Career spotlight Grade 7 Careers & CTE

The Backflow Tester Who Guards Tenbury's Drinking Water

A grade 7 spotlight on a cross-connection control specialist, following a testing route in the town of Tenbury with percent questions and a licensing path.

Objectives

  1. Students will describe what a cross-connection control specialist does during a testing route.
  2. Students will explain the training and certification path into backflow testing work.
  3. Students will use percent reasoning to interpret one year of testing program results.

Vocabulary

Backflow
Backflow is water flowing backward through a pipe in the wrong direction, which can pull dirty water into the clean drinking water system. Special devices are installed on pipes to stop it.
Cross-connection
A cross-connection is any place where drinking water pipes are linked to something dirty, like a garden hose left sitting in a bucket of soapy water. If the flow reverses, the dirty water can get sucked in.
Water pressure
Water pressure is the push that makes water flow out of a faucet or hose. In town water systems, the push comes from pumps and from water stored high up in tanks and towers.

Also: backflow assembly, certification

Teacher overview

A backflow assembly is a valve that stops water inside a building from flowing backward into the public water main. Testing those valves is a licensed job of its own, and this profile follows one tester through a single workday in the fictional town of Tenbury. Many students believe that water in a pipe can only move one direction, which makes backflow sound impossible to them, so the profile explains that water follows pressure and that pressure can drop or reverse. The handout questions then ask students to reason about one year of the town's testing results using percent.

Answer Key

  1. Answer: Any two of these tasks. Renee closes the valves on the assembly, hooks up the test kit, reads the gauge, records the readings on a form, resets the valves, mails a letter about a failed part, or files the passing reports with the state.
  2. Answer: A point where a drinking water pipe could meet another liquid. Students may give an example from the profile, such as a hose left in a bucket of soapy water or a pipe feeding a boiler.
  3. Answer: 80 workdays. Divide 640 assemblies by 8 assemblies per workday to get 80.
  4. Answer: 90 percent. Divide 576 by 640 to get 0.9, then multiply by 100. A student who writes 0.9 or the fraction 9/10 has the same result in another form.
  5. Answer: 40 percent. The drop is 45 minus 27, which is 18. Divide 18 by the starting value of 45 to get 0.4, then multiply by 100. Students who divide by 27 instead of 45 have used the wrong starting value.
  6. Answer: Accept any reasonable benefit. Sample response: the rule keeps soap, chemicals, and other liquids out of the water that every customer in town drinks.
  7. Answer: Accept any reasonable cost. Sample response: the owner pays for the yearly test and for any repair, and the business may have to shut its water off during the test.

Differentiation

Support

Give students a two-column organizer with "What Renee checks" and "Why it matters" before they read. Provide the percent questions with the operation already named, such as "divide 576 by 640," so the work is limited to computing and interpreting rather than choosing a method. Question 5 may be answered as a fraction in lowest terms rather than a percent.

Extension

Ask students to write the retest letter Renee would send to one of the two failing sites. The letter must name the reading that failed, state the repair deadline, and explain in plain language why the assembly matters to everyone on the same street. Students should draw their reasons from the profile rather than from outside sources.

ELL supports

Pre-teach "backflow," "cross-connection," and "assembly" with a simple two-arrow drawing showing normal flow and reversed flow. Allow questions 1 and 2 to be answered in short phrases or in a labeled sketch. Pair each new term with a familiar example, such as a garden hose resting in a bucket.

Extensions

Have students survey their own school for possible cross-connections, working from a teacher-made list of safe locations such as science room sinks, the kitchen, and outdoor hose bibs. Without touching any valve, hose, or chemical container, students record where a hose or a chemical line could touch drinking water, then rank the sites by how likely a reversal seems. A follow-up discussion can compare the class list with the kinds of sites on Renee's route.