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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:
1
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
What to KNOW
What to PROCESS
What to UNDERSTAND
What to TRANSFER
Post Assessment
2
How Do You Use The Module?
To get the most from every module, you need to do the following:
Each lesson also provides you with references and definitions of key terms for
your guide. They can be of great help. Use them fully.
3
Pre- Assessment
E &M
OE
CS
LD
4
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
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________
5
Quarter 1
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.
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.
Below are the competencies you will master after finishing this module.
Learning Objectives:
7
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
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
8
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.
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.
9
Goals and Learning Ultimate Goal
Targets 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.
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?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.
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.
11
What to KNOW
12
Creative: An entrepreneur should be creative and innovative to stay in
business and in order to have an edge over the competition..
13
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.
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.
SCORE
Personal Entrepreneurial Competencies of
5 4 3 2 1
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
14
- 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:
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
15
characteristics of an entrepreneur. Write your answers on a separate sheet of
paper.
Name of Proprietor/Practitioner:
____________________________________________
Age: _______________________ Number of Years in Business: __________
Business Name:
________________________________________________________
Business Address:
______________________________________________________
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.
16
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.
17
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.
Time Expected
Objective Area Activities Strategies
Frame Outcome
To align my
PECs with
the PECs of a
successful
entrepreneur
Characteristics
in Food
(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
Direction: Read and study the following questions below. Use a separate sheet of
paper or your notebook to write your answers.
18
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?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________.
19
POST ASSESSMENT
Matching Type
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
20
Quarter I
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.
21
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.
To begin, let us find out the competencies that you will master after finishing
this module.
Learning Objectives:
Now that you have an idea about the things you will learn, take the first
challenge in this module- the pre assessment.
22
Pre - Assessment
Activity 1. Multiple Choice
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
24
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.
25
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
A. Product Development
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.
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:
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.
27
Identify Establish Generate Select a Refine
Customer Target Product Product Specifications
Needs Specifications Concepts Concept
Plan
Analyze Perform Development
Competitive Economic Project
Products Analysis
Concept Development
28
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
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.
29
D. Innovation
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 your customers to buy
30
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.
Activity 1. Interview
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 1. Identify Customers 2. Target Specifications
Plan Need
-
- -
6. Refine Product -
Specification
5. Select product Concept
4. Generate Product
-
Concept
-
__________________________________________________________________
__________________________________________________________________
______________________________________________________
32
Lesson 2: Selecting Business Idea
A. Generating Ideas for Business
1. Examine the existing goods and services. Are you satisfied with the
products/services in the market? 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.
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.
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.
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:
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
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.
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.
- -
- -
37
- -
- -
- -
- -
- -
- -
- -
- -
- -
- -
Strategize:
Strategies/Activities:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
______________________________________________________
38
Analysis:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
______________
What to UNDERSTAND
In this particular circumstance, you will be asked to conduct an extra readings and
video viewings on the following topics.
39
What to TRANSFER
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. 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
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)
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:
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
46
4. Gas Range This is used heat Comes in various
source during sizes / capacities
cooking or for
processing foods
47
materials
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
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
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
51
5. Scalers Used for removing Usually with deep
scales of fish and pointed sharp
edges
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
53
16. Carajay For frying or sautéing Comes in various
big amounts of food sizes (as in small,
medium, large)
54
21. Hair Dryer For plastic sealing of Electrically
bottles and jars operated; available
in different shapes,
color and sizes
55
B. Selection and Preparation of Equipment for Use in Food
Processing
FERMENTATION
SALTING
PICKLING
DRYING
METHODS OF CANNING
FOOD
PROCESSING
CURING
BOTTLING
SMOKING PROCESSING BY
SUGAR
CONCENTRATION
56
C. Pre- Operational Checks and Procedure in Using
Equipment in Food Processing
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 the food to be
4. Weighing Scale 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 the lower
meniscus. 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 straight-
edge knife.
7. Measuring Cup for Check for any cracks, leaks Pour liquid until the
Liquid Ingredients or breakage desired level of measuring
cup. Have the measuring
lines at eye level to be
58
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.
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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.
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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.
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to the left. The machine is now ready to receive another can for sealing.
62
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 thread knobs;
malfunctioning of 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
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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
depends on the type of materials it was
boards, pail, casseroles,
made.
steamer, and others
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:
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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.
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:
66
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…..
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.
CUTTING MEASURING
IMPLEMENTS DEVICES
EQUIPMENT
USED IN
COOKING
COOKING
UTENSILS FOOD/FISH
EQUIPMENT
PROCESSIN
UTENSILS FOR
PREPARING
67
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:
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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
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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.
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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
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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:
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Let‘s find out how much you already know about operating food-
processing 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.
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
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
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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
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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
77
B. PRACTICING OCCUPATIONAL HEALTH AND SAFETY
DURING OPERATION OF EQUIPMENT
78
that require calibration hand wheels so
must routinely 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
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:
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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
82
Different Manufacturer’s Specifications
83
Different Manufacturer’s Specifications
84
Different Manufacturer’s Specifications
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
1. Fasten Can
2. Attach the crank Sealer firmly to a
table or chair using 9. Release sealed
or the handle and
a clamp, a screw or cans by turning
tighten set screw
nails can lifter handle
as far as possible
to the left
3. Change the
chuck, height 8. Turn crank
washers, and clockwise (ten
levers to the size of turns) until the
can to be sealed second operation
roll returns to its
normal position
away from the
4. Lower base
chuck
plate by turning
can lifter handle to
the left
7. Turn crank
clockwise (eleven
turns) until the
5. Place cover on first operation roll
can and set can is through half
on base plate sealing
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
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.
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)
2 8
9
3 7
4
5 6
88
WHAT TO PROCESS?
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.
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:
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
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
8. Loosened two
opposite knobs at the
same time. Opened
the cover in slanting
position away from
the face
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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.
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
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
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.
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
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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
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.
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.
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:
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
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
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.
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
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
112
WHAT TO PROCESS
MAINTENANCE CHECKLIST
MAINTENANCE SCHEDULE
Equipment:______________
MAINTENANCE WEEK/MONTH
NO ACTIVITIES MON TUE WED THU FRI
113
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
Note: Upon completion of the activities, you will present your work and will be
graded using the following RUBRIC:
114
relevant relevant Relevant d very
details. details. details are clearly.
given. Details
are
complete /4
,
relevant,
and
enrich
the work.
Organization/Ma Information Information Informatio Informati
stery 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 /4
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
assigned pertaining pertaining g to
topic were to assigned to assigned /4
incomplete topic were assigned topic
and identified topic were were
minimally and identified identified
discussed. discussed. and and
discussed. discusse
d.
Total Score /12
WHAT TO UNDERSTAND
WHAT TO TRANSFER
116
2. Cleaning the pressure cooker.
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
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
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
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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
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
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Quarter 3
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.
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
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
from surfaces Low level of toxicity
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
Soap
a. Chlorine
It is the most commonly used sanitizer in Food Processing. The effectiveness
of chlorine depends on several factors:
126
D. Preparation of Sanitizing Solution
Competency Based Learning Material in Food Processing NC II for Fourth
Year page 18 (STVEP)
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
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 TOTAL
0 1 2 3 4
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
mosquitoes, cockroaches or ants in
the laboratory area.
WHAT TO UNDERSTAND
1. Why is it necessary to clean and sanitize tools and equipment before and
after using it?
WHAT TO TRANSFER
Demonstrate the following;
a. Hand Dip
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
130
1. Prepare sanitizing solution for Hand Dip
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
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:
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
136
For Processing /Packaging Area
Scrape the food soil from the working table, sinks and floor
137
8. Electronic Insulation To guarantee that there are no live wires exposed
during the operation of equipment
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
No damage seen
Report to Person’s
Sanitize
Concerned/Authorized Person
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.
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
Waste Management
b. Sedimentation
c. Soil absorption
d. Evaporation
e. Dilution
142
Two basic types of Lagoons used in disposing industrial wastes:
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
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.
Using rubber gripped tools will reduce the opportunity for the tool to slip while
in use.
144
G. Completing Records
Date:
Sanitize Food
Blender (45ml YES
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 in YES
sanitizing
solution
Rinse
145
thoroughly YES
Wipe with cloth YES
to dry
Inspect for YES Very Clean
cleanliness
Re- assemble Correctly
the Food YES assembled
Blender
2. Self - Assessment
146
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.
4. Cleanliness is evident
throughout the facility in both
processing/packaging areas.
147
5. Food contact surfaces are
clean.
6. There is no build-up or
accumulations of food
products or soil on the area.
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 the cleaning/
sanitizing operations
routinely performs a
sanitation 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
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
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
1. Working Clothes
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
152
3. Proper Procedure in Hand washing (Photo taken at FFHNAS Food
Processing Laboratory)
153
3. Boots, Shoes or Protective Foot wear – They should not be worn outside of
the processing area.
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.
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:
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:
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:
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:
WHAT TO UNDERSTAND
Activity 1. Let the students keep a Cleaning and Sanitation Report . Follow
the format below:
Date:
168
TASK ACTION COMMENTS CORRECTIVE SIGNATURE
TAKEN ACTION (Group
YES NO Leader)
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
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 YES/NO COMMENTS
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 the cleaning/ sanitizing
operations routinely 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
172
Quarter 4
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.
173
WHAT TO KNOW
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:
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
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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
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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.
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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 exposure and repeated exposure
e. sensitization j. aspiration toxicity
f. germ cell mutagenicity
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3. Environmental Hazards
a. hazardous to the Aquatic Environment
b. hazardous to the Ozone layer
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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
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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.
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.
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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
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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.
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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.
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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
186
Vibration Filling- packing is done by
vibrating equipment
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.
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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:
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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.
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H. Unloading Activities
The following are guidelines for unloading activities in Food (Fish)
Processing:
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
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
193
manual.
A list of phone numbers for your local fire
department, police precinct, local first aid
squad and hospital should be on hand.
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
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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.
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?
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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:
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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:
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
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
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5. Which of the following is not a plant product?
a. living plants
b. milk products
c. mushroom culture
d. grains and cereals
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:
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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.
202
c. materials must be separated
d. materials may be transported
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
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
205
SEGREGATION TABLE FOR HAZARDOUS MATERIALS
2.3 2.3
CLASS OR GAS GAS
1.2 1.3 1.4 1.5 1.6 2.1 2.2
DIVISION ZONE ZONE
A B
Flammable gases
X X O X
2.1
Flammable liquids,3 X X O X
Flammable
X X X O
solids,4.1
Oxidizers,5.1 X X X X O
Explosives 1.4 O O O
Corrosives liquid X X O X X 0
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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.
207
3. Illustration of a simple warehouse lay out
208
4. Masks – used to cover the mouth to prevent the spread of saliva during
food preparation
5. Rubber shoes- help for easy movement
209
Inspection Service (FSIS) requires that each monitoring procedure and its
frequency be listed in the HACCP plan.
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
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:
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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 Remarks (whether they
materials/Product/Supplies 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
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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
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b. Refrigerated Warehouses
c. Unheated General Warehouses
d. Controlled Humidity Warehouses
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
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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: _____________
216
4. Delivery Receipt
5. Test Procedure
6. Sanitary and PhytoSanitary (SPS) Clearance - The SPS Import
Clearance shall indicate the travel 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.
217
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 QUANTITY UNIT UNIT AMOUNT
218
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: _____________
219
This book/module covered three of the seven core competencies that
the Grade 10 Technology and Livelihood Education (TLE) students should
achieve.
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.
220
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
Container. Any bottle, box, drum, cylinder, bag, barrel, vessel, or tank.
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.
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.
223
intended use. It is concerned with both manufacturing and
quality control procedures.
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.
224
Maintenance- Continuing repair work, or work that is to be done regularly to
keep a piece of equipment in good working condition.
Mesh Bag. A non- rigid container generally made of fibrous materials and
characterized by open weaves, also called a net bag.
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.
226
between two liquids thru manually applied force or by means of
a motor.
REFERENCES
227
A. BOOKS
Guzman, Matilde P., Claudio, Virginia S., De Leon, Sonia Y (1986). Basic
Foods for Filipinos. Manila, Philippines: Merriam & Webster Bookstore, Inc.
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
B. HANDBOOKS
C. SOURCE OF PICTURES
Obando School Of Fisheries, Food Processing laboratory
D. OTHERS
2. http://www.oshc.dole.gov.ph/30/OSH-ISSUANCES
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