is unregulated, not dilu-tion, and is added to the regulated flow.

Sum of Fi = 900 + 2,700 = 3,600 GPD

Mt = 2.29 mg/off-kg x (5,000 – 0) GPD

3,600 GPD= 3.18 mg/off-kg



7. An industry regulated under the metal finish-ing pretreatment standards for existingsources (PSES) cannot consistently meet itsdischarge limits for nickel. Bi-monthly sampleresults in mg/L for the last six months aregiven as follows:

2.05 2.19

2.53 3.58

4.01 2.75

4.85 2.87

2.45 2.23

1.97 1.99

PSES nickel limits are:

Daily maximum: 3.98 mg/L

Monthly average: 2.38 mg/L

Determine whether or not the industrial useris in significant noncompliance (SNC) forthis period, and the type and percentage ofviolations.

Chronic SNC: 66 percent or more of results >maximum, daily or average limit.

Results > maximum or average limits = 7

Percent of violations = 7 (100) = 58 percent12

Therefore, no chronic violations.

TRC SNC: 33 percent or more of results > TRC

TRC = 1.2 x average or maximum daily limit

TRC = 1.2 x 2.38 mg/L = 2.86 mg/L

Number of results > 2.86 mg/L = 4

Percent of violations = 4 (100) = 33 percent12

Therefore, discharger is in SNC due to TRC vio-lations over six months.


2. A plating company has a total chromium levelof 25 mg/L in a discharge of 40,000 GPD to asewer. The downstream POTW has a total flowof 45 MGD and 45 percent of the chromiumis removed by the treatment processes. Whatwould be the expected concentration of chro-mium in the POTW’s effluent in milligrams perliter? Assume no other sources of chromiumflowing into the POTW.

Mass = flow x concentration x 8.34

where mass is in lbs/day, flow is in MGD, andconcentration is in mg/L.

Rearranging to solve for the unknown:

Concentration = mass x 8.34flow

Effluent Load = Influent Load x 100 - RE

100where RE = plant removal efficiency expressedas a percentage.

Flow must be converted to MGD.

40,000 gal x MG = 0.04 MGDday 1,000,000 gal

Influent Load

= 0.04 MGD x 25 mg/L x 8.34 lbs/gal

= 8.34 lbs/day

Effluent Load

= 8.34 lbs/day x 100% - 45%100%

= 4.587 lbs/day

Effluent Concentration

= 4.587 lbs x day x gal “day 45 MG 8.34 lbs

=0.0122 mg/L



4. A pickle packaging plant discharges a sodiumchloride brine waste amounting to 10,000pounds of salt per seven-day work week. If thePOTW has a flow at the headworks of 30 MGDcontaining 100 mg/L of sodium, what percent-age of the sodium is from the pickle company?The molecular weight of sodium chloride is58.44 and sodium is 22.99.

POTW Na Load

= 30 MGD x 100 mg/L x 8.34 lbs/gal

= 25,020 lbs/day

Pickle Company Na Load

= 10,000 NaCl x week x 22.99 M.W. Na “week 7 days 58.44 M.W. NaCl

=562 lbs/day

Percent Na load from pickle company

= 562 lbs x 100 = 2.25 percent25,020 lbs


3. A company using 20,000 gallons of water perday claims the following water losses: evapo-rative at 15.0 percent; landscaping at 10.0percent; and other at 5.0 percent. The com-pany operates 312 days per year and has anaverage discharge of BOD of 650 mg/L andsuspended solids of 800 mg/L. The companyis subject to the following sewer-use fees: BODis $150/1,000 lbs; SS: is $300/1,000 lbs;flow is $500/MG.

What is the company’s annual sewer-use fee?

Sum the losses:

15.0% + 10.0% + 5.0% = 30%

Annual Sewer Flow

= 100% - 30% x 20,000 gal x 312 days/year100%

= 4,368,000 gal

Convert to MG:

= 4,368,000 gal x MG = 4.368 MG1,000,000 gal

Annual BOD and SS load to sewer:

BOD

= 4.368 MG x 650 mg x 8.34 lbs x K-lb “L gal 1,000 lbs

= 23.679 K-lbs

SS

= 4.386 MG x 800 mg x 8.34 lbs x K-lb “L gal 1,000 lbs

= 29.143 K-lbs

Calculate and sum the annual fees:

Flow = 4.368 MG x $500/MG = $2,184

BOD = 23.679 K-lbs x $150/K-lb = $3,552

SS = 29.143 K-lbs x $300/K-lb = $8,743

$2,184 + $3,552 + $8,743 = $14,479



5. An iron foundry discharges industrial waste-water with a suspended solids concentra-tion of 1,300 mg/L to a cooling pond at arate of 45,000 GPD, six days per week. Dur-ing mixing and spray aeration, 12 percentof the water is lost to evaporation beforedischarging to the sewer. Assuming no sol-ids reduction or settling in the pond, calcu-late the foundry’s annual sewer-use feebased on the following charges: SS is $200/1,000 lbs; flow is $500/MG.

The flow to the sewer is reduced by evapo-ration. The suspended solids load is not re-duced.

Convert flow to MGD:

45,000 gal x MG = 0.045 MGDday 1,000,000 gal

Annual water use

= 0.045 MG x 6 days x 52weeks = 14.04 MGday week year

Annual flow to sewer

= 100% - 12% x 14.04 MG = 12.355 MG100%

Annual SS load to sewer

= 14.04 MG x 1,300 mg x 8.34 lbs x K-lb “L gal 1,000 lbs

= 152.22 K-lbs

Calculate and sum annual fees:

Flow =12.355 x $500/MG = $6,178

SS= 152.22 K-lbs x $200/K-lb = $30,444

$6,178 + $30,444 = $36,622


1. The average dry weather flow (ADWF) to aPOTW is 21.15 MGD with an average influentcopper concentration of 0.08 mg/L. Copperin the plant effluent is non-detected at <0.01mg/L. The plant produces 60.3 tons of dewa-tered sludge per day with a solids content of19.9 percent. The copper content of thesludge averages 504 mg/kg on a dry weightbasis. Copper not removed with the sludgepasses through the plant. Based on this data,what is the total plant removal efficiency forcopper?

Calculate the copper load at the influent orheadworks:

Cu Influent Load

= 21.15 MGD x 0.08 mg/L x 8.34 lbs/day

= 14.1113 lbs/day

Calculate the copper load to the sludge:

Convert tons to M-lbs

60.3 tons x 2,000 lbs x M-lb “ton 1,000,000

= 0.1206 M-lbs

Cu Sludge Load

= 0.1206 M-lbs x 504 lbs x 19.9%day M-lb 100%

= 12.0957 lbs/day

Note: The effluent load can also be used tocalculate removal efficiency, but in this case,it cannot be calculated directly becausesample results were non-detected.

RE percentage = Mass removed

x 100Mass influent

= 12.0957 lbs/day x 100 = 85.7%14.1113 lbs/day



5. The MAHL calculated for cadmium in POTWinfluent is 1.22 lbs/day. The non-industrialheadworks loading is 0.11 lbs/day. Total in-dustrial influent flow is 800,000 GPD. Indus-tries discharging cadmium contribute 52,000GPD to the plant influent. Using a 10 percentexpansion and safety factor, calculate the lo-cal concentration limit for cadmium for thecontributing industrial flow.

MAHL with safety factor:

MAHLSF = 1.22 lbs/day - 1.22 lbs/day 10%100%

MAHLSF = 1.098 lbs/day

Maximum Allowable Industrial Load (MAIL):

MAIL = MAHLSF - Uncontrollable Load

MAIL = 1.098 lbs/day - 0.11 lbs/day

MAIL = 0.988 lbs/day

Local Limit in mg/L

= MAIL

“Contributory Flow x 8.34 lbs/day

= 0.988 lbs/day x 1,000,000 gal52,000 GPD x 8.34 lbs/gal MG

= 2.28 mg/L


11. A pump delivers a flow of 350 GPM againsta head of 65 feet and the electric motor draws6 kilowatts. Calculate the overall efficiency(wire to water) of the pump and electric motor.

Use the following formula for water horse-power or output:

Water hp = QH “3,960

where Q = flow in GPM and H = discharge pres-sure or head in feet of water.

Water hp = 350 GPM x 65 ft = 5.74 hp3,960

Convert horsepower to kilowatts (kw):

kw = 5.74 hp x 0.7457 kw = 4.28 kwhp

Efficiency percentage

= 4.28 kw x 100 =71 percent6.00 kw

16. A company uses lime to neutralize their sulfu-ric acid wastes. The molecular weight of lime,CaO, is 56.08. If the company has a 50,000GPD flow, uses 85 percent slurry of lime forneutralization, and the initial pH is 1.5, howmany gallons of 85 percent lime slurry will thecompany use each day?

Write the chemical reaction:

H2SO4 + CaO —> CaSO4 +H2O

A pH of 1.5 has a hydrogen ion concentrationof 10–1.5 moles H+ per liter or 0.0316 moles H+

per liter.

First, calculate the moles of hydrogen ion tobe neutralized.

H+ = Flow x Concentration, where H+ is inmoles/day, Flow is in L/day, and Concentra-tion is in moles/L.

H+ = 50,000 gal x 3.785 L x 0.0316 molesday gal L

= 5,985 moles H+/day

Next, determine the weight of lime required.From the chemical reaction, one mole of limeis required for every two moles of acid.

Lime gm

= 5,985 moles H+ x 56.08 gm x mole CaO

day mole Cao 2 moles H+

= 167,819 gm CaO/day

An 85 percent lime solution contains 850grams of lime per liter.

85% Lime

= 167,819 gm CaO x L x gal “day 850 gm CaO 3.785 L

= 52 gal/day



18. Chrome plating waste is treated in a continu-ous flow process at a rate of 5.0 GPM to re-duce hexavalent chromium to the trivalentstate. One mg/L of hexavalent chromium re-quires 16 mg/L of ferrous sulfate for reduc-tion. The hexavalent chromium concentrationin the waste entering the mixing tank is 320mg/L. If the ferrous sulfate is fed as a 4.0percent solution, what should be the feed rateon the ferrous sulfate pump?

Dosage = 16 FeSO4

1 Cr+6

Calculate pounds of hexavalent chromium tobe treated:

Flow = 5.0 gal x 1,440 min x MG “min day 1,000,000 gal

Flow = 0.0072 MGD

Mass = Flow x Concentration x 8.34

Mass = 0.0072 MG x 320 mg/L x 8.34

Mass = 19.2 lbs/day

Calculate pounds of ferrous sulfate neededto treat the chromium:

FeSO4 = 19.2 lbs Cr+6 x 16 lbs FeSO4

day lb Cr+6

FeSO4 = 307.2 lbs/day

Feed rate of 4.0 percent ferrous sulfate so-lution:

Q = 307.2 lbs x gal x 100% = 921 gal/dayday 8.34 lbs 4%


14. Flow monitoring is conducted quarterly at fivelocations within a sewer collection systemusing portable flow meters. All five locationsare monitored simultaneously, with all flowmeters set up on the first day and taken downon the last day of each monitoring period. Afield crew, with a combined labor rate of $250per hour, spends 2.5 hours set-up and 2.5hours take down time at each site. The crewis paid time and a half after the first eighthours per day. Data reduction for each eventtakes four hours office labor per site at $60per hour.

The control authority is considering the pur-chase of new, more efficient flow meters thatwill reduce set-up and take down time by onehour each at each site. Data reduction timewill be reduced by one hour per site. Calcu-late the simple payback, in years, on the newmeters at a capital cost of $5,000 each.

Calculate existing labor costs:

Annual Regular Field Labor

= $250 x 2.50 hrs x 5 sites x 2 days x 4 eventshr site day event year

= $25,000

Annual Overtime Labor

= $250 x 4.50 hrs x 2 days x 4 events = $4,5002 day event year

Annual Office Labor

= $60 x 4 hrs x 5 sites x 4 events = $4,800hr site event year

Total existing labor cost/year

= $25,000 + $4,500 + $4,800 = $34,300

Calculate labor costs using new meters:

Annual Field Labor

= $250 x 1.5 hrs x 5 sites x 2 days x 4 eventshr site day event yr

= $15,000

Annual Office Labor

= $60 x 3 hrs x 5 sites x 4 events = $3,600hr site event yr

Total revised labor cost/year

= $15,000 + $3,600 = $18,600

Annual labor savings

= $34,300/yr - $18,600/yr

= $15,700/yr

Capital cost of meters = 5 x $5,000 = $25,000

Simple payback in years = Capital Cost “Annual Savings

= $25,000 = 1.59 yrs$15,700/yr

S e c t i o n 6

References


This section provides titles and information onprimary and secondary references found usefulin obtaining Grade III Environmental ComplianceInspector certification. Because primary refer-ences contain most of the information needed forthe certification test, it is recommended that can-didates obtain access to them for personal use.

Many of these publications may be reviewed andpurchased on-line from their publishers or fromelectronic book retailers. Others may be foundin a wastewater treatment plant library or in acollege or university library. In addition, see theCWEA Certification Resource Links page atwww.cwea.org/tcp/resources for links to re-sources available on-line and any updates orchanges to the information and URLs listed below.

Primary References40 CFR (CFR Title 40: Protection ofthe Environment)Available on-line at:www.epa.gov/epahome/cfr40.htm

Developing Source Control Programs for Com-mercial and Industrial Wastewater – MOP OM-4Order No: MM2004WWPub Date: 1996Water Environment Federation601 Wythe StreetAlexandria, VA 22314-1994800-666-0206www.wef.org

Pretreatment Facility Inspection: A Field StudyTraining Program, 3rd Edition, 1996

Industrial Waste Treatment, Volumes I and II,2nd Edition, 1994

Utility Management, 1st Edition, 1998

Office of Water ProgramsCalifornia State University, Sacramento (CSUS)6000 J StreetSacramento, CA 95819-6025916-278-6142www.owp.csus.edu

Standard Methods for the Examination of Waterand WastewaterWater Environment Federation601 Wythe StreetAlexandria, VA 22314-1994800-666-0206www.wef.org

Guidance Manual on the Development andImplementation of Local Discharge LimitationsUnder the Pretreatment ProgramNTIS Order No: PB92129188Pub Date: December 1987Office of WaterU.S. Environmental Protection AgencyNational Technical Information Service (NTIS)5285 Port Royal RoadSpringfield, VA 22161800-553-6847www.ntis.gov

OSHA Regulations (Standards – 29 CFR)Available on-line at:www.osha-slc.gov/OshStd_toc/OSHA_Std_toc.htmlAvailable in print or on CD from:Government Institutes, Inc.4 Research Place, Suite 200Rockville, MD 20850301-921-2300www.govinst.com

Section 6: References


Secondary ReferencesThe information contained in the Primary Refer-ences listed above provides a solid base of knowl-edge for the Inspector. The additional sources ofinformation listed below may also be helpful forcandidates seeking to broaden or refresh theirknowledge in specific areas.

Industrial User Inspection and Sampling Manualfor POTWsNTIS Order No: PB96-502646April 1994Office of Water (4202)U.S. Environmental Protection AgencyNational Technical Information Service (NTIS)5285 Port Royal RoadSpringfield, VA 22161888/584-8332www.ntis.gov

Industrial User Permitting Guidance ManualNTIS Order No: PB92123017Pub Date: September 1989Office of Water (EN-336)U.S. Environmental Protection AgencyNational Technical Information Service (NTIS)5285 Port Royal RoadSpringfield, VA 22161800-553-6847 (Call to Order)www.ntis.gov

Pretreatment of Industrial Wastes – MOP FD-3Order No: MF2003WWPub Date: 1994

Safety and Health in Wastewater Systems – MOP 1Order No: M02001WWPub Date: 1994

W astewater Sampling for Process and QualityControl – MOP OM-1Order No: MF2010WWPub Date: 1996

Water Environment Federation601 Wythe StreetAlexandria, VA 22314-1994800-666-0206www.wef.org

Effective Supervisory Practices: Better ResultsThrough TeamworkICMA Order No: 41032ICM InternationalCity/Council Management Association800/745-8780www.icma.org

Basic Math Concepts for Water and WastewaterPlant Operators, 2nd EditionJoanne Kirkpatrick PriceISBN 0877628084CRC Press800-272-7737www.crcpress.com

A p p e n d i x A

You and Wastewater Math


Example math problems found in Appendix Aare representative of general wastewater mathand are designed to illustrate a math prob-lem solving strategy, not specific math skills.Examples given in this appendix may not belike the problems given on the test for yourdiscipline. However, the problems are typicalof types of problems you may encounter, in-cluding, but not limited to, basic algebra (solv-ing one equation for one unknown), story prob-lems, and plane and solid geometry (area andvolume problems). For specific kinds of mathskills and problems you may encounter on thecertification test, please review Sections 3, 4,and 5 of this study guide.

IntroductionNow is the time for you to begin preparation forthe math portion of your technical certificationexam. This Appendix provides suggestions to takecharge of:

Your math skills

Your attitudes toward math

Your test-taking skills

By doing this, you can improve your performancein successfully completing the math questions onthe certification exam.

Two Facts to Consider

First, since early childhood, you have used mathmostly without giving it a second thought. Know-ing your age, counting, comparing sizes andshapes, adding your money, and subtracting toget change are math skills.

You drive the streets judging distances, speeds,and times. You estimate if you can afford a vaca-tion or a car and when you can retire. You com-pare volumes and areas as you build and do jobsaround the work site. You even measure volume

in putting toothpaste on your toothbrush. You usestatistics as you watch sports and consider thingslike RBIs in baseball or field goal percentages inbasketball. All of these are mathematical skillsmany people take for granted.

Second, if you think math is hard, please knowthat math becomes hard for everyone at somepoint. You are not alone. There are math problemsthat have been unsolved for hundreds of yearseven though they have been attempted by com-petent, well-informed mathematicians who maywork at them for decades. Those are not the prob-lems you need to work unless you are curious.When you work at your appropriate level, you finda combination of easy ideas and hard ideas.

You may get discouraged comparing your speedand understanding in math with others. Thosepeople who appear to do math easily have, mostlikely, done those specific problems, or ones likethem, many, many times.

You will want to study and progress at your “grow-ing edge”—the skill level where you have a bit ofdiscomfort with new material, but where you arenot totally overwhelmed. You can expect chal-lenges that trouble you, but that can be overcome.Instead of saying “I cannot do math,” decide nowto begin learning enough math to make work andtest-taking easier.

Move Beyond the Math You Know

To move beyond your routine skill level in math,consider the following points:

You Have Skills.You already have many math skills and can buildon that base. It is best and easiest to build onwhat you already know.

Basics are Important.Going back over the basics of what you know willbuild confidence and help you progress andadd new math skills to your ability to solve mathproblems.

by Cheryl Ooten, Mathematics Professor, Santa Ana College, [email protected]

Appendix A: You and Wastewater Math


Math Progresses Logically.There are many different areas of math andeach builds on itself as well as on the others. Ifyou cannot do a particular problem, it may bebecause you have missed something basic tothat one area along the way. Working your wayup slowly and cumulatively in math is the fast-est way to gain skills.

Words Count.Each and every word and symbol in math meanssomething. You need to find out those meaningsand then practice them. If you do not know what“mgd” or “psi” means, or which units measure“flow”, it is harder to do problems involving them.It can seem like a foreign language.

Brains are Unique.Each individual brain is wired differently, causingeach person to think and learn differently. Themore you know about the way you as a specificindividual learn, the more you will permit yourselfto do what it takes to learn math. Some peopleneed to do many written repetitions. Some needto walk or move around as they do math. Someneed to talk out loud. Others need to draw pic-tures. Some need to work problems with otherpeople. Some need to use words and some needto use symbols. In order to focus on how to moveforward, think about what works for you or wherelearning has been difficult for you.

If you are an independent learner, you might finda basic math book at your library to work throughon your own. You may be able to study with yourown children to learn some math together or withyour friends and colleagues. You may have an oldmath book you used a long time ago that couldbe helpful, and you may come to remember whatyou learned from it.

Assessment Helps.....Assess your skill level honestly. Math placementtests are available at your local college andthrough private educational agencies to help youdetermine where your skills are and where you canbest get help to make comfortable progress.

You are Not Alone.No one promises that math will always be easy orinteresting for you. For most people, working onmath is a challenge. Persevering and pushing per-sonal limits allows you to experience the satisfac-tion of success.

Get help when you get discouraged or experienceconfusion. Remember this is just a momentary prob-lem in a sequence of ideas that you are confront-ing. Do not buy into the myth that you have to domath alone. Do not believe it is demeaning foryou to admit you do not understand. You can havefun if you lighten up as you progress. Working withothers is an outstanding way to improve math skills.

Questions are Essential.Make a list of people with whom you feel comfort-able discussing your math questions. They maybe your colleagues, teachers, fellow students,friends, or family members—even your children.Do not ask just anybody; pick people who are help-ful and positive or non-judgmental about yourquestions.

Mistakes Happen.Expect mistakes up front. As you learn anythingnew, you will make errors. Do not blame your mis-takes on math itself! In any new endeavor youneed to allow yourself to crawl before you can walk.Successful people in all fields know this. Trial anderror is the basis of all learning.

You can learn more from your mistakes than fromrepeated successes. Making errors gives you feed-back by showing you what you do not understand.Learn to value and accept those errors and usethem to find out what areas of your learning needmore work. Correct them and then move on withnew knowledge.

Learning Math is Not a Competitive Game.Physicist Albert Einstein, politician WinstonChurchill, and inventor Thomas Edison were allconsidered slow in school. Musical composerLudwig Van Beethoven and scientist Louis Pas-teur probably had learning disabilities. What allfive certainly had was determination and patienceto persevere. Only compete with yourself, push-ing yourself forward, in learning math.

There is Hope for Those with Learning Disabilities.If you really have a hard time learning, you mightask your local college or a private learningspecialist to assess you for a learning disability.Many colleges and universities do free testing andtraining for their students. You can also purchasethis kind of assistance from private consultants.Much is now known about learning disabilities andhow to help people who have them. Learning



disabilities often become just learning differencesas students learn to honor and use their own think-ing and learning styles.

Math Success and Test-Taking Success are Notthe Same.Many math students understand and can workmath problems, but have difficulty in test-takingsituations. It is possible to know math and stillfail exams. These people may find Section 4, TestPreparation very helpful. Conscious practice ofboth math skills and test-taking skills can make abig difference in your score.

Resources are Available.Resources exist for all types of math. You will needto decide whether you will work on your math skillsindependently or with the help of some structuresuch as a math course or a tutor. Different strate-gies may work better at different stages in yourprogress.

Your local community college has inexpensivemath courses. Some colleges even have mathcourses specifically for water and wastewater pro-fessionals. Professional organizations sponsortraining conferences and seminars which includemath courses specific to the field. Many agenciescan provide in-house training and many agencieswill provide individual help with all aspects oftest taking.

Community CollegesCommunity colleges offer several types ofservices including:

Math Placement Testing

Math Courses

Water Utility Science Courses

Math Anxiety Reduction Courses

Testing and Training for those with Learn-ing Disabilities

Professional OrganizationsOrganizations such as the California Water En-vironment Association (CWEA), American WaterWorks Association, and American Public WorksAssociation also provide opportunities to prac-tice your math skills and network with others:

Technical Certification Training Classesand Annual Conferences

CWEA Study Guides

At WorkAsk for help and suggestions from others whohave taken math courses or are skilled in thework area similar to the one you are trying toprepare or improve. Ask your supervisor foradvice on how to prepare and how much timeon the job you can have to prepare. Ask yoursupervisor to provide training classes for theareas that you are wanting to improve. Askthose managing other departments, agencies,or local professional organizations for help ingetting the training you need.

MaterialsAny basic math book or instructional manualthat you can beg, borrow, or buy, including:

Courses from Ken Kerri, Office of WaterPrograms, California State University,Sacramento, 6000 J Street, Sacra-mento, CA 95819

Price, Joanne Kirkpatrick. Basic MathConcepts for Water and WastewaterPlant Operators, 2nd Edition. Lancaster,Pennsylvania: Technomic, 1991; cur-rently CRC Press LLC.

Smith, Richard Manning. MasteringMathematics: How to Be a Great MathStudent, 3rd Ed. Pacific Grove, CA:Brooks/Cole, 1998.

Zaslavsky, Claudia. Fear of Math. NewBrunswick, NJ: Rutger University Press,1994.

Practice Problem SolvingStrategiesWastewater math deals with only a handful ofbasic types of problems that involve moving liq-uids and semi-solids from place to place, andmanipulating, storing, and treating these sub-stances along the way.

So basically, understanding area, volume, slope,rates, concentrations, costs, and time elementsthat occur in wastewater treatment 24 hours perday, 365 days per year, pretty much covers whatyou need to know.

Units and Arithmetic

All wastewater math problems can be solved bysimple arithmetic—adding, subtracting, multiply-ing, and dividing. You can become proficient with



wastewater math by paying careful attention tothe units in the problems as you write down yourstrategies, and then using a calculator to do theneeded arithmetic.

UnitsUnits such as cubic feet, gallons, gpm, andmgd are important in wastewater math prob-lems. Paying attention to the units will tell youwhether to multiply or divide. Also, the unitswill often help you know what numbers tomultiply or divide.

Notice in each example that doing math op-erations on the units produces the correctunits in the answer. Many people do the mathon the units first to figure out the correct pro-cedure before they ever do the math on thenumbers.

MultiplyingMultiplying is important. There are severalsymbols for multiplication. They are •, x, and()().

For example,

2 • 3 = 2 x 3 = (2)(3) = 6

DividingDividing is important to wastewater math be-cause units often used such as MGD, cfs,ppm, GPM, psi, mg/L, GPD/sq ft, and % arereally division problems.

“Per” stands for “divided by.”

MGD = million gallonsday

cfs = cubic feetsecond

ppm = parts “million

GPM = gallonsminute

psi = pounds “square inch

mg/L = milligramsLiter

GPD/square foot = gallons/daysquare foot

10% = ten percent = 10 “100

Example Problems

Example 1

Plant No. 1 measured a flow of 3.5 milliongallons in half a day. If the peak flow (hydrau-lic) capacity of the plant is 8 MGD, is thereneed for concern?

Using the conversion factor

MGD = million gallonsday

divide 3.5 million gallons by half a day.

MGD = 3.5 million gallons = 7 MGD.5 day

7 MGD is less than the peak flow capacity,8 MGD. There is no need for concern yet.

Example 2

a. Find the number of gallons in 10 cubic feet.

Since we can pour 7.48 gallons into a 1 cubicfoot container, that means that 7.48 gallons= 1 cubic foot. We can use either factor:

7.48 gal or 1 cu ft “1 cu ft 7.48 gal

to convert cubic feet units into gallons or viceversa

10 cu ft x 7.48 gal = (10 cu ft)(7.48 gal)1 1 cu ft 1 cu ft

= 74.8 gal

Notice that using the first factor allows theunit “cu ft” to cancel out leaving the answerin gallons.

b. Find the number of cubic feet in 10 gallons.Notice that using the second factor allows theunit “gal” to cancel out leaving the answer incubic feet.

10 gal x 1 cu ft = (10 gal)(1 cu ft)1 7.48 gal 7.48 gal

= 1.34 cu ft

You will notice how important it was in theseexamples to consider the units in decidingwhether to multiply or divide by 7.48.



Example 3

a. Find the detention time for a basin with675,460 gal if the flow is 1,000,000 gal/day.

Flow is always a rate which is division. Unitslike gpd or cfs are both division.

The formula for the basin detention time is:

Dt = volumeflow

Dt = 675,460 gal “1,000,000 gal/day

= 675,460 gal x day = 0.675 days1 1,000,000 gal

b. Find the detention time for a 426 cubic footbasin if the flow is 1,000 cfs.

Dt = 426 cu ft = 426 cu ft “1,000 cfs 1,000 cu ft/sec

= 426 cu ft x sec = 0.426 sec1 1,000 cu ft

Example 4

Find the number of gallons of an 11% poly-mer needed to produce 100 gallons of a0.75% solution.

Use the formula C1V1=C2V2 where C=concen-tration or % and V=volume.

You can let the volume you are looking for (i.e.the number of gallons of 11% polymer) be rep-resented by V1. Then C1=11% or 0.11,C2=0.75% or 0.0075, and V2=100 gallons.

Using the formula C1V1=C2V2, you have(0.11)(V1) = (0.0075)(100)

Notice to find V1, you do the opposite of multi-plying (i.e. dividing) by 0.11 on both sides. Youthen have

(0.11)(V1) = (0.0075)(100)0.11 0.11

and using a calculator, V1=6.82. So, theamount needed is 6.82 gallons.

Example 5

How many hours will it take to empty a 43,000cubic foot tank if it empties at a rate of 2.7cubic feet per second?

Notice that dividing 43,000 cubic feet by 2.7cubic feet per second would make the cubicfeet unit cancel out. This would give us thetime in seconds. To convert seconds intohours, use the factors

1 min and 1 hr “60 sec 60 min

The work is given below. Notice how the unitscancel out leaving the answer in hours.

Time = 43,000 cu ft x 1 min x 1 hr “2.7 cu ft/sec

60 sec 60 min

= 4.42 hr

Example 6

Find the number of gallons of water in a rect-angular basin 200 feet long, 50 feet wide, and12 feet deep.

First, find the volume of the rectangular ba-sin by multiplying length by width by height.Volume = (200 ft)(50 ft)(12 ft) = 120,000 cu-bic feet or cu ft or ft3.

You now have a problem similar to Example2. How many gallons are there in 120,000cubic feet? Use the factor

7.48 gal1 cu ft

to convert cubic feet into gallons.

Volume = 120,000 cu ft x 7.48 “1 1 cu ft

= 897,600 gal



Example 7

A cylindrical tank is full to 3 feet below thetop at 10 a.m. and empty at 4 p.m. If the tankis 50 feet tall with a diameter of 70 feet, findthe volume (in gallons) of the liquid at 10 a.m.and the rate of flow from the tank in gallonsper minute.

For a math problem with many words, I rec-ommend always first writing down what youare trying to find:

(1) First, find the number of gallons of waterin the tank at 10 a.m.

(2) Second, find the rate of flow in gal/min.

Drawing a sketch helps some people under-stand the problem and helps to keep track ofthe data.

I also like to write down and interpret the de-tails that are given to me like:

Full to 3 ft below the top at 10 a.m.

Empty at 4 p.m.

Takes 6 hours to empty

a. First, to find the volume in gallons at 10 a.m.,use the formula for volume of a cylindrical tankwhich is V=(area of the base) times (height).

To find the area of the base of the tank whichis a circle, multiply 0.785 times the diametersquared.

So, the area of the base = 0.785(702)= 3,846.5 sq ft.

The height at 10 a.m. is 47 feet because thetank is filled to 3 feet below the top.

Volume = (area of the base)(height)= (3846.5 ft2)(47 ft) = 180,785.5 ft3

However, you want the volume in gallons souse the factor

7.48 gal1 cu ft

to convert.

Volume in gallons = 180,785.5 ft3 x 7.48 gal1 ft3

= 1,352,275.54 gal

b. Second, to determine the rate of flow in gal-lons per minute, divide the number of gallonsby the number of minutes it took the tank toempty. It took 6 hours to empty. To convert 6hours to minutes, use 60 min = 1 hr or factors

60 min or 1 hr “1 hr 60 min

to convert. You want the hour unit to cancelout, so you will use the first factor. The timebecomes:

6 hrs x 60 min = 360 min1 1 hr

Rate of flow in gal per minute =

1,352, 275.54 gal = 3,756.32 gal per min360 min

Take Charge of Your SuccessThe key to progress with math is to consciouslytake charge of your thoughts and actions. Then,instead of letting math control you, you controlmath and you take charge of your success.

Recommendations

Ask Questions.Be active and assertive. Learning is not a specta-tor sport. You cannot learn well from the sidelines.Get involved. Work problems and keep askingquestions until they become clear. In classes andseminars, ask questions on confusing procedures.

Take It Easy.When you get stuck working problems, hang infor a while and then take a break. Go back later,begin at the beginning with a clean sheet of pa-per and a different point of view. Just becauseyou do not understand at first does not meanunderstanding will not come. Math learning re-quires time to settle into your brain. Being able tolive with uncertainty for a while is a good mathskill to have.

Keep a List.Write down your resources (books, tutors, peopleto answer questions, people who understand) sothat you can consult them when you get discour-aged. You are not alone. Find helpful people withwhom you are comfortable. Form a network withothers working toward the same goals as you.



Find Yourself.Discover your own unique ways of learning. Experi-ment with new ones. If a method does not work,find others. Ask different people how they learnmath or do a problem. They will often feel hon-ored and pleased that you asked them and youmight get a breakthrough idea.

Be Positive.Listen to what you say to yourself inside your head.It is difficult to work well if you are saying, “I willnever get this” or “I cannot do math.” Changethose negative messages to neutral ones like “Ihave not learned this yet” or “I cannot do this par-ticular problem yet.”

Reward Yourself.Acknowledge your progress—every little bit! Patyourself on the back for each and every problemyou work. Notice what you know now that is newthat you did not know two weeks ago. Maybe evenwrite it down to document your growth.

Learn From Mistakes.Remember that errors are part of the learning pro-cess. Pay attention to them and figure out wherethey happened and how to fix them.

Keep It Real.Be realistic with your expectations of yourself—yourmath level, your life commitments, and your timeconstraints. Do not beat yourself up for being ahuman being.

Use Technology.Learn to use a calculator and use it appropri-ately for calculations with large numbers anddecimals. Each brand of calculator is different,so keep your manual for reference. Take sparebatteries to exams.

Start Easy.Practice the easier math problems to warm upeach time you begin your math study. This buildsconfidence and strengthens those math pathwaysin your brain.

Use Paper.Keep scratch paper available and expect to use itfor your math work. You need empty space onpaper to think and do calculations.

Promote Emotional Well Being.....Patience, self-care, and humor will make yourmath work so much easier. Your brain will workbetter too.

Be Healthy.You are making new connections in your brain asyou practice math, so sufficient sleep and healthyfoods are important. Having fresh drinking wateravailable and breathing fresh air also helps youthink better.

Test-Taking StrategiesThere are many actions you can take before, dur-ing, and after exams that will improve your test-taking performance and outlook. Remember thatmath skills and test-taking skills are different fromeach other. This section will help you become con-scious of your thoughts and actions regarding testpreparation. Use these suggestions to take chargeand approach your test confidently.

If you find yourself thinking negative thoughtsabout your coming exam, skip to the last sectionand read “Negative Thinking about Exams” first.

Before the Exam

Work Problems.Diligently prepare and practice. Repeat solvingproblems to gain speed and confidence. This takeswork and time—sometimes many hours, evendays. Going in to an exam with the knowledge thatyou have worked lots of problems boosts confi-dence. Prep time is invaluable.

Relax.Practice relaxation daily for about at least ten min-utes using breathing. Sitting or lying comfortably,breathe slowly in through your nose counting tofive and then out through your mouth counting toten. If you feel dizzy, breathe normally for a while.Deep breathing activates chemicals in your bodythat help you relax and feel better. Any type of regu-lar meditation, yoga, or slow stretching whilebreathing deeply can help facilitate your relaxationresponse. Practicing daily will help you control youradrenaline level during your exam. Using relaxationconsciously during an exam frees up the thinkingpart of your brain. (Do not practice these deepbreathing exercises while you are driving.)



Stay Active.Daily walks or biking or whatever aerobic exerciseyou use consistently prepares your body for yourexam by relieving stress and keeping your stateof mind positive. Your mind and your body areconnected so tightly that they are nearly the same.

Rehearse.Do a dress rehearsal for your exam. Write or havesomeone assist you in writing a practice test withproblems and questions that you think might beon the real exam. Use questions from the diag-nostic test in Section 5 of this study guide. Giveyourself this practice test in an environment asclose to your testing situation and schedule aspossible. Time it and then correct it to learn fromyour errors.

Plan Ahead.Plan ahead carefully so that you will get to theexam early—do not be in a rush. Know exactly howto get there and what you will wear so that you arecomfortable. You might want to wear your “lucky”shirt or bring a photograph of people who careabout you and believe in you. WHATEVER you cando to increase your sense of comfort and secu-rity, do it. Ahead of time, pack a Testing-Taking Kitwith sharp pencils, pens, a ruler, erasers, tissuesor handkerchief, a bottle of water, extra calcula-tor batteries, and anything else you think you mightneed that is allowed at the test.

Care For Your Body.Optimal food and rest are individual preferences.Plan these ahead of time. Some research hasshown that a brisk walk before an exam has raisedtest results. Some research has shown that eat-ing a few candies (not chocolate) right before anexam has raised test results. Protein appears tobe essential for clear thinking. Be in charge of whathappens to you before the exam. Do not let out-side influences take charge of you for this littletime before your test.

At the Exam

Do a Data Dump.Bring a short list of formulas or facts you find dif-ficult to remember. Look at them before the test.Visualize them going into a holding tank in yourbrain. Practice making them subject to recall. Ifyou are not allowed to use notes on the exam, besure to put the list away so that your honesty isnot questioned. When you receive your test, quicklywrite these formulas or facts on your exam paper.Now you do not have to expend any energy tryingto recall them later when you need them.

Ignore Others.Ignore all of the other people at the exam—before,during, and maybe even after. Different peoplehave different ways of dealing with their anxietyduring tests. Some people get a little hyper andtry to rub off their anxiety on everyone else. Donot take on someone else’s anxiety. Your test isnot a competition, so what other people do willnot affect your score. Often the first person to leavean exam gets a very low score, while the last per-son to leave gets a very high score. Take your time.Pay no attention to other people’s behavior.

Breathe.When you feel stuck or tense, take a deep breath.Let it all go as you expel the air. (The more youhave practiced relaxation and deep breathingbefore the exam, the more you will relax duringthe test.)

Take Time Out.Take short breaks during the exam to close youreyes, breathe deeply, and stretch your neck andarms. Massaging your temples, scalp, and theback of your neck will increase blood flow withoxygen to your brain to help you think better. Afew isometric exercises can release tension too.

Use Your Subconscious Mind.If a problem makes no sense, read it and go on.Ideas will come to you as the problem sinks intoyour subconscious mind while you continue withthe test.

Trust.Let each question reach into your mind for theanswer. Remind yourself that you know everythingyou need to know for now.



Strategize.Do the easy problems and questions first. Makepencil marks by the questions to which you wantto return.

Use Time Wisely.Do not work on one problem for a long time. Of-ten a question further into the exam will act as a“key” to unlock a previous problem. Tell yourselfthat you have all of the time you need. Let go ofthe rest of your life during the exam. You can dealwith all that later.

After the Exam, Let the Results Go.You have used a lot of energy and may be low andoff balance. You may wish to pass up discussingthe exam with others so you can take care of your-self. Going to the bathroom, drinking some water,and eating something can help you feel normalagain. You may have set much of your life aside toprepare for this exam. Refresh yourself and getyour life back. You can deal with the test resultslater when your priorities are in order again.

Negative Thinking About Exams

Here are negative thoughts math students oftenthink before test-taking. Put a check mark by theexamples familiar to you. Recognizing the dis-torted thinking in each example can help youchange negative thoughts to neutral or positiveones. If you need more assistance with overwhelm-ing negative thoughts, I recommend the book Feel-ing Good by David Burns (WholeCare, 1999).

“I Will Fail.”Unless you have a crystal ball and can see intothe future OR unless you have made a definiteplan NOT to prepare for the test OR unless youplan to “freeze up” during the exam, you have noway of knowing whether you will fail or not. Worry-ing about the future only takes energy from today.

“I Will Panic During the Test.”It is not uncommon to be excited. An exam is aprocess during which you will experience manythoughts, feelings, and body sensations. Actorsget nervous, yet they still perform. If you do panic,let panic leave you. It will. No one dies from pan-icking during an exam.

Preparation by practicing problems, asking ques-tions, and reviewing gives you confidence andskills that you need. Taking a dress rehearsal testand trying to panic can help you practice dealing

with out-of-control feelings. Learning some relax-ation techniques to use before and during theexam calms you and aids clear thinking. The moreyou prepare yourself ahead, the more you are incharge and feel relaxed.

“I Cannot Do Math.”Math is a very broad subject involving many dif-ferent skills. If you can recognize shapes, tell time,and know where the front and back of a class-room are, you can already do math. There aremany more math skills that you have and manythat you do not have YET. There are also manythat you will never choose to acquire. Instead ofthinking so absolutely about math, find areaswhere you can grow and learn new skills insteadof paralyzing yourself with this broad generaliza-tion.

“I Am Stupid.”Name calling is seldom productive. Occasionallyyou may feel stupid because you do not knowsomething or you mess up. What really is happen-ing is that you are being human and humans arenot stupid. Educators recognize the need tochange how everyone thinks about intelligence.They recognize that there are many different kindsof intelligence including:

bodily/kinesthetic

verbal/linguistic

naturalist

logical/mathematical

visual/spatial

interpersonal

intrapersonal

musical/rhythmic

This comes from the work of Howard Gardner.(Gardner, Howard. Multiple Intelligences: TheTheory in Practice. New York: Basic Books, 1993.)

You are a wonderful combination of these talents—not just an IQ number. IQ Tests are limited becausethey only measure a few types of intelligence andignore the rest. We are not all the same and can-not possibly know all there is to know in every situ-ation. Between now and the exam, there are manyquestions you can get answered as well as manynew skills you can practice and master if you usethe skills and intelligence that you have.



“I Will Forget Everything.”Forgetting does not mean something is gone fromyour mind forever. The right cue will often help youremember what you need to know. Your exam willbe filled with cues—words and symbols—that willtrigger formulas and ideas you have practiced.

Expecting to forget “everything” is foretelling thefuture and making a broad generalization. Evenmost people with amnesia caused by illness or in-jury do not forget “everything.” If you are extremelyworried about your memory, The Great MemoryBook by Karen Markowitz and Eric Jensen (TheBrain Store, 1999) can be of assistance to you.

“Math Tests Are Tricky.”Math students who rely on memorizing the mate-rial rather than understanding it are usually theones who think tests are tricky. You will use yourmemory to add to your understanding of how todo the math. Your math problems will containmany units such as mgd or ft3 or psi. Learning howto skillfully convert back and forth between unitsof measure will take a lot of the trickiness awayfrom your test problems. Practicing using yourcalculator will help too.

“There Is So Much I Do Not Know.”This will always be the case the rest of your life. Itis the human condition. Taking a deep breath andfinding the level where you can begin to learn willimprove your feelings and your confidence.

A p p e n d i x B

Glossary of Technical Terms


40 CFR 121–124: The federal storm water regu-lations for the permitting of municipalities andindustries. Regulations define storm water terms,permitting, inspecting, and samplingrequirements.

40 CFR 136: The regulations for sampling preser-vation and analyses of water, wastewater, andsolid waste.

40 CFR 403: The federal regulations defining theelements of a pretreatment program, prohibiteddischarges, and the approval process for estab-lishing a pretreatment program.

Acid: A compound which liberates hydrogen ionsand has a pH below 7.

Alkalinity: The measurement of a sample’s capac-ity to neutralize acid.

Atomic Weight: The sum of the number of pro-tons and the number of neutrons in the nucleusof an atom. Atomic weights of elements are foundon periodic tables.

Base: A compound which liberates hydroxide ionsand has a pH above 7.

Biochemical Oxygen Demand (BOD): The quan-tity of oxygen utilized in the biochemical oxidationof organic matter under standard laboratory pro-cedures for five days at 20° Centigrade, usuallyexpressed as a concentration (e.g., mg/L). BODmeasurements are used to indicate the organic“strength” of wastewater.

Biological Treatment: A waste treatment processby which bacteria and other microorganisms breakdown complex organic or inorganic (e.g., ammo-nia) materials into simple, nontoxic, more stablecompounds.

Categorical Industrial User (CIU): An industrialuser (see IU definition below) that is subject to acategorical standard promulgated by the U.S. EPA.

Centrifugal Pumps: Pumps using centrifugal forceto convey liquid. Discharge will vary according toinlet and discharge pressure.

Chain-of-Custody: A legal record (which may be aseries of records) of each person who had pos-session of an environmental sample, from theperson who collected the sample, to the personwho analyzed the sample in the laboratory, to theperson who witnessed the disposal of the sample.

Chemical Oxygen Demand (COD): The amountof oxygen (expressed in mg/L) consumed fromthe oxidation of a chemical during a specifictest. As such, COD is a measure of the oxygen-consuming capacity of the organic matterpresent in wastewater. The results of the CODtest are not necessarily related to the BOD, be-cause the chemical oxidant responsible for uti-lizing the oxygen may react with substanceswhich bacteria do not stabilize.

Cipolletti Weir: A trapezoidal sharp-crested weirfor measurement of liquid discharge in openchannels.

Clean Water Act (CWA): The federal Clean WaterAct sets the framework for the imposition of in-dustrial wastewater control programs on munici-palities and the regulation of industrial users. Sec-tions 307(b) and (c) of the CWA set forth the au-thority for the U.S. EPA to establish pretreatmentstandards for existing and new sources discharg-ing industrial wastewater to publicly owned treat-ment works (POTWs).

Composite Sample: A collection of individualsamples obtained at regular intervals, based ei-ther on flow or time. The individual samples arecombined proportionally.

Concentration Based Discharge Limits: Allowableconcentration of a pollutant in wastewater dis-charges, usually expressed as a concentration(i.e., mg/L) in the discharge.

Confined Space: A space which has limited open-ings for entry and exit, has unfavorable naturalventilation which could contain or produce dan-gerous air contaminants (or create an atmosphereof oxygen deprivation), and which is not intendedfor continuous employee occupation. A permit maybe required under OSHA to enter a confined space.

Appendix B: Glossary of Technical Terms


Density: The relationship between weight and vol-ume, e.g., grams per cubic centimeter or poundsper gallon.

Detention Times: The residence time of wastewa-ter undergoing treatment in a treatment unit suchas a clarifier or tank. Minimum detention timesare required for settling, chemical treatment, andbiological treatment.

Doppler Flow Meter: An ultrasonic flowmeterthat measures the velocity of liquid in a pipeflowing full.

Electroplating: The process of applying a thinmetal coating to the surface of a metal (substrate)by electrodeposition of dissolved metal in a plat-ing solution.

Flow Equalization: Temporary storage of wastewa-ter flow to provide more uniform flow or waste char-acteristics for treatment or discharge.

Grab Sample: A sample which is taken from awastestream without regard to the flow in thewastestream, and over a period of time not to ex-ceed 15 minutes.

Holding Time: The maximum time allowed be-tween when a sample is taken and when it mustbe analyzed in the laboratory, in accordance withstandard preservation, storage, and analytical pro-cedures.

Hydrogen Sulfide (H2S): Dissolved sulfide is pro-duced by the biological reduction of sulfate andorganic matter under anaerobic (oxygen-free)conditions. Dissolved sulfide can combine withhydrogen to form hydrogen sulfide gas. H2S gasis potentially hazardous to sewer maintenanceworkers.

Industrial User (IU): Any non-domestic sourcewhich introduces pollutants into a POTW.

Industrial Wastewater: Any non-domestic waste-water (excluding storm water).

Magnetic Flowmeter: A flowmeter that creates amagnetic field across a pipe flowing full, in whichthe liquid acts as a conductor to measure the ve-locity and flow in the pipe.

Mass Based Limits: Discharge limits based on al-lowable dry weight of pollutant, usually expressedin pounds per day (lbs/day).

Mass Emission Rate: The rate of discharge of thedry weight of a pollutant in wastewater or air, ex-pressed in lbs/day or kilograms per day (kg/day).

Material Safety Data Sheets (MSDS): Sheets pro-viding information about manufactured chemicals,as required by the Hazard Communication Rule.

Molarity: Moles per liter; a measure of concen-tration.

Molecular Weight: The sum of the atomic weightsof all atoms making up a molecule.

National Pollutant Discharge Elimination Sys-tem (NPDES): The federal permitting programdesigned to control all discharges of pollutantsfrom point sources into U.S. waterways, as re-quired under the CWA.

National Prohibited Discharge Standards: Prohi-bitions, applicable to all nondomestic dischargers,regarding the introduction of pollutants intoPOTWs as set forth in 40 CFR 403.5.

Neutralization: Addition of an acid or alkali (base)to a liquid to cause the pH of the liquid to movetoward a neutral pH of 7.0.

Normality: A measure of the concentration of asolution.

Oxidation-Reduction: Reactions involving thetransfer of electrons, with oxidation being the lossof electrons and reduction being the gain of elec-trons. ORP, or oxidation-reduction potential, is thequalitative measure of the state of oxidation inmetal waste treatment systems. ORP is used tocontrol the chemical addition to optimize the oxi-dation of compounds such as cyanide or reduc-tion of metals such as hexavalent chromium.

Parshall Flume: An open channel flow measuringdevice with a constricted throat that produces ahead or water depth that is related to discharge.

Pass-Through: The passage of untreated pollut-ants through a POTW which could violate appli-cable water quality standards or NPDES effluentlimitations.

pH: The hydrogen ion (H+) concentration; the mea-sure of the relative acidity or alkalinity of a solu-tion on a scale from 0 (acidic) to 14 (basic).

Pollutants of Concern (POC): Compounds in waste-water that pose a potential threat to the POTW orits ability to comply with environmental standards.

Appendix B: Glossary of Technical Terms


Positive Displacement Pumps: Pumps that usepistons, diaphragn action, etc., to convey liquid.The discharge rate of these pumps does not varywith inlet or outlet pressure.

Pretreatment Standard: Any regulation promul-gated by the EPA in accordance with Sections307(b) and (c) of the Clean Water Act, applyingto a specific category of industrial users and pro-viding limitations on the introduction of pollut-ants into POTWs. This term includes the prohib-ited discharge standards under 40 CFR 403.5,and includes local limits set forth under 40 CFR403.3 (j).

Precipitation: Part of a treatment process thattakes dissolved pollutants out of solution to forma precipitate that can be removed by filtrationor settling.

Printed Circuit Board: A circuit for electronic ap-paratus made by depositing conductive material,usually copper, on an insulating surface.

Process-Inhibition: The concentration of a pollut-ant that will interfere with a biological treatmentprocess in the POTW.

Publicly Owned Treatment Works (POTW): A treat-ment works which is owned by a state, municipal-ity, city, town, special sewer district, or other pub-licly owned and financed entity, as opposed to aprivately owned (industrial) treatment facility. Thisdefinition includes any devices and systems usedin the storage, treatment, recycling and reclama-tion of municipal sewage or industrial wastes ofliquid nature. It also includes sewers, pipes andother conveyances only if they convey wastewaterto a POTW treatment plant. The term also meansthe municipality (public entity) which has jurisdic-tion over the indirect discharges to and the dis-charges from such a treatment works.

Settling: The treatment process by which settle-able or floatable solids are removed from waste-water by gravity separation in a tank or othervessel.

Sludge Quality Standard: Allowable concentrationor mass of a pollutant in POTW sludge, or biosolids,used for land application.

Specific Gravity: (1) The weight of a particle, sub-stance, or chemical solution in relation to theweight of an equal volume of water. Water has aspecific gravity of 1.000 at 4°C (39°F). (2) Theweight of a particular gas in relation to an equalvolume of air at the same temperature and pres-sure. Air has a specific gravity of 1.0. Chlorine, asa gas, has a specific gravity of 2.5.

Total Suspended Solids (TSS): Residue (ex-pressed as mg/L) that is removed from a waste-water sample by a standard laboratory filtrationprocedure.

Turbine Meter: A positive displacement meter withan internal turbine turned by the water flow. Flowis proportional to the turbine rotation speed.

V-notch Weir: A triangular sharp-crested weirfor measurement of liquid discharge in openchannels.

Worker Right-to-Know Laws: Legislation that re-quires employers to inform employees of the pos-sible health effects resulting from contact withhazardous substances. At locations where thislegislation is in force, employers must provideemployees with information regarding any hazard-ous substances that they might be exposed tounder normal working conditions or reasonablyforeseeable emergency conditions resulting fromworkplace conditions. OSHA’s Hazard Communi-cation Standard (HCS) (29 CFR Part 1910.1200)is the federal regulation. There are also state stat-utes that are called Right-to-Know Laws.

A p p e n d i x C

Glossary of Management and Supervision Terms


Acknowledgement/Credit: Many of the termsand definitions found in this glossary havebeen taken from the 6th Edition of What EverySupervisor Should Know, by L. Bittle and J.Newstrom. These definitions are reproduced,in part or in whole, with permission of TheMcGraw-Hill Companies. Most of the remain-ing terms and definitions have been takenfrom the 1st Edition of Utility Management: AField Study Training Program, prepared by L.Lindsay for the California State University Sac-ramento Foundation. These definitions arecopyrighted and reproduced by permission ofthe Office of Water Programs, CSUS.

Ability: The quality of being able to perform; a natu-ral or acquired skill or talent.

Accident: Unplanned or uncontrolled event inwhich action or reaction of an object, material, orperson results in personal injury.

Accountability: Non-assigned liability for the man-ner in which an organizational obligation held bya supervisor is discharged, either personally or bysubordinates.

Active listening: Conscious process of securinginformation through full attention, intent listening,and alert observation.

Affirmative Action: In-company program de-signed to remedy current and future employ-ment inequities.

Americans with Disabilities Act (ADA): Prohibitsemployment discrimination based on a person’smental or physical disability.

Appraisal interview: Meeting held between asupervisor and an employee to review perfor-mance rating and, using the evaluation as abasis, to discuss overall quality of work performed,and methods of improvement, if necessary.

Arbitration: Labor dispute or employee grievancesettlement by an impartial umpire selectedthrough mutual agreement by organization andworker’s union.

Attrition: Gradual reduction in a work force due tonatural events and causes, (e.g., retirement,death, resignation), as opposed to planned reduc-tions (e.g., discharges, layoffs, early retirement).

Authority: The power needed to do a specific job,or to carry out one’s responsibilities, usuallyhanded down from immediate bosses or superior.

Body language: Nonverbal body movements,facial expressions and/or gestures that project orreveal underlying attitudes and sentiments.

Budget: Plan, or forecast, especially of allowableexpenses in operation of a department.

Budgetary control: Planning and reporting systemincorporating standards for operating conditionsand results, as well as costs and expenses, withina single document.

Certification Exam: An examination adminis-tered by a state or professional association thatcandidates take to indicate a level of profes-sional competence.

Chain-of-Command: Formal channels in an orga-nization that distributes authority from top down.

Code of Federal Regulations (CFR): A publicationof the United States Government that contains allof the proposed and finalized federal regulations,including environmental.

Collective bargaining: Process of give-and-takeengaged in by management and collective employ-ees representatives to reach formal, written agree-ment about wages, hours, and working conditions.

Communication process: Giving and receiving in-formation and understanding, such as between asupervisor and an employee, leading to a desiredaction or attitude.

Appendix C: Glossary of Management and Supervision Terms


Computerized Maintenance Management System(CMMS): A computerized system to assist with theeffective and efficient management of mainte-nance activities through application of computer-ized elements including: work orders, routine stan-dard jobs, bills of materials, application parts, andlists of numerous other features.

Competition: Relatively healthy struggle amongindividuals or organizational groups to excel instriving to meet mutually beneficial goals.

Conflict: Disruptive clash of interests, objectives,or personalities, between individuals or groupswithin an organization.

Control: To exercise authoritative influence over;the authority or ability to manage and/or direct.

Cost-benefit analysis: Technique for weighing prosand cons of alternative actions, in which both in-tangible benefits as well as costs are assigneddollar values.

Cost variance report: Listing of allowable expensescompared with actual expenses incurred.

Decision-making: Part of the problem-solving pro-cess that entails evaluation of alternative solutionsand a choice of an effective action.

Delegation: The act in which power is given toanother person in the organization to accomplisha specific job.

Differential treatment: The act of treating a mi-nority or protected group member differently fromother applicants or employees.

Discipline: Imposition by management—in such amanner as to encourage more constructive behav-ior—of a penalty on an employee for infraction ofa rule, regulation, or standard.

Discrimination: Managerial action or decisionbased on favoring or disfavoring one person orgroup member over another on the basis of race,color, ethnic or national origin, sex, age, handicap,Vietnam era war service, or union membership.

Division of work: Principle that performance ismore efficient when a large job is broken downinto smaller, specialized tasks.

Due process: Employee’s legal entitlement to afair hearing, usually before an impartial party andwith appropriate representation, before disciplinecan be metered out.

Employee turnover: Measure of how manypeople come to work for an organization and donot remain employed by that organization, forwhatever reason.

Ergonomics: Study of how workers react to theirphysical environment; used in design of more com-fortable and productive workstations.

Equal Employment Opportunity (EEO): System oforganizational justice, stipulated by law, that ap-plies to all aspects of employment; intended toprovide equal opportunity for all members of thelabor force.

Feedback: Process of relaying measurement ofactual performance back to an individual or unit,so that action can be taken to correct, or narrow,the variance.

Gantt Chart: Chart that enables a planner toschedule tasks in the most productive sequence,and that also provides a visual means for observ-ing and controlling progress.

Geographical Information System (GIS): An inte-grated system of computer hardware, software,and trained personnel linking topographic, demo-graphic, utility, facility, images, and other resourcedata that are geographically referenced.

Grievance: Job-related complaint stemming froman injury or injustice, real or imaginary, sufferedby an employee, for which relief or redress frommanagement is sought.

Grievance procedure: Formalized, systematicchannel for employees to follow in bringing com-plaints to the attention of management.

Hazard: Potentially dangerous object, material,condition, or practice present in the workplace, towhich employees must be alert and from whichthey must be protected.

Hostile Work Environment: Conditions such as ha-rassment, offensive speech, or unwelcomed con-duct, that are severe or persuasive enough to cre-ate an abusive, antagonistic, or inhospitable workplace.

Information Management System (IMS): Systemcomprised of data processing devices, programs,and people, that collects, analyzes, exchanges,and delivers information to an organization in sucha manner as to aid managers in making the bestpossible decisions.



Information: Dates, past or present facts, obser-vations, or conclusions, collected in numbers andwords that have been selected, arranged, andanalyzed (processed) to make them useful for aspecific human (managerial) activity.

Injury Illness Prevention Plan: Plan required byCalifornia Senate Bill (SB) 198 to establish,implement, and maintain an effective programhelping assure employee safety while on the job.It includes eight elements: management assign-ments and responsibilities, safety communica-tions system with the employees, system assur-ing employee compliance with safe workingpractices, scheduled inspections and compli-ance system, accident investigation, health andsafety training and instruction, and record-keep-ing and documentation.

Job breakdown analysis: Segmentation of a jobinto key elements, or steps, which require an em-ployee to perform, induce, or supervise an actionthat advances work toward completion.

Job evaluation: Systematic technique for deter-mining job worth, compared with other jobs inan organization.

Just cause: Reason for a disciplinary action thatis accurate, appropriate, well founded, deservedand meets the test of prior notification of unac-ceptable behavior and its penalty.

Knowledge: Information that can be learnedfrom reading, listening to an expert, or keenlyobserving a situation; often a prerequisite toskill development.

Management: Process of obtaining, deploying,and utilizing a variety of essential resources in sup-port of an organization’s objectives.

Management by objectives (MBO): Planning andcontrol technique where supervisors and their im-mediate superiors agree on goals to be attainedand/or standards to be maintained.

Management development: Systematic programfor improving the knowledge, attitudes, and skillsof supervisors and managers.

Management principles: Set of guidelines estab-lished for carrying out the management process.

Management process: General sequence of fiveunique functions—planning, organizing, staffing,directing or activating, and controlling—providedby managers for any organization.

Manager: An individual who plans, organizes, directs,and controls work of others in an organization.

Material Safety Data Sheets (MSDS): Sheetsproviding information about manufacturedchemicals, as required by the Hazard Commu-nication Rule (HCR).

Mentor: Knowledgeable, often influential, indi-vidual who takes an interest in, and advises, an-other person concerning that person’s career.

Morale: Measure of the extent of voluntary coop-eration—as well as the intensity of desire—to meetcommon work goals, as demonstrated by an indi-vidual or work group.

Motivation: Process that impels someone to be-have in a certain manner in order to satisfy highlyindividual needs.

Networking: Informal process of getting to know,and create confidence among others who—through mutual exchange—help advance one’scareer.

Non-managerial employees: Workers who receivedirection from managers, who perform specific,designated tasks, and who are responsible onlyfor their own performance.

Organizing: Deciding who does what work anddelegating authority to the appropriate person.

Organization: Structure derived from systemati-cally grouping tasks to be performed, andfrom prescribing formal relationships thatstrengthen the ability of people to work togethermore effectively.

Performance appraisal: Formal and systematicevaluation of how well a person performs work andfills an appropriate role in the organization.

Penalty: Punishment or forfeiture imposed as dis-cipline by management on an employee .

Personality: An individual’s unique way of be-having and of interpreting events and the ac-tions of others.

PERT Chart: Graphic technique for planning aproject in which a large number of tasks must becoordinated, by showing the relationship betweentasks and critical bottlenecks that may delayprogress towards completion.



Policies: Broad guidelines, philosophy, or prin-ciples which management establishes and followsin support of organizational goals.

Procedures: Methods, prescribed by manage-ment, for the proper and consistent forms, se-quences, and channels to be followed by individu-als and units of an organization.

Productivity: Measure of efficiency that comparesoperational output value with cost of resourcesused.

Progressive Discipline: Providing increasinglyharsh penalties for substandard performance orbroken rules, as the condition continues or theinfraction is repeated.

Quid pro quo: An equal exchange or substitu-tion; e.g., as applied to sexual harassment,when a supervisor threatens to fire or not pro-mote an employee if they do not provide sexualfavors in return.

Regulations: Special rules, orders, and controlsset forth by management, restricting the conductof units and or individuals within an organization.

Reprimand: Severe expression of disapproval orcensure by management of an employee, usuallywritten as well as oral, and retained in anemployee’s personal file.

Responsibilities: Those duties one is held account-able for.

Responsibility: Duty or obligation to perform a pre-scribed task or service or attain an objective.

Reverse discrimination: Notion that implementa-tion of affirmative action deprives qualified mem-bers of non-protected groups of their rightful op-portunities.

Satisfaction: State that exists when motivatingfactors—such as interesting and challenging work,full use of one’s capabilities, or recognition forachievement—are provided.

Schedules: Detailed assignments dictating howfacilities, equipment, and/or individuals are used,according to times and dates, in accomplishmentof organizational objectives.

Sexual Harassment: Unwanted sexual ad-vances, requests for sexual favors, or other vi-sual, verbal, or physical conduct of a sexualnature, which is conditioned upon an employ-ment benefit, unreasonably interferes with anindividual’s work performance, or creates anoffensive work environment.

Skill: The capacity to perform a job related actionby blending relevant knowledge and physical orperceptual ability.

Specification: Collection of standardized dimen-sions and characteristics pertaining to a product,process, or service.

Stereotype: Characterization of an individual onthe basis of a standardized, oversimplified viewof characteristics believed to be held in com-mon by a group to which the individual is as-sumed to belong.

Supervisor: Manager who is in charge of, and co-ordinates, activities of a group of employees en-gaged in related activities within a department,section, or unit of an organization.

Suspension: Temporary removal by managementof an employee privilege (such as the right to re-port to work and receive pay for it) until properactions have been determined and imposed.

Time budget: Charting technique for planning thesystematic distribution of a supervisor’s time.

Theory X: Negative approach to human relationsin which a supervisor presumes most peopledon’t like to work and thus need to be pushedor threatened.

Theory Y: Positive approach to human relationswhereby a supervisor presumes that, given mean-ingful work, most people will try hard to achieve,especially when there is an opportunity to improvetheir self-regard.

Tolerance: Permissible deviation, or variance, froma standard.

Type A individual: Person characterized by highstandards of achievement and an urgency to at-tain them, who is especially susceptible to stress.

Unfair labor practices: Practices engaged in bymanagement or labor unions that are judged byfederal labor law to be improper, especially whenthey interfere with the right to organize or whenthey discriminate against labor union activities.



Unity of Command: Principle that each individualshould report to only one boss.

Unity of Direction: Principle that there should bea single set of goals and objectives that unitesthe activities of everyone in an organization.

Variance: Gap, or deviation, between actual per-formance, condition, or result and a standard ofexpected performance, condition, or result.

Warning: A reprimand so worded as to give for-mal notice to an employee that repetition of aparticular form of unacceptable behavior willdraw a penalty.

Worker’s compensation: Financial reparations orawards granted by an employer to an employeewho has suffered an on-the-job injury or illnessthat is judged to have permanently restricted theemployee’s earning capacity.

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CaliforniaWater

EnvironmentAssociation

CWEA is pleased that you have purchased this book.

We want to remind you that this book is one of many resourcesavailable to assist you, and we encourage you to identify andutilize the other resources in preparing for your next test.

Your comments, questions, and suggestions are welcome.