TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE AND FISHERY
Specialization
(Food/Fish Processing)
Grade 10
Introduction
This learning material deals with the knowledge, skills, and attitudes which
leads to a Food (Fish) Processing National Certificate (NC I). It covers three of the
seven core competencies that a Grade 10 Technology and Livelihood Education
(TLE) student ought to possess: (1) Operation of Equipment (OE) (2) Cleaning and
Sanitizing of Equipment for Processing and Packaging Area (CS), and (3) Loading
and Unloading Raw Materials, Products and Supplies. (LD)
It also enables the student to demonstrate an understanding of the Personal
Entrepreneurial Competencies (PECs) in Food (Fish) Processing; the Environment
and Market in this area; how to develop a product/ service and select a business
idea based on the criteria and techniques set for Food (Fish) Processing.
General Objectives:
At the end of the module, you are expected to:
 Demonstrate an understanding of one‘s Personal Entrepreneurial
Competencies and Skills (PECs) in Food (Fish) Processing
 Recognize the environment and market of Food (Fish) Processing in one‘s
town/municipality.
 Demonstrate how to operate appropriate equipment for Food (Fish)
Processing.
 Demonstrate the proper way of cleaning and sanitizing equipment and Food
Processing/Packaging area.
 Demonstrate the proper procedure of loading and unloading raw materials,
supplies, and products.
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What Is This Learning Material About?
Food (Fish) Processing
K to 12 – Technology and Livelihood Education
This learning material has 5 Modules. Each Module has the following parts.
Learning Objectives

Content Standards
Performance Standards
Pre-Assessment

Reading Resources/ Instructional Activities
 What to KNOW
 What to PROCESS
 What to UNDERSTAND
 What to TRANSFER

Post Assessment
2
How Do You Use The Module?
To get the most from every module, you need to do the following:
1. Begin by reading and understanding the Learning Objective/s, Content and
Performance Standards. These will tell you what you should know and be
able to do at the end of each module.
2. Find out what you already know by taking the Pretest. If you get 80% to
100% of the items correctly, you may proceed to the next Module. If you fail
to get 80% to 100% of the items correctly, go through the Module again and
review especially those topics with items you answered incorrectly.
3. Do the required Learning Activities. They begin with one or more Information
Sheets. An Information Sheet contains important notes or basic information.
After reading the Information Sheet, test yourself on how much you learned
by means of the Self-check. Do not hesitate to go back to the Information
Sheet when you do not get all the test items correctly. This will ensure your
mastery of basic information.
4. Demonstrate what you learned by doing what the Activity / Operation /Job
Sheet directs you to do.
5. You must be able to apply what you have learned in another activity or in a
real life situation.
6. Accomplish the Scoring Rubrics for self - evaluation.
Each lesson also provides you with references and definitions of key terms for
your guide. They can be of great help. Use them fully.
3
Pre- Assessment
Directions: On a separate sheet, provide information on what you already know in
the first column (K), and what you want to know in the second column (W). You will
record what you have learned in the third column (L) as the lesson proceeds. The
fourth column (S), So What is used to list ways in which the new knowledge will be
useful to you in relation to Personal Entrepreneurial Competencies (PECs),
Environment and Marketing (E&M), Operation of Equipment (OE), Cleaning and
Sanitizing Equipment and Processing/Packaging Areas (CS), Loading and
Unloading of Raw Materials, Products and Supplies (LD). Copy the sample table
below.
K (Know)
W (Want)
PECs
E &M
OE
CS
LD
4
L (Learned)
S (So What)
Learning Goals/Targets
Having identified your strengths and areas for improvement, you are now
ready to set your learning goals and targets.
Now, think further and write your goals and targets below.
GOALS
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________
TARGETS (specific objectives with target dates indicated)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________
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Quarter 1
Module 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)
Content Standard
The
learner
Performance Standard
The learner independently creates a
demonstrates
plan of action that strengthens/
understanding of one‘s PECs in
further develops his/her PECs in
FOOD (FISH) PROCESSING.
FOOD (FISH) PROCESSING.
Introduction
In this module, you will learn more about entrepreneurship and the
entrepreneurial competencies related to Food (Fish) Processing. You will have
first-hand experience in educational activities leading to a personal assessment of
your entrepreneurial competencies and an assessment of the entrepreneurial
competencies of a successful Food (Fish) Processor within your province. You
will
have activities to align your competencies with those
of successful
practitioners. Moreover, this module is designed to introduce entrepreneurship, its
role in the business community in particular and to
economic and social
development in general.
To start with this module, let us first understand entrepreneurs and
entrepreneurship.
Entrepreneurs are people with skills and capabilities to see and evaluate
business opportunities. They are individuals that can strategically identify products
or services needed by the community and deliver them at the right time and the
right place.
Entrepreneurs are agents of economic change; they organize, manage and
assume the risks of a business. A good entrepreneur is an opportunity- seeker, risk
- taker, goal - setter, a planner, and problem solver. He/she is
persistent and a committed worker.
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hardworking,
Entrepreneurship on the other hand is not just a simple business activity. It is
a
strategic
process of
innovation
and
new
venture
creation.
Basically,
entrepreneurship is both the art and science of converting business ideas into
marketable products or services to improve the quality of living of individuals or a
community.
With your knowledge about entrepreneurs and entrepreneurship, begin
assessing your Personal Entrepreneurial Competencies (PECs). Always remember
that ―Successful entrepreneurs continuously develop and improve their
PECs.”
Below are the competencies you will master after finishing this module.
Learning Objectives:
At the end of this module, you are expected to:
-
Identify areas for improvement, development and growth;
-
Align your PECs according to your business/career choice; and
-
Create a plan of action that ensures success in your business/career choice
Take the first challenge in this module - the pre- assessment.
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Pre - Assessment
As part of your initial activity, you will be challenged to dig deep into your
knowledge and previous experiences on the topic. Try to diagnose/assess what you
already know about personal entrepreneurial competencies by answering
the
activities below
Activity 1. Matching Type
Direction: Match the entrepreneurial competencies in column A with their
meaning in column B. Write the letter of your choice in your notebook.
A
B
____1. Creative
a. makes wise decisions towards the set objectives
____2. Profit - Oriented
b. strategic thinker and goal- setter
____3. Disciplined
c. trusts in one‘s ability
____4. Good Decision Maker
d. adaptable to change
____5.Possesses People Skills
e. make innovative moves to achieve competitive
____6. Planner
edge
____7. Self-confident
f. dedicated
____8. Hardworking
g. skilled in record keeping
____9. Able to accept change
h. able to create and alter steps to achieve a goal
____10. Committed
i. works diligently
j
effective and efficient in communicating
and relating with people
k. always looking for income – generating activities
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Activity 2: Guide Questions
Direction: The following are guide questions which encapsulate the entire module.
Write your answers on your assignment notebook, then share your answer with the
class.
A. Explain
why
entrepreneurial
activities
are
important
to
the
social
development and progress of the economy.
B. What entrepreneurial activities do you know and are capable of doing which
are related to Food (Fish) Processing?
C. Given the opportunity to own a business that relates with Food (Fish)
Processing, do you think you can manage it? Explain your answer.
D. What do you think are the most important competencies you must possess in
order to be successful in running your chosen business?
E. Name successful entrepreneurs from your province whose business is
related to Food (Fish) Processing. Be able to share to the class their PECs
that made them successful.
After all the guide questions have been answered to the best of your
knowledge and ability, share your answer with your classmates. You too, may
compare your insights, personal knowledge of, and relevant experiences on the
topic to make it more exciting and engaging.
Learning Goals and Targets
After reading and understanding the objectives of this module, and
answering the pre-assessment and the guide questions, you will be asked to set
your own personal goals.
These goals would motivate you to learn more about
PECs.
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Goals and
Targets
Learning
Activities
Ultimate Goal
Figure 1: Strategic process to achieve the objectives of this module
Reading Resources and Instructional Activities
After setting your own personal goals and targets to achieve the objectives of
this module, check your inherent knowledge of PECs. Try to answer the following
guide questions with the help of your classmates.
Activity 3: Group Activity
Directions: Answer the following guide questions on a separate sheet of paper.
Share your answers with the class.
1. Explain the importance of assessing one‘s PECs before engaging in a
particular entrepreneurial activity.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.
2. Are there other strategies or approaches where you can assess your PECs?
Explain how these would be useful in selecting a viable business venture.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.
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3. What are the desirable personal characteristics, attributes, lifestyles, skills,
and traits of a prospective entrepreneur? Why do you think these are
important?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.
4. How will each of the following PECs (attributes, lifestyles, skills and traits)
affect in establishing a business?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.
5. What is the significance of evaluating PECs of a successful entrepreneur?
What helpful insights can you draw from this activity?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
How was your experience in answering the guide questions with your
classmates? Were you able to benefit from them? What were the insights you
gained?
Now, it‘s time to study the different topics that will enrich your knowledge of
PECs. Read carefully all the important details about the succeeding topic.
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What to KNOW
Lesson 1. Develop and Strengthen Personal Competencies and Skills (PECs)
Needed in Food (Fish) Processing
A. Assessment of Personal Entrepreneurial Competencies (PECs) and
Skills in relation to a Practicing Entrepreneur in a Province.
The entrepreneurial competencies refer to the important characteristics
that should be possessed by an individual in order to perform entrepreneurial
functions effectively. In this module, you will learn some of the most important
characteristics, attributes, and skills of a successful entrepreneur.
Below are a few important characteristics of a good entrepreneur:

Hardworking:
One of the important characteristics of a good
entrepreneur is being hardworking.
This means habitually working
diligently for a long hours. Hardworking people keep on strive to improve
their performance to produce good products and/ or provide good
services.

Self-confident: Entrepreneurs are confident in their abilities and trust
their judgment. They exhibit self-confidence in order to cope with all the
risks of operating their own business.

Disciplined: Successful entrepreneurs always stick to the plan and fight
the temptation to do what is unimportant.

Committed:
A good entrepreneur accepts full responsibility for
everything in his/her business. He/she is dedicated making the business
successful.

Able to accept change: Nothing is permanent but change.
Change
occurs frequently. An entrepreneur copes with and thrives on changes.
He/she capitalizes on positive changes to make the business grow.
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
Creative: An entrepreneur should be creative and innovative to stay in
business and in order to have an edge over the competition..

Takes Initiative: An entrepreneur takes the personal responsibility for
the failure or success of the business.

Profit-Oriented: An entrepreneur enters into business to generate profit
or additional income. Therefore, an entrepreneur must see to it that the
business becomes profitable.
Listed below are the important skills of a successful entrepreneur.

Planning: Planning is a strategic thinking and setting of goals to achieve
objectives by carefully maximizing all the available resources. A good
entrepreneur develops and applies step-by-step plans to realize goals. A
good entrepreneur knows that planning is an effective skill only when
combined with action.

People Skills: This is very important in order to be successful in any
kind of business. Possessing people skills refers to the entrepreneur‘s
ability to effectively and efficiently communicate and relate to people
working within and outside of your business. In day-to-day business
transactions, you need to deal with people.
Well- developed people
skills can spell the difference between success and failure of the
business.

Decision Making: Successful entrepreneurs have the ability to think
quickly and make wise decision towards pre-determined objectives. No
one can deny that the ability to make decisions is an important skill that
an entrepreneur should possess. Sound decisions should arise from
verified facts/information and should be towards the pre-determined
objectives.
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What to PROCESS
In order to firm up what you have learned and to have a better appreciation
of the different entrepreneurial competencies, try to read the PECs checklist
presented below, then answer the same.
Activity 1. PECs Checklist
Directions:
Using the PECs Checklist, assess yourself by indicating a check ()
mark in either strengths and/or development areas column. Interpret the results by
counting the total number of check marks in each of the columns. After
accomplishing the checklist, form a group and share your insights about the
checklist and your answers.
Table 1: PECs Checklist
SCORE
Personal Entrepreneurial Competencies of
an Entrepreneur
Hardworking
-
Working diligently
Self-confident
-
Confidence in one‘s ability
Disciplined
-
Focused on work at hand
Committed
-
Solid dedication
Able to accept change
-
Adaptable to change
Creative
-
Innovative
to
have
edge
over
competition
Profit-oriented
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5
4
3
2
1
-
Always striving for income
Planner
-
Strategic thinking and setting of goals
People Skills
-
effective and efficient communication and
relation with people
Decision Maker
-
makes wise decisions towards the set
objectives
TOTAL
Legend:
5 - I definitely possess this trait 100%
4 – I possess this trait more than most 75%
3 – I possess this trait about the same as most 50%
2 – I somewhat possess this trait 25%
1 – I definitely need to improve on this trait 10%
WHAT TO UNDERSTAND
How was your experience in discovering your strengths and the areas where
you need improvement? Did you gain insights when you discussed the activity with
your classmates? To deepen your understanding of PECs, do the Task 5 below.
Activity 1. Interview
Interview a successful Food (Fish) Processor
or entrepreneur in your
province whose type of business is related with Food (Fish) Processing. Focus
your interview on PECs and other business-related attributes that helped them
become successful.
Analyze the result of the interview and reflect on the
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characteristics of an entrepreneur. Write your answers on a separate sheet of
paper.
Sample Interview Guide
Name of Proprietor/Practitioner:
____________________________________________
Age: _______________________ Number of Years in Business: __________
Business Name:
________________________________________________________
Business Address:
______________________________________________________
1. What preparations were necessary before you engaged in this type
business/job?
2. What are your special skills/characteristics that are related to your
business/job?
3. How did you solve business-related problems during the early years of your
business operation?
4. Did you follow the advice from a successful businessman/practitioner before
you engaged in your business?
5. What are the best business practices that you can pass on to with aspiring
entrepreneurial students?
6. What are the characteristics, attributes, lifestyle, skills and traits that made
you successful in your business?
7. What lifestyle changes did you make or not make that contributed to your
success in business?
Note: Cull the needed information from the interview to supply answer/s to
Row 1 in the table below. Meanwhile, fill out the second row with your PECs.
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Personal
Entrepreneurial
Characteristics
Competencies
Successful Entrepreneur
in the province
My PECs
Using the information on the table above, analyze, and reflect on the
similarities and differences between your answers and those of the
interviewee. Put your reflection on the table below. Write your conclusion on
the space provided below.
Personal Entrepreneurial
Competencies
Similarities
Differences
Characteristics
Conclusion:________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________
WHAT TO TRANSFER
After performing the activities on the importance of PECs, let‘s determine how
much you have learned. Perform the activity to determine how well you have
understood the lesson.
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.
Objective
Area
Activities
Strategies
Time
Expected
Frame
Outcome
To align my
PECs
with
the PECs of a
successful
entrepreneur
in
Food
Characteristics
(Fish)
Processing.
Activities – means what actions you will do to develop the characteristics you want
Strategies – means what are the ways and techniques you will use in developing
these characteristics
Time Frame – means how long will you accomplish these activities
Expected Output – identify the possible result/outcome
Activity 2. Essential Questions
Direction: Read and study the following questions below. Use a separate sheet of
paper or your notebook to write your answers.
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1. Why is there a need to compare and align your PECs with the PECs of a
successful entrepreneur?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________.
2. How does your action plan help sustain your strong PECs and/or address
your areas for development?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________.
3. What plan of action would you implement to address your areas for
development?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________.
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POST ASSESSMENT
Matching Type
Direction: Match the entrepreneurial competencies in column A with their
meaning in column B. Write the letter of your choice in your notebook.
A
B
____1. Creative
a. makes wise decisions towards the set objectives
____2. Profit - Oriented
b. strategic thinker and goal- setter
____3. Disciplined
c. trusts in one‘s ability
____4. Good Decision Maker
d. adaptable to change
____5.Possesses People Skills
e. make innovative moves to achieve competitive
____6. Planner
edge
____7. Self-confident
f. dedicated
____8. Hardworking
g. skilled in record keeping
____9. Able to accept change
h. able to create and alter steps to achieve a goal
____10. Committed
i. works diligently
j
effective and efficient in communicating
and relating with people
k. always looking for income – generating activities
20
Quarter I
Module 2: ENVIRONMENT AND MARKET (EM)
Content Standard
The
learner
demonstrates
Performance Standard
an The learner independently creates a
understanding of the environment business vicinity map reflective of the
and market in the field of Food (Fish) potential Food (Fish) Processing
Processing,
particularly
in
one‘s market within the locality/town.
town/municipality.
Introduction
People who aspire to start a business need to explore the economic, cultural
and social conditions prevailing in the area. Needs and wants of the people in a
certain area that are not met may be considered as business opportunities.
Identifying the needs of the community, its resources, available raw materials, skills,
and appropriate technology can help a new entrepreneur in seizing a business
opportunity. An entrepreneur must have a clear idea of the business they want to
pursue.
To be successful in any kind of business venture, potential entrepreneurs
should always look closely at the environment and market. They should always be
watchful for existing opportunities and constraints. The opportunities in the business
environment are those factors that provide possibilities for a business to expand
and become more profitable. Constraints, on the other hand, are those factors that
limit the business ability to grow, hence reduce the chance of generating profit. One
of the best ways to evaluate the opportunities and constraints is to conduct a SWOT
Analysis (Strengths, Weakness, Opportunities and Threats).
SWOT analysis is a managerial tool to assess the business environment.
This method gathers important information, which in turn is used in strategic
planning. Successful entrepreneurs must know how
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to take risks in business.
Strengths and Weaknesses are internal in an organization.
They relate to
resources owned or lacking in an organization, things that the entrepreneur has
control over, and as well as the extent of its marketing.
Opportunities and Threats exist in the external environment. Opportunities
pertain to the market, to the development of new technology, and external factors
such as government policies, climate, and trends, favorable to the business.
Threats pertain to what the competition is doing as well as legal and other
constraints of the business.
Now that you have read some of the important considerations to be
successful in any business, you are ready to explore the environment and market.
To begin, let us find out the competencies that you will master after finishing
this module.
Learning Objectives:
At the end of this module, you are expected to:
- Identify what is of ―Value‖ to the customer;
- Identify the potential customer;
- Explain what makes a product unique and competitive;
- Apply creativity and innovative techniques to develop a marketable product;
- Employ a Unique Selling Proposition (USP) to the product/service and
- Explore ways of generating a business.
Now that you have an idea about the things you will learn, take the first
challenge in this module- the pre assessment.
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Pre - Assessment
Activity 1. Multiple Choice
Direction: Write only the letter of your answer in your notebook.
1. This is generated by examining what goods and services are sold in the
community.
a. Business Creation
b. Business Pricing
c. Business Concept
d. Business Idea
2. A process of making a new product to be sold to the customers.
a. Product Analysis
b. Product Conceptualization
c. Product Development
d. Product Implementation
3. These are luxuries, advantages and desires that every individual considers
beyond necessary.
a. Wants
b. Desires
c. Requirements
d. Needs
4. This is the factor presented by a seller as the reason that one product or
service is different from and better than that of the competition.
a. Unique Selling Plan
b. Unique Selling Proposition
c. Unique Pricing Policy
d. Finding Value-Added
5. In this stage, the needs of the target market are identified, reviewed and
evaluated.
a. Concept Development
b. Economic Analysis
c. Project Development
d. Refine Specification
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6. This is the introduction of a new idea to make the products and services
more attractive and saleable to the target customers.
a. New Idea
b. Creativity
c. Product Development
d. Innovation
7. A managerial tool used to assess the environment to gather important
information used for strategic planning.
a. Environmental Scanning
b. SWOT Analysis
c. WOTS Analysis
d. Survey Analysis
8. A marketing practice of creating a name, symbol or design that identifies and
differentiates a product from other products.
a. Product Naming
b. Unique Selling Proposition
c. Branding
d. Tagline
9. This is a meaningful and unforgettable statement that captures the essence
of your brand.
a. Product Naming
b. Unique Selling Proposition
c. Branding
d. Tagline
10. These are the things that people cannot live without.
a. Wants
b. Desires
c. Requirements
d. Needs
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Activity 2. Guide Questions:
Direction: Read and study the guide questions below. Use a separate sheet of
paper to write your responses to the guide questions
1. How does one determine the products or services to be produced and/or
offered to the target customers?
2. How does one select an entrepreneurial activity?
3. When can one say that a certain product has ―value‖?
4. Is innovation and creativity of your products/services important? Explain.
5. How can one effectively respond to the needs of the target customer?
6. Express from the viewpoint of a business owner the importance of scanning
the environment and market in generating a business idea.
7. Using a self-assessment, explain your level of confidence in formulating a
business idea.
After all the guide questions have been answered and entrepreneurial
competencies have been identified, share those with your classmates. Discuss your
insights, personal knowledge of, and relevant experiences on the topic
After reading and understanding the objectives of this module and having
gone through pre-assessment and answering the guide questions, you will be asked
to set your own personal goals. In the end, these goals will motivate you to learn
more about the business Environment and Market.
Goals and Targets
Learning Activities
Ultimate Goal
Figure 2: Strategic process to reach the objectives of this module
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
Lesson 1: Develop a Product/ Service in Food (Fish) Processing
A. Product Development
The Product development, we are referring to a process of making a new
product to be sold by a business or enterprise to its customers.
The Product
development may involve modification of an existing product or its presentation, or
formulation of an entirely new product that satisfies a newly defined customer need
and/or want, and/or a market place.
The term development in this module refers collectively to the entire process
of identifying a market opportunity, creating a product to appeal to the identified
market, and finally, testing, modifying and refining the product until this will be ready
for production. This product can be any item to be sold to the consumers.
There are basic, yet vital questions that you can ask yourself. When you find
acceptable answers to these, you may say that you are ready to develop a product
and/or render service.
1.
For whom are the products/services?
2.
What benefit will the customers expect from it?
3.
How will the product differ from the existing brand? Or from their
competitor?
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Likewise, needs and wants of the people within the area should also be
taken into consideration. However, people have different concepts of needs and
wants.
Needs in business are important things that every individual cannot do
without in a society. These include:
1. Basic commodities for consumption
2. Clothing and other personal belongings,
3. Shelter, sanitation and health
4. Education
Basic needs are essential to every individual so he/she may be able to live
with dignity and pride in a community. Awareness of these needs can ob help you
generate business ideas and subsequently lead to product development.
Wants are desires, and luxuries that signify wealth. Wants or desires are
considered above all the basic necessities of life. Some examples of non- basic
needs are luxury cars, jewellery, non –essential fashion accessories, shoes and
clothes, travel for leisure. Eating in expensive restaurants; watching movies,
concerts, and plays are also considered luxuries for many people.
Needs and wants of people are the basic indicators of the kind of business
that you may engage in because being able to meet these can serve as the
measure of your success.
Some other good points that you might consider in
business undertakings are the kinds of people who will be your clients, their needs,
wants, lifestyle, culture and traditions.
To summarize, product development depends entirely on meeting the needs
and wants of the customers.
B. Concepts of Developing a Product
Concept development is very critical phase in the creation of a product. At this
stage, the needs of the target market are identified and competitive products are
reviewed before the product specifications are defined. The product concept is
selected along with an economic analysis to come up with an outline of how a
product is being developed. Below is a figure that shows the stages of concept
development of a product.
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Identify
Customer
Needs
Establish
Target
Specifications
Generate
Product
Concepts
Select a
Product
Concept
Analyze
Competitive
Products
Refine
Specifications
Plan
Development
Project
Perform
Economic
Analysis
Concept Development
Figure 3: Concept Development
The process of product development is as follows:
1. Identify Customer Needs - Using surveys form, interviews, research, focused
group discussions, and observations, an entrepreneur can easily identify customers‘
needs and wants. In this stage, the information gathered here can already include
product specifications (performance, taste, size, color, shape, life span of the
product, etc.). This stage is very important because this determines the product to
be produced or the service to be provided.
2. Establish Target Specifications - Based on customers' needs and
reviews
of competitive products and services, you may now establish target specifications of
the prospective new product and/or service. Target specifications are essentially a
wish-list of the consumer.
3. Analyze Competitive Products - It is imperative to analyze existing competitive
products
to
provide
important
information
in
establishing
product/service
specifications. Other products may exhibit successful design attributes that should
be emulated or improved upon in the new product/service.
4. Generate Product Concepts - After having gone through the previous
processes, you may now develop a number of product concepts to illustrate what
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
People buy for a reason. There should be something in your product/service
that would give consumers a good reason to go back and acquire more. There must
be something that makes you the best option for your target customers; you must
offer something to your customers that they will make them value your
product/services.
The value that you incorporate to your product is called value proposition.
Value proposition is ―a believable collection of the most persuasive reasons people
should notice you and take the action you are asking for.‖ Value is created by
fulfilling desires and solving problems. This is what gets the people to spend for
your product/service.
29
D. Innovation
Innovation is the introduction of something new in your product/service. This
may be a new idea, a new method or a device. If you want to increase your sales
and profit you must innovate. Some of the possible innovations in your products are
changes in packaging, improved taste, color, size, shape and perhaps price. Some
of the possible innovations in providing services are the application of new improved
methods, additional featured services and possibly, freebies services or products
that are included for free.
Unique Selling Proposition (USP)
Unique Selling Proposition is the factor or consideration presented by a seller
as the reason that one product or service is different from and better than that of the
competition. This is especially important when your product or service is similar to
those around you.
USP would require a careful analysis of other businesses' ads and marketing
messages. When you analyze how companies market their products/services, not
just their product or service characteristics, you can learn a great deal about how
companies distinguish themselves from competitors.
Here's how to discover your USP and use it to increase your sales and profit:

Use empathy: Put yourself in the shoes of your customers. Always focus
on the needs of the target customers over and above your attachment to the
product or service. Always remember, you are making this product or
providing this service for the target customers and eventually to increase
sales and earn a profit. An essential question such as what could make
customers come back repeatedly and ignore the competition? Most possible
answers will be focused on the quality, availability, convenience, cleanliness,
reliability of your product and service and friendliness of your staff.

Identify what motivates your customers. It is very important to find out and
understand
what
drives
and
motivates
30
your
customers
to
buy
products/services similar to what will you offer. Make some effort to find out,
analyze and utilize the information you will gather.

Discover the actual
reasons why customers will buy your product
instead of a competitor's. Information is very important in decision making.
A competitive entrepreneur always improves his/her products/services to
provide satisfaction and, of course, retention of customers. As your business
grows, you should always ask your customers for information and
suggestions on how to improve your products/services.
In order to firm up your understanding of the topic previously presented, you
will be tasked to form a group and conduct an interview with a successful
entrepreneur/practitioner. You have to document this interview and present this to
the whole class for discussion, reflection and appreciation.
Activity 1. Interview
Direction: Select a successful entrepreneur/practitioner. Conduct an interview by
utilizing the set of questions below.
Document the interview and
present this to the class.
1. How did you identify your customers?
2. What were your considerations in selecting your customers?
3. Explain how your product/services became unique to other product/s.
4. Did you consult anyone before you engaged in this business? What insights
did you gain from the consultation?
5. What were your preparations before you started the actual business?
6. What creative and innovative techniques did you adopt to your
product/service? What was the effect of the innovative techniques to the
sales and profits of your business?
7. What strategy did you employ in order to have a unique selling proposition of
your product/service?
31
What UNDERSTAND
Activity 1. Video Viewing
In order to deepen your understanding of the lesson, perform the following
tasks:
1. Browse the internet for topics related to:
a. Customers‘ needs and wants;
b. Techniques in identifying customers‘ needs and wants;
c. Creativity/innovation in products and services;
d. Unique selling proposition; and
e. Product development.
2. Prepare a short narrative report about the aforementioned topics. You may
highlight
the
―aspect‖
that
intensifies
your
knowledge
of
product
development.
What to TRANSFER
Product Conceptualization
Direction: Using the figures below develop your own concept for your
product/service.
7. Prepare a Development
Plan
1. Identify Customers
Need
-
-
2. Target Specifications
-
3. Analyze a Competitive Product
6. Refine Product
Specification
5. Select product Concept
4. Generate Product
Concept
-
__________________________________________________________________
__________________________________________________________________
______________________________________________________
32
Lesson 2: Selecting Business Idea
A. Generating Ideas for Business
The process of developing/generating business idea is not a simple process.
There are two problems that arise; first is the excessive generation of ideas that
can lead to inaction and second is when there are no ideas and an individual wants
to become an entrepreneur.
The most optimal way is to have a systematic approach to generating and
selecting business ideas that will be translated to a real business. Here are some
basic yet very important considerations you may use to generate
ideas for
business:
1. Examine the existing goods and services.
products/services in the market?
Are you satisfied with the
What do other people who use the
product/service say about it? How can it be improved? There are many ways of
improving a product from the way it is made to the way it is packed and sold.
You can also improve the materials used in crafting the product. In addition, you
can introduce new ways of using the product, making it more adaptable to the
customers‘ specific needs. When you are improving the product or enhancing it,
you are doing an innovation. You can also do an invention by introducing an
entirely new product to replace the old one.
Business ideas may also be generated by examining what goods and
services are sold outside of the community. Very often, these products are sold in
a form that can still be enhanced or improved.
2. Examine the present and predict future product needs. Look and listen to
what the customers, institutions, and communities are missing in terms of goods
and services. Sometimes, these needs are obvious and current.
Other needs
emerge only in the future, in the event of certain developments in the
community. For example, a province will have its electric power supply in six
months. An entrepreneur can prepare for a product/service requiring electricity
such as a photo copying service, computer service, digital printing, etc.
33
3. Examine how the needs are being satisfied. Needs for the products and
services are referred to as market demand. To satisfy these needs is to supply
the products and services that meet the demands of the market.
The term
market refers to whoever will use or buy the products or service. These may be
people or institutions such as other businesses, establishments, organizations,
or government agencies.
There is a very good business opportunity when there is absolutely no
supply to a pressing market demand.
Businesses or industries in the locality also have needs for goods and
services. Their need for raw materials, maintenance, and other services such as
selling and distribution are good sources of ideas for business.
4. Examine the available resources around you. Observe what materials or skills
are available in abundance in your area. A business can be started out of available
raw materials selling them in raw form and by processing and manufacturing them
into finished products. For example, in a Bangus/Milkfish producing town, there will
be a big supply of Bangus/Milkfish which can be processed into ordinary smoked
Bangus and smoked soft - boned Bangus. These can be sold profitably outside the
community.
A group of people in your neighborhood may have some special skills that can be
harnessed for business. For example, residents of Tawiran, Obando have skills in
preparing fishery products like bagoong, dried fish, smoked fish that have been
passed from one generation to another. This Fish Processing Industry in Tawiran
produce such products for sale to residents in barangays or nearby communities.
Business ideas can come from your own skills. The work and experience you may
have in agricultural arts, industrial arts, home economics, and ICT classes can
provide you with
the needed skills which can earn for you extra income, should
you decide to engage in income-generating activities.
With your skills, you may
also try out various ideas in your spare time. Many products were invented this
way.
34
5. Read magazines, news articles, and other publications on new products,
techniques and advances in technology.
You can pick up new business
ideas from Newsweek, Reader‘s Digest, Trade Magazines, ―Go Negosyo‖, KAB
materials, Small-Industry Journal. The Internet serves as a library where you
may browse and possible business ideas. Research and publications can guide
you on how to put the right product in the right place, at the right price, at the
right time.
A list of businesses set up in an area may also be available from cooperatives,
non-government organizations, and other sources
B. Key Concepts in Selecting a Business Idea
Once you have embarked on identifying business opportunities, you will
eventually see that there are many possibilities that are available for you. It is very
unlikely that you will have enough resources to pursue all of them at once. Which
one will you choose?
You have to select the most promising idea. Narrow down choices into your
top two (2) options. In the final stage, choose between the two and decide which
business idea worth pursuing.
In screening your ideas, examine each one in terms of the following factors:
1. How much capital is needed to put up the business?
2. How big is the demand for the product? Do many people need this
product and will continue to need it for a long time?
3. How is the demand met? Who are processing the products to meet the
need (competition or demand)? How much of the need is now being
met (supply)?
4. Do you have the background and experience needed to run this
particular business?
5. Will the business be legal, not going against any existing or foreseeable
government regulation?
6. Is the business in line with your interest and expertise?
35
Your answers to these questions will be helpful in screening which ones from
among your many ideas are worth examining further and pursuing.
C. Branding
Branding is a marketing practice of creating a name, symbol or design that
identifies and differentiates a product/services from other similar products/services.
It is also a promise to your customers. It tells them what they can expect from your
product/ service. Your brand is who you are, who you want to be and who people
perceive you to be.
Branding is one of the most important aspects of any business. An effective
brand strategy gives you a major edge in increasingly competitive markets.
The features of a good product brand are as follows:
-
Delivers the message clearly
-
Confirms your credibility
-
Connects your target prospects emotionally
-
Motivates the buyer
-
Concretizes user loyalty
Here are some simple tips to publicize your brand.
.

Develop a tagline. Write a meaningful unforgettable, and easy to
remember statement that captures the essence of your brand.

Make a great logo. Create a logo suitable to your business and
consistent with your tagline and place it everywhere.

Write down your brand messaging. Select key messages you want to
communicate about your brand.

Be true to your brand. Deliver your brand promises.

Be consistent. Be reliable and consistent every time.
36
What to PROCESS
In generating a business idea, you should first identify what type of business
is suited to your idea. You should analyze and scan the potential environment,
study the marketing practices and strategies of your competitors, analyze the
Strengths, Weaknesses, Opportunities, and the Threats, (SWOT) in your
environment to ensure that the products/goods and services you are planning to
offer will be patronized by your target markets/consumers.
Bear in mind these simple rules for a successful SWOT analysis.

Be realistic about the strengths and weaknesses of your business when
conducting SWOT analysis.

SWOT analysis should distinguish between where your business is today,
and where it could be in the future.

SWOT should always be specific. Avoid any gray areas.

Always apply SWOT in relation to your competition i.e. better than or worse
than your competition.

Keep your SWOT short and simple. Avoid complexity and over analysis

SWOT is subjective.
Activity 1. SWOT Analysis
Direction: In generating a business idea, environmental scanning is very important.
Utilize the SWOT analysis table below to list all your observations.
Consider the strategies below to select the best business idea.
Strength (S)
Weaknesses (W)
-
-
-
-
37
-
-
-
-
-
-
-
-
Opportunities (O)
Threats (T)
-
-
-
-
-
-
-
-
-
-
-
-
Strategize:

SW
–
Utilize the strengths to overcome the weakness

OS
–
Capitalize on the opportunities to eliminate the weakness

ST
–
Maximize on your strengths to eliminate the external
threats

OT
–
Take advantage of the available opportunities to eliminate
threats
Strategies/Activities:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
______________________________________________________
38
Analysis:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
______________
My Best Business Idea:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________
What to UNDERSTAND
In order to deepen your understanding of the topics previously discussed,
you will be asked to perform the following activities:
Extra Readings and Video Viewing
In this particular circumstance, you will be asked to conduct an extra readings and
video viewings on the following topics.
A. Steps in selecting a business idea
B. Criteria of a viable business idea
C. Benefits of a good brand
D. Ways to develop a bran
After successfully performing the assigned task, make a narrative report
about this and share it with your class
39
What to TRANSFER
Activity 1. Making my own Logo
Direction: Generate a clear and appealing product brand with a logo and a tagline.
Create this in separate sheet.
Logo
Tagline:_______________________________________________________
Post - Assessment
Multiple Choice
Directions: Read the question carefully and choose the best answer from the
options given. Write the letter of your answer in your notebook.
1. This is generated by examining what goods and services are sold outside by
the community.
a. Business Creation
b. Business Pricing
c. Business Concept
d. Business Idea
40
2. A process of making a new product to be sold to the customers.
a. Product Analysis
b. Product Conceptualization
c. Product Development
d. Product Implementation
3. These are luxuries, advantages, and desires that every individual considers
beyond what is necessary.
a Wants
b. Desires
c. Requirements
d. Needs
4. This is the factor presented by a seller as the reason that his product or
service is different from and better than that of the competition.
a. Unique Selling Plan
b. Unique Selling Proposition
c. Unique Pricing Policy
d. Finding Value-Added
5. In this stage, the needs of the target market are identified, reviewed and
evaluated.
a.
Concept Development
b.
Economic Analysis
c.
Project Development
d.
Refine Specification
6. This is the introduction of new ideas to make the products and services more
attractive and saleable to the target customers.
a. New Idea
b. Creativity
c. Product Development
d. Innovation
41
7. A managerial tool used to assess the environment and gather important
information used for strategic planning.
a. Environmental Scanning
b. SWOT Analysis
c. WOTS Analysis
d. Survey Analysis
8. A marketing practice of creating a name, symbol or design that identifies and
differentiates a product from the other similar products.
a. Product Naming
b. Unique Selling Proposition
c. Branding
d. Tagline
9. This is a meaningful and unforgettable statement that captures the essence
of your brand.
a. Product Naming
b. Unique Selling Proposition
c. Branding
d. Tagline
10. These are the things that people cannot live without.
a. Wants
b. Desires
c. Requirements
d. Needs
42
Quarter 2
Module 3. OPERATING EQUIPMENT (OE)
Content Standard
The
learner
Performance Standard
demonstrates
understanding
of
an The
learner
operating demonstrates
independently
basic skills in the
appropriate equipment for Food(Fish) operation of equipment needed in
Processing
Food
(Fish)
Processing
including
recognition of functional and quality
equipment
and
its
maintenance,
following specific procedures and
instructions.
Lesson 1. How to Select and Prepare Equipment for Use
Introduction:
The lesson deals with how to select and prepare the different basic
equipment used in Food (Fish) Processing. This includes the different types,
characteristics, and functions of basic equipment, procedures in selecting, checking,
preparing, determining good quality of equipment and ways of reporting defective
equipment.
Learning Objectives:
1. Identify and prepare basic equipment required to complete tasks,
follow assignments, instructions and workplace requirements.
2. Carry
out
routine
pre
–
operational
checks
according
to
manufacturer‘s specifications and workplace procedures.
3. Identify and report faulty and damaged machine/equipment following
workplace procedures.
4. Identify any training required to operate machines according to
supplier and workplace requirements
43
When processing food, there are several tools, equipment and utensils which
need to be properly inspected, checked, sanitized, assembled and operated based
on specifications. The appropriate tools, equipment and utensils are assembled
according to the food processing methods where they will be used.
Before going through the lesson, try to answer this Pre-Assessment to find
out what you already know and what you still need to know about tools, and
equipment used in Food/Fish Processing. Answer this in your test notebook.
Pre-Assessment
Multiple Choice.
Directions: Read the questions carefully and choose the best answer from the
options given. Write only the letter of your answer in your notebook.
1.
What device is used to measure the strength of a brine solution?
a. hydrometer
b. jelly thermometer
c. salinometer
d. thermometer
2.
What is the function of the refractometer?
a. Getting the salinity of brine and pH content of fermented foods
b. Wrapping the food / fish
c. Measuring the temperature of the food / fish
d. Measuring the sugar content of sap and syrup
3.
Which of the following is used for sealing cans?
a. Can sealer
b. Hair blower
c. Impulse sealer
d. Vacuum packer
4.
Which of the following is used to measure small quantities of ingredients?
a. Graduated Cylinder
b. Measuring Cup
c. Measuring Spoon
d. Weighing Scale
44
5.
Which of the following is used to measuring the volume of liquids?
a. Flask
b. Graduated Cylinder
c. Measuring Cup
d. Measuring Spoon
6. Which of the following is used to process food in a hermitically sealed container
at a controlled temperature and pressure setting?
a. Can Sealer
b. Double Boiler
c. Pressure Cooker
d. Steamer
7. What type of water is used in calibrating the refractometer?
a. Distilled water
b. Lukewarm water
c. Sea water
d. Water from the faucet
8.If a pressure gauge is for a pressure cooker; thermostat is for a_____?
a. Can Sealer
b. Double Boiler
c. Meat Grinder
d. Refrigerator
9.Which of the following is not a Personal Protective Equipment?
a. Hairnet
b. Laboratory Gown
c. Mask
d. Sandals
10.How many drops of sap or syrup sample are needed in testing the
refractometer?
a. four
b. one to two
c. three
d. two to three
45
What to KNOW
A. Types, Characteristics and Functions of Basic Equipment Used in
Food (Fish Processing)
The Four-Column Chart below shows the different types, characteristics, functions
and illustrations of Basic Equipment used in Food (Fish) Processing. The different photos
were taken at Obando School of Fisheries Food Processing Laboratory.
Type and Name
Function/
of Equipment
Uses
Characteristics
A. Equipment
1. Refrigerator
It is used for storing
Available in
foods like fruits and
different sizes
vegetables in a low
temperature (4 0C)
2. Freezer
It is used for storing
Available as vertical
foods like fish and
or upright freezer
raw meat at on
above freezing point
( 0 0 C and below)
3. Vacuum Pack
It is used for
Machine
vacuum packaging
Heavy Duty
where air is
removed during
sealing
46
Illustration
4. Gas Range
This is used heat
Comes in various
source during
sizes / capacities
cooking or for
processing foods
5. Pressure
This is used to
Usually made of
Cooker
process food/fish
heavy duty metal
packed like canned
and available in
sardines in a
different capacities
hermetically sealed
container at a high,
controlled
temperature and
pressure for a
certain period of
time.
6. Can Sealer
This is used for
Made of heavy
sealing cans.
metal and operated
manually.
7. Smoke House
This is used for
Comes in different
smoking fish and
types like cabinet,
other fishery/food
barrel or drum.
products.
8. Poly/Impulse
This is used to seal
Comes in different
sealer
packaging and other
types like cabinet,
thermoplastic
barrel or drum
47
materials
9. Electric Mixer
This is used for
Use for preparing
mixing foods
food like cakes
10. Food
It is used to
Usually has many
Processor
facilitate repetitive
functions like
tasks in the
extracting juices,
preparation of food
mixing ingredients
11. Meat
It is used for fine
Manually or
Grinder
chopping of meat,
electrically
fish
operated
This is used as a
Available in single
source of heat
or double burner
12. Gas Stove
usually used for
cooking
48
B. Measuring Devices
1. Weighing
This is used to weigh
Has different
Scale
raw materials and
capacities and
other ingredients.
sensitivities
This is used to
measure small
quantities of
ingredients.
2. Measuring
These are used to
With fractional
Spoons
measure small
measures such as
quantities of
1tbsp; ½ tbsp.; 1
ingredients.
tsp, ½ tsp, ¼ tsp
and 1/8 tsp
3. Measuring
These are used for
With fractional
Cups for Dry
measuring dry
measures, like
Ingredients
ingredients.
1cup, ½ cup, ¼cup,
1/8 cup
4. Measuring
These are used for
Usually made of
Cup for Liquid
measuring liquid
transparent glass or
Ingredients
ingredients.
plastic with
graduated cup
fractions – 1, ¾,
2/3, 1/3, ¼, or 1/8
cup
49
5.Refractometer It is used to
Looks like a
measure the sugar
telescope where
content of sap and
measurement is
syrup.
seen by looking in
the ocular lens
6. Salinometer
It is used to
Usually made of
measure the pH
glass and floats
level and degree of
when soaked in a
salinity or brine
solution
strength of a
solution.
7. Kitchen/ Dial
It is used to
Comes in round
Thermometer
measure the
and rod shapes
temperature of a
sugar mixture and
used during
pasteurization of
vinegar.
10. Beaker
It is used for
Usually made of
measuring liquids or
transparent glass
solutions.
11. Graduated
It is used for
A wide-mouth cup
Cylinder
measuring the
usually made of
volume of liquids.
glass
50
C. Utensils for Cutting, Preparing and Cooking
1. Knives
For cutting or slicing Comes in various
fish
or
meat
ant sizes and kinds. Ex.
other food items; for Paring knives,
scaling fish
2. Slicers
For slicing fruits and Usually made of
vegetables
plastics and metals
in various sizes
3. Peelers
Used for removing Small and handy,
thin skins of
fruits made of metal
and vegetables
4. Kitchen
For trimmings the Usually in various
Scissors
fins of fish
shapes and sizes
51
5. Scalers
Used for removing Usually with deep
scales of fish
and pointed sharp
edges
6. Spatula
For
levelling
of Has flat edges,
ingredients
made of plastic and
metal
7. Ladle
8. Tongs
Used for scooping,
Available in wood,
mixing of foods
plastic and metal
Used to lift or handle
Has two long arms;
food and other raw
made of plastic and
materials especially
metal
when it is hot
9. Colander
Used to drain water
Available in various
from foods
sizes and forms;
some with stand
10. Basin
Used for washing
Available in
purposes and as a
different sizes;
52
container for cooked
usually deep and
food
round; comes in
plastic, aluminum,
or enamel
11. Chopping
Used for cutting,
Available in
Board
chopping food and
different sizes;
other raw materials
usually made of
wood or plastic
12. Trays
Used for serving and
Available in
holding foods
different forms
and sizes; usually
made of aluminum,
metal or plastic
13. Strainer
Used to separate
Available in
solid from liquid
different shapes
materials or sift fine
and sizes; usually
particles of food
made of metal and
plastic
14. Steamer
For steaming foods
Available in
different sizes:
small, medium,
large
15. Sauce Pan
For cooking
Usually with a
handle
53
16. Carajay
For frying or sautéing
Comes in various
big amounts of food
sizes (as in small,
medium, large)
17. Frying Pan
For frying or sautéing
Usually made of
small amounts of
metal and comes in
food
various sizes
For cooking,
Available in
boiling
different sizes
19. Double
For cooking,
Comes in different
Boiler
boiling
sizes
20. Blender
For mixing
Usually made of
ingredients
glass
18. Casseroles
54
21. Hair Dryer
For plastic sealing of
Electrically
bottles and jars
operated; available
in different shapes,
color and sizes
22. Mixing Bowl
To hold food during
Available in glass,
preparation and
plastic, porcelain;
cooking
comes in various
sizes
23.Forceps
For removing spines
Usually made of
as in deboning of fish
metal; has pointed
or curved tip
55
B. Selection and Preparation of Equipment for Use in Food
Processing
The following are points to be considered in the selection and preparation of
equipment, tools, and utensils for use in food processing:
1. Determine what methods of food processing need to be applied. Use the
chart below as a guide.
SALTING
DRYING
CURING
FERMENTATION
PICKLING
METHODS OF
FOOD
PROCESSING
CANNING
BOTTLING
SMOKING
PROCESSING BY
SUGAR
CONCENTRATION
2. Select and prepare food based on the manufacturer‘s specification which
includes the following:
a. Handling requirements- how the tools, equipment is handled. Ex.
Glass jars
b. Operating requirements- how to use and operate the equipment
c. Discharge label – when it will be disposed or how long it can be used
d. Reporting- indicate information on who and place of the person or
manufacturer to be contacted
e. Testing- include instructions on how to use properly the tools,
equipment
f. Positioning- instructions on how will you load the tools, equipment.
Ex. upside/down; upright; up left
g. Refilling – instruction on how to fill or load a container. Ex half-filled
56
C. Pre- Operational Checks and Procedure in Using
Equipment in Food Processing
Equipment, standard tools and devices need to be checked and
procedures for used reviewed based on the manufacturer‘s specifications.
The table below is a list of standard measuring devices and equipment, and
their procedures on for use.
EQUIPMENT,TOOLS/
PRE- OPERATIONAL
DEVICES
CHECK
PROCEDURE FOR USE
A.Standard Measuring Device
1. Thermometer
Check
its
accuracy
by Dip thermometer in boiling
dipping in hot foods, if the liquids.
Record
mercury rises to desired reading by
O
the
C or
O
F.
temperature.
Clean after using.
2.Salinometer
Check the accuracy by
measuring 20o salinometer
brine solution. Check if the
salinometer records the
reading correctly.
Prepare brine solution.
Pour brine solution in a
cylinder.Dip salinometer in
brine solution. Record the
reading. Clean after using.
3. Refractometer
Confirm that the prism is Put one or two drops of
clean
and
scratches.
solution.
free
Use
Check
from the sample on the prism.
a
brine Close the daylight plate
if
the gently. The sample must
boundary line is parallel to spread evenly over the
the memory lines.
prism surface. Air bubbles
should
be
eliminated.
View the scale through the
eyepiece. To focus, turn
eyepiece
in
either
direction until clear. Read
57
the measurement value
where the boundary line
intersects the scale. Wipe
the sample off with wet
tissue or wash the prism
with water. After washing
the prism, wipe off any
remaining water with a dry
soft tissue.
Check the accuracy by Place
4. Weighing Scale
the
food
to
be
making sure the hand is weighted on the plate.
pointed at zero when the Determine the weight by
scale empty.
checking where the hand
is pointed. Record the
readings
in
grams
or
kilograms.
5.Graduated cylinders
Check for any cracks, leaks Pour liquid ingredients into
and Beaker
or breakage
the cylinder or beaker.
Bring to eye level. Get the
reading
at
meniscus.
the
lower
Record
the
reading. Clean after using.
6. Measuring cups for
Check for any cracks, leaks Gently spoon the
dry ingredients
or breakage
ingredients into the cup,
piling high or filling the cup
to over flowing, then level
the ingredients with a
metal spatula or straightedge knife.
7. Measuring Cup for
Check for any cracks, leaks Pour
Liquid Ingredients
or breakage
liquid
until
the
desired level of measuring
cup. Have the measuring
lines at
58
eye level to be
sure
of
exact
measurement.
B. Equipment
1. Refrigerator/Freezer
A. What to Check
Check if there are any defective/repairable parts; Electrical insulations plugs,
outlets must be in working order
B. How to use Refrigerator/Freezer
1. Place only clean food and containers in the refrigerator/ freezer.
2. Wipe containers before refrigerating them.
3. Keep the refrigerator door closed.
4. Keep fatty substances and hands off the rubber seal or gasket of the
refrigerator door. A gasket, if kept in good condition, seals the cold air
in the refrigerator.
5. Wash and clean the inside of the refrigerator once a week with a warm
water – baking soda mixture to which a little baking soda has been
added. This is prepared by mixing one teaspoon of baking soda with
one liter of water. The exterior should be washed with soap and water
and then rinsed and dried.
Avoid the use of abrasive cleaning
materials.
6. Remove ice cubes by letting cold water run over them in the ice – cube
tray. Shake or twist the ice cubes loose. Removing them with an ice
pick might puncture the tray.
7. Defrost the refrigerator as follows:
a. Turn off the freezing unit
b. Refill the ice cube pan with warm water not hot water, and place
it on the bottom shelf of the freezing unit
c. Keep the drip tray in place to catch the melting ice
d. Wash and refill the ice cube tray
e. Wash the refrigerator and the drip pan. Never try to speed up
defrosting by prying off ice.
f. When done, turn the refrigerator/freezer on.
59
2. Pressure Cooker
A. What to Check
Check for any damage, breakage or leaks; check the knobs if in place; the
pressure gauge if still functioning; the exhaust valve if still intact.
B. How to use a Pressure Cooker
1.
Pour enough water in the pressure cooker to reach 1 ½ inches.
2.
Place a rack with a stand in the bottom of the cooker. A rack can
be old bottles or milk cans of the same height and filled with water.
3.
Place the packed glass jars on the rack in the cooker.
4.
Put on the cover of the cooker. Be sure the cover arrow aligns with
―line mark‖ on the rim of the body of the cooker.
5.
Tighten the two opposite knobs at the same time evenly. Never
tighten one wing nut or knob at a time.
6.
Turn on the stove. The water in the cooker will begin to boil at
212°F or 100 °C forming steam. The steam drives out the air through the
vent pipe/petcock and heat begins to penetrate the glass jars.
7.
Release the air in the cooker for 8 to 10 minutes so that air cannot
interfere with the passage of heat.
8.
Close the vent pipe by putting the pressure regulator weight. The
hole of the pressure regulator weight should correspond to the desired
pressure directly over the vent pipe. For instance, if the desired pressure
is 10 pounds so the pressure regulator weight hole of 10 must be inserted
over the vent pipe.
9.
When the vent pipe is closed, the steam can no longer escape so
the pressure rises to the desired level. The pressure regulator weight
jiggles or rocks when the pressure is reached.
When this happens,
regulate the fire.
10.
If desired pressure is reached, start counting the processing time. If
processing time is 90 minutes, maintain the pressure and temperature for
90 minutes. At the end of the processing time, turn off the stove. Wait until
the gauge registers to zero (0) pressure and remove the pressure
60
regulator weight.
11.
Loosen two opposite knobs at the same time. When both knobs are
loosened, open the cover of the cooker at an angle, lifting cover away
from the face.
12.
Remove the glass jars from the cooker and seal them. Invert the
glass jars to see if bubbles continue to flow. A continuous bubble is a sign
of good sealing.
13.
Cool the glass jars as well as the cooker, at room temperature
3. Can Sealer
A. What to Check
Check if there are wear and tear on the can sealer parts; what parts need
lubricants or oil; all parts are still present; position of seaming roll and size of
chuck if adjusted to the size of cans to be sealed.
B. How to Operate a Can Sealer?
1.
Fasten sealer firmly to a table or armchair using the clamp.
2.
Attach crank to worm shaft and tighten set screw.
3.
Change the chuck, height washers, and levers to the size of the
can to be sealed.
4.
Lower base plate by turning can lifter handle as far as possible to
the left.
5.
Place cover on can and set can on base plate.
6.
Place the first operation roll and rivet in the first adjusting lever.
7.
Raise can until it is clamped firmly between base plate and chuck.
8.
Turn crank clockwise (eleven turns) until the first operation roll is
through half sealing.
After half – sealing, the cans are placed in the
pressure cooker for 15 minutes of exhausting to form vacuum.
9.
After exhausting the cans, remove first operation roll and put the
second operation roll and rivet in the adjusting lever.
10.
Turn crank clockwise (ten turns) until the second operation roll
returns to its normal position away from the chuck.
11.
Release sealed cans by turning can lifter handle as far as possible
61
to the left. The machine is now ready to receive another can for sealing.
C. How to Adjust Can Sealer to the Size of the Cans
1.
Pull down on chuck, which will slip out of place. While sealer is
new it is sometimes necessary to force the chuck by placing a screwdriver
against the chuck shaft, which is inside the chuck holder bushing.
2.
Remove base plate, base plate shaft, and height washers. Put
washers, marked with the size of can to be sealed on top of the
compression spring.
3.
Lift the rivet from the adjusting lever. Move the adjusting lever until
the rivet is inserted into the hole marked with the size of can to be sealed.
The rivet should be changed on both first and second operation side of
sealer.
D. List of Possible Defects of Equipment, Tools/Devices Used
in Food Processing
The condition of Food Processing equipment, tools/devices should
always be checked, identified and reported, in order to have accurate and
safe operation/manipulation of it. Below is a list of possible defects that are
commonly observed and encountered for most frequently - used equipment,
tools/devices and utensils.
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
malfunctioning
of
thread
knobs;
pressure
gauge;
broken petcock; loose exhaust valve
4. Can Sealer
4. Corroded parts; lost gears/rivet; lack
of oil/lubricants; loose thread seaming
rolls, gears, chuck, crank, baseplate;
broken handle
5. Grinder
5. Corroded parts; entangled plug
6. Food Processor
6. Broken parts; cracks; broken plug
7. Vacuum Pack Machine
7. Broken parts; broken plug; lack of
lubricants;
malfunctioning
corroded
of
thermo
parts;
controller;
loose thread of switch and gears
6. Impulse Sealer
Malfunctioning
of
heat
controller;
corroded parts; entangled cord
B. Measuring Devices
1. Refractometer
1. Broken parts; blurred eyepiece or
lenses; corroded parts
2. Thermometer
2. Cracked; broken; inaccurate readings
of temperature
63
3. Salinometer
3. Cracked; broken; inaccurate readings
of degree salinity
4. Weighing Scale
4. Loose thread of parts; broken plate;
inaccurate reading of weights;
5. Measuring Cups
5.
Cracked; broken; corroded;
with
stains
6. Measuring Spoon
6.
Cracked; broken; corroded; with
stains
7. Graduated Cylinders
7. Broken; cracked
8. Beaker
8. Broken; cracked
3. Utensils for cutting,
These frequently used utensils are
preparing, cooking such as
usually found to be cracked; corroded;
trays, knives, bowls, colanders,
broken; with stains; with leaks. This
peelers, basin, strainer, cutting
boards, pail, casseroles,
depends on the type of materials it was
made.
steamer, and others
E. Procedures and Practices in a Work Place
Safety in a working area requires frequent and continuous cleaning as well
as a clean-up at the end of each day. The purpose of this is to keep waste from
accumulating during the operating day. It involves careful organization, training work
scheduling and the best available equipment, method and materials.
Cleaning and Sanitation Practices describing how the processing area and
equipment is cleaned must be documented. The process must consider what is to
be cleaned, how it is to be cleaned, when it is to be cleaned and who is responsible
for the cleaning and the evaluation of the cleaning.
This will include the following details:
 List all the areas and equipment to be cleaned
 Set up cleaning schedule (the frequency for cleaning and sanitizing
different areas of the premises)
 Provide a full description of the cleaning procedures. Take note of
the following:
64
1. Procedure in Cleaning Equipment and Instruments:
a. Wash all the equipment or instruments with soap.
b. Rinse with clean water.
c. Sanitize by dipping into approved sanitizer solution.
d. Remove from the solution.
e. Allow to air dry
2. Procedure in Sanitizing:
a. Prepare all the materials needed.
b. Measure a certain volume of chlorine and water.
c. Mix and dip the equipment / instruments into the mixture.
d. Remove from the sanitizer solution.
e. Dry thoroughly.
F. Personal Protective Equipment in Food/Fish Processing
To assure a quality product in Food Processing, one should observe the
proper attire during the process. These are the items a processor must wear:
GLOVES
LABORATORY
GOWN
PERSONAL PROTECTIVE
EQUIPMENT IN
FOOD/FISH PROCESSING
RUBBER
SHOES
HAIR NET
MASK
65
WHAT TO PROCESS
Activity I: Make a visit to the School‘s Food Processing Assessment Center. List
down the different equipment that you have seen and classify them based on its
used.
Activity 2. Based on the list you have made, identify the different equipment used in
Food Processing through the Web Puzzle below:
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…..
_______1. Classify the different equipment based on its uses?
_______2. Check and prepare the different equipment, tools, and utensils for
each method of processing food?
_______3. Identify and report damaged/defective equipment?
_______4. Apply safe workplace practices?
_______5. Prepare a complete processor‘s outfit?
WHAT TO TRANSFER
Activity 1. Based on the chart below, identify the tools and equipment needed in
Food/Fish Processing. Explain each in terms of their use.
MEASURING
CUTTING
IMPLEMENTS
DEVICES
EQUIPMENT
USED IN
COOKING
UTENSILS
FOOD/FISH
PROCESSIN
UTENSILS FOR
PREPARING
67
COOKING
EQUIPMENT
Activity 2. Demonstrate how to use the following standard measuring devices:
a. Salinometer
b. Refractometer
c. Kitchen Thermometer
d. Weighing Scale
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
1.How to Use a Salinometer
STEPS
EXCELLENT SATISFACTORY
(3)
(2)
NEEDS
IMPROVEMENT
(1)
1. Dipped salinometer
in a brine solution
2. Recorded the
readings
3. Cleaned with tap
water.
4.Wiped with dry, soft
cloth or tissue
4. Observed sanitary
procedures while
doing the activity.
TOTAL SCORE
2.How to Use a Refactometer
STEPS
EXCELLENT SATISFACTORY
(3)
(2)
NEEDS
IMPROVEMENT
(1)
1. Placed two drops of
the sample on the
prism.
2. Closed the daylight
plate gently
3. Viewed the scale
68
through the eyepiece.
4. Focused the
refactometer until
clear.
5.Read the
measurement value
where the boundary
line intersects the
scale.
6.Wiped the sample
off with a wet tissue
7.Wiped remaining
water with dry, soft
tissue.
TOTAL SCORE
3.How to Use a Kitchen Thermometer
STEPS
EXCELLENT
SATISFACTORY
NEEDS
(3)
(2)
IMPROVEMENT
(1)
1. Dip in boiling liquid.
2. Recorded the
reading by OC or OF.
3. Cleaned after using
it.
4. Observed sanitary
procedures while
doing the activity.
TOTAL SCORE
4.How to Use a Weighing Scale
STEPS
EXCELLENT
SATISFACTORY
NEEDS
(3)
(2)
IMPROVEMENT
(1)
1. Checked the
calibration.
2. Placed the food to
be weighted on the
plate.
69
3. Determined the
weight by checking
where the hand is
pointed.
4.
Recorded
the
readings in grams or
kilograms.
5.Cleaned the plates
of the weighing scale.
TOTAL SCORE
Post - Assessment
Multiple Choice.
Directions: Read the questions carefully and choose the best answer from the
options given. Write only the letter of your answer in your notebook.
1.
What device is used to measure the strength of a brine solution?
a. hydrometer
b. jelly thermometer
c. salinometer
d. thermometer
2.
What is the function of the refractometer?
a. Getting the salinity of brine and pH content of fermented foods
b. Wrapping the food / fish
c. Measuring the temperature of the food / fish
d. Measuring the sugar content of sap and syrup
3.
Which of the following is used for sealing cans?
a. Can sealer
b. Hair blower
c. Impulse sealer
d. Vacuum packer
70
4.
Which of the following is used to measure small quantities of ingredients?
a. Graduated Cylinder
b. Measuring Cup
c. Measuring Spoon
d. Weighing Scale
5.
Which of the following is used in measuring the volume of liquids?
a. Flask
b. Graduated Cylinder
c. Measuring Cup
d. Measuring Spoon
6.
Which of the following is used to process food in a hermitically sealed
container at a controlled temperature and pressure setting?
a. Can Sealer
b. Double Boiler
c. Pressure Cooker
d. Steamer
7.
What type of water is used in calibrating the refractometer?
a. Distilled water
b. Lukewarm water
c. Sea water
d. Water from the faucet
8.
If a pressure gauge is for a pressure cooker; a thermostat is for a_____?
a. Can Sealer
b. Double Boiler
c. Meat Grinder
d. Refrigerator
71
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
72
What to KNOW
Lesson 2. How to Operate Equipment
Introduction
The lesson deals selecting and maintaining the use of Personal
Protective Equipment; following manufacturers‘ specifications; dismantling
and assembling the equipment or machine parts; operating machines in
accordance with Occupational Health and Safety (OHS) requirements. It also
includes the identification and reporting of out-of specification product, and
process and equipment performance.
Learning Objectives:
After completing the lesson, you should be able to:
1. Select, maintain and use suitable Personal Protective Equipment in
accordance
to
Occupational
Health
and
Safety
requirements
and
manufacturers‘ specifications.
2. Operate machine/equipment in a safe and controlled manner, in
accordance with Occupational Health and Safety requirements and
manufacturer‘s specification.
3. Identify and report out-of-specification products, process and equipment
performance according to workplace procedure.
The operation of equipment is one of the critical points in processing
food/fishery products. Knowledge and skills on using/operating one‘s
equipment leads to the success of the process.
73
Let‘s find out how much you already know about operating foodprocessing equipment. Answer the Pre- Assessment below to find out what
you still need to know.
Pre- Assessment:
Multiple Choice.
Directions: Read the questions carefully and choose the best answer from
the options given. Write only the letter of your answer in your notebook.
1. It is important to interpret correctly the manufacturer‘s specifications
of equipment before operating them in order ______.
a. to know where to return them
b. to be familiar with their parts and their function
c. to avoid accidents due to faulty operation of equipment
d. to be able to determine the correct operation of the
equipment
2. In choosing food processing equipment, why is it better to choose
those with parts easy to assemble and disassemble?
a. for easy storage
b. because they are cheaper
c. easier dismantling in case the equipment breaks down
d. for easier assembling after dismantling
74
3. Why should you check equipment that is electrically operated
before using them?
a. to prevent accidents
b. to practice using the equipment
c. to avoid errors during operation
d. to make sure plugs, outlets and electrical insulation are not
defective
4. Your teacher instructed you to use a blender in preparing mango
jam. It is your first time to use such equipment. Which of the
following will you do?
a. practice using the blender
b. you will not do anything
c. ask your classmate to demonstrate it to you
d. read the manual containing the manufacturer‘s specifications
5. Your can sealer is not sealing properly. Which of the following will
you do?
a. do not use it any more
b. request for a new sealer
c. undertake simple troubleshooting
d. borrow a can sealer from another class
6. Why should food contact surfaces of machine or equipment be
regularly lubricated?
a. for easy operation
b. to prevent corrosion
c. to prevent cracks
d. to prevent wear and tear
75
7. You find difficulty in turning the knobs of the pressure cooker you
are using, which of the following will you do?
a. change the knobs
b. remove the knobs
c. don‘t do anything
d. apply lubricants like grease or oil to the screws
8. Your teacher instructed you to check and inspect all the food
processing equipment in your laboratory room. Which of the
following will you do after the inspection?
a. make an oral report
b. store the food processing equipment
c. make a checklist of the tools and equipment inspected
d. prepare a written report following the standard format
9. Why should you operate or use equipment in according to the
manufacturer‘s specifications?
a. to correctly operate them
b. to determine cost of equipment
c. to be familiar with the necessary safety precautions
d. to be familiar with their parts and functions
10. Which of the following equipment/ materials are porous to bacteria,
absorb moisture and impart odor and color to the food?
a. metal
b. plastic
c. stainless steel
d. wood
76
A. PERSONAL PROTECTIVE EQUIPMENT IN FOOD/FISH
PROCESSING
All Food/Fish Processors are obliged to wear Personal Protective
Equipment at all times during laboratory activity/ working period. The following
items compose the required laboratory outfit:
1.Hair Covering/hairnet – prevents hair from falling into the food product.
2.Facial Mask – serves as a barrier to airborne contamination of food during
sneezing, coughing and talking.
3.Apron – reduces the risk of contamination and helps maintain cleanliness.
4.Glove – reduces the risk of contamination from hands
5.Footwear – helps avoid slippage and reduces the risk of contamination.
LABORATORY
GOWN
GLOVES
PERSONAL
PROTECTIVE
EQUIPMENT
RUBBER
SHOES
HAIR NET
MASK
(Photo taken at OSF Food Processing Laboratory)
77
B. PRACTICING OCCUPATIONAL HEALTH AND SAFETY
DURING OPERATION OF EQUIPMENT
One of the critical aspects of Competency in Food/Fish Processing is
to apply Occupational Health and Safety Practices during the operation of
equipment. The sense chart below shows these different practices:
SAFETY PRACTICES IN THE OPERATION OF EQUIPMENT
Installation
of Food-contact
surfaces Lubricants used in can
equipment should be of equipment should be sealers
in
areas
and
vacuum
where constructed of suitable packer must be of good
cleaning and servicing materials,
will be safe and easy
cracks,
free
of quality; bearing or gears
crevices,
rust which are not directly in
and drips of paint
contact with food during
processing
may use
the prescribed lubricant
and oil
Equipment
It should be made of
should be designed to materials that can be
allow
adequate easily cleaned
cleaning
Equipment
should
be
It should be designed to
well- achieve
selected and efficiently food
placed
to
transporting
minimize should
the
required
temperature
be
monitored
easily
and
controlled
All tools and devices Properly place levers ,
78
that require calibration hand
must
routinely
wheels
so
be operator can manipulate
calibrated and a record them
with
the
least
of all calibrations must change of position
be maintained
Identify and keep
To
protect
against
records of all
electrical hazards, do
equipment with
not immerse lid or any
regards to their
part of the machine cord
serviceability; if
or plug in water
repairable and
defective
Read the
Do
not
touch
hot
manufacturers’
surfaces. Allow to cool
specifications
before putting on or
carefully for accurate
taking off parts
and safe
manipulation/operation
of equipment or
machine
The Food and Drug Administration (FDA) and construction standards
from Nation Sanitation Foundation (NSF) International and Underwriters
Laboratories Inc. require food equipment and utensils to be:
1. Smooth
2. Seamless
3. Easily cleaned
4. Easy to take apart, disassemble
5. Easy to put together or reassemble
6. Equipped with rounded corners and edges
79
C. FOLLOWING MANUFACTURER’S SPECIFICATIONS
Food processing equipment when sold are provided with a manual
containing the manufacturer‘s specifications and a necessary reminder to the
processor in the form of a sticker or warning label is attached to the
equipment itself. This is an assurance that the equipment/machine or tool is in
excellent condition for it has passed quality control standards in its
construction.
The specification usually gives a detailed description of the equipment
- dimensions, materials, and other relevant information regarding the
equipment or machine.
The dimension is the size of an object in terms of length, width, or
height of the equipment/machine or tool.
The capacity specifies the amount which a device can hold or contain
as in boilers, cookers, or steamers or a weighing scale.
.
The manufacturer‘s specifications are usually contained in the manual
which accompanies the equipment. The food processor must thoroughly read
and understand all the information contained in the manual, especially if the
equipment is to be operated electrically.
Aside from knowing the correct
operation of the equipment, it is also important to know the following:
1. Basic safety precautions when using the equipment
2. Warning labels which specify how to properly operate the
equipment
3. Instructions on the proper care of the equipment/machine
4. Instructions on the correct operation of the equipment
80
The manufacturer‘s specifications must be understood by the food processor
so that the food processing equipment can be operated properly.
Below are some photos of manufacturer‘s specifications, which must
be
properly
interpreted
resulting
to
an
accurate
and
safe
operation/manipulation of an equipment/machine:
Different Manufacturer’s Specifications
These are WARNING LABELS which specify how to handle and position the
equipment. The characteristics of the tools or equipment are also specified
81
Different Manufacturer’s Specifications
Specification showing the capacity of the weighing scale
(Photo taken at OSF Food Processing Laboratory)
82
Different Manufacturer’s Specifications
Sample Photo of Instructional Manual
Sample Photo of Basic Safety
for Refractometer
Precautions when using the
refractometer
83
Different Manufacturer’s Specifications
Sample Photo of Instructions on
Sample Photo of Operating
How to use a Refractometer
Requirements of Tools/Equipment
84
Different Manufacturer’s Specifications
Sample Photo of Specifications For
Use of A Refractometer
Sample Photo of Instructions for the
Repair and Warranty and the
specification, name of the brand,
and manufacturer
85
D. Operating Specific Equipment or Machines
The following are examples of equipment used in Food/Fish Processing and
instructions how to operate them
(Photo taken at OSF Food Processing Laboratory, actual demonstration)
A. How to Operate A Can Sealer
2. Attach the crank
or the handle and
tighten set screw
1. Fasten Can
Sealer firmly to a
table or chair using
a clamp, a screw or
nails
3. Change the
chuck, height
washers, and
levers to the size of
can to be sealed
9. Release sealed
cans by turning
can lifter handle
as far as possible
to the left
8. Turn crank
clockwise (ten
turns) until the
second operation
roll returns to its
normal position
away from the
chuck
4. Lower base
plate by turning
can lifter handle to
the left
7. Turn crank
clockwise (eleven
turns) until the
first operation roll
is through half
sealing
5. Place cover on
can and set can
on base plate
6. Raise can until it
is clamped firmly
between baseplate
and chuck
86
B. How to Operate Pressure Cooker
1. Pour 2 1/2 cups of water, place the rack then place the
packed jars in the cooker
2. Place the cover of cooker. The arrow on the cover should be
aligned with the line mark at the body
3. Tighten two opposite knobs evenly at the same time
4. Turn on the stove and place the cooker on the burner. Place
petcock in horizontal position. Wait until a steam comes out from
the petcock for a total of 7-10 minutes then close the petcock.
5. Wait until the pressure gauge registers the desired pressure
6. If desired pressure is reached, count the processing time.
Maintain the pressure until the end of the prescribed processing
time
7. Turn off the stove. Wait until the pressure gauge registers
zero (0) pressure
8. Loosen two opposite knobs at the same time. Open the cover
in slanting position away from the face
9. Remove the glass jars one at a time from the cooker and
close the jars. Cool the jars and cooker at room temperature
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ILLUSTRATION ON THE HOW TO OPERATE A PRESSURE
COOKER (Photos taken at OSF Food Processing Laboratory)
1
2
8
9
3
7
4
6
5
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WHAT TO PROCESS?
Activity 1. Have a compilation of Instructional Manuals of at least 10
different equipment, tools, devices used in Food Processing. Make a table
showing the capacity, dimension, and precautions on use. Use separate
sheets.
Name of
Equipment,
Capacity
Dimension
Precaution
Uses
Tool, Device
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
WHAT TO UNDERSTAND
Activity 1. You will be made to operate Vacuum Machine or any electrical
equipment present in your Food Processing Laboratory. Answer these
questions on their notebook after the exercise.
 Why is it necessary to follow manufacturer‘s specifications in operating
Food Processing Equipment?
 Why do you think it is necessary to check on the performance of the
equipment?
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 Do you think it is important to correctly operate food processing
equipment?
 Why is there a need to master the correct procedure in operating a
food processing equipment
WHAT TO TRANSFER
Activity 1. Demonstrate how to operate a can sealer and a pressure cooker.
Note: Upon completion of the activities, you will be graded using the
following RUBRIC:
A. Operating A Can Sealer
STEPS
EXCELLENT
SATISFACTORY
NEEDS
(3)
(2)
IMPROVEMENT
(1)
1. Fastened can
sealer firmly to a table
or chair.
2.Attached the crank
or handle
and tightened set
screw
3.Changed the chuck,
height washers and
levers to the size of
can to be sealed
4.Lowered baseplate
5.Placed cover on can
and set can on base
plate
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6.Raised can until it is
clamped firmly
between baseplate
and chuck.
7.Turned crank
clockwise until first
operation roll is
through half sealing
8.Turned cranked
clockwise until the
second operation roll
returned to its normal
position
9.Released sealed
cans
TOTAL SCORE
A. Operating a Pressure Cooker
STEPS
EXCELLENT
SATISFACTORY
NEEDS
(3)
(2)
IMPROVEMENT
(1)
1.Poured 21/2 cups of
water, place the rack
then place the packed
jars in the cooker
2. Placed the cover of
cooker. The arrow on
the cover should be
aligned with the line
mark at the body
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3. Tightened two
opposite knobs evenly
at the same time
4. Turned on the
stove and place the
cooker on the burner.
Placed petcock in
horizontal position.
Waited until a steam
comes out from the
petcock for a total of
7-10 minutes then
close the petcock.
5. Waited until the
pressure gauge
register the desired
pressure
6. If desired pressure
is reached, counted
the processing time.
Maintained the
pressure until the end
of the prescribed
processing time
7. Turned off the
stove. Waited until the
pressure gauge
registers zero (0)
pressure
8. Loosened two
opposite knobs at the
same time. Opened
the cover in slanting
position away from
the face
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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.
1. It is important to interpret correctly the manufacturer‘s specifications of
equipment before operating them in order ______.
a. to know where to return them
b. to be familiar with their parts and their function
c. to avoid accidents due to faulty operation of equipment
d. to be able to determine the correct operation of the equipment
2. In choosing food processing equipment, why is it better to choose those
with parts easy to assemble and disassemble?
a. for easy storage
b. because they are cheaper
c. easier dismantling in case the equipment breaks down
d. for easier assembling after dismantling
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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
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8. Your teacher instructed you to check and inspect all the food processing
equipment in your laboratory room. Which of the following will you do after
the inspection?
a. make an oral report
b. store the food processing equipment
c. make a checklist of the tools and equipment inspected
d. prepare a written report following the standard format
9. Why should you operate or use equipment in according to the
manufacturer‘s specifications?
a. to correctly operate them
b. to determine cost of equipment
c. to be familiar with the necessary safety precautions
d. to be familiar with their parts and functions
10. Which of the following equipment/ materials are porous to bacteria,
absorb moisture and impart odor and color to the food?
a. metal
b. plastic
c. stainless steel
d. wood
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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
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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
8. Which of the following is not a characteristic of detergents?
a. power to emulsify
b. effective germicide
c. good wetting capacity
d. quick and complete solubility
9. Which of the following is a not a property of disinfectants/sanitizers?
a. deodorizer
b. power to emulsify
c. low level of toxicity
d. stable in concentrated form
10. SOP is for standard operating procedure in cleaning and sanitation; LOTO
is for
a. repairing a machine
b. applying a warning tag
c. identify hazardous areas
d. operation and maintenance of a machine
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A. Shutting Down Equipment/Machine
An equipment shutdown involves ensuring controls are in the OFF position and
verifying that all moving parts, the sealing plates in a vacuum pack machine for
example, have come to a complete stop. Food processing equipment/tools
which are electrically operated like Food Processors, Electronic Weighing
Scale, Electric Meat Grinder, Electric Mixers have a Manual of Instructions for
proper shutdown.
B. Locate Emergency Stop Functions on Equipment
Every Manual of Instructions provided with the equipment /machine , it features
notes on the location of emergency stop function of the equipment.
Equipment/ Machine/
Emergency Stop Functions
Device
1. Convection Oven
It has an automatic safety shut-off handle which
automatically shuts off when the handle on the lid is
raised to an upright position.
2. Food Processor/
It has an OFF and ON button that can be pressed to
Blender
operate the equipment
3. Refrigerator/Freezer The temperature controller also serves to turn in on and
off
4. Vacuum Pack
It has an OFF and ON button that can be pressed to
Machine
operate the equipment
5. Gas Range/
It has a control panel for switching the device ON and
Electric Stove
OFF
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C. Routine Maintenance Procedures
Regular maintenance activities should be in conformity with the manufacturer‘s
specification.
Below is
the
usual
maintenance
procedure
done
with
equipment/machines:
 Tighten all electrical connections. Check the switch, plugs and cords of
electrically-powered equipment
 Check the parts of
machines /equipment to determine if there are
defects, wear and tear, cracks, leaks, rust or corrosion
 Check if all parts are still present. Missing parts will cause the equipment
or machine to malfunction
 Clean, sanitize and store
equipment according to manufacturer‘s
specifications
 Check the condition of equipment if they are serviceable, repairable or
defective
 Apply lubricants/oil to parts that undergo corrosion and experience
friction
D. Cleaning and Sanitation Procedures for Work Areas and
Equipment
Ways of cleaning up equipment/machines/utensils:
Equipment/
HOW TO CLEAN
Machine/ Devices
1. Pressure Cooker
Wash thoroughly with soap and hot ,clean water then drain
completely before and after use. Clean the petcock by
carefully inserting a thin piece of wire and run it gently in and
out to be sure it is cleared and unobstructed. Rinse with hot
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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
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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
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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.
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 During lock out/ tag out , there should be one key for each lock which
can be removed by those who installed them
 Verify that the system is properly locked before beginning any work
 Perform maintenance activity
 Remove Lock Out/ Tag Out
To remove locks and tags from a system that is now ready to be put
back into service, the following general procedure can be used:
 Inspect the work area to ensure all tools and items have been
removed from the hazardous area.
 Confirm that all persons are safely located away from the
hazardous area
 Verify that controls are in neutral position
 Remove devices and re-energize the machine
 Notify affected persons that servicing is completed
F. Safe Workplace Procedures
Good Manufacturing Requirements/Regulations should be adhered to in order
to have an ideal workplace for Food Processing. The following should be
observed:
1. Personnel Hygiene – the major concern here is being healthy. This includes
the health status of the person – free from any disease, illness, and injury.
Processors should maintain a high degree of personal cleanliness; must wear
suitable protective clothing, hairnet, gloves, facial mask, and rubber shoes;
2.
Food processing plants/establishments should preferably be located in
areas which are free from objectionable odors, smoke, dust or other
contaminants and are not subject to flooding.
a. Maintain the cleanliness of the grounds around the food plant
b. Maintain sanitary plant construction and design with regards to the following:
 Floors, ceiling, walls, ventilation
 Plant lighting
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 Water supply
 Drainage .
 Waste management
 Toilet
 Washing facilities
 Installation of equipment
G. Emergency Procedures
1. An emergency procedures is a plan of action to be used in the event of an
emergency, for instance, a fire. Common emergency procedures:
 Leave the building immediately by the nearest exit.
 Dial emergency services. (The number is dependent upon location)
 Observe recovery position to be used when a person is unconscious.
 Apply First Aid. This is the provision of initial care for an illness or
injury. It is usually performed by a lay person to a sick or injured patient
until medical treatment can be accessed.. The ABC‘s of First Aid, which
focus on critical life-saving intervention, must be rendered before
treatment of less serious injuries. ABC stand for airway, breathing and
circulation. 3B ‗s stands for breathing, bleeding and bones
Points to be remember for the Preservation of Life:
To remember the procedures of first aid, use ABC which stands for Airway,
Breathing and Circulation. Details are as follows:
 All persons need an open airway – a clear passage where air can move
in through the mouth or nose without obstruction
 If an unconscious patient is lying on his or her back, the tongue may fall
backward obstructing the airway. Tip the head backward, which
mechanically lifts the tongue clear.
 If the patient is choking, you will be taught to deal with this through a
combination of back slaps and abdominal thrusts.
105
 If the patient is not breathing, you need to undertake what is probably
the most recognized first aid procedure- cardiopulmonary resuscitation
(CPR) or look for someone who is trained to do this.
2. Common Emergencies during Food Processing
a. Gas Leakage WITHOUT Fire (From Petronas Energy Philippines)
 Extinguish all sources of ignition within the area. Do not switch ON or
OFF electrical switches as they might create sparks.
 Close the valve to stop the gas flow.
 Apply a soapy water solution on the tank and pipe fittings to trace the
source of leak.
 Disperse the LPG vapour by using water to induce air movement. Spray
the water directly and slowly towards the vapour cloudy surface.
 Keep persons out of vapour cloud.
b. In Case of Leakage WITH Fire
 If escaping gas is on fire, attempt to extinguish it by closing the valve to
stop the leak. If the valve which can stop the gas flow is involved in the
fire, consider the possibility of effecting shut-off by protecting the firemen
while they are closing the valve. This action must be undertaken only by
trained personnel.
 If the leakage cannot be stopped, allow the fire to burn out. However, the
fire must be kept under control by spraying sufficient volume of cooling
water on the upper portion of the tank to reduce pressure inside and
slow down the leakage. Failure of the tank will occur if the metal surface
becomes overheated.
 If a fire occurs near the LPG cylinder, spray water on the upper portion
of the cylinder to keep the metal surfaces cool.
c. In case of FIRE
 When an LPG cylinder is exposed to excessive heat, the container
should be kept as cool as possible by applying a spray of water on it.
106
 If vapor from the valve has ignited at the scene of a blaze, water should
be applied on the cylinder to lower the temperature and decrease the
inside pressure so that valve will close and the fire will extinguish itself.
H. Reporting Faulty or Damaged Machine/Equipment
Reporting on faulty or damaged equipment is necessary in Food Processing.
This will facilitate trouble - shooting and procurement of parts for replacement
or the repair of defective parts.
I. Managing Waste (Reduce, Re-use, and Recycle 3Rs)
1. Legal Basis of Waste Management
Republic Act No. 9003, known as the National Solid Waste Management Act, is
issued to fight against waste. It mandates that all waste matter will be reduced,
recycled and reused.
a. REDUCE - The best way to manage waste is not to produce it. This can
be done by shopping carefully and being aware of a few guidelines:
 Buy products in bulk. Larger, economy-size products or ones in
concentrated form use less packaging and usually cost less per gram.
 Avoid over-packaged goods, especially ones packed with several
materials such as foil, paper, and plastic. They are difficult to recycle, plus
and are more expensive.
 Avoid disposable goods, such as paper plates, cups, napkins, razors, and
lighters. Throwaways contribute to the waste problem, and cost more
because they must be replaced again and again.
 Buy durable goods - ones that are well-built or that carry good warranties.
They will last longer, save your money in the long run and save landfill
space.
107
 At school, make photocopies of hand outs and notes whenever possible.
 Maintain central files rather than using several files for individuals.
 Use electronic mail or the main bulletin board.
 Use cloth napkins instead of paper napkins.
 Use a dish cloth instead of paper towels.
b. REUSE - It makes economic and environmental sense to reuse products.
Sometimes it takes creativity:
 Reuse products for the same purpose. Save paper and plastic bags, and
repair broken appliances, furniture and toys.
 Reuse products in different ways. Use a coffee can to pack a lunch; use
plastic microwave dinner trays as picnic dishes.
 Sell old clothes, appliances, toys, and furniture in garage sales or ads, or
donate them to charities.
 Use re-sealable containers rather than plastic wrap.
 Use a ceramic coffee mug instead of paper cups.
 Reuse grocery bags or bring your own cloth bags to the store. Do not take
a bag from the store unless you need one.
c. RECYCLE - Recycling is a series of steps that takes a used material and
processes, re-manufactures, and sells it as a new product. Begin recycling at
home and in school:
 Buy products made from recycled material. Look for the recycling symbol
or ask store managers or salesmen. The recycling symbol means one of
two things - either the product is made of recycled material, or the item
can be recycled. For instance, many plastic containers have a recycling
symbol with a numbered code that identifies what type of plastic resin it is
made from. However, just because the container has this code does not
mean it can be easily recycled locally.
 Buy products made from material that is collected for recycling in your
community.
 Use recycled paper for letterhead, copier paper and newsletters.
108
J. Reporting and Documentation Requirements and Processes
Record-keeping is necessary especially during monitoring, inspection, and
maintenance of the machines. The records will be the basis for any corrective
action to be done. In preparing the report, it is necessary to follow the
prescribed format required by the company or organization. The compiled
report includes the following:
a. The name, location, date and time, signature/initials of the person making the
records.
b. Plans, Hazard Analysis Control Points (HACCP) records, sanitation records
K. Relevant Legislative Provisions including Occupational
Health and Safety Requirements
Some Legislative Provision with regards to Maintaining Equipment and
Resources:
1. Occupational Safety and Health Standards –
a. Rule 1080 – Personal Protective Equipment and Devices
b. Rule 1150 – Materials Handling and Storage
2. Republic act no. 10661 (Food Safety Act of 2013) - an act to strengthen the
food safety regulatory system , to protect consumer health and facilitate market
access of local foods and food products
3. Presidential Decree No. 856 ( The Sanitation Code of the Philippines) –
providing public health protection against the risk of foodborne illnesses and
unsanitary or adulterated food and food products.
4. Republic Act 8976 ( Food Fortification Act) and Republic Act 8172 (Act for
Salt Iodization Nationwide (ASIN) Law) address the nutritional quality of food
and food products.
109
5. Republic Act No. 9296 ( Meat Inspection Code of the Philippines) provides
general guidelines governing the sanitary regulation in handling, processing,
distribution, marketing and trading of meat and meat products.
6. Administrative Order No. 2014 – Rules and regulations on the licensing of
food establishments or Food Business Operators, registration of processed
food products and for other purposes.
7. Fisheries Administrative Order n. 228 s.2008 – Rules and regulations
governing the organization and implementation of official controls on Fishery
and Aquatic products intended for the European Union (EU) market for human
consumption.
L. Awareness of Codes or Regulations such as HACCP
Hazard Analysis Critical Control Point (HACCP) is a preventative food quality
management system which identifies, evaluates and controls the hazards
significant to food safety specific to a product.
1. Major Concepts of HACCP
a. A preventive system of control particularly on biological hazards
b. A system approach for estimating the risk in producing a food product
c. Universally recognized system as the most effective way to prevent
food borne illnesses
d. Science – based, systematic; identifies specific hazards and measures
for their control to ensure food safety
e. Capable of accommodating change, such as advances in equipment
design, processing procedures or technological developments and can
be applied throughout the food chain from the primary producer to the
final consumer
f. Applicable to establishments that produce, process, treat, pack, trade,
transport, serve or are involved in food production
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2. Seven (7) HACCP Principles
1. Hazard analysis
2. Identify critical control points- A process step in which control can be
applied to prevent, eliminate, or reduce food safety hazards.
3. Establish control limits - One or more prescribed tolerances that must
be met to control hazards at the critical point which separates
acceptability from unacceptability.
4. Monitor critical limits
5. Establish corrective actions in case of deviation from established
critical limits
6. Establish verification procedure to ensure that the system is
consistently implemented
7. Establish record keeping procedures
3. Characteristics of General Hazards
a. The product contains sensitive ingredients, which can be assumed as
potential sources of contamination under normal circumstances.
b. The manufacturing process does not contain controlled processing
steps that effectively destroy harmful bacteria.
c. There is substantial potential for microbiological abuse in distribution or
in consumer handling that could render the product harmful when
consumed.
d. Product is subject to contamination after processing and before
packaging.
e. No terminal heat process after packaging.
111
M. Applying Safe Workplace Practices and Procedures
To have a safe workplace, we must remember the following:
 Safety of water that gets in contact with food and food surfaces
 Condition and cleanliness of food contact surfaces; pieces of equipment
and containers used during processing
 Application of measures to prevent contamination of food packaging
material and contact surfaces
 Proper maintenance of hand - washing , sanitizing, and toilet facilities
 Protection of product packaging material and contact surfaces from
adulteration
 Proper labeling and storage
 Implementation of pest control program
N. Use of Appropriate PPE
Personal Protective Equipment (PPE) is any device designed to be worn or
held by an individual for protection against one or more hazards. The type of
PPE needed varies depending on the hazards of the work being performed.
1. Important uses of PPE
 Reduces risk of accident and illness
 Minimizes future medical costs
 Creates a safer working environment
2. Legal Basis on Personal Protective Equipment and Devices
Rule 1080 of the Occupational Safety and Health Standards
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WHAT TO PROCESS
Activity 1.Go on an ocular visit to the Food Processing Assessment Center.
Prepare a checklist of equipment, tools/devices to be maintained. Follow this
format:
MAINTENANCE CHECKLIST
NO
EQUIPMENT TO BE MAINTAINED
SCHEDULE OF MAINTENANCE
1
2
3
4
5
Activity 2. Based on the checklist, prepare Maintenance Work Schedule.
Follow this format
MAINTENANCE SCHEDULE
Equipment:______________
MAINTENANCE
NO
ACTIVITIES
WEEK/MONTH
MON
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TUE
WED
THU
FRI
Activity 3. List down the different waste material that you have come across
during the ocular visit generated or accumulated. Follow this format.
WASTE MANAGEMENT
NO.
GENERATED/
COMPOSTING RECYCLING
DISPOSAL
ACCUMULATED
WASTE
Note: Upon completion of the activities, you will present your work and will be
graded using the following RUBRIC:
NEEDS
CRITERIA/RATE IMPROVEM
DEVELOPI
SUFFICIE
ABOVE
TOT
NG (2)
NT (3)
AVERA
AL
ENT (1)
GE (4)
Clarity ( Ability to
Ideas are
Ideas are
The ideas
The
express ideas in
presented
presented
are
ideas
a comprehensive
but with
though
presented
are
manner)
minimal
lacking in
clearly.
presente
114
relevant
relevant
Relevant
d very
details.
details.
details are
clearly.
given.
Details
are
complete
/4
,
relevant,
and
enrich
the work.
Organization/Ma
Information
stery
Information
Informatio
Informati
and ideas are and ideas
n and
on and
(sequencing of
poorly
are
ideas are
ideas
elements/ideas)
sequenced.
presented
presented
are
The audience in an order
in a logical presente
has difficulty
that the
sequence
d in a
following the
audience
which is
logical
thread of
can follow
followed
sequenc
thought.
with
by the
e which
minimum
audience
flows
difficulty.
with little
naturally
or no
and is
difficulty.
engagin
g to the
audience
Content (Ideas
Main ideas
Main ideas
All ideas
All ideas
and details
and the
and some
and most
and
relevant to the
relevant
of the
of the
relevant
assigned topic)
details
relevant
relevant
details
pertaining to
details
details
pertainin
115
/4
assigned
pertaining
pertaining
g to
topic were
to assigned
to
assigned
incomplete
topic were
assigned
topic
and
identified
topic were
were
minimally
and
identified
identified
discussed.
discussed.
and
and
/4
discussed. discusse
d.
Total Score
/12
WHAT TO UNDERSTAND
Activity 1. Complete the unfinished sentence below: Write your answer in
separate sheets.
1. After doing my maintenance checklist, I realize that --------------------.
2. To perform cleaning well, we must
-------------------------------------------------
.
3. To use appropriate Personal Protective Equipment we should ---------------------------------------------.
4. To have a safe workplace, we should ----------------------------------------.
5. Reporting and documentation help in ----------------------------------------.
WHAT TO TRANSFER
Activity 1. Demonstrate the following;
1. Putting lubricants on the can sealer
116
2. Cleaning the pressure cooker.
3. Cleaning of cooking utensils
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
1. Putting lubricants on the can sealer
STEPS
EXCELLENT
SATISFACTORY
NEEDS
(3)
(2)
IMPROVEMENT
(1)
1. Identified the parts
to be lubricated.
2. Placed the
lubricants evenly on
all parts.
3. Avoided spills of
lubricants
4. Observed sanitary
procedures while
doing the activity.
TOTAL SCORE
2. Cleaning the Pressure Cooker
STEPS
EXCELLENT SATISFACTORY
(3)
(2)
NEEDS
IMPROVEMENT
(1)
1`.Washed thoroughly
with soap and clean
water.
2.
Cleaned
the
petcock by carefully
inserting a thin piece
of wire and run it
gently in and out to be
sure it is cleared and
obstructed.
117
3. Rinsed with hot
water.
4. Wiped with a damp
cloth
5. Dried thoroughly
before it is placed in
the storage room.
TOTAL SCORE
3. Cleaning the Cooking Utensils
STEPS
EXCELLENT SATISFACTORY
(3)
(2)
NEEDS
IMPROVEMENT
(1)
1. Drained off fat,
juice and sauce.
2. Strained out
sediment
3. Washed with water
and detergent.
4. Rinsed thoroughly.
5.Dipped in sanitizing
solution
6.Wiped with a damp
cloth or air dried
TOTAL SCORE
Post - Assessment
Multiple Choice. Directions: Read the questions carefully and choose the
best answer from the options given. Write only the letter of your answer in
your test notebook.
1. Which of these is not a reason to inspect and check equipment/ machine
before, during and after using them?
a. to determine defective machine parts
118
b. to make sure they are in good condition
c. to avoid errors and accidents during operation
d. to serve as guide in storing the equipment/machine
2. Your teacher assigned you to check machine parts which easily corrode or
wear out due to rubbing surfaces. Which of these will you do as preventive
maintenance?
a. replace the parts
b. wash and wipe dry
c. apply lubricant, oil or grease
d. remove the rust with sand paper
3. Which of the following implies that equipment is in its shut down period?
a. the light blinks
b. control is in Off position.
c. the plate or another part is hot
d. there is noise from the machine
4. Where can you locate the emergency stop function of Food Processors?
a. lid
b. handle
c. thermostat
d. the On and Off button
5. Which of the following is not a regular maintenance procedure?
a. checking defects of machines
b. checking all parts are present
c. shutting down and turning on of equipment
d. checking the switch, plugs and electrical cords
6. How do you clean a refrigerator or freezer?
a. switch off
b. defrost regularly
c. check its conditions
d. check the parts if all are present
119
7. Why do we clean and sanitize equipment?
a. to replace the equipment
b. to check the missing parts
c. to see if they are in good condition
d. to remove dirt and food material that harbor microorganism
8. Which of the following is not a characteristic of detergents?
a. power to emulsify
b. effective germicide
c. good wetting capacity
d. quick and complete solubility
9. Which of the following is a not a property of disinfectants/sanitizers?
a. deodorizer
b. power to emulsify
c. low level of toxicity
d. stable in concentrated form
10. SOP is for standard operating procedure in cleaning and sanitation; LOTO
is for
a. repairing a machine
b. applying a warning tag
c. identify hazardous areas
d. operation and maintenance of a machine
120
Quarter 3
Module 4: CLEANING AND SANITIZING EQUIPMENT AND
PROCESSING/PACKAGING AREA (CS)
This module deals with how to prepare for cleaning and sanitizing
equipment and processing /packaging area to meet workplace requirements.
It includes the different utilities, cleaning/sanitizing supplies and materials. It
also teaches students on how to prepare
sanitizing solutions necessary for
workplace requirements.
Content Standard
Performance Standard
The learner demonstrates
The learner independently cleans
understanding of cleaning and
and sanitizes methods for food
sanitizing methods for equipment
processing equipment and packaging
and work areas, which include the
areas
food processing and packaging
areas.
Learning Competencies/Objectives:
After completing this module, you should be able to:
1. Prepare to clean equipment and processing/packaging areas
2. Clean and sanitize equipment and processing/packaging areas to meet
workplace requirements
121
Pre - Assessment
Multiple Choice. Directions: Read each question carefully and choose the
best answer from the options given. Write only the letter of your answer in
your notebook.
1. Which of these is not a reason why you need to clean and sanitize
equipment before and after use?
a. to avoid corrosion
b. to extend shelf life
c. to prevent contamination
d. to remove dirt on surfaces
2. Cleaning is to detergents; sanitizing is to:
a. contaminants
b. deodorant
c. disinfectants
d. emulsifier
3. Which of the following is not a characteristic of detergents?
a. for good wetting capacity
b. for non- corrosive
c. power to emulsify
d. deodorizer
4. Which of the following is not a property of sanitizers?
a. low level of toxicity
b. good rinsing property
c. easily dissolved in water
d. compatible with cleaning compounds
5. Which of these is the most commonly used sanitizer in Food Processing?
a. chlorine
b. vinegar
c. sodium chloride
d. calcium chloride
122
6. Which kind of water should be used for food processing?
a. drinking water
b. fresh water
c. potable water
d. tap water
7. Which is not consider cause of microbial contamination
a. plants
b. pathogens
c.. food handlers
d. physical contact
8. Which of the following is not a cleaning material or tool?
a. emulsifier
b. gloves
c. mask
d. soap
9. How will you prepare a sanitizing solution for equipment?
a. dilute 10.8 ml of chlorine in 5 gallons of water
b. dilute 27 ml of chlorine in 5 gallons water
c. dilute 54 ml of chlorine in 5 gallons water
d. dilute 125 ml of chlorine in 5 gallons to water
10. If the degree of water hardness does 50 – 100 calcium carbonate per
million, what does it imply?
a. hard water
b. soft water
c. slightly hard water
d. very hard water
123
What to KNOW
Lesson 1. Preparing for Cleaning
Introduction:
Cleaning and sanitizing are often used interchangeably. They have two
purposes. Cleaning is the removal of dirt or unwanted material from equipment
and working area with the use of appropriate cleaning chemicals. Sanitizing is
the treatment of clean surfaces with chemical or physical agents (e.g. heat) to
reduce microorganisms that cause disease and/or spoilage to levels considered
safe for public health.
Learning Objectives:
At the end of this lesson, you are expected to:
1. identify utilities, cleaning/sanitizing supplies and materials
2. prepare mixtures of sanitizing solutions according to workplace
requirements and application
3. render safe equipment and processing/packaging area in preparation
for cleaning according to workplace requirements and manufacturers‘
specifications.
.
A. Why Clean and Sanitize?
Proper cleaning and sanitation of equipment, workplace and utensils will:
 Remove dirt and/or food material that harbour microorganisms
 Eliminate bacteria
 Prevent contamination
 Extend shelf life
 Improve food safety
 Increase protection against financial loses
 Reduce risks of involvement in food poisoning
 Facilitate preventive maintenance
124
B.
Characteristics of Detergent and Properties of Disinfectants or
Sanitizers
Detergents and disinfectants or sanitizers are used in cleaning procedures.
Detergents loosen and help remove dirt and food residues while sanitizers kill
active microorganism. The following are characteristics of detergents and
properties of Sanitizers or Disinfectant.
Properties of Disinfectants/
Characteristics of Detergent
Sanitizers
 Good wetting capacity
 Effective germicide
 Ability to remove soil or dirt
 Easily dissolves in water
 Low level of toxicity
from surfaces
 Power to emulsify
 Stable in concentrated form
 Capacity to hold material
 Does not significantly
in suspension
corrode metal or plastic
 Good rinsing property
 Effective at low
 Non- corrosive
concentrations and unaffected
 Compatible with other materials
by water conditions
 Quick and complete solubility
 Safe to health both in diluted
 Dissolving actions on food solids
and concentrated form
 Germicidal action
 Deodorizes
 Complete water softening power
 Compatible with
 Non toxic
cleaning compounds
 Economical to use
 Of low persistence
125
C. Typical Materials for Cleaning and Sanitizing
Sponge Pad
Detergent
Hydro Chloride
Soap
a. Chlorine
It is the most commonly used sanitizer in Food Processing. The effectiveness
of chlorine depends on several factors:
 The amount of turbidity and chemicals (e.i., iron, manganese,
hydrogen sulphide and ammonia) in the water that ―use up‖ chlorine
 The concentration of the chlorine solution added
 The time that chlorine stays in contact with the surface
 Water temperature and water pH (potential Hydrogen)
126
D. Preparation of Sanitizing Solution
Competency Based Learning Material in Food Processing NC II for Fourth
Year page 18 (STVEP)
Area to be Sanitized
Volume of
Volume of
Amount of Time
Water
Chlorine
in contact with
the surface
Hand Dip
5 gallons
108 ml
2 - 5 minutes
Equipment
5 gallons
54 ml
2 - 5 minutes
Floor
5 gallons
125 ml
20 minutes
5 gallons
27 ml
2- 5 minutes
Water for Food
Processing for
washing vegetables
E. Water Quality
In cleaning and sanitation, water quality is also important. This means
the chemical characteristics of water. The dissolved minerals and gases in
water are determine its chemical quality. The dissolved salts of calcium and
magnesium are the minerals that affect the hardness of water.
Water hardness is expressed in parts per million (ppm) of calcium
carbonate and is classified as follows:
(www.thirteen.org)
CALCUIM CARBONATE ( ppm)
DEGREE OF HARDNESS
0-20
Soft
20-60
Moderately Soft
61-120
Moderately Hard
121-180
Hard
> 180
Very hard
127
F. Reminders for Cleaning and Sanitizing Equipment
1. Dismantle or open the equipment as completely as possible.
2. Open line cut-outs or disconnect the lines whenever possible to avoid
carrying debris from one piece of equipment to the next.
3. Remove any large quantity of waste with a brush, broom, shovel, or other
appropriate tool, and haul it rather than wash it away.
4. Rinse the surfaces to be cleaned with low-pressure water. If oils or fats
are involved, hot water may be required.
5. Use cleaning aids such as brushes, high-pressure water and detergent
solutions to remove tenacious deposits if necessary.
6. Finish the cleaning with sufficient low-pressure cold water to remove
detergent solutions and leave the surfaces clean and below 90F.
7. If application of germicide is necessary, a 20 – 30 ppm chlorine solution
may be sprayed onto the equipment and left overnight. If a short contact
time is desired, a 75- 100 ppm chlorine solution may be used, but such
germicide should be rinsed from the surface after a few minutes.
8. Before the product is processed, equipment surfaces should be washed
free of germicides, such as solutions of strong chlorine and quaternary
ammonium compounds, to avoid contaminating the food with these
materials.
WHAT TO PROCESS
Activity: Answer the following Observation Guide Checklist about cleanliness
and sanitation:
Direction: Put a check (√) on the appropriate space provided for if you
practice the following activities.
128
Legend:
4 …….. Always
1………….. Seldom
3………Most of the time
0…………. Never
2 ………Sometimes
ACTIVITIES
SCORE
0
1. Washes hands before preparing
food.
2. Uses clean utensils and
equipment
3. Maintain clean working area all
the time.
a. Garbage container is available in
the working area
b. Separates organic material for
disposal from those that will be
cooked.
4. Uses clean water during food
preparation(i.e.)
Free flowing tap water or water from
stock container that has no molds,
foul odor and wriggler
5. Soaks utensils and equipment in
a sanitizing solution prior to use
6. Covers food when preparing ,
cooking, and storing . No flies,
129
1
2
TOTAL
3
4
mosquitoes, cockroaches or ants in
the laboratory area.
Activity 2. Collect and make an album of product
labels of the different
cleaning materials that can be found in your locality/market.
WHAT TO UNDERSTAND
Answer the following:
1. Why is it necessary to clean and sanitize tools and equipment before and
after using it?
2 Differentiate cleaning from sanitizing.
WHAT TO TRANSFER
Demonstrate the following;
Prepare sanitizing solution for the following:
a. Hand Dip
b. Selected Cooking Utensils
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
130
1. Prepare sanitizing solution for Hand Dip
STEPS
EXCELLENT
SATISFACTORY
NEEDS
(3)
(2)
IMPROVEMENT
(1)
1. Prepare the
needed tools and
materials.
2. Measure the right
amount of Chlorine
and water correctly.
3. Place sanitizing
solution in a
container.
4. Observed sanitary
procedures while
doing the activity.
TOTAL SCORE
2.. Prepare Sanitizing solution for Selected Cooking Utensils
STEPS
EXCELLENT
SATISFACTORY
NEEDS
(3)
(2)
IMPROVEMENT
(1)
1. Prepare the
needed tools and
materials.
2. Measure the right
amount of Chlorine
and water correctly.
3. Place sanitizing
solution in a
container.
4. Observed sanitary
procedures while
doing the activity.
TOTAL SCORE
131
Post - Assessment
Multiple Choice. Directions: Read each questions carefully and choose the
best answer from the options given. Write only the letter of your answer in
your notebook.
1. Which of these is not a reason why you need to clean and sanitize
equipment before and after use?
a. to avoid corrosion
b. to extend shelf life
c. to prevent contamination
d. to remove dirt on surfaces
2. Cleaning is to detergents; sanitizing is to:
a. contaminants
b. deodorant
c. disinfectants
d. emulsifier
3. Which of the following is not a characteristic of detergents?
a. for good wetting capacity
b. for non- corrosive
c. power to emulsify
d. deodorizer
4. Which of the following is not a property of sanitizers?
a. low level of toxicity
b. good rinsing property
c. easily dissolved in water
d. compatible with cleaning compounds
5. Which of these is the most commonly used sanitizer in Food Processing?
a. chlorine
b. vinegar
c. sodium chloride
d. calcium chloride
132
6. Which kind of water should be used for food processing?
a. drinking water
b. fresh water
c. potable water
d. tap water
7. Which is not consider cause of microbial contamination
a. plants
b. pathogens
c.. food handlers
d. physical contact
8. Which of the following is not a cleaning material or tool?
a. emulsifier
b. gloves
c. mask
d. soap
9. How will you prepare a sanitizing solution for equipment?
a. dilute 10.8 ml of chlorine in 5 gallons of water
b. dilute 27 ml of chlorine in 5 gallons water
c. dilute 54 ml of chlorine in 5 gallons water
d. dilute 125 ml of chlorine in 5 gallons to water
10. If the degree of water hardness does 50 – 100 calcium carbonate per
million, what does it imply?
a. hard water
b. soft water
c. slightly hard water
d. very hard water
133
Lesson 2. Cleaning and Sanitizing Equipment and
Processing/Packaging Area to Meet Workplace Requirements
Introduction
This
lesson
deals
with
cleaning,
sanitizing
equipment
and
processing/packaging area. Inspection of equipment to be used and
identifying and reporting unacceptable equipment. It will also talk about how
to store cleaning equipment and chemical. The proper disposal of waste from
the cleaning process; restoring equipment and processing/packaging area to
operating order. Completing records according to regulatory/legislative,
standards,
workplace
and
Occupational
Health
and
Safety
(OHS)
requirements; and manufacturer‘s specifications will also be discussed.
Learning Objectives:
At the end of this lesson, you should be able to:
1. Clean and sanitize equipment, processing/packaging area according to
workplace procedures, Occupational Health and Safety (OHS)
requirements and manufacturers‘ specification
2. Inspect equipment, processing/packaging area according to required
operating conditions and cleanliness
3. Identify and report unacceptable equipment and processing/packaging
area conditions according to workplace procedures
4. Store cleaning equipment and chemicals according to workplace
procedures
5. Dispose of waste from the cleaning process according to workplace ,
Occupational Health and Safety (OHS), regulatory/legislative
requirements
6. Restore equipment, processing/packaging area to operating order
according to workplace procedures
7. Complete records in line with workplace requirement
134
Pre – Assessment
Directions: Read each question carefully and choose the best answer from
the options given. Write only the letter of your answer in your notebook.
1 – 7. The following are guidelines to be followed in proper cleaning /
sanitizing of equipment and processing /packaging area. Arrange them
chronologically.
a. Store equipment in dry place
b. Wash the surfaces thoroughly with water with detergent to remove dirt.
c. Flush again with tap water until all suds are removed
d. Brush and scrub the parts (hinges, cranks, corner) where dirt like grease
and other sediments accumulate
e. Soak equipment in sanitizing solution for two to five minutes then rinse
with tap water
f. Wipe with clean cloth and let it dry
g. Air dry equipment or wipe with clean cloth to dry
8.
Based on the drawing of hand, which area is most frequently missed
during hand washing?
9.
Which part is less frequently missed?
10.
Which areas is not missed?
A
B
C
135
What to KNOW
A. Cleaning and Sanitizing Equipment and Processing/Packaging Area
1. For Equipment
This chart shows some guidelines to be followed in the proper cleaning and
sanitizing of equipment:
Wash the surfaces thoroughly with water and detergent to
remove dirt
Brush and scrub the parts (hinges, cranks, and corner) where
dirt like grease and other sediments accumulate
Flush again with tap water until all suds are removed
Soak equipment in sanitizing solution for two to five minutes
then rinse with tap water
Air dry equipment or wipe with clean cloth to dry
Store equipment in clean and dry storage areas
136
For Processing /Packaging Area
Scrape the food soil from the working table, sinks and floor
Wash thoroughly with detergent solution
Rinse thoroughly with warm water
Sanitize the area for 10-20 minutes
B. Inspecting Equipment and Processing/Packaging Area
1. For Equipment – the table below shows important conditions/ area to be
checked:
AREA/ CONDITION
PURPOSE
1. Machine Temperature
To avoid overheating
2. Hydraulic Fluid
To guarantee that the machine will function well
3. Wear – and- tear
To make sure no parts are defective or
surface
deteriorating
4. Crack
To see to it that there will be no source of leak that
can cause the breakdown of the machine
5. Leak detection
To prevent accidental release of gas, water or oil
from the machine
6. Vibration
To avoid too much shaking or unnecessary
movement of the machine
7. Corrosion
To minimize wear and tear of parts and to see if
applying lubricants/oil on machine parts is
necessary.
137
8. Electronic Insulation
To guarantee that there are no live wires exposed
during the operation of equipment
2. What to be checked /inspected in Processing and Packaging Area?
1. Floor plan with complete dimensions in meters and proper identification of
areas with description. It must include the following:
a. Raw materials storage area
b. Processing area
c. Waste Storage Area
d. Transportation Equipment (if any, like conveyor, fork lift, track)
e. Support Facilities such as water supply
2. Organizational Structure ( personnel, technical and non-technical staff
involved in the production)
3. List of Facilities and Equipment (available in the Processing and Packaging
Area)
4. List of Products to be Manufactured (available in the Processing and
Packaging Area)
5. Storage and Packaging Materials to be used
a. Corrugated Box
b. Steel Container/Tank
c. Plastic Container/Tank
d. Wood/Plastic Palette
e. Glass Jar
f. Tin Cans
138
C. Identifying and Reporting Unacceptable Equipment and
Processing/Packaging Area
To ensure success in production, unacceptable equipment and the
processing/packaging area should be identified and reported in terms of the
following:
a. Designed (how it is constructed and installed)
b. Condition of the equipment (it must be fitted with appropriate control
devices and calibrated at appropriate frequencies
c. Cleanliness of food contact surfaces, pieces of equipment and containers
used during processing
D. Storing Cleaning Equipment and Chemicals
1. Equipment . Every time a piece of equipment is used, the general rule is to
clean it immediately so it is ready for the next person to use. The
manufacturers‘ instructions should be strictly followed when maintaining and
cleaning equipment
the following flow chart provides some general
guidelines:
Check the equipment
Empty and dismantled pieces
Loose parts are present
No damage seen
Clean, Wash and Rinse
Sanitize
Report to Person’s
Concerned/Authorized Person
Re-assemble and Store
Label all chemicals
139
2. Safe storage of chemicals
Chemicals must always be stored in a safe place with similar type of
chemicals. You should never store chemicals with food items.
Most chemicals belong to a specific category and you need to make sure that
only chemicals from the same category are stored together. If you are not
sure of the category of a chemical, always check its label, or refer to its
Material Safety Data Sheets (MSDS). Categories might include:
Categories
Symbol
Flammable chemicals
Chemicals such as methanol, ethanol
and kerosene are very flammable and
need to be kept away from heat and
substances that might cause them to
ignite or explode. In most workplaces,
flammable chemicals are stored in a
special cupboard or cabinet that has
been specially designed for them.
Oxidizing substances
Oxidizing chemicals quickly and
easily react with other chemicals.
Because of this, they should only be
stored with other oxidising chemicals.
140
Categories
Symbol
Corrosive chemicals
Chemicals such as acids can corrode
substances. They can also react
violently and explosively if they come
into contact with other types of
chemicals.
Toxic chemicals
These chemicals are poisonous and
can kill you if they come in contact
with your skin, if you accidentally
breathe it in, or if you accidentally
ingest them.
Many chemicals come with an expiry date. After this date, the chemical will
lose its strength. Make sure you check the expiry date of chemicals before
using them.
A good chemical storage area should have:
 good ventilation (vents in the walls, ceiling, or open windows) to keep
the store cool and prevent the build -up of fumes or gases
 solid walls and roofs to protect the contents of the storage area from
wind and rain
 solid and water-proofs floor so that spills don't soak into the earth and
pests cannot dig their way in
 good lighting so you can see clearly while inside
 shelves or cabinets for storing items separately by type
 cloths and sponges nearby to clean up spills
 a water supply and hose nearby for clean up
141
 personal protective equipment such as gloves, aprons and respirators
by the entrance so that these can be worn before you enter the storage
area
 a lock on the door
E. Proper Disposal of Waste from Cleaning Process
Waste Management
Waste management is the collection, transportation, and disposal of
garbage, sewage, and other waste products. It encompasses all processes
and resources for proper handling of waste materials, including compliance
with health codes and environmental regulations.
Different Ways of Waste Disposal
A. For Liquid Wastes
1. Screening. It is employed as a preliminary treatment for removal of large
particle of
solid wastes
prior to final treatment to be discharged into a
municipal sewage system.
2. Lagooning – Biological Disposal. It consists of holding the liquid wastes in
open earthen pits which accomplish treatment under five principles namely:
a. Biological Action (aerobic and anaerobic)
b. Sedimentation
c. Soil absorption
d. Evaporation
e. Dilution
142
Two basic types of Lagoons used in disposing industrial wastes:
A. Impounding Lagoon. This meets the requirements of industries
discharging small daily volumes of wastes or a seasonal operation, i.e.,
the canning industry. In this system, the volumetric capacity is equal to
the total waste flow, there is less loss due to evaporation and
percolation.
B. Flow-through Lagoon. It requires less land and relies on biological
action.
3. Spray irrigation – land disposal. This serves as an economic and
unobjectionable waste disposal method when land is available. It is limited
only by the capacity of spray field to absorb the wastewater. The factors
required to set up spray irrigation are as follows:
a. Quantity of liquid waste for disposal (per hour, per day, per week,
per season)
b. Land available for disposal area such as the texture of soil profile,
area and dimensions, topography, depth of ground water, location with
respect to plant, and infiltration capacity
c. Character of the liquid waste
d. Climate during operational season
4. Chemical Treatment. Chemical precipitation is a form of partial waste
treatment which uses
chemical coagulants like lime followed by ferrous
sulfate or alum. It removes 25% to 50% of the biochemical oxygen demand.
Analytical measurements such as biochemical oxygen demand (BOD),
chemical Oxygen demand (COD) and solid determination are valuable as
control measurements.
B. For Solid Waste
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1. Solid wastes must be removed from the premises at frequent intervals for
the prevention of hazards, odors and insect infestation.
2. Water containers must be properly clean and containers that absorb juices
should not be used.
3. Final disposal must be done to prevent nuisance and insect breeding.
4. Fish carcasses, viscera, skin, heads can be processed into animal feeds.
F. Restoring Equipment and Processing/Packaging Area to Operating
Order
Many injuries occur when cleaning, maintaining and repairing
processing equipment. These injuries are caused by a number of hazards
including tool slippage, contact with sharp parts, being injured when
equipment is turned on, and exposure to energy. Lockout procedures should
always be used to protect workers from hazardous energy during regular
servicing or maintenance of equipment. Whenever completing equipment
maintenance, proper eye, hand, and foot protection devices should be used.
Using rubber gripped tools will reduce the opportunity for the tool to slip while
in use.
Energy hazards which may be encountered include power, steam, hydraulics,
pneumatic, gravity, and any other item or substance that may be under
pressure.
Chemical hazards such as cleaning agents, cooking oils or refrigerated liquids
also pose hazards.
144
G. Completing Records
In the maintenance of equipment and processing/packaging
area facilities, one cannot discount the importance of creating a report on the
condition of the equipment and facilities. This way, equipment and other
materials are well accounted for. Here is an example of an inspection report
which can be submitted on a weekly or monthly basis:
1. Cleaning and Sanitation Record Sample
Food Blender Daily Cleaning and Sanitation Record
Date:
TASK
ACTION
COMMENTS CORRECTIVE SIGNATURE
TAKEN
ACTION
YES
Sanitize
Food
Blender
(45ml YES
Leader)
NO
Bleach in 12 l
water)
Remove
YES
Little amount
Wash
inedible debris,
of food
thoroughly
rinse with water
debris left
Dismantle
the
Food
Blender,
Rinse
parts
and
soak
(Group
in YES
sanitizing
solution
Rinse
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thoroughly
YES
Wipe with cloth YES
to dry
Inspect
for YES
Very Clean
cleanliness
Re-
assemble
the
Correctly
Food YES
assembled
Blender
2. Self - Assessment
A. Written Records
YES/NO
1. The following are fully
written
implemented:
Sanitation
Standard
Operating
Procedures
(SSOP)‘s identifying areas,
equipment, utensils to be
cleaned; the frequency of
cleaning
and
sanitation
procedures, chemicals to be
used; those responsible to
verify
effectiveness
corrective
taken
and
actions
the
and
to
be
records
required.
2. There is a cleaning and
sanitation
schedule
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Comments
identifying
each
piece
of
equipment, each utensil
and each area.
3. There is documentation of
cleaning
and
sanitizing
activities for each piece of
equipment and area.
B. Cleaning and Sanitation
YES/NO
Procedures
1.No cleaning practices are
performed
during
the
operations
that
could
potentially
cause
product
contamination
2. Food and packaging are
protected from contamination
during clean – ups.
3. Water is used in a way
that does not create water
droplets or aerosol that could
potentially contaminate food,
packaging or food contact
surfaces.
4.
Cleanliness
is evident
throughout the facility in both
processing/packaging areas.
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COMMENTS
5. Food contact surfaces are
clean.
6. There is no build-up or
accumulations
of
food
products or soil on the area.
7. Spills are cleaned up
promptly
8. Equipment/Utensils used
during
processing
cleaned
and
are
sanitized
regularly.
9. Floors are free of standing
water
10. Hoses are neatly stored
off the floor.
11.
Good
housekeeping
practices are observed.
12.
A
designated
person/student
performed
sanitizing
routinely
sanitation
the
who
cleaning/
operations
performs
a
assessment
before operation begins or
resumes.
13. Cleaning and sanitizing
148
chemicals are acceptable
14.
Cleaning/
sanitizing
containers,
brushes,
applicators are labelled or
color
coded
to
prevent
unintended use.
15. Chemicals are stored in
a separate locked area away
from food processing or food
storage areas.
H. Regulatory/Legislative Requirements
Some Legislative Provisions with regards to cleaning and sanitizing equipment
and processing/packaging Areas:
1. Occupational Safety and Health Standards
a. Rule 1080 – Personal Protective Equipment and Devices
b. Rule 1150 – Materials Handling and Storage
2. Republic act no. 10661 (Food Safety Act of 2013) - an act to strengthen the
food safety regulatory system , to protect consumer health and facilitate market
access of local foods and food products
3. Presidential Decree No. 856 ( The Sanitation Code of the Philippines) –
providing public health protection against the risk of foodborne illnesses and
unsanitary or adulterated food and food products.
4. Republic Act 8976 ( Food Fortification Act) and Republic Act 8172 (Act for
Salt Iodization Nationwide (ASIN) Law) address nutritional quality of food and
food products
5. Republic Act No. 9296 ( Meat Inspection Code of the Philippines provides
general guidelines governing the sanitary handling, processing, distribution,
marketing and trading of meat and meat products.
149
6. Administrative Order No. 2014 – Rules and regulations on the licensing of
food establishments or Food Business Operators, registration of processed
food products and for other purposes
7. Fisheries Administrative Order n. 228 s.2008 – Rules and regulation
governing the organization and implementation of official controls on Fishery
and Aquatic products intended for EU market for human consumption
I. Workplace Requirements
Every Food(Fish) Processing facility should have written Sanitation Standard
Operating Procedures (SSOPs) for completing sanitation activities. This
provide specific instructions as to how to complete each sanitation activity. It
is important that the area are free from garbage, debris, filth, and potentially
infectious materials.
Take note of the following reminders:
 Follow procedures and safe work practices.
 The process flow in the Processing/Packaging area should be
arranged to prevent product contamination
 The premises should promote safe and hygienic condition.
 The walls, floors, ceilings, windows should be kept clean and withstand
cleaning methods. Open windows should be screened
 Floors should have adequate fall and well-designed
drainage to
minimize contamination
 Doors should normally be closed or screened to prevent pest entrance
 Lighting should be adequate and safe from breakage to prevent glass
splinters in the product
 Check product labels and Material Safety Data Sheets (MSDS) to
know potential hazards and safe work practices for all cleaning and
disinfecting products to be used.
150
 Wear Personal Protective Equipment (PPE)
 Use cleaning products appropriate for your workplace
 Use germicides or diluted bleaches (e.g. sodium hypochloride) to
disinfect areas as required
 Wash hands regularly and thoroughly
J. Occupational Health Requirements
Safety is a primary concern especially in a Food Processing establishment
which handles food for public consumption The following are the
requirements to have a safety workplace:
1. Personal Hygiene – it is important to ensure food handlers remain healthy
while working and maintain a high level of personal cleanliness and tidiness.
This also prevents the spread of germs on the food, equipment and utensils
handled. The following should be given emphasis:
A. Personal Protective Equipment (PPE)
1. Working Clothes
 Clean and preferably white or light colored
 Protective clothing must remain in the production area
 No top pockets and loose fastening such as buttons: all any other
pocket must be at hip level
 Body warmers must not be worn over protective clothing
 Under garments must not protrude below sleeves and cuffs
2. Gloves
151
 Disposable gloves should be changed as often as hands should be
washed
 If non disposable gloves are used, these should be cleaned as often as
washed hands should be washed
 Remember to wash hands before and after the using of gloves
DID YOU KNOW
A. Areas of Hands for Washing
Black Shade – areas most frequently missed during
hand washing
Dotted Shade – areas less frequently missed
No shade – areas not missed
152
3. Proper Procedure in Hand washing (Photo taken at FFHNAS Food
Processing Laboratory)
1. Wet hands with running
potable water
2. Apply enough soap to build
up a good lather
3. Rub hands together for at
least 20 seconds
4. Clean under fingernails
and between fingers
5. Rinse hands thoroughly
under running water
6. Dry hands with clean
single use towels or hot air
blow dryer
153
3. Boots, Shoes or Protective Foot wear – They should not be worn outside of
the processing area.
B. Food Preparation – For each product, document the following:
 All ingredients used
 Volumes and weight of each ingredient
 All procedures and equipment involved
 Cooking time/temperature
 Packaging material
 Labeling/Coding
 Storage
 Shelf-life
C. Equipment
 Shall be suitably designed for the intended purpose
 Shall be easy to keep clean
 When necessary equipment shall be disassembled for thorough
cleaning
K. Interpreting Manufacturer’s Specifications
Food processing equipment when sold are provided with a manual containing
the manufacturer‘s specifications. A necessary reminder to the processor in
the form of a sticker or warning label attached to the equipment itself as an
assurance that the equipment/machine or tool is in excellent condition and
has passed a quality control standard.
The specification usually gives a detailed description of the equipmentdimensions, materials, and other relevant information regarding the
equipment or machine. The dimensions give the size of the equipment or tool
154
in terms of length, width. The capacity specifies the amount which a device
can contain as in boilers, cookers, or steamers or weighing scales.
The manufacturer‘s specifications are usually contained in the manual, which
accompanies the equipment. The food processor must thoroughly read and
understand all the information contained in the manual especially if the
equipment is to be operated via electric power. Aside from knowing the
correct operation of the equipment or machine, it is also important to know
these information:
1. Basic safety precautions to follow when using the equipment
2. Warning labels which specify how to properly operate an equipment
3. Instructions on the proper care of the equipment/machine
4. Instructions on the correct operation of the equipment
Below are some examples of manufacturer‘s specifications, which must be
properly interpreted resulting in the accurate and safe operation/manipulation
of an equipment/machine: (This was taken in the manual of Panasonic
Refrigerator)
155
156
157
158
159
160
161
162
163
164
165
WHAT TO PROCESS
Activity 1. Let the students demonstrate the proper way of Hand washing
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
1. Proper Way of Hand washing
STEPS
EXCELLENT SATISFACTORY
(3)
(2)
NEEDS
IMPROVEMENT
(1)
1. Wet hands with
running water.
2. Apply enough soap
to build a good lather.
3. Rub hands together
for at least 20
seconds.
4. Clean under
fingernails and
between fingers.
5.Rinse hands
thoroughly under
running water.
6.Dry hands with
clean single towels or
hot air blow dryer
TOTAL SCORE
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Activity 2. Group the Class in two (2). Let them demonstrate the following:
1. Proper cleaning of equipment, can Sealer, Pressure Cooker
2. Cleaning and sanitizing the kitchen sink
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
STEPS
EXCELLENT
SATISFACTORY
NEEDS
(3)
(2)
IMPROVEMENT
(1)
1. Washed the
surfaces thoroughly
with water and
detergent.
2. Brushed and
scrubbed the parts
where dirt
accumulate.
3. Rinsed with tap
water until all suds
are removed.
4.Wiped with clean
cloth and let it dry
5.Soaked in sanitizing
solution
6.Wiped with clean
cloth to dry.
7.Stored in clean and
dry area.
TOTAL SCORE
167
Activity 3. Let the students individually dismantle a can sealer and inspect the
condition of it.
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
STEPS
EXCELLENT SATISFACTORY
(3)
(2)
NEEDS
IMPROVEMENT
(1)
1. Removed properly
the clamp.
2. Removed the
chuck, crank,
baseplate, washer.
3. Checked the
seaming rolls.
4. Checked the rivet
TOTAL SCORE
WHAT TO UNDERSTAND
Activity 1. Let the students keep a Cleaning and Sanitation Report . Follow
the format below:
Gas Stove Daily Cleaning and Sanitation Record
Date:
168
TASK
ACTION
COMMENTS
TAKEN
YES
CORRECTIVE
SIGNATURE
ACTION
(Group
Leader)
NO
Sanitize
__________
YES
(45ml Bleach
in 12 l water)
Remove
YES
Little amount
Wash
inedible
of food debris
thoroughly
debris, rinse
left
with water
Dismantle
the food
blender.
Rinse parts
YES
and soak in
sanitizing
solution
Rinse
YES
thoroughly
Wipe with
YES
cloth to dry
Inspect for
YES
Very Clean
cleanliness
Re-
Correctly
assemble the YES
assembled
Food Blender
169
WHAT TO TRANSFER
Let the students keep an Inspection Report following this format:
A. Written Records
YES/NO
COMMENTS
YES/NO
COMMENTS
1. The following are fully implemented:
Written Sanitation Standard Operating
Procedures (SSOP)‘s identifying areas,
equipment, utensils to be cleaned; the
frequency of cleaning and sanitation
procedures, chemicals to be used; those
responsible to verify effectiveness and
corrective actions to be taken and the
records required.
2. There is a cleaning and sanitation
schedule
identifying
each
piece
of
equipment, each utensils and each area.
3. There is documentation of
cleaning
and sanitizing activities for each piece of
equipment and area.
B. Cleaning and Sanitation Procedures
1. No cleaning practices are performed
during
the
operations
that
could
potentially cause product contamination
2. Food and packaging are protected
from contamination during clean – ups.
3. Water is used in a way that does not
create water droplets or aerosol that
could
potentially
contaminate
food,
packaging or food contact surfaces.
170
4. Cleanliness is evident throughout the
facility
in
both
processing/packaging
areas.
5. Food contact surfaces are clean.
6. There is no build-up or accumulations
of food products or soil.
7. Spills are cleaned up promptly
8.
Equipment/Utensils
used
during
processing are cleaned and sanitized
regularly.
9. Floors are free of standing water
10. Hoses are neatly stored off the floor.
11. Good housekeeping practices are
observed
12. A designated person/student who
performed
operations
the
cleaning/
routinely
sanitizing
performs
a
sanitation assessment before operation
begin or resume
13. Cleaning and sanitizing chemicals
are acceptable
14.
Cleaning/
sanitizing
containers,
brushes, applicators are labelled or
coded to prevent unintended use.
15. Chemicals are stored in a separate
locked area away from food processing
or food storage areas.
171
POST ASSESSMENT
Directions: Read each question carefully and choose the best answer from
the options given. Write only the letter of your answer in your notebook.
1 – 7. The following are guidelines to be followed in proper cleaning /
sanitizing of equipment and processing /packaging area. Arrange them
chronologically.
a. Store equipment in dry place
b. Wash the surfaces thoroughly with water with detergent to remove dirt.
c. Flush again with tap water until all suds are removed
d. Brush and scrub the parts (hinges, cranks, corner) where dirt like grease
and other sediments accumulate
e. Soak equipment in sanitizing solution for two to five minutes then rinse
with tap water
f. Wipe with clean cloth and let it dry
g. Air dry equipment or wipe with clean cloth to dry
8.
Based on the drawing of hand, which area is most frequently missed
during hand washing?
9.
Which part is less frequently missed?
10.
Which areas is not missed?
A
B
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Quarter 4
Module 5: LOADING AND UNLOADING RAW MATERIALS,
PRODUCTS AND SUPPLIES (LD)
This module deals with how to prepare for loading and unloading of
raw materials, products and supplies and how to secure and protect a load. It
includes the identification and handling hazardous raw materials, products
and/or supplies; how they are segregated in accordance with work place
requirements and legislation.
Content Standard
Performance Standard
The learner demonstrates
The learner independently loads and
understanding of proper procedure in
unloads raw materials, products and
loading and unloading of raw
supplies in Food (Fish Processing in
materials, products, and supplies in
accordance with workplace
Food(Fish) Processing
requirements
Learning Competencies/ Objectives:
After completing this module, you should be able to:
1. Perform in the proper manner the loading and unloading of raw materials,
products, and supplies
2. Secure and protect a load
3. Complete documentation for loading and unloading raw materials, products
and supplies
173
WHAT TO KNOW
Lesson 1. Loading and Unloading Raw Materials, Products
and Supplies
Introduction
Raw materials, products and supplies each have a particular procedure of
loading and unloading. The movement of raw materials from the suppliers to
the plant or from the plant in the form of finished products must be done
properly. This is consider as one important part in processing foods/fishery
products.
Learning Objectives:
At the end of this lesson, you should be able to:
1. Select loading and unloading procedures according to
workplace and Occupational Health and Safety requirements
2. Identify and handle dangerous or hazardous raw materials,
products and/or supplies in accordance with Occupational
Health and Safety (OHS), regulatory and legislative
requirements.
3. Identify raw materials, products and/or supplies requiring
special handling
4. Follow special handling procedures according to workplace
requirements
5. Pack and unpack raw materials, products and/or supplies
according to workplace requirements
6. Load raw materials and/or supplies in accordance with
relevant material loading regulations and workplace
requirements
174
7. Select and use lifting aids and appliances according to
loading procedures in compliance with workplace
requirements and legislation
8. Conduct loading and unloading activities safely and
efficiently according to workplace requirements
9. Identify and control hazards and risks according to OHS and
workplace requirements
Pre- Assessment
Multiple Choice. Directions: Read each question carefully and choose the
best answer from the options given. Write only the letter of your answer in
your notebook.
1. If solid, liquid, or gas refers to the physical state of raw materials, the
volume , length, width, and height refers to the:
a. condition
b. shape
c. size
d. weight
2. Which is not a physical hazard?
a. explosives
b. aspiration toxicity
c. flammable gases
d. oxidizing liquid
3. Which is not a health hazard?
a. eye effect
b. skin irritation
c. skin corrosion
d. hazardous to ozone layer
175
4. Which is not a chemical hazard?
a. allergens and dust
b. carbon monoxide
c. cigarette smoke
d. cleaning agents
5. Which of the following is not a plant products?
a. living plants
b. milk products
c. mushroom culture
d. grains and cereals
6. What kind of packages is made of coarse cloth of jute, flax, or hemp?
a. baskets
b. palm leaf bags
c. mesh or net bag
d. burlap or gunny sack
7. What kind of packages is commonly used as shipping containers and
usually are of 5-10 kg capacity?
a. cartons
b. baskets
c. polyethylene bags
d. sacks of woven plastic fabric
8. Which of the following is not considered in manual loading?
a. convenience
b. ease to handling
c. use of rigid containers
d. lightness of packages
176
9. Which of the following lifting aid is usually made of wood or metal or a
combination on which cartons are stacked?
a. forklifts
b. hoist
c. pallets
d. slip sheets
10. Which of the following legislative rules implies Guidelines for the
implementation of Globally Harmonized System (GHS)?
a. Department Order no. 136 series 2014
b. D.A. Administrative Order no. 9 series 2010
c. Rule 1080
d. Administrative Order no.92
What to KNOW
A. Selection of Loading and Unloading Procedures
In any Food Establishment/Industry, the loading and unloading procedures of
raw materials, products, and supplies are important in operation or
production. These do not add value to the product but they do affect the cost.
Hence, our concern is the loading the raw materials, products and, supplies at
the right time, place, amount, sequence and condition.
The following are factors to be considered in the selection of loading and
unloading procedures:
177
1. Characteristics of Raw Materials
Category
Measures
Physical State
Solid, Liquid, or gas
Size
Volume: Length, width, height
Weight
Weight per piece; weight per unit
Volume
Shape
Long and flat; round, square etc.
Condition
Hot, cold, wet, etc.
2. Quantity of Raw Materials/Products
3. Distance from loading and unloading area
4. Lay-out of Food (Fish) Processing Plant
B. Basic Principles and Procedures for Loading and Unloading
 Simplify – reduce, eliminate or combine steps in loading/unloading of
raw materials/products/supplies
 Determine the importance of raw materials/products/supplies.
 Determine the flow of material from the operation and production to the
arrangement of equipment to be used
 Increase the size, quantity, weights of the materials to be
loaded/unloaded when possible
 Utilize space-the more organized the procedure for loading/unloading,
the less space will be needed
 Loading should be done automatically to improve operational efficiency
 Select standardized equipment – answer: WHY; WHAT, WHERE,
WHEN, HOW, WHO.
 Plan for preventive maintenance and schedule
178
C. Dangerous or Hazardous Raw Materials /Products/Supplies
Hazardous Materials or Substances refer to materials or substances in solid,
liquid or gaseous forms known to constitute toxic, flammable, explosive,
corrosive, oxidizing and radioactive properties (DOLE Dep.Order no. 136 - 14
s. 2015 Section 3. Definition of Terms).
Hazard refers to the inherent characteristics of chemical substances and
mixtures that exist in the workplace and in the environment, regardless of
quantity, that are potentially dangerous or which have the capacity to harm
i.e., its capacity to interfere with normal biological processes, and its capacity
to burn, explode, corrode etc.
Section 5 of DOLE Dep.Order no. 136-14 classified the following industrial
chemicals based on Globally Harmonized System (GHS) of Classification and
Labelling of Chemicals:
1. Physical Hazard
a. explosives
j. self-reactive substances
b. flammable gases
k. pyrophoric liquids
c. flammable aerosols
l. pyrophoric solids
d. oxidizing gases
m. self- heating substances
e. gases under pressure
n. substance which in contact with water
f. flammable liquids
emit flammable gases
g. flammable solid
o. oxidizing liquid
h. organic Peroxides
p. oxidizing solid
i. corrosive to metals
2. Health Hazard
a. acute toxicity
g. carcinogenicity
b. skin corrosion
h. reproductive toxicity
c. skin irritation
i. systematic target organ toxicity: single
d. eye effect
e. sensitization
exposure and repeated exposure
j. aspiration toxicity
f. germ cell mutagenicity
179
3. Environmental Hazards
a. hazardous to the Aquatic Environment
b. hazardous to the Ozone layer
D. Identifying Raw Materials, Products and/or Supplies Requiring
Special Handling and/ or Documentation
These are some of raw materials, products, and supplies requiring special
handling and/or documentation:
A. Plant, plant products and other related materials capable of harbouring
plant pests, it includes the following:

Living Plants

Nursery
Stocks,
including
vegetative
parts
used
as
propagating materials

Seeds and nuts for planting

Fresh fruits, vegetables, and other plant products which have
been
declared as prohibited/restricted import under special
quarantine orders because of being known hosts of dangerous
plant pests or originating from restricted areas

Pure culture of fungi, bacteria, virus, nematodes and other
phytopathogenic materials

Mushroom culture including spawn

Algae cultures, rhizobial culture as legumes inoculants

Soil and plant materials for isolation or containing organisms

Other plant cultures

Wood packaging materials and other packaging materials
capable of harbouring plant pests

Frozen/chilled fruits and vegetables including diced vegetables
and processed fruits
180

Grains and cereals
B. Animals, animal products and by –products

Animal by- products
These include hides, horns, skin, bones, hooves, feathers and other
parts of animals.

Animal products
These includes fresh meats, meat products, gelatin, eggs, egg
products, milk products, and honey when intended for human consumption;
animal organs, tissues and organic fluids to be used in the preparation of
pharmaceutical products or of surgical devices, products of animal origin for
agricultural or industrial use.

Animals
These are potential agricultural crop pests in all life stages such as
insects, monkeys, rodents, bats, birds, snails, and other forms of animal life
capable of causing injury to agricultural crops.
C. Live, chilled, frozen fish and fishery products including microorganisms and
biomolecules
D. Fertilizers, pesticides and other agricultural chemicals
E. Feeds, feed ingredients, and other feed products
F. Meat and meat products
G. Pet foods
H. Processed agriculture and fishery products not elsewhere specified
I. Veterinary biological products
J. Veterinary drugs and products
E. Packing And Unpacking Raw Materials, Products And Supplies
Packaging is the process of packing that is part of the production
cycle. This is applied to a bulk product to obtain the finished product.
Packaging includes any material including painted material, employed in the
181
packaging of a product and any outer packaging used for transportation of
shipment.
Packaging materials are referred to as primary, secondary and tertiary
depending on to whether they are in direct contact with the product or not.
A. Kinds of Packages Used for Raw Materials, Products, and Supplies
Burlap or Gunny Sack – Burlap is a coarse cloth made of jute (also termed
hessian), flax or hemp. It could be coarse or fine meshed.
Mesh or net bag – a non- rigid container of fibrous material and characterized
by an open weave. It is usually made of polypropylene filaments. It is often
called by the color of the bag as red or orange bags.
182
Polyethylene bags – these are commonly used as transport containers
usually they are 5-10 kg capacity
Palm Leaf bags – commonly used for field collection or for shipping small
volumes of commodities to nearby markets.
Baskets - These are flexible or rigid containers woven from bamboo or rattan
strips and come in many shapes and sizes. They have straight or sloping
183
sides so they can or cannot be nested. A basket is nestable if it can be
inserted inside another basket.
Sacks of woven plastic fabric – usually recycled. These are originally used for
rice, fertilizer, or other materials.
Wooden Crates – A box is a solidly walled and usually rectangular-shaped
container. A crate is a box with more open construction, made of slats and
has open spaces at the sides and bottom. Wooden crates are made of sawn
lumber, plywood, veneer or bamboo and come in various sizes and shapes.
184
Cartons – A carton is a box made of cardboard, paperboard or fiberboard.
Cardboard, paperboard and fiberboard are made of paper sheets of varying
numbers so that they differ in thickness, with fiberboard as the thickest and
cardboard, the thinnest. Cardboard is made of intermediate thickness
between paper and paperboard. Fiberboard is made of paper sheets
laminated to a thickness which provides a degree of stiffness.
Cartons could be telescopic or open top (sometimes called regular). A carton
is telescopic when the cover is separate from the main carton. The cover is
slightly bigger than the main part so it can fit snugly when closed. An open top
carton is one in which the cover consists of 4 flaps which, when folded, acts
as cover.
Plastic Crates – could be returnable or one-trip packages. Those which are
not durable are one-trip packages, some are designed as nestable; they have
a plastic cover or none at all in which case the crate above it acts as a cover.
185
Foamed Plastic Boxes – Material used is plastic, either polystyrene or
polyurethane, made light and spongy by introducing pockets of air or gas. It is
usually for iced commodities transported in non-refrigerated vehicles or for
expensive commodities such as grapes transported in refrigerated trucks.
b. Techniques in Packing
Volume Filling- food products are
poured into the container
186
Vibration Filling- packing is done by
vibrating equipment
Jumble Filling – food products are
packed disregarding the size but not
weight
Tight Filling-
food products are
packed tightly in a container
187
Regardless of the method, observe the following when packing food products:
1. Immobilize the food products as much as possible, that is, it should be of
uniform sizes to minimize spaces within the pack.
2. Fill only to capacity of container. Do not overfill.
3. Gently handle packed food products, even if the package is strong enough
to protect the food products.
4. Pack in a cool place with have adequate ventilation.
5. Containers should be clean – when containers are reused they should be
thoroughly washed.
6. Place packages in an upright position
7. Pack according to one common stage of maturity or degree of ripeness as
in fruit.
F. Loading Raw Materials/Products/Supplies
The
following
guidelines
should
be
observed
in
loading
raw
materials/products/supplies:
1. Handle food products gently. Containers should not be dropped or thrown
to each other around.
2. Containers at the bottom should not be used as steps to allow stacking to a
greater height, especially if flexible and semi-rigid containers are used.
3. If manual loading is used, lightness and convenience are important
considerations in choosing a package. It should be easily and conveniently to
be handled by a person of average build.
4. Where forklifts are employed in loading packs of food products, pallets and
slip sheets are used.
188
G. Selection of Lifting Aids and Appliances
Lifting of containers is a common activity in all areas of the Food Processing
operation. The following are lifting aids used in Food Processing:
LIFTING AIDS AND APPLIANCES
Pallets – These are low, portable
plat forms usually made of wood or
metal or a combination on which
cartons are stacked.
Slip Sheets – These are pallet- sized
sheets
usually
made
of
solid
fiberboard with edges that could be
gripped
by
a
jaw
and
clamp
mechanism of a forklift
Hoist – Hoist means to lift or pull
something up to a higher place
(overhead position) with ropes. This
equipment is mounted on single rail
fixed at the height nearer to the roof.
Hence, materials are transferred
along a fixed path. Hoists find
application in industries employing
189
chemical cleaning. Cranes are used
for
heavy
items
&
hoists
are
employed for small items.
Lifts- These are used to transport
material up in multi-stored plants.
it is a fast & flexible equipment for
floor to floor travel.
Fork Lift - It consist of forks attached
to a column of the truck. The fork
can be lifted up to the desired height
with material(boxes) on them and
these
are
used
for
indoor
applications.
Trolley- It is used for transporting
bulky goods from one area to
another.
190
H. Unloading Activities
The following are guidelines for unloading activities in Food (Fish)
Processing:
Unload food products gently. Container should not be
dropped or thrown around.
Unload fragile commodities first.
Applied FIFO concept. (First in, First out).
Temperature of food must be maintained.
Use quality pallets and correct packaging materials.
I. Identification of Hazard and Risk
Hazards refer to the inherent characteristics of chemical substances
and mixtures that exist in the workplace and in the environment, regardless of
quantity, that are potentially dangerous or which have the capacity to harm,
i.e., its capacity to interfere with normal biological processes, and its capacity
to burn, explode, corrode etc.
Risk is the potential that injury will occur in a given situation, the
interaction of hazard (nature/incident) and the man/society.
1. Types of Hazard
a. Chemical Hazards – formaldehyde, cigarette smoke; carbon monoxide;
carbon dioxide; cleaning agents
191
b. Physical hazard- poor lighting; noise; dry air; air currents
c. Biologic hazards- pollens, allergens and dusts; people, plants, mites, pests;
condensed water in air conditioners, clogged drains etc.
d. Ergonomic Stresses – limited workspace; simplified work; repetitive task;
shiftwork (especially night work); mental and physical workload
J. Material Loading Regulation
The following are to be observed during loading of raw materials in food
processing:
 Maintain proper temperature of the food materials
 All surfaces that come in contact with food should be properly cleaned
and sanitized
 Vehicles should be used solely for food
 Food transporting trucks should be inspected before loading. Use the
following checklist:

Check for food residue from earlier loads.

Check for cleaning and sanitizing residue.

Check the cooling unit for proper function.

Check trailer insulation and door seals.

Pre-cool the unit for at least an hour to achieve the required
temperature for the food.

Check that the ribbed floors and air chutes are clean and unclogged.
 Proper planning, employee training and care are required to make sure
that food is not left on loading docks for extended periods and a
minimum of time is spent loading and unloading
 Use quality pallets and the correct packing materials.
192
K. Workplace Procedure
Safety in the workplace should always be of primary importance. These are
the main areas of concern:
AREAS OF CONCERNS
A. Work Environment
WHAT TO DO?
 Frequent
visual inspection
of
lighting
should be performed to make certain all
areas are safely lighted
 Emergency lighting should be installed and
maintained in stairwells that are used to
exit a facility
 All exits should be clearly marked and
should be clear of any items that might
obstruct passage
 Combustible material, such as scrap,
should be promptly disposed
 Workplaces should be kept clean and
organized so that no one trips or falls over
material left in aisles or other work areas
B. Accident Procedure
 Accidents
immediately
or
illnesses
reported
to
should
the
be
proper
authority.
 A first aid kit should be kept in the
personnel office. The kit should contain
adhesive tape, an ointment that acts as an
antibiotic, bandages and tape, quick cold
packs, cotton balls, latex gloves, eye
goggles, gauze pads, and a basic first aid
193
manual.
 A list of phone numbers for your local fire
department, police precinct, local first aid
squad and hospital should be on hand.
 There should be controlled access to the
office with a lock and door buzzer so that
C. Personnel Security
unauthorized personnel cannot enter the
office without being buzzed in.
D. Fire Prevention
 Fire protection rules should created and
disseminated to all personnel within the
area.
 Everyone must leave the workplace in the
event of a fire alarm and should be
instructed on exits to use to evacuate the
building.
 The person responsible for maintenance
should regularly inspect any fire doors to
make sure they are in good working
condition.
 He also should check the sprinkler system
on a monthly basis for adequate water
pressure and proper functioning.
194
L. Occupational Health and Safety Requirements
To ensure safety, the following Occupational Safety and Health Requirements
must be accomplished:
 Develop, implement, monitor and comply to workplace policies and
programs
on
Loading
and
Unloading
of
Raw
Materials/Products/Supplies
 Observe proper use of Personal Protective Equipment
 Observe proper use of safety devices
 Ensure all chemicals are properly labelled and accurate Safety Data
Sheets are provided
 Establish and implement an Emergency Response Plan
M. Legislative Requirements
The legal basis for Loading and Unloading raw materials/products and
supplies are the following:

Department Order no. 136-14. Series 2014 – Guidelines for the
implementation of Globally Harmonized System (GHS) in Chemical
Safety Program in the Workplace

DA Administrative Order no. 9 series 2010 – Guidelines on the Rules
and Regulations on the Importation of Agricultural/Fish and Fishery
Products, Fertilizers, Pesticides and Other Agricultural Chemicals,
Veterinary Drugs and Biological Products

DENR Administrative Order 92-96 – Hazardous Waste Management

Rule 1080 of the Occupational Safety and Health Standards –
Personal Protective Equipment

Rule 1070 of the Occupational Safety and Health Standards – Work
Environment Monitoring (WEM)

Rule 1013 of OSH Standards and DOLE Memorandum Circular No. 02
series of 1998 – Guidelines for classifying hazardous and non
hazardous workplace
195
What to PROCESS
Activity 1.
Visit a nearby market. Observe and document the
various ways of loading and unloading the different food products,
such as fish, meat products, fruits and vegetables.
Activity 2.
Identify the different transporting and packaging materials
used in the given food products.
Activity 3.
Collect 10 samples of packaging materials. Record the
type of packaging materials and the name of products following this
format
Name of Product
Type of Packaging Materials
What to UNDERSTAND
Activity 1. Based on the lesson can you now answer the following
questions:
1. How will you select a loading and unloading procedure according to
workplace requirements?
196
2. Will you please identify the different hazardous materials and
supplies in the workplace. What are they?
3. Can you identify the different lifting aid according to loading
procedure?
What to TRANSFER
Activity 1. Conduct loading and unloading activities on these different
materials and supplies.
1. Fruits like mangoes packed in bamboo baskets
2. Glass jars placed in cartons
3. Tin cans placed in cartons
4. Meat products placed in plastic containers
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
STEPS
EXCELLENT SATISFACTORY
(3)
(2)
NEEDS
IMPROVEMENT
(1)
1. Handle gently the
food products to be
load and unload.
2. Fill only to capacity
of the container
and/or packaging
material.
3. Place
container/packages in
upright position
4. Pack food products
according to common
maturity/type of
packaging materials
TOTAL SCORE
197
Activity 2. Demonstrate how to pack food/ fishery products using the
following type of packaging: hard plastics, films, and plastic bags.
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
STEPS
EXCELLENT SATISFACTORY
(3)
(2)
NEEDS
IMPROVEMENT
(1)
1. Handle gently the
food products to be
packed
2. Fill only to capacity
of the container
and/or packaging
material.
3. Place
container/packages in
upright position
4. Pack food products
according to common
maturity/type of
packaging materials
4. Observe
sanitary
practices .
TOTAL SCORE
198
Post Assessment
Multiple Choice. Directions: Read each questions carefully and choose the
best answer from the options given. Write only the letter of your answer in
your notebook.
1. If solid, liquid or gas refers to the physical state of raw materials, the
volume , length, width and height refers to:
a. condition
b. shape
c. size
d. weight
2. Which is not a physical hazard?
a. explosives
b. aspiration toxicity
c. flammable gases
d. oxidizing liquid
3. Which is not a health hazard?
a. eye effect
b. skin irritation
c. skin corrosion
d. hazardous to ozone layer
4. Which is not a chemical hazards?
a. allergens and dust
b. carbon monoxide
c. cigarette smoke
d. cleaning agents
199
5. Which of the following is not a plant product?
a. living plants
b. milk products
c. mushroom culture
d. grains and cereals
6. What kind of package is made of coarse cloth of jute, flax, or hemp?
a. baskets
b. palm leaf bags
c. mesh or net bag
d. burlap or gunny sack
7. What kind of package is commonly used as shipping containers and
usually they are 5-10 kg capacity?
a. carton
b. basket
c. polyethylene bag
d. sacks of woven plastic fabric
8. Which of the following is not considered in manual loading?
a. convenience
b. easy to handle
c. used rigid containers
d. lightness of packages
9. Which of the following lifting aid is usually made of wood or metal or in
combination on which cartons are stacked?
a. forklifts
b. hoist
200
c. pallets
d. slip sheets
10. Which of the following legislative rules implies Guidelines for the
implementation of Globally Harmonized System (GHS)?
a. Department Order no. 136 series 2014
b. DA Administrative Order no. 9 series 2010
c. Rule 1080
d. Administrative Order no.92
WHAT TO KNOW
Lesson 2. Securing and protecting load
Introduction
Securing and protecting load includes checking how load is properly
distributed. It also deals with warehouse planning and lay out; and workplace
safety requirements.
Learning Objectives:
At the end of this lesson, you should be able to:
1. Check load distribution to ensure that it is even, legal, and within working
capacity
2. Check load to ensure that dangerous goods and hazardous substances are
appropriately segregated in accordance with regulatory and workplace
requirements
3. Secure load using the correct load restraint and protection equipment, as
well as carrying and garage conditions, according to workplace and OHS
requirements
201
4. Protect the load in accordance with legal and workplace safety
requirements
Pre- Assessment
Multiple Choice. Directions: Read each question carefully and choose the
best answer from the options given. Write only the letter of your answer in
your notebook.
1. How will you observe proper distribution of load?
a. check packaging materials for leakage
b. inspect all raw materials/supplies for distribution
c. maintain proper temperature of the food materials
d. sanitize and clean surfaces that come in contact with the product
2. Which of the following is not a way of securing and protecting load?
a. label the raw materials
b consult Material Safety Data Sheets
c. separate raw materials from ready to eat food
d. organize a systematic manner of loading raw materials and supplies
3. Which document provides important physical characteristics, ecological,
health, and safety information on chemical substances?
a. Hazard Statement
b. Precautionary Statement
c. Material Safety Data Sheets
d. Globally Harmonized System
4. What does a blank space in a Segregation Table of Hazardous materials
means?
a. no restriction applies
b. materials must be stored
202
c. materials must be separated
d. materials may be transported
5. Why is there a need to build a warehouse?
a. for production
b. for safety of food materials
c. for eliminating risk during handling
d. for storing raw materials and supplies
6. Which type of warehouse is use to maintain the quality of preserve
materials?
a. Heated Warehouses
b. Refrigerated Warehouses
c. Unheated General Warehouses
d. Controlled Humidity Warehouses
7. Which type of warehouse is constructed with vapor barrier and contain
humidity control equipment?
a. Heated Warehouses
b. Refrigerated Warehouses
c. Unheated general warehouses
d. Controlled Humidity Warehouses
8. Which type of warehouse provide space for bulk, rack and bin storage,
aisle space, receiving and shipping space, packing and crating space and
office and toilet space?
a. Heated Warehouses
b. Refrigerated Warehouses
203
c. Unheated general warehouses
d. Controlled Humidity Warehouses
9. Which of the following is not a consideration in creating the lay – out of
warehouse?
a. minimizing movement
b. controlling temperature
c. making the best use of space
d. providing safe, secure and environmentally sound condition
10. How will you choose your laboratory gown as PPE?
a. loose buttons
b. have top pockets
c. it must be clean, white or light in color
d. must be made of impermeable material
A. Proper Distribution of Load
The following are reminders on the proper distribution of load:
 Inspect all raw materials/supplies before distribution.
 Consult the Material Safety Data Sheets (MSDS) for specific product
information. The MSDS contains the following:
a. Name of the product
b. Company identification
c. Information on ingredients
d. Hazard identification
e. First aid
f. Firefighting measures
g. Accidental release measures
204
h. Handling and storage
i. Exposure controls/personal protection
j. Physical and chemical properties of the finished product
k. Stability and Reactivity
l. Toxicological Information
m. Ecological Information
n. Disposal consideration
o. Transport information
p. Regulatory Information
B. Methods of Securing and Protecting Load
1. Organize a systematic manner of loading raw materials and supplies
2. Label the raw materials with name, production date, expiry date and
inspection result
3. Separate raw materials from ready to eat food
4. Place products in an appropriate and sealed container.
5. Ensure adequate ventilation and temperature control to prevent off-odor
and maintain ingredients and raw materials in optimum condition.
6. Avoid overstocking, as this would increase the possibility of spoilage and
contamination.
7. Implement inspection and analysis programs on test materials.
C. Hazard and Risk Identification and Control
Safety is important during loading and unloading specifically the hazardous
materials. The Segregation Table for Hazardous Materials gives the
segregation restrictions for hazardous materials: ( From: Module 7- Loading
and Unloading Hazardous Materials )
205
SEGREGATION TABLE FOR HAZARDOUS MATERIALS
CLASS OR
DIVISION
Flammable gases
2.1
Flammable liquids,3
Flammable
solids,4.1
Oxidizers,5.1
2.3
2.3
GAS
GAS
ZONE
ZONE
A
B
X
X
O
X
X
O
O
O
X
0
1.2 1.3 1.4 1.5 1.6 2.1 2.2
X
X
O
X
X
X
O
X
X
X
X
Explosives 1.4
Corrosives liquid
O
X
X
O
X
Instructions for using the table as follows:
 A BLANK SPACE means that no restriction applies (e.g. Class 3
flammable liquids and class 8 liquid corrosive- there is no requirement
for segregating flammable inkjet inks/solvents).
 The LETTER X means that these materials may not be transported in
the same vehicle (e.g. Class 8 Corrosive liquids cannot be transported
in the same vehicle as a Class 4.2 spontaneously
combustible
materials)
 The LETTER O means that these materials must be separated when in
the same vehicle so that material leaked from any package would not
commingle with the other type of hazardous materials (e.g. Class 8
corrosive liquids must be separated from Class 4.1 flammable solids.
206
D. Warehouse Plan/Site Layout and Obstacles
Warehouses are facilities that provide a proper environment for the purpose
of storing goods and materials that require protection from the elements.
Warehouses must be designed to accommodate the loads of the materials to
be stored, the corresponding handling equipment, the receiving and shipping
operations and associated trucking, and the needs of the operating
personnel. The design of the warehouse space should be planned to best
accommodate business service requirements and the products to be
stored/handled. The economics of modern commercial warehouses dictate
that goods are processed in minimal turn-around time.
1. The different types of warehouses include:

Heated and unheated general warehouses—provide space for bulk,
rack, and bin storage, aisle space, receiving and shipping space,
packing and crating space, and office and toilet space;

Refrigerated warehouses—preserve the quality of perishable goods
and general supply materials that require refrigeration. Includes freeze
and chill space, processing facilities, and mechanical areas; and

Controlled humidity (CH) warehouses—similar to general warehouses
except that they are constructed with vapor barriers and contain
humidity control equipment to maintain humidity at desired levels.
2. Principles in warehouse lay out
a. Using the most suitable unit load
b. Making the best use of space
c. Minimizing movement
d. Controlling movement and location
e. Providing safe, secure and environmentally sound condition
f. Maintaining at minimum overall operating cost
207
3. Illustration of a simple warehouse lay out
E. PPE Protective/Safety Gadgets
1. Laboratory Gown/Apron – must be clean, white or light in color; no top
pockets and loose fastening such as buttons and any other pocket must be at
hip level; under garments must not protrude below sleeves and cuffs‘
2. Gloves – disposable gloves should be changed as often as hands should
be washed; it must be made of impermeable material; keep clean, sanitary
and intact.
3. Hairnets – used to avoid hair going into the food.
208
4. Masks – used to cover the mouth to prevent the spread of saliva during
food preparation
5. Rubber shoes- help for easy movement
F. Awareness of Codes or Regulations such as Hazard Analysis and
Critical Control Point (HACCP) and Good Manufacturing Practices
(GMP)
Principles of the HACCP System
◙ Conduct a hazard analysis
Plans determine the food safety hazards and identify the preventive
measures to control these hazards. A food safety hazard is any biological,
chemical, or physical property that may cause food to be unsafe for human
consumption.
◙Identify critical control points
A critical control point (CCP) is a point, step, or procedure in a food
manufacturing process at which control can be applied and, as a result, a
food safety hazard can be prevented, eliminated, or reduced to an acceptable
level.
◙ Establish critical limits for each critical control point
A critical limit is the maximum or minimum control point value to which a
physical, biological, or chemical hazard must be controlled to prevent,
eliminate, or reduce it to an acceptable level.
◙ Establish critical control point monitoring requirements
Monitoring activities are necessary to ensure that the food process is under
control at each critical control point. In the United States, the Food Safety
209
Inspection Service (FSIS) requires that each monitoring procedure and its
frequency be listed in the HACCP plan.
◙ Establish corrective actions
These are actions to be taken when a deviation from an established critical
limit occurs. The final rule requires a plant's HACCP plan to identify the
corrective actions to be taken if a critical limit is not met. Corrective actions
are intended to ensure that no product injurious to health or otherwise
adulterated as a result of the deviation enters commerce.
◙ Establish procedures for ensuring the HACCP system is working as
intended
Validation ensures that the plants do what they were designed to do; that
is,produce a product safe for commerce. Plants should be required to validate
their own HACCP plans. FSIS will not approve HACCP plans in advance, but
will review them for conformance with the final rule.
Verification ensures the HACCP plan is adequate, that is, working as
intended. Verification procedures may include such activities as a review of
HACCP plans, CCP records, critical limits and microbial sampling and
analysis. FSIS requires that the HACCP plan includes verification tasks to be
performed by plant personnel. Verification tasks will also be performed by
FSIS inspectors. Both FSIS and food industry will undertake microbial testing
as one of several verification activities.
Verification also includes 'validation' – the process of finding evidence for the
accuracy of the HACCP system (e.g. scientific evidence for critical
limitations).
210
◙ Establish record keeping procedures
The HACCP regulation requires that all plants maintain certain documents,
including its hazard analysis and written HACCP plan, and records
documenting the monitoring of critical control points, critical limits, verification
activities, and the handling of processing deviations
Good Manufacturing Practices (GMP)
GMP encompasses the observance of the HACCP, Occupational
Health and Safety (OHS), workplace requirements, sanitary standards, and
the like. It also covers operations in accordance with the regulatory and
legislative requirements.
What to PROCESS
Activity 1. Make an illustration/ simple lay out of a warehouse.
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
STEPS
EXCELLENT SATISFACTORY
(3)
(2)
NEEDS
IMPROVEMENT
(1)
1. Illustrate a simple
lay out of a ware
house.
2. Label the different
components of a ware
house.
3. Lay out the
different features of
ware house correctly.
TOTAL SCORE
211
What to UNDERSTAND
Activity 1. Answer the following questions in your activity notebook.
1. How will you ensure proper distribution of load?
2. How will you secure and protect load?
3. Why do we need to lay out a ware house?
What to TRANSFER
Activity 1. Prepare a Raw Material Distribution Worksheet following this
format.
Name of Raw
Description
materials/Product/Supplies
Remarks (whether they
are in good condition
or not)
Post - Assessment
Multiple Choice. Directions: Read each question carefully and choose the
best answer from the options given. Write only the letter of your answer in
your notebook.
1. How will you observe proper distribution of load?
a. check packaging materials for leakage
b. inspect all raw materials/supplies for distribution
c. maintain proper temperature of the food materials
d. sanitize and clean surfaces that come in contact with the product
212
2. Which of the following is not a way of securing and protecting load?
a. label the raw materials
b consult Material Safety Data Sheets
c. separate raw materials from ready to eat food
d. organize a systematic manner of loading raw materials and supplies
3. Which document provides important physical characteristics, ecological,
health, and safety information on chemical substances?
a. Hazard Statement
b. Precautionary Statement
c. Material Safety Data Sheets
d. Globally Harmonized System
4. What does a blank space in a Segregation Table of Hazardous materials
means?
a. no restriction applies
b. materials must be stored
c. materials must be separated
d. materials may be transported
5. Why is there a need to build a warehouse?
a. for production
b. for safety of food materials
c. for eliminating risk during handling
d. for storing raw materials and supplies
6. Which type of warehouse is used to maintain the quality of preserved
materials?
a. Heated Warehouses
213
b. Refrigerated Warehouses
c. Unheated General Warehouses
d. Controlled Humidity Warehouses
7. Which type of warehouse is constructed with vapor barrier and contain
humidity control equipment?
a. Heated Warehouses
b. Refrigerated Warehouses
c. Unheated General Warehouses
d. Controlled Humidity Warehouse
8. Which type of warehouse provides space for bulk, rack and bin storage,
aisle space, receiving and shipping space, packing and crating space, and
office and toilet space?
a. Heated Warehouses
b. Refrigerated Warehouses
c. Unheated general warehouses
d. Controlled Humidity Warehouses
9. Which of the following is not a consideration in creating the lay-out of
warehouse?
a. minimizing movement
b. controlling temperature
c. making the best use of space
d. providing safe, secure and environmentally sound condition
10. How will you choose your laboratory gown as PPE?
a. loose buttons
214
b. have top pockets
c. it must be clean, white or light in color
d. must be made of impermeable material
WHAT TO KNOW
Lesson 3. Complete documentation
Introduction
Food Processors must maintain records that list the source, recipient, origin,
destination, route, transfer points, date received and released and the number
and description of the packages load and unloaded.
Learning Objectives:
At the end of this lesson, you should be able to:
1. Select and check raw materials, products and/or supplies for ability to
travel in accordance with relevant regulations/permit requirements.
2. Complete all required records in accordance with legislative and workplace
requirements.
Pre – Assessment
From the given sample below, please identify the following:
1. Brand name - _________________
2. Name of the Product:____________
215
3. Ingredients: ___________________
4. Complete Company Name and Address:_______________
5. Net weight: _____________
Manufactured By: OSFHNAS
CO.
Malolos City, Bulacan
Bangus
25Product of the Philippines
Tomato Sauce
Ingredients: Bangus,
Corned Oil,
Tomato Sauce, Salt
Nutrition Facts:
Protein 25%
Calcium 40%
Fat
8%
Vitamin C 15%
Net Weight: 250 gms
Expiry Date: January , 2015
A. Selection And Checking Of Raw Materials, Products and/or Supplies,
and Inclusive Travel Documents And Permits
The following must be carefully examined:
1. Raw Materials
 That the product has been manufactured, processed or packed under
sanitary conditions
 That the product is not forbidden or restricted
 That product is not adulterated, contaminated, dangerous, noxious,
misbranded, undeclared, unregistered
2. Packaging/ Containers
 That there is no leak
 That the containers conform to specification
 That the containers are properly labelled
B. Completing Relevant Records
The following reference document should be accomplished in loading and
unloading of raw materials/products/supplies:
1. Supplier List
2. Golden sample
3. Product Specification
216
4. Delivery Receipt
5. Test Procedure
6. Sanitary and PhytoSanitary (SPS) Clearance Clearance
shall
indicate
the
travel
The SPS Import
period
for
each
product/consignment:
a. 15 days from live milkfish
b. 30 days for other live, fresh, chilled or frozen fish and other
fishery /aquatic products
c. 20 days for fresh and chilled fruits and vegetables
d. 60 days for eggs, milk and dairy products
e. 60 days for live animals, meat and meat products
C. Legislative Requirements
1. Sanitary and Phytosanitary Measures (SPS) Clearance can be secured
from the following issuing agency: (From DA Administrative Order No. 9
series 2010)
a. Bureau of Animal Industry (BAI) – for animals ( including small animals
that are plant pests, except insects), animal products and by products
including meat and meat products, eggs, milk and other dairy products
b. Bureau of Fisheries and Aquatic Resources (BFAR) – for fish and
other fishery products
c. Bureau of Plant and Industry (BPI)- for plants and plants products
d. Fertilizers and Pesticide Authority (FPA) – for agricultural chemicals
D. Workplace Requirements
 Workplace should be kept clean and organized so that no one trips or
falls over material left in aisles or other work areas
 All exits should be clearly marked and should be clear of any items that
might obstruct passage.
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 Emergency lighting should be installed and maintained in stairwells
that are used to exit a facility.
 Frequent inspections of lighting should be performed to make certain
all areas are safely lighted.
 Combustible materials should be properly disposed.
 Food Processors must conform to hygienic standards.
 Jewelry and other small objects must be removed to prevent them from
falling into food, equipment, or container.
What to PROCESS
Collect samples of delivery Receipts from different food establishments.
Record the data that can be found on the receipt.
What to UNDERSTAND
Answer the following questions in your Activity Notebook.
1. Why is there a need to keep records of loading and unloading activities?
2. What are the different reference documents that you should provide for
loading and unloading raw materials and supplies?
What to TRANSFER
Prepare a Purchase Order Slip and Delivery Receipt following this format:
Purchase Order Slip:
ITEM
ITEM/DESCRIPTION/SPECIFICATION/STOCK
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QUANTITY
UNIT
UNIT
AMOUNT
NO
NO.
PRICE
Post Assessment
From the given sample below, please identify the following:
1. Brand name - _________________
2. Name of the Product:____________
3. Ingredients: ___________________
4. Complete Company Name and Address:_______________
5. Net weight: _____________
Manufactured By: OSFHNAS
CO.
Malolos City, Bulacan
Bangus
Product of the Philippines
Tomato Sauce
SUMMARY
Ingredients: Bangus,
Corned Oil,
Tomato Sauce, Salt
Nutrition Facts:
Protein 25%
Calcium 40%
Fat
8%
Vitamin C 15%
Net Weight: 250 gms
Expiry Date: January , 2015
219
This book/module covered three of the seven core competencies that
the Grade 10 Technology and Livelihood Education (TLE) students should
achieve.
Module 1 and 2 discussed the understanding on understanding of
one‘s Personal Entrepreneurial Competencies and Skills (PECS); recognizing
the Environment and market in Food (Fish) Processing. Here the students
learned the characteristics of an entrepreneur; discovered their personal traits
and skills and aligned them with an effective entrepreneur; identified the kind
of businesses in the community.
Module 3 discussed the operation equipment. It comprised lessons on
how to select and prepare equipment to be used; types, characteristics, and
functions of basic equipment and how to operate equipment; and how to
maintain equipment and resources. The students learned about the different
defects and damage of an equipment can acquire; the importance of following
manufacturer‘s specifications; applying safety procedures and practices in the
workplace; Occupational Health and Safety requirements and relevant
legislative provisions.
Module 4 was about how to clean and sanitize equipment and the
processing /packaging area. It included lessons on how to prepare for
cleaning, and cleaning and sanitizing equipment to meet workplace
requirements. The students learned the importance of cleanliness and
sanitation; the characteristics of detergents and properties of disinfectants or
unacceptable sanitizers; typical materials used for cleaning; the preparation of
a sanitizing solution; storing chemicals and equipment, and identifying
unacceptable standards for equipment/processing/packaging area.
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Module 5 discussed on loading and unloading raw materials, products
and supplies. It included lessons on how to load and unload raw materials,
products and supplies; how to secure and protect a load; and how to
accomplish complete documentation. The students learned the procedures
and principles of loading and unloading raw materials, products and supplies;
identifying hazardous or dangerous materials that require special handling
and documentation; as well as the identification of hazards and risk control;
workplace procedures and requirements; and Occupational Health and Safety
Practices.
GLOSSARY OF TERMS:
221
Acid. A substance containing a high concentration of Hydrogen ions which
creates a pH value less than 7.0
Alkaline. A substance with relatively low concentration of hydrogen ions
creating a pH value greater than 7.0
Assembling. Putting together the parts of a machine or equipment.
Breakdown. A mechanical failure causing a machine or equipment to
malfunction.
Calibration. The process of ensuring that all
inspection, testing or
measuring equipment is functioning properly an reading
accurately.
Chemical Agent. A compound that increases the effectiveness of water in
removing soil and other foreign materials from surfaces.
Cleaning. The process of removing surface dirt, debris and associated
bacteria from a surface by washing with water and detergent.
Container. Any bottle, box, drum, cylinder, bag, barrel, vessel, or tank.
Contaminants. Any biological or chemical agent, foreign matter, or other
substances not intentionally added to food which may
compromise food safety or suitability.
Corrosion. Rusting or gradual wearing of machine parts due to a chemical
reaction between substances like iron and oxygen or other
corrosive materials like salts, acids, etc.
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Critical Control Point. A point in time or a physical location at which failure
of control factors or apply preventive measures will expose the
consumer to unacceptable health risks.
Cross Contamination. The transfer of harmful microorganisms from one
person, object, food or place to another through a non-surface
object such as equipment, utensils or human hands.
Dismantling. To take a machine apart so that it is in separate pieces.
Food-borne Illnesses. Diseases that are usually either infectious or toxic in
nature, caused by agents that enter the body through the
ingestion of food.
Food Hygiene. The measures and conditions necessary to control hazards
that could lead to food-borne diseases and to ensure fitness for
human consumption of a food plant or animal origin taking into
account its intended use.
Food Safety. The assurance that food will not cause harm to the consumer
when it is prepared or eaten according to its intended use;
refers to all those hazards, whether chronic or acute, that make
food injurious to the health of the consumer.
Forklift . Equipment with fork-like mechanism to lift container.
Good Manufacturing Practices (GMP). Quality assurance system aimed at
ensuring that products are consistently manufactured, packed,
repacked or held to quality standards appropriate for the
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intended use. It is concerned with both manufacturing and
quality control procedures.
Hazardous materials or substances. Materials or substances in solid,
liquid, or gaseous forms known to constitute toxic, flammable,
explosive, corrosive, oxidizing and radioactive properties.
Hazards. Characteristics of chemical substances that are potentially
dangerous or which have the capacity to harm.
Hazard Analysis at Critical Control Points (HACCP). A sciencebased system which identifies, evaluates and controls hazards
which are significant for food safety at critical points during a
given stage in the food supply chain.
Inspection. Checking or testing of an individual item against an established
standard.
Label. The display of written, printed or graphic matter upon the container,
tag, literature, or other suitable material affixed thereto for the
purpose of giving information as to identify components,
ingredients, attributes, directions for use, specifications and
other information as may be required by law or regulation.
Leak.
An unintentional hole or crack that permits something such as
liquid, gas or light to escape or enter
Lubricant. A substance, like oil or grease, that coats or treats a machine to
lessen friction.
224
Maintenance- Continuing repair work, or work that is to be done regularly to
keep a piece of equipment in good working condition.
Manufacturer An establishment engaged in any and all operations involving
the production of items for use.
Mesh Bag. A non- rigid container generally made of fibrous materials and
characterized by open weaves, also called a net bag.
Mitigation. A measure that is used to minimize the damaging effect of an
emergency.
Pallet. A low portable platform made of wood, metal or both, used to facilitate
handling, storage, or transport of materials .
Nestable. The capability of a container to be partially inserted into another
container.
Personal Protective Equipment (PPE). An equipment or various clothing
worn to prevent injury or illness occurring while handling
hazardous materials.
pH. The acidity or alkalinity of a liquid measured by the concentration of free
Hydrogen ions and expressed in logarithmic phase.
Physical Agent. Includes heat, cold, noise, radiation, and electricity that
occur naturally or can be produced (e.g. heat as a physical
agent that can be the result of weather or created to kill
microorganisms).
225
Preventive Maintenance. A system of maintenance that aims to minimize or
eliminate breakdown in equipment and machinery by a program
of regular inspection and repair.
Processing. Any action that substantially alters the initial raw materials,
product or ingredients including, but not limited to, heating,
smoking, curing, drying.
Risk. The potential, probability or a threat of damage or injury will occur in
a given situation.
Safety Data Sheets (SDS) or Material Safety Data Sheets (MSDS). A
document that provides important physical characteristics,
ecological, health, safety and toxicological information on
chemical substances or ingredients used in the workplace.
Sanitation Standard Operating Procedures (SSOP). Written step- by- step
procedures that describe in detail how cleaning and sanitation
procedures should be done to comply with Good Manufacturing
Practices related to cleaning and sanitation.
Specification. A detailed description, including dimensions, materials used.
etc. of an item which enables a user to correctly employ the item
for production.
Surfactant. An agent that reduces the surface tension of a liquid (usually
water) to permit the penetration of cleaning compounds by
increasing the emulsifying, foaming, dispersing, spreading, and
wetting purposes of a product; reduces the surface tension
226
between two liquids thru manually applied force or by means of
a motor.
Troubleshooting. The systematic approach to locate the cause of a fault in
an electronic circuit or system
REFERENCES
227
A. BOOKS
Bautista,Ofelia K. (1990). Postharvest Technology for Southeast Asian
Perishable Crops, Makati, Philippines. Technology and Livelihood Resource
Center and UP at Los Baños.
Calmorin, Laurentina P.,Calmorin, Melchor A., Tinaypan, Alfredo S..(1990).
Introduction to Fishery Technology, Manila, Philippines. National Book
Store
Calmorin, Laurentina P., (2006) Post Harvest Fisheries, Mandaluyong City,
Philippines, National Bookstore
Cortez, Lourdes A. (1990). Processing and Preservation of Freshwater Fish.,
Manila, Philippines, National Bookstore
Dagoon, Jesse D., (1985) .Exploratory Fishery Arts, Manila,
Philippines
Rex Bookstore
Guzman, Matilde P., Claudio, Virginia S., De Leon, Sonia Y (1986). Basic
Foods for Filipinos. Manila, Philippines: Merriam & Webster Bookstore, Inc.
Hermes-Espejo, Jasmin,. (1998) Fish Processing Technology in the
Tropics,. Tawid Publications,Quezon City, Philippines
Lagua, Rosalinda T., Cruel, Carmelita P., Claudio, Virginia S., (1977).
Food Preservation for Filipinos. Quezon City Philippines,. GMS Publishing
Corporation
228
Legaspi, Anselma S. et al.(1990) A Guide for Fish Handling, Marketing and
Distribution 2nd Edition. Technology and Packaging Publication section,
Fisheries Development Support
Narvaez-Soriano, Nora. (1994). A Guide to Food Selection, Preparation
and Preservation. Quezon City, Philippines. Rex Bookstore
B. HANDBOOKS
BFAD. 1984. Rules and Regulation Governing the Labeling of
Prepackaged of 6 Food Products Distributed in the Philippines. A.O. No.
88-B s. 1984. Bureau of 7 Food and Drugs. Department of Health. Alabang,
Muntinlupa City, Philippines 8
BFAD. 1998. Permissible Net Content Variation in Prepackaged Food.
BFAD 9 B.C. No. 6-A s. 1998. Bureau of Food and Drugs. Department of
Health. Alabang, 10 Muntinlupa City, Philippines 11
BFAD. 2004. Guidelines, Current Good Manufacturing Practice in 12
Manufacturing, Packing, Repacking or Holding Food (A.O. No. 153 s.
2004). 13 Bureau of Food and Drugs. Department of Health. Alabang,
Muntinlupa City, 14 Philippines 15
BFAD. 2006. Updated List of Food Additives. B.C. No.016 s 2006. Bureau
of Food 16 and Drugs. Department of Health. Alabang, Muntinlupa City,
Philippines 17
BFAD. 2007. Updated Standards for Iodine Level of Salts. B.C. No.2007009. 18 Bureau of Food and Drugs. Department of Health. Alabang,
Muntinlupa
DOH Administrative Order 88-A series 1984.
Regulatory Guidelines concerning Food Additives
DOLE Occupational Safety and Health Standards.
229
Food Processing NC II Competency Based Learning Materials (CBLM)
DepEd Tech- Voc Unit Petronas Energy Philippines. 2013
TESDA CENTREX,Handouts.Concepcion Vocational School, Tarlac.2006
C. SOURCE OF PICTURES

Obando School Of Fisheries, Food Processing laboratory
D. OTHERS
1. Microsoft ® Encarta ® 2006. © 1993-2005 Microsoft Corporation.
2. http://www.oshc.dole.gov.ph/30/OSH-ISSUANCES
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