10 Lm Foods Processing.pdf

TECHNOLOGY AND LIVELIHOOD EDUCATION AGRICULTURE AND FISHERY Specialization (Food/Fish Processing) Grade 10

Introduction This learning material deals with the knowledge, skills, and attitudes which leads to a Food (Fish) Processing National Certificate (NC I). It covers three of the seven core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess: (1) Operation of Equipment (OE) (2) Cleaning and Sanitizing of Equipment for Processing and Packaging Area (CS), and (3) Loading and Unloading Raw Materials, Products and Supplies. (LD) It also enables the student to demonstrate an understanding of the Personal Entrepreneurial Competencies (PECs) in Food (Fish) Processing; the Environment and Market in this area; how to develop a product/ service and select a business idea based on the criteria and techniques set for Food (Fish) Processing.

General Objectives: At the end of the module, you are expected to:  Demonstrate an understanding of one‘s Personal Entrepreneurial Competencies and Skills (PECs) in Food (Fish) Processing  Recognize the environment and market of Food (Fish) Processing in one‘s town/municipality.  Demonstrate how to operate appropriate equipment for Food (Fish) Processing.  Demonstrate the proper way of cleaning and sanitizing equipment and Food Processing/Packaging area.  Demonstrate the proper procedure of loading and unloading raw materials, supplies, and products.

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What Is This Learning Material About? Food (Fish) Processing K to 12 – Technology and Livelihood Education

This learning material has 5 Modules. Each Module has the following parts. Learning Objectives 

Content Standards

Performance Standards Pre-Assessment 

Reading Resources/ Instructional Activities  What to KNOW  What to PROCESS  What to UNDERSTAND  What to TRANSFER



Post Assessment

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How Do You Use The Module?

To get the most from every module, you need to do the following:

1. Begin by reading and understanding the Learning Objective/s, Content and Performance Standards. These will tell you what you should know and be able to do at the end of each module. 2. Find out what you already know by taking the Pretest. If you get 80% to 100% of the items correctly, you may proceed to the next Module. If you fail to get 80% to 100% of the items correctly, go through the Module again and review especially those topics with items you answered incorrectly. 3. Do the required Learning Activities. They begin with one or more Information Sheets. An Information Sheet contains important notes or basic information. After reading the Information Sheet, test yourself on how much you learned by means of the Self-check. Do not hesitate to go back to the Information Sheet when you do not get all the test items correctly. This will ensure your mastery of basic information. 4. Demonstrate what you learned by doing what the Activity / Operation /Job Sheet directs you to do. 5. You must be able to apply what you have learned in another activity or in a real life situation. 6. Accomplish the Scoring Rubrics for self - evaluation.

Each lesson also provides you with references and definitions of key terms for your guide. They can be of great help. Use them fully.

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Pre- Assessment Directions: On a separate sheet, provide information on what you already know in the first column (K), and what you want to know in the second column (W). You will record what you have learned in the third column (L) as the lesson proceeds. The fourth column (S), So What is used to list ways in which the new knowledge will be useful to you in relation to Personal Entrepreneurial Competencies (PECs), Environment and Marketing (E&M), Operation of Equipment (OE), Cleaning and Sanitizing Equipment and Processing/Packaging Areas (CS), Loading and Unloading of Raw Materials, Products and Supplies (LD). Copy the sample table below.

K (Know)

W (Want)

PECs

E &M

OE

CS

LD

4

L (Learned)

S (So What)

Learning Goals/Targets Having identified your strengths and areas for improvement, you are now ready to set your learning goals and targets. Now, think further and write your goals and targets below.

GOALS __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________________________________

TARGETS (specific objectives with target dates indicated) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________

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Quarter 1 Module 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS) Content Standard

The

learner

Performance Standard The learner independently creates a

demonstrates

plan of action that strengthens/

understanding of one‘s PECs in

further develops his/her PECs in

FOOD (FISH) PROCESSING.

FOOD (FISH) PROCESSING.

Introduction In this module, you will learn more about entrepreneurship and the entrepreneurial competencies related to Food (Fish) Processing. You will have first-hand experience in educational activities leading to a personal assessment of your entrepreneurial competencies and an assessment of the entrepreneurial competencies of a successful Food (Fish) Processor within your province. You will

have activities to align your competencies with those

of successful

practitioners. Moreover, this module is designed to introduce entrepreneurship, its role in the business community in particular and to

economic and social

development in general. To start with this module, let us first understand entrepreneurs and entrepreneurship. Entrepreneurs are people with skills and capabilities to see and evaluate business opportunities. They are individuals that can strategically identify products or services needed by the community and deliver them at the right time and the right place. Entrepreneurs are agents of economic change; they organize, manage and assume the risks of a business. A good entrepreneur is an opportunity- seeker, risk - taker, goal - setter, a planner, and problem solver. He/she is persistent and a committed worker. 6

hardworking,

Entrepreneurship on the other hand is not just a simple business activity. It is a

strategic

process of

innovation

and

new

venture

creation.

Basically,

entrepreneurship is both the art and science of converting business ideas into marketable products or services to improve the quality of living of individuals or a community. With your knowledge about entrepreneurs and entrepreneurship, begin assessing your Personal Entrepreneurial Competencies (PECs). Always remember that ―Successful entrepreneurs continuously develop and improve their PECs.” Below are the competencies you will master after finishing this module.

Learning Objectives: At the end of this module, you are expected to: -

Identify areas for improvement, development and growth;

-

Align your PECs according to your business/career choice; and

-

Create a plan of action that ensures success in your business/career choice Take the first challenge in this module - the pre- assessment.

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Pre - Assessment As part of your initial activity, you will be challenged to dig deep into your knowledge and previous experiences on the topic. Try to diagnose/assess what you already know about personal entrepreneurial competencies by answering

the

activities below Activity 1. Matching Type Direction: Match the entrepreneurial competencies in column A with their meaning in column B. Write the letter of your choice in your notebook.

A

B

____1. Creative

a. makes wise decisions towards the set objectives

____2. Profit - Oriented

b. strategic thinker and goal- setter

____3. Disciplined

c. trusts in one‘s ability

____4. Good Decision Maker

d. adaptable to change

____5.Possesses People Skills

e. make innovative moves to achieve competitive

____6. Planner

edge

____7. Self-confident

f. dedicated

____8. Hardworking

g. skilled in record keeping

____9. Able to accept change

h. able to create and alter steps to achieve a goal

____10. Committed

i. works diligently j

effective and efficient in communicating and relating with people

k. always looking for income – generating activities

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Activity 2: Guide Questions Direction: The following are guide questions which encapsulate the entire module. Write your answers on your assignment notebook, then share your answer with the class.

A. Explain

why

entrepreneurial

activities

are

important

to

the

social

development and progress of the economy. B. What entrepreneurial activities do you know and are capable of doing which are related to Food (Fish) Processing? C. Given the opportunity to own a business that relates with Food (Fish) Processing, do you think you can manage it? Explain your answer. D. What do you think are the most important competencies you must possess in order to be successful in running your chosen business? E. Name successful entrepreneurs from your province whose business is related to Food (Fish) Processing. Be able to share to the class their PECs that made them successful.

After all the guide questions have been answered to the best of your knowledge and ability, share your answer with your classmates. You too, may compare your insights, personal knowledge of, and relevant experiences on the topic to make it more exciting and engaging.

Learning Goals and Targets After reading and understanding the objectives of this module, and answering the pre-assessment and the guide questions, you will be asked to set your own personal goals.

These goals would motivate you to learn more about

PECs.

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Goals and Targets

Learning Activities

Ultimate Goal

Figure 1: Strategic process to achieve the objectives of this module

Reading Resources and Instructional Activities After setting your own personal goals and targets to achieve the objectives of this module, check your inherent knowledge of PECs. Try to answer the following guide questions with the help of your classmates. Activity 3: Group Activity

Directions: Answer the following guide questions on a separate sheet of paper. Share your answers with the class. 1. Explain the importance of assessing one‘s PECs before engaging in a particular entrepreneurial activity. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ __________________________________________________________.

2. Are there other strategies or approaches where you can assess your PECs? Explain how these would be useful in selecting a viable business venture. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ __________________________________________________________. 10

3. What are the desirable personal characteristics, attributes, lifestyles, skills, and traits of a prospective entrepreneur? Why do you think these are important? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ __________________________________________________________.

4. How will each of the following PECs (attributes, lifestyles, skills and traits) affect in establishing a business? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ __________________________________________________________.

5. What is the significance of evaluating PECs of a successful entrepreneur? What helpful insights can you draw from this activity? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________. How was your experience in answering the guide questions with your classmates? Were you able to benefit from them? What were the insights you gained? Now, it‘s time to study the different topics that will enrich your knowledge of PECs. Read carefully all the important details about the succeeding topic.

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What to KNOW Lesson 1. Develop and Strengthen Personal Competencies and Skills (PECs) Needed in Food (Fish) Processing

A. Assessment of Personal Entrepreneurial Competencies (PECs) and Skills in relation to a Practicing Entrepreneur in a Province. The entrepreneurial competencies refer to the important characteristics that should be possessed by an individual in order to perform entrepreneurial functions effectively. In this module, you will learn some of the most important characteristics, attributes, and skills of a successful entrepreneur. Below are a few important characteristics of a good entrepreneur: 

Hardworking:

One of the important characteristics of a good

entrepreneur is being hardworking.

This means habitually working

diligently for a long hours. Hardworking people keep on strive to improve their performance to produce good products and/ or provide good services. 

Self-confident: Entrepreneurs are confident in their abilities and trust their judgment. They exhibit self-confidence in order to cope with all the risks of operating their own business.



Disciplined: Successful entrepreneurs always stick to the plan and fight the temptation to do what is unimportant.



Committed:

A good entrepreneur accepts full responsibility for

everything in his/her business. He/she is dedicated making the business successful.



Able to accept change: Nothing is permanent but change.

Change

occurs frequently. An entrepreneur copes with and thrives on changes. He/she capitalizes on positive changes to make the business grow. 12



Creative: An entrepreneur should be creative and innovative to stay in business and in order to have an edge over the competition..



Takes Initiative: An entrepreneur takes the personal responsibility for the failure or success of the business.



Profit-Oriented: An entrepreneur enters into business to generate profit or additional income. Therefore, an entrepreneur must see to it that the business becomes profitable.

Listed below are the important skills of a successful entrepreneur. 

Planning: Planning is a strategic thinking and setting of goals to achieve objectives by carefully maximizing all the available resources. A good entrepreneur develops and applies step-by-step plans to realize goals. A good entrepreneur knows that planning is an effective skill only when combined with action.



People Skills: This is very important in order to be successful in any kind of business. Possessing people skills refers to the entrepreneur‘s ability to effectively and efficiently communicate and relate to people working within and outside of your business. In day-to-day business transactions, you need to deal with people.

Well- developed people

skills can spell the difference between success and failure of the business. 

Decision Making: Successful entrepreneurs have the ability to think quickly and make wise decision towards pre-determined objectives. No one can deny that the ability to make decisions is an important skill that an entrepreneur should possess. Sound decisions should arise from verified facts/information and should be towards the pre-determined objectives.

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What to PROCESS In order to firm up what you have learned and to have a better appreciation of the different entrepreneurial competencies, try to read the PECs checklist presented below, then answer the same. Activity 1. PECs Checklist

Directions:

Using the PECs Checklist, assess yourself by indicating a check ()

mark in either strengths and/or development areas column. Interpret the results by counting the total number of check marks in each of the columns. After accomplishing the checklist, form a group and share your insights about the checklist and your answers.

Table 1: PECs Checklist SCORE Personal Entrepreneurial Competencies of an Entrepreneur Hardworking -

Working diligently

Self-confident -

Confidence in one‘s ability

Disciplined -

Focused on work at hand

Committed -

Solid dedication

Able to accept change -

Adaptable to change

Creative -

Innovative

to

have

edge

over

competition Profit-oriented

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5

4

3

2

1

-

Always striving for income

Planner -

Strategic thinking and setting of goals

People Skills -

effective and efficient communication and relation with people

Decision Maker -

makes wise decisions towards the set objectives TOTAL

Legend: 5 - I definitely possess this trait 100% 4 – I possess this trait more than most 75% 3 – I possess this trait about the same as most 50% 2 – I somewhat possess this trait 25% 1 – I definitely need to improve on this trait 10% WHAT TO UNDERSTAND How was your experience in discovering your strengths and the areas where you need improvement? Did you gain insights when you discussed the activity with your classmates? To deepen your understanding of PECs, do the Task 5 below. Activity 1. Interview

Interview a successful Food (Fish) Processor

or entrepreneur in your

province whose type of business is related with Food (Fish) Processing. Focus your interview on PECs and other business-related attributes that helped them become successful.

Analyze the result of the interview and reflect on the 15

characteristics of an entrepreneur. Write your answers on a separate sheet of paper.

Sample Interview Guide

Name of Proprietor/Practitioner: ____________________________________________ Age: _______________________ Number of Years in Business: __________ Business Name: ________________________________________________________ Business Address: ______________________________________________________ 1. What preparations were necessary before you engaged in this type business/job? 2. What are your special skills/characteristics that are related to your business/job? 3. How did you solve business-related problems during the early years of your business operation? 4. Did you follow the advice from a successful businessman/practitioner before you engaged in your business? 5. What are the best business practices that you can pass on to with aspiring entrepreneurial students? 6. What are the characteristics, attributes, lifestyle, skills and traits that made you successful in your business? 7. What lifestyle changes did you make or not make that contributed to your success in business?

Note: Cull the needed information from the interview to supply answer/s to Row 1 in the table below. Meanwhile, fill out the second row with your PECs.

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Personal Entrepreneurial

Characteristics

Competencies Successful Entrepreneur in the province

My PECs

Using the information on the table above, analyze, and reflect on the similarities and differences between your answers and those of the interviewee. Put your reflection on the table below. Write your conclusion on the space provided below.

Personal Entrepreneurial Competencies

Similarities

Differences

Characteristics

Conclusion:________________________________________________________ __________________________________________________________________ __________________________________________________________________ _________________________________________________

WHAT TO TRANSFER After performing the activities on the importance of PECs, let‘s determine how much you have learned. Perform the activity to determine how well you have understood the lesson.

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Activity 1. Preparation of a Plan of Action

Directions: Using the table below and the information generated from Task 5 (Interview), prepare an action plan that indicates how you would align your PECs to the PECs of the successful entrepreneur Food (Fish) Processing entrepreneur in your province.

Objective

Area

Activities

Strategies

Time

Expected

Frame

Outcome

To align my PECs

with

the PECs of a successful entrepreneur in

Food

Characteristics

(Fish) Processing.

Activities – means what actions you will do to develop the characteristics you want Strategies – means what are the ways and techniques you will use in developing these characteristics Time Frame – means how long will you accomplish these activities Expected Output – identify the possible result/outcome

Activity 2. Essential Questions Direction: Read and study the following questions below. Use a separate sheet of paper or your notebook to write your answers.

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1. Why is there a need to compare and align your PECs with the PECs of a successful entrepreneur? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ________________. 2. How does your action plan help sustain your strong PECs and/or address your areas for development? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________.

3. What plan of action would you implement to address your areas for development? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________.

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POST ASSESSMENT Matching Type Direction: Match the entrepreneurial competencies in column A with their meaning in column B. Write the letter of your choice in your notebook.

A

B

____1. Creative

a. makes wise decisions towards the set objectives

____2. Profit - Oriented

b. strategic thinker and goal- setter

____3. Disciplined

c. trusts in one‘s ability

____4. Good Decision Maker

d. adaptable to change

____5.Possesses People Skills

e. make innovative moves to achieve competitive

____6. Planner

edge

____7. Self-confident

f. dedicated

____8. Hardworking

g. skilled in record keeping

____9. Able to accept change

h. able to create and alter steps to achieve a goal

____10. Committed

i. works diligently j

effective and efficient in communicating and relating with people

k. always looking for income – generating activities

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Quarter I

Module 2: ENVIRONMENT AND MARKET (EM) Content Standard

The

learner

demonstrates

Performance Standard

an The learner independently creates a

understanding of the environment business vicinity map reflective of the and market in the field of Food (Fish) potential Food (Fish) Processing Processing,

particularly

in

one‘s market within the locality/town.

town/municipality.

Introduction People who aspire to start a business need to explore the economic, cultural and social conditions prevailing in the area. Needs and wants of the people in a certain area that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available raw materials, skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. An entrepreneur must have a clear idea of the business they want to pursue.

To be successful in any kind of business venture, potential entrepreneurs should always look closely at the environment and market. They should always be watchful for existing opportunities and constraints. The opportunities in the business environment are those factors that provide possibilities for a business to expand and become more profitable. Constraints, on the other hand, are those factors that limit the business ability to grow, hence reduce the chance of generating profit. One of the best ways to evaluate the opportunities and constraints is to conduct a SWOT Analysis (Strengths, Weakness, Opportunities and Threats).

SWOT analysis is a managerial tool to assess the business environment. This method gathers important information, which in turn is used in strategic planning. Successful entrepreneurs must know how 21

to take risks in business.

Strengths and Weaknesses are internal in an organization.

They relate to

resources owned or lacking in an organization, things that the entrepreneur has control over, and as well as the extent of its marketing.

Opportunities and Threats exist in the external environment. Opportunities pertain to the market, to the development of new technology, and external factors such as government policies, climate, and trends, favorable to the business. Threats pertain to what the competition is doing as well as legal and other constraints of the business.

Now that you have read some of the important considerations to be successful in any business, you are ready to explore the environment and market. To begin, let us find out the competencies that you will master after finishing this module. Learning Objectives:

At the end of this module, you are expected to: - Identify what is of ―Value‖ to the customer; - Identify the potential customer; - Explain what makes a product unique and competitive; - Apply creativity and innovative techniques to develop a marketable product; - Employ a Unique Selling Proposition (USP) to the product/service and - Explore ways of generating a business.

Now that you have an idea about the things you will learn, take the first challenge in this module- the pre assessment.

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Pre - Assessment Activity 1. Multiple Choice Direction: Write only the letter of your answer in your notebook. 1. This is generated by examining what goods and services are sold in the community. a. Business Creation b. Business Pricing c. Business Concept d. Business Idea 2. A process of making a new product to be sold to the customers. a. Product Analysis b. Product Conceptualization c. Product Development d. Product Implementation 3. These are luxuries, advantages and desires that every individual considers beyond necessary. a. Wants b. Desires c. Requirements d. Needs 4. This is the factor presented by a seller as the reason that one product or service is different from and better than that of the competition. a. Unique Selling Plan b. Unique Selling Proposition c. Unique Pricing Policy d. Finding Value-Added 5. In this stage, the needs of the target market are identified, reviewed and evaluated. a. Concept Development b. Economic Analysis c. Project Development d. Refine Specification 23

6. This is the introduction of a new idea to make the products and services more attractive and saleable to the target customers. a. New Idea b. Creativity c. Product Development d. Innovation 7. A managerial tool used to assess the environment to gather important information used for strategic planning. a. Environmental Scanning b. SWOT Analysis c. WOTS Analysis d. Survey Analysis 8. A marketing practice of creating a name, symbol or design that identifies and differentiates a product from other products. a. Product Naming b. Unique Selling Proposition c. Branding d. Tagline 9. This is a meaningful and unforgettable statement that captures the essence of your brand. a. Product Naming b. Unique Selling Proposition c. Branding d. Tagline 10. These are the things that people cannot live without. a. Wants b. Desires c. Requirements d. Needs

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Activity 2. Guide Questions: Direction: Read and study the guide questions below. Use a separate sheet of paper to write your responses to the guide questions 1. How does one determine the products or services to be produced and/or offered to the target customers? 2. How does one select an entrepreneurial activity? 3. When can one say that a certain product has ―value‖? 4. Is innovation and creativity of your products/services important? Explain. 5. How can one effectively respond to the needs of the target customer? 6. Express from the viewpoint of a business owner the importance of scanning the environment and market in generating a business idea. 7. Using a self-assessment, explain your level of confidence in formulating a business idea.

After all the guide questions have been answered and entrepreneurial competencies have been identified, share those with your classmates. Discuss your insights, personal knowledge of, and relevant experiences on the topic

After reading and understanding the objectives of this module and having gone through pre-assessment and answering the guide questions, you will be asked to set your own personal goals. In the end, these goals will motivate you to learn more about the business Environment and Market.

Goals and Targets

Learning Activities

Ultimate Goal

Figure 2: Strategic process to reach the objectives of this module

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READING RESOURCES AND INSTRUCTIONAL ACTIVITIES After setting your own personal goals and targets to achieve the objectives of this module, you will have the opportunity to read and learn more about business environment and market. You , will also be given a chance to do practical exercises and activities to deepen your understanding of the topic.

What to KNOW Lesson 1: Develop a Product/ Service in Food (Fish) Processing

A. Product Development The Product development, we are referring to a process of making a new product to be sold by a business or enterprise to its customers.

The Product

development may involve modification of an existing product or its presentation, or formulation of an entirely new product that satisfies a newly defined customer need and/or want, and/or a market place. The term development in this module refers collectively to the entire process of identifying a market opportunity, creating a product to appeal to the identified market, and finally, testing, modifying and refining the product until this will be ready for production. This product can be any item to be sold to the consumers. There are basic, yet vital questions that you can ask yourself. When you find acceptable answers to these, you may say that you are ready to develop a product and/or render service. 1.

For whom are the products/services?

2.

What benefit will the customers expect from it?

3.

How will the product differ from the existing brand? Or from their competitor? 26

Likewise, needs and wants of the people within the area should also be taken into consideration. However, people have different concepts of needs and wants.

Needs in business are important things that every individual cannot do

without in a society. These include: 1. Basic commodities for consumption 2. Clothing and other personal belongings, 3. Shelter, sanitation and health 4. Education Basic needs are essential to every individual so he/she may be able to live with dignity and pride in a community. Awareness of these needs can ob help you generate business ideas and subsequently lead to product development. Wants are desires, and luxuries that signify wealth. Wants or desires are considered above all the basic necessities of life. Some examples of non- basic needs are luxury cars, jewellery, non –essential fashion accessories, shoes and clothes, travel for leisure. Eating in expensive restaurants; watching movies, concerts, and plays are also considered luxuries for many people. Needs and wants of people are the basic indicators of the kind of business that you may engage in because being able to meet these can serve as the measure of your success.

Some other good points that you might consider in

business undertakings are the kinds of people who will be your clients, their needs, wants, lifestyle, culture and traditions. To summarize, product development depends entirely on meeting the needs and wants of the customers. B. Concepts of Developing a Product Concept development is very critical phase in the creation of a product. At this stage, the needs of the target market are identified and competitive products are reviewed before the product specifications are defined. The product concept is selected along with an economic analysis to come up with an outline of how a product is being developed. Below is a figure that shows the stages of concept development of a product.

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Identify Customer Needs

Establish Target Specifications

Generate Product Concepts

Select a Product Concept

Analyze Competitive Products

Refine Specifications

Plan Development Project

Perform Economic Analysis

Concept Development

Figure 3: Concept Development The process of product development is as follows: 1. Identify Customer Needs - Using surveys form, interviews, research, focused group discussions, and observations, an entrepreneur can easily identify customers‘ needs and wants. In this stage, the information gathered here can already include product specifications (performance, taste, size, color, shape, life span of the product, etc.). This stage is very important because this determines the product to be produced or the service to be provided. 2. Establish Target Specifications - Based on customers' needs and

reviews

of competitive products and services, you may now establish target specifications of the prospective new product and/or service. Target specifications are essentially a wish-list of the consumer. 3. Analyze Competitive Products - It is imperative to analyze existing competitive products

to

provide

important

information

in

establishing

product/service

specifications. Other products may exhibit successful design attributes that should be emulated or improved upon in the new product/service. 4. Generate Product Concepts - After having gone through the previous processes, you may now develop a number of product concepts to illustrate what

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types of product/service are both technically feasible and would best meet the requirements of the target specifications. 5. Select a Product Concept - Through the process of evaluation, a final concept is selected. After the final selection, additional market research can be applied to obtain feedback from certain key customers. 6. Refine Product Specifications - In this stage, product/service specifications are refined on the basis of input from the previous activities. Final specifications are the result of extensive study, expected service life, projected selling price and among others. 7. Perform Economic Analysis - Throughout the process of product development, it is very important to always review and estimate the economic implications regarding development expenses, manufacturing costs, and selling price of the product/services to be offered/provided. 8. Plan the Remaining Development Project - In this final stage of concept development, you may prepare a detailed development plan which includes a list of activities, the necessary resources and expenses, and a development schedule with milestones for tracking progress.

C. Finding Value People buy for a reason. There should be something in your product/service that would give consumers a good reason to go back and acquire more. There must be something that makes you the best option for your target customers; you must offer something to your customers that they will make them value your product/services.

The value that you incorporate to your product is called value proposition. Value proposition is ―a believable collection of the most persuasive reasons people should notice you and take the action you are asking for.‖ Value is created by fulfilling desires and solving problems. This is what gets the people to spend for your product/service.

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D. Innovation Innovation is the introduction of something new in your product/service. This may be a new idea, a new method or a device. If you want to increase your sales and profit you must innovate. Some of the possible innovations in your products are changes in packaging, improved taste, color, size, shape and perhaps price. Some of the possible innovations in providing services are the application of new improved methods, additional featured services and possibly, freebies services or products that are included for free.

Unique Selling Proposition (USP) Unique Selling Proposition is the factor or consideration presented by a seller as the reason that one product or service is different from and better than that of the competition. This is especially important when your product or service is similar to those around you. USP would require a careful analysis of other businesses' ads and marketing messages. When you analyze how companies market their products/services, not just their product or service characteristics, you can learn a great deal about how companies distinguish themselves from competitors. Here's how to discover your USP and use it to increase your sales and profit: 

Use empathy: Put yourself in the shoes of your customers. Always focus on the needs of the target customers over and above your attachment to the product or service. Always remember, you are making this product or providing this service for the target customers and eventually to increase sales and earn a profit. An essential question such as what could make customers come back repeatedly and ignore the competition? Most possible answers will be focused on the quality, availability, convenience, cleanliness, reliability of your product and service and friendliness of your staff.



Identify what motivates your customers. It is very important to find out and understand

what

drives

and

motivates

30

your

customers

to

buy

products/services similar to what will you offer. Make some effort to find out, analyze and utilize the information you will gather. 

Discover the actual

reasons why customers will buy your product

instead of a competitor's. Information is very important in decision making. A competitive entrepreneur always improves his/her products/services to provide satisfaction and, of course, retention of customers. As your business grows, you should always ask your customers for information and suggestions on how to improve your products/services.

In order to firm up your understanding of the topic previously presented, you will be tasked to form a group and conduct an interview with a successful entrepreneur/practitioner. You have to document this interview and present this to the whole class for discussion, reflection and appreciation.

Activity 1. Interview Direction: Select a successful entrepreneur/practitioner. Conduct an interview by utilizing the set of questions below.

Document the interview and

present this to the class. 1. How did you identify your customers? 2. What were your considerations in selecting your customers? 3. Explain how your product/services became unique to other product/s. 4. Did you consult anyone before you engaged in this business? What insights did you gain from the consultation? 5. What were your preparations before you started the actual business? 6. What creative and innovative techniques did you adopt to your product/service? What was the effect of the innovative techniques to the sales and profits of your business? 7. What strategy did you employ in order to have a unique selling proposition of your product/service?

31

What UNDERSTAND Activity 1. Video Viewing In order to deepen your understanding of the lesson, perform the following tasks: 1. Browse the internet for topics related to: a. Customers‘ needs and wants; b. Techniques in identifying customers‘ needs and wants; c. Creativity/innovation in products and services; d. Unique selling proposition; and e. Product development.

2. Prepare a short narrative report about the aforementioned topics. You may highlight

the

―aspect‖

that

intensifies

your

knowledge

of

product

development.

What to TRANSFER Product Conceptualization Direction: Using the figures below develop your own concept for your product/service. 7. Prepare a Development Plan

1. Identify Customers Need

-

-

2. Target Specifications -

3. Analyze a Competitive Product 6. Refine Product Specification

5. Select product Concept 4. Generate Product Concept

-

__________________________________________________________________ __________________________________________________________________ ______________________________________________________

32

Lesson 2: Selecting Business Idea A. Generating Ideas for Business The process of developing/generating business idea is not a simple process. There are two problems that arise; first is the excessive generation of ideas that can lead to inaction and second is when there are no ideas and an individual wants to become an entrepreneur. The most optimal way is to have a systematic approach to generating and selecting business ideas that will be translated to a real business. Here are some basic yet very important considerations you may use to generate

ideas for

business: 1. Examine the existing goods and services. products/services in the market?

Are you satisfied with the

What do other people who use the

product/service say about it? How can it be improved? There are many ways of improving a product from the way it is made to the way it is packed and sold. You can also improve the materials used in crafting the product. In addition, you can introduce new ways of using the product, making it more adaptable to the customers‘ specific needs. When you are improving the product or enhancing it, you are doing an innovation. You can also do an invention by introducing an entirely new product to replace the old one. Business ideas may also be generated by examining what goods and services are sold outside of the community. Very often, these products are sold in a form that can still be enhanced or improved. 2. Examine the present and predict future product needs. Look and listen to what the customers, institutions, and communities are missing in terms of goods and services. Sometimes, these needs are obvious and current.

Other needs

emerge only in the future, in the event of certain developments in the community. For example, a province will have its electric power supply in six months. An entrepreneur can prepare for a product/service requiring electricity such as a photo copying service, computer service, digital printing, etc.

33

3. Examine how the needs are being satisfied. Needs for the products and services are referred to as market demand. To satisfy these needs is to supply the products and services that meet the demands of the market.

The term

market refers to whoever will use or buy the products or service. These may be people or institutions such as other businesses, establishments, organizations, or government agencies. There is a very good business opportunity when there is absolutely no supply to a pressing market demand. Businesses or industries in the locality also have needs for goods and services. Their need for raw materials, maintenance, and other services such as selling and distribution are good sources of ideas for business. 4. Examine the available resources around you. Observe what materials or skills are available in abundance in your area. A business can be started out of available raw materials selling them in raw form and by processing and manufacturing them into finished products. For example, in a Bangus/Milkfish producing town, there will be a big supply of Bangus/Milkfish which can be processed into ordinary smoked Bangus and smoked soft - boned Bangus. These can be sold profitably outside the community. A group of people in your neighborhood may have some special skills that can be harnessed for business. For example, residents of Tawiran, Obando have skills in preparing fishery products like bagoong, dried fish, smoked fish that have been passed from one generation to another. This Fish Processing Industry in Tawiran produce such products for sale to residents in barangays or nearby communities. Business ideas can come from your own skills. The work and experience you may have in agricultural arts, industrial arts, home economics, and ICT classes can provide you with

the needed skills which can earn for you extra income, should

you decide to engage in income-generating activities.

With your skills, you may

also try out various ideas in your spare time. Many products were invented this way.

34

5. Read magazines, news articles, and other publications on new products, techniques and advances in technology.

You can pick up new business

ideas from Newsweek, Reader‘s Digest, Trade Magazines, ―Go Negosyo‖, KAB materials, Small-Industry Journal. The Internet serves as a library where you may browse and possible business ideas. Research and publications can guide you on how to put the right product in the right place, at the right price, at the right time. A list of businesses set up in an area may also be available from cooperatives, non-government organizations, and other sources B. Key Concepts in Selecting a Business Idea Once you have embarked on identifying business opportunities, you will eventually see that there are many possibilities that are available for you. It is very unlikely that you will have enough resources to pursue all of them at once. Which one will you choose? You have to select the most promising idea. Narrow down choices into your top two (2) options. In the final stage, choose between the two and decide which business idea worth pursuing. In screening your ideas, examine each one in terms of the following factors: 1. How much capital is needed to put up the business? 2. How big is the demand for the product? Do many people need this product and will continue to need it for a long time? 3. How is the demand met? Who are processing the products to meet the need (competition or demand)? How much of the need is now being met (supply)? 4. Do you have the background and experience needed to run this particular business? 5. Will the business be legal, not going against any existing or foreseeable government regulation? 6. Is the business in line with your interest and expertise?

35

Your answers to these questions will be helpful in screening which ones from among your many ideas are worth examining further and pursuing. C. Branding Branding is a marketing practice of creating a name, symbol or design that identifies and differentiates a product/services from other similar products/services. It is also a promise to your customers. It tells them what they can expect from your product/ service. Your brand is who you are, who you want to be and who people perceive you to be. Branding is one of the most important aspects of any business. An effective brand strategy gives you a major edge in increasingly competitive markets. The features of a good product brand are as follows: -

Delivers the message clearly

-

Confirms your credibility

-

Connects your target prospects emotionally

-

Motivates the buyer

-

Concretizes user loyalty

Here are some simple tips to publicize your brand. .



Develop a tagline. Write a meaningful unforgettable, and easy to remember statement that captures the essence of your brand.



Make a great logo. Create a logo suitable to your business and consistent with your tagline and place it everywhere.



Write down your brand messaging. Select key messages you want to communicate about your brand.



Be true to your brand. Deliver your brand promises.



Be consistent. Be reliable and consistent every time.

36

What to PROCESS In generating a business idea, you should first identify what type of business is suited to your idea. You should analyze and scan the potential environment, study the marketing practices and strategies of your competitors, analyze the Strengths, Weaknesses, Opportunities, and the Threats, (SWOT) in your environment to ensure that the products/goods and services you are planning to offer will be patronized by your target markets/consumers.

Bear in mind these simple rules for a successful SWOT analysis. 

Be realistic about the strengths and weaknesses of your business when conducting SWOT analysis.



SWOT analysis should distinguish between where your business is today, and where it could be in the future.



SWOT should always be specific. Avoid any gray areas.



Always apply SWOT in relation to your competition i.e. better than or worse than your competition.



Keep your SWOT short and simple. Avoid complexity and over analysis



SWOT is subjective.

Activity 1. SWOT Analysis Direction: In generating a business idea, environmental scanning is very important. Utilize the SWOT analysis table below to list all your observations. Consider the strategies below to select the best business idea. Strength (S)

Weaknesses (W)

-

-

-

-

37

-

-

-

-

-

-

-

-

Opportunities (O)

Threats (T)

-

-

-

-

-

-

-

-

-

-

-

-

Strategize: 

SW

–

Utilize the strengths to overcome the weakness



OS

–

Capitalize on the opportunities to eliminate the weakness



ST

–

Maximize on your strengths to eliminate the external

threats 

OT

–

Take advantage of the available opportunities to eliminate

threats

Strategies/Activities: _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ ______________________________________________________

38

Analysis: _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ ______________

My Best Business Idea: _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ ____________

What to UNDERSTAND

In order to deepen your understanding of the topics previously discussed, you will be asked to perform the following activities: Extra Readings and Video Viewing

In this particular circumstance, you will be asked to conduct an extra readings and video viewings on the following topics. A. Steps in selecting a business idea B. Criteria of a viable business idea C. Benefits of a good brand D. Ways to develop a bran After successfully performing the assigned task, make a narrative report about this and share it with your class

39

What to TRANSFER Activity 1. Making my own Logo

Direction: Generate a clear and appealing product brand with a logo and a tagline. Create this in separate sheet. Logo

Tagline:_______________________________________________________

Post - Assessment Multiple Choice Directions: Read the question carefully and choose the best answer from the options given. Write the letter of your answer in your notebook. 1. This is generated by examining what goods and services are sold outside by the community. a. Business Creation b. Business Pricing c. Business Concept d. Business Idea

40

2. A process of making a new product to be sold to the customers. a. Product Analysis b. Product Conceptualization c. Product Development d. Product Implementation 3. These are luxuries, advantages, and desires that every individual considers beyond what is necessary. a Wants b. Desires c. Requirements d. Needs 4. This is the factor presented by a seller as the reason that his product or service is different from and better than that of the competition. a. Unique Selling Plan b. Unique Selling Proposition c. Unique Pricing Policy d. Finding Value-Added 5. In this stage, the needs of the target market are identified, reviewed and evaluated. a.

Concept Development

b.

Economic Analysis

c.

Project Development

d.

Refine Specification

6. This is the introduction of new ideas to make the products and services more attractive and saleable to the target customers. a. New Idea b. Creativity c. Product Development d. Innovation

41

7. A managerial tool used to assess the environment and gather important information used for strategic planning. a. Environmental Scanning b. SWOT Analysis c. WOTS Analysis d. Survey Analysis

8. A marketing practice of creating a name, symbol or design that identifies and differentiates a product from the other similar products. a. Product Naming b. Unique Selling Proposition c. Branding d. Tagline

9. This is a meaningful and unforgettable statement that captures the essence of your brand. a. Product Naming b. Unique Selling Proposition c. Branding d. Tagline

10. These are the things that people cannot live without. a. Wants b. Desires c. Requirements d. Needs

42

Quarter 2 Module 3. OPERATING EQUIPMENT (OE) Content Standard

The

learner

Performance Standard

demonstrates

understanding

of

an The

learner

operating demonstrates

independently

basic skills in the

appropriate equipment for Food(Fish) operation of equipment needed in Processing

Food

(Fish)

Processing

including

recognition of functional and quality equipment

and

its

maintenance,

following specific procedures and instructions.

Lesson 1. How to Select and Prepare Equipment for Use Introduction: The lesson deals with how to select and prepare the different basic equipment used in Food (Fish) Processing. This includes the different types, characteristics, and functions of basic equipment, procedures in selecting, checking, preparing, determining good quality of equipment and ways of reporting defective equipment. Learning Objectives: 1. Identify and prepare basic equipment required to complete tasks, follow assignments, instructions and workplace requirements. 2. Carry

out

routine

pre

–

operational

checks

according

to

manufacturer‘s specifications and workplace procedures. 3. Identify and report faulty and damaged machine/equipment following workplace procedures. 4. Identify any training required to operate machines according to supplier and workplace requirements 43

When processing food, there are several tools, equipment and utensils which need to be properly inspected, checked, sanitized, assembled and operated based on specifications. The appropriate tools, equipment and utensils are assembled according to the food processing methods where they will be used. Before going through the lesson, try to answer this Pre-Assessment to find out what you already know and what you still need to know about tools, and equipment used in Food/Fish Processing. Answer this in your test notebook.

Pre-Assessment Multiple Choice. Directions: Read the questions carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook. 1.

What device is used to measure the strength of a brine solution? a. hydrometer b. jelly thermometer c. salinometer d. thermometer

2.

What is the function of the refractometer? a. Getting the salinity of brine and pH content of fermented foods b. Wrapping the food / fish c. Measuring the temperature of the food / fish d. Measuring the sugar content of sap and syrup

3.

Which of the following is used for sealing cans? a. Can sealer b. Hair blower c. Impulse sealer d. Vacuum packer

4.

Which of the following is used to measure small quantities of ingredients? a. Graduated Cylinder b. Measuring Cup c. Measuring Spoon d. Weighing Scale

44

5.

Which of the following is used to measuring the volume of liquids? a. Flask b. Graduated Cylinder c. Measuring Cup d. Measuring Spoon

6. Which of the following is used to process food in a hermitically sealed container at a controlled temperature and pressure setting? a. Can Sealer b. Double Boiler c. Pressure Cooker d. Steamer 7. What type of water is used in calibrating the refractometer? a. Distilled water b. Lukewarm water c. Sea water d. Water from the faucet 8.If a pressure gauge is for a pressure cooker; thermostat is for a_____? a. Can Sealer b. Double Boiler c. Meat Grinder d. Refrigerator 9.Which of the following is not a Personal Protective Equipment? a. Hairnet b. Laboratory Gown c. Mask d. Sandals

10.How many drops of sap or syrup sample are needed in testing the refractometer? a. four b. one to two c. three d. two to three 45

What to KNOW A. Types, Characteristics and Functions of Basic Equipment Used in Food (Fish Processing) The Four-Column Chart below shows the different types, characteristics, functions and illustrations of Basic Equipment used in Food (Fish) Processing. The different photos were taken at Obando School of Fisheries Food Processing Laboratory.

Type and Name

Function/

of Equipment

Uses

Characteristics

A. Equipment 1. Refrigerator

It is used for storing

Available in

foods like fruits and

different sizes

vegetables in a low temperature (4 0C)

2. Freezer

It is used for storing

Available as vertical

foods like fish and

or upright freezer

raw meat at on above freezing point ( 0 0 C and below)

3. Vacuum Pack

It is used for

Machine

vacuum packaging

Heavy Duty

where air is removed during sealing

46

Illustration

4. Gas Range

This is used heat

Comes in various

source during

sizes / capacities

cooking or for processing foods

5. Pressure

This is used to

Usually made of

Cooker

process food/fish

heavy duty metal

packed like canned

and available in

sardines in a

different capacities

hermetically sealed container at a high, controlled temperature and pressure for a certain period of time.

6. Can Sealer

This is used for

Made of heavy

sealing cans.

metal and operated manually.

7. Smoke House

This is used for

Comes in different

smoking fish and

types like cabinet,

other fishery/food

barrel or drum.

products.

8. Poly/Impulse

This is used to seal

Comes in different

sealer

packaging and other

types like cabinet,

thermoplastic

barrel or drum 47

materials

9. Electric Mixer

This is used for

Use for preparing

mixing foods

food like cakes

10. Food

It is used to

Usually has many

Processor

facilitate repetitive

functions like

tasks in the

extracting juices,

preparation of food

mixing ingredients

11. Meat

It is used for fine

Manually or

Grinder

chopping of meat,

electrically

fish

operated

This is used as a

Available in single

source of heat

or double burner

12. Gas Stove

usually used for cooking

48

B. Measuring Devices 1. Weighing

This is used to weigh

Has different

Scale

raw materials and

capacities and

other ingredients.

sensitivities

This is used to measure small quantities of ingredients. 2. Measuring

These are used to

With fractional

Spoons

measure small

measures such as

quantities of

1tbsp; ½ tbsp.; 1

ingredients.

tsp, ½ tsp, ¼ tsp and 1/8 tsp

3. Measuring

These are used for

With fractional

Cups for Dry

measuring dry

measures, like

Ingredients

ingredients.

1cup, ½ cup, ¼cup, 1/8 cup

4. Measuring

These are used for

Usually made of

Cup for Liquid

measuring liquid

transparent glass or

Ingredients

ingredients.

plastic with graduated cup fractions – 1, ¾, 2/3, 1/3, ¼, or 1/8 cup

49

5.Refractometer It is used to

Looks like a

measure the sugar

telescope where

content of sap and

measurement is

syrup.

seen by looking in the ocular lens

6. Salinometer

It is used to

Usually made of

measure the pH

glass and floats

level and degree of

when soaked in a

salinity or brine

solution

strength of a solution. 7. Kitchen/ Dial

It is used to

Comes in round

Thermometer

measure the

and rod shapes

temperature of a sugar mixture and used during pasteurization of vinegar. 10. Beaker

It is used for

Usually made of

measuring liquids or

transparent glass

solutions. 11. Graduated

It is used for

A wide-mouth cup

Cylinder

measuring the

usually made of

volume of liquids.

glass

50

C. Utensils for Cutting, Preparing and Cooking 1. Knives

For cutting or slicing Comes in various fish

or

meat

ant sizes and kinds. Ex.

other food items; for Paring knives, scaling fish

2. Slicers

For slicing fruits and Usually made of vegetables

plastics and metals in various sizes

3. Peelers

Used for removing Small and handy, thin skins of

fruits made of metal

and vegetables

4. Kitchen

For trimmings the Usually in various

Scissors

fins of fish

shapes and sizes

51

5. Scalers

Used for removing Usually with deep scales of fish

and pointed sharp edges

6. Spatula

For

levelling

of Has flat edges,

ingredients

made of plastic and metal

7. Ladle

8. Tongs

Used for scooping,

Available in wood,

mixing of foods

plastic and metal

Used to lift or handle

Has two long arms;

food and other raw

made of plastic and

materials especially

metal

when it is hot

9. Colander

Used to drain water

Available in various

from foods

sizes and forms; some with stand

10. Basin

Used for washing

Available in

purposes and as a

different sizes;

52

container for cooked

usually deep and

food

round; comes in plastic, aluminum, or enamel

11. Chopping

Used for cutting,

Available in

Board

chopping food and

different sizes;

other raw materials

usually made of wood or plastic

12. Trays

Used for serving and

Available in

holding foods

different forms and sizes; usually made of aluminum, metal or plastic

13. Strainer

Used to separate

Available in

solid from liquid

different shapes

materials or sift fine

and sizes; usually

particles of food

made of metal and plastic

14. Steamer

For steaming foods

Available in different sizes: small, medium, large

15. Sauce Pan

For cooking

Usually with a handle

53

16. Carajay

For frying or sautéing

Comes in various

big amounts of food

sizes (as in small, medium, large)

17. Frying Pan

For frying or sautéing

Usually made of

small amounts of

metal and comes in

food

various sizes

For cooking,

Available in

boiling

different sizes

19. Double

For cooking,

Comes in different

Boiler

boiling

sizes

20. Blender

For mixing

Usually made of

ingredients

glass

18. Casseroles

54

21. Hair Dryer

For plastic sealing of

Electrically

bottles and jars

operated; available in different shapes, color and sizes

22. Mixing Bowl

To hold food during

Available in glass,

preparation and

plastic, porcelain;

cooking

comes in various sizes

23.Forceps

For removing spines

Usually made of

as in deboning of fish

metal; has pointed or curved tip

55

B. Selection and Preparation of Equipment for Use in Food Processing The following are points to be considered in the selection and preparation of equipment, tools, and utensils for use in food processing: 1. Determine what methods of food processing need to be applied. Use the chart below as a guide.

SALTING

DRYING

CURING

FERMENTATION PICKLING

METHODS OF FOOD PROCESSING

CANNING

BOTTLING SMOKING

PROCESSING BY SUGAR CONCENTRATION

2. Select and prepare food based on the manufacturer‘s specification which includes the following: a. Handling requirements- how the tools, equipment is handled. Ex. Glass jars b. Operating requirements- how to use and operate the equipment c. Discharge label – when it will be disposed or how long it can be used d. Reporting- indicate information on who and place of the person or manufacturer to be contacted e. Testing- include instructions on how to use properly the tools, equipment f. Positioning- instructions on how will you load the tools, equipment. Ex. upside/down; upright; up left g. Refilling – instruction on how to fill or load a container. Ex half-filled

56

C. Pre- Operational Checks and Procedure in Using Equipment in Food Processing Equipment, standard tools and devices need to be checked and procedures for used reviewed based on the manufacturer‘s specifications. The table below is a list of standard measuring devices and equipment, and their procedures on for use.

EQUIPMENT,TOOLS/

PRE- OPERATIONAL

DEVICES

CHECK

PROCEDURE FOR USE

A.Standard Measuring Device 1. Thermometer

Check

its

accuracy

by Dip thermometer in boiling

dipping in hot foods, if the liquids.

Record

mercury rises to desired reading by

O

the

C or

O

F.

temperature.

Clean after using.

2.Salinometer

Check the accuracy by measuring 20o salinometer brine solution. Check if the salinometer records the reading correctly.

Prepare brine solution. Pour brine solution in a cylinder.Dip salinometer in brine solution. Record the reading. Clean after using.

3. Refractometer

Confirm that the prism is Put one or two drops of clean

and

scratches. solution.

free Use

Check

from the sample on the prism.

a

brine Close the daylight plate if

the gently. The sample must

boundary line is parallel to spread evenly over the the memory lines.

prism surface. Air bubbles should

be

eliminated.

View the scale through the eyepiece. To focus, turn eyepiece

in

either

direction until clear. Read

57

the measurement value where the boundary line intersects the scale. Wipe the sample off with wet tissue or wash the prism with water. After washing the prism, wipe off any remaining water with a dry soft tissue. Check the accuracy by Place 4. Weighing Scale

the

food

to

be

making sure the hand is weighted on the plate. pointed at zero when the Determine the weight by scale empty.

checking where the hand is pointed. Record the readings

in

grams

or

kilograms. 5.Graduated cylinders

Check for any cracks, leaks Pour liquid ingredients into

and Beaker

or breakage

the cylinder or beaker. Bring to eye level. Get the reading

at

meniscus.

the

lower

Record

the

reading. Clean after using. 6. Measuring cups for

Check for any cracks, leaks Gently spoon the

dry ingredients

or breakage

ingredients into the cup, piling high or filling the cup to over flowing, then level the ingredients with a metal spatula or straightedge knife.

7. Measuring Cup for

Check for any cracks, leaks Pour

Liquid Ingredients

or breakage

liquid

until

the

desired level of measuring cup. Have the measuring lines at 58

eye level to be

sure

of

exact

measurement.

B. Equipment 1. Refrigerator/Freezer A. What to Check Check if there are any defective/repairable parts; Electrical insulations plugs, outlets must be in working order B. How to use Refrigerator/Freezer 1. Place only clean food and containers in the refrigerator/ freezer. 2. Wipe containers before refrigerating them. 3. Keep the refrigerator door closed. 4. Keep fatty substances and hands off the rubber seal or gasket of the refrigerator door. A gasket, if kept in good condition, seals the cold air in the refrigerator. 5. Wash and clean the inside of the refrigerator once a week with a warm water – baking soda mixture to which a little baking soda has been added. This is prepared by mixing one teaspoon of baking soda with one liter of water. The exterior should be washed with soap and water and then rinsed and dried.

Avoid the use of abrasive cleaning

materials. 6. Remove ice cubes by letting cold water run over them in the ice – cube tray. Shake or twist the ice cubes loose. Removing them with an ice pick might puncture the tray. 7. Defrost the refrigerator as follows: a. Turn off the freezing unit b. Refill the ice cube pan with warm water not hot water, and place it on the bottom shelf of the freezing unit c. Keep the drip tray in place to catch the melting ice d. Wash and refill the ice cube tray e. Wash the refrigerator and the drip pan. Never try to speed up defrosting by prying off ice. f. When done, turn the refrigerator/freezer on. 59

2. Pressure Cooker A. What to Check Check for any damage, breakage or leaks; check the knobs if in place; the pressure gauge if still functioning; the exhaust valve if still intact.

B. How to use a Pressure Cooker 1.

Pour enough water in the pressure cooker to reach 1 ½ inches.

2.

Place a rack with a stand in the bottom of the cooker. A rack can

be old bottles or milk cans of the same height and filled with water. 3.

Place the packed glass jars on the rack in the cooker.

4.

Put on the cover of the cooker. Be sure the cover arrow aligns with

―line mark‖ on the rim of the body of the cooker. 5.

Tighten the two opposite knobs at the same time evenly. Never

tighten one wing nut or knob at a time. 6.

Turn on the stove. The water in the cooker will begin to boil at

212°F or 100 °C forming steam. The steam drives out the air through the vent pipe/petcock and heat begins to penetrate the glass jars. 7.

Release the air in the cooker for 8 to 10 minutes so that air cannot

interfere with the passage of heat. 8.

Close the vent pipe by putting the pressure regulator weight. The

hole of the pressure regulator weight should correspond to the desired pressure directly over the vent pipe. For instance, if the desired pressure is 10 pounds so the pressure regulator weight hole of 10 must be inserted over the vent pipe. 9.

When the vent pipe is closed, the steam can no longer escape so

the pressure rises to the desired level. The pressure regulator weight jiggles or rocks when the pressure is reached.

When this happens,

regulate the fire. 10.

If desired pressure is reached, start counting the processing time. If

processing time is 90 minutes, maintain the pressure and temperature for 90 minutes. At the end of the processing time, turn off the stove. Wait until the gauge registers to zero (0) pressure and remove the pressure 60

regulator weight. 11.

Loosen two opposite knobs at the same time. When both knobs are

loosened, open the cover of the cooker at an angle, lifting cover away from the face. 12.

Remove the glass jars from the cooker and seal them. Invert the

glass jars to see if bubbles continue to flow. A continuous bubble is a sign of good sealing. 13.

Cool the glass jars as well as the cooker, at room temperature

3. Can Sealer A. What to Check Check if there are wear and tear on the can sealer parts; what parts need lubricants or oil; all parts are still present; position of seaming roll and size of chuck if adjusted to the size of cans to be sealed.

B. How to Operate a Can Sealer? 1.

Fasten sealer firmly to a table or armchair using the clamp.

2.

Attach crank to worm shaft and tighten set screw.

3.

Change the chuck, height washers, and levers to the size of the

can to be sealed. 4.

Lower base plate by turning can lifter handle as far as possible to

the left. 5.

Place cover on can and set can on base plate.

6.

Place the first operation roll and rivet in the first adjusting lever.

7.

Raise can until it is clamped firmly between base plate and chuck.

8.

Turn crank clockwise (eleven turns) until the first operation roll is

through half sealing.

After half – sealing, the cans are placed in the

pressure cooker for 15 minutes of exhausting to form vacuum. 9.

After exhausting the cans, remove first operation roll and put the

second operation roll and rivet in the adjusting lever. 10.

Turn crank clockwise (ten turns) until the second operation roll

returns to its normal position away from the chuck. 11.

Release sealed cans by turning can lifter handle as far as possible 61

to the left. The machine is now ready to receive another can for sealing.

C. How to Adjust Can Sealer to the Size of the Cans 1.

Pull down on chuck, which will slip out of place. While sealer is

new it is sometimes necessary to force the chuck by placing a screwdriver against the chuck shaft, which is inside the chuck holder bushing. 2.

Remove base plate, base plate shaft, and height washers. Put

washers, marked with the size of can to be sealed on top of the compression spring. 3.

Lift the rivet from the adjusting lever. Move the adjusting lever until

the rivet is inserted into the hole marked with the size of can to be sealed. The rivet should be changed on both first and second operation side of sealer.

D. List of Possible Defects of Equipment, Tools/Devices Used in Food Processing The condition of Food Processing equipment, tools/devices should always be checked, identified and reported, in order to have accurate and safe operation/manipulation of it. Below is a list of possible defects that are commonly observed and encountered for most frequently - used equipment, tools/devices and utensils.

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TYPES OF

DAMAGES/DEFECTS OBSERVED

EQUIPMENT,TOOLS/DEVICES A. Equipment 1.Refrigerator/Freezer

1. Entangled Plug; Corroded Parts; leak/damage of motor/compressor; loss of refrigerants

2. Gas Range/Stove

2. Leak on hose; corroded parts; loose attachment of burners; corroded plates; shelter

of

pests

like

rats

and

cockroaches 3. Pressure Cooker

3. Broken body, cracks; on leaks; broken handle;

loose

malfunctioning

of

thread

knobs;

pressure

gauge;

broken petcock; loose exhaust valve 4. Can Sealer

4. Corroded parts; lost gears/rivet; lack of oil/lubricants; loose thread seaming rolls, gears, chuck, crank, baseplate; broken handle

5. Grinder

5. Corroded parts; entangled plug

6. Food Processor

6. Broken parts; cracks; broken plug

7. Vacuum Pack Machine

7. Broken parts; broken plug; lack of lubricants; malfunctioning

corroded of

thermo

parts; controller;

loose thread of switch and gears 6. Impulse Sealer

Malfunctioning

of

heat

controller;

corroded parts; entangled cord B. Measuring Devices 1. Refractometer

1. Broken parts; blurred eyepiece or lenses; corroded parts

2. Thermometer

2. Cracked; broken; inaccurate readings of temperature

63

3. Salinometer

3. Cracked; broken; inaccurate readings of degree salinity

4. Weighing Scale

4. Loose thread of parts; broken plate; inaccurate reading of weights;

5. Measuring Cups

5.

Cracked; broken; corroded;

with

stains 6. Measuring Spoon

6.

Cracked; broken; corroded; with

stains 7. Graduated Cylinders

7. Broken; cracked

8. Beaker

8. Broken; cracked

3. Utensils for cutting,

These frequently used utensils are

preparing, cooking such as

usually found to be cracked; corroded;

trays, knives, bowls, colanders,

broken; with stains; with leaks. This

peelers, basin, strainer, cutting boards, pail, casseroles,

depends on the type of materials it was made.

steamer, and others

E. Procedures and Practices in a Work Place Safety in a working area requires frequent and continuous cleaning as well as a clean-up at the end of each day. The purpose of this is to keep waste from accumulating during the operating day. It involves careful organization, training work scheduling and the best available equipment, method and materials. Cleaning and Sanitation Practices describing how the processing area and equipment is cleaned must be documented. The process must consider what is to be cleaned, how it is to be cleaned, when it is to be cleaned and who is responsible for the cleaning and the evaluation of the cleaning. This will include the following details:  List all the areas and equipment to be cleaned  Set up cleaning schedule (the frequency for cleaning and sanitizing different areas of the premises)  Provide a full description of the cleaning procedures. Take note of the following: 64

1. Procedure in Cleaning Equipment and Instruments: a. Wash all the equipment or instruments with soap. b. Rinse with clean water. c. Sanitize by dipping into approved sanitizer solution. d. Remove from the solution. e. Allow to air dry 2. Procedure in Sanitizing: a. Prepare all the materials needed. b. Measure a certain volume of chlorine and water. c. Mix and dip the equipment / instruments into the mixture. d. Remove from the sanitizer solution. e. Dry thoroughly.

F. Personal Protective Equipment in Food/Fish Processing To assure a quality product in Food Processing, one should observe the proper attire during the process. These are the items a processor must wear:

GLOVES LABORATORY GOWN PERSONAL PROTECTIVE EQUIPMENT IN FOOD/FISH PROCESSING

RUBBER SHOES

HAIR NET MASK

65

WHAT TO PROCESS Activity I: Make a visit to the School‘s Food Processing Assessment Center. List down the different equipment that you have seen and classify them based on its used. Activity 2. Based on the list you have made, identify the different equipment used in Food Processing through the Web Puzzle below:

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WHAT TO UNDERSTAND Activity : Checklist: Put a (√) mark before the items given below that you think you are familiar with. Use a separate sheet for your answer. Can you….. _______1. Classify the different equipment based on its uses? _______2. Check and prepare the different equipment, tools, and utensils for each method of processing food? _______3. Identify and report damaged/defective equipment? _______4. Apply safe workplace practices? _______5. Prepare a complete processor‘s outfit?

WHAT TO TRANSFER Activity 1. Based on the chart below, identify the tools and equipment needed in Food/Fish Processing. Explain each in terms of their use.

MEASURING

CUTTING IMPLEMENTS

DEVICES

EQUIPMENT USED IN COOKING UTENSILS

FOOD/FISH PROCESSIN

UTENSILS FOR PREPARING

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COOKING EQUIPMENT

Activity 2. Demonstrate how to use the following standard measuring devices: a. Salinometer b. Refractometer c. Kitchen Thermometer d. Weighing Scale Note: Upon completion of the activities, you will be graded using the following RUBRICS: 1.How to Use a Salinometer STEPS

EXCELLENT SATISFACTORY (3)

(2)

NEEDS IMPROVEMENT (1)

1. Dipped salinometer in a brine solution 2. Recorded the readings 3. Cleaned with tap water. 4.Wiped with dry, soft cloth or tissue 4. Observed sanitary procedures while doing the activity. TOTAL SCORE

2.How to Use a Refactometer STEPS

EXCELLENT SATISFACTORY (3)

(2)

NEEDS IMPROVEMENT (1)

1. Placed two drops of the sample on the prism. 2. Closed the daylight plate gently 3. Viewed the scale 68

through the eyepiece. 4. Focused the refactometer until clear. 5.Read the measurement value where the boundary line intersects the scale. 6.Wiped the sample off with a wet tissue 7.Wiped remaining water with dry, soft tissue. TOTAL SCORE

3.How to Use a Kitchen Thermometer STEPS

EXCELLENT

SATISFACTORY

NEEDS

(3)

(2)

IMPROVEMENT (1)

1. Dip in boiling liquid. 2. Recorded the reading by OC or OF. 3. Cleaned after using it. 4. Observed sanitary procedures while doing the activity. TOTAL SCORE

4.How to Use a Weighing Scale STEPS

EXCELLENT

SATISFACTORY

NEEDS

(3)

(2)

IMPROVEMENT (1)

1. Checked the calibration. 2. Placed the food to be weighted on the plate. 69

3. Determined the weight by checking where the hand is pointed. 4. Recorded the readings in grams or kilograms. 5.Cleaned the plates of the weighing scale. TOTAL SCORE

Post - Assessment Multiple Choice. Directions: Read the questions carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook.

1.

What device is used to measure the strength of a brine solution? a. hydrometer b. jelly thermometer c. salinometer d. thermometer

2.

What is the function of the refractometer? a. Getting the salinity of brine and pH content of fermented foods b. Wrapping the food / fish c. Measuring the temperature of the food / fish d. Measuring the sugar content of sap and syrup

3.

Which of the following is used for sealing cans? a. Can sealer b. Hair blower c. Impulse sealer d. Vacuum packer

70

4.

Which of the following is used to measure small quantities of ingredients? a. Graduated Cylinder b. Measuring Cup c. Measuring Spoon d. Weighing Scale

5.

Which of the following is used in measuring the volume of liquids? a. Flask b. Graduated Cylinder c. Measuring Cup d. Measuring Spoon

6.

Which of the following is used to process food in a hermitically sealed container at a controlled temperature and pressure setting? a. Can Sealer b. Double Boiler c. Pressure Cooker d. Steamer

7.

What type of water is used in calibrating the refractometer? a. Distilled water b. Lukewarm water c. Sea water d. Water from the faucet

8.

If a pressure gauge is for a pressure cooker; a thermostat is for a_____? a. Can Sealer b. Double Boiler c. Meat Grinder d. Refrigerator

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9.

Which of the following is not a Personal Protective Equipment? a. Hairnet b. Laboratory Gown c. Mask d. Sandals

10.

How many drops of sap or syrup sample are needed in testing the refractometer? a. four b. one to two c. three d. two to three

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What to KNOW Lesson 2. How to Operate Equipment Introduction The lesson deals selecting and maintaining the use of Personal Protective Equipment; following manufacturers‘ specifications; dismantling and assembling the equipment or machine parts; operating machines in accordance with Occupational Health and Safety (OHS) requirements. It also includes the identification and reporting of out-of specification product, and process and equipment performance.

Learning Objectives:

After completing the lesson, you should be able to:

1. Select, maintain and use suitable Personal Protective Equipment in accordance

to

Occupational

Health

and

Safety

requirements

and

manufacturers‘ specifications. 2. Operate machine/equipment in a safe and controlled manner, in accordance with Occupational Health and Safety requirements and manufacturer‘s specification. 3. Identify and report out-of-specification products, process and equipment performance according to workplace procedure.

The operation of equipment is one of the critical points in processing food/fishery products. Knowledge and skills on using/operating one‘s equipment leads to the success of the process.

73

Let‘s find out how much you already know about operating foodprocessing equipment. Answer the Pre- Assessment below to find out what you still need to know.

Pre- Assessment: Multiple Choice. Directions: Read the questions carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook. 1. It is important to interpret correctly the manufacturer‘s specifications of equipment before operating them in order ______. a. to know where to return them b. to be familiar with their parts and their function c. to avoid accidents due to faulty operation of equipment d. to be able to determine the correct operation of the equipment

2. In choosing food processing equipment, why is it better to choose those with parts easy to assemble and disassemble? a. for easy storage b. because they are cheaper c. easier dismantling in case the equipment breaks down d. for easier assembling after dismantling

74

3. Why should you check equipment that is electrically operated before using them? a. to prevent accidents b. to practice using the equipment c. to avoid errors during operation d. to make sure plugs, outlets and electrical insulation are not defective

4. Your teacher instructed you to use a blender in preparing mango jam. It is your first time to use such equipment. Which of the following will you do? a. practice using the blender b. you will not do anything c. ask your classmate to demonstrate it to you d. read the manual containing the manufacturer‘s specifications

5. Your can sealer is not sealing properly. Which of the following will you do? a. do not use it any more b. request for a new sealer c. undertake simple troubleshooting d. borrow a can sealer from another class

6. Why should food contact surfaces of machine or equipment be regularly lubricated? a. for easy operation b. to prevent corrosion c. to prevent cracks d. to prevent wear and tear

75

7. You find difficulty in turning the knobs of the pressure cooker you are using, which of the following will you do? a. change the knobs b. remove the knobs c. don‘t do anything d. apply lubricants like grease or oil to the screws

8. Your teacher instructed you to check and inspect all the food processing equipment in your laboratory room. Which of the following will you do after the inspection? a. make an oral report b. store the food processing equipment c. make a checklist of the tools and equipment inspected d. prepare a written report following the standard format

9. Why should you operate or use equipment in according to the manufacturer‘s specifications? a. to correctly operate them b. to determine cost of equipment c. to be familiar with the necessary safety precautions d. to be familiar with their parts and functions

10. Which of the following equipment/ materials are porous to bacteria, absorb moisture and impart odor and color to the food? a. metal b. plastic c. stainless steel d. wood

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A. PERSONAL PROTECTIVE EQUIPMENT IN FOOD/FISH PROCESSING All Food/Fish Processors are obliged to wear Personal Protective Equipment at all times during laboratory activity/ working period. The following items compose the required laboratory outfit: 1.Hair Covering/hairnet – prevents hair from falling into the food product. 2.Facial Mask – serves as a barrier to airborne contamination of food during sneezing, coughing and talking. 3.Apron – reduces the risk of contamination and helps maintain cleanliness. 4.Glove – reduces the risk of contamination from hands 5.Footwear – helps avoid slippage and reduces the risk of contamination. LABORATORY GOWN GLOVES

PERSONAL PROTECTIVE EQUIPMENT RUBBER SHOES HAIR NET

MASK

(Photo taken at OSF Food Processing Laboratory)

77

B. PRACTICING OCCUPATIONAL HEALTH AND SAFETY DURING OPERATION OF EQUIPMENT One of the critical aspects of Competency in Food/Fish Processing is to apply Occupational Health and Safety Practices during the operation of equipment. The sense chart below shows these different practices: SAFETY PRACTICES IN THE OPERATION OF EQUIPMENT

Installation

of Food-contact

surfaces Lubricants used in can

equipment should be of equipment should be sealers in

areas

and

vacuum

where constructed of suitable packer must be of good

cleaning and servicing materials, will be safe and easy

cracks,

free

of quality; bearing or gears

crevices,

rust which are not directly in

and drips of paint

contact with food during processing

may use

the prescribed lubricant and oil Equipment

It should be made of

should be designed to materials that can be allow

adequate easily cleaned

cleaning Equipment should

be

It should be designed to well- achieve

selected and efficiently food placed

to

transporting

minimize should

the

required

temperature be

monitored

easily and

controlled All tools and devices Properly place levers , 78

that require calibration hand must

routinely

wheels

so

be operator can manipulate

calibrated and a record them

with

the

least

of all calibrations must change of position be maintained Identify and keep

To

protect

against

records of all

electrical hazards, do

equipment with

not immerse lid or any

regards to their

part of the machine cord

serviceability; if

or plug in water

repairable and defective Read the

Do

not

touch

hot

manufacturers’

surfaces. Allow to cool

specifications

before putting on or

carefully for accurate

taking off parts

and safe manipulation/operation of equipment or machine The Food and Drug Administration (FDA) and construction standards from Nation Sanitation Foundation (NSF) International and Underwriters Laboratories Inc. require food equipment and utensils to be: 1. Smooth 2. Seamless 3. Easily cleaned 4. Easy to take apart, disassemble 5. Easy to put together or reassemble 6. Equipped with rounded corners and edges

79

C. FOLLOWING MANUFACTURER’S SPECIFICATIONS Food processing equipment when sold are provided with a manual containing the manufacturer‘s specifications and a necessary reminder to the processor in the form of a sticker or warning label is attached to the equipment itself. This is an assurance that the equipment/machine or tool is in excellent condition for it has passed quality control standards in its construction. The specification usually gives a detailed description of the equipment - dimensions, materials, and other relevant information regarding the equipment or machine.

The dimension is the size of an object in terms of length, width, or height of the equipment/machine or tool.

The capacity specifies the amount which a device can hold or contain as in boilers, cookers, or steamers or a weighing scale. . The manufacturer‘s specifications are usually contained in the manual which accompanies the equipment. The food processor must thoroughly read and understand all the information contained in the manual, especially if the equipment is to be operated electrically.

Aside from knowing the correct

operation of the equipment, it is also important to know the following:

1. Basic safety precautions when using the equipment 2. Warning labels which specify how to properly operate the equipment 3. Instructions on the proper care of the equipment/machine 4. Instructions on the correct operation of the equipment

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The manufacturer‘s specifications must be understood by the food processor so that the food processing equipment can be operated properly. Below are some photos of manufacturer‘s specifications, which must be

properly

interpreted

resulting

to

an

accurate

and

safe

operation/manipulation of an equipment/machine: Different Manufacturer’s Specifications

These are WARNING LABELS which specify how to handle and position the equipment. The characteristics of the tools or equipment are also specified

81

Different Manufacturer’s Specifications

Specification showing the capacity of the weighing scale (Photo taken at OSF Food Processing Laboratory)

82

Different Manufacturer’s Specifications

Sample Photo of Instructional Manual

Sample Photo of Basic Safety

for Refractometer

Precautions when using the refractometer

83

Different Manufacturer’s Specifications

Sample Photo of Instructions on

Sample Photo of Operating

How to use a Refractometer

Requirements of Tools/Equipment

84

Different Manufacturer’s Specifications

Sample Photo of Specifications For Use of A Refractometer

Sample Photo of Instructions for the Repair and Warranty and the specification, name of the brand, and manufacturer

85

D. Operating Specific Equipment or Machines The following are examples of equipment used in Food/Fish Processing and instructions how to operate them (Photo taken at OSF Food Processing Laboratory, actual demonstration) A. How to Operate A Can Sealer

2. Attach the crank or the handle and tighten set screw

1. Fasten Can Sealer firmly to a table or chair using a clamp, a screw or nails

3. Change the chuck, height washers, and levers to the size of can to be sealed

9. Release sealed cans by turning can lifter handle as far as possible to the left

8. Turn crank clockwise (ten turns) until the second operation roll returns to its normal position away from the chuck

4. Lower base plate by turning can lifter handle to the left

7. Turn crank clockwise (eleven turns) until the first operation roll is through half sealing

5. Place cover on can and set can on base plate

6. Raise can until it is clamped firmly between baseplate and chuck 86

B. How to Operate Pressure Cooker 1. Pour 2 1/2 cups of water, place the rack then place the packed jars in the cooker

2. Place the cover of cooker. The arrow on the cover should be aligned with the line mark at the body

3. Tighten two opposite knobs evenly at the same time

4. Turn on the stove and place the cooker on the burner. Place petcock in horizontal position. Wait until a steam comes out from the petcock for a total of 7-10 minutes then close the petcock.

5. Wait until the pressure gauge registers the desired pressure

6. If desired pressure is reached, count the processing time. Maintain the pressure until the end of the prescribed processing time

7. Turn off the stove. Wait until the pressure gauge registers zero (0) pressure

8. Loosen two opposite knobs at the same time. Open the cover in slanting position away from the face

9. Remove the glass jars one at a time from the cooker and close the jars. Cool the jars and cooker at room temperature

87

ILLUSTRATION ON THE HOW TO OPERATE A PRESSURE COOKER (Photos taken at OSF Food Processing Laboratory)

1

2

8

9 3

7

4 6

5 88

WHAT TO PROCESS? Activity 1. Have a compilation of Instructional Manuals of at least 10 different equipment, tools, devices used in Food Processing. Make a table showing the capacity, dimension, and precautions on use. Use separate sheets. Name of Equipment,

Capacity

Dimension

Precaution

Uses

Tool, Device 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

WHAT TO UNDERSTAND Activity 1. You will be made to operate Vacuum Machine or any electrical equipment present in your Food Processing Laboratory. Answer these questions on their notebook after the exercise.  Why is it necessary to follow manufacturer‘s specifications in operating Food Processing Equipment?  Why do you think it is necessary to check on the performance of the equipment?

89

 Do you think it is important to correctly operate food processing equipment?  Why is there a need to master the correct procedure in operating a food processing equipment

WHAT TO TRANSFER Activity 1. Demonstrate how to operate a can sealer and a pressure cooker. Note: Upon completion of the activities, you will be graded using the following RUBRIC: A. Operating A Can Sealer STEPS

EXCELLENT

SATISFACTORY

NEEDS

(3)

(2)

IMPROVEMENT (1)

1. Fastened can sealer firmly to a table or chair. 2.Attached the crank or handle and tightened set screw 3.Changed the chuck, height washers and levers to the size of can to be sealed 4.Lowered baseplate 5.Placed cover on can and set can on base plate

90

6.Raised can until it is clamped firmly between baseplate and chuck. 7.Turned crank clockwise until first operation roll is through half sealing 8.Turned cranked clockwise until the second operation roll returned to its normal position 9.Released sealed cans TOTAL SCORE

A. Operating a Pressure Cooker

STEPS

EXCELLENT

SATISFACTORY

NEEDS

(3)

(2)

IMPROVEMENT (1)

1.Poured 21/2 cups of water, place the rack then place the packed jars in the cooker 2. Placed the cover of cooker. The arrow on the cover should be aligned with the line mark at the body

91

3. Tightened two opposite knobs evenly at the same time 4. Turned on the stove and place the cooker on the burner. Placed petcock in horizontal position. Waited until a steam comes out from the petcock for a total of 7-10 minutes then close the petcock. 5. Waited until the pressure gauge register the desired pressure 6. If desired pressure is reached, counted the processing time. Maintained the pressure until the end of the prescribed processing time 7. Turned off the stove. Waited until the pressure gauge registers zero (0) pressure 8. Loosened two opposite knobs at the same time. Opened the cover in slanting position away from the face

92

9. Removed the glass jars one at a time from the cooker and close the cooker or jars. Cooled the jars and cooker at room temperature TOTAL SCORE

Post- Assessment: Multiple Choice. Directions: Read the questions carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook. 1. It is important to interpret correctly the manufacturer‘s specifications of equipment before operating them in order ______. a. to know where to return them b. to be familiar with their parts and their function c. to avoid accidents due to faulty operation of equipment d. to be able to determine the correct operation of the equipment

2. In choosing food processing equipment, why is it better to choose those with parts easy to assemble and disassemble? a. for easy storage b. because they are cheaper c. easier dismantling in case the equipment breaks down d. for easier assembling after dismantling

93

3. Why should you check equipment that is electrically operated before using them? a. to prevent accidents b. to practice using the equipment c. to avoid errors during operation d. to make sure plugs, outlets and electrical insulation are not defective 4. Your teacher instructed you to use a blender in preparing mango jam. It is your first time to use such equipment. Which of the following will you do? a. practice using the blender b. you will not do anything c. ask your classmate to demonstrate it to you d. read the manual containing the manufacturer‘s specifications 5. Your can sealer is not sealing properly. Which of the following will you do? a. do not use it any more b. request for a new sealer c. undertake simple troubleshooting d. borrow a can sealer from another class 6. Why should food contact surfaces of machine or equipment be regularly lubricated? a. for easy operation b. to prevent corrosion c. to prevent cracks d. to prevent wear and tear

7. You find difficulty in turning the knobs of the pressure cooker you are using, which of the following will you do? a. change the knobs b. remove the knobs c. don‘t do anything d. apply lubricants like grease or oil to the screws 94

8. Your teacher instructed you to check and inspect all the food processing equipment in your laboratory room. Which of the following will you do after the inspection? a. make an oral report b. store the food processing equipment c. make a checklist of the tools and equipment inspected d. prepare a written report following the standard format

9. Why should you operate or use equipment in according to the manufacturer‘s specifications? a. to correctly operate them b. to determine cost of equipment c. to be familiar with the necessary safety precautions d. to be familiar with their parts and functions

10. Which of the following equipment/ materials are porous to bacteria, absorb moisture and impart odor and color to the food? a. metal b. plastic c. stainless steel d. wood

95

What to Know Lesson 3. MAINTAINING EQUIPMENT AND RESOURCES Introduction: This lesson deals with the inspection and maintenance the of equipment and machines; cleaning and sanitation procedures for equipment and the work area in accordance with workplace requirement and manufacturer‘s specifications. It also includes waste management and maintaining records and reports of faulty/damaged machine/ equipment for repair or replacement.

Learning Objectives After completing the lesson, you should be able to: 1. Shut down equipment/machines according to workplace procedure and manufacturer‘s specifications. 2. Clean and maintain the work area, tools and machines in accordance with workplace requirements and manufacturer‘s specifications 3. Report faulty or damaged machine/equipment 4. Manage waste disposal 5. Maintain complete and accurate records in accordance with industry, legislative and workplace requirements.

Pre- Assessment: Multiple Choice. Directions: Read the questions carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook. 1. Which of these is not a reason to inspect and check equipment/ machine before, during and after using them? a. to determine defective machine parts b. to make sure they are in good condition c. to avoid errors and accidents during operation 96

d. to serve as guide in storing the equipment/machine

2. Your teacher assigned you to check machine parts which easily corrode or wear out due to rubbing surfaces. Which of these will you do as preventive maintenance? a. replace the parts b. wash and wipe dry c. apply lubricant, oil or grease d. remove the rust with sand paper 3. Which of the following implies that equipment is in its shut down period? a. the light blinks b. control is in Off position. c. the plate or another part is hot d. there is noise from the machine 4. Where can you locate the emergency stop function of Food Processors? a. lid b. handle c. thermostat d. the On and Off button 5. Which of the following is not a regular maintenance procedure? a. checking defects of machines b. checking all parts are present c. shutting down and turning on of equipment d. checking the switch, plugs and electrical cords 6. How do you clean a refrigerator or freezer? a. switch off b. defrost regularly c. check its conditions d. check the parts if all are present

97

7. Why do we clean and sanitize equipment? a. to replace the equipment b. to check the missing parts c. to see if they are in good condition d. to remove dirt and food material that harbor microorganism

8. Which of the following is not a characteristic of detergents? a. power to emulsify b. effective germicide c. good wetting capacity d. quick and complete solubility

9. Which of the following is a not a property of disinfectants/sanitizers? a. deodorizer b. power to emulsify c. low level of toxicity d. stable in concentrated form

10. SOP is for standard operating procedure in cleaning and sanitation; LOTO is for a. repairing a machine b. applying a warning tag c. identify hazardous areas d. operation and maintenance of a machine

98

A. Shutting Down Equipment/Machine An equipment shutdown involves ensuring controls are in the OFF position and verifying that all moving parts, the sealing plates in a vacuum pack machine for example, have come to a complete stop. Food processing equipment/tools which are electrically operated like Food Processors, Electronic Weighing Scale, Electric Meat Grinder, Electric Mixers have a Manual of Instructions for proper shutdown.

B. Locate Emergency Stop Functions on Equipment Every Manual of Instructions provided with the equipment /machine , it features notes on the location of emergency stop function of the equipment.

Equipment/ Machine/

Emergency Stop Functions

Device 1. Convection Oven

It has an automatic safety shut-off handle which automatically shuts off when the handle on the lid is raised to an upright position.

2. Food Processor/

It has an OFF and ON button that can be pressed to

Blender

operate the equipment

3. Refrigerator/Freezer The temperature controller also serves to turn in on and off 4. Vacuum Pack

It has an OFF and ON button that can be pressed to

Machine

operate the equipment

5. Gas Range/

It has a control panel for switching the device ON and

Electric Stove

OFF

99

C. Routine Maintenance Procedures Regular maintenance activities should be in conformity with the manufacturer‘s specification.

Below is

the

usual

maintenance

procedure

done

with

equipment/machines:  Tighten all electrical connections. Check the switch, plugs and cords of electrically-powered equipment  Check the parts of

machines /equipment to determine if there are

defects, wear and tear, cracks, leaks, rust or corrosion  Check if all parts are still present. Missing parts will cause the equipment or machine to malfunction  Clean, sanitize and store

equipment according to manufacturer‘s

specifications  Check the condition of equipment if they are serviceable, repairable or defective  Apply lubricants/oil to parts that undergo corrosion and experience friction

D. Cleaning and Sanitation Procedures for Work Areas and Equipment Ways of cleaning up equipment/machines/utensils: Equipment/

HOW TO CLEAN

Machine/ Devices 1. Pressure Cooker

Wash thoroughly with soap and hot ,clean water then drain completely before and after use. Clean the petcock by carefully inserting a thin piece of wire and run it gently in and out to be sure it is cleared and unobstructed. Rinse with hot 100

water. Wipe off the metal to metal seal with a clean towel to remove any build- up or hardened lubricant 2. Food Processor/

Clean with sponge or plastic scrubber. Rinse , wipe

Blender

and dry

3. Refrigerator/

Defrost regularly. Clean detachable parts and wash in warm

Freezer

water and baking soda solution (use 1 tablespoon of soda per liter of water). Follow the same procedure for cleaning the door gaskets, wire baskets, and plastic parts. Wipe spilled food immediately. Wash inside shelves and trays at least twice a week. Rinse and dry thoroughly.

4. Vacuum Pack

Remove all sediment and wipe grease from top and plate of

Machine

the sealer. Wipe with a damp cloth then a dry cloth

5. Gas Range/

Remove all burnt sediment and wipe grease from top of

Electric Stove

stove after use; scrape grease from cracks, openings and hinges; when cool, wash top of stove; scrub burners with warm water and scouring pads; clean the holes with a hair pin or wire. Rinse with clean, hot water and dry the rack. Turn the burners upside down.

6. Refractometer

After each measurement, wipe the sample off the prism, daylight plate and around the prism area with soft , dry moist tissue.

7. Cooking utensils

Drain off fat, juice, sauces and strain out sediment; fill with water and detergent; rinse, and dip in sanitizing solution then dry; wipe with damp cloth

8. Cutting tools

Clean immediately after using; wash with detergent; rinse, dip in sanitizing solution; wipe with damp cloth

101

Surfaces and Cleaning Summary Surface composition influences the effectiveness of different cleaning and sanitizing chemicals/agents. Surface

How to Clean

Composition 1. Stainless Steel

Use non-abrasive acidic and alkaline cleaners; do not use hydrochloric acid or chlorides; corrosive properties vary with grade

2. Plastic

More corrosion resistant than stainless steel; resistant to chlorine; may crack or cloud from prolonged exposure to strong acidic or alkaline cleaner

3. Nylon

Do not use acidic cleaners

4. Rubber

Deteriorates with constant use of chlorine; use alkaline cleaners

5. Brass, copper,

All less corrosion- resistant than stainless steel; acidic

mild steel

cleaners encourage steel rusting; use moderately alkaline cleaners with corrosion inhibitors

6. Aluminum

Readily attacked by acidic and highly alkaline cleaners, use only soft, metal - safe and moderately alkaline cleaners

7. Wood

Should not be used in food application; where used, clean with detergents containing surfactants

8. Iron Drains

Acidic cleaners are corrosive; use moderately alkaline cleaners

9. Painted surfaces Use moderately alkaline cleaners 10. Concrete

Use alkaline cleaners

102

E. Lockout and Tag- out Procedures 1. What is Lockout Tag - Out (LOTO)? Lock out is the placement of a lock or tag on an energy – isolating device indicating it is not to be operated until removal of the lock or tag in accordance with the established procedure. It physically locks the system in safe mode. Tag- out is a labelling process that involves attaching or using an indicator that includes the following indicator:  Why the lockout / tag -out is required  Time of application of the lock/tag  The name of the person who attached the tag and locked the system 2. Purpose of Lock Out /Tag Out  Protect contact with a hazard while performing a task that requires the removal, by – passing, de activation of safeguarding devices  Prevent the unintended release of hazardous energy  Prevent the unintended start-up or motion of machinery, equipment, processes 3. Basic Steps of Locking and Tagging out Food Processing Equipment  Prepare for shut down of the equipment/machine  Notify all affected persons. Inform what is going to be locked/tagged out; why it is going to be locked/tagged out; for approximately how long the equipment/machine will be unavailable; the person responsible for the lock out/ tag out; who to contact for more information  Equipment/machine should be shutdown in normal manner; ensuring controls are in the OFF position.  Isolate equipment/machine

from

Hazardous Energy through written

instructions ex. Electrical Energy Lockout – switch electrical disconnects to the Off position  Most electrical equipment have capacitors. Residual or stored energy must be discharged during lockout process.

103

 During lock out/ tag out , there should be one key for each lock which can be removed by those who installed them  Verify that the system is properly locked before beginning any work  Perform maintenance activity  Remove Lock Out/ Tag Out To remove locks and tags from a system that is now ready to be put back into service, the following general procedure can be used:  Inspect the work area to ensure all tools and items have been removed from the hazardous area.  Confirm that all persons are safely located away from the hazardous area  Verify that controls are in neutral position  Remove devices and re-energize the machine  Notify affected persons that servicing is completed

F. Safe Workplace Procedures Good Manufacturing Requirements/Regulations should be adhered to in order to have an ideal workplace for Food Processing. The following should be observed: 1. Personnel Hygiene – the major concern here is being healthy. This includes the health status of the person – free from any disease, illness, and injury. Processors should maintain a high degree of personal cleanliness; must wear suitable protective clothing, hairnet, gloves, facial mask, and rubber shoes; 2.

Food processing plants/establishments should preferably be located in

areas which are free from objectionable odors, smoke, dust or other contaminants and are not subject to flooding. a. Maintain the cleanliness of the grounds around the food plant b. Maintain sanitary plant construction and design with regards to the following:  Floors, ceiling, walls, ventilation  Plant lighting 104

 Water supply  Drainage .  Waste management  Toilet  Washing facilities  Installation of equipment

G. Emergency Procedures 1. An emergency procedures is a plan of action to be used in the event of an emergency, for instance, a fire. Common emergency procedures:  Leave the building immediately by the nearest exit.  Dial emergency services. (The number is dependent upon location)  Observe recovery position to be used when a person is unconscious.  Apply First Aid. This is the provision of initial care for an illness or injury. It is usually performed by a lay person to a sick or injured patient until medical treatment can be accessed.. The ABC‘s of First Aid, which focus on critical life-saving intervention, must be rendered before treatment of less serious injuries. ABC stand for airway, breathing and circulation. 3B ‗s stands for breathing, bleeding and bones Points to be remember for the Preservation of Life: To remember the procedures of first aid, use ABC which stands for Airway, Breathing and Circulation. Details are as follows:  All persons need an open airway – a clear passage where air can move in through the mouth or nose without obstruction  If an unconscious patient is lying on his or her back, the tongue may fall backward obstructing the airway. Tip the head backward, which mechanically lifts the tongue clear.  If the patient is choking, you will be taught to deal with this through a combination of back slaps and abdominal thrusts. 105

 If the patient is not breathing, you need to undertake what is probably the most recognized first aid procedure- cardiopulmonary resuscitation (CPR) or look for someone who is trained to do this. 2. Common Emergencies during Food Processing a. Gas Leakage WITHOUT Fire (From Petronas Energy Philippines)  Extinguish all sources of ignition within the area. Do not switch ON or OFF electrical switches as they might create sparks.  Close the valve to stop the gas flow.  Apply a soapy water solution on the tank and pipe fittings to trace the source of leak.  Disperse the LPG vapour by using water to induce air movement. Spray the water directly and slowly towards the vapour cloudy surface.  Keep persons out of vapour cloud.

b. In Case of Leakage WITH Fire  If escaping gas is on fire, attempt to extinguish it by closing the valve to stop the leak. If the valve which can stop the gas flow is involved in the fire, consider the possibility of effecting shut-off by protecting the firemen while they are closing the valve. This action must be undertaken only by trained personnel.  If the leakage cannot be stopped, allow the fire to burn out. However, the fire must be kept under control by spraying sufficient volume of cooling water on the upper portion of the tank to reduce pressure inside and slow down the leakage. Failure of the tank will occur if the metal surface becomes overheated.  If a fire occurs near the LPG cylinder, spray water on the upper portion of the cylinder to keep the metal surfaces cool. c. In case of FIRE  When an LPG cylinder is exposed to excessive heat, the container should be kept as cool as possible by applying a spray of water on it. 106

 If vapor from the valve has ignited at the scene of a blaze, water should be applied on the cylinder to lower the temperature and decrease the inside pressure so that valve will close and the fire will extinguish itself.

H. Reporting Faulty or Damaged Machine/Equipment Reporting on faulty or damaged equipment is necessary in Food Processing. This will facilitate trouble - shooting and procurement of parts for replacement or the repair of defective parts.

I. Managing Waste (Reduce, Re-use, and Recycle 3Rs) 1. Legal Basis of Waste Management Republic Act No. 9003, known as the National Solid Waste Management Act, is issued to fight against waste. It mandates that all waste matter will be reduced, recycled and reused. a. REDUCE - The best way to manage waste is not to produce it. This can be done by shopping carefully and being aware of a few guidelines:  Buy products in bulk. Larger, economy-size products or ones in concentrated form use less packaging and usually cost less per gram.  Avoid over-packaged goods, especially ones packed with several

materials such as foil, paper, and plastic. They are difficult to recycle, plus and are more expensive.  Avoid disposable goods, such as paper plates, cups, napkins, razors, and

lighters. Throwaways contribute to the waste problem, and cost more because they must be replaced again and again.  Buy durable goods - ones that are well-built or that carry good warranties.

They will last longer, save your money in the long run and save landfill space. 107

 At school, make photocopies of hand outs and notes whenever possible.  Maintain central files rather than using several files for individuals.  Use electronic mail or the main bulletin board.  Use cloth napkins instead of paper napkins.  Use a dish cloth instead of paper towels.

b. REUSE - It makes economic and environmental sense to reuse products. Sometimes it takes creativity:  Reuse products for the same purpose. Save paper and plastic bags, and

repair broken appliances, furniture and toys.  Reuse products in different ways. Use a coffee can to pack a lunch; use

plastic microwave dinner trays as picnic dishes.  Sell old clothes, appliances, toys, and furniture in garage sales or ads, or

donate them to charities.  Use re-sealable containers rather than plastic wrap.  Use a ceramic coffee mug instead of paper cups.  Reuse grocery bags or bring your own cloth bags to the store. Do not take

a bag from the store unless you need one. c. RECYCLE - Recycling is a series of steps that takes a used material and processes, re-manufactures, and sells it as a new product. Begin recycling at home and in school:  Buy products made from recycled material. Look for the recycling symbol

or ask store managers or salesmen. The recycling symbol means one of two things - either the product is made of recycled material, or the item can be recycled. For instance, many plastic containers have a recycling symbol with a numbered code that identifies what type of plastic resin it is made from. However, just because the container has this code does not mean it can be easily recycled locally.  Buy products made from material that is collected for recycling in your

community.  Use recycled paper for letterhead, copier paper and newsletters. 108

J. Reporting and Documentation Requirements and Processes Record-keeping is necessary especially during monitoring, inspection, and maintenance of the machines. The records will be the basis for any corrective action to be done. In preparing the report, it is necessary to follow the prescribed format required by the company or organization. The compiled report includes the following: a. The name, location, date and time, signature/initials of the person making the records. b. Plans, Hazard Analysis Control Points (HACCP) records, sanitation records

K. Relevant Legislative Provisions including Occupational Health and Safety Requirements Some Legislative Provision with regards to Maintaining Equipment and Resources: 1. Occupational Safety and Health Standards – a. Rule 1080 – Personal Protective Equipment and Devices b. Rule 1150 – Materials Handling and Storage

2. Republic act no. 10661 (Food Safety Act of 2013) - an act to strengthen the food safety regulatory system , to protect consumer health and facilitate market access of local foods and food products 3. Presidential Decree No. 856 ( The Sanitation Code of the Philippines) – providing public health protection against the risk of foodborne illnesses and unsanitary or adulterated food and food products.

4. Republic Act 8976 ( Food Fortification Act) and Republic Act 8172 (Act for Salt Iodization Nationwide (ASIN) Law) address the nutritional quality of food and food products.

109

5. Republic Act No. 9296 ( Meat Inspection Code of the Philippines) provides general guidelines governing the sanitary regulation in handling, processing, distribution, marketing and trading of meat and meat products. 6. Administrative Order No. 2014 – Rules and regulations on the licensing of food establishments or Food Business Operators, registration of processed food products and for other purposes. 7. Fisheries Administrative Order n. 228 s.2008 – Rules and regulations governing the organization and implementation of official controls on Fishery and Aquatic products intended for the European Union (EU) market for human consumption.

L. Awareness of Codes or Regulations such as HACCP Hazard Analysis Critical Control Point (HACCP) is a preventative food quality management system which identifies, evaluates and controls the hazards significant to food safety specific to a product. 1. Major Concepts of HACCP a. A preventive system of control particularly on biological hazards b. A system approach for estimating the risk in producing a food product c. Universally recognized system as the most effective way to prevent food borne illnesses d. Science – based, systematic; identifies specific hazards and measures for their control to ensure food safety e. Capable of accommodating change, such as advances in equipment design, processing procedures or technological developments and can be applied throughout the food chain from the primary producer to the final consumer f. Applicable to establishments that produce, process, treat, pack, trade, transport, serve or are involved in food production 110

2. Seven (7) HACCP Principles 1. Hazard analysis 2. Identify critical control points- A process step in which control can be applied to prevent, eliminate, or reduce food safety hazards. 3. Establish control limits - One or more prescribed tolerances that must be met to control hazards at the critical point which separates acceptability from unacceptability. 4. Monitor critical limits 5. Establish corrective actions in case of deviation from established critical limits 6. Establish verification procedure to ensure that the system is consistently implemented 7. Establish record keeping procedures

3. Characteristics of General Hazards a. The product contains sensitive ingredients, which can be assumed as potential sources of contamination under normal circumstances. b. The manufacturing process does not contain controlled processing steps that effectively destroy harmful bacteria. c. There is substantial potential for microbiological abuse in distribution or in consumer handling that could render the product harmful when consumed. d. Product is subject to contamination after processing and before packaging. e. No terminal heat process after packaging.

111

M. Applying Safe Workplace Practices and Procedures To have a safe workplace, we must remember the following:  Safety of water that gets in contact with food and food surfaces  Condition and cleanliness of food contact surfaces; pieces of equipment and containers used during processing  Application of measures to prevent contamination of food packaging material and contact surfaces  Proper maintenance of hand - washing , sanitizing, and toilet facilities  Protection of product packaging material and contact surfaces from adulteration  Proper labeling and storage  Implementation of pest control program

N. Use of Appropriate PPE Personal Protective Equipment (PPE) is any device designed to be worn or held by an individual for protection against one or more hazards. The type of PPE needed varies depending on the hazards of the work being performed. 1. Important uses of PPE

 Reduces risk of accident and illness  Minimizes future medical costs  Creates a safer working environment 2. Legal Basis on Personal Protective Equipment and Devices Rule 1080 of the Occupational Safety and Health Standards

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WHAT TO PROCESS Activity 1.Go on an ocular visit to the Food Processing Assessment Center. Prepare a checklist of equipment, tools/devices to be maintained. Follow this format: MAINTENANCE CHECKLIST NO

EQUIPMENT TO BE MAINTAINED

SCHEDULE OF MAINTENANCE

1 2 3 4 5

Activity 2. Based on the checklist, prepare Maintenance Work Schedule. Follow this format MAINTENANCE SCHEDULE Equipment:______________ MAINTENANCE NO

ACTIVITIES

WEEK/MONTH MON

113

TUE

WED

THU

FRI

Activity 3. List down the different waste material that you have come across during the ocular visit generated or accumulated. Follow this format.

WASTE MANAGEMENT NO.

GENERATED/

COMPOSTING RECYCLING

DISPOSAL

ACCUMULATED WASTE

Note: Upon completion of the activities, you will present your work and will be graded using the following RUBRIC: NEEDS CRITERIA/RATE IMPROVEM

DEVELOPI

SUFFICIE

ABOVE

TOT

NG (2)

NT (3)

AVERA

AL

ENT (1)

GE (4)

Clarity ( Ability to

Ideas are

Ideas are

The ideas

The

express ideas in

presented

presented

are

ideas

a comprehensive

but with

though

presented

are

manner)

minimal

lacking in

clearly.

presente

114

relevant

relevant

Relevant

d very

details.

details.

details are

clearly.

given.

Details are complete

/4

, relevant, and enrich the work. Organization/Ma

Information

stery

Information

Informatio

Informati

and ideas are and ideas

n and

on and

(sequencing of

poorly

are

ideas are

ideas

elements/ideas)

sequenced.

presented

presented

are

The audience in an order

in a logical presente

has difficulty

that the

sequence

d in a

following the

audience

which is

logical

thread of

can follow

followed

sequenc

thought.

with

by the

e which

minimum

audience

flows

difficulty.

with little

naturally

or no

and is

difficulty.

engagin g to the audience

Content (Ideas

Main ideas

Main ideas

All ideas

All ideas

and details

and the

and some

and most

and

relevant to the

relevant

of the

of the

relevant

assigned topic)

details

relevant

relevant

details

pertaining to

details

details

pertainin

115

/4

assigned

pertaining

pertaining

g to

topic were

to assigned

to

assigned

incomplete

topic were

assigned

topic

and

identified

topic were

were

minimally

and

identified

identified

discussed.

discussed.

and

and

/4

discussed. discusse d. Total Score

/12

WHAT TO UNDERSTAND Activity 1. Complete the unfinished sentence below: Write your answer in separate sheets. 1. After doing my maintenance checklist, I realize that --------------------. 2. To perform cleaning well, we must

-------------------------------------------------

. 3. To use appropriate Personal Protective Equipment we should ---------------------------------------------. 4. To have a safe workplace, we should ----------------------------------------. 5. Reporting and documentation help in ----------------------------------------.

WHAT TO TRANSFER Activity 1. Demonstrate the following; 1. Putting lubricants on the can sealer

116

2. Cleaning the pressure cooker. 3. Cleaning of cooking utensils Note: Upon completion of the activities, you will be graded using the following RUBRICS: 1. Putting lubricants on the can sealer STEPS

EXCELLENT

SATISFACTORY

NEEDS

(3)

(2)

IMPROVEMENT (1)

1. Identified the parts to be lubricated. 2. Placed the lubricants evenly on all parts. 3. Avoided spills of lubricants 4. Observed sanitary procedures while doing the activity. TOTAL SCORE

2. Cleaning the Pressure Cooker STEPS

EXCELLENT SATISFACTORY (3)

(2)

NEEDS IMPROVEMENT (1)

1`.Washed thoroughly with soap and clean water. 2. Cleaned the petcock by carefully inserting a thin piece of wire and run it gently in and out to be sure it is cleared and obstructed.

117

3. Rinsed with hot water. 4. Wiped with a damp cloth 5. Dried thoroughly before it is placed in the storage room. TOTAL SCORE

3. Cleaning the Cooking Utensils STEPS

EXCELLENT SATISFACTORY (3)

(2)

NEEDS IMPROVEMENT (1)

1. Drained off fat, juice and sauce. 2. Strained out sediment 3. Washed with water and detergent. 4. Rinsed thoroughly. 5.Dipped in sanitizing solution 6.Wiped with a damp cloth or air dried TOTAL SCORE

Post - Assessment Multiple Choice. Directions: Read the questions carefully and choose the best answer from the options given. Write only the letter of your answer in your test notebook. 1. Which of these is not a reason to inspect and check equipment/ machine before, during and after using them? a. to determine defective machine parts 118

b. to make sure they are in good condition c. to avoid errors and accidents during operation d. to serve as guide in storing the equipment/machine 2. Your teacher assigned you to check machine parts which easily corrode or wear out due to rubbing surfaces. Which of these will you do as preventive maintenance? a. replace the parts b. wash and wipe dry c. apply lubricant, oil or grease d. remove the rust with sand paper 3. Which of the following implies that equipment is in its shut down period? a. the light blinks b. control is in Off position. c. the plate or another part is hot d. there is noise from the machine 4. Where can you locate the emergency stop function of Food Processors? a. lid b. handle c. thermostat d. the On and Off button 5. Which of the following is not a regular maintenance procedure? a. checking defects of machines b. checking all parts are present c. shutting down and turning on of equipment d. checking the switch, plugs and electrical cords 6. How do you clean a refrigerator or freezer? a. switch off b. defrost regularly c. check its conditions d. check the parts if all are present 119

7. Why do we clean and sanitize equipment? a. to replace the equipment b. to check the missing parts c. to see if they are in good condition d. to remove dirt and food material that harbor microorganism

8. Which of the following is not a characteristic of detergents? a. power to emulsify b. effective germicide c. good wetting capacity d. quick and complete solubility

9. Which of the following is a not a property of disinfectants/sanitizers? a. deodorizer b. power to emulsify c. low level of toxicity d. stable in concentrated form

10. SOP is for standard operating procedure in cleaning and sanitation; LOTO is for a. repairing a machine b. applying a warning tag c. identify hazardous areas d. operation and maintenance of a machine

120

Quarter 3 Module 4: CLEANING AND SANITIZING EQUIPMENT AND PROCESSING/PACKAGING AREA (CS) This module deals with how to prepare for cleaning and sanitizing equipment and processing /packaging area to meet workplace requirements. It includes the different utilities, cleaning/sanitizing supplies and materials. It also teaches students on how to prepare

sanitizing solutions necessary for

workplace requirements. Content Standard

Performance Standard

The learner demonstrates

The learner independently cleans

understanding of cleaning and

and sanitizes methods for food

sanitizing methods for equipment

processing equipment and packaging

and work areas, which include the

areas

food processing and packaging areas.

Learning Competencies/Objectives: After completing this module, you should be able to: 1. Prepare to clean equipment and processing/packaging areas 2. Clean and sanitize equipment and processing/packaging areas to meet workplace requirements

121

Pre - Assessment Multiple Choice. Directions: Read each question carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook. 1. Which of these is not a reason why you need to clean and sanitize equipment before and after use? a. to avoid corrosion b. to extend shelf life c. to prevent contamination d. to remove dirt on surfaces 2. Cleaning is to detergents; sanitizing is to: a. contaminants b. deodorant c. disinfectants d. emulsifier 3. Which of the following is not a characteristic of detergents? a. for good wetting capacity b. for non- corrosive c. power to emulsify d. deodorizer 4. Which of the following is not a property of sanitizers? a. low level of toxicity b. good rinsing property c. easily dissolved in water d. compatible with cleaning compounds 5. Which of these is the most commonly used sanitizer in Food Processing? a. chlorine b. vinegar c. sodium chloride d. calcium chloride 122

6. Which kind of water should be used for food processing? a. drinking water b. fresh water c. potable water d. tap water 7. Which is not consider cause of microbial contamination a. plants b. pathogens c.. food handlers d. physical contact 8. Which of the following is not a cleaning material or tool? a. emulsifier b. gloves c. mask d. soap 9. How will you prepare a sanitizing solution for equipment? a. dilute 10.8 ml of chlorine in 5 gallons of water b. dilute 27 ml of chlorine in 5 gallons water c. dilute 54 ml of chlorine in 5 gallons water d. dilute 125 ml of chlorine in 5 gallons to water 10. If the degree of water hardness does 50 – 100 calcium carbonate per million, what does it imply? a. hard water b. soft water c. slightly hard water d. very hard water

123

What to KNOW Lesson 1. Preparing for Cleaning Introduction: Cleaning and sanitizing are often used interchangeably. They have two purposes. Cleaning is the removal of dirt or unwanted material from equipment and working area with the use of appropriate cleaning chemicals. Sanitizing is the treatment of clean surfaces with chemical or physical agents (e.g. heat) to reduce microorganisms that cause disease and/or spoilage to levels considered safe for public health.

Learning Objectives: At the end of this lesson, you are expected to: 1. identify utilities, cleaning/sanitizing supplies and materials 2. prepare mixtures of sanitizing solutions according to workplace requirements and application 3. render safe equipment and processing/packaging area in preparation for cleaning according to workplace requirements and manufacturers‘ specifications. . A. Why Clean and Sanitize? Proper cleaning and sanitation of equipment, workplace and utensils will:  Remove dirt and/or food material that harbour microorganisms  Eliminate bacteria  Prevent contamination  Extend shelf life  Improve food safety  Increase protection against financial loses  Reduce risks of involvement in food poisoning  Facilitate preventive maintenance 124

B.

Characteristics of Detergent and Properties of Disinfectants or

Sanitizers Detergents and disinfectants or sanitizers are used in cleaning procedures. Detergents loosen and help remove dirt and food residues while sanitizers kill active microorganism. The following are characteristics of detergents and properties of Sanitizers or Disinfectant. Properties of Disinfectants/

Characteristics of Detergent

Sanitizers

 Good wetting capacity

 Effective germicide

 Ability to remove soil or dirt

 Easily dissolves in water  Low level of toxicity

from surfaces  Power to emulsify

 Stable in concentrated form

 Capacity to hold material

 Does not significantly

in suspension

corrode metal or plastic

 Good rinsing property

 Effective at low

 Non- corrosive

concentrations and unaffected

 Compatible with other materials

by water conditions

 Quick and complete solubility

 Safe to health both in diluted

 Dissolving actions on food solids

and concentrated form

 Germicidal action

 Deodorizes

 Complete water softening power

 Compatible with

 Non toxic

cleaning compounds

 Economical to use

 Of low persistence

125

C. Typical Materials for Cleaning and Sanitizing

Sponge Pad

Detergent

Hydro Chloride

Soap a. Chlorine It is the most commonly used sanitizer in Food Processing. The effectiveness of chlorine depends on several factors:  The amount of turbidity and chemicals (e.i., iron, manganese, hydrogen sulphide and ammonia) in the water that ―use up‖ chlorine  The concentration of the chlorine solution added  The time that chlorine stays in contact with the surface  Water temperature and water pH (potential Hydrogen)

126

D. Preparation of Sanitizing Solution Competency Based Learning Material in Food Processing NC II for Fourth Year page 18 (STVEP)

Area to be Sanitized

Volume of

Volume of

Amount of Time

Water

Chlorine

in contact with the surface

Hand Dip

5 gallons

108 ml

2 - 5 minutes

Equipment

5 gallons

54 ml

2 - 5 minutes

Floor

5 gallons

125 ml

20 minutes

5 gallons

27 ml

2- 5 minutes

Water for Food Processing for washing vegetables

E. Water Quality In cleaning and sanitation, water quality is also important. This means the chemical characteristics of water. The dissolved minerals and gases in water are determine its chemical quality. The dissolved salts of calcium and magnesium are the minerals that affect the hardness of water. Water hardness is expressed in parts per million (ppm) of calcium carbonate and is classified as follows:

(www.thirteen.org) CALCUIM CARBONATE ( ppm)

DEGREE OF HARDNESS

0-20

Soft

20-60

Moderately Soft

61-120

Moderately Hard

121-180

Hard

> 180

Very hard

127

F. Reminders for Cleaning and Sanitizing Equipment

1. Dismantle or open the equipment as completely as possible. 2. Open line cut-outs or disconnect the lines whenever possible to avoid carrying debris from one piece of equipment to the next. 3. Remove any large quantity of waste with a brush, broom, shovel, or other appropriate tool, and haul it rather than wash it away. 4. Rinse the surfaces to be cleaned with low-pressure water. If oils or fats are involved, hot water may be required. 5. Use cleaning aids such as brushes, high-pressure water and detergent solutions to remove tenacious deposits if necessary. 6. Finish the cleaning with sufficient low-pressure cold water to remove detergent solutions and leave the surfaces clean and below 90F. 7. If application of germicide is necessary, a 20 – 30 ppm chlorine solution may be sprayed onto the equipment and left overnight. If a short contact time is desired, a 75- 100 ppm chlorine solution may be used, but such germicide should be rinsed from the surface after a few minutes. 8. Before the product is processed, equipment surfaces should be washed free of germicides, such as solutions of strong chlorine and quaternary ammonium compounds, to avoid contaminating the food with these materials.

WHAT TO PROCESS Activity: Answer the following Observation Guide Checklist about cleanliness and sanitation: Direction: Put a check (√) on the appropriate space provided for if you practice the following activities.

128

Legend: 4 …….. Always

1………….. Seldom

3………Most of the time

0…………. Never

2 ………Sometimes ACTIVITIES

SCORE 0

1. Washes hands before preparing food. 2. Uses clean utensils and equipment 3. Maintain clean working area all the time. a. Garbage container is available in the working area b. Separates organic material for disposal from those that will be cooked. 4. Uses clean water during food preparation(i.e.) Free flowing tap water or water from stock container that has no molds, foul odor and wriggler 5. Soaks utensils and equipment in a sanitizing solution prior to use 6. Covers food when preparing , cooking, and storing . No flies,

129

1

2

TOTAL 3

4

mosquitoes, cockroaches or ants in the laboratory area.

Activity 2. Collect and make an album of product

labels of the different

cleaning materials that can be found in your locality/market.

WHAT TO UNDERSTAND Answer the following: 1. Why is it necessary to clean and sanitize tools and equipment before and after using it? 2 Differentiate cleaning from sanitizing.

WHAT TO TRANSFER Demonstrate the following; Prepare sanitizing solution for the following: a. Hand Dip b. Selected Cooking Utensils Note: Upon completion of the activities, you will be graded using the following RUBRICS:

130

1. Prepare sanitizing solution for Hand Dip STEPS

EXCELLENT

SATISFACTORY

NEEDS

(3)

(2)

IMPROVEMENT (1)

1. Prepare the needed tools and materials. 2. Measure the right amount of Chlorine and water correctly. 3. Place sanitizing solution in a container. 4. Observed sanitary procedures while doing the activity. TOTAL SCORE 2.. Prepare Sanitizing solution for Selected Cooking Utensils STEPS

EXCELLENT

SATISFACTORY

NEEDS

(3)

(2)

IMPROVEMENT (1)

1. Prepare the needed tools and materials. 2. Measure the right amount of Chlorine and water correctly. 3. Place sanitizing solution in a container. 4. Observed sanitary procedures while doing the activity. TOTAL SCORE

131

Post - Assessment Multiple Choice. Directions: Read each questions carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook. 1. Which of these is not a reason why you need to clean and sanitize equipment before and after use? a. to avoid corrosion b. to extend shelf life c. to prevent contamination d. to remove dirt on surfaces 2. Cleaning is to detergents; sanitizing is to: a. contaminants b. deodorant c. disinfectants d. emulsifier 3. Which of the following is not a characteristic of detergents? a. for good wetting capacity b. for non- corrosive c. power to emulsify d. deodorizer 4. Which of the following is not a property of sanitizers? a. low level of toxicity b. good rinsing property c. easily dissolved in water d. compatible with cleaning compounds 5. Which of these is the most commonly used sanitizer in Food Processing? a. chlorine b. vinegar c. sodium chloride d. calcium chloride 132

6. Which kind of water should be used for food processing? a. drinking water b. fresh water c. potable water d. tap water 7. Which is not consider cause of microbial contamination a. plants b. pathogens c.. food handlers d. physical contact 8. Which of the following is not a cleaning material or tool? a. emulsifier b. gloves c. mask d. soap 9. How will you prepare a sanitizing solution for equipment? a. dilute 10.8 ml of chlorine in 5 gallons of water b. dilute 27 ml of chlorine in 5 gallons water c. dilute 54 ml of chlorine in 5 gallons water d. dilute 125 ml of chlorine in 5 gallons to water 10. If the degree of water hardness does 50 – 100 calcium carbonate per million, what does it imply? a. hard water b. soft water c. slightly hard water d. very hard water

133

Lesson 2. Cleaning and Sanitizing Equipment and Processing/Packaging Area to Meet Workplace Requirements

Introduction This

lesson

deals

with

cleaning,

sanitizing

equipment

and

processing/packaging area. Inspection of equipment to be used and identifying and reporting unacceptable equipment. It will also talk about how to store cleaning equipment and chemical. The proper disposal of waste from the cleaning process; restoring equipment and processing/packaging area to operating order. Completing records according to regulatory/legislative, standards,

workplace

and

Occupational

Health

and

Safety

(OHS)

requirements; and manufacturer‘s specifications will also be discussed.

Learning Objectives: At the end of this lesson, you should be able to: 1. Clean and sanitize equipment, processing/packaging area according to workplace procedures, Occupational Health and Safety (OHS) requirements and manufacturers‘ specification 2. Inspect equipment, processing/packaging area according to required operating conditions and cleanliness 3. Identify and report unacceptable equipment and processing/packaging area conditions according to workplace procedures 4. Store cleaning equipment and chemicals according to workplace procedures 5. Dispose of waste from the cleaning process according to workplace , Occupational Health and Safety (OHS), regulatory/legislative requirements 6. Restore equipment, processing/packaging area to operating order according to workplace procedures 7. Complete records in line with workplace requirement 134

Pre – Assessment Directions: Read each question carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook. 1 – 7. The following are guidelines to be followed in proper cleaning / sanitizing of equipment and processing /packaging area. Arrange them chronologically. a. Store equipment in dry place b. Wash the surfaces thoroughly with water with detergent to remove dirt. c. Flush again with tap water until all suds are removed d. Brush and scrub the parts (hinges, cranks, corner) where dirt like grease and other sediments accumulate e. Soak equipment in sanitizing solution for two to five minutes then rinse with tap water f. Wipe with clean cloth and let it dry g. Air dry equipment or wipe with clean cloth to dry 8.

Based on the drawing of hand, which area is most frequently missed during hand washing?

9.

Which part is less frequently missed?

10.

Which areas is not missed?

A

B C

135

What to KNOW A. Cleaning and Sanitizing Equipment and Processing/Packaging Area 1. For Equipment This chart shows some guidelines to be followed in the proper cleaning and sanitizing of equipment: Wash the surfaces thoroughly with water and detergent to remove dirt

Brush and scrub the parts (hinges, cranks, and corner) where dirt like grease and other sediments accumulate

Flush again with tap water until all suds are removed

Soak equipment in sanitizing solution for two to five minutes then rinse with tap water

Air dry equipment or wipe with clean cloth to dry

Store equipment in clean and dry storage areas

136

For Processing /Packaging Area

Scrape the food soil from the working table, sinks and floor

Wash thoroughly with detergent solution

Rinse thoroughly with warm water

Sanitize the area for 10-20 minutes

B. Inspecting Equipment and Processing/Packaging Area 1. For Equipment – the table below shows important conditions/ area to be checked: AREA/ CONDITION

PURPOSE

1. Machine Temperature

To avoid overheating

2. Hydraulic Fluid

To guarantee that the machine will function well

3. Wear – and- tear

To make sure no parts are defective or

surface

deteriorating

4. Crack

To see to it that there will be no source of leak that can cause the breakdown of the machine

5. Leak detection

To prevent accidental release of gas, water or oil from the machine

6. Vibration

To avoid too much shaking or unnecessary movement of the machine

7. Corrosion

To minimize wear and tear of parts and to see if applying lubricants/oil on machine parts is necessary.

137

8. Electronic Insulation

To guarantee that there are no live wires exposed during the operation of equipment

2. What to be checked /inspected in Processing and Packaging Area? 1. Floor plan with complete dimensions in meters and proper identification of areas with description. It must include the following: a. Raw materials storage area b. Processing area c. Waste Storage Area d. Transportation Equipment (if any, like conveyor, fork lift, track) e. Support Facilities such as water supply 2. Organizational Structure ( personnel, technical and non-technical staff involved in the production) 3. List of Facilities and Equipment (available in the Processing and Packaging Area) 4. List of Products to be Manufactured (available in the Processing and Packaging Area) 5. Storage and Packaging Materials to be used a. Corrugated Box b. Steel Container/Tank c. Plastic Container/Tank d. Wood/Plastic Palette e. Glass Jar f. Tin Cans 138

C. Identifying and Reporting Unacceptable Equipment and Processing/Packaging Area To ensure success in production, unacceptable equipment and the processing/packaging area should be identified and reported in terms of the following: a. Designed (how it is constructed and installed) b. Condition of the equipment (it must be fitted with appropriate control devices and calibrated at appropriate frequencies c. Cleanliness of food contact surfaces, pieces of equipment and containers used during processing

D. Storing Cleaning Equipment and Chemicals 1. Equipment . Every time a piece of equipment is used, the general rule is to clean it immediately so it is ready for the next person to use. The manufacturers‘ instructions should be strictly followed when maintaining and cleaning equipment

the following flow chart provides some general

guidelines: Check the equipment Empty and dismantled pieces

Loose parts are present

No damage seen Clean, Wash and Rinse Sanitize

Report to Person’s Concerned/Authorized Person

Re-assemble and Store

Label all chemicals

139

2. Safe storage of chemicals Chemicals must always be stored in a safe place with similar type of chemicals. You should never store chemicals with food items. Most chemicals belong to a specific category and you need to make sure that only chemicals from the same category are stored together. If you are not sure of the category of a chemical, always check its label, or refer to its Material Safety Data Sheets (MSDS). Categories might include: Categories

Symbol

Flammable chemicals Chemicals such as methanol, ethanol and kerosene are very flammable and need to be kept away from heat and substances that might cause them to ignite or explode. In most workplaces, flammable chemicals are stored in a special cupboard or cabinet that has been specially designed for them. Oxidizing substances Oxidizing chemicals quickly and easily react with other chemicals. Because of this, they should only be stored with other oxidising chemicals.

140

Categories

Symbol

Corrosive chemicals Chemicals such as acids can corrode substances. They can also react violently and explosively if they come into contact with other types of chemicals. Toxic chemicals These chemicals are poisonous and can kill you if they come in contact with your skin, if you accidentally breathe it in, or if you accidentally ingest them.

Many chemicals come with an expiry date. After this date, the chemical will lose its strength. Make sure you check the expiry date of chemicals before using them. A good chemical storage area should have:  good ventilation (vents in the walls, ceiling, or open windows) to keep the store cool and prevent the build -up of fumes or gases  solid walls and roofs to protect the contents of the storage area from wind and rain  solid and water-proofs floor so that spills don't soak into the earth and pests cannot dig their way in  good lighting so you can see clearly while inside  shelves or cabinets for storing items separately by type  cloths and sponges nearby to clean up spills  a water supply and hose nearby for clean up

141

 personal protective equipment such as gloves, aprons and respirators by the entrance so that these can be worn before you enter the storage area  a lock on the door

E. Proper Disposal of Waste from Cleaning Process Waste Management Waste management is the collection, transportation, and disposal of garbage, sewage, and other waste products. It encompasses all processes and resources for proper handling of waste materials, including compliance with health codes and environmental regulations.

Different Ways of Waste Disposal A. For Liquid Wastes 1. Screening. It is employed as a preliminary treatment for removal of large particle of

solid wastes

prior to final treatment to be discharged into a

municipal sewage system. 2. Lagooning – Biological Disposal. It consists of holding the liquid wastes in open earthen pits which accomplish treatment under five principles namely: a. Biological Action (aerobic and anaerobic) b. Sedimentation c. Soil absorption d. Evaporation e. Dilution 142

Two basic types of Lagoons used in disposing industrial wastes: A. Impounding Lagoon. This meets the requirements of industries discharging small daily volumes of wastes or a seasonal operation, i.e., the canning industry. In this system, the volumetric capacity is equal to the total waste flow, there is less loss due to evaporation and percolation. B. Flow-through Lagoon. It requires less land and relies on biological action. 3. Spray irrigation – land disposal. This serves as an economic and unobjectionable waste disposal method when land is available. It is limited only by the capacity of spray field to absorb the wastewater. The factors required to set up spray irrigation are as follows: a. Quantity of liquid waste for disposal (per hour, per day, per week, per season) b. Land available for disposal area such as the texture of soil profile, area and dimensions, topography, depth of ground water, location with respect to plant, and infiltration capacity c. Character of the liquid waste d. Climate during operational season 4. Chemical Treatment. Chemical precipitation is a form of partial waste treatment which uses

chemical coagulants like lime followed by ferrous

sulfate or alum. It removes 25% to 50% of the biochemical oxygen demand. Analytical measurements such as biochemical oxygen demand (BOD), chemical Oxygen demand (COD) and solid determination are valuable as control measurements. B. For Solid Waste 143

1. Solid wastes must be removed from the premises at frequent intervals for the prevention of hazards, odors and insect infestation.

2. Water containers must be properly clean and containers that absorb juices should not be used.

3. Final disposal must be done to prevent nuisance and insect breeding. 4. Fish carcasses, viscera, skin, heads can be processed into animal feeds.

F. Restoring Equipment and Processing/Packaging Area to Operating Order Many injuries occur when cleaning, maintaining and repairing processing equipment. These injuries are caused by a number of hazards including tool slippage, contact with sharp parts, being injured when equipment is turned on, and exposure to energy. Lockout procedures should always be used to protect workers from hazardous energy during regular servicing or maintenance of equipment. Whenever completing equipment maintenance, proper eye, hand, and foot protection devices should be used. Using rubber gripped tools will reduce the opportunity for the tool to slip while in use. Energy hazards which may be encountered include power, steam, hydraulics, pneumatic, gravity, and any other item or substance that may be under pressure. Chemical hazards such as cleaning agents, cooking oils or refrigerated liquids also pose hazards.

144

G. Completing Records In the maintenance of equipment and processing/packaging area facilities, one cannot discount the importance of creating a report on the condition of the equipment and facilities. This way, equipment and other materials are well accounted for. Here is an example of an inspection report which can be submitted on a weekly or monthly basis: 1. Cleaning and Sanitation Record Sample Food Blender Daily Cleaning and Sanitation Record Date: TASK

ACTION

COMMENTS CORRECTIVE SIGNATURE

TAKEN

ACTION

YES

Sanitize

Food

Blender

(45ml YES

Leader)

NO

Bleach in 12 l water) Remove

YES

Little amount

Wash

inedible debris,

of food

thoroughly

rinse with water

debris left

Dismantle

the

Food

Blender,

Rinse

parts

and

soak

(Group

in YES

sanitizing solution Rinse

145

thoroughly

YES

Wipe with cloth YES to dry Inspect

for YES

Very Clean

cleanliness Re-

assemble

the

Correctly

Food YES

assembled

Blender

2. Self - Assessment A. Written Records

YES/NO

1. The following are fully written

implemented:

Sanitation

Standard

Operating

Procedures

(SSOP)‘s identifying areas, equipment, utensils to be cleaned; the frequency of cleaning

and

sanitation

procedures, chemicals to be used; those responsible to verify

effectiveness

corrective taken

and

actions the

and to

be

records

required. 2. There is a cleaning and sanitation

schedule

146

Comments

identifying

each

piece

of

equipment, each utensil and each area. 3. There is documentation of cleaning

and

sanitizing

activities for each piece of equipment and area.

B. Cleaning and Sanitation

YES/NO

Procedures 1.No cleaning practices are performed

during

the

operations

that

could

potentially

cause

product

contamination

2. Food and packaging are protected from contamination during clean – ups. 3. Water is used in a way that does not create water droplets or aerosol that could potentially contaminate food, packaging or food contact surfaces.

4.

Cleanliness

is evident

throughout the facility in both processing/packaging areas.

147

COMMENTS

5. Food contact surfaces are clean.

6. There is no build-up or accumulations

of

food

products or soil on the area.

7. Spills are cleaned up promptly

8. Equipment/Utensils used during

processing

cleaned

and

are

sanitized

regularly. 9. Floors are free of standing water 10. Hoses are neatly stored off the floor. 11.

Good

housekeeping

practices are observed.

12.

A

designated

person/student performed sanitizing routinely sanitation

the

who cleaning/ operations

performs

a

assessment

before operation begins or resumes. 13. Cleaning and sanitizing 148

chemicals are acceptable 14.

Cleaning/

sanitizing

containers,

brushes,

applicators are labelled or color

coded

to

prevent

unintended use. 15. Chemicals are stored in a separate locked area away from food processing or food storage areas.

H. Regulatory/Legislative Requirements Some Legislative Provisions with regards to cleaning and sanitizing equipment and processing/packaging Areas: 1. Occupational Safety and Health Standards a. Rule 1080 – Personal Protective Equipment and Devices b. Rule 1150 – Materials Handling and Storage 2. Republic act no. 10661 (Food Safety Act of 2013) - an act to strengthen the food safety regulatory system , to protect consumer health and facilitate market access of local foods and food products 3. Presidential Decree No. 856 ( The Sanitation Code of the Philippines) – providing public health protection against the risk of foodborne illnesses and unsanitary or adulterated food and food products. 4. Republic Act 8976 ( Food Fortification Act) and Republic Act 8172 (Act for Salt Iodization Nationwide (ASIN) Law) address nutritional quality of food and food products 5. Republic Act No. 9296 ( Meat Inspection Code of the Philippines provides general guidelines governing the sanitary handling, processing, distribution, marketing and trading of meat and meat products. 149

6. Administrative Order No. 2014 – Rules and regulations on the licensing of food establishments or Food Business Operators, registration of processed food products and for other purposes 7. Fisheries Administrative Order n. 228 s.2008 – Rules and regulation governing the organization and implementation of official controls on Fishery and Aquatic products intended for EU market for human consumption

I. Workplace Requirements Every Food(Fish) Processing facility should have written Sanitation Standard Operating Procedures (SSOPs) for completing sanitation activities. This provide specific instructions as to how to complete each sanitation activity. It is important that the area are free from garbage, debris, filth, and potentially infectious materials. Take note of the following reminders:  Follow procedures and safe work practices.  The process flow in the Processing/Packaging area should be arranged to prevent product contamination  The premises should promote safe and hygienic condition.  The walls, floors, ceilings, windows should be kept clean and withstand cleaning methods. Open windows should be screened  Floors should have adequate fall and well-designed

drainage to

minimize contamination  Doors should normally be closed or screened to prevent pest entrance  Lighting should be adequate and safe from breakage to prevent glass splinters in the product  Check product labels and Material Safety Data Sheets (MSDS) to know potential hazards and safe work practices for all cleaning and disinfecting products to be used. 150

 Wear Personal Protective Equipment (PPE)  Use cleaning products appropriate for your workplace  Use germicides or diluted bleaches (e.g. sodium hypochloride) to disinfect areas as required

 Wash hands regularly and thoroughly

J. Occupational Health Requirements Safety is a primary concern especially in a Food Processing establishment which handles food for public consumption The following are the requirements to have a safety workplace: 1. Personal Hygiene – it is important to ensure food handlers remain healthy while working and maintain a high level of personal cleanliness and tidiness. This also prevents the spread of germs on the food, equipment and utensils handled. The following should be given emphasis: A. Personal Protective Equipment (PPE) 1. Working Clothes  Clean and preferably white or light colored  Protective clothing must remain in the production area  No top pockets and loose fastening such as buttons: all any other pocket must be at hip level  Body warmers must not be worn over protective clothing  Under garments must not protrude below sleeves and cuffs

2. Gloves

151

 Disposable gloves should be changed as often as hands should be washed  If non disposable gloves are used, these should be cleaned as often as washed hands should be washed  Remember to wash hands before and after the using of gloves

DID YOU KNOW A. Areas of Hands for Washing

Black Shade – areas most frequently missed during hand washing Dotted Shade – areas less frequently missed No shade – areas not missed

152

3. Proper Procedure in Hand washing (Photo taken at FFHNAS Food Processing Laboratory)

1. Wet hands with running potable water

2. Apply enough soap to build up a good lather

3. Rub hands together for at least 20 seconds

4. Clean under fingernails and between fingers

5. Rinse hands thoroughly under running water

6. Dry hands with clean single use towels or hot air blow dryer

153

3. Boots, Shoes or Protective Foot wear – They should not be worn outside of the processing area.

B. Food Preparation – For each product, document the following:  All ingredients used  Volumes and weight of each ingredient  All procedures and equipment involved  Cooking time/temperature  Packaging material  Labeling/Coding  Storage  Shelf-life C. Equipment  Shall be suitably designed for the intended purpose  Shall be easy to keep clean  When necessary equipment shall be disassembled for thorough cleaning K. Interpreting Manufacturer’s Specifications Food processing equipment when sold are provided with a manual containing the manufacturer‘s specifications. A necessary reminder to the processor in the form of a sticker or warning label attached to the equipment itself as an assurance that the equipment/machine or tool is in excellent condition and has passed a quality control standard.

The specification usually gives a detailed description of the equipmentdimensions, materials, and other relevant information regarding the equipment or machine. The dimensions give the size of the equipment or tool 154

in terms of length, width. The capacity specifies the amount which a device can contain as in boilers, cookers, or steamers or weighing scales. The manufacturer‘s specifications are usually contained in the manual, which accompanies the equipment. The food processor must thoroughly read and understand all the information contained in the manual especially if the equipment is to be operated via electric power. Aside from knowing the correct operation of the equipment or machine, it is also important to know these information:

1. Basic safety precautions to follow when using the equipment 2. Warning labels which specify how to properly operate an equipment 3. Instructions on the proper care of the equipment/machine 4. Instructions on the correct operation of the equipment Below are some examples of manufacturer‘s specifications, which must be properly interpreted resulting in the accurate and safe operation/manipulation of an equipment/machine: (This was taken in the manual of Panasonic Refrigerator)

155

156

157

158

159

160

161

162

163

164

165

WHAT TO PROCESS Activity 1. Let the students demonstrate the proper way of Hand washing Note: Upon completion of the activities, you will be graded using the following RUBRICS: 1. Proper Way of Hand washing STEPS

EXCELLENT SATISFACTORY (3)

(2)

NEEDS IMPROVEMENT (1)

1. Wet hands with running water. 2. Apply enough soap to build a good lather. 3. Rub hands together for at least 20 seconds. 4. Clean under fingernails and between fingers. 5.Rinse hands thoroughly under running water. 6.Dry hands with clean single towels or hot air blow dryer TOTAL SCORE

166

Activity 2. Group the Class in two (2). Let them demonstrate the following: 1. Proper cleaning of equipment, can Sealer, Pressure Cooker 2. Cleaning and sanitizing the kitchen sink

Note: Upon completion of the activities, you will be graded using the following RUBRICS: STEPS

EXCELLENT

SATISFACTORY

NEEDS

(3)

(2)

IMPROVEMENT (1)

1. Washed the surfaces thoroughly with water and detergent. 2. Brushed and scrubbed the parts where dirt accumulate. 3. Rinsed with tap water until all suds are removed. 4.Wiped with clean cloth and let it dry 5.Soaked in sanitizing solution 6.Wiped with clean cloth to dry. 7.Stored in clean and dry area. TOTAL SCORE

167

Activity 3. Let the students individually dismantle a can sealer and inspect the condition of it. Note: Upon completion of the activities, you will be graded using the following RUBRICS: STEPS

EXCELLENT SATISFACTORY (3)

(2)

NEEDS IMPROVEMENT (1)

1. Removed properly the clamp. 2. Removed the chuck, crank, baseplate, washer. 3. Checked the seaming rolls. 4. Checked the rivet TOTAL SCORE

WHAT TO UNDERSTAND Activity 1. Let the students keep a Cleaning and Sanitation Report . Follow the format below: Gas Stove Daily Cleaning and Sanitation Record Date:

168

TASK

ACTION

COMMENTS

TAKEN YES

CORRECTIVE

SIGNATURE

ACTION

(Group Leader)

NO

Sanitize __________

YES

(45ml Bleach in 12 l water) Remove

YES

Little amount

Wash

inedible

of food debris

thoroughly

debris, rinse

left

with water Dismantle the food blender. Rinse parts

YES

and soak in sanitizing solution Rinse

YES

thoroughly Wipe with

YES

cloth to dry Inspect for

YES

Very Clean

cleanliness Re-

Correctly

assemble the YES

assembled

Food Blender 169

WHAT TO TRANSFER Let the students keep an Inspection Report following this format: A. Written Records

YES/NO

COMMENTS

YES/NO

COMMENTS

1. The following are fully implemented: Written Sanitation Standard Operating Procedures (SSOP)‘s identifying areas, equipment, utensils to be cleaned; the frequency of cleaning and sanitation procedures, chemicals to be used; those responsible to verify effectiveness and corrective actions to be taken and the records required. 2. There is a cleaning and sanitation schedule

identifying

each

piece

of

equipment, each utensils and each area. 3. There is documentation of

cleaning

and sanitizing activities for each piece of equipment and area. B. Cleaning and Sanitation Procedures 1. No cleaning practices are performed during

the

operations

that

could

potentially cause product contamination 2. Food and packaging are protected from contamination during clean – ups. 3. Water is used in a way that does not create water droplets or aerosol that could

potentially

contaminate

food,

packaging or food contact surfaces. 170

4. Cleanliness is evident throughout the facility

in

both

processing/packaging

areas. 5. Food contact surfaces are clean. 6. There is no build-up or accumulations of food products or soil. 7. Spills are cleaned up promptly 8.

Equipment/Utensils

used

during

processing are cleaned and sanitized regularly. 9. Floors are free of standing water 10. Hoses are neatly stored off the floor. 11. Good housekeeping practices are observed 12. A designated person/student who performed operations

the

cleaning/

routinely

sanitizing

performs

a

sanitation assessment before operation begin or resume 13. Cleaning and sanitizing chemicals are acceptable 14.

Cleaning/

sanitizing

containers,

brushes, applicators are labelled or coded to prevent unintended use. 15. Chemicals are stored in a separate locked area away from food processing or food storage areas.

171

POST ASSESSMENT Directions: Read each question carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook. 1 – 7. The following are guidelines to be followed in proper cleaning / sanitizing of equipment and processing /packaging area. Arrange them chronologically. a. Store equipment in dry place b. Wash the surfaces thoroughly with water with detergent to remove dirt. c. Flush again with tap water until all suds are removed d. Brush and scrub the parts (hinges, cranks, corner) where dirt like grease and other sediments accumulate e. Soak equipment in sanitizing solution for two to five minutes then rinse with tap water f. Wipe with clean cloth and let it dry g. Air dry equipment or wipe with clean cloth to dry 8.

Based on the drawing of hand, which area is most frequently missed during hand washing?

9.

Which part is less frequently missed?

10.

Which areas is not missed?

A

B

172

Quarter 4 Module 5: LOADING AND UNLOADING RAW MATERIALS, PRODUCTS AND SUPPLIES (LD) This module deals with how to prepare for loading and unloading of raw materials, products and supplies and how to secure and protect a load. It includes the identification and handling hazardous raw materials, products and/or supplies; how they are segregated in accordance with work place requirements and legislation.

Content Standard

Performance Standard

The learner demonstrates

The learner independently loads and

understanding of proper procedure in

unloads raw materials, products and

loading and unloading of raw

supplies in Food (Fish Processing in

materials, products, and supplies in

accordance with workplace

Food(Fish) Processing

requirements

Learning Competencies/ Objectives: After completing this module, you should be able to: 1. Perform in the proper manner the loading and unloading of raw materials, products, and supplies 2. Secure and protect a load 3. Complete documentation for loading and unloading raw materials, products and supplies

173

WHAT TO KNOW Lesson 1. Loading and Unloading Raw Materials, Products and Supplies Introduction Raw materials, products and supplies each have a particular procedure of loading and unloading. The movement of raw materials from the suppliers to the plant or from the plant in the form of finished products must be done properly. This is consider as one important part in processing foods/fishery products.

Learning Objectives: At the end of this lesson, you should be able to: 1. Select loading and unloading procedures according to workplace and Occupational Health and Safety requirements 2. Identify and handle dangerous or hazardous raw materials, products and/or supplies in accordance with Occupational Health and Safety (OHS), regulatory and legislative requirements. 3. Identify raw materials, products and/or supplies requiring special handling 4. Follow special handling procedures according to workplace requirements 5. Pack and unpack raw materials, products and/or supplies according to workplace requirements 6. Load raw materials and/or supplies in accordance with relevant material loading regulations and workplace requirements

174

7. Select and use lifting aids and appliances according to loading procedures in compliance with workplace requirements and legislation 8. Conduct loading and unloading activities safely and efficiently according to workplace requirements 9. Identify and control hazards and risks according to OHS and workplace requirements

Pre- Assessment Multiple Choice. Directions: Read each question carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook.

1. If solid, liquid, or gas refers to the physical state of raw materials, the volume , length, width, and height refers to the: a. condition b. shape c. size d. weight 2. Which is not a physical hazard? a. explosives b. aspiration toxicity c. flammable gases d. oxidizing liquid 3. Which is not a health hazard? a. eye effect b. skin irritation c. skin corrosion d. hazardous to ozone layer

175

4. Which is not a chemical hazard? a. allergens and dust b. carbon monoxide c. cigarette smoke d. cleaning agents 5. Which of the following is not a plant products? a. living plants b. milk products c. mushroom culture d. grains and cereals 6. What kind of packages is made of coarse cloth of jute, flax, or hemp? a. baskets b. palm leaf bags c. mesh or net bag d. burlap or gunny sack

7. What kind of packages is commonly used as shipping containers and usually are of 5-10 kg capacity? a. cartons b. baskets c. polyethylene bags d. sacks of woven plastic fabric

8. Which of the following is not considered in manual loading? a. convenience b. ease to handling c. use of rigid containers d. lightness of packages

176

9. Which of the following lifting aid is usually made of wood or metal or a combination on which cartons are stacked? a. forklifts b. hoist c. pallets d. slip sheets

10. Which of the following legislative rules implies Guidelines for the implementation of Globally Harmonized System (GHS)? a. Department Order no. 136 series 2014 b. D.A. Administrative Order no. 9 series 2010 c. Rule 1080 d. Administrative Order no.92

What to KNOW A. Selection of Loading and Unloading Procedures In any Food Establishment/Industry, the loading and unloading procedures of raw materials, products, and supplies are important in operation or production. These do not add value to the product but they do affect the cost. Hence, our concern is the loading the raw materials, products and, supplies at the right time, place, amount, sequence and condition.

The following are factors to be considered in the selection of loading and unloading procedures:

177

1. Characteristics of Raw Materials Category

Measures

Physical State

Solid, Liquid, or gas

Size

Volume: Length, width, height

Weight

Weight per piece; weight per unit Volume

Shape

Long and flat; round, square etc.

Condition

Hot, cold, wet, etc.

2. Quantity of Raw Materials/Products 3. Distance from loading and unloading area 4. Lay-out of Food (Fish) Processing Plant

B. Basic Principles and Procedures for Loading and Unloading  Simplify – reduce, eliminate or combine steps in loading/unloading of raw materials/products/supplies  Determine the importance of raw materials/products/supplies.  Determine the flow of material from the operation and production to the arrangement of equipment to be used  Increase the size, quantity, weights of the materials to be loaded/unloaded when possible  Utilize space-the more organized the procedure for loading/unloading, the less space will be needed  Loading should be done automatically to improve operational efficiency  Select standardized equipment – answer: WHY; WHAT, WHERE, WHEN, HOW, WHO.  Plan for preventive maintenance and schedule 178

C. Dangerous or Hazardous Raw Materials /Products/Supplies Hazardous Materials or Substances refer to materials or substances in solid, liquid or gaseous forms known to constitute toxic, flammable, explosive, corrosive, oxidizing and radioactive properties (DOLE Dep.Order no. 136 - 14 s. 2015 Section 3. Definition of Terms). Hazard refers to the inherent characteristics of chemical substances and mixtures that exist in the workplace and in the environment, regardless of quantity, that are potentially dangerous or which have the capacity to harm i.e., its capacity to interfere with normal biological processes, and its capacity to burn, explode, corrode etc. Section 5 of DOLE Dep.Order no. 136-14 classified the following industrial chemicals based on Globally Harmonized System (GHS) of Classification and Labelling of Chemicals: 1. Physical Hazard a. explosives

j. self-reactive substances

b. flammable gases

k. pyrophoric liquids

c. flammable aerosols

l. pyrophoric solids

d. oxidizing gases

m. self- heating substances

e. gases under pressure

n. substance which in contact with water

f. flammable liquids

emit flammable gases

g. flammable solid

o. oxidizing liquid

h. organic Peroxides

p. oxidizing solid

i. corrosive to metals 2. Health Hazard a. acute toxicity

g. carcinogenicity

b. skin corrosion

h. reproductive toxicity

c. skin irritation

i. systematic target organ toxicity: single

d. eye effect e. sensitization

exposure and repeated exposure j. aspiration toxicity

f. germ cell mutagenicity 179

3. Environmental Hazards a. hazardous to the Aquatic Environment b. hazardous to the Ozone layer

D. Identifying Raw Materials, Products and/or Supplies Requiring Special Handling and/ or Documentation These are some of raw materials, products, and supplies requiring special handling and/or documentation: A. Plant, plant products and other related materials capable of harbouring plant pests, it includes the following: 

Living Plants



Nursery

Stocks,

including

vegetative

parts

used

as

propagating materials 

Seeds and nuts for planting



Fresh fruits, vegetables, and other plant products which have been

declared as prohibited/restricted import under special

quarantine orders because of being known hosts of dangerous plant pests or originating from restricted areas 

Pure culture of fungi, bacteria, virus, nematodes and other phytopathogenic materials



Mushroom culture including spawn



Algae cultures, rhizobial culture as legumes inoculants



Soil and plant materials for isolation or containing organisms



Other plant cultures



Wood packaging materials and other packaging materials capable of harbouring plant pests



Frozen/chilled fruits and vegetables including diced vegetables and processed fruits 180



Grains and cereals

B. Animals, animal products and by –products 

Animal by- products These include hides, horns, skin, bones, hooves, feathers and other

parts of animals. 

Animal products These includes fresh meats, meat products, gelatin, eggs, egg

products, milk products, and honey when intended for human consumption; animal organs, tissues and organic fluids to be used in the preparation of pharmaceutical products or of surgical devices, products of animal origin for agricultural or industrial use. 

Animals These are potential agricultural crop pests in all life stages such as

insects, monkeys, rodents, bats, birds, snails, and other forms of animal life capable of causing injury to agricultural crops. C. Live, chilled, frozen fish and fishery products including microorganisms and biomolecules D. Fertilizers, pesticides and other agricultural chemicals E. Feeds, feed ingredients, and other feed products F. Meat and meat products G. Pet foods H. Processed agriculture and fishery products not elsewhere specified I. Veterinary biological products J. Veterinary drugs and products

E. Packing And Unpacking Raw Materials, Products And Supplies Packaging is the process of packing that is part of the production cycle. This is applied to a bulk product to obtain the finished product. Packaging includes any material including painted material, employed in the 181

packaging of a product and any outer packaging used for transportation of shipment. Packaging materials are referred to as primary, secondary and tertiary depending on to whether they are in direct contact with the product or not.

A. Kinds of Packages Used for Raw Materials, Products, and Supplies

Burlap or Gunny Sack – Burlap is a coarse cloth made of jute (also termed hessian), flax or hemp. It could be coarse or fine meshed.

Mesh or net bag – a non- rigid container of fibrous material and characterized by an open weave. It is usually made of polypropylene filaments. It is often called by the color of the bag as red or orange bags.

182

Polyethylene bags – these are commonly used as transport containers usually they are 5-10 kg capacity

Palm Leaf bags – commonly used for field collection or for shipping small volumes of commodities to nearby markets.

Baskets - These are flexible or rigid containers woven from bamboo or rattan strips and come in many shapes and sizes. They have straight or sloping 183

sides so they can or cannot be nested. A basket is nestable if it can be inserted inside another basket.

Sacks of woven plastic fabric – usually recycled. These are originally used for rice, fertilizer, or other materials.

Wooden Crates – A box is a solidly walled and usually rectangular-shaped container. A crate is a box with more open construction, made of slats and has open spaces at the sides and bottom. Wooden crates are made of sawn lumber, plywood, veneer or bamboo and come in various sizes and shapes.

184

Cartons – A carton is a box made of cardboard, paperboard or fiberboard. Cardboard, paperboard and fiberboard are made of paper sheets of varying numbers so that they differ in thickness, with fiberboard as the thickest and cardboard, the thinnest. Cardboard is made of intermediate thickness between paper and paperboard. Fiberboard is made of paper sheets laminated to a thickness which provides a degree of stiffness. Cartons could be telescopic or open top (sometimes called regular). A carton is telescopic when the cover is separate from the main carton. The cover is slightly bigger than the main part so it can fit snugly when closed. An open top carton is one in which the cover consists of 4 flaps which, when folded, acts as cover.

Plastic Crates – could be returnable or one-trip packages. Those which are not durable are one-trip packages, some are designed as nestable; they have a plastic cover or none at all in which case the crate above it acts as a cover. 185

Foamed Plastic Boxes – Material used is plastic, either polystyrene or polyurethane, made light and spongy by introducing pockets of air or gas. It is usually for iced commodities transported in non-refrigerated vehicles or for expensive commodities such as grapes transported in refrigerated trucks.

b. Techniques in Packing

Volume Filling- food products are poured into the container

186

Vibration Filling- packing is done by vibrating equipment

Jumble Filling – food products are packed disregarding the size but not weight

Tight Filling-

food products are

packed tightly in a container

187

Regardless of the method, observe the following when packing food products: 1. Immobilize the food products as much as possible, that is, it should be of uniform sizes to minimize spaces within the pack. 2. Fill only to capacity of container. Do not overfill. 3. Gently handle packed food products, even if the package is strong enough to protect the food products. 4. Pack in a cool place with have adequate ventilation. 5. Containers should be clean – when containers are reused they should be thoroughly washed. 6. Place packages in an upright position 7. Pack according to one common stage of maturity or degree of ripeness as in fruit.

F. Loading Raw Materials/Products/Supplies The

following

guidelines

should

be

observed

in

loading

raw

materials/products/supplies: 1. Handle food products gently. Containers should not be dropped or thrown to each other around. 2. Containers at the bottom should not be used as steps to allow stacking to a greater height, especially if flexible and semi-rigid containers are used. 3. If manual loading is used, lightness and convenience are important considerations in choosing a package. It should be easily and conveniently to be handled by a person of average build. 4. Where forklifts are employed in loading packs of food products, pallets and slip sheets are used.

188

G. Selection of Lifting Aids and Appliances Lifting of containers is a common activity in all areas of the Food Processing operation. The following are lifting aids used in Food Processing:

LIFTING AIDS AND APPLIANCES Pallets – These are low, portable plat forms usually made of wood or metal or a combination on which cartons are stacked.

Slip Sheets – These are pallet- sized sheets

usually

made

of

solid

fiberboard with edges that could be gripped

by

a

jaw

and

clamp

mechanism of a forklift

Hoist – Hoist means to lift or pull something up to a higher place (overhead position) with ropes. This equipment is mounted on single rail fixed at the height nearer to the roof. Hence, materials are transferred along a fixed path. Hoists find application in industries employing 189

chemical cleaning. Cranes are used for

heavy

items

&

hoists

are

employed for small items.

Lifts- These are used to transport material up in multi-stored plants. it is a fast & flexible equipment for floor to floor travel.

Fork Lift - It consist of forks attached to a column of the truck. The fork can be lifted up to the desired height with material(boxes) on them and these

are

used

for

indoor

applications.

Trolley- It is used for transporting bulky goods from one area to another.

190

H. Unloading Activities The following are guidelines for unloading activities in Food (Fish) Processing: Unload food products gently. Container should not be dropped or thrown around.

Unload fragile commodities first.

Applied FIFO concept. (First in, First out).

Temperature of food must be maintained.

Use quality pallets and correct packaging materials.

I. Identification of Hazard and Risk Hazards refer to the inherent characteristics of chemical substances and mixtures that exist in the workplace and in the environment, regardless of quantity, that are potentially dangerous or which have the capacity to harm, i.e., its capacity to interfere with normal biological processes, and its capacity to burn, explode, corrode etc. Risk is the potential that injury will occur in a given situation, the interaction of hazard (nature/incident) and the man/society. 1. Types of Hazard a. Chemical Hazards – formaldehyde, cigarette smoke; carbon monoxide; carbon dioxide; cleaning agents 191

b. Physical hazard- poor lighting; noise; dry air; air currents c. Biologic hazards- pollens, allergens and dusts; people, plants, mites, pests; condensed water in air conditioners, clogged drains etc. d. Ergonomic Stresses – limited workspace; simplified work; repetitive task; shiftwork (especially night work); mental and physical workload

J. Material Loading Regulation The following are to be observed during loading of raw materials in food processing:  Maintain proper temperature of the food materials  All surfaces that come in contact with food should be properly cleaned and sanitized  Vehicles should be used solely for food  Food transporting trucks should be inspected before loading. Use the following checklist: 

Check for food residue from earlier loads.



Check for cleaning and sanitizing residue.



Check the cooling unit for proper function.



Check trailer insulation and door seals.



Pre-cool the unit for at least an hour to achieve the required temperature for the food.



Check that the ribbed floors and air chutes are clean and unclogged.

 Proper planning, employee training and care are required to make sure that food is not left on loading docks for extended periods and a minimum of time is spent loading and unloading  Use quality pallets and the correct packing materials.

192

K. Workplace Procedure Safety in the workplace should always be of primary importance. These are the main areas of concern: AREAS OF CONCERNS A. Work Environment

WHAT TO DO?  Frequent

visual inspection

of

lighting

should be performed to make certain all areas are safely lighted  Emergency lighting should be installed and maintained in stairwells that are used to exit a facility  All exits should be clearly marked and should be clear of any items that might obstruct passage  Combustible material, such as scrap, should be promptly disposed  Workplaces should be kept clean and organized so that no one trips or falls over material left in aisles or other work areas

B. Accident Procedure

 Accidents immediately

or

illnesses

reported

to

should the

be

proper

authority.  A first aid kit should be kept in the personnel office. The kit should contain adhesive tape, an ointment that acts as an antibiotic, bandages and tape, quick cold packs, cotton balls, latex gloves, eye goggles, gauze pads, and a basic first aid

193

manual.  A list of phone numbers for your local fire department, police precinct, local first aid squad and hospital should be on hand.

 There should be controlled access to the office with a lock and door buzzer so that C. Personnel Security

unauthorized personnel cannot enter the office without being buzzed in.

D. Fire Prevention

 Fire protection rules should created and disseminated to all personnel within the area.  Everyone must leave the workplace in the event of a fire alarm and should be instructed on exits to use to evacuate the building.  The person responsible for maintenance should regularly inspect any fire doors to make sure they are in good working condition.  He also should check the sprinkler system on a monthly basis for adequate water pressure and proper functioning.

194

L. Occupational Health and Safety Requirements To ensure safety, the following Occupational Safety and Health Requirements must be accomplished:  Develop, implement, monitor and comply to workplace policies and programs

on

Loading

and

Unloading

of

Raw

Materials/Products/Supplies  Observe proper use of Personal Protective Equipment  Observe proper use of safety devices  Ensure all chemicals are properly labelled and accurate Safety Data Sheets are provided  Establish and implement an Emergency Response Plan

M. Legislative Requirements The legal basis for Loading and Unloading raw materials/products and supplies are the following: 

Department Order no. 136-14. Series 2014 – Guidelines for the implementation of Globally Harmonized System (GHS) in Chemical Safety Program in the Workplace



DA Administrative Order no. 9 series 2010 – Guidelines on the Rules and Regulations on the Importation of Agricultural/Fish and Fishery Products, Fertilizers, Pesticides and Other Agricultural Chemicals, Veterinary Drugs and Biological Products



DENR Administrative Order 92-96 – Hazardous Waste Management



Rule 1080 of the Occupational Safety and Health Standards – Personal Protective Equipment



Rule 1070 of the Occupational Safety and Health Standards – Work Environment Monitoring (WEM)



Rule 1013 of OSH Standards and DOLE Memorandum Circular No. 02 series of 1998 – Guidelines for classifying hazardous and non hazardous workplace 195

What to PROCESS Activity 1.

Visit a nearby market. Observe and document the

various ways of loading and unloading the different food products, such as fish, meat products, fruits and vegetables.

Activity 2.

Identify the different transporting and packaging materials

used in the given food products. Activity 3.

Collect 10 samples of packaging materials. Record the

type of packaging materials and the name of products following this format

Name of Product

Type of Packaging Materials

What to UNDERSTAND Activity 1. Based on the lesson can you now answer the following questions: 1. How will you select a loading and unloading procedure according to workplace requirements?

196

2. Will you please identify the different hazardous materials and supplies in the workplace. What are they? 3. Can you identify the different lifting aid according to loading procedure?

What to TRANSFER Activity 1. Conduct loading and unloading activities on these different materials and supplies. 1. Fruits like mangoes packed in bamboo baskets 2. Glass jars placed in cartons 3. Tin cans placed in cartons 4. Meat products placed in plastic containers Note: Upon completion of the activities, you will be graded using the following RUBRICS: STEPS

EXCELLENT SATISFACTORY (3)

(2)

NEEDS IMPROVEMENT (1)

1. Handle gently the food products to be load and unload. 2. Fill only to capacity of the container and/or packaging material. 3. Place container/packages in upright position 4. Pack food products according to common maturity/type of packaging materials TOTAL SCORE

197

Activity 2. Demonstrate how to pack food/ fishery products using the following type of packaging: hard plastics, films, and plastic bags. Note: Upon completion of the activities, you will be graded using the following RUBRICS: STEPS

EXCELLENT SATISFACTORY (3)

(2)

NEEDS IMPROVEMENT (1)

1. Handle gently the food products to be packed 2. Fill only to capacity of the container and/or packaging material. 3. Place container/packages in upright position 4. Pack food products according to common maturity/type of packaging materials 4. Observe sanitary practices . TOTAL SCORE

198

Post Assessment Multiple Choice. Directions: Read each questions carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook. 1. If solid, liquid or gas refers to the physical state of raw materials, the volume , length, width and height refers to: a. condition b. shape c. size d. weight 2. Which is not a physical hazard? a. explosives b. aspiration toxicity c. flammable gases d. oxidizing liquid 3. Which is not a health hazard? a. eye effect b. skin irritation c. skin corrosion d. hazardous to ozone layer 4. Which is not a chemical hazards? a. allergens and dust b. carbon monoxide c. cigarette smoke d. cleaning agents

199

5. Which of the following is not a plant product? a. living plants b. milk products c. mushroom culture d. grains and cereals

6. What kind of package is made of coarse cloth of jute, flax, or hemp? a. baskets b. palm leaf bags c. mesh or net bag d. burlap or gunny sack

7. What kind of package is commonly used as shipping containers and usually they are 5-10 kg capacity? a. carton b. basket c. polyethylene bag d. sacks of woven plastic fabric 8. Which of the following is not considered in manual loading? a. convenience b. easy to handle c. used rigid containers d. lightness of packages

9. Which of the following lifting aid is usually made of wood or metal or in combination on which cartons are stacked? a. forklifts b. hoist 200

c. pallets d. slip sheets

10. Which of the following legislative rules implies Guidelines for the implementation of Globally Harmonized System (GHS)? a. Department Order no. 136 series 2014 b. DA Administrative Order no. 9 series 2010 c. Rule 1080 d. Administrative Order no.92

WHAT TO KNOW Lesson 2. Securing and protecting load Introduction Securing and protecting load includes checking how load is properly distributed. It also deals with warehouse planning and lay out; and workplace safety requirements.

Learning Objectives:

At the end of this lesson, you should be able to: 1. Check load distribution to ensure that it is even, legal, and within working capacity 2. Check load to ensure that dangerous goods and hazardous substances are appropriately segregated in accordance with regulatory and workplace requirements 3. Secure load using the correct load restraint and protection equipment, as well as carrying and garage conditions, according to workplace and OHS requirements 201

4. Protect the load in accordance with legal and workplace safety requirements

Pre- Assessment Multiple Choice. Directions: Read each question carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook.

1. How will you observe proper distribution of load? a. check packaging materials for leakage b. inspect all raw materials/supplies for distribution c. maintain proper temperature of the food materials d. sanitize and clean surfaces that come in contact with the product

2. Which of the following is not a way of securing and protecting load? a. label the raw materials b consult Material Safety Data Sheets c. separate raw materials from ready to eat food d. organize a systematic manner of loading raw materials and supplies

3. Which document provides important physical characteristics, ecological, health, and safety information on chemical substances? a. Hazard Statement b. Precautionary Statement c. Material Safety Data Sheets d. Globally Harmonized System

4. What does a blank space in a Segregation Table of Hazardous materials means? a. no restriction applies b. materials must be stored 202

c. materials must be separated d. materials may be transported

5. Why is there a need to build a warehouse? a. for production b. for safety of food materials c. for eliminating risk during handling d. for storing raw materials and supplies

6. Which type of warehouse is use to maintain the quality of preserve materials? a. Heated Warehouses b. Refrigerated Warehouses c. Unheated General Warehouses d. Controlled Humidity Warehouses

7. Which type of warehouse is constructed with vapor barrier and contain humidity control equipment? a. Heated Warehouses b. Refrigerated Warehouses c. Unheated general warehouses d. Controlled Humidity Warehouses

8. Which type of warehouse provide space for bulk, rack and bin storage, aisle space, receiving and shipping space, packing and crating space and office and toilet space? a. Heated Warehouses b. Refrigerated Warehouses 203

c. Unheated general warehouses d. Controlled Humidity Warehouses 9. Which of the following is not a consideration in creating the lay – out of warehouse? a. minimizing movement b. controlling temperature c. making the best use of space d. providing safe, secure and environmentally sound condition

10. How will you choose your laboratory gown as PPE? a. loose buttons b. have top pockets c. it must be clean, white or light in color d. must be made of impermeable material

A. Proper Distribution of Load The following are reminders on the proper distribution of load:  Inspect all raw materials/supplies before distribution.  Consult the Material Safety Data Sheets (MSDS) for specific product information. The MSDS contains the following: a. Name of the product b. Company identification c. Information on ingredients d. Hazard identification e. First aid f. Firefighting measures g. Accidental release measures 204

h. Handling and storage i. Exposure controls/personal protection j. Physical and chemical properties of the finished product k. Stability and Reactivity l. Toxicological Information m. Ecological Information n. Disposal consideration o. Transport information p. Regulatory Information

B. Methods of Securing and Protecting Load 1. Organize a systematic manner of loading raw materials and supplies 2. Label the raw materials with name, production date, expiry date and inspection result 3. Separate raw materials from ready to eat food 4. Place products in an appropriate and sealed container. 5. Ensure adequate ventilation and temperature control to prevent off-odor and maintain ingredients and raw materials in optimum condition. 6. Avoid overstocking, as this would increase the possibility of spoilage and contamination. 7. Implement inspection and analysis programs on test materials.

C. Hazard and Risk Identification and Control Safety is important during loading and unloading specifically the hazardous materials. The Segregation Table for Hazardous Materials gives the segregation restrictions for hazardous materials: ( From: Module 7- Loading and Unloading Hazardous Materials )

205

SEGREGATION TABLE FOR HAZARDOUS MATERIALS

CLASS OR DIVISION

Flammable gases 2.1 Flammable liquids,3 Flammable solids,4.1 Oxidizers,5.1

2.3

2.3

GAS

GAS

ZONE

ZONE

A

B

X

X

O

X

X

O

O

O

X

0

1.2 1.3 1.4 1.5 1.6 2.1 2.2

X

X

O

X

X

X

O

X

X X

X

Explosives 1.4 Corrosives liquid

O X

X

O

X

Instructions for using the table as follows:  A BLANK SPACE means that no restriction applies (e.g. Class 3 flammable liquids and class 8 liquid corrosive- there is no requirement for segregating flammable inkjet inks/solvents).  The LETTER X means that these materials may not be transported in the same vehicle (e.g. Class 8 Corrosive liquids cannot be transported in the same vehicle as a Class 4.2 spontaneously

combustible

materials)  The LETTER O means that these materials must be separated when in the same vehicle so that material leaked from any package would not commingle with the other type of hazardous materials (e.g. Class 8 corrosive liquids must be separated from Class 4.1 flammable solids.

206

D. Warehouse Plan/Site Layout and Obstacles Warehouses are facilities that provide a proper environment for the purpose of storing goods and materials that require protection from the elements. Warehouses must be designed to accommodate the loads of the materials to be stored, the corresponding handling equipment, the receiving and shipping operations and associated trucking, and the needs of the operating personnel. The design of the warehouse space should be planned to best accommodate business service requirements and the products to be stored/handled. The economics of modern commercial warehouses dictate that goods are processed in minimal turn-around time. 1. The different types of warehouses include: 

Heated and unheated general warehouses—provide space for bulk, rack, and bin storage, aisle space, receiving and shipping space, packing and crating space, and office and toilet space;



Refrigerated warehouses—preserve the quality of perishable goods and general supply materials that require refrigeration. Includes freeze and chill space, processing facilities, and mechanical areas; and



Controlled humidity (CH) warehouses—similar to general warehouses except that they are constructed with vapor barriers and contain humidity control equipment to maintain humidity at desired levels.

2. Principles in warehouse lay out a. Using the most suitable unit load b. Making the best use of space c. Minimizing movement d. Controlling movement and location e. Providing safe, secure and environmentally sound condition f. Maintaining at minimum overall operating cost 207

3. Illustration of a simple warehouse lay out

E. PPE Protective/Safety Gadgets 1. Laboratory Gown/Apron – must be clean, white or light in color; no top pockets and loose fastening such as buttons and any other pocket must be at hip level; under garments must not protrude below sleeves and cuffs‘ 2. Gloves – disposable gloves should be changed as often as hands should be washed; it must be made of impermeable material; keep clean, sanitary and intact. 3. Hairnets – used to avoid hair going into the food. 208

4. Masks – used to cover the mouth to prevent the spread of saliva during food preparation 5. Rubber shoes- help for easy movement

F. Awareness of Codes or Regulations such as Hazard Analysis and Critical Control Point (HACCP) and Good Manufacturing Practices (GMP)

Principles of the HACCP System ◙ Conduct a hazard analysis Plans determine the food safety hazards and identify the preventive measures to control these hazards. A food safety hazard is any biological, chemical, or physical property that may cause food to be unsafe for human consumption. ◙Identify critical control points A critical control point (CCP) is a point, step, or procedure in a food manufacturing process at which control can be applied and, as a result, a food safety hazard can be prevented, eliminated, or reduced to an acceptable level. ◙ Establish critical limits for each critical control point A critical limit is the maximum or minimum control point value to which a physical, biological, or chemical hazard must be controlled to prevent, eliminate, or reduce it to an acceptable level. ◙ Establish critical control point monitoring requirements Monitoring activities are necessary to ensure that the food process is under control at each critical control point. In the United States, the Food Safety 209

Inspection Service (FSIS) requires that each monitoring procedure and its frequency be listed in the HACCP plan. ◙ Establish corrective actions These are actions to be taken when a deviation from an established critical limit occurs. The final rule requires a plant's HACCP plan to identify the corrective actions to be taken if a critical limit is not met. Corrective actions are intended to ensure that no product injurious to health or otherwise adulterated as a result of the deviation enters commerce. ◙ Establish procedures for ensuring the HACCP system is working as intended Validation ensures that the plants do what they were designed to do; that is,produce a product safe for commerce. Plants should be required to validate their own HACCP plans. FSIS will not approve HACCP plans in advance, but will review them for conformance with the final rule.

Verification ensures the HACCP plan is adequate, that is, working as intended. Verification procedures may include such activities as a review of HACCP plans, CCP records, critical limits and microbial sampling and analysis. FSIS requires that the HACCP plan includes verification tasks to be performed by plant personnel. Verification tasks will also be performed by FSIS inspectors. Both FSIS and food industry will undertake microbial testing as one of several verification activities. Verification also includes 'validation' – the process of finding evidence for the accuracy of the HACCP system (e.g. scientific evidence for critical limitations).

210

◙ Establish record keeping procedures The HACCP regulation requires that all plants maintain certain documents, including its hazard analysis and written HACCP plan, and records documenting the monitoring of critical control points, critical limits, verification activities, and the handling of processing deviations

Good Manufacturing Practices (GMP) GMP encompasses the observance of the HACCP, Occupational Health and Safety (OHS), workplace requirements, sanitary standards, and the like. It also covers operations in accordance with the regulatory and legislative requirements.

What to PROCESS Activity 1. Make an illustration/ simple lay out of a warehouse. Note: Upon completion of the activities, you will be graded using the following RUBRICS: STEPS

EXCELLENT SATISFACTORY (3)

(2)

NEEDS IMPROVEMENT (1)

1. Illustrate a simple lay out of a ware house. 2. Label the different components of a ware house. 3. Lay out the different features of ware house correctly. TOTAL SCORE

211

What to UNDERSTAND Activity 1. Answer the following questions in your activity notebook. 1. How will you ensure proper distribution of load? 2. How will you secure and protect load? 3. Why do we need to lay out a ware house?

What to TRANSFER Activity 1. Prepare a Raw Material Distribution Worksheet following this format. Name of Raw

Description

materials/Product/Supplies

Remarks (whether they are in good condition or not)

Post - Assessment Multiple Choice. Directions: Read each question carefully and choose the best answer from the options given. Write only the letter of your answer in your notebook. 1. How will you observe proper distribution of load? a. check packaging materials for leakage b. inspect all raw materials/supplies for distribution c. maintain proper temperature of the food materials d. sanitize and clean surfaces that come in contact with the product

212

2. Which of the following is not a way of securing and protecting load? a. label the raw materials b consult Material Safety Data Sheets c. separate raw materials from ready to eat food d. organize a systematic manner of loading raw materials and supplies

3. Which document provides important physical characteristics, ecological, health, and safety information on chemical substances? a. Hazard Statement b. Precautionary Statement c. Material Safety Data Sheets d. Globally Harmonized System

4. What does a blank space in a Segregation Table of Hazardous materials means? a. no restriction applies b. materials must be stored c. materials must be separated d. materials may be transported

5. Why is there a need to build a warehouse? a. for production b. for safety of food materials c. for eliminating risk during handling d. for storing raw materials and supplies

6. Which type of warehouse is used to maintain the quality of preserved materials? a. Heated Warehouses 213

b. Refrigerated Warehouses c. Unheated General Warehouses d. Controlled Humidity Warehouses

7. Which type of warehouse is constructed with vapor barrier and contain humidity control equipment? a. Heated Warehouses b. Refrigerated Warehouses c. Unheated General Warehouses d. Controlled Humidity Warehouse

8. Which type of warehouse provides space for bulk, rack and bin storage, aisle space, receiving and shipping space, packing and crating space, and office and toilet space? a. Heated Warehouses b. Refrigerated Warehouses c. Unheated general warehouses d. Controlled Humidity Warehouses

9. Which of the following is not a consideration in creating the lay-out of warehouse? a. minimizing movement b. controlling temperature c. making the best use of space d. providing safe, secure and environmentally sound condition

10. How will you choose your laboratory gown as PPE? a. loose buttons 214

b. have top pockets c. it must be clean, white or light in color d. must be made of impermeable material

WHAT TO KNOW Lesson 3. Complete documentation Introduction Food Processors must maintain records that list the source, recipient, origin, destination, route, transfer points, date received and released and the number and description of the packages load and unloaded.

Learning Objectives: At the end of this lesson, you should be able to: 1. Select and check raw materials, products and/or supplies for ability to travel in accordance with relevant regulations/permit requirements. 2. Complete all required records in accordance with legislative and workplace requirements.

Pre – Assessment From the given sample below, please identify the following: 1. Brand name - _________________ 2. Name of the Product:____________ 215

3. Ingredients: ___________________ 4. Complete Company Name and Address:_______________ 5. Net weight: _____________

Manufactured By: OSFHNAS CO. Malolos City, Bulacan

Bangus

25Product of the Philippines

Tomato Sauce

Ingredients: Bangus, Corned Oil, Tomato Sauce, Salt

Nutrition Facts: Protein 25% Calcium 40% Fat 8% Vitamin C 15%

Net Weight: 250 gms Expiry Date: January , 2015

A. Selection And Checking Of Raw Materials, Products and/or Supplies, and Inclusive Travel Documents And Permits The following must be carefully examined: 1. Raw Materials  That the product has been manufactured, processed or packed under sanitary conditions  That the product is not forbidden or restricted  That product is not adulterated, contaminated, dangerous, noxious, misbranded, undeclared, unregistered 2. Packaging/ Containers  That there is no leak  That the containers conform to specification  That the containers are properly labelled B. Completing Relevant Records The following reference document should be accomplished in loading and unloading of raw materials/products/supplies: 1. Supplier List 2. Golden sample 3. Product Specification 216

4. Delivery Receipt 5. Test Procedure 6. Sanitary and PhytoSanitary (SPS) Clearance Clearance

shall

indicate

the

travel

The SPS Import

period

for

each

product/consignment: a. 15 days from live milkfish b. 30 days for other live, fresh, chilled or frozen fish and other fishery /aquatic products c. 20 days for fresh and chilled fruits and vegetables d. 60 days for eggs, milk and dairy products e. 60 days for live animals, meat and meat products

C. Legislative Requirements 1. Sanitary and Phytosanitary Measures (SPS) Clearance can be secured from the following issuing agency: (From DA Administrative Order No. 9 series 2010) a. Bureau of Animal Industry (BAI) – for animals ( including small animals that are plant pests, except insects), animal products and by products including meat and meat products, eggs, milk and other dairy products b. Bureau of Fisheries and Aquatic Resources (BFAR) – for fish and other fishery products c. Bureau of Plant and Industry (BPI)- for plants and plants products d. Fertilizers and Pesticide Authority (FPA) – for agricultural chemicals

D. Workplace Requirements  Workplace should be kept clean and organized so that no one trips or falls over material left in aisles or other work areas  All exits should be clearly marked and should be clear of any items that might obstruct passage.

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 Emergency lighting should be installed and maintained in stairwells that are used to exit a facility.  Frequent inspections of lighting should be performed to make certain all areas are safely lighted.  Combustible materials should be properly disposed.  Food Processors must conform to hygienic standards.  Jewelry and other small objects must be removed to prevent them from falling into food, equipment, or container.

What to PROCESS Collect samples of delivery Receipts from different food establishments. Record the data that can be found on the receipt.

What to UNDERSTAND Answer the following questions in your Activity Notebook. 1. Why is there a need to keep records of loading and unloading activities? 2. What are the different reference documents that you should provide for loading and unloading raw materials and supplies?

What to TRANSFER Prepare a Purchase Order Slip and Delivery Receipt following this format:

Purchase Order Slip: ITEM

ITEM/DESCRIPTION/SPECIFICATION/STOCK

218

QUANTITY

UNIT

UNIT

AMOUNT

NO

NO.

PRICE

Post Assessment From the given sample below, please identify the following: 1. Brand name - _________________ 2. Name of the Product:____________ 3. Ingredients: ___________________ 4. Complete Company Name and Address:_______________ 5. Net weight: _____________ Manufactured By: OSFHNAS CO. Malolos City, Bulacan

Bangus

Product of the Philippines

Tomato Sauce SUMMARY

Ingredients: Bangus, Corned Oil, Tomato Sauce, Salt

Nutrition Facts: Protein 25% Calcium 40% Fat 8% Vitamin C 15%

Net Weight: 250 gms Expiry Date: January , 2015

219

This book/module covered three of the seven core competencies that the Grade 10 Technology and Livelihood Education (TLE) students should achieve.

Module 1 and 2 discussed the understanding on understanding of one‘s Personal Entrepreneurial Competencies and Skills (PECS); recognizing the Environment and market in Food (Fish) Processing. Here the students learned the characteristics of an entrepreneur; discovered their personal traits and skills and aligned them with an effective entrepreneur; identified the kind of businesses in the community.

Module 3 discussed the operation equipment. It comprised lessons on how to select and prepare equipment to be used; types, characteristics, and functions of basic equipment and how to operate equipment; and how to maintain equipment and resources. The students learned about the different defects and damage of an equipment can acquire; the importance of following manufacturer‘s specifications; applying safety procedures and practices in the workplace; Occupational Health and Safety requirements and relevant legislative provisions.

Module 4 was about how to clean and sanitize equipment and the processing /packaging area. It included lessons on how to prepare for cleaning, and cleaning and sanitizing equipment to meet workplace requirements. The students learned the importance of cleanliness and sanitation; the characteristics of detergents and properties of disinfectants or unacceptable sanitizers; typical materials used for cleaning; the preparation of a sanitizing solution; storing chemicals and equipment, and identifying unacceptable standards for equipment/processing/packaging area.

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Module 5 discussed on loading and unloading raw materials, products and supplies. It included lessons on how to load and unload raw materials, products and supplies; how to secure and protect a load; and how to accomplish complete documentation. The students learned the procedures and principles of loading and unloading raw materials, products and supplies; identifying hazardous or dangerous materials that require special handling and documentation; as well as the identification of hazards and risk control; workplace procedures and requirements; and Occupational Health and Safety Practices.

GLOSSARY OF TERMS: 221

Acid. A substance containing a high concentration of Hydrogen ions which creates a pH value less than 7.0

Alkaline. A substance with relatively low concentration of hydrogen ions creating a pH value greater than 7.0

Assembling. Putting together the parts of a machine or equipment.

Breakdown. A mechanical failure causing a machine or equipment to malfunction.

Calibration. The process of ensuring that all

inspection, testing or

measuring equipment is functioning properly an reading accurately. Chemical Agent. A compound that increases the effectiveness of water in removing soil and other foreign materials from surfaces.

Cleaning. The process of removing surface dirt, debris and associated bacteria from a surface by washing with water and detergent.

Container. Any bottle, box, drum, cylinder, bag, barrel, vessel, or tank.

Contaminants. Any biological or chemical agent, foreign matter, or other substances not intentionally added to food which may compromise food safety or suitability.

Corrosion. Rusting or gradual wearing of machine parts due to a chemical reaction between substances like iron and oxygen or other corrosive materials like salts, acids, etc. 222

Critical Control Point. A point in time or a physical location at which failure of control factors or apply preventive measures will expose the consumer to unacceptable health risks.

Cross Contamination. The transfer of harmful microorganisms from one person, object, food or place to another through a non-surface object such as equipment, utensils or human hands.

Dismantling. To take a machine apart so that it is in separate pieces.

Food-borne Illnesses. Diseases that are usually either infectious or toxic in nature, caused by agents that enter the body through the ingestion of food.

Food Hygiene. The measures and conditions necessary to control hazards that could lead to food-borne diseases and to ensure fitness for human consumption of a food plant or animal origin taking into account its intended use.

Food Safety. The assurance that food will not cause harm to the consumer when it is prepared or eaten according to its intended use; refers to all those hazards, whether chronic or acute, that make food injurious to the health of the consumer.

Forklift . Equipment with fork-like mechanism to lift container.

Good Manufacturing Practices (GMP). Quality assurance system aimed at ensuring that products are consistently manufactured, packed, repacked or held to quality standards appropriate for the 223

intended use. It is concerned with both manufacturing and quality control procedures.

Hazardous materials or substances. Materials or substances in solid, liquid, or gaseous forms known to constitute toxic, flammable, explosive, corrosive, oxidizing and radioactive properties.

Hazards. Characteristics of chemical substances that are potentially dangerous or which have the capacity to harm.

Hazard Analysis at Critical Control Points (HACCP). A sciencebased system which identifies, evaluates and controls hazards which are significant for food safety at critical points during a given stage in the food supply chain.

Inspection. Checking or testing of an individual item against an established standard. Label. The display of written, printed or graphic matter upon the container, tag, literature, or other suitable material affixed thereto for the purpose of giving information as to identify components, ingredients, attributes, directions for use, specifications and other information as may be required by law or regulation. Leak.

An unintentional hole or crack that permits something such as liquid, gas or light to escape or enter

Lubricant. A substance, like oil or grease, that coats or treats a machine to lessen friction.

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Maintenance- Continuing repair work, or work that is to be done regularly to keep a piece of equipment in good working condition.

Manufacturer An establishment engaged in any and all operations involving the production of items for use.

Mesh Bag. A non- rigid container generally made of fibrous materials and characterized by open weaves, also called a net bag.

Mitigation. A measure that is used to minimize the damaging effect of an emergency. Pallet. A low portable platform made of wood, metal or both, used to facilitate handling, storage, or transport of materials .

Nestable. The capability of a container to be partially inserted into another container.

Personal Protective Equipment (PPE). An equipment or various clothing worn to prevent injury or illness occurring while handling hazardous materials.

pH. The acidity or alkalinity of a liquid measured by the concentration of free Hydrogen ions and expressed in logarithmic phase.

Physical Agent. Includes heat, cold, noise, radiation, and electricity that occur naturally or can be produced (e.g. heat as a physical agent that can be the result of weather or created to kill microorganisms).

225

Preventive Maintenance. A system of maintenance that aims to minimize or eliminate breakdown in equipment and machinery by a program of regular inspection and repair.

Processing. Any action that substantially alters the initial raw materials, product or ingredients including, but not limited to, heating, smoking, curing, drying.

Risk. The potential, probability or a threat of damage or injury will occur in a given situation.

Safety Data Sheets (SDS) or Material Safety Data Sheets (MSDS). A document that provides important physical characteristics, ecological, health, safety and toxicological information on chemical substances or ingredients used in the workplace.

Sanitation Standard Operating Procedures (SSOP). Written step- by- step procedures that describe in detail how cleaning and sanitation procedures should be done to comply with Good Manufacturing Practices related to cleaning and sanitation.

Specification. A detailed description, including dimensions, materials used. etc. of an item which enables a user to correctly employ the item for production.

Surfactant. An agent that reduces the surface tension of a liquid (usually water) to permit the penetration of cleaning compounds by increasing the emulsifying, foaming, dispersing, spreading, and wetting purposes of a product; reduces the surface tension

226

between two liquids thru manually applied force or by means of a motor.

Troubleshooting. The systematic approach to locate the cause of a fault in an electronic circuit or system

REFERENCES

227

A. BOOKS

Bautista,Ofelia K. (1990). Postharvest Technology for Southeast Asian Perishable Crops, Makati, Philippines. Technology and Livelihood Resource Center and UP at Los Baños.

Calmorin, Laurentina P.,Calmorin, Melchor A., Tinaypan, Alfredo S..(1990). Introduction to Fishery Technology, Manila, Philippines. National Book Store

Calmorin, Laurentina P., (2006) Post Harvest Fisheries, Mandaluyong City, Philippines, National Bookstore

Cortez, Lourdes A. (1990). Processing and Preservation of Freshwater Fish., Manila, Philippines, National Bookstore

Dagoon, Jesse D., (1985) .Exploratory Fishery Arts, Manila,

Philippines

Rex Bookstore Guzman, Matilde P., Claudio, Virginia S., De Leon, Sonia Y (1986). Basic Foods for Filipinos. Manila, Philippines: Merriam & Webster Bookstore, Inc. Hermes-Espejo, Jasmin,. (1998) Fish Processing Technology in the Tropics,. Tawid Publications,Quezon City, Philippines Lagua, Rosalinda T., Cruel, Carmelita P., Claudio, Virginia S., (1977). Food Preservation for Filipinos. Quezon City Philippines,. GMS Publishing Corporation

228

Legaspi, Anselma S. et al.(1990) A Guide for Fish Handling, Marketing and Distribution 2nd Edition. Technology and Packaging Publication section, Fisheries Development Support Narvaez-Soriano, Nora. (1994). A Guide to Food Selection, Preparation and Preservation. Quezon City, Philippines. Rex Bookstore

B. HANDBOOKS

BFAD. 1984. Rules and Regulation Governing the Labeling of Prepackaged of 6 Food Products Distributed in the Philippines. A.O. No. 88-B s. 1984. Bureau of 7 Food and Drugs. Department of Health. Alabang, Muntinlupa City, Philippines 8 BFAD. 1998. Permissible Net Content Variation in Prepackaged Food. BFAD 9 B.C. No. 6-A s. 1998. Bureau of Food and Drugs. Department of Health. Alabang, 10 Muntinlupa City, Philippines 11 BFAD. 2004. Guidelines, Current Good Manufacturing Practice in 12 Manufacturing, Packing, Repacking or Holding Food (A.O. No. 153 s. 2004). 13 Bureau of Food and Drugs. Department of Health. Alabang, Muntinlupa City, 14 Philippines 15 BFAD. 2006. Updated List of Food Additives. B.C. No.016 s 2006. Bureau of Food 16 and Drugs. Department of Health. Alabang, Muntinlupa City, Philippines 17 BFAD. 2007. Updated Standards for Iodine Level of Salts. B.C. No.2007009. 18 Bureau of Food and Drugs. Department of Health. Alabang, Muntinlupa DOH Administrative Order 88-A series 1984.

Regulatory Guidelines concerning Food Additives DOLE Occupational Safety and Health Standards. 229

Food Processing NC II Competency Based Learning Materials (CBLM) DepEd Tech- Voc Unit Petronas Energy Philippines. 2013 TESDA CENTREX,Handouts.Concepcion Vocational School, Tarlac.2006

C. SOURCE OF PICTURES 

Obando School Of Fisheries, Food Processing laboratory

D. OTHERS

1. Microsoft ® Encarta ® 2006. © 1993-2005 Microsoft Corporation. 2. http://www.oshc.dole.gov.ph/30/OSH-ISSUANCES

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