Seneca Wastewater Treatment Plant Factsheet

Total Page：16

File Type：pdf, Size：1020Kb

Seneca Wastewater Treatment Plant Factsheet

Seneca Wastewater Treatment Plant The Seneca Wastewater Treatment Plant is MCES’s third largest plant and is the fourth largest plant in Minnesota (after the Metro Plant, a facility in Duluth, and the Blue Lake Plant). Built in 1972 and located on the Minnesota River in Eagan, the Seneca Plant treats an average of 21.9 million gallons of wastewater per day. A $70 million expansion completed in 1992 increased the plant’s treatment capacity from 24 to 34 million gallons per day. The Seneca Plant provides primary and secondary treatment to wastewater before discharging the resulting clean water to the Minnesota River. Dewatering and incineration are the methods used for disposal of the solids removed during wastewater treatment. The resulting incinerator ash is landfilled in Rosemount, Minnesota. Seneca Wastewater Treatment Plant Information • Location: Eagan, Minnesota • Type: Advanced secondary with chlorination/dechlorination • Capacity: 34 million gallons per day • Discharges to: Minnesota River • Communities served: 8 • Population served: 250,000 • Interceptors to plant: 46 miles Award-Winning Plant The Seneca Plant has an excellent environmental record and regularly earns state and national awards for operational excellence. The Seneca Plant is a National Association of Clean Water Agencies (NACWA) Peak Performance Silver Award winner for having fewer than five clean water discharge permit exceedances in 2016. Previously, the Seneca Plant earned Peak Performance Platinum Awards for achieving 15 consecutive years of full permit compliance. Read about MCES’s energy conservation projects. For more information about the Seneca Plant, please contact Tim O’Donnell at 651-602-1269 or at [email protected] .

Copy Link

Recommended publications

Classification of Botany and Use of Plants
SECTION 1: CLASSIFICATION OF BOTANY AND USE OF PLANTS 1. Introduction Botany refers to the scientific study of the plant kingdom. As a branch of biology, it mainly accounts for the science of plants or ‘phytobiology’. The main objective of the this section is for participants, having completed their training, to be able to: 1. Identify and classify various types of herbs 2. Choose the appropriate categories and types of herbs for breeding and planting 1 2. Botany 2.1 Branches – Objectives – Usability Botany covers a wide range of scientific sub-disciplines that study the growth, reproduction, metabolism, morphogenesis, diseases, and evolution of plants. Subsequently, many subordinate fields are to appear, such as: Systematic Botany: its main purpose the classification of plants Plant morphology or phytomorphology, which can be further divided into the distinctive branches of Plant cytology, Plant histology, and Plant and Crop organography Botanical physiology, which examines the functions of the various organs of plants A more modern but equally significant field is Phytogeography, which associates with many complex objects of research and study. Similarly, other branches of applied botany have made their appearance, some of which are Phytopathology, Phytopharmacognosy, Forest Botany, and Agronomy Botany, among others. 2 Like all other life forms in biology, plant life can be studied at different levels, from the molecular, to the genetic and biochemical, through to the study of cellular organelles, cells, tissues, organs, individual plants, populations and communities of plants. At each of these levels a botanist can deal with the classification (taxonomy), structure (anatomy), or function (physiology) of plant life.
[Show full text]
Plant:Animal Cell Comparison
Comparing Plant And Animal Cells http://khanacademy.org/video?v=Hmwvj9X4GNY Plant Cells shape - most plant cells are squarish or rectangular in shape. amyloplast (starch storage organelle)- an organelle in some plant cells that stores starch. Amyloplasts are found in starchy plants like tubers and fruits. cell membrane - the thin layer of protein and fat that surrounds the cell, but is inside the cell wall. The cell membrane is semipermeable, allowing some substances to pass into the cell and blocking others. cell wall - a thick, rigid membrane that surrounds a plant cell. This layer of cellulose fiber gives the cell most of its support and structure. The cell wall also bonds with other cell walls to form the structure of the plant. chloroplast - an elongated or disc-shaped organelle containing chlorophyll. Photosynthesis (in which energy from sunlight is converted into chemical energy - food) takes place in the chloroplasts. chlorophyll - chlorophyll is a molecule that can use light energy from sunlight to turn water and carbon dioxide gas into glucose and oxygen (i.e. photosynthesis). Chlorophyll is green. cytoplasm - the jellylike material outside the cell nucleus in which the organelles are located. Golgi body - (or the golgi apparatus or golgi complex) a flattened, layered, sac-like organelle that looks like a stack of pancakes and is located near the nucleus. The golgi body modifies, processes and packages proteins, lipids and carbohydrates into membrane-bound vesicles for "export" from the cell. lysosome - vesicles containing digestive enzymes. Where the digestion of cell nutrients takes place. mitochondrion - spherical to rod-shaped organelles with a double membrane.
[Show full text]
Junior & Senior Horticulture Plant Parts Study Guide
JUNIOR & SENIOR HORTICULTURE PLANT PARTS STUDY GUIDE By Jerry Mills, Horticulture Educator Reviewed by Rhoda Burrows, SDSU Horticulture Specialist Spring 2007 The basic parts of most all plants are seeds, roots, stems, leaves, flowers and fruits. SEEDS: From the Beginner Horticulture Plant Parts Study Guide you learned: “The main purpose of seeds is to make new plants. Each seed contains a tiny plant called an embryo that can grow into an entirely new adult plant. When a seed sprouts, it will grow a tiny root and one or two tiny leaves. The leaves and root will get a little energy from the seed, and then will start working just like an adult plant to make its own food. Some of the seeds we eat are dried, such as beans, rice, and barley. Some are ground into flour (wheat), or meal (corn). Others are immature (green peas and sweet corn).” A typical seed has a seed coat, called a testa, an embryo and food for the embryo to feed on when the seed germinates. A cotyledon is the part of a seed that contains food for the baby plant until it can grow up to make food with its own leaves. Plants with one cotyledon (like corn) are called monocotyledon or monocot. The monocot embryo gets its first food from the endosperm. Plants with two cotyledons (like beans) are called dicotyledon or dicot and the embryo gets its first food from the two cotyledons. When the seed germinates, the plumule becomes the shoot that produces the first true leaves and the radicle becomes the first root.
[Show full text]
SPECIES IDENTIFICATION GUIDE National Plant Monitoring Scheme SPECIES IDENTIFICATION GUIDE
National Plant Monitoring Scheme SPECIES IDENTIFICATION GUIDE National Plant Monitoring Scheme SPECIES IDENTIFICATION GUIDE Contents White / Cream ................................ 2 Grasses ...................................... 130 Yellow ..........................................33 Rushes ....................................... 138 Red .............................................63 Sedges ....................................... 140 Pink ............................................66 Shrubs / Trees .............................. 148 Blue / Purple .................................83 Wood-rushes ................................ 154 Green / Brown ............................. 106 Indexes Aquatics ..................................... 118 Common name ............................. 155 Clubmosses ................................. 124 Scientific name ............................. 160 Ferns / Horsetails .......................... 125 Appendix .................................... 165 Key Traffic light system WF symbol R A G Species with the symbol G are For those recording at the generally easier to identify; Wildflower Level only. species with the symbol A may be harder to identify and additional information is provided, particularly on illustrations, to support you. Those with the symbol R may be confused with other species. In this instance distinguishing features are provided. Introduction This guide has been produced to help you identify the plants we would like you to record for the National Plant Monitoring Scheme. There is an index at
[Show full text]
Red Algal Parasites: Models for a Life History Evolution That Leaves Photosynthesis Behind Again and Again
Prospects & Overviews Review essays Red algal parasites: Models for a life history evolution that leaves photosynthesis behind again and again Nicolas A. BlouinÃ and Christopher E. Lane Many of the most virulent and problematic eukaryotic Introduction pathogens have evolved from photosynthetic ancestors, such as apicomplexans, which are responsible for a Parasitology is one of the oldest fields of medical research and continues to be an essential area of study on organisms wide range of diseases including malaria and toxoplas- that kill millions annually, either directly or through mosis. The primary barrier to understanding the early agricultural loss. In the early genomics era, parasites were stages of evolution of these parasites has been the diffi- some of the initial eukaryotes to have their genomes culty in finding parasites with closely related free-living sequenced. The combination of medical interest and small lineages with which to make comparisons. Parasites genome size (due to genome compaction [1]) has resulted found throughout the florideophyte red algal lineage, in a relatively large number of sequenced genomes from these taxa. The range of relationships that exist between however, provide a unique and powerful model to inves- parasites and comparative free-living taxa, however, compli- tigate the genetic origins of a parasitic lifestyle. This is cates understanding the evolution of eukaryotic parasitism. because they share a recent common ancestor with an In some cases (such as apicomplexans, which cause extant free-living red algal species and parasitism has malaria, cryptosporidiosis and toxoplasmosis, among other independently arisen over 100 times within this group. diseases) entire lineages appear to have a common parasitic ancestor [2].
[Show full text]
Chapter 12: Life Cycles: Meiosis and the Alternation of Generations
Chapter 12 Life Cycles: Meiosis and the Alternation of Generations LIFE CYCLES TRANSFER GENETIC INFORMATION Asexual Reproduction Transfers Unchanged Genetic Information through Mitosis Sexual Reproduction Produces New Information through Meiosis and Fertilization ALTERNATION BETWEEN DIPLOID AND HAPLOID GENERATIONS Plants Vary in the Details of Their Life Cycles Sexual Cycles Can Be Heterosporic or Homosporic Only One Generation Is Multicellular in Zygotic or Gametic Life Cycles The Diploid Generation Has Become Dominant over Evolutionary Time SUMMARY 1 KEY CONCEPTS 1. Life perpetuates itself through reproduction, which is the transfer of genetic information from one generation to the next. This transfer is our definition of life cycle. Reproduction can be asexual or sexual. 2. Asexual reproduction requires a cell division know as mitosis. Asexual reproduction offers many advantages over sexual reproduction, one of which is that it requires only a single parent. A significant disadvantage of asexual reproduction is the loss of genetic diversity and the likelihood of extinction when the environment changes. 3. Sexual reproduction involves the union of two cells, called gametes, which are usually produced by two different individuals. Another kind of cell division, known as meiosis, ultimately is necessary to produce gametes. 4. Every species in the kingdom Plantae has both diploid and haploid phases--that is, plants whose cells are all diploid or all haploid. These phases are called generations, and they alternate with each other over time. 5. The fossil record reveals that the most recent groups to evolve have sporic life cycles, in which the gametophyte (haploid) generation is relatively small and the sporophyte (diploid) generation is dominant in terms of size, complexity, and longevity.
[Show full text]
A Historical Perspective on Problems in Botany Teaching
A Historical Perspective on Problems in Botany Teaching David R. Hershey B OZNIAK (1994) and Uno (1994) have recently en Age of Botany Teaching" dozens of botany text- called attention to some of the many problems books were published by the leading botanical scien- facing botany teaching,but their analyses lacked tists of the day including Asa Gray, Francis Darwin, a historicalperspective. This article discusses how the CharlesBessey, JohnCoulter and LibertyHyde Bailey. many problems in botany teaching are interrelated, The last three were Presidents of the American Asso- and most have existed since at least the early 1900s.In ciation for the Advancement of Science. There was this article, botany is defined as the whole field of even a complaint that there were too many botany Downloaded from http://online.ucpress.edu/abt/article-pdf/58/6/340/47662/4450174.pdf by guest on 02 October 2021 plant biology encompassing any discipline with a textbooks (Beal 1907). Botany teaching articles ap- majorfocus on the plant kingdom, including horticul- peared in leading researchjournals like Scienceand the ture, agronomy, forestry, plant pathology, weed sci- BotanicalGazette, there were manuals on high school ence, plant physiology, plant morphology, plant ge- botany teaching (Ganong 1910,Lloyd 1907),there was netics, plant ecology, plant taxonomy, etc. Botany a botany science projectbook for students (Osterhout teaching at both the precollege and introductorycol- 1905), and numerous botany education articles ap- lege levels will be considered. peared in School Scienceand Mathematicsand other educationjournals. Botany was also a majorpart of the Botany Neglect in Biology Teaching nature study and school gardening movements (Big- elow 1911).
[Show full text]
Field Guide to Algae and Other “Scums” in Ponds, Lakes, Streams and Rivers
The Boone and Kenton County Conservation Districts, Burlington, KY The Campbell County Conservation District, Alexandria, KY Field guide to algae and other “scums” in ponds, lakes, streams and rivers Miriam Steinitz Kannan and Nicole Lenca Northern Kentucky University Field Guide to algae and other “scums” TABLE OF CONTENTS Page Introduction Purpose of the guide—How to use the guide 3 Floating Macroscopic Plants Duckweeds (Lemna, Spirodella) 4 Watermeal (Wolffia) 4 Waterferns (Azolla) 4 Floating Cyanobacteria (Blue-Green Algae) Microcystis 5 Aphanizomenon 6 Anabaena 7 Floating or attached Cyanobacteria (Blue-Green Algae) Oscillatoria, Lyngbya, Phormidium, Plankthotrix 8 Attached Cyanobacteria (Blue-Green Algae) Nostoc 9 Euglena and other flagellated algae Euglena, Phacus, Dinobryon, Prymnesium and Dinoflagellates 10 Diatom Blooms 11 Filamentous Green Algae Spirogyra, Mougeotia and Zygnema 12 Cladophora and Hydrodictyon 13 Bacterial Scums Iron Bacteria -Sphaerotilus 14 Protozoan Scums 15 Zooplankton scums 16 Algae control methods 17 Recommended Web sites 18 Acknowledgements 19 2 Introduction Purpose of this Guide This guide is intended for individuals who work with farm ponds, for watershed groups, homeowners and anyone interested in quickly identifying an algal bloom or scum that appears in a freshwater system. Such blooms usually appear during the summer and fall in temperate regions. Most blooms are the result of nutrient enrichment of the waterway. Of significant concern are blue-green algal blooms (cyanobacteria). Some of these produce liver and/or brain toxins that can be lethal to most fish and livestock. Some of the toxins can also be carcinogenic. The macroscopic appearance of many different genera of algae can be similar and therefore field identification must be verified by using a compound microscope.
[Show full text]
Traverse Mountain Approved Plant List
08.03.2010 Traverse Mountain Approved Plant List Evergreen Trees Type Scientific Name Common Name Sun/Shade Water Req. Zone Color Evergreen Trees Abies concolor White Fir Full Sun/Part Shade Medium 3 Silver Blue-Green Evergreen Trees Abies lasiocarpa 'Arizonica' Corkbark Fir Full Sun Low 4 Blue-Green Evergreen Trees Chamaecyparis nootkatensis Alaskan Cedar Full Sun Low 4 Blue-Green Evergreen Trees Cedrus Alantica Glauca Blue Atlas Cedar Full Sun Moderate 3 Silver Blue-Green Evergreen Trees Cedrus Deodora Prostratra 'Emeral Prostrate Deodora Cedar Full Sun Moderate 3 Green- Silvery Blue Evergreen Trees Juniperus osteosperma Utah Juniper Full Sun Low 4-7 Green Evergreen Trees Juniperus scopulorum Rocky Mountain Juniper Full Sun Low 2 Green Evergreen Trees Juniperus squamata 'Blue Alps' Flaky Juniper Full Sun Medium 4 Medium Blue Evergreen Trees Juniperus virginiana 'Cupressifolia' Hillspire Juniper Full Sun Low 5 Green Evergreen Trees Juniperus virginiana 'Skyrocket' Skyrocket Juniper Full Sun Low 5 Silver-gray Evergreen Trees Picea Abies Norway Spruce Full Sun-Light Shade Low 3 Dark Green Evergreen Trees Picea englemannii Englemann Spruce Full Sun Low 2 Green Evergreen Trees Picea Omorika Serbian Spruce Full Sun Low 2 Green Evergreen Trees Picea Pungens Colorado Spruce Full Sun Low 2 Green Evergreen Trees Picea Pungens Glauca Colorado Blue Spruce Full Sun Low 2 Blue Green Evergreen Trees Picea glauca densata Black Hills Spruce Full Sun Medium 3 Green Evergreen Trees Picea pungens glauca 'Baby Blue Eyes' Baby Blue Eyes Spruce Full Sun Medium
[Show full text]
How Do Plant and Animal Cells Differ?
Part 1: Cells and Kingdoms How do plant and animal cells differ? Both plant and animal cells are eukaryotic, so they contain membrane-bound organelles like the nucleus and mitochondria. The nucleus of eukaryotic cells is similar to the brain of the cell. It contains the genetic information (DNA) and directs the cell how to function. However, plant cells and animal cells do not look exactly the same or have all of the same organelles, since they each have different needs. For example, plant cells contain chloroplasts since they need to perform photosynthesis, but animal cells do not. Plants and animals are very different on the outside as well as on the cellular level. Both animal and plant cells have mitochondria, but only plant cells have chloroplasts. Plants don’t get their sugar from eating food, so they need to make sugar from sunlight. This process (photosynthesis) takes place in the chloroplast. In order to do photosynthesis, a plant needs sunlight, carbon dioxide (CO2) and water. Once the sugar is made through photosynthesis, it is then broken down by the mitochondria to make energy for the cell. Because animals get sugar from the food they eat, they do not need chloroplasts: just mitochondria. Both plant and animal cells have vacuoles. A plant cell contains a large, singular vacuole that is used for storage of water and nutrients. It also helps maintain the shape of the cell. In contrast, animal cells have many, smaller vacuoles, which also are used for storage of water and nutrients. Plant cells have a cell wall, as well as a cell membrane.
[Show full text]
Algae Identification Guide
17. Hypnea musciformis SEA GRASSES IDENTIFICATION GUIDE What is algae and why is it important? FLORIDA GULF COAST UNIVERSITY Red, red-brown, Sea grasses are grass-like fowering plants that live • Algae are not true plants, but a large and diverse orange-brown, often completely submerged in marine and estuary waters. group of eukaryotic (complex-celled) photosynthetic tangled. Branches Sea grasses occur in protected bays and lagoons and organisms. Tey provide food and shelter for many ALGAE sparse, wiry, with also in deeper waters along the continental shelf of aquatic animals including small curved, hook-like Florida. fsh, crabs and shrimp. tips. Te hook tips • Algae drifting and washing ashore is a natural IDENTIFICATION are fattened while the A. Syringodium filiforme Manatee Grass process. branches are rounded. Elongated, cylindrical • Seagrasses are plants and not algae. leaves. Similar to GUIDE How to report an algae event: 18. Lomentaria baileyana spaghetti. • Call 239-745-3052 to report large mats of algae Pink-red, green, to that have washed ashore. red-purple, tangled and soft. Branches • On the phone recording, report the following sparse, delicate, information: uneven, rounded, B. Thalassia testudinum Turtle Grass • Where did you find the algae? You may report with tapering, blunt Elongated, fat a close public beach access, address or tips. blade leaves. description of location. Similar to • Day and time: fettuccini pasta. • How much? • How large an area is covered by algae? 19. Sargassum flipendula • How deep is the algal mat? Green, brown-green, • Based on this FGCU Seaweed Identification to tan. Te tough, Guide, state which algae number located next to wiry, stem has few its photo you believe it to be.
[Show full text]
Plant Reproduction Asexual Reproduction
Plant Reproduction Asexual Reproduction • Asexual reproduction is natural “cloning.” Parts of the plant, such as leaves or stems, produce roots and become an independent plant. Sexual Reproduction • Sexual reproduction requires fusion of male cells in the pollen grain with female cells in the ovule. Terms to know: • Haploid: having a single set of chromosomes in each cell. • Diploid: having two sets of chromosomes in each cell, one set from each parent. • Mitosis: cell division, which produces two genetically identical diploid cells. • Meiosis: reduction division, which produces four haploid reproductive cells. Terms to know: • Spore: haploid reproductive cell that leads to a gametophyte in plant alternation of generations. • Gamete: mature haploid male or female germ cell able to unite with another of the opposite sex in sexual reproduction to form a zygote. • Zygote: diploid, eukaryotic cell formed during fertilization event between two gametes, combining DNA of each gamete, containing the genetic information to form a new individual. Terms to know: • Sporophyte: diploid, multicellular stage which develops from zygote, produced when a haploid female cell is fertilized by a haploid male cell, produces haploid spores by meiosis. • Gametophyte: haploid, multicellular stage, develops from a spore by mitosis, produces haploid gametes by mitosis. Plant Life Cycle Animals vs. Plants Plant Reproduction Animal Reproduction Alternation of No alternation of Life cycle generations generations Gametes Haploid gametes Haploid gametes Spores Haploid spores N/A (no spores) Gametes made Haploid gametophyte, Diploid organism, by by by mitosis meiosis Diploid sporophyte, by Spores made by N/A (no spores) meiosis Alternation of Generations • Plants have a double life cycle with two forms: • Sporophyte • Gametophyte Non-flowering plants • Mosses, ferns, and related plants have motile, swimming sperm.
[Show full text]