TLE AGRICULTURE

Quarter 3 Week 3
Module 3: Dispense Non-Bulk Ingredients (DI)

LEARNING TASK LEARNING TASK

Module 3: Dispense Non-Bulk Ingredients (DI) Module 4: Personal Protective Equipment (PPE)
Week 3 Week 4

Read and understand the context and answer the Read and understand the context and answer the
following: following:
 What I Know  Assessment: (Post-Test)
 What I Have Learned 1  Q3 2nd Summative Test
 What I Can Do Note: Please write your full name, module title
 What I Have Learned 2 in your answer sheet.

WHAT I KNOW

Multiple Choice
Direction: Select the letter of the best answer. Write your answer in your notebook.

1. A kitchen utensil used primarily to measure the volume of liquid or powder-form cooking ingredients like
flour, water, milk or juices.
a. weighing scale c. salinometer
b. measuring cup d. cylinder
2. All standard measuring devices must be use in accordance with
a. manual/manufacturer’s specification c. operator’s experience
b. teacher’s direction d. All of the above
3. Type of non-bulk ingredients/additives that can be insoluble in water, but soluble in oil or alcohol
a. natural antioxidants c. synthetic antioxidants
c. antibiotics d. food colors
4. The most common chemical preservative on fish and meat
a. sodium chloride c. sodium nitrite
b. sodium benzoate d. phosphate
5. In order that oil and water not to separate into layers, food processors use an additive like
a. humectants c. emulsifiers/stabilizers
b. flavor enhancers d. chemical preservatives
6. Which of the following is the most common flavor enhancers used by fish processors?
a. disodium guanylate c. monopotassium glutamate
b. inosinate d. monosodium glutamate
7. Which of the following is not used as thickeners and vegetable gums?
a. caulerpa (Lato) c. Gracilaria(red algae)
b. Eucheuma (guso) d. Sargassum(samo)
8. Which of the following does not belong to the group?
a. Ascorbic Acid c. Sodium benzoate
b. Monosodium glutamate d. sodium nitrite
9. Which of the following additives prevent rancidity in smoked and dried fish?
a. Acetic Acid c. Benzoic acid
b. ascorbic acid d. citric acid
10. Which of the following is extracted from Eucheuma(guso) and used as thickeners and vegetable gums?
a. Agar powder c. Carrageenan
b. Algin d. gelatin powder
LESSON 1: DISPENSE NON-BULK INGREDIENTS (DI)

What’s In

Discussed in the previous lesson, is all about inspection and sorting raw materials and products to
be used in food (fish) processing. In preparation for food production, it also needs utensils, tools and
equipment (UTE) requirements in accordance to manufacturer’s specification. Specifying also some
environmental concerns in disposing production waste.
 This module provides information in using non-bulk ingredients to be used in food (fish) processing.

What I need to know

Learning Objectives
 Inspect materials to confirm type, quality clearance, quantities and identify any obvious
contamination or non-conformance with workplace requirements
 Select appropriate measuring/dispensing and weighing equipment according to dispensing
requirements
 Use appropriate personal protective equipment (PPE) according to workplace procedures and
occupational health and safety (OHS)

What’s New

Have you tried to add monosodium glutamate (MSG)/vetsin in cooking food? If yes, did anybody
told not to pour the whole sachet of vetsin or plenty of it to the food? Do they have reasons not to?
Now, aside from MSG (Vetsin), give at least 5 ingredients/additives that you add in your food
(small amount only) prepared at home.

1.
2.
3.
4.
5.

What Is It

1. contamination - making something impure or unsuitable by contact with something unclean, or bad
2. dis-infection - the process of cleaning something, especially with a chemical, in order to destroy
bacteria
3. dispense - to deal out in portions; distribute
4. ingredients - any of the foods or substances that are combined to make a particular dish.
5. light-weight – less in weight
6. non-bulk - small quantity
7. non-conformance -  a failure to conform to standard
8. standard -  an authoritative principle or rule that usually implies a model or pattern for guidance

What Is It

LO 1.1 Preparing Materials and Equipment for Dispensing

Standardized measuring equipment is essential for every school’s kitchen much more for a
processing plant. You should have one set of all measuring equipment in the school’s kitchen, and if
possible, you should have one set for each preparation station in the kitchen.

Institutional equipment should be used. Light-weight aluminum or plastic equipment purchased at a

variety store does not last long because of the constant use in a school kitchen. Glass measures are not
recommended for use in school kitchens because they break easily and there is a danger of getting glass in
the food.

Both liquid measuring devices and dry measuring devices should be available. A dry measure cup
should not be used for liquids and vice versa.
Measuring Devices
A. Weighing Scales
Types of Weighing Scale

1. Triple beam balance is for measuring small quantities like spices,

preservatives, etc., while the heavy duty scale is for measuring fish, salt,
etc.

2. Check weighing scale is a digital weigher scaleused to get the weight of

food like meat, fish,vegetables, fruits, etc

3. Clock Type weighing scale for food

B. Measuring Spoons

A measuring spoon is a spoon used to measure an amount of a substance, either liquid or dry, when
cooking. Measuring spoons may be made of plastic, metal, etc.

C. Measuring Cups

A Measuring Cup is a kitchen utensil used primarily to measure the volume of liquid or powder-
form cooking ingredients such as water, milk, juice, flour, etc.Measuring cups can be in plastic, glass and
stainless. From mini shot measure to measuring pitcher and batter bowl.

Types of Measuring Cups

1. Liquid Measuring Cups for measuring liquid ingredients like milk, vinegar, fish sauce, etc.
 2. Dry Measuring Cups for solid ingredients like flour, salt, minced garlic, etc

LO 1.2 Types of Non-bulk Ingredients/Additives (extracted from Paler-Calmorin, 2006)

Types of Additives in Fish and other Fishery Products

1. Antibiotics – chemical substance added to fish and other fishery products to hinder the growth of
microorganism.
2. Antioxidants – are additives usually applied in dried and smoked fishery products including fish
meal and fish tapa in order to extend its shelf-life.
2.1. Natural antioxidants
2.1.1 Ascorbic acid – comes from citrus fruit; prevent rancidity in fatty fishes when soak in
ascorbic acid prior to drying and smoking
2.1.2 Citric acid – crustaceans when soak in calamansi juice prior to canning inhibit the
growth of microorganisms in the flesh and delay enzymatic activity due to decrease in pH,
thus prevents the blackening of canned shirmp and crab meat.
2.2. Synthetic antioxidants
2.2.1 Butylated hydroxytoluene (BHT) – soluble in oil and alcohol but insoluble in water and
propylene glycol.
2.2.2 Butylated hydroxyanisole (BHA) – not soluble in water but soluble in ethanol and
propylene.
2.2.3 Tertiary butyl hydroxyquinone (TBHQ) – insoluble in water but soluble in oil and alcohol
2.2.4 Propyl gallate (PG) – widely used synthetic antioxidant and is a component of many
commercial antioxidant preparartion.
3. Chemical preservatives – are added to fish and fishery products in order to inactivate the growth of
microorganism, applicable in all kinds of processing fish and other fishery products. Aside from the
sodium chloride, the most common preservative, there are several others like sodium nitrite, sodium
erythorbate, sodium benzoate, sodium citrate, phosphate, ascorbic acid, acetic acid, citric acid and
many others.
4. Emulsifiers/Stabilizers – are added to fish and other fishery products causing the oil and water not
to separate into layers, likewise, stabilizers are also additives added to fishery products to maintain the
uniform distribution of two or more substances in the products which are incapable.
5. Thickeners and vegetable gums – are used to improve the texture and have uniform consistency of
fishery products, they are both extracted from the phycocolloids of brown and red seaweeds.
6. Humectants – are used to prevent fishery products from drying off, example of humectants used in
foods are glyceri, hydrogenated glucose syrup, etc.
7. Flavor enhancers – are added to fishery products that improve their flavor and aroma. Monosodium
glutamate (MSG) is the most common flavor enhancers used by fish processors.
8. Food colors – are applied to fishery products to improve their color and appearance to make them
more attractive to consumers, or to replace their natural color.
a. Natural food color
b. Artificial food color

LO 1.3 Contamination and Food Sfety Issues Related to Dispensing

Introduction
Contamination is a very important aspect as this is the mode that most unwanted microorganisms
may be transmitted onto fish and other fishery products.
Unwanted microorganisms may access fish processing environments through raw material,
personnel or mobile equipment such as forklifts, through leakage and openings in buildings, or through
pests and some pathogens may even become established in the processing plant and form niches where
they can survive for long periods of time (Reij et al. 2003).
 Many of these microorganisms occur naturally in aquatic and general environments, and may be
transmitted onto seafood before capture, during and after processing.

Contamination via air can occur through dust particles or via aerosols which are formed especially
when contaminated surfaces, floors or drains are sprayed with high pressure-jets, resulting in formation of
droplets that can be suspended in the air
(Den Aantrekker et al. 2003). Water is also a vehicle for transmission of many agents of diseases
(Kirby et al. 2003).

As for quality assurance, methods such as the GMP/GHP and HACCP are recommended for use by
any food processing establishment to ensure safe, wholesome and nutritious food for human consumption.

Sources and Routes of Contamination

1. Raw material
Unclean, insufficiently or inadequately cleaned processing tools, utensils and equipment have been
identified as a source of bacterial contamination in processed seafood (Reij et al. 2003).
It is therefore necessary that tools, utensils and equipment in the processing establishment, coming
in contact with food, be constructed in such a way as to ensure adequate cleaning, disinfection and proper
maintenance to avoid the contamination (CAC 1997a).
2. Personnel
Transfer of microorganisms by personnel particularly from hands, is of vital importance (Chen et al.
2001, Montville et al. 2001, Bloomfield 2003). Low infectious doses of organisms such as Shigella and
pathogenic Escherichia coli have been linked to hands as a source of contamination (Snyder 1998). Poor
hygiene, particularly deficient or absence of hand washing has been identified as the causative mode of
transmission (Reij et al. 2003).
Proper hand washing and disinfection has been recognized as one of the most effective measures
to control the spread of pathogens, especially when considered along with the restriction of ill workers
(Adler 1999, Montville et al. 2001).
3. Pests
Insects, birds and rodents have been recognized as important carriers of pathogens and other
microorganisms (Olsen and Hammack 2000, Urban and Broce 2000).
4. Water
Water, like food, is a vehicle for the transmission of many agents of disease and continues to cause
significant outbreaks of disease in developed and developing countries world-wide (Kirby et al. 2003).

What’s More

Activity 1

Out of the 5 additives you listed on page 2. Identify each additive according to type. Tabulate it.

Name of Additive Type of Additive

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

What I Have Learned 1

Directions:
Choose the letter of the best answer .Write your answer in your answer sheet.

1.Which of the following is the most common flavor enhancers used by fish processors?
a. Disodium guanylate c. Monopotassium glutamate
b. Inosinuate d. Monosodium glutamate
2.Which of the following is not used as thickeners and vegetable gums?
 a. Caulerpa c. Glacilaria
b. Eucheuma d. Sargassum
3. Which of the following does not belong to the group?
a. Ascorbic Acid c. Sodium benzoate
b. Monosodium glutamate d. Sodium nitrite
4. Which of the following additives prevent rancidity in smoked and dried fish?
a. Acetic Citric acid c. Benzoic acid
b. Ascorbic acid d. Citric acid
5. Which of the following is extracted from Eucheuma and used as thickeners and vegetable gums?
a. Agar powder c. Carrageenan
b. Algin d. Gelatin powder

What I Can Do
Below are some foods commonly cooked at home. Name some additives used in:

Escabeche Fermented Fish(Ginamos) Pickled Fish

(Kinilaw)

LO 2. Measure and Weigh ingredients

What’s In

Identifying type of additives, correct measuring and practicing food safety issues is a must for a food
processor. Not doing so, not good quality output, may cause sickness or seriously it could be death.
What I Need To Know

Learning Objectives:

 Weigh /measure non-bulk ingredients and additives according to production requirements

 Label dispensed ingredients according to workplace procedures
 Monitor accurate of measuring/dispensing equipment to identify variation in operating conditions
according to production requirements
 Maintain workplace according to housekeeping standards

What’s New

In using identified additives below in preparing food at home, what did you use in measuring them before
adding to food?

Name of Additive Measuring Tool

1. Vinegar 1.
2. salt 2.
3. soy sauce (toyo) 3.

What Is It

1. Housekeeping - General care, cleanliness, orderliness, and maintenance of property./workplace.

2. Label - a small piece of paper, fabric, plastic, or similar material attached to an object and giving
information about it.
3. measure - ascertain the size, amount, or degree of (something) by using an instrument or device
marked in standard units or by comparing it with an object of known size.
4. variation - a change or difference in condition, amount, or level, typically with certain limits.
5. weigh - ascertain the size, amount, or degree of (something) by using an instrument or device marked in
standard units or by comparing it with an object of known size.

LO 2. Measuring and Weighing

A. Meaning of Weighing and Measuring

Measure: A device such as a graduated container used for measuring; an evaluation or basis of
comparison. Measurement can be determined in solid ounces, fraction of a spoon, i.e., ¼, ½, one cup, fluid
ounces, cups, quarts, gallons, etc.
Weigh: The preferred method for determining the amount of dry ingredients using a scale; to
measure off an amount equal in weight. Weights can be determined in ounces, pounds, kilograms, grams,
etc.
B. Importance of Measuring and Weighing
It is important to weigh or measure all ingredients accurately, especially for beginners. There are
cooks and chefs who seem to be able to produce good results by guesswork and intuition because of their
long experience in cooking. However, that should not be the case. What generally matters is using precise
measurement. When weighing things, it is essential to buy a good brand of weighing scale that would
longer. A good selection of measuring cups and spoons (as listed below) can be very handy.

a. Measuring Cups
 1 Cup (C)
 1/2 C
 1/3 C
 1/4 C
 1/8 C
b. Measuring Spoons
 1 Tablespoon (tbsp or T)
 1 Teaspoon (tsp or t)
 1/2 tsp
  1/4 tsp

A clear glass measuring cup is necessary to get precise liquid measurements.

Dry Ingredients - The most important thing to know about measuring dry ingredients
is that they should be level with the top of your measuring cup. Dip your cup
into the bin, fill to overflowing and level it off by sweeping the edge of a knife
across the top. Spoon flour and similar ingredients into measuring cups. Do
not scoop the ingredient using the cup itself because this “packs” the cup too
much and the measurement won’t be precise. Be careful if you are using a
cup larger than what is needed (as in a 1 cup measure to get 1/2 C worth of
ingredients). The same leveling technique should be used with measuring
spoons.

Tips : Measure dry ingredients over a plate or bowl so you can catch the excess and put it back in
the container.
Most ingredients don't need to be packed into the measuring cup. Granulated sugar does it for you.
Flour should actually be aerated or fluffed up before measuring.

Brown sugar is one exception, if you want to pack down while measuring in order to get the proper
amount.
Measure liquids at eye level. In other words, place the cup on a flat surface and crouch down so your
eyes are at the same level as the cup in order to check
the accuracy of the amount in the cup.
To measure solid fats (shortening, butter etc.) : Most butter has measurements
listed on the wrapper, so you can simply cut off the amount you need. If that
information is not available, to measure fats accurately, pack them down in the
cup to get rid of air pockets. It’s easier to pack fats at room temperature.

By weighing and measuring ingredients correctly when preparing food, we can:

1. Ensure a quality product every time,

2. Help control cost, and
3. Ensure that the food meets menu pattern requirements.

Procedure on Dispensing ingredients

a. Weighing of solid g. packaging

b. Measuring of liquid h. making a label
c. Particle size reduction i. dispensing
d. Sieving
e. Mixing
f. Compounding

What’s More

Activity 1.

Direction. Do it at Home.
A. 1. Measure one (1) cup of water. Set aside.
2. Measure one (1) cup of salt. Set aside.
B. measure in a weighing scale.

1. 250 grams of water.

2. 250 grams of salt.
Procedure:
1. Weigh first the empty container and record the weight.
2. Put water in the container, record the weight of a container filled with water.
Deduct the weight of the empty container.
3. Repeat the second procedure, fill then with salt.
C. Write your observations in a whole yellow paper.
What I Have Learned 2

Fill in the blanks. Choose your answer from the words written below.

dry ingredient liquid ingredient accurately

measuring cup Scale carefully
measuring spoon

1. _______________should be level with the top of your measuring cup.

2. It is important to measure dry ingredients _________________ especially for beginners..
3. _______________is used to determine the amount of dry ingredients.
4. _______________can be measured with the use of clear glass measuring cups.
5. ______________is used to measure small amount of dry ingredients.

What I Can Do
Explore through internet some techniques involved in measuring/dispensing and weighing materials
according to dispense requirements and procedure. Write in your notebook.

SUMMARY
Additives in food are rampant in the market. Selection needs knowledge and care. Inorganic,
organic and genetically modified organism (GMO) food items are all visible. It could be vegetables, fruits,
cereals, herbs and meats. Identification and inspection is a must. This concerns to the health of the eaters
especially our family and friends. Whenever business to be engaged, consumers’ health should be taken
first into consideration.
As the saying goes by the late famous Television host/news anchor Ernie Baron: “Knowledge is
Power”

Module 4: Personal Protective Equipment (PPE) Week 4

What’s In
Personal protective equipment (PPE) is equipment worn by a worker to minimize exposure to
specific hazards. Examples of PPE include respirators, gloves, aprons, fall protection, and full-body suits,
as well as the head, eye and, foot protection. Using PPE is only one element in a complete hazard control
program that would use a variety of strategies to maintain a safe and healthy environment. PPE does not
reduce the hazard itself nor does it guarantee permanent or total protection.
The role of personal protective equipment (PPE)
Hazards exist in every workplace so strategies to protect workers are essential. The priority should be to
follow the “hierarchy of control” including elimination, substitution, or engineering control(s) of hazards at
their source or along the path between the source and the worker. Many methods are available, and those
most appropriate to the specific situation should be used.
Controls are usually placed:
1. At the source (where the hazard “comes from”).
2. Along the path (where the hazard “travels”).
3. At the worker.

Figure 1 - Control areas: At the source, along the path, and at the worker.
Controlling a hazard at its source is the first choice because this method will eliminate it from the workplace
altogether or isolate it from the worker. This approach may
require the substitution of material with nonhazardous ones, isolation of hazards, ventilation, the
addition of safety features to existing equipment, redesign of the work processes, or purchase of new
equipment. Administrative controls such as work practices, education/training, and housekeeping are also
ways to control hazards.
When the hazard cannot be removed or controlled adequately, personal protective equipment
(PPE) may be used.
PPE is considered as the last level of protection when all other methods are not available or
possible. See the OSH Answers document Hazard Control for information on a hazard control program.

How do I begin planning a protection strategy?

Before any decision is made to begin or to expand a PPE program, it is important to understand the
underlying principles of protection strategies.
The main elements that must be considered are:
· protection of workers
· compliance with applicable laws / regulations / standards / guidelines
· compliance with internal company requirements
· technical feasibility
A good comprehensive strategy considers the hazards, conducts a risk assessment, evaluates all
possible control methods, integrates various approaches, and reexamines the controls frequently to make
sure that the hazard continues to be controlled.

When should PPE be used?

PPE is used to reduce or minimize the exposure or contact to injurious physical, chemical,
ergonomic, or biological agents. Remember, a hazard is not “gone” when PPE is used, but the risk of injury
may be reduced. For example, wearing hearing protection reduces the likelihood of hearing damage when
the earplugs or muffs are appropriate for the kind of noise exposure and when the PPE is used properly.
However, using hearing protection does not eliminate the noise.
PPE should only be used:
· as an interim (short term) measure before controls are implemented;
· where other controls are not available or adequate;
· during activities such as maintenance, clean up, and repair where pre-contact controls are not
feasible or effective;
· during emergencies.

What does the law say about who pays for PPE?
By law, workers must use personal protective equipment in the workplace when it is required.
Employer responsibilities include providing instruction on what PPE is needed, maintenance and cleaning
of the equipment, and educating and training workers on the proper use of PPE. In every jurisdiction, it is
clear that the employer is responsible for making sure these requirements are met.
However, the law is not always clear about who is responsible for paying for the PPE itself. It
depends on the jurisdiction, and in some jurisdictions, it depends on the type of PPE required. For example:
· Northwest Territories, Nunavut, Quebec, and Saskatchewan require the employer to provide the
worker, free of charge, with all the PPE either selected by the health and safety committee or required by
the legislation.
· British Columbia, Manitoba, and Yukon state in their legislation who is responsible for each
specific type of PPE.
· Alberta requires employers to provide workers with, and pay for, PPE for emergency response,
hearing, and respiratory protection if it is required for the job. The worker is responsible for providing and
using PPE such as hard hats, safety boots, flame resistant clothing, or eye protection if they are required
for the job.
· Ontario, New Brunswick, Prince Edward Island, Newfoundland and Labrador, Nova Scotia, and
those organizations that follow legislation from the Canadian federal government use the term “provide”.
However the term “provide” is not always clearly defined, and its intention should be verified with your
jurisdiction.
REMEMBER: The above is a general summary only. For any information about legislation and the
requirement to provide PPE, always check directly with your jurisdiction for the exact legal interpretation.
 How do I design a PPE program?
A PPE program must be comprehensive. It requires commitment and active participation in the
planning, development, and implementation stages from all levels: senior management, supervisors, and
workers. A good PPE program consists of these essential elements:
· hazard identification and risk assessment
· selection of appropriate controls
· selection of appropriate PPE
· fitting
· education and training
· management support
· maintenance
· auditing of the program
The organization's occupational health and safety policy should be a statement of principles and
general rules which serve as guides to action. Senior management must be committed to ensuring that the
policy and procedures are carried out. PPE programs must be and must be seen to have equal importance
with all other organizational policies, procedures, and programs.
The appointment of a program coordinator will help to make sure the program is successful. The
coordinator has the responsibility to make sure that each of the elements of a program is in place and
operational.
A program must be planned carefully, developed fully, and implemented methodically. The
beneficial effects of the program should be publicized widely, and the target date set well ahead for
compliance. If the use of PPE is new, time should be allowed for workers to choose a style that fits best, to
become accustomed to wearing PPE, and comply with the program, with no enforcement action taken until
the target date.
Note: It would not be acceptable to gradually phase in a PPE program when there is a need to enter
hazardous atmospheres, or where failure to use the equipment poses a significant risk of injury.
The greater the workers' involvement in all stages of the program, the smoother the program will be
to implement and operate. Users must be educated about why the PPE is to be worn and trained on how to
properly use it. The method of implementation affects the acceptance and effectiveness of the whole
program.
Besides, worker compliance with the PPE program is likely to be poor if a PPE device is
unattractive, uncomfortable, or is imposed on the worker with little choice in the selection. Offer some
flexibility in terms of various models or makes of the required PPE where possible (while maintaining
appropriate protection).
The protection provided will be dramatically reduced if workers remove the PPE for even short
periods. The loss of protection during the periods when the PPE is not worn may easily outweigh the
protection when it is used.
For example, to get the full benefit, hearing protectors must be worn all the time during noisy work.
If hearing protectors are removed only for a short duration, the protection is substantially reduced. The
following table gives maximum protection provided for non-continuous use of an ideally fitted “100%”
efficient hearing protector.
For example, when hearing protection is rated with an attenuation of 25 dB if one takes off his/her
hearing protector for 5 minutes in an hour the maximum protection will be reduced to no more than 11 dB.
 
 Impact of removing hearing protection
  
  Time removed  (in 1 hr)  Maximum 25 dB  Protection is reduced  to (dB)
   0 min   no reduction, 1 min  17, 5 min  11,  10 min  8, 30 min  3,  60 mi  0
 Source: Removal of hearing protectors severely reduces protection. Health and Safety Executive,
UK (no date).

Ear protectors must be used ALL THE TIME to get the full benefit.

Why should I identify hazards and conduct a risk assessment first?

The first step in the development of a PPE program is to identify the hazards at the worksite. Work
practices, processes, job procedures, equipment, products, workplace layout, and individual factors should
be examined.
 Particular attention should be paid to job requirements as some types of hazards require more than
one piece of PPE. For example, working with chlorine may require respiratory, skin, and eye protection
because chlorine irritates both the respiratory system and the mucous membranes of the eyes. It is
important to continually review Safety Data Sheets (SDSs) as they indicate the hazards associated with
specific products and make PPE recommendations.
A hazard identification and risk assessment should involve the health and safety committee as an
integral part of the team.

What steps are involved in the selection of PPE?

Once the need for PPE has been established, the next task is to select the proper type. Two criteria
need to be determined:
· the degree of protection required, and
· the appropriateness of the equipment to the situation (including the practicality of the equipment
being used and kept in good repair).
The degree of protection and the design of PPE must be integrated because both affect its overall
efficiency, wearability, and acceptance.
The following are guidelines for selection:

a) Match PPE to the hazard

There are no shortcuts to PPE selection. Choose the right PPE to match the hazard. On some jobs,
the same task is performed throughout the entire job cycle, so it is easy to select proper PPE. In other
instances, workers may be exposed to two or more different hazards. A welder may require protection
against welding gases, harmful light rays, molten metal, and flying chips. In such instances, multiple
protection is needed: a welding helmet, welders goggles, and the appropriate respirator, or an air-supplied
welding hood.
b) Obtain advice
Make decisions based on thorough risk assessment, worker acceptance, and types of PPE
available. Once you have determined your PPE needs, do research, and shop around. Discuss your needs
with trained sales representatives and ask for their recommendations. Always ask for alternatives and
check into product claims and test data. Try out PPE and test it to see that the equipment meets all of your
criteria before it is approved.
c) Involve workers in evaluations
It is extremely important to have the individual worker involved in the selection of specific models.
This assistance in selection can be achieved by introducing approved models into the workplace for trials in
which workers have the opportunity to evaluate various models. In this way, much information regarding fit,
comfort, and worker acceptability will be gained. When choosing PPE, workers should select among two or
three models, allowing for personal preferences. PPE should be individually assigned.

d) Consider the physical comfort of PPE (ergonomics)

If a PPE device is unnecessarily heavy or poorly fitted it is unlikely that it will be worn. Note also that
if a PPE device is unattractive or uncomfortable, or workers cannot choose among models, compliance is
likely to be poor. When several forms of PPE are worn together, interactions must be kept in mind (e.g., will
wearing eyewear interfere with the seal provided by earmuffs?). Use every opportunity to provide flexibility
in the choice of PPE as long as it meets required legislation and standards.
e) Evaluate cost considerations
The cost of PPE is often a concern. Some programs use disposable respirators because they
appear to be inexpensive. However, when the user is evaluated over time, it is possible that a dual
cartridge respirator would be more economical. Engineering controls might prove an even more cost-
effective solution in the long term and should be considered before PPE.
f) Review standards
Performance requirements of all standards must be reviewed to ensure that exposure to injury will
be minimized or eliminated by using PPE. If PPE is exposed to hazards greater than those for which it is
designed, it will not deliver adequate protection.
In Canada, various standards exist and the most recent should be used for guidance in the
selection process. For example, the CSA Standard Z94.3-15 “Eye and Face Protectors” outlines types of
eyewear protectors recommended for particular work hazards. The OSH Answers on eye and face
protection has more information on this topic.
g) Check the fit
 When the selection has been made, the “fitting” component should be put in place. The key is to fit
each worker with PPE on an individual basis. At the time of fitting, show each worker how to wear and
maintain PPE properly.
In some cases, individual fitting programs should be carried out by qualified personnel. For
example, for eye protection, this qualified person could be an optometrist, an optician, a manufacturers'
representative, or a specially trained staff member, such as a nurse.
Eyewear should cover from the eyebrow to the cheekbone, and across from the nose to the boney
area on the outside of the face and eyes. When eyewear/glasses sit halfway down the nose, protection
from the hazard of flying particles is reduced, sometimes to the point where no protection is given. The
calculated degree of protection will not be achieved in practice unless the PPE is worn properly at all times
when the worker is at risk.
h) Perform regular maintenance and inspections
Without proper maintenance, the effectiveness of PPE cannot be assured. Maintenance should
include inspection, care, cleaning, repair, and proper storage.
Probably the most important part of maintenance is the need for continuing inspection of the PPE. If
carefully performed, inspections will identify damaged or malfunctioning PPE before it is used. PPE that is
not performing up to manufacturers specifications, such as eyewear with scratched lenses that have lost
their ability to withstand impact should be discarded.
Procedures should be set up to allow workers to get new PPE or replacement parts for damaged
PPE, and help them to keep the PPE clean. For example, respiratory protection devices require a program
of repair, cleaning, storage, and periodic testing.
Wearing poorly maintained or malfunctioning PPE could be more dangerous than not wearing any
form of protection at all. The workers have a false sense of security and think they are protected when, in
reality, they are not.
i) Conduct education and training
No program can be complete without education and training to make sure PPE is used effectively.
Education and training should cover why it is important, how to fit and wear PPE, how to adjust it for
maximum protection, and how to care for it.
Emphasize the major goals of the program and reinforce the fact that engineering controls have
been considered as the primary prevention strategy. It is not good enough to tell someone to wear a
respirator just because management and/or legislation requires it. If the respirator is intended to prevent
lung disorders, the workers must be informed of the hazards.
Workers and their supervisors will require education and training in when, where, why, and how to
use the equipment to achieve the necessary level of protection. Include workers who are exposed regularly
as well as others who might be exposed on an occasional basis, for example, in emergencies or when
temporary work is performed in dangerous areas.
j) Get support from all departments
Once the program is underway there will be a continuing need for involvement from management,
safety, and medical personnel, supervisors, the health and safety committee, individual workers, and even
the suppliers of the chosen PPE.
Education and training programs should continue regularly.
k) Audit the program
As with any program or procedure implemented in an organization, the effectiveness of the PPE
program should be monitored by inspection of the equipment and auditing of procedures.
Annual audits are common but it may be advisable to review critical areas more frequently.
It would be useful to compare the safety performance to data before the program began. This
comparison would help determine the success or failure of a program.
How can I promote the PPE program?
The overall goal of a safer workplace is supported by a careful promotional strategy. This strategy
focuses on:
· commitment by management and workers to the program and a sense of responsibility for it
· the reasons for the program, and
· how the program will work.
The success of the PPE program depends upon the cooperation and support of all those
concerned. Success is also more likely to be accomplished if it is shown that controls at the source and
along the path have been addressed comprehensively and effectively.
Why are there so many precautions about using PPE?
PPE programs are often plagued by the belief that once a piece of equipment is put on, the worker
is totally protected. This is a false sense of security. Basic safety principles, such as housekeeping and
engineering controls, must not be ignored.
 PPE is designed to meet criteria which are only an approximation of real working conditions. PPE
should not be used when hazards are greater than those for which that specific piece of equipment is
designed. When it comes to the evaluation of potential hazards, uncertainties need to be taken into
account. Unfortunately, PPE design criteria cannot cover all eventualities.
Wearing PPE should not in itself create a greater danger. For example, gloves prevent skin damage
while working with moving equipment, but can create an entanglement hazard when working with a drill
press or metal lathe.
Most regulatory agencies require that PPE not be used unless the employer has taken all the
necessary measures in terms of engineering controls, work practices, administrative controls, and hygiene
to control the hazard.
Since the goal of an occupational health and safety program is to prevent occupational injury and
illness, PPE cannot be the first protection option. The use of PPE does not prevent an incident from
happening. It does not eliminate the hazard. It only minimizes the exposure or may reduce the severity of
injury or illness. For these reasons, PPE is often described as “the last line of defense”.
What is an example of a PPE program checklist?
The PPE program coordinator should consider the following:
Design a PPE Program:
· Make sure the “hierarchy of controls” methods such as elimination, substitution, engineering
controls, and administrative controls, are considered first. PPE is the last line of defense.
· Secure the active participation of all parties.
· Ensure that a program coordinator has been appointed.
· Re-evaluate the program on an ongoing basis.
Promotional Strategy
· Publicize commitment to the program.
· Make sure a clear, concise company policy has been formulated.
Hazard identification and risk assessment
· Review work practices, job procedures, equipment, and plant layout.
· Use job hazard analysis techniques to integrate accepted safety and health principles and practice
into specific operations.
Selection
· Choose PPE to match the hazard.
· Get advice on proper selection.
· Have a workplace trial, whenever possible.
· Consider the physical comfort of PPE.
· Evaluate cost considerations of PPE usage.
· Ensure PPE meets standards / certification (e.g., CSA, CGSB, NIOSH, ANSI).
Fitting and wearing 
Include fitting of PPE to the individual.
Observe or survey users to make sure the PPE is worn and worn properly.
Maintenance
Make sure that workers know how to perform regular maintenance and inspection of their PPE.
Make sure that workers can identify potential problems or defects with their PPE during the pre-use
inspection or while wearing/using.
Education and Training
· Verify that all users, supervisors, selectors, buyers, and stock keepers are educated and trained.
· Make sure that education and training programs are ongoing.
Audit the Program
· Review the program at least annually.
· Review and compare production and safety performance records.
Worker responsibilities include:
Use of proper PPE
· Make sure you are wearing the right PPE for the job. Check with your safety representative if you
are not sure.
Maintenance and inspection
· Inspect PPE before and after each use.
· Take care of PPE at all times.
· Clean all PPE after use.
· Repair or replace damaged or broken PPE.
· Store PPE in clean dry air - free from exposure to sunlight or contaminants.
Education and Training
 · Participate in education and training on how to fit, wear, and maintain PPE.
· Ask questions to make sure you know when and what PPE should be worn, and why it should be
worn.

Assessment: (Post-Test)

TRUE or FALSE: Write TRUE if the statement is correct and FALSE if it is wrong. Write your answer on
your answer sheet.

1. Controlling a hazard at its source is the good choice because this method will eliminate it from the
workplace altogether or isolate it from the worker.
2. A good comprehensive strategy considers the hazards, conducts a risk assessment, evaluates all
possible control methods, integrates various approaches, and reexamines the controls frequently to make
sure that the hazard continues to be controlled.
3 . The coordinator has the responsibility to make sure that each of the elements of a program is in place
and operational.
4. The first step in the development of a PPE program is to identify the hazards at the worksite.
5. The employee has to make an assessment of the hazards in the workplace in order to identify the correct
type of PPE to be provided and to ensure that PPE is appropriate to the risk.

Q3 2nd Summative Test

Multiple Choice.
Direction: Select the letter of the best answer. Write your answer in your notebook.

1. A kitchen utensil used primarily to measure the volume of liquid or powder-form cooking
ingredients like flour, water, milk or juices.
a. weighing scale c. salinometer
b. measuring cup d. cylinder
2. All standard measuring devices must be use in accordance with
a. manual/manufacturer’s specification c. operator’s experience
b. teacher’s direction d. All of the above
3. Type of non-bulk ingredients/additives that can be insoluble in water, but soluble in oil or alcohol
a. natural antioxidants c. synthetic antioxidants
c. antibiotics d. food colors
4. The most common chemical preservative on fish and meat
a. sodium chloride (salt) c. sodium nitrite
b. sodium benzoate d. phosphate
5. In order that oil and water not to separate into layers, food processors use an additive like
a. humectants c. emulsifiers/stabilizers
b. flavor enhancers d. chemical preservatives
6. Which of the following is the most common flavor enhancers used by fish processors?
a. disodium guanylate c. monopotassium glutamate
b. inosinate d. monosodium glutamate
7. Which of the following is not used as thickeners and vegetable gums?
a. caulerpa (Lato) c. Gracilaria(red algae)
b. Eucheuma (guso) d. Sargassum(samo)
8. Which of the following does not belong to the group?
a. Ascorbic Acid c. Sodium benzoate
b. Monosodium glutamate d. sodium nitrite
9. Which of the following additives prevent rancidity in smoked and dried fish?
a. Acetic Acid c. Benzoic acid
b. ascorbic acid d. citric acid
10. Which of the following is extracted from Eucheuma(guso) and used as thickeners and
vegetable gums?
a. Agar powder c. Carrageenan
b. Algin d. gelatin powder
11. An evaluation as basis of comparison?
a. measure c. ingredients
b. weigh d. raw material

12. To measure off an amount equal in weights

a. weigh c. ingredients
b. measure d. raw material
13. Measuring cup is divided into how many graduation?
a. 4 c. 6
b. 5 d. 8
14. What will you do when your Teacher ask you to measure a brown sugar?
a. aerate/fluff up c. pack down and level off
b. crouch down level off d. pour directly to the cup and level off
15. In preparing food, the purpose of weighing & measuring ingredients correctly is
a. ensure a quality product every time c. ensure that the food meets menu
b. help control cost pattern requirements d. none of the above
e. all of the above
16. Which of the following is not part of the group?
a. Washing c. storing
b. packaging d. Proper storage conditions for each food or
ingredient should be pre-determined
17. What ingredients should be level with top of the measuring cup?
a. dry ingredients c. liquid ingredients
c. sauces d. all of the above e. none of the above
18. A tool used to measure small amount of dry ingredients
a. measuring cup c. measuring spoon
b. dietetic scale d. all of the above
19. A kind of ingredient can be measured with the use of clear glass measuring cups
a. dry ingredients c. liquid ingredients
b. black pepper d. sugar
20. In a marinated boneless bangus, when the input is 1680 grams and the output is 1200 grams,
how much is the wastage?
a. 840 grams c. 480 grams
b. 408 grams d. 804 grams

ANSWER KEY

WHAT I KNOW WHAT I HAVE WHAT I HAVE LEARNED 2

1. B LEARNED 1 1. DRY INGREDIENTS
WHAT’S MORE 1. D 2. ACCURATELY
2. A
3. C 2. D 3. MEASURING
Answer may vary 3. B CUP/SCALE
4. A
5. C 4. B 4. LIQUID INGREDIENTS
5. A 5. MEASURING SPOON

WHAT CAN I DO ASSESSMENT (POST TEST)

Answer may vary Good Luck!

Q3 2ND SUMMATIVE TEST

Good Luck!