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Learner’s Material GOVERNMENT PROPERTY NOT FOR SALE ALLOTTED TO
District/ School: _________________________________________ Division _________________________________________________ First Year of Use: _________________________________________ Source of Fund (Year included):__________________________
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Department of Education Republic of the Philippines Food (Fish) Processing – Grade 9 Learner’s Material First Edition, 2013 ISBN: ___________ Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Yolanda S. Quijano, Ph.D. Assistant Secretary: Elena R. Ruiz, Ph.D.
Development Team of the Learner’s Material Consultant: Andres Z. Taguiam, Ph.D. Authors: Blair D. Castillon, Ph.D., Editha P. Durante, Ma. Corazon G. Maguate, Rosa F. Vasquez, Zenaida R. Delantar and Ruby Jane S. Buising Reviewers: Janet Orden Saturno Illustrator: Erich David Garcia Language Editor:Dr. Pamela Constantino Subject Specialists: Albert B. Erni and Emmanuel S. Valdez Management Team: Jocelyn DR Andaya, Bella O. Mariñas and Jose D. Tuguinayo Jr. Layout Artists and Encoders: Jocelyn M. Gamo & Joel G. Castillo
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TABLE OF CONTENTS
Title Page…………………………………………………………………….
i
Acknowledgement………………………………………………………….
ii
Introduction………………………………………………………………….
9
What Is This Learning Material About…………………………………….
10
How Do You Use The Module?..............................................................
11
Pre-Assessment…………………………………………………………….
12
Learning Goals and Targets………………………………………………..
13
Module 1: Personal Entrepreneurial Competencies (PECs)………………. 14 Learning Objectives………………………………………………….
15
Pre-Assessment……………………………………………………..
15
What to Know…………………………………………………………
19
Lesson1. Important Entrepreneurial Traits ……………………….
19
What to Process………………………………………………………
22
What to Reflect and Understand……………………………………
24
What to Transfer……………………………………………………….
26
Post-Assessment………………………………………………………
27
Module 2. Implement Sampling Procedures ( SA)…………………………
30
Learning Objectives……………………………………………………
31
Pre-Assessment………………………………………………………... 31 What to Know…………………………………………………………… 34 4
What to Process………………………………………………………… 39 What to Reflect and Understand……………………………………… 41 What to Transfer……………………………………………………….. 43 Post-Assessment………………………………………………………. 44 Module 3. Inspect and Sort Raw Materials and Products ( IS)…………… 47 Learning Objectives……………………………………………………. 47 Pre-Assessment………………………………………………………… 48 What to Know…………………………………………………………… 49 L O 1.1. Prepare for Sampling ……………………………………. 49 Definition of Terms……………………………………………………..
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What to Process…………………………………………………………. 54 What to Reflect and Understand……………………………………… 56 What to Transfer………………………………………………………… 56 Post-Assessment……………………………………………………….. 57 Module 4. Inspection of Raw Materials and Products……………………..
58
Learning Objectives……………………………………………………
58
Pre-Assessment………………………………………………………..
59
What to Know…………………………………………………………..
61
What to Process………………………………………………………..
75
What to Reflect and Understand……………………………………..
78
What to Transfer………………………………………………………... 79 5
Post-Assessment………………………………………………………. 80 LO 2. Inspection of Packaging Materials………………….…………………
82
Learning Objective…………………………………………………….
82
Pre-Assessment……………………………………………………….
83
What to Know…………………………………………………………..
84
What to Process………………………………………………………..
91
What to Reflect and Understand…………………………………….
92
What to Transfer……………………………………………………….
93
Post-Assessment………………………………………………………
94
LO 3. Complete Inspection and Sorting Activity……………………………
95
Pre-Assessment………………………………………………………..
96
What to Know…………………………………………………………..
97
What to Process………………………………………………..
111
What to Reflect and Understand…………………………….
112
What to Transfer……………………………………………….
114
Post Assessment………………………………………………
115
Module 6. Dispense Non-Bulk Ingredients…………………………
117
Learning Objectives……………………………………………
117
Pre- Assessment……………………………………………….
118
What to Know…………………………………………………..
119
What to Process………………………………………………..
131
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What to Reflect and Understand…………………………….
132
What to Transfer……………………………………………….
132
Post-Assessment……………………………………………..
133
LO 2. Measure and Weigh Ingredients……………………………
134
What to Know…………………………………………………
134
Introduction……………………………………………………
134
Learning Objectives………………………………………….
134
Pre-Assessment……………………………………………..
135
What to Process……………………………………………..
141
What to Reflect and Understand………………………….
142
What to Transfer…………………………………………….
142
Post-Assessment……………………………………………
143
Module 6. Prepare Raw and Packaging Materials and Supplies for Processing Learning Objectives…………………………………………
145
Pre-Assessment…………………………………………….
146
What to Know……………………………………………….
148
What to Process…………………………………………….
155
What to Reflect and Understand…………………………
155
What to Transfer……………………………………………
156
Post-Assessment…………………………………………..
157
LO 2. Prepare Raw and Packaging Materials and Supplies… 7
158
Learning Objectives……………………………………….
158
Pre-Assessment…………………………………………..
159
What to Know……………………………………………..
159
What to Process…………………………………………...
166
What to Reflect and Understand………………………..
166
What to Transfer…………………………………………..
167
Post-Assessment…………………………………………
167
Glossary of Terms………………………………………..
168
References………………………………………………
170
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TECHNOLOGY AND LIVELIHOOD EDUCATION AGRICULTURE AND FISHERY ARTS FOOD (FISH) PROCESSING Grade 9
Introduction
Welcome! The Food (Fish) Processing is a course which comprises the knowledge, skills and attitude for Fish Processors and leads to the specialization on Food Processing NC I, II and III The course Food (Fish) Processing contains training materials and activities related to environment and market implementation of
sampling
procedure, inspection and sorting of materials and products, dispensation of non-bulk ingredients and preparation of raw and packaging materials and supplies for processing. These personal entrepreneurial competencies, are the core competencies that need to be satisfied to qualify for assessment for Food Processing NC I. In this course, you are required to go through a series of learning activities in order to complete each learning outcome. Most of the time you will do the task related to each learning outcome and apply what you have learned in class. You can approach your teacher if you have questions and clarifications.
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General Objectives: At the end of this course, you are expected to: Recognize Personal Entrepreneurial Competencies( PECs) and skills needed in Food( Fish) Processing. Recognize and understand the potential customer/market in food processing (E&M) Create new business ideas in Fish Processing by using various techniques Implement sampling procedures (SP) Inspect and sort raw materials and products (IS) Dispense non-bulk ingredients (DI) Prepare raw and packaging materials and supplies for processing (PR)
What Is This Learning Material About? This learning material has 5 Modules. Each Module has the following parts: •
Content Standards
•
Performance Standards
•
Learning Objectives
•
Pre-Assessment
•
Reading Resources/Instructional Activities What to KNOW? What to PROCESS? What to REFLECT and UNDERSTAND? What to TRANSFER?
•
Post Assessment 10
How Do You Use The Module? To get the most out of every module, you need to do the following: 1. Begin by reading and understanding the Content and Performance Standards and Learning Objectives. These will tell you what you should know and be able to do at the end of each module. 2. Find out what you know about the module by taking the Preassessment. 3. Do the required Learning Activities. Start with the Information Sheets. An Information Sheet contains important notes or basic information. This will ensure your mastery of basic information needed in each module. 4. Demonstrate what you have learned by doing what the Activity / Operation /Job Sheet directs you to do. 5. Find out what you already know about the information given by taking the Post-assessment 6. You must be able to apply what you have learned in another activity or in real life situation. 7. Accomplish the Scoring Rubrics for you to know how well you performed. The learning material also provides you with references and definition of key terms for your guidance. They can be of great help. Use them fully. You need to complete this course Fish Processing to take the assessment for Food Processing NC I before moving to the next course Food Processing NC II
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Pre-Assessment
Directions: 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. In the fourth column (S) So What list ways by which the new knowledge will be useful for you in terms of Personal Entrepreneurial Competencies (PECs) Environment and Marketing (E&M), Sampling Procedure (SP), Inspection and Sorting (IS), Dispensing Non-Bulk Ingredients (DI), and Preparing Raw and Packaging Materials and Supplies for Processing (PR).
K (Know)
W (Want)
PECs
E&M
SP
IS
DI
PR
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L (Learned)
S (So What)
Learning Goals/Targets Having identified your strengths and areas for improvement, you should now be ready to set your learning goals and target. Now, think further and write your goals and targets below.
GOALS
______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ TARGETS (specific objectives with dates indicated) ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 13
Module 1. PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)
Have
you
ever
thought
of
running
your
own
business?
Entrepreneurship has brought great success to some, but it's not a career path for all.
Do you think you can handle the stress and hard work that go
with running a small business enterprise? The key to success with a small business enterprise is your entrepreneurial ability to produce the desired results. Before embarking on your first business, it's worth spending some time evaluating your own preparedness for entrepreneurship. Try to examine your own personality and compare it with the Personal Entrepreneurial Competencies (PECs) of a successful entrepreneur. Ask yourself if you are ready to enter into the world of business. If your answer is yes, take this reminder: “Successful entrepreneurs continuously develop and improve their PECs”.
Content Standard The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs)
Performance Standard The learner prepares an activity plan that addresses his/her development areas based on his/her PECs and improves further his/her areas of strength.
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Learning Objectives: 1. Assess ones Personal Entrepreneurial Competencies characteristics, attributes, lifestyles, skills and traits
(PECs):
2. Assess practitioner’s: characteristics, attributes, lifestyle, skills, traits 3. Compare one’s PECs with that of a practitioner /entrepreneur 4. Align one’s PECs with that of a practitioner/ entrepreneur Hello there! Are you ready to assess yourself in order to be successful entrepreneur in the future? As honestly as you could, please answer the pre-assessment below.
Pre- Assessment A. Matching Type Directions: Column A lists the characteristics of a successful entrepreneur. Draw a line from the items in Column A that connects the correct definition of terms listed in Column B. Column A
Column B
1. 2. 3. 4. 5. 6. 7. 8. 9.
Hardworking Self-confident Profit-Oriented Goal-Oriented Persistent Responds to feedback Willing to listen Committed Reliable and has integrity 10. Risk-taker
a. b. c. d. e. f. g. h. i. j.
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Ability to set realistic targets Interest in money generation Belief in oneself Working diligently and industriously Being able to listen to the advice of others Obtaining useful feedback and advice from others Being patient and strives to achieve the goal Ability to take measured or calculated risks Being honest, fair and trustworthy. Giving this a priority in his life as an entrepreneur
Are you done? This time you will do another set of preassessment which could give you a better understanding of what this module is all about. Are you ready? Let’s begin!
B. Multiple Choice. Directions: Read and study the situation that describes entrepreneurial characteristics or attributes. Answer the question by writing the letter of your choice in your assignment notebook or the answer sheet provided. Mrs. Gina Magno opens up her own processed fish product business. She knows that her personal entrepreneurial characteristics are insufficient to ensure a successful operationalization of a business that she has in mind. Your answers to the questions below will help in developing her PECs. 1. What PECs must she possess if there are customers who complain about the quality of her product? a. Hardwork b. Patience c. Versatility d. All of the above 2. Which of the following is NOT considered a characteristic of an entrepreneur? a. Copes with failure b. Dependent c. Opportunity seeker d. Persistent
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3. If she wants to ensure a profitable business operation, what characteristics will she maintain? a. Has commitment b. Futuristic c. Goal oriented d. Opportunity seeker 4. Mrs. Magno follows the advice of a friend to be flexible especially if she intends to open a retail business. What PECs has been demonstrated by Mrs. Magno? a. Open to feedback b. Persistent c. Reliable and has integrity d. Self- confident 5. She tells Mary, her best friend that she has a strong will and does not give up to find a solution to a business problem. What PECs has been demonstrated by Mrs. Magno? a. Hard work b. Persistence c. Risk- taking d. Self-confidence
This time evaluate your own personal entrepreneurial characteristics to determine whether you too, can become an entrepreneur. If you are ready, you may begin!
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C. Self- Assessment Directions: Below is a list of Personal Entrepreneurial Competencies (PECs) of a successful entrepreneur.
Put a check mark on the 2nd
column that indicates your strong PECs. The check mark on the 3rd column are those PECs that need to be developed.
My Personal Entrepreneurial Competencies Personal Entrepreneurial Competencies of an Entrepreneur
Strength
Hardworking Self-confident Builds for the future Profit-oriented Goal-oriented Persistent Copes with failure Responds to feedback Demonstrates initiative Willing to listen Sets own standards Copes with uncertainty Committed Builds on strengths Reliable and has integrity Risk-taker
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Needs to be Developed
Did you enjoy examining yourself? You can become a successful entrepreneur someday. Please don’t feel bad when you discover that there are still to be developed.
Continue your
exploration to find answers to these underdeveloped PECs.
What to KNOW? Lesson1.
Important Entrepreneurial Traits
The following are the fundamental characteristics of an entrepreneur: 1. Hard working: If you are determined to run your own business, you must concentrate on your work either as a producer or a seller. The success of your business depends on how much time and effort you will spend on it. 2. Self- Confidence: You must have a strong faith in your ability despite the problems that you will encounter along the way.
3. Future-Oriented: Once a person enters in a line of business, you must understand that you are in a non-stop contract that an entrepreneur should understand. It may take several years to build up a business to a reasonable standard. The goal for most successful business people is to build a secure job and stable income for themselves based on their own ability. 4. Profit-Oriented:
When you enter into the world of business,
obviously, you are looking for income because you know that this will be your bread and butter not only for you but also for your family. 19
Therefore, you must see to it that the business can generate income. Another plan of action is to expand your own business with generated income. 5. Goal-Oriented:
An entrepreneur is forward-looking.
You have an
advance preparation for your business. Set a long-term goal for the activities that are needed make an extensive preparation for the production process and procedures that you need to go through to acquire human and non-human resources. Everything in your business will have to be set clearly, organized, and planned depending on the goal you want to achieve. 6. Persistence: Because of differences in opinion and judgment, your opponent can be a part of the rejection on what you intend to do for your endeavor. As an entrepreneur, you must be firm, strong-willed, and stick to or follow your own belief. 7. Copes with Failure:
“Learn from your mistakes”.
As an
entrepreneur, you must learn how to deal with the frustrations and failures; Turn these into productive learning experiences. 8. Open and Responds to Feedback: You must be concerned to know how well you are doing and keep track of your performance. You must obtain useful feedback and advice from others. 9. Take the Initiative:
A successful entrepreneur takes the initiative.
You must put yourself in a position where you are personally responsible for the failure or success of your business. 10. Willing to Listen: Take time to listen to the advice, suggestions, and recommendations of fellow entrepreneurs. It will help your business grow. 20
11. Set your Own Standards: This involves developing and using logical, step-by-step plans to reach the goals, or offering evaluation alternatives, monitoring progress,
and switching to
successful
strategies for the goal you want to achieve. To be a successful entrepreneur, you must take into consideration that sales and production depend on your own standards. 12. Copes with Uncertainty:
Pursue your vision to be a successful
entrepreneur. Know how to handle unusual events and problems that may occur in the business like in managing the workers, delivery of goods and services, and demand and production. You must be patient in dealing with these uncertainties. 13. Committed: You should know that In your business, personal needs, attachment to your friends, families and relatives are set aside. You must separate the money for your business from the amount that you need to spend for personal obligations and lifestyles. 14. Builds on Strengths:
Successful business people base their work
on strengths. Use your manual skills, knowledge in creating products or services, knowledge in trade and industry, ability to make contacts and use these to expand your business. 15. Reliable and has Integrity:
An entrepreneur must build a good
reputation, possess the courage to do the right thing, do what you say, walk your talk, be loyal, and be fair in dealing with the subordinates and costumers. 16. Risk-Taker:
Risk sometimes cannot be anticipated.
When
misfortunes happen, consider these as challenges and work them out and set good alternatives. Risks may result to loss of your business or even bankruptcy. 21
Try to design a concept map that indicates your traits, characteristics and skills that you need to possess in order to become a successful entrepreneur.
What to PROCESS
Things to do to align with My PECs
My simple definition
PECs to be a successful entrepreneur
1. Creative 2. Organized 3. Competent 4. Observant Example of my PECs Activity1:
Aligning one’s PECs
Directions: Choose from the list below the characteristics and traits that best describe your own personal entrepreneurial characteristics. Find ways on how to align them according to the personal entrepreneurial characteristics of an entrepreneur as were discussed earlier.
Write your answers in the activity sheet
provided. Creative
Resourceful
Persistent
Organized
Independent
Confident
Risk taker
Observant
Competent
Trustworthy
Optimistic
Passionate
Flexible
Sensitive
Committed
Dynamic
Efficient
Hardworking
Decision-maker
Reliable
Knowledgeable
Persevering
22 Decisive
Strong–minded
Courteous
Activity 2.
My PECs that need to be further improved
Directions: At the center of the street are arrows where positive and negative characteristics and traits are written. Pick out the positive PECs that you are already strong at, and write them down on the blank arrows on the left side. PECs written on the arrows at the right side are the negative characteristics that need to be further improved.
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What to Reflect and Understand? Lesson 1 Strengthening your Identified PECs
Here are your guides on how to strengthen your own PECs: 1. React positively to criticisms and be open to feedback. 2. Always demonstrate positive attitude to achieve a desired goal. 3. Always project strong and well-balanced behavior. 4. Always exercise the assertive style in your work environment. 5. Avoid being too passive and too aggressive. 6. Don’t let anyone worsen your business life. 7. Prioritize your business goal rather than personal goal. 8. Acquire specific skills for creating and maintaining a conducive work environment. 9. Be responsible in everything you do in your business. 10. Always observe business ethics.
Hello! I’m here once again reminding you whether you have achieved a certain point that you could honestly tell that you are already successful in strengthening your own PECs. Let’ s see!
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Activity 1. My techniques to strengthen PECs Directions: From the given chart below, write at least six techniques on how you would strengthen your own PECs. Write the PECs that you feel you still need to focus on to strengthen these.
Example: Self-confidence
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What to TRANSFER? Preparation of an Action Plan Culminating Activity Directions: Examine yourself once again. Make a short list of PECs that you need to strengthen. From this activity, prepare an action plan for further development. You may opt to follow the suggested format below. You may improve or change it as long as it suits your own plan of action. Sample Action Plan Specific Purpose Statement: ( Your vision of your future) Ex. Developing self-confidence in starting a Smoked Fish Processing Industry. Focus Area
Current Situation
Goal
Measures of Success
Actions Required
To exercise
Achieve 100%
-Selling
-During
-Earns expected
completion of
finished
culminating
income
undefined
development
products
activities
characteristic PECs during
of my own
derived from
I
Time Frame
Reward/ Recognition
-
My PECs I need to develop my
my own
-Outstanding -After
needed for
selling and
PECs
culminating
my business
producing
through
activities in
learning
selling and
such as:
products/
selling and
any chosen
the
promoting
__________
services
production of
career.
principles,
products and
theories,
services
__________
products;
__________
-To become
__________
proficient in
proper
skills
and any
my chosen
decorum
competition
chosen
skill.
when dealing
sponsored
career
with people.
by the NGO
observe
-Participate in
and GO
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process
performance in
Post-Assessment Answer the post assessment below to determine whether there is significant increase in your understanding of PECs. Good Luck!
A. Matching Type Directions: Column A lists the characteristics of a successful entrepreneur. Draw a line from the items in Column A that connects the correct definition of terms listed in Column B. Column A
1.
Hardworking
2.
Self-confident
3.
Profit-oriented
4.
Goal-oriented
Column B
a. b. c. d. e. f.
5.
Persistent
6.
Responds or open to feedback
7.
Willing to listen
8.
Committed
9.
Reliable and has integrity
10.
Risk-taker
g. h. i. j.
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Ability to set realistic targets Interest in money generation Belief in oneself Working diligently and industriously. Being able to listen to the advice of others Obtaining useful feedback and advice from others Being patient and strives to achieve the goal Ability to take measured or calculated risks Being honest, fair and trustworthy Given this a priority in his life as an entrepreneur
B. Multiple Choice. Directions: Read and study the situation that describes entrepreneurial characteristics. Then answer the question by writing the letter of your choice in your assignment notebook or in the provided answer sheet. Mrs. Gina Magno opens up her own processed fish products business. She knows that her personal entrepreneurial characteristics are insufficient to ensure a successful operationalization of a business she has in mind. Your answers to the questions below will help in developing her PECs. 1. What PECs must she possess if there are customers who complain about the quality of her product? a. Hardwork b. Patience c. Versatility d. All of the above 2. Which of the following is NOT considered a characteristic of an entrepreneur? a. Copes with failure b. Dependent c. Opportunity seeker d. Persistent 3. If she wants to ensure a profitable business operation, what characteristic will she maintain? a. Has commitment b. Futuristic c. Goal oriented d. Opportunity seeker 28
4. Mrs. Magno follows the advice of a friend to be flexible especially if she intends to open a retail business. What PECs has been demonstrated by Mrs. Magno? a. Open to feedback b. Persistent c. Reliable and has integrity d. Self- confident 5. She tells Mary, her best friend that she has a strong will and does not give up to find a solution to a business problem. What PECs has been demonstrated by Mrs. Magno? a. Hard work b. Persistence c. Risk- taking d. Self-confidence
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Module 2. ENVIRONMENT AND MARKET (E&M)
Probably one of your greatest dreams in life is to become a successful entrepreneur. As a person, you are capable of developing your character and personality and responding to some business challenges and opportunities. You can make things happen by identifying the opportunities around you. You may ask yourself these questions: What do people need? What products and services are available in the market today? Can they be improved? How are they made or delivered? Can things be done better? cheaper? faster? cleaner? Can a product which is used for specific purposes be used for some other purposes? You will gradually slowly find answers to these questions as you decide to do the first step in launching a fishery business enterprise. You should try to develop the habit of identifying opportunities around you. Only then will you find the activity both exciting and easy. Content Standard
Performance Standard
The learner demonstrates understanding of environment and market in Fish Processing in one’s town/municipality
The learner independently creates a business vicinity map reflective of potential Fish Processing market within the locality. 30
Learning Objectives: 1. Identify the players/ competitors within the town. 2. Identify the different products/services available in the market. 3. Identify the profile of potential customers. 4. Identify the customer’s needs and wants through consumer analysis. 5. Conduct consumer/market analysis. 6. Explore ways of generating business idea from ones’ own characteristics/attributes. 7. Generate business ideas using product innovation from irritants, trends and emerging needs. 8. Generate business ideas using Serendipity Walk
Are you ready to assess yourself if you can now be able to generate potential business ideas? Try by answering the succeeding preassessment.
Pre- Assessment 1. Which of the following is not an example of people’s basic needs? a. Clothing b.
Food
c.
Recreation
d.
Shelter
2. Which of the following should be considered first by a prospective entrepreneur in choosing the right location for his/her store? a. Access of the target customers b. The attractiveness of the store layout c. The prevailing prices of goods in the area d. Types of merchandise 31
3. Lawrence plans to put up a “Seafoods Restaurant” in their locality. Which of the following will help him determine a successful plan for setting up his business? a. Checking for similar business to avoid competition b. Conduct a SWOT analysis c. Getting feedback on the quality of service d. Survey of consumer associations 4. Why do Eleazar studies the population in his immediate community? He is doing this to__________________________________. a. determine whom to sell his product or service b. identify his would be “suki” c. predict his biggest buyer d. select his favorite costumers 5. When an entrepreneur improves and alter products to make it more appealing to target consumers, he/she is doing an __________ of the product. a. alteration b. improvisation c. innovation d. invention 6. It is a process of gathering, analyzing, and dispensing information for tactical or strategic purposes a. Environmental analysis b. Environmental evaluation c. Environmental Scanning d. Environmental differentiation 32
7. Letter “T” in SWOT Analysis stands for ____________ a. Training b. Threats c. Treats d. Trim 8. Which of the following is not an example of strength and weakness of a business? a. Competitions b. Technology c. Economics d. Profitability 9. It refers to the positive factors that may influence your business. a. Strength b. Competitions c. Threats d. Weaknesses 10. It is the basic indicator of the kind of business to raise. a. Needs b. Education c. Leisure d. Luxury
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What to KNOW? Lesson 1. Needs and Wants of People Everyone has his or her own needs and wants. However, people have different concepts of it. 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 and relaxation Basic needs are essential to every individual in order to live with dignity and pride in the community. These can obviously help generate business ideas. Wants are desires, luxury and extravagances that signify wealth and lifestyle. These are over and above the basic necessities of life.
Some
examples of non- basic needs are; fashion accessories, shoes, travels, eating in fine dining restaurants; watching movies, concerts, plays; owning luxurious cars, wearing expensive jewelry , perfume, living in impressive homes, and others. Needs and wants of people are the basic indicators of the kind of business that you may engage in as they can serve as measure of your success.
Some other good points that you might consider in business
undertakings are the kinds of people, their needs, wants, lifestyles, culture and tradition, and social orientation.
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Lesson 2. Generating Ideas for Business Here are some ways by which you can generate possible ideas for business. 1. Examine the existing goods and services. Are you satisfied with the product? What do other people who use the product 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 useful and adaptable to the customers’ many 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 the community. Very often, these products are sold in a form that can still be enhanced or improved. 2. Examine the present and future needs. Look and listen to what the customers, institutions, and communities need in terms of goods and services. Sometimes, these needs are already obvious and felt at the moment. Other needs are not that obvious because they can only be felt in the future, in the event of certain developments in the community. For example, a town will have its electrification facility in the next six months. Only then can you think of electronic business such as photo copier, computer service, digital printing, etc. 3. Examine how the needs are being satisfied. Needs for the products and services are referred to as market demand.
To satisfy these
needs, products and services must meet the demands of the market. The term market refers to whoever will use or buy the products or
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service, and 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 needs 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 by selling available raw materials and by processing and manufacturing them into finished products.
For example, in a
Bangus/Milkfish Producing town, large supply of Bangus/Milkfish can be sold and processed into “Ordinary Smoked Bangus”; Smoked SoftBoned Bangus; Deboned Bangus; Dried Bangus. This 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 possess net weaving skills that have been passed from generation to generation. They set up net weaving business to produce gillnet, cover net, cast nets, seine nets to sell to barangay folks or nearby communities. Business ideas can come from your own skills.
The skills and
experience you may have in agriculture and fishery arts, industrial arts, home economics, and ICT classes will provide you with business opportunities and extra income. With your skills, you may also find 36
useful things that you can utilize during your spare time.
Many
products were invented this way. 5. Read magazines, news articles, and other publications on new products and techniques or advances in technology. You can pick up new business ideas from Newsweek, Reader’s Digest, Business Magazines, Go Negosyo materials, Small- industry Journal.
The
Internet serves as a library where you may browse and surf for possible businesses. It will also guide you on how to put the right product in the right place, with the right price, at the right time. Listing of possible businesses to set up in an area may also be available from banks or local non-government organizations.
Lesson 3. Selecting the Right Idea Once you have embarked on identifying the 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 one from among hundreds of ideas. It will be good to do this in stages. In the first stage, narrow down your ideas to about five choices.
In the next
stage, trim down the five to two options. In the final stage, choose between the two and decide which business idea is worth pursuing. In screening your ideas, examine each one in terms of the following: 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?
37
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? Your answers to these questions will be helpful in screening which ones from among your many ideas are worth examining further and worth pursuing.
Lesson 4. Environmental Scanning There is a need to conduct environmental scanning to identify the needs and wants of people, the niche for your business mission, and to give attention to trends and issues. This may also serve as an evaluation of the type of the entrepreneurial activity that is appropriate in the community. Environmental scanning is defined as a process of gathering, analyzing, and dispensing information for tactical or strategic purposes. The environmental scanning process entails obtaining both factual and subjective information on the business environments in which a company is operating. Environment in the community can be viewed according to its technological, political, economic, and social aspects. For instance, you have your own Smoked Fish Industry, and have successfully made and adapted innovations on the preparations and in the packaging of your smoked products. People will look for the changes they experienced that relate to their environment.
38
As a future entrepreneur, you must be knowledgeable in this kind of advancement and progression of your environment particularly in new innovations so as to ensure the success of your future business. Always think of something fresh, something novel, authentic; reinvent the existing ones, and create your new version of goods/products, and services. For instance, in your own salon, you use herbal hair strengtheners, while the other salons uses synthetic hair strengtheners.. This kind of changes will affect the existing principles in business and industries
that
can
be
easily
adapted
to
the
changes
in
products/services to meet the needs and wants of the people in the community.
What to PROCESS? In generating business idea, you should first identify what type of business is suited to your business idea. You should analyze and scan the potential environment, study the marketing practices and strategies
of
your
competitors,
analyze
the
Strengths
and
Weaknesses ( Factors tend to be in the present such as products, pricing, costs, profitability, performance, quality, reputations and many more), Opportunities, and Threats (Factors tend to be in the future such as markets, customers, seasonality, competitions, politics technology, economics seasonality etc) in your environment to ensure that the products/goods and services you are planning to offer will be patronized within the easy reach by your target markets/consumers. The SWOT analysis does not cover the entire business, just the factors that may influence their ability to introduce a new product.
39
Bear in mind these simple rules for 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 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.
EXAMPLE OF SWOT ANALYSIS Fish Nuggets
Positive Factors
Negative Factors
Strengths
Opportunities
1. Excellent sales staff
1. Fish nuggets sold by future competitors are not as good and are more expensive
2. Hands-On knowledge in making Fish Nuggets 3. Healthy food
2. Fish nugget is easy to cook
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Weaknesses 1. Easy to spoil when mishandled 2. Limited fund for the business
Threats 1. Competitors have a similar product 2. Competitors have launched a new advertising campaign
What to REFLECT or UNDERSTAND? People keep on searching for new things, new trends, and new issues. For these reasons, an entrepreneur hurriedly responds to these needs and wants of people. As generations come and go, another set of new trends will come or will exist. In order to adapt to the rapid changes in the business environment, the existing industries need to improve their products and services. But how can you generate business ideas with strong competitors? There are three main sets of decisions that you need to make - what to produce, how to produce, and how to share or sell the product in the market. Activity 1 Mini Survey Directions: Conduct a mini survey in your nearby barangay. Gather data on the different Fishery Products that are already available. Put a check your response Type of Fishery Processed Products 1. Cured Fish Products a. Smoked Fish b. Salted Fish c.
Dried Fish
d. Boneless 2. Value-Added Products a. Fish Ball b. Fish Nuggets c.
Fish Quekiam
d. Fish Burger
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LIKE
DISLIKE
3. Canned Fish Products a. Fish Afritada b. Fish Caldereta c.
Fish Adobo
d. Sardines e. Mackerel f.
Tuna Flakes in Oil
4. Others a. Fish crackers b. Fish chicharon
Activity 2. Screening Business Ideas Directions:
After filling out the chart above, try to list down all the probable
business opportunities you may wish to venture in. Use the suggested matrix below to indicate your choice. Write your answers in your notebook. Example: Making and Selling Smoked Fish Positive Factors Strengths
Negative Factors
Opportunities
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Strengths
Opportunities
What to TRANSFER? Now that you have all the information, are you ready to test your ability to generate your own business idea? If your answer is yes, accomplish the Task Sheet below. Task Sheet Title: Generate probable business in your community Performance Objectives: Given the available map of your community, as a student you will generate probable business related to fish processing. Supplies/Materials: • Pen and Legal size bond paper • Community map\ • Ingredients and materials needed for the chosen fish processing business Equipment: Equipment needed for the chosen fish processing business Steps/Procedures: A. Answer the following questions 1.
Who do you think are your target consumers/markets?
2.
Where is the most ideal location to situate your business?
3.
Which products or services would appeal to your target consumers/markets?
4.
Can you say that you have seized the most feasible business opportunity?
B. Realize your generated or chosen Food (fish) processing business. C. Report the result of your task to your teacher Assessment Method: Oral questioning
Direct observation
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Performance Criteria
Criteria for oral questioning
Yes
Have the following items been identified? 1. Consumers/markets 2. Location of business 3. Products/services 4. Feasible business opportunity Is the generated Food (Fish) processing business successful in terms of? 1. Profit
Post-Assessment 1. Which of the following is not an example of people’s basic needs? a. Clothing b. Food c. Recreation d. Shelter 2. Which of the following should be given priority by a prospective entrepreneur in choosing the right location for his/her store? a. Access of the target customers b. The attractiveness of the store layout c. The prevailing prices of goods in the area d. Types of merchandise
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No
3. Lawrence plans to put a “Seafoods Restaurant” in their locality. Which of the following will help him determine a successful plan for setting up his business? a. Checking for similar business to avoid competition b. Conducting a SWOT analysis c. Getting feedback on the quality of service d. Relying on surveys done by consumer associations 4. Why does Eleazar study the population in his immediate community? He is doing this to ________________________________. a. determine whom to sell his product or service b. identify his would be “suki” c. predict his biggest buyer d. select his favorite costumers 5. When an entrepreneur improves and alters products to make it more appealing to target consumers, he/she is doing an __________ of the product. a. alteration b. improvisation c. innovation d. invention 6. It is a process of gathering, analyzing, and dispensing of information for tactical or strategic purposes a. Environmental analysis b. Environmental evaluation a. Environmental Scanning b. Environmental differentiation
45
7. Letter “T” in SWOT Analysis stands for ____________ a. Training b. Threats c. Treats d. Thrust 8. Which of the following is not an example of strength and weakness of a business? a. Competition b. Technology c. Economics d. Profitability 9. It refers to the positive factors that may influence your business. a. Strength b. Competition c. Threats d. Weaknesses 10. It is the basic indicator of the kind of business to raise. a. Needs b. Education c. Leisure d. Luxury
46
Module 3: IMPLEMENT SAMPLING PROCEDURES (SP) The adequacy and condition of fishery product sample or specimen
received for examination are of primary importance. If samples are improperly collected and mishandled or are not representative of the sampled lot, the laboratory results will be meaningless. Because interpretations about a large consignment of food are based on a relatively small sample of the lot, established sampling procedures must be applied uniformly. A representative sample is essential when pathogens or toxins are sparsely distributed within the food or when disposal of a food shipment depends on the demonstrated bacterial content in relation to a legal standard. The number of units that comprise a representative sample from a designated lot of a food product must be statistically significant. The composition and nature of each lot affects the homogeneity and uniformity of the total sample mass. The proper statistical sampling procedure, according to whether the food is solid, semisolid, viscous, or liquid, must be determined by the collector at the time of sampling. Content Standard
Performance Standard
The learner demonstrates
The learner implements sampling
understanding of the implementation
procedures based on a sampling
or employment sampling procedures.
plan.
Learning Objectives 1. Identify sampling requirements in accordance with a sampling plan 2. Prepare sampling equipment container like glass bottle or jar and label according to sampling requirements 3. Collect and transfer samples under controlled condition 4. Handle samples to preserve them and the source integrity according to sampling requirement and OHS requirements 47
5. Identify defects or abnormalities in source material and/or sample according to workplace requirements 6. Record sample information according to workplace procedures 7. Describe cleaning and maintaining the workplace according to workplace standards
Pre- Assessment Before going through the lesson, try to answer this pre-test to enable you to find out what you already know and what you still need to know. Answer this in your test notebook. Modified True or False: Write TRUE if the statement is correct and if FALSE, change the underlined word/s to make the statement correct. Write your answer in your notebook. Do not write anything in the module. ___ 1. Knowledge in sampling will help, prevent or delay self-decomposition of fish products to be evaluated. ___ 2. Samples should be handled with care after presentation to the panelists. ___ 3. Samples must be handled, packaged, and shipped to prevent compromising their identity or integrity. ___ 4. If products are in bulk or in containers that are too large for submission to the laboratory, transfer representative portions to sterile containers under aseptic conditions. ___ 5. Dry or canned foods that are not perishable and are collected at ambient temperatures need be refrigerated. ___6. Lot size is a number of units of product in a lot.
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___7. For wet materials , use sterile metal boxes,cans,bags or packets with suitable closure. ___8. Sampling plan is a detailed outline of measurements to be taken. ___9. Sampling containers should be clean, dry and leak-proof. ___10. Collect the most cheap sample. Are you done? This time you will read relevant information which will give you a better understanding of what this module is all about. Let’s begin!
What to KNOW? LO 1. Prepare for Sampling In order to meet the overall quality attributes of a good product, sampling is used as an operation where in only a small fraction of a batch is taken. Valid conclusions on the whole cannot be based on tests which have been carried out on non-representative samples. Correct sampling is thus an essential part of a system of Quality Assurance. Samples should be handled with care before presentation to the panelists. It is desirable that the products to be evaluated are almost the same or all ingredients are constant but they differ only in the raw materials used. Each product has a coded number code for easy identification by the researcher or investigator. Sampling plans are necessary to query one or more characteristics of a lot because not every unit in a large lot can be inspected. Sampling plans are designed to ensure defensible, statistically valid decision-making regarding the acceptance or rejection of a lot.
49
Definition of Terms Unlocking difficulties: Aseptic Technique
-It consists of taking a clean specimen without
cross contaminating the sample or the surrounding areas. It is important to use aseptic technique in packaging the sample for transport. Containe.It is any type of receptacle, package, wrapper, or confining band used in packing or marketing fish. Consumer. It is the final user of a product. (i.e., a person or an institution, such as a hospital, hotel, organization or restaurant which purchases a product for its own use.) Inspector. It is a person designated as an Inspector pursuant to Section 17 of the Fish Inspection Act. Lot. With respect to fish, other than fresh fish, means a shipment or part of a shipment of fish that is of the same specie, processed in the same manner by the same producer, packaged in the same size of container and bears the same label (FIR). A lot of fresh fish refers to a shipment or part of a shipment of fish which has been processed in the same manner by the same producer in a 24-hour period. For fresh fish, the lot may contain more than one specie of fish. Lot size. It is the number of units of product in a lot. Pre-packaged product. Is any product packaged in a container in such a manner that it is ordinarily sold to, or used or purchased by a consumer without being re-packaged. 50
Random Sample- It is one in which all elements in the lot have an equal and independent chance of being included in the sample. Sample. It is a representative of population or group of product to be tested. Sampling Plan. A written guide on what to do and how to perform appropriate sampling procedure for a particular product. Sample Size (n). It is the number of sample units comprising the total sample drawn from a lot or production. Sample Unit- It is one of a number of individual containers, or a portion of a fish or primary container examined or evaluated as a single unit. Basic Sampling Principles, with Emphasis on Sampling Defining the Lot When dealing with fish or fish products which possess the same label, but are packaged in different styles (e.g., different sauces) consider the different styles to be of one lot. Defining a Sample Unit Define the sample unit according to the following instructions: 1. When a lot consists of pre-packaged product, each package and the package thereof constitutes a sample unit. 2. For fresh and frozen groundfish block and groundfish fillet or fresh and frozen of finfish, the sample unit shall consist of a container of fish and its contents.
51
3. Use one of the following 3 approaches when sampling from bulk packages: a. the sample shall consist of the bulk package and its contents; b. for fresh or individually frozen whole or dressed finfish or fresh or individually frozen finfish fillets, the individual fish or fillet may be considered as a representative sub-sample; and c. for scenarios other than described in section ii), a 1 kg subsample of product obtained from the bulk pack may be considered a representative sample. Note: Refer to the sampling section of the individual product standard for further guidance. 4.
In lots consisting of salt or pickled fish packed in boxes or barrels, the container constitutes the sample unit. Inspect the entire contents of the container.
5.
When a lot of fresh fish consists of more than one specie, all of the sample units used to form a sample shall consist of one specie type.
6.
When inspecting large fish, each fish constitutes a sample unit. When an inspector has confidence a representative sub-sample may be obtained from a large, whole fish, the sub-sample becomes the sample unit. The sub-sample must be obtained in a manner that will not compromise the integrity of the sample.
To obtain a representative sub-sample from large, whole fish for chemical and microbiological analysis, take 3 one-inch slices from each of the following areas: a.
behind the pectoral fins;
b.
halfway between the first slice and the vent; and
c.
behind the vent. These 3 slices form the sample unit, representing the large fish.
52
When sampling for sensory analysis, the 3 slice method described above is recommended. If in the inspector's view, fewer or more slices are required to make an accurate decision on the quality of the lot, the inspector may exercise his/her discretion to decide what constitutes a representative sample unit for that fish. If the inspector decides only one slice will be required as a representative subsample from the fish, the one slice should not be taken from behind the vent because this slice does not usually exhibit signs of early decomposition. Requirements in Sampling 1. Samples should be packed with shock absorbing materials. 2. Frozen samples must remain frozen. Food products that require refrigeration should be shipped in ice. 3. Submit samples in the original unopened containers 4. Use sterile sampling tools, instrument, equipment 5. Sampling containers should be clean, dry, leak-proof, wide- mouth, sterile and to the size of the product 6. For dry materials, use sterile metal boxes, cans, bags, or packets with suitable closures 7. Label each samples. Procedure in Sampling 1. Choose representative sample. The condition of the sample product should be the same as it was before sampling. 2. Collect the most ideal sample. 3. Deliver samples immediately to the laboratory with the original storage condition maintained 4. Record the number of samples, time and date it was collected and brought/accepted in the laboratory.
53
What to PROCESS? LO 2 Collect samples In generating concrete ideas about sampling, you should identify sampling requirements in accordance with sampling plan. You should know the number of samples from a particular lot of food according to the sampling category to which a food is assigned. Generally, the assignment to a sampling or food category depends on 1) the sensitivity of the consumer group (e.g., the aged, the infirm, and infants); 2) the possibility that the food may have undergone a step that exposes it to bacteria (e.g Salmonella) during the manufacturing process or in the home; and 3) the history of the food. The selection of a sampling plan depends mainly on the first 2 criteria cited. The history of the food would be important in deciding whether to sample, i.e., whether there was a past history of contamination. Bear in mind that Sampling plan A is detailed outline of measurements to be taken which includes the objectives, outline of which measurements will be taken at what time, on which material, in what manner, and by whom. Sampling plans should be designed in such a way that the resulting data will contain a representative sample of the parameters of interest and allow for all questions, as stated in the goals, to be answered. Steps in the sampling plan The steps involved in developing a sampling plan are: 1. identify the parameters to be measured and the corresponding standard value, the range of possible values, and the required resolution 2. design a sampling scheme that details how and when samples will be taken 54
3. select sample sizes 4. design data storage formats 5. assign roles and responsibilities
Example of Sampling Plan Sampling Raw Shellfish •
Examine samples of shellstock, shucked unfrozen shellfish, and live shellfish within 24 hours after collection. When analysis is unavoidably delayed beyond 24 hours, report the actual time elapsed between collection and analysis.
•
Use heavy plastic bags (6 mil gauge) for shellstock collection to ensure that shells do not puncture the plastic and compromise the integrity of the sample.
•
Take 5 units of 12-18 shellfish per unit. This number should ensure the selection of 10 sound animals suitable for shucking. Ensure the shellfish yield approximately 200 g of meat and shell liquor.
•
Using an aseptic technique, transfer the shellfish to the sample jar with sterile forceps; alternatively, samples of the final product may be taken in the packing cans or containers.
•
Consumer packages are acceptable for examination. Source: www.inspection.gc.ca/Food/fish-and-seafood/manual/standards-andmethods
Activity 1. Make a Sampling Plan based on the steps given above.
55
What to REFLECT and UNDERSTAND? Research on new technology involved in sampling techniques and procedures. Activity # 2 Make a study visit in a fish Processing Plant. Observe and take note on how the Quality Controller collects, handles and prepares samples of Fishery Processed Products. Report it in class.
What to TRANSFER? Now that you have all the information, are you ready to test your ability to prepare sampling procedures? If your answer is yes, your task is to prepare all the materials needed for the collection of samples and transfer the samples under controlled condition and labels according to sampling requirements. You will be evaluated using this scale. DESCRIPTORS
CRITERIA CONTENT/IDEAS Demonstrated/ Discussed correctly 3 ideas
CLARITY
MASTERY
Presented complete and clear ideas
Very Good (5 points)
Demonstrated/ Discussed correctly 2 ideas
Presented clear ideas but need details
Good (2 points)
Demonstrated/ Discussed correctly 1 idea Did not discuss
Presented vague ideas including details Did not discuss
Presented the ideas without looking at the notes Presented the ideas while looking at the notes once in a while Reading while presenting the ideas Did not discuss
Excellent (10 points)
Needs Improvement (0)
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Answer the post assessment below to determine whether there is significant increase in your understanding. Good Luck!
Post-Assessment Modified True or False: Write TRUE if the statement is correct and if FALSE change the underlined word/s to make the statement correct. Write your answer in your notebook. Do not write anything in the module. ___ 1. Knowledge in sampling will help, prevent or delay self-decomposition of fish products to be evaluated. ___ 2. Samples should be handled with care after presentation to the panelists. ___ 3. Samples must be handled, packaged, and shipped in order not to compromise the identity or integrity of the sample. ___ 4. If products are in bulk or in containers that are too large for submission to the laboratory, transfer representative portions to sterile containers under aseptic conditions. ___ 5. Dry or canned foods that are not perishable and are collected at ambient temperatures should be refrigerated. ___6. Lot size is a number of units of product in a lot. ___7. For wet materials , use sterile metal boxes,cans,bags or packets with suitable closure. ___8. Sampling plan is a detailed outline of measurements to be taken. ___9. Sampling containers should be clean, dry and leak-proof. ___10. Collect the most cheap sample.
57
Module 4. INSPECT AND SORT RAW MATERIALS AND PRODUCTS (IS) This module deals on how to inspect and sort raw materials and
products (IS) in Fish Processing. This includes preparing equipment and tools, inspecting and sorting the materials and product, and complete inspection and sorting activity.
Content Standard
Performance Standard
The learner demonstrates
The learner demonstrates how to
understanding of inspecting and
inspect and sort raw materials and
sorting raw materials and products to
products to be used.
be used.
LO 1. Prepare Equipment and Tools Learning Objectives; 1. Prepare equipment and tools for inspection and sorting in accordance with manufacturer’s specifications and workplace requirements 2. Check, clean and sanitize equipment and tools in accordance with manufacturer’s specifications and workplace requirements 3. Prepare
office
equipment
and
materials/supplies
accordance with approved specifications
58
needed
in
Pre-Assessment Read and understand the questions below. Select the best answer for each item then write your choice on your answer sheet. Do not write anything in the Module. 1. Which of this statement implies the removal of dirt and organic substances, such as fats and protein particles from surfaces of walls, floors, tools and equipment? a. Cleaning b. Inspection c. Sanitation d. Sorting 2. Which of the following is not a type of sanitizer? a.
Acid based sanitizer
b.
Chlorides chlorine peroxide
c.
Hypochlorites acid
d.
Quarternary ammonium
3. The objective of inspection prior to using of any reusable container is to see to it that a.
they are new
b.
they are not damaged
c.
they are of correct dimension
d.
all of the above
4. The objective of regular checks and inspection of tools, machines and equipment is to see to it that they are a. clean and free of any residue, including water b. treatment is continuous c. they have undergone preventive maintenance d. products have not been contaminated
59
5. Which of the following is the key component of the HACCP Plan? a. cleaning b. monitoring c. sorting d. recording information 6. It refers to tidiness and proper removal of waste. a. Book keeping b. Household services c. Housekeeping d. Cleaning 7. Which of the following is not an example of Food Safety Practices and Principles? a. Prevention of contamination b. Following Law c. Minimizing contamination. d. Maximizing contacts from human or animal feces 8. It is a preventive food quality management system. a. HACCP b. Hazard Analysis c. Sanitation d. GMP 9. It is a type of anti-microbial that kills germs that are present in places where tools, utensils and equipment are treated and kept. a. Chlorine b. water c. oil d. perfume
60
10. Which of the following is not the purpose of inspection? a. To determine the condition of the equipment. b. To calibrate the tools and equipment c. To buy a new one d. To ensure safety.
What to KNOW ? LO 1 Prepare Equipment and Tools LO 1.1 Preparation of tools for inspection and sorting
The purpose of an inspection is to identify whether work equipment can be operated, adjusted and maintained safely – with any deterioration detected and remedied before it results in a health and safety risk. Not all work equipment need formal inspection to ensure safety and, in many cases, a quick visual check before use will be sufficient. However, inspection is necessary for any equipment where significant risks to health and safety may arise from incorrect installation, reinstallation, deterioration or any other circumstances. The need for regular inspection and frequency of inspection should be determined through risk assessment. The result of the inspection should be recorded and this record should be kept at least until the next inspection of the equipment. Records do not have to be made manually in writing but, if kept in another form (e.g.in a computer), these should be held securely and made available upon request by any enforcing authority. Work equipment that requires inspection should not be used, unless inspection has taken place. 61
Regular checking and inspection of equipment and machines will facilitate Preventive Maintenance which includes the following: 1. Machine temperature- checking to avoid overheating. 2. Hydraulic fluid – checking to guarantee that equipment/machine which is operated by water or other liquids moving through the pipes under pressure will function. 3. Wear and surface condition- to make sure no machine parts are deteriorating or defective due to everyday use. 4. Crack - to see to it that there are no broken parts which will cause the breakdown of the machine or as source of leak 5. Leak detection –to prevent accidental release of gas, water, oil from the machine. 6. Vibration – checking to determine if there is an instance of shaking or moving back and forth rapidly which will affect the performance of equipment or machine. 7. Corrosion – checking to minimize wear and tear of parts by washing, drying and lubricating parts. 8. Electric insulation – checking to guarantee that there are no live wires exposed during the operation of an equipment which may results in short circuit, electrocution, or even fire. Who Should Carry Out the Inspection of Work Equipment? Equipment can be inspected by someone who has sufficient knowledge and experience to determine: •
what to look at
•
what to look for
•
what to do in case there is a problem
62
Guide for Inspection of Tools, Utensils and Equipment The required level of competence will vary for inspections according to the type of equipment and how or where it is used. The nature of these inspections does not have to be determined by the same competent person who undertakes them.
This can often be done in-house by experienced
workforce, taking account of: •
the manufacturer's recommendations
•
industry advice
•
their own experience of the equipment, its use, the particular factors of the workplace and the people using the work equipment
Things to remember during inspection All precautions for inspecting items must be carefully observed prior to sterilization. Check specifically if instruments are: •
clean and free of any residue, including water
•
in good working order - joints or jaws not stiff
•
complete and all parts present in a multi-part instrument
•
undamaged - not out of alignment
•
meet designed according to specifications regarding tension and grip. When checking multi-part instruments it is necessary to re-assemble
them to ensure that they are working correctly. This is also a good way of checking that all the parts are there, but remember they need to be disassembled again prior to sterilization.
63
LO 1.2 Checking, Cleaning and Sanitizing of Tools and Equipment A. Cleaning is the removal of dirt and organic substances, such as fat and protein particles from surfaces of walls, floors, tools and equipment. Through the cleaning procedures, large number of microorganisms (90% and more) present on the mentioned objects will be removed. However, many microorganisms stick very firmly to surfaces, in particular in tiny almost invisible layers of organic materials, called biofilms, and will not entirely be removed even by heavy cleaning but persist and continue multiplying. The maintenance of cleanliness in a fish processing plant requires frequent and continuous cleaning as well as at the end of every shift. This will keep wastes from accumulating during the operating day, which not only improves sanitation but reduces the time needed for end of shift cleaning. Waste could be removed by brushing away or wash away with water with aid of appropriate cleaner. Factors affecting Cleaning a. Soil type (organic, inorganic and other source) b. Soil condition ( Infestation of microorganisms) c. Water temperature d. Surface being cleaned e. Type of cleaning agent f. Agitation or pressure g. Length of treatment
64
A clean surface is defined as being free from soil (e.g. food residues), free from bad odors, non-greasy to the touch and having no visible oxidation (e.g. rust). A sanitized clean surface is defined as a surface that is substantially free from pathogenic microorganisms and undesirable number of spoilage microorganisms. Cleaning prior to sanitizing is recommended as it increases the effectiveness of the sanitizing step.
Effective cleaning and
sanitation programs are required to achieve the correct level of hygiene in food handling or production facilities. If these are not adhered to there is a greater risk of food becoming contaminated by pathogenic or spoilage microorganisms. B. Sanitation in Fish processing Plant Sanitation in Fish Processing Plants may be defined as the planned maintenance of the work and product environment to prevent or minimize hazards of product contamination and condition that are visually unpleasant to the consumer, and to provide clean, healthy and safe working condition. The use of sanitizing agents leads to effective sanitation of tools, equipment and utensils. Sanitation with the use of physical and chemical sanitizing agents will kill residual microorganisms that remain after cleaning. Cleaning by washing with soap and water is very important as it ensures the removal of dirt or debris by physical and/or mechanical means. Clean water is to be used to finally wash and rinse all utensils, tools and equipment. Sanitizing or disinfecting, on the other hand, rids of or reduces the number of micro-organisms on surfaces where food comes in contact with. It cannot be accomplished until surfaces where food are processed are clean. Moreover, it cannot be effective without a good pest control program. Cleaning alone by washing will not be capable of totally eradicating microbes, germs and viruses, hence the need to use sanitizing agents. Chlorine is one 65
of the cheapest and most easily available sanitizers in the market. It is popularly used in the treatment of water for both household and plant. Likewise, chlorine is also used to sanitize processing equipment. Importance of Sanitation 1. Prevents pest infestation 2. Kills bacteria already present 3. Reduces potential for cross contamination 4. Helps increase shelf- life 5. Minimizes chance for injury 6. Helps create a more pleasant work environment Sanitizer is a type of antimicrobial that kills or irreversibly inactivates at least 99.9 percent of all bacteria, fungi, and viruses (called microbials, microbiologicals, microorganisms) present on surfaces, tools, utensils and equipment. Types of Sanitizers •
Quaternary Ammonium Chlorides
•
Acid-based sanitizers
•
Chlorine dioxide
•
Hypochlorites
Recommended Level of Using Sanitizer (ex. Chlorine) Area/Materials to be
Volume of
Volume of
Sanitized
Water
Chlorine
Hand Dip
5 gallons
10.8 ml
2-5 minutes
Equipment
5 gallons
54 ml
2-5 minute
Floor
5 gallons
125 ml
20 minutes
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Time
Categories of Sanitation for Fish Processing Plants
•
Housekeeping. Refers to tidiness and proper removal of waste.
•
Rodent elimination. Knowledge of the characteristics of rodent and permannent control through structural changes in building, removal of possible shelter and food, and supplementary poisoning and trapping is needed.
•
Insect pest elimination.
Recognition of serious infestations and
identification including the knowledge on habits and ecology is required. Control may be the safer way of using insecticidal chemicals, building structure is required, equipment and other process change. •
Cleaning. Cleaning of Fish Processing Plant and equipment involves careful organization, training work schedule and use of the best available equipment, methods and materials.
•
Microorganism. The types and significance vary with product and type of operation. The microorganisms found in dried and salted fish differ from canned fishery products.
•
Construction and maintenance of buildings and equipment. This may simplify sanitation maintenance and reduce cost and contamination hazards.
•
Employee’s facilities. Rest rooms, locker rooms, drinking water, eating facilities and working environment must be well maintained for the comfort and safety of the workers for proper motivation and efficient performance and for excellent production and product quality.
•
Water. Must be potable and safe for the product and other plant uses.
•
Waste. Convert fish waste into fish value-added products such as burger, polvoron, spread, embotido, fish ball, meat loaf, luncheon meat, sausage and many others. This will eliminate environmental pollution and promote food security and economic security.
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•
Laboratory tests. This is important to the sanitation control program in the Fish Processing Plant; it must be understood and utilized to its best advantage.
LO 1.3 Cleaning and Disinfection Procedure Cleaning and disinfection are the most frequent operations in modern food processing. Carelessness may cause considerable economic loss, and loss of reputation on the market. The hygienic standards respected in processing plants depend on kinds of production. For example, in the cannery they will be stricter than in plants where fish is only gutted and stored in ice and its shelf life is rather short. Regarding all other technological operations and processes, cleaning and disinfection procedures must follow detailed instructions and responsible personnel be assigned. Steps/Procedure in Cleaning and Disinfection of Tools, Equipment and the Laboratory Area Various steps should be included in a complete cycle of cleaning and disinfection (Huss, 1994): 1. Remove food products; clear area from bins, containers, etc. 2. Dismantle equipment to expose surfaces to be cleaned. Remove small equipment, parts and fittings to be cleaned in a specified area. Cover sensitive installations to protect them against water, etc.
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3. Clear the area, machines and equipment of food residues by flushing with water (cold or hot) and by using brushes, brooms, etc. 4. Apply the cleaning agent and use mechanical energy (e.g., pressure and brushes) as required. 5. Rinse thoroughly with water to completely remove the cleaning agent after the appropriate contact time (residues may completely inhibit the effect of disinfection). 6. Control cleaning. 7. Sterile thru chemical disinfection or heat. 8. Rinse off the sterilant with water after the appropriate contact time. This final rinse is not needed for sterilants, e.g., Hydrogen Peroxide based formulations which decompose rapidly. 9. After final rinsing, reassemble equipment and allow it to dry. 10. Control cleaning and disinfection. 11. In some cases it will be good practice to re-disinfect (e.g., with hot water or low levels of chlorine) just before production to begin again. As mentioned above, only agents and disinfectants permitted by adequate regulations can be used for cleaning and disinfection operations. During their use, precautionary measures must be observed and this requires proper training of personnel.
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LO 1.4 Food Safety Principles and Practices 1. Preventing contamination. Prevention of microbial/chemical contamination of foods/fishery products is better than relying on corrective actions once contamination has occurred. 2. Minimizing contamination. To minimize microbial/chemical food safety hazards in fresh produce, producers and others involved in production should use good agricultural and management practices in those areas over which they have control. 3. Minimizing contacts from human or animal feces. The major sources of disease-causing microbes are human or animal feces. 4. Ensuring a safe water supply. Whenever water comes in contact with produce, its source and quality are directly linked to the potential for contamination. 5. Using manure and municipal sewage safely. Incomplete composted organic fertilizers may contain disease-causing microorganisms from animal or human feces. 6. Focusing on worker health and hygiene.
There is a direct correlation
between poor personal hygiene and food-borne disease. 7. Following the law. Follow all applicable local, state, and national laws and regulations. 8. Being accountable.
Accountability at all levels of the agricultural
environment (farm, packing facility, distribution center, and transport operation) is important for a successful food safety program.
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LO 1.5 Awareness of Codes or Regulations such as Hazard Analysis Critical Control Point (HACCP) and Good Manufacturing Practice (GMP) Hazard analysis is a preventive food quality management system which identifies, evaluates and controls the hazards significant to food safety specific to a product. Critical control point is a point in time or a physical location at which failure of control or preventive measures will expose the consumer to unacceptable health risks. HACCP is a national standard for fish and fishery aquatic products. Major Concepts of Hazard Analysis Critical Control Point (HACCP) •
Preventive system of control for biological hazards
•
System approach to identify risks in food production and food safety measures.
•
Universally recognized system as the most effective way to prevent food-born diseases
•
Scientific-based system to identify specific hazards and measures control to ensure food safety
•
Capability of accommodating change such as equipment design, processing procedure or technological development
•
Applicability to establishments that produce, process, treat, pack, trade, transport, serve or are involved in food production
•
Food safety
•
Safety programs such as Good Manufacturing Practices (GMP) and Sanitation Standard Operating Procedure (SSOP)
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Seven Principles of Hazard Analysis Critical Control Point 1. Conduct a Hazard Analysis The application of this principle involves listing the steps in the process and identifying where significant hazards are likely to occur. 2. Identify the Critical Control Points A Critical Control Point (CCP) is a point, step or procedure in which control can be applied and a food safety hazard can be prevented, eliminated or reduced to acceptable levels. 3. Establish Critical Limits A Critical Limit (CL) is the maximum and/or minimum value to which a biological, chemical, or physical parameter must be controlled at a CCP (Critical Control Point) to prevent, eliminate, or reduce to an acceptable level, the occurrence of a food safety hazard. The critical limit is usually a measure such as time, temperature, water activity (Aw), pH, weight, or some other measures that are based on scientific literature and/or regulatory standards. 4. Monitor Critical Control Point Monitoring procedures should describe how the measurement will be taken, when the measurement will be taken, who will be responsible for the measurement, and how frequently the measurement will be taken during production. 5. Establish Corrective Action Corrective actions are the procedures that are followed when a deviation in a critical limit occurs. This usually includes identification of the problems and the steps taken to ensure that the problem will not occur again. 72
6. Establish Verification Procedure Those activities, other than monitoring, that determine the validity of the HACCP plan and ensure that the system is operating according to the plan. 7. Establish Recordkeeping Procedure A key component of the HACCP plan is recording information that can be used to prove that food was produced safely. The records also need to include information about the HACCP plan. Record should include information, product description, flow diagrams, the hazard analysis, the CCPs, Critical Limits, Monitoring System, Corrective Actions, Recordkeeping Procedures, and Verification Procedures What are Good Manufacturing Practices? Good Manufacturing Practices (GMPs) are the minimum sanitary and processing requirements necessary to ensure the production of quality food. Categories of Good Monitoring Practices 1. General maintenance of physical facilities 2. Cleaning and sanitizing of equipment and utensils 3. Storage and handling of clean equipment and utensils 4. Pest control 5. Proper use and storage of cleaning compounds, sanitizers, and pesticides 6. Employee training 7. Plant design 8. Quality assurance assessment 73
Things Needed to Meet Requirementd For Good Manufacturing Practices To meet the general GMP requirements for inspecting and storing raw foods and ingredients, you need to: Develop consistent procedures for receiving food or ingredients that describe how they will be evaluated, separated, and cleaned if necessary, and then stored. Inspect every delivery to make sure that all items are clean and suitable for use as food. Separate any contaminated item and filthy or damaged containers from safe items. Reject food or containers that are spoiled, contaminated with filth, or otherwise unsuitable for food, and properly dispose them in a sanitary manner. Wash items as necessary if they are acceptable for use, and then repack for storage. Water should be potable. Store all food and ingredients in containers or in ways that will adequately protect them from contamination from other foods or the plant environment, and allows for routine monitoring for damage, contamination, or intrusion by pests.
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Monitor and clean and sanitize mechanical systems including conveyors to make sure that they do not contaminate food. Monitor and inspect every delivery of food, ingredients, or packaging materials.
What to PROCESS? Activity 1. Classify the following tools, utensils, equipment in accordance with their uses and classification. Select your answer from the pictures below. Write the words/terms only.
Pressure Cooker Wooden Vat
Measuring Cups
Baklad Knives
Measuring Glass Salinometer 75
MEASURING TOOLS/devices
SALTING EQUIPMENT
CUTTING IMPLEMENTS
TOOLS, UTENSILS, EQUIPMENT FOR FISH PROCESSING
Smoking EQUIPMENT
Activity 2. Prepare a sanitizing solution and apply the steps in sanitizing tools, utensils, equipment, and laboratory table used in Making Fish Nuggets. Making Fish Nuggets •
Tools, utensils and equipment needed
•
Mixing bowl
•
Utility cups
•
Measuring cups and spoons
•
Range
•
Model
•
Pan
•
Casserole
•
Ladle
•
Spoon and Fork
•
Working table
•
Chopping board and knife
•
Basin
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Ingredients: •
1 kg Fish
•
1 medium size potato( grated)
•
1 medium size carrot( grated)
•
1 medium size egg
•
1 cup all purpose flour
•
2 cups bread crumbs
•
1 tsp garlic powder
•
1 tsp white pepper
•
1 tsp salt
•
1 tsp seasoning
•
1 tsp basil leaves
•
1 tbsp chopped bell peppers
For the Sauce: •
cup corn starch
•
2 cups water
•
3 tbsp sugar
•
1 tbsp vinegar
•
1 tsp chopped onion
•
1 tsp white pepper
•
1 tbsp chopped bell pepper
Procedure: 1. Debone the fish then slice it into cubes. 2. Marinate the chopped fish in white bell pepper , salt, garlic powder basil leaves and seasoning. 3. Add the flour, egg and grated potato and carrot in the marinated fish. 77
4. Mix well all the ingredients until they become sticky. 5. Form the shape that you want, then roll it over the bread crumbs. 6. Fry, garnish and serve with sweet and sour sauce.
What to REFLECT and UNDERSTAND Show and tell to the class the result in Activity 1. Name of Tools
Operational
Non-Operational
Remarks
1. 2 3 4 5 6 7 8 9 10
Activity 3 Research on the latest techniques involved in checking, cleaning and sanitizing of equipment and tools in accordance with manufacturer’s specifications and workplace requirements.
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What to TRANSFER? Now that you have all the information, are you ready to prepare tools, utensils, equipment for inspection and sorting? If yes, follow on the procedures given in the Task Sheet below
Task Sheet Title: Prepare, clean and sanitize fish processing tools, utensils, equipment for inspection and sorting Performance Objectives: Given the available fish processing tools, utensils, equipment and sanitizer prepare them for inspection and sorting Supplies/Materials: • Sanitizer • Cleaning aid Equipment: Available fish processing tools, utensils, equipment Steps/Procedures: 1. Gather the available tools, utensils and equipment as well as the sanitizers and cleaning aids. 2. Follow the procedure on how to check, clean and sanitize the fish processing tools and equipment. 3. Observe precautionary measures while doing the activity. Assessment Method: Direct observation Demonstration
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You will be evaluated using this scale. 1-Poorly performed 2 - Slightly 3 - Fair 4 - Good 5 - Procedures properly followed Discussion 5 4 3 2 1 Checking, cleaning & sanitizing of tools Application of procedures Safety work habits Speed/time Appearance of finished output Answer this post-test to enable you to find out what you already know. Write your answer in your test notebook.
Post – Assessment Read and understand the questions below. Select the best answer for each item then write your choice on your answer sheet. Do not write anything in the Module. 1. Which of the terms implies the removal of dirt and organic substances, such as fats and protein particles from surfaces of walls, floors, tools and equipment? a. Cleaning b. Inspection c. Sanitation d. Sorting 2. Which of the following is not a type of sanitizer? a.
Acid based sanitizer
b.
Chlorides chlorine peroxide
c.
Hypochlorites acid
d.
Quarternary ammonium 80
3. What do you think is the purpose of inspection prior to reusing reusable container? a.
to see if they are new
b.
to see if they are not damaged
c.
to see if they are of correct dimension
d.
all of the above
4. What conditions of tools, machines and equipment should be considered during regular checking and inspection? a. clean and free of any residue, including water b. length of treatment c. preventive maintenance d. products contamination 5. Which of the following is the key component of the HACCP Plan? a. cleaning b. monitoring c. sorting d. recording information 6. It refers to tidiness and proper removal of waste. a. Book keeping b. Household services c. Housekeeping d. Cleaning 7. Which of the following is not an example of Food Safety Practices and Principles? a. Preventing contamination b. Following Law c. Minimizing contamination. d. Maximizing contacts from human or animal feces
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8. It is a preventive food quality management system. a. HACCP b. Hazard Analysis c. Sanitation d. GMP 9. It is a type of anti-microbial that kills germs that are present on surfaces where tools, utensils and equipment are kept or stored. a. Chlorine b. water c. oil d. perfume 10. Which of the following is not the purpose of inspection? a. To determine the condition of the equipment. b. To calibrate the tools and equipment c. To buy a new one d. To ensure safety.
LO 2. Inspection of Packaging Materials Learning Objectives: a. Receive and handle raw materials and products according to standard operating procedures. b. Conduct inspection and sorting according to required specifications, OHS requirements and workplace procedures. c. Inspect raw materials and products for visible signs of defects according to processing and purchasing specifications. d. Sort raw materials and products in accordance with physical property specifications 82
e. Weigh and keep inspected and sorted raw materials and products in accordance with standard operating procedures f. Report rejected/sub-standard raw materials and products to appropriate person and/or disposed according to organizational guidelines.
Pre- Assessment Identify the answers found inside the boxes to the questions below. Grading
Geometric Property
Sorting
Functional Property
Color
Inspection
Shelf life
Nutrition Facts
Flavor
External Force Internal Force
1. It is a vital component of the visual quality of fresh foods. 2. It is the application of tests and measuring devices to compare products and performance with specified standards. 3. It is carried out on the basis of individual physical properties. 4. It is the assessment of the overall quality of a food using a number of attributes. 5. It is the combination of properties which determine product quality and process effectiveness. 83
6. It is the duration or period wherein a fishery product remain in consumable quality. 7. It is a rather subjective property which is difficult to quantify. 8. It is the result of mechanical injury to fish. 9. It arises from physical changes such as variation in temperature and moisture content of fish. 10. This is found in the label of the fishery products. It serves as source of info to the customer to guide them on what they are eating
What to KNOW? LO 2.1 Types of Raw Materials and Fishery Products and its
Properties The selection of raw materials is a vital consideration to the quality of processed products. The quality of raw materials can rarely be improved during processing, and while sorting and grading operations can aid by removing oversize, undersize, or poor-quality units, it is vital to procure materials whose properties most closely match the requirements of the process. Quality is a wide-ranging concept and is determined by many factors. It is a composite of those physical and chemical properties of the material which govern its acceptability to the ‘‘user.’’ The latter may be the final consumer, or more likely in this case, the food processor. Geometric properties, color, flavor, texture, nutritive value, and freedom from defects are the major properties likely to determine quality.
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Properties of Raw Materials The main raw material properties of importance to the processor are geometric, and functional properties. A. Geometric Properties Food units of regular geometry are much easier to handle and are better suited to high-speed mechanized operations. In addition, the more uniform the geometry of raw materials, the less rejection and waste will be produced during preparation operations such as peeling, trimming, and slicing. Color Color and color uniformity are vital components of the visual quality of fresh foods, and play a major role in consumer choice. However, it may be less important for processing. For low-temperature processes, such as chilling, freezing, or freeze drying, the color changes little during processing, and thus the color of the raw material is a good guide to suitability for processing. Texture The texture of raw materials is usually changed during processing. Textural changes are caused by a wide variety of effects, including water loss, protein denaturation which may result in loss of water-holding capacity or coagulation, hydrolysis, and solubility of proteins.
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Flavor Flavor is a rather subjective property which is difficult to quantify. Flavor quality of horticultural products is influenced by genotype and a range of pre- and postharvest factors.
Optimizing
maturity/ripeness stage in relation to flavor at the time of processing is a key issue. Again, flavors are altered during processing, and following severe processing, the main flavors may be derived from additives. Hence, the lack of strong flavors may be the most important requirement. B. Functional Properties of Raw Materials The functionality of a raw material is the combination of properties which determine product quality and process effectiveness. These properties differ greatly for different raw materials and processes, and may be measured by chemical analysis or process testing. Specifications of Raw Materials In practice, processors define their requirements in terms of raw material specifications for any process on arrival at the factory gate. Acceptance of, or price paid for, the raw material depends on the results of specific tests, to wit: Fish Freshness – physical characteristics of fresh fish-bright red gills, few slime, bright eyes, scales adhere to the skin, fish odor and pH of 6.0 to 7.0 using a pH meter or sinks when soaked in a basin water. Species of Fish– It is important that we are familiar with the different species of fish so that we can process them well. We can use them in preparing minced products like sausage, burger, fish ball, embotido, spread, luncheon meat, meat loaf, etc 86
Color- color is important to determine the freshness of the raw materials. e.g., red eyes when stale; red gills when fresh. Flavor – Most the products with good aroma or odor have likewise good flavor. Texture – Texture is an important factor in assessing the quality of the fishery and fishery by-product. Moisture content – The moisture content of the fishery products vary which could be influenced further by the processing method employed. This is the amount of water in fish that could be utilized by microorganism for growth. Shelf-life – This is the duration or period wherein a fishery product remains in consumable quality. Generally, fish and fishery products vary but could be influenced by the processing method employed; thus the longer the shelf-life the better. Exception to this is the pickled fishery product, a semipreserved type of processed product. Nutrition facts – this is found on the label of the fishery product. It serves as source of info to the customer to guide them on what they are eating.
LO 2.2 Procedures and Techniques in the Inspection and Sorting of Raw Materials and Products Inspection is the application
of tests and measuring devices to
compare products and performance with specified standards. It determines whether a given fishery product falls within specified limits of variability and therefore, acceptable or unacceptable (defective).
Acceptance inspection or
screening, cannot determine good quality in a product; it merely identifies non-acceptable units after defects have occurred.
By determining
substandard work during and after processing, however, inspection helps 87
control quality by providing the fish processor useful information in determining causes of defective product. Purposes of Inspection 1. Accept or Reject – good quality products are accepted based on the set of specification as to formulation like color, flavor, texture, weight, nutritive values, microbial test, and shelf-life. 2. Evaluate average quality – Sampling evaluation of the product is more practical than undertaking 100 percent evaluation/inspection. To give equal chance, the products sampling must be taken at random. 3. Determine uniformity – if all of the 31 kilos of smoked fish are uniform as to their formulations, color, flavor, texture, weight, nutritive values, microbial test, and shelf-life, then they meet the standards and are acceptable for commercialization and human consumption.
LO 2.3 Grading of Raw Materials or Products In grading raw materials needed in Fish processing, the following qualities should be observed: 1. The skin of freshwater fish has a bright color. 2. Scales adhere strongly to the skin. 3. Gills are bright red and covered with clean slime. 4. The flesh is firm and elastic. 5. The body is rigid, stiff and belly walls intact, not ruptured. 6. It sinks in water, although some tend to float if gassy. 7. The skin is shiny and bright. 8. Eyes are clear, full, not sunken.
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LO 2.4. Defects of Raw Materials Damage to Raw Materials Damage may occur at any point from growing to the final point of sale. It may arise from external or internal forces.
•
External forces result in mechanical injury to fish, fruits and vegetables, cereal grains, eggs, and even bones in poultry. They occur due to rough handling as a result of careless manipulation, poor equipment design, incorrect containerization, and unsuitable mechanical handling equipment.
•
Internal forces arise from physical changes such as variation in temperature and moisture content, and may result in skin cracks in fruits and vegetables, or stress cracks in cereals and for Fishery products due to longer chilled storage the eyes structure become concave. The scales will get removed and the skin becomes bare which is undesirable and not economic. Weight loss in shrimps occurs due to leaching of amino acids and vitamins from the fish body when the ice melts. Color change in the fish occurs when chilled. Either internal or external damages leave the material open to further
biological or chemical damages including enzymic browning of bruised tissue, or infestation of punctured surfaces by molds and rots.
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LO 2.5 Physical Properties for Sorting Foods A. Difference Between Grading and Sorting Sorting
and
grading
are
terms
which
are
frequently
used
interchangeably in the food processing industry, but strictly speaking they are distinct operations. Sorting is a segregation based on a single measurable property of raw material units, while grading is ‘‘the assessment of the overall quality of food using a number of attributes.’’ Grading of fresh produce may also be defined as ‘‘sorting according to quality,’’ as sorting usually upgrades the product. Virtually all food products undergo some type of sorting operation. There are a number of benefits, including the need for sorted units in weight filling operations, and the aesthetic and marketing advantages in providing uniform-sized or uniform-colored units. In addition, it is much easier to control processes such as sterilization, dehydration, or freezing in sorted food units, and they are also better suited to mechanized operations such as size reduction, pitting, or peeling. B. Basis of Sorting:
By weight- the most precise method of sorting, as it is not dependent on the geometry of the products.
By size– is less precise because it requires a number of physical parameter but is considerably cheaper.
By shape– useful in cases where the food units are contaminated with particles of similar size and weight, particular in grains that may contain other seeds. 90
By density– can also be a marker of suitability; density of peas correlates with tenderness and sweetness, while the solid content of potatoes which determine suitability of manufacture of crisps and dried products relate to density. It can be achieved using flotation in brine at different concentrations.
By photometric properties– this make use of photocell which compare reflectance food unit to preset standard that make it very expensive.
By color- is often a measure of maturity, presence of defect or degree of processing.
What to PROCESS? Activity 1. Each group will choose raw materials to bring to class, either fish or shellfish and sort and grade it according to the prescribed qualities for fish processing.
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What to REFLECT and UNDERSTAND? Conduct actual inspection in some backyard fish Processing Plants in your locality. Observe and make personal interview on how they inspect and sort the raw materials used. Activity 2. Make a summary report based on the interview conducted following the format given below and report it on the class. Name of Practitioner:_____________________________ Kind of Business:_______________________________ Address:_______________________________________ Date Conducted:________________ Time:__________
Please check the corresponding indicators if it is observed or not observed. Put some remarks if there is additional information during the conduct interview. A. Raw materials ( Fishery Products) Indicator Observed
Not observed
Signs of being spoiled or damaged Indication of insects or vermin attack Good quality raw materials are used Suitable for their intended purpose Dust or dirt as a result of poor storage and handling practices. B. Inspection of Tools, utensils and equipment used Well sanitized Not damaged In good working condition Meet manufacturers specifications Suitable for their intended purpose
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Remarks
What to TRANSFER? Now that you have all the information, are you ready to test your ability to inspect and sort the materials and products in accordance with physical property specifications? If your answer is yes, follow the procedure stated in the Task Sheet below.
Task Sheet Title: Inspect raw materials and products for visible signs of defects according to set processing and purchasing specifications. Performance Objectives: Given the available fish processing raw materials and products, inspect these fish processing raw materials and products for visible signs of defects according to set processing and purchasing specifications. Supplies/Materials: • Raw materials and Products Equipment: None Steps/Procedures: 1. Gather all the necessary materials needed for the task. 2. Inspect the raw materials and products for visible signs of defects according to set and processing and purchasing specifications that you have learned 3. Submit your work to your teacher. Assessment Method: Direct observation Demonstration
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You will be evaluated using this scale. 1-Poorly performed 2 - Slightly 3 - Fair 4 - Good 5 - Procedures properly followed Indicator 5 4 3 2 1 Reported 15-20 rejected/sub-standard raw materials and products for visible signs of defects according to set processing and purchasing specifications. Reported 9-14 rejected/sub-standard raw materials and products for visible signs of defects according to set processing and purchasing specifications. Reported 5-8 rejected/sub-standard raw materials and products for visible signs of defects according to set processing and purchasing specifications. Reported 1-4 rejected/sub-standard raw materials and products for visible signs of defects according to set processing and purchasing specifications.
Answer this post-test to enable you to find out what you already know. Write your answer in your test notebook
Post- Assessment Identify the answers found inside the boxes to the questions below. Grading
Geometric Property
Sorting
Functional Property
Color
Inspection
Shelf life
Nutrition Facts
Flavor
External Force
Internal Force
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1. It is a vital component of the visual quality of fresh foods. 2. It is the application of tests and measuring devices to compare products and performance with specified standards. 3. It is carried out on the basis of individual physical properties. 4. It is the assessment of the overall quality of a food using a number of attributes. 5. It is the combination of properties which determine product quality and process effectiveness. 6. It is the duration or period wherein a fishery product remain in consumable quality. 7. It is a rather subjective property which is difficult to quantify. 8. It is the result of mechanical injury to fish. 9. It arises from physical changes such as variation in temperature and moisture content of fish. 10. This is found in the label of the fishery products. It serves as source of info to the customer to guide them on what they are eating
LO 3. Complete Inspection and Sorting Activity Learning Objectives: 1. Clean and sanitize equipment and tools according to manufacturers’ specifications and workplace procedures 2. Complete and report records according to workplace procedures.
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Pre-Assessment A. Select the letter of the best answer .Write your answer on your notebook 1. It lowers the amount of waste produced. a. Recovery b. Recycle c. Reduce d. Re use 2. If you are going to pack processed foods in tin cans, why do you need to seal it with a can sealer? a. a can sealer is the appropriate equipment. b. cans are made of metal c. cans cannot be sealed manually d. tin cans are difficult to seal 3. What might happen if you didn’t use mechanical cleaning aids? a. food-borne disease will break b. money, time and energy can be saved c. will not be sanitized d. work will be easier 4. It means “ To throw away all rubbish and unrelated materials in the workplace. a. Seiri or Sort b. Seiso or Sanitation c. Seiton or Set d. Shitsuke or Sustain
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5. Which of the following is not an example of solid waste? a. ammonia b. fish shells c. mercaptans d. spillage of sauces, brines and oil B. Identify What are being asked. Write your answer on your notebook. _________1. It is essential for continuous cleaning of floor. _________2.It produces a jet of hot water at a somewhat lower pressure when mix with water or detergent solution. _________3. It is used to remove stubborn or dirt. _________4. It is useful for removing rust or paint. _________5. It is useful to wipe the walls of the laboratory as well as lavatory and working tables.
What to KNOW? LO 3.1 Cleaning and Storing Equipment and Tools after Use The importance of proper cleaning can be appreciated when one realizes that contaminated equipment (equipment and utensils which are not clean) can be a cause of food-borne disease outbreaks. Cleaning comprises many operations in the food establishment, and the process is usually specific to the type of cleaning necessary. No cleaning task in the food establishment is as important as the cleaning and sanitization of food contact surfaces of equipment and utensils. 97
Types of Mechanical Cleaning Aids The use of mechanical cleaning aids is highly desirable to reduce the time and increase the efficiency of the cleanup. These mechanical cleaning aids are (a) brushes, (2) brooms, (3) mops, (4) scrapers, (5) sponges, (6) water hoses, (7) low pressure and high temperature units, (8) high pressure water units, and (9) steam guns. .1. Brushes- come from various types and essential for general cleaning purposes. Synthetic fiber brushes and epoxy vinyl brushes are very useful. Brushes with wire bristles are not advisable as they may break off and many equipment surfaces may be scratched off by the wire. Moreover, they are useful for removing rust or paint. 2.
Brooms – are desirable as they usually fit the contour of the surfaces being cleaned. They have handles long enough for the user to reach the surfaces easily.
3. Mops – are essential for continuous especially of well to avoid accident and to maintain neatness and cleanliness
4. Scrapers – are used to remove stubborn dirt.
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5. Sponges –are useful to wipe the walls of the laboratory as well as the lavatory and working tables. 6. Water hoses – water is the best cleaning tool. Hoses equipped with automatic shutoff valves can be of great help. There are various types of nozzles for valve outlets according to cleaning purposes: for cleaning deep cracks, use a small jet type; flat surface, use a fin type; for cleaning around and use bent type while the spray-head brush combination type is for cleaning surfaces where combined brushing and washing are needed. 7. Low pressure high temperature units – usually consist of a detergent tank which is steam heated and pump capable of creating a pressure of about 50 pounds per square inch (psi) and hoses that are lightweight and with adjustable nozzles. Both portable and stationary units are used depending on plant conditions. They are used with strong detergents for high pressure cleaning in removing grease, oil, and others. 8. High pressure water units – may either be movable or stationary. Movable units are generally small and are well adapted for small areas while stationary units are installed with high pressure lines piped to the various departments for cleaning. Some are equipped with mechanism for mixing detergent solutions with water, others with hot water with or without detergent, while others with air. 99
9. Steam guns –that produce a jet of hot water at a somewhat lower pressure when mixed with water or detergent solution is best for cleaning purposes.
LO 3.2 Principle of “ 5S” "5S" is a structured program to systematically achieve total organization, cleanliness, and standardization in the workplace. A wellorganized workplace results in a safer, more efficient, and more productive operation. It boosts the morale of the workers, promoting a sense of pride in their work and ownership of their responsibilities. The "5S" was invented in Japan, and stands for five (5) Japanese words that start with the letter 'S': Seiri, Seiton, Seiso, Seiketsu, and Shitsuke. Table 1 shows what these words mean. An equivalent set of five 'S' words in English have likewise been adopted by many, to preserve the "5S" acronym in English usage. These are: Sort, Set (in place), Sanitize, Standardize, and Sustain. Table 1. Meaning of “5S” Japanese
English
Term
Equivalent
Seiri
Sort
Seiton
Set
Seiso
Sanitization
Clean the workplace; everyone should be a janitor
Seiketsu
Standardize
Standardize the way of maintaining cleanliness
Shitsuke
Sustain
Meaning in Japanese Context Throw away all rubbish and unrelated materials in the workplace Set everything in proper place for quick retrieval and storage
Practice 'Five S' daily - make it a way of life; this also means 'commitment'
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LO 3.3 Proper Waste Disposal A.
Waste Management in the Philippines
Waste management is defined as the handling of all wastes in the processing plant including food wastes, scratch paper, and fallen dry leaves on the ground, trim wedges and many others and transform them into useful products.
The Philippines generates about 10,000 million tons of solid waste per
year and only 12 percent of the wastes are recycled and re-used. The single most dominant issue for solid waste management (SWM) is the inadequacy of disposal facilities. Presently, open dumping is still the most common waste disposal method as controlled dumpsites and sanitary landfills (SLFs) are very limited. The opportunities presented by this serious environmental problem to suppliers of solid waste management products and equipment are enormous. The potential, however, is tempered by inadequate funds and technical capability, lack of political will and other problems. Despite the limitations, the market for SWM is still expected to grow five percent in the next three years. The major end-users of SWM products and equipment are the local government units and their private contractors as well as private proponents of SWM projects. The equipment cost and the source of project funding are major purchase considerations of end-users. Republic Act No. 9003 known as the National Solid Waste Management Act is issued as part of War on Waste (WOW). Its objective is to fight against waste provides that all waste matters will be recycled and reused
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into useful items. Basically it is to ensure the protection of public health and environment B. Types of Waste from Fishery Products •
Solid waste: body parts such as heads, scales, viscera, fins, bones, blood, skin, mollusk shells, crustacean heads, exoskeleton
•
Liquid waste: washed/processed water containing particles of solid waste or a suspension of solid waste, cooked water, drip and oil.
•
Materials of non-fish origin: detergents, grease and oil, organic/inorganic compounds, additives, colorings and other ingredients used as processing aids, cooling water, bleaching agents, laboratory chemicals.
•
Emissions: steam and water vapor, chlorine, carbon dioxide, and other gases, organic compounds with low boiling point. The quantity of solid processing waste is directly related to the volume
of raw materials being processed and the end products. The yield of meat recovery is directly proportional to the solid waste produced. The higher the meat recovered the lesser the solid waste. In production, the yield is as low as 20% of the original raw materials and 80% is being discarded in various stages of the processing.
LO 3.4 The Three R's: Reduce, Reuse and Recycle Reduce, Reuse and Recycle – help cut down on the amount of waste we throw away. They help conserve natural resources, landfill space and energy. The three R’s also help save money that communities use for landfalls. Setting up new landfills has become difficult and more expensive due to environmental regulations and public opposition. REDUCE. Means using fewer resource. This is the most effective of the three R's. The best way to manage waste is to not produce it. 102
REUSE. Before you recycle or dispose of anything, consider whether it can still be used. It makes economic and environmental sense to reuse products.. RECYCLE. Recycling is the best "R"; partly because there are so many recycling programs today (8,660 as of 2006, according to the EPA), which makes recycling and facilities easy.
Effective cleaning and sanitization of food contact surfaces of equipment and utensils serve two primary purposes: •
Reduces chance for contaminating food during processing, preparation, storage and service by physically removing soil, bacteria and other microorganisms; and
•
Minimizes the chance of transmitting disease organisms to the consumer by achieving bacteriologically safe eating utensils.
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LO 3.5
Environmental Protection and Concerns Related to Fish Processing
A. Environmental Issues and Concerns of Fish Processing Industries Environmental issues in fish processing industries primarily include the following: Water consumption and wastewater generation, solid waste generation
and
by-products
production,
air
emission
and
energy
consumption. A. Water Consumption. Most seafoods processors have high baseline water use for cleaning plant and equipment. Therefore, water use per unit product decreases rapidly as production volume increases. Major Reason for Water Consumption Fish storage and transport Cleaning, freezing and thawing Preparation of brines Equipment sprays Offal transport; cooling water Steam generation Equipment and floor cleaning. Factors Affecting Water Use Type of product processed Scale of the operation Process used Level of water minimization practices in place (Environment Canada, 1994a). 104
General cleaning contributes significantly to total water demand that’s why smaller-scale sites tend to have significantly higher water use per unit of production. B. Energy Consumption. Seafoods processing industries consume large quantities of electrical energy. For fish and fish meal processing, energy is required for cooling, cooking, sterilizing, drying, evaporation, can cleaning, fork-lifting. Effluent Discharge. Effluent is also known as liquid waste. Effluent streams generated from seafoods processing contain high loads of organic matter due to the presence of oils, proteins and suspended solids. They can also contain high levels of phosphates and nitrates. Fish processing industries have been known to pollute nearby beaches and shores by releasing wastewater containing oils. Since oil floats on water, it can end up on the surrounding coastline. Resources for Effluent Discharge from Fish Processing Handling and storage of raw fish prior to processing Fluming of fish and product around the plant Defrosting Gutting Scaling Portioning and filleting of fish Washing of fish products.
105
.Resources for Effluent in Discharge Canning Operations Draining of cans after precooking Spillage of sauces, brines and oil in the can filling process Condensate generated during precooking Factors Affecting Effluent Quality Type of fish being processed Type of processing undertaken Effects of Effluent Discharge Eutrophication (the process by which a body of water becomes rich in dissolved nutrients from fertilizers or sewage, thereby encouraging the growth and decomposition of oxygen-depleting plant life which harm other organisms) Oxygen depletion. This is a condition wherein the level of Oxygen is not adequate leading to adversed effect on the living organism D. Odor. Odor is often the most significant form of air pollution in fish processing. Major Sources of Odor •
Storage sites for processing waste
•
Cooking by-products during fish meal production
•
Fish drying processes
•
Emissions during filling
•
Emptying of bulk tanks and silos.
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Fish quality may deteriorate under the anaerobic conditions found in onboard storage in fishing processing facilities. This deterioration causes the formation of odorous compounds such as ammonia, mercaptans, and hydrogen sulphide gas [National Pollutant Inventory. June, 1999]. E. Noise Pollution. Noise is not a significant problem in seafood industries. Noise may be generated during cutting, pre-cooking, filing and weighing the can, can seaming and sterilization. The noise measurements at any sources in the process do not exceed the standard of Maximum Sound Level (140 dB) [Ministry of Interior, 1976] F. Solid waste generation. Solid waste is mainly in the form of organic wastes generated in the production processes. It consists of fish shells and heads from the seafood processing. Seafood processing activities generate potentially large quantities of organic waste and by-products from inedible fish parts and endoskeleton shell parts from the crustacean peeling process. The waste generation depends on the species and the process.
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LO 3.6 Manufacturer’s Requirements Uses of Manufacturer’s Specifications Equipment, tools and utensils that are purchased are accompanied by a manual containing specifications as to how they are used, manipulated or operated, cared for and stored to lengthen their serviceability. When using any equipment, tool or device, it is important to read and understand the manufacturer’s specifications in order to properly or accurately use or manipulate them and prevent any accident due to ignorance or lack of information on their correct use. Familiarity with all information pertaining to food processing equipment results in systematic, orderly, and accurate accomplishment of tasks. A food processor, however, must know the essential information regarding the equipment in terms of how it must be operated or used in accordance with the manufacturer’s specifications. Before operating any equipment, it is important to be familiar with the manufacturer’s specifications, which include: •
Handling requirements
•
Operating requirements
•
Discharge label
•
Reporting
•
Testing
•
Positioning
•
Refilling
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How to Read 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. This label attached to the equipment itself as an assurance that the equipment/machine or tool is in excellent condition as it has passed quality control. The specification usually gives a detailed description about the equipment dimensions, materials, and other relevant information regarding the equipment or machine. The dimension is the measurement of the size of an object in terms of length, width, or height of the equipment/machine or tool. The capacity specifies the measurement of the amount, which a device can hold or contain as in boilers, cooker, 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 electrically operated. Aside from knowing the correct operation of the equipment or machine, it is also important to know the following:
•
Basic safety precautions to follow when using the equipment
•
Warning labels which specify proper operation of an equipment
•
Instructions on the proper care of the equipment/machine
•
Instructions on the correct operation of the equipment
The manufacturer’s specifications must be thoroughly read and understood by the food processor. It is Important to follow manufacturer’s instructions for safety and to protect the product or purchase. Some instructions are warnings while others 109
are instructions on how to use the product. Warning instructions like “do not place in contact with fire” reminds the user that the product is flammable and may cause explosion resulting to injuries if not followed carefully. Below are some examples of manufacturer’s specifications, which must be properly read and interpreted to ensure accurate and safe operation/manipulation of an equipment/machine: How to Seal Tin Cans with Hand Automatic Can Sealer Fasten sealer firmly to table or armchair using clamp. Attach crank to worm shaft and tighten set screw. Adjust the chuck, height washers, and levers to the size of can to be sealed. Lower base plate by turning can lifter handle as far as possible to the left. Place cover on can and set can on base plate. Place the first operation roll and rivet in the first adjusting lever.
Can Sealer www.cansealer.com
Raise can until it is clamped firmly between base plate and chuck. 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 exhausting to form vacuum. After exhausting the cans, remove first operation roll and put the Second operation rolls and rivet in the adjusting lever. Turn crank clockwise (ten turns) until the second operation roll returns to its normal position away from the chuck. Release sealed cans by turning can lifter handle as far as possible to the left. The machine is now ready to receive another can for sealing.
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Directions for Use of the Hydrometer Clean the hydrometer thoroughly and dry before using it each time. Handle with clean dry hands or with clean cloth. Use with fluid juices, otherwise if the liquid to be tested is thick or slimy, the resting point of the hydrometer will be uncertain. Pour a small quantity of the juice into a glass cylinder and drop the hydrometer carefully. Make sure that the instrument is floating freely and touches neither the bottom nor the sides of the cylinder. To read correctly, set eye level with the surface of the liquid. Since the specific gravity of juices varies with temperature, bring the juice to the standard temperature for which the hydrometer is adjusted usually 16 C or 60 F or make the necessary corrections in the reading. Add 0.1% for every 3
above the standard and
subtract 0.1% for every 3 .
What to PROCESS? Activity 1. Collect and make a list of brochures/manuals of different equipment. Study the different Manufacturer’s Specification. Mark a comparison of the brochure collected.
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Activity 2. Make a survey on how waste from fishery products are disposed by fish processor in the locality. Waste Materials
Reduce
1. Fish scales
Recycle
Re use
Fertilizer
Home Decorations
What to REFLECT and UNDERSTAND? Research on new techniques involved in cleaning, sanitizing and storing tools and equipment following the manufacturers’ specifications and workplace procedures. Activity 3. Make a work plan on how to keep complete records of reports according to workplace procedures with emphasis on proper waste disposal and environmental protection. Follow the format below.
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Waste Disposal Work Plan
Objectives 1. Clean the
Time Frame Daily
Activities 1. Remove the dirt
canal of the
and debris in
processing
the canal.
plant/area
2. Use low pressure water unit. 3. Use sanitizer
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Personnel 1. Staff/utility/ja nitor
Remarks
What to TRANSFER?
Now that you have all the information, are you ready to test your ability to clean
and
keep
equipment
and
tools according to
manufacturer’s
specifications and workplace procedures? If your answer is yes, your task is to apply food safety principles and practices in inspecting and sorting raw materials and products. You will be evaluated using this scale.
1-Poorly performed 2 - Slightly 3 - Fair 4 - Good 5 - Procedures properly followed
Discussion
5
Demonstrate food safety principles & practices
Application of procedures
Safety work habits
Speed/time
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4
3
2
1
Post-Assessment
A. Select the letter of the best answer .Write your answer in your notebook 1. It lowers the amount of waste produced. a. Recovery b. Recycle c. Reduce d. Re use 2. If you are going to pack processed foods in tin cans, why do you need to seal it with a can sealer? a. cans can be covered more securely b. cans are made of metal c. cans cannot be sealed manually d. tin cans are difficult to seal 3. What might happen if you didn’t use mechanical cleaning aids? a. there could be food-borne disease outbreak b. money, time, and energy will not be saved c. working area will not be sanitized d. work will be easier.
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4. It means “ To throw away all rubbish and unrelated materials in the workplace. a. Seiri or Sort b. Seiso or Sanitation c. Seiton or Set d. Shitsuke or Sustain 5. Which of the following is not an example of solid waste? a. ammonia b. fish shells c. mercaptans d. spillage of sauces, brines and oil B. Identify what are being asked. Write your answer on your notebook. _________1. It is essential for continuous cleaning of floor. _________2.It produces a jet of hot water at a somewhat lower pressure when mix with water or detergent solution. _________3. It is used to remove stubborn or dirt. _________4. It is useful for removing rust or paint. _________5. It is useful to wipe the walls of the laboratory as well as lavatory and working tables.
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Module 6. DISPENSE NON-BULK INGREDIENTS (DI) Content Standard
Performance Standard
The learner demonstrates
The learner demonstrates the given
understanding on dispensing non-
method
bulk ingredients.
ingredients.
of
dispensing
non-bulk
LO 1. Prepare to Dispense Ingredients Introduction The lesson deals on the preparation and selection of materials and equipment for dispensing ingredients. It includes the inspection of materials, the different types of non-bulk ingredients/additives, workplace requirement,; contamination and food safety issues related to dispensing, purpose and basic principles of the dispensing process, quality characteristics and related handling
requirements
of
materials;
assurance
of
availability
of
bags/containers and label; carrying out of pre-start checking according to manufacturer’s specifications, and use of appropriate Personal Protective Equipment (PPE) according to work place procedure and Occupational Health and Safety requirements. Learning Objectives 1. Inspect materials to confirm the type, quality clearance, and quantities if ingredients. 2. Identify
any
obvious
contamination
or
non-conformance
with
workplace requirements. 3. Select appropriate measuring/dispensing and weighing equipment according to dispensing requirements. 4. Use appropriate personal protective equipment (PPE) according to workplace procedures and occupational health and safety (OHS) requirements. 117
Pre-Assessment Choose the letter of the best answer .Write your answer in your notebook. 1. Which of the following is the most common flavor enhancer used by fish processors? a. Disodium guanylate
c. Monopotassium glutamate
b. Inosinuate
d. Monosodium glutamate
2. Which of the following is not used as thickener and vegetable gum? a. Caulerpa
c. Glacillaria
b. Euchema
d. Sargassum
3. Which of the following does not belong to the group? a. Ascorbic Acid
c. Sodium benzoate
b. Monosodium glutamate
d. Sodium nitrite
4. Which of the following additives prevent rancidity in smoked and dried fish? a. Acetic Citric acid
c. Benzoic acid
b. Ascorbic acid
d. Citric acid
5. Which of the following is extracted from Eucheuma and used as thickener and vegetable gum? a. Agar
c. Carregeenan
b. Algin
d. Gelatin
6. If you prepare a Smoked Milkfish (Bangus), what food additives will you choose a. nutritional supplements
c. coloring agents
b. flavouring agents
d. emulsifiers
7. You are tasked to bake a cake, what food additives will you add to prevent lumps bulging? a. anti caking agents
c. coloring agents
b. anti foaming agents
d. emulsifiers
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8. To impart a light texture on bread, what do you think is the best food additives you will add? a. clarifying agents
c. catalyst
b. leavening agents
d. Anti foaming Agents
9. Which of the following is not an example of natural food coloring? a. turmeric
c. chlorophyll
b. annatto
d. tartazine
10. Which of these serves as guidelines for regulating the use of Additives in the Philippines? a. Administrative Order No.88 s.1984 b. Presidential Decree 1989 c. Administrative Order No.230 s.2009 d. Administrative Order No. 228 s. 2008
What To KNOW? A. Materials and Equipment/Devices for Dispensing Non- Bulk Ingredients Non – bulk ingredients refers to the different Food Additives used in Food (Fish) Processing. They are intentionally added to food to achieve desired effects or characteristics during production or processing. To dispense non-bulk ingredients, there is a need to prepare the different standard measuring devices/equipment to be used during the process.
119
The Three-Column Chart below shows the commonly used measuring devices, the types, functions and pictures. (Pictures were taken at OSF Food Processing Laboratory) Measuring Devices
Function
a. Weighing Scales
It is used for measuring
1. Triple Beam Balance
small quantities like spices, preservatives
2. Analytical Balance
It is used to weigh small amount of mass.
3. Digital Weighing Scale
It is an electrically weighing scale for food like meat, fish, fruits etc.
4. Clock Type Weighing
It is used for 1 to 12 kilograms of food and other items.
b. Measuring Cups
It is used to measure
1. Measuring Cups for
dry ingredients such as
Dry Ingredients
flour, sugar, salt and usually available in 1, ½, ¼, and 1/8 measurement
2. Measuring Cups for
It is used to measure
liquid ingredients
liquid ingredients and usually available in glass /or plastic.
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Pictures/Illustrations
. Measuring Spoon
It is used to measure small amount of ingredients. It usually available in 1tbsp; ½ tbsp.; 1 tsp; ¼ tsp; 1/8 tsp measurement
d. Set of Graduated Cylinders
It is usually used to measure volume of liquids
B. Inspection of Materials (Non-Bulk Ingredients/Additives) The Administrative Order No. 88-A s. 1984 of the Department of Health can be the basis for the inspection of materials (Non-Bulk ingredients). This is a regulatory guideline concerning the use of Food Additives in all foodstuffs in the Philippines whether manufactured locally or imported from other countries. Under this Administrative Order, Non-bulk ingredients/Additives used for Food Processing are classified into three groups: Group I
- Directly added to Food
Group II
- Processing Aid
Group III
- Flavoring Substances
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C. Types of Non-Bulk Ingredients/ Food Additives The three major groups of Food Additives with detailed description and specific additives are: Group I. Substances that
Group II. Substances that
are directly added to food
are considered
and classified according to
Processing Aids
the following functional
Antifoaming Agents Clarifying Agents Catalyst Contact Freezing Agents Extraction/Carrier Solvents Fat Crystal Modifier Filtration Aids Flocculating Agents Lubricants, Anti Stick Agents and Molding Aids Propellant and Packaging Cases Enzyme Preparations
categories: Anticaking Agents Antimicrobial agents Antioxidants Antioxidant Synergists Emulsifiers Firming Agents Flavor Enhancers Flour Treatment Agents Dough Conditioners Food Acidulant Food Colors Humectants Leavening Agents Nutrient Supplements Ph - Control Agents Sequestrants Stabilizers and Thickeners Surface- Finishing Agents Surface - Finishing Agents Sweeteners: Non-Nutritive Sweeteners Nutritive Sweeteners
Group III. Flavoring Substances Agar, Alginic, BHT, BHA, Carageenan,Disodium Edta, Diacetyl Tartaric Ester, Calcuim Disodium Edta, Disodium Edta, Furcelleran, Gelatin, Mono and diglyceride, Polysorbate 60 and 65,80, Propionates; Sodium Diacetate,Sodium and Potassium Sulphite, Sulphur Dioxide
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Group I 1. Anti-Caking Agents - substances added to finely powdered or crystalline food products to prevent caking, lumping. Some of the examples are the following: Aluminum Calcium Silicate (calcium aluminum silicate); Calcium phosphate, tribasic; Calcium Silicate; Iron ammonium citrate; Magnesium carbonate; Magnesium silicate 2. Antioxidants - substances used to preserve food by retarding deterioration, rancidity or discoloration due to oxidation. Examples: Ascorbic Acid; Ascorbyl palmitate; Butylated hydroxyanisole; Calcium ascorbate; Erythorbic acid; Lecithin; Propylgallate; Sodium Ascorbate; Sodium erythorbate; Tertiary butyl hydroquinone (TBHQ); Alpha-tocopherol; Tocopherol (mixed concentrate) 3. Antimicrobal Agents - substances used to preserve food by preventing growth of microorganism and subsequent spoilage. Examples: Benzoic acid and its potassium and sodium salts; Dehydroacetic acid and its sodium salt; Erythorbic acid; Metabisulfites of potassium and sodium; Methyl paraben; Nitrate of potassium and sodium; Nitrate of sodium; Prophyl paraben; Propionic acid and its calcium and sodium salt; Ascorbic acid and its potassium, calcium and sodium salts; Sodium or potassium; Sulfur dioxide 4. Antioxidant Synergist- substances used to interact with antioxidants to produce a total greater than the sum of effects produced by the synergist and the antioxidant individually. Examples: Calcium disodium; Citric acid;Disodium EDTA; Gum guaic (guaiac resin); Isopropyl citrate; Monoglyceride Citrate; Phosphoric acid; Potassium citrate; Sodium citrate 5. Emulsifiers - substances which modify surface tension in the component phase of an emulsion to establish a uniform dispersion or emulsion. Examples: Acetic acid ester of mono and diglycerides; Ammonium salt of phosphatidic acid; Brominated vegetable oil;Cholic/Desoxycholic acid; Diacetyl-tartaric acid ester of mono and diglycerides;Diatyl sodium 123
sulfosticcinate; Ethoxylated mono and diglycerides;Glycerol ester of wood resin; Glyceryl lactoesters of fauy acids; (Lactic acid esters of mono and diglycerides);Glyceryl (glycol) monostearate;Hydroxylated lecithin 6. Firming Agents – substances added to precipitate residual pectin, thus strengthening the supporting tissue and preventing its collapse during processing. Examples: Aluminum Sulfate; Calcium carbonate; Calcium Chloride; Calcium lactobionate; Calcium phosphate, monobasic; Calcium sulfate; Magnesium chloride 7. Flavor Enhancers - substances added to supplement, enhance, or modify the original taste and/or aroma of a food without imparting a characteristics taste or aroma. Examples: Disodium guanylate; Disodium inosinate; Glutamic acid; Monoammonium glutamate; Mopotassium glutamate; Monosodium glutamate 8. Flour Treatment Agents/Dough Conditioner- substances added to milled flour, at the mill, to improve its color and baking qualities, including bleaching and maturing agents. Dough conditioners modify starch and gluten, thereby producing a more stable dough. Examples: Acetone peroxide; Ammonium chloride; Ammonium perusulphate; Ammonium phosphate, monobasic; Ammonium phosphate, Ammonium sulfate; Azodicalbonamide; Benzoyl peroxide; Calcium Bromate;Calcium carbonate; Calcium iodate;Calcium lactate; Calcium peroxide 9. Food Acidulants - cids which, when added to food, produce an agreeable sharp or tart taste in the product. Examples: Acetic Acid; Citric Acid; Fumaric Acid; Lactic Acid; Malic Acid; Phosphoric Acid;Tartaric Acid; and their calcium, potassium and sodium salts. 10. Humectants - substances incorporated in food to promote retention of moisture, including anti-dusting agents. Examples: Glycerol (Glycerine); Propylene Glycol; Sorbitol; Triacen (Glycerol triacetate)
124
11. Food Color - substances used to give color or shade to a food. Examples: Annatto extract; Beet powder (dehydrated beets); Betacarotene; Beta-apo-8' carotenal; Canthaxanthin; Carrot oil; Caramel;Carmine/Cochineal extract ; Curcumin; Fruit Juice/Vegetable Juice; Grape skin extract (enocianine); grape color extract; Iron oxides 12. Leavening Agents- substances used to produce or stimulate production of carbon dioxide in baked goods to produce a light texture. Examples: Ammonium bicarbonate; Ammonium phosphate, mono- and dibasic;Calcium phosphate, mono-basic; Dried yeast; Glucono-delta lactone;Sodium acid pyrophosphate; Sodium aluminum phosphate;Sodium bicarbonate 13. Surface Finishing Agents - substances used to enhance palatability, preserve gloss or inhibit discoloration of foods, including glazes, polishes, waxes and protective covering. Examples: Beeswax; Cadelila Wax; Carnauba Wax; Castor Oil; Mineral Oil; Petrolatum; Polyethylene glycol; Rice bran Wax 14. Nutrients Supplements - substances that are necessary for human body's nutritional and metabolic process. Examples: Amino acids in the free hydrated or anhydrous form or as the hydrochloride,sodium or potassium salts; Folic Acid ( Folacin); 15. pH Control Agents - substances added to change or maintain active or basicity, including buffers, acids and alkalies. Examples: Acids - Acetic acid; Adipic acid; Citric acid; Gluconic acid; Hydrochloride acid; Lactic acid; Malic acid; Phosphoric acid; Alkalies - Ammonium bicarbonate; Ammonium carbonate; Ammonium hydroxide; Calcium carbonate; Calcium hydroxide; Calcium oxide; Magnesium carbonate; Buffers – Aluminum ammonium sulfate; Aluminum potassium sulfate; Aluminum sodium sulfate; Ammonium phosphatemmono-and-di-basic; Ammonium sulfate; Calcium citrate;Calcium gluconate; Calcium lactate; Calcium phosphate 125
16. Sequestrants – substances which combined with polyvalent metal ions to form a soluble metal complex in order to improve the quality and stability of products.Examples: Calcium acetate; Calcium chloride; Calcium citrate; Calcium diacetate; Calcium diacetate; Calcium disodium; Calcium luconate; Calcium hexa metaphosphate; Calcium phosphate,monbasic 17. Stabilizers and Thickeners - substances used to produce viscous solutions or dispersions, to give body, improve consistency, or stabilize emulsions including suspending and bodying agents, setting and gelling agents. Examples: Vegetable - Gum arabic (acacia); Gum Guar; Gum \ karaya; Gum tragacanth; Seaweeds Gums like Agar 18. Sweeteners – a. Non-Nutritive Sweeteners - substances with less than 2% of the caloric value of sucrose per equivalent unit of sweetening capacity. b. Nutritive Sweeteners - substances with more than 2% of the caloric value of sucrose per equivalent unit of sweetening capacity. Examples: Fructose; Glucose (Dextrose);Lactose;Maltose; Mannitol; Sorbitol; Xylitol Group II – Processing Aids Name of substances 1. Antifoam Agent
Dimethyl polysiloxane
2. Clarifying Agent
Bentonite Polyvinylpolypyrrolidone
3. Catalyst
Sulfunic acid
4. Contact Freezing Agent
Acetone
Extraction/Carrier Solvent 5. Fat Crystal Modifier Filtration
Diatomaceous earth;
6. Floculating Agent
Acrylate-acrylamide
7. Lubricants, Anti-Stick
Castor Oil
Agent, Molding Aid 8. Propellant and Packaging Cases
Butane; Carbon dioxide; Nitrogen Chloropentafluoroethane 126
Group III – Flavoring Substances 1. AGAR – for Ice cream, Ice cream mix, Ice milk , Ice milk mix 2. ALGINIC - Infant Formula, Cottage Cheese, Creamed cottage cheese, Ice Cream, Ice Cream Mix Sherbet 3. BHA – for Dehydrated potato shreds, Beverages & desserts, Dry breakfast cereals, Dry diced glazed fruit, Dry mixes for beverages & desserts, Emulsion stabilizers for shortening, Potato flakes, Potato granules, Sweet potato flakes, Chewing gum 4. BHT - Emulation stabilizers for shortening , Potato flakes; Sweet potato flakes, Chewing gum,Chewing gum base, Essential oils, citrus oil flavours, dry flavours,Citrus oils, Partially defatted pork fatty tissues,Vitamin A liquid for addition to food, Parboiled rice , Rice, enriched 5. CALCIUM DISODIUM EDTA - Cabbage, Canned carbonated softdrinks,Canned white potatoes,Clams (cooked, canned),Crabmeat (cooked, canned), Cucumbers pickled, Distilled alcoholic beverages, Dressings, nonstandardized, Egg product that is hard-cooked and consist in a cylindrical shape of egg,Fermented malt beverages;French dressing, Mayonnaise 6. CARRAGEENAN - Carrageenan Concentrate: Ice cream, Ice cream mix, Ice Milk, Ice milk mix, evaporated milks sherbet, Infant formula, sour cream 7. DIACETYL TARTATIC ESTERS OF MONO AND DIGLYCERIDES - edible fats and oil, Margarine,Fumaric acid-acidulated foods:Dry gelatin dessert, dry beverages base, unrefined cane sugar, syrup or masseruite, cocao fat in noncarbonated beverage containing cocoa 8. DISODIUM EDTA - canned kidney beans, cooked sausages, Canned French dressing, Mayonnaise, ready to eat cereal products containing dried bananas, salad dressing, sandwich spread, sauces 9. FURCELLERAN - Ice cream and ice cream 10. GELATIN - ice cream, ice cream mix, ice milk, ice milk mix, sherbet, sour cream, upgraded food , cream cheese spread 127
D. Contamination and Food Safety Issues Related to Dispensing Contamination is a very important aspect as this is the mode that most unwanted microorganisms may be transmitted to fish and other fishery products. Unwanted microorganisms may contaminate fish processing facilities through raw materials, personnel or mobile equipment such as forklifts, through leakage and openings in buildings or through pests and some pathogens can even survive for long periods of time in processing plants (Reij et al. 2003). Many of these microorganisms occur naturally in aquatic and general environments, and may contaminate seafoods even before they are captured, during and after processing. Contamination via air can occur through dust particles or via aerosols which are formed especially when contaminated surfaces, floors or drains are sprayed with high pressure-jets, resulting in formation of droplets that can be suspended in the air (Den Aantrekker et al. 2003). Water is also a vehicle for transmission of many agents of diseases (Kirby et al. 2003). As for quality assurance, methods such as the GMP/GHP and HACCP are recommended for use by any food processing establishment to make available safe, wholesome and nutritious food for human consumption. Sources and Routes of Contamination 1. Raw materials Unclean, insufficiently or inadequately cleaned processing tools, utensils and equipment have been identified as sources of bacterial contamination in processed seafoods (Reij et al. 2003). Utensils and equipment used in processing food should be adequately cleaned, disinfected and properly maintained to avoid the contamination (CAC 1997a). 128
2. Personnel Transfer of microorganisms by personnel particularly with the use of hands, is of vital importance (Chen et al. 2001, Montville et al. 2001, Bloomfield 2003). Low infectious doses of organisms such as Shigella and pathogenic Escherichia coli have been linked to hand contact as source of contamination (Snyder 1998). Poor hygiene, such as improper washing has been identified as a cause of transmission (Reij et al. 2003). Proper hand washing and disinfection has been recognized as one of the most effective measures to control the spread of pathogens, especially when considered along with the restriction of ill workers (Adler 1999, Montville et al. 2001).
Handwashing Procedures: Proper hand washing and disinfection has been recognized as one of the most effective measures to control the spread of pathogens. (Adler 1999, Montville et al. 2001) The following are the procedures to be followed in washing hands; Dry hands with clean, single use, disposable paper towels or hot air blow dryer
Wet hands with potable water
Apply enough soap to build up good lather
Rinse hands thoroughly under running water
Rub hands together for at least 20 seconds
Clean under fingernails and between fingers
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3. Pests Insects, birds and rodents have been recognized as important carriers of pathogens and other microorganisms (Olsen and Hammack 2000, Urban and Broce 2000). 4. Water Water, like food, is a vehicle for transmission of many agents of disease and continues to cause significant outbreaks of diseases in developed and developing countries world-wide (Kirby et al. 2003). E. Food Safety Issues Regarding Dispensing The Department of Health has banned the use of potassium bromate as ingredient in the making of breads because of adverse reports concerning its safety. Use of poisonous food colors in making bagoong and other products. The BFAD has warned against the use of such dangerous dyes but manufactures continue to use them. Adulteration of hot dogs and similar products by the using of fillers or extenders such as flour. Adulteration of rice by mixing high grade varieties with lower grade varieties. Injection of poultry products with water to make them heavier. Suspension of the importation of Rose Bowl canned foods from Malaysia was made by the Bureau of Customs. The BFAD said that a laboratory analysis of Rose Bowl canned squid found it “either deteriorated, decomposed or with strong offensive odor and with foreign matter inside. The Government agents seized 30 million worth of mislabelled whiskey from local liquor firm. These were allegedly mislabelled Johnny Walker Whiskey. 130
FDA Case No. 54-75 Salvador Matienzo claimed that the bottle of Royal Tru-Orange which contained foreign matter. Unsafe Food Practices F. Purpose and Basic Principles of the Dispensing Process Principle: To ensure safe and good quality food product. Purposes: a. To serve as basis for preparation, inspection, manufacture, use and distribution of food for human consumption b. To conform to the standard tolerance set for using permitted additive. c. To protect users against deceptive, unfair practices in handling and preparing food.
What to PROCESS? Activity1. Loop A Word. Encircle the words that have something to do with Food Additives. H L E A V E N I N G Z
U M E C T A N L A M A G G A U L U R R A I B I L A A R S R C M S E Q I C I E E F G C I F L M N C A T I N O P Q N R E P B E N T I R Q N Z E S C S W E E T
T S S U C E T I T Q V W T U W M U E S T H S I J A T A L R R S T N A L G N N I A E N E R
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L P H I T E C C C Y A B S F A A X W A N U R R L N O N I C U M C R A N T R C I U K L A A O T N I Y S T L S O P M D K O E E S J F I N I G H E K L C I N M V B E N S G L U C O S E
What to REFLECT and UNDERSTAND? Activity1. Classify the following Food Additives into groups. Write G1 for Group I; G2 for Group II; G3 for Group III. Write your answer on your activity notebook. ______ 1. Leavening Agents
____ 6. Sequestrants
______ 2. Lubricants
____ 7. Catalyst
______ 3. BHT
_____8. Emulsifier
______ 4. BHA
_____9. Gelatin
______5. Alginic
_____10. Carageenan
What to TRANSFER? Now that you have all the information, are you ready to test your ability to prepare for inspection and selection of appropriate measuring/dispensing and weighing materials according to dispensing requirements? If your answer is yes, your task is to select measuring or weighing materials suited to the type of ingredients/additives to be used in Food (Fish) Processing. You will be evaluated using this scale. 1-Poor 2 – Slightly 3 - Fair 4 - Good 5 – Very Good Discussion Prepared the measuring and weighing tools and equipment and checked before using. Demonstrated the proper use of measuring and weighing tools and equipment. Identified the additives given by the teacher. Cleaned and sanitized the equipment before and after using in accordance with specifications of the teacher’s instruction? 132
5
4
3
2
1
Post-Assessment: Choose the letter of the best answer .Write your answer on your notebook. 1. Which of the following is the most common flavor enhancer used by fish processors? a. Disodium guanylate
c. Monopotassium glutamate
b. Inosinuate
d. Monosodium glutamate
2. Which of the following is not used as thickener and vegetable gum? a. Caulerpa
c. Glacillaria
b. Euchema
d. Sargassum
3. Which of the following does not belong to the group? a. Ascorbic Acid
c. Sodium benzoate
b. Monosodium glutamate
d. Sodium nitrite
4. Which of the following additives prevent rancidity in smoked and dried fish? a. Acetic Citric acid
c. Benzoic acid
b. Ascorbic acid
d. Citric acid
5. Which of the following is extracted from Eucheuma
and used as
thickeners and vegetable gum? a. Agar
c. Carregeenan
b. Algin
d. Gelatin
6. Which of the following types of food additives is most commonly used in Food/Fish Processing? a. nutritional supplement
c. coloring agent
b. flavouring agents
d. emulsifier
7. Which of the following kinds of additives does not belong to Group I? a. anti caking agents
c. coloring agents
b. anti foaming agents
d. emulsifier
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8. Which of the following additives does not belong to Group II? a. clarifying agent
c. catalyst
b. leavening agent
d. Anti foaming Agent
9. Which of the following is not an example of natural food coloring? a. turmeric
c. chlorophyll
b. annatto
d. tartazine
10. Which of these serves as Guidelines for regulating the use of additives in the Philippines? a. Administrative Order No.88 s.1984 b. Presidential Decree 1989 c. Administrative Order No.230 s.2009 d. Administrative Order No. 228 s. 2008
What to KNOW? LO 2. Measure and Weigh Ingredients Introduction: This lesson deals on measuring and weighing the different ingredients specifically the non- bulk ingredients and/or food additives. It includes labeling of dispensed ingredients, operating the different measuring devices, workplace requirements, Occupational Health Safety Hazards and controls, and use of appropriate Personal Protective Equipment (PPE). Learning Objectives: 1. Weigh /measure non-bulk ingredients and additives according to production requirements. 2. Label dispensed ingredients according to workplace procedures 3. Monitor the accuracy of measuring/dispensing equipment to identify variation
in
operating
conditions
according
to
production
requirements. 4. Maintain
workplace
cleanliness
standard. 134
according
to
housekeeping
Pre-Assessment Multiple Choice. Directions: Read carefully the questions below. Select the best answer from the options given and write the corresponding letter on your notebook. 1. Why is it important to review all procedures in using standard measuring devices? a. To ensure proper use of standard measuring devices b. To enable a food processor to use the appropriate measuring device c. To enable a food processor to work systematically and accurately d. To ensure the safety of ingredient. 2. What will happen if you failed to follow the correct procedure in measuring liquids? a. the obtained measurement will be inaccurate b. the work will not be properly done c. ingredients will be spoiled d. it will cause contamination of ingredients 3. Graduated Cylinders is for volume of liquids; Analytical Balance is for____ a. measuring grain particles
c. mass
b. meat and poultry
d. bread
4. Which of the following is used to measure small amount of ingredients? a. measuring cup
c. measuring spoon
b. weighing scale
d. beaker
5. Which is the proper way of using weighing scale? a. Calibrate the weighing scale. b. Put the food to be weighed on the plate of the weighing scale. c. Record the obtained weight d. Remove the plate of the weighing scale
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6. If you will measure sugar and other dry ingredients, which of the following measuring devices will you use? a. measuring spoon b. measuring cup c. weighing scale d. spatula 7. To get the accurate measurement of salt you measured with a measuring cup, which of the following is advisable to do? a.
level-off with a metal spatula or straight-edged knife
b.
do not level
c.
measuring cup should be at eye level
d.
compress the content
8. Where should measuring devices be kept? a. Inside a wet or moist cabinet b. Inside a clean dry cabinet c. In plastic bags d. On top of the table 9. What unit of measurement is used to measure the weight of an item using the weighing scale? a. Pound
c. kilogram
b. Gram
d. liter
10. Why is there a need to label food products? a. for identification
c. to minimize production
b. to reduce price/cost
d. to prevent spoilage
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A.
Meaning of Weighing and Measuring Measuring: It is a process of getting measurement of certain kinds of
foods e.g. ¼ flour, 1 tbsp margarine and others. Measurement can be determined in solid ounces, fraction of a spoon, i.e., ¼, ½, one cup, fluid ounces, cups, quarts, gallons, etc. Weighing: The preferred method to determine the amount of dry ingredients using a scale, to measure off an amount equal in weight. Weights can be in ounces, pounds, kilograms, grams, etc. B. Importance of Measuring and Weighing It is important to weigh or measure all ingredients accurately, especially for beginners. There are cooks and chefs who seem to be able to produce good results by guesswork and intuition because of their long experience in cooking. However, that should not always be the case. What generally matters is preferred precise measurement. It is essential to buy a brand weighing quality scale to ensure durability. Moreover, good q uality measuring cups and spoons should can be very handy. These measuring instruments should include: a. Measuring Cups •
1 Cup (C)
•
1/2 C
•
1/3 C
•
1/4 C
•
1/8 C
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b. Measuring Spoons •
1 Tablespoon (tbsp or T)
•
1 Teaspoon (tsp or t)
•
1/2 tsp
•
1/4 tsp
A clear glass measuring cup is necessary to get precise liquid measurements.
Dry Ingredients - The most important thing to know about measuring dry ingredients is that they should be at level with the top of your measuring cup. Dip your cup into the bin, fill to overflow and level it off with of a knife. Spoon flour and similar ingredients into measuring cups. Do not scoop the ingredient using the cup itself because this would fill the cup too much and the measurement won’t be precise. Make sure not to use cup bigger than what is being measured (e.g., cup to ½ C ingredient). The same leveling technique should be used with measuring spoons. Tips : Measure dry ingredients over a plate or bowl so you can catch the excess and put it back in the container. Most ingredients don't need to be packed full into the measuring cup. Granulated sugar is one example. Flour should actually be aerated or fluffed up before measuring. Brown sugar is one exception, if you want to press down in order to get the proper amount. Measure liquids at eye level. In other words, place the cup on a flat surface and adjust your body so that your eyes are at level with the cup. This will help check the accuracy of the amount in the cup.
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To measure solid fats (shortening, butter etc.): Most butter has measurements listed on the wrapper, so you can simply slice off the amount you need. If the information is not available, to measure fats accurately, press the butter with a spoon into the cup to get rid of air pockets. It’s easier to do this at room temperature. By weighing and measuring ingredients correctly when preparing food, we can: 1. Ensure a quality product every time, 2. Help minimize cost, and 3. Ensure that the food meets menu pattern requirements.
D. Procedure on Dispensing Ingredients
WEIGHING SOLID
MEASURING LIQUID
COMPOUNDING
DISPENSING INGREDIENTS
SIEVING
PARTICLE SIZE REDUCTION
MIXING
PACKAGING LABELING
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E. Labeling of the Dispensed Ingredients
Label means a display of written, printed, or graphic matter attached to a container or package simply for identification.
Parts of label: 1. Name of the product- must be stated clearly in the label; indicate the true nature of the food 2. Name and address of the manufacturer- must be stated in the label of the product for ease of ordering the products by the buyers/consumers. 3. List of ingredients in descending order - starts from the heaviest down to the lightest. 4. Metric net weight of the product - net weight of the product in metric unit of measurement. 5. Country of manufacturer - the country where the product is manufactured must be stated in the label for easy trace if there are orders and complaints about the product 6. Expiry date marking - to give information on the suitability of the food for human consumption 7. Nutrition facts - are required to be stated in the label to determine the nutritive/health values of the product especially if the product is rich in protein and calcium. 8. Vignette - is an illustration that may attract the attention of the buyers to purchase the product.- is optional 9. Brand name - for identification of the manufacturer, most products have brand names; optional
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Illustration of Label Requirement
BRAND NAME
NAME OF PRODUCT
INGREDIENTS NET WEIGHT DATE OF PACKING EXPIRY DATE CODE MARK NAME AND PLACE OF MANUFACTURER
What to PROCESS? Activity 1. Let the students weigh/measure the different samples of additives following the given data/measurement. 1. 10 gms iodized salt
6. 5 gms flour
2. 5 ml soy sauce
7. 2 tbsp cornstarch
3. 0.5 mg salt peter
8. 1 cup vegetable oil
4. 10 mg Monosodium Glutamate
9. 0.2 mg curing salt
5. 1 tbsp Glucose
10. 1/8 tsp black pepper
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What to REFLECT and UNDERSTAND? Activity1. Answer the following on the basis of the foregoing activity 1. What kind of measuring devices did you use? 2. When using these measuring devices and instruments, what will you do to obtain accurate measurements?
What to TRANSFER? Now that you have all the information, are you ready to test your ability to measure and weigh materials according to dispensing requirements? If your answer is yes, your task is to measure and weigh ingredients/additives with specific dispensing requirements. You will be evaluated on the basis of this scale. 1-Poorly performed 2 - Slightly 3 - Fair 4 - Good 5 - Procedures properly followed Discussion
5
Weighing of solid Measuring of liquid Reducing to particles Sieving Mixing Compounding Packaging Labeling Dispensing 142
4
3
2
1
Post-Assessment:
Multiple Choice. Directions: Read the questions. Write the letter of best the answer in your answer sheet. 1. Why is it important to review all procedures in using standard measuring devices? a. to ensure proper use of the devices b. to enable a food processor to use the appropriate measuring device c. to enable a food processor to work systematically and accurately d. to guarantee the safely 2. What will happen if you failed to follow the correct procedure in measuring liquids? a. the obtained measurement will be inaccurate b. the work will not be properly done c. ingredients will be spoiled d. it will cause contamination 3.Graduated Cylinders is for volume of liquids; Analytical Balance is for____ a. measuring grain particles
c. mass
b. meat and poultry
d. bread
4. Which of the following is used to measure small amount of ingredients? a. Measuring cup
c. Measuring spoon
b. weighing scale
d. beaker
143
5. Which is the proper way of using weighing scale? a. Calibrate the weighing scale. b. Put the food to be weighed on the plate of the weighing scale. c. Record the obtained weight d. Remove the plate of weighing scale 6. If you will measure a small amount of , which of the following will you use? a. measuring spoon
c. weighing scale
b. measuring cup
d. spatula
7. To get the accurate measurement of salt you measured with a measuring cup, which of the following will you do? a. level-off with a metal spatula or straight-edged knife b. do not level c. bring measuring cup at eye level d. compress the content 8. Where should you keep measuring devices safely? a. Inside a wet or moist cabinet b. Inside a clean dry cabinet c. In plastic bags d. On top of the table 9. When recording the weight measured with a weighing scale, what unit of measurement is used? a. Pound
c. kilogram
b. Gram
d. liter
10. Why is there a need to label food products? a. for identification
c. minimize production
b. to reduce price/cost
d. hinder spoilage 144
Module 6. PREPARE RAW AND PACKAGING MATERIALS AND SUPPLIES FOR PROCESSING PR)
This module deals with the properties of different packaging materials. The technical properties of the different materials and actual use will depend mostly on the cost and availability in a particular area. Furthermore, there may be practical marketing reasons for choosing a certain type of package. Content Standard
Performance Standard
The learner demonstrates
The learner prepares raw and
understanding of preparing raw and
packaging materials and supplies for
packaging materials and supplies for
food processing.
food processing.
LO 1. Select Raw and Packaging Materials and Supplies for Processing Learning Objectives 1. Record the availability of raw and packaging materials and supplies for Food (Fish) Processing according to production requirements 2. Handle raw and packaging materials and supplies for Food (Fish) Processing according to workplace and OHS requirements 3. Apply proper procedures in putting raw and packaging materials and supplies for Food (Fish) Processing in the receiving bin according to required specifications.
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Pre – Assessment
Direction. Choose the best answer among the given options and write the letter of the correct answer on your answer sheet. 1. Which of these packaging materials can resist extreme temperature and retain coldness inside? a. Polyamide
c. Polyethylene
b. Polyestene
d. Polypropylene
2. Which of the following packaging materials is used for the lamination of frozen food products? a. Ethylene-vinyl acetate
c. Polyester
b. Polyamide
d. Polyvinyl chloride
3. Styrophore as a packaging material is also known as a. Polyamide
c. Polypropylene
b. Polyethylene
d. Polystyrene
4. Which of the following packaging containers does not belong to the group? a. Polyester
c. Polypropylene
b. Polyethylene
d. Polystyrene
5. Which of the following is commonly used for transporting fish from the wharf to the market or processing plant? a. Polyamide
c. Polypropylene
b. Polyethylene
d. Polystyrene
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6. Which is not considered important in packaging? a. protecting the goods for transport b. enhancing product market appeal c. lessening production cost d. advertising the product 7. What is the best packaging material for fish processed through canning? a. tin can
c. thermoplastics
b. polyethylene bag
d. paper board
8. If you are assigned to select packaging materials, which of these factors will you consider? a. appearance
c. composition
b. reliability
d. capacity
9. If you are to pack fermented fishery products, what do you think is the most ideal packaging material? a. plastic bottles
c. tin cans
b. bottles with plastic caps
d. plastic laminates
10. When selecting packaging materials for dried and smoked fish which of these characteristics will you consider? a. odor and gas proofing b. shelflife c. immobility d. colourful appeal
147
What to KNOW? LO 1.1 Selecting and Confirming Raw/Packaging Materials and Supplies and Their Availability Quality Control includes all phases of processing, from the selection of raw materials to the final processed products. The composition and if appropriate, the conditions of use of packaging must: a) comply with the requirements specified in the current REPUBLIC ACT NO. 10611 known as the “Food Safety Act of 2013″; b) be determined by the operator for suitability, based on an analysis of hazards and other risks. If compliance with this specification is achieved by meeting the requirements of sub- clause (1) (a) or (b), the risk management programm must state the full reference to the regulation, part, section or standard with which the packaging complies. If the packaging is damaged such that suitability for processing of seafood products or fitness for the intended purpose is affected, the product must be appropriately disposed of or handled in a manner that contamination until may be minimize the damage to the packaging is rectified. Reused and recycled packaging should not be a source of contamination to the product.
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LO 1.2 Receiving and Handling Raw/Packaging Materials and Supplies A. Receiving and Storing 1. Operators must obtain a written guarantee from the supplier stating that packaging meets mandatory requirements for composition and conditions of use. 2. All packaging and product contact containers must be on received in a good condition. 3. Once accepted into the premises, all packaging and product contact containers must be handled in a manner that would prevent contamination and deterioration. 4. Containers and packaging held in a warehouse-type store must be securely wrapped and stored above the ground (e.g. on pallets) to minimize contamination from dust and vermin. B. Handling of Packaging Materials 1. Containers and packaging must be unwrapped stored, handled or transported only in a support area or processing area. The risk management program must document in full the regulation, part, section or standard with which the packaging complies. 2. Operators must ensure that opened cartons are re-closed and covered during storage to prevent dust contamination. Any wet plastic packaging must be disposed of rather than stored. 3. Only containers or packaging required for immediate use may be held in an area where seafood products is processed or packaged. 4. New packaging and containers must be clean and undamaged at the time of use.
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5. All packaging materials must be removed from the processing area or adequately protected before any cleaning and sanitizing operations are carried out. 6. Re-usable containers used for transporting or storing product must be cleaned and sanitized before use at a frequency specified in the cleaning and sanitation program. The frequency of cleaning and sanitation must take into account the areas in which the containers are used and whether or not product comes into direct contact with the container. 7. Re-usable containers that have been cleaned must be protected from contamination.
LO 1.3 Packaging of Fishery Products. Packing of fishery products may be defined as wrapping or enclosure of fishery products in attractive and colorful materials as of protection and preservation of the product as well as an appeal to the customers. The most common material used for manufacturing containers for fish products are Tin plate
Tin free steel (TFS)
Aluminum alloys
Enamel coatings
Lacquered steel plate
Glass jars
Retortable pouches
150
A. The Importance of Packaging The usefulness of packaging can be summarized as follows: a. Adequate packaging facilitates distribution. b. Rapid and reliable distribution helps reduce malnutrition, removes local food surpluses and allows the consumer more choice in the foods available. c. Packaging and distribution reduce post harvest losses, and with a larger market allows producers to increase their income. d. Attractive packages appeal to the consumer/buyer. e. Good packaging material complete information about the product helps customers decide about the product. f. It is easy to handle, open, use and dispose. g. Easy storage
Therefore, inadequate packaging in developing countries has profound effects on the whole pattern and total amount of food consumed.
B. Uses of Packaging Packaging is a means of providing the correct environmental conditions for food during the length of time it is stored and/or distributed to the consumer. A good package has to satisfy the following requirements: 1. It must keep the product clean and provide a barrier against dirt and other contaminants. 2. It should prevent losses. Its design should provide protection and convenience in handling, during transport, distribution and marketing. In particular, the size, shape and weight of the package must be considered. 151
3. It must provide protection to the food against physical and chemical damage (eg water and water vapor, oxidation, light), insects and rodents. 4. It must provide identification and instruction so that the food is used correctly and have sales appeal.
LO 1.4 Packaging Materials There are various types of packaging materials used in Fish processing industry. Tthe most commonly used are:
(1) hard plastic; (2)
Films, and (3) plastic box. These come in various shape and sizes. (1) Hard Plastic is not flexible or elastic and can be used for retail packaging in the production of trays and form-fill packs fishery products. Likewise, they are light, strong and durable and resistant to corrosive substance and water. The following are types of hard plastic : 1. Polystyrene – transparent with low obstruction to water vapor and gases. 2. Expanded Polystyrene – they are produced in cellular shape and used for tray molding. 3. Polyvinyl chloride (PVC) – there are two types of PVC, namely: plasticized and rigid. Plasticized PVC are soft plastics and used in making films while Rigid PVC is hard and is used in the production of trays because of its water proofing and gas barrier properties. (2) Films are web materials that that are 0.25 mm thick, materials more that 0.25mm are called sheet.
In choosing plastic film for packaging,
properties such as tensile strength, puncture resistance, flex/crack resistance, water vapor and gas barrier, light transmission, clarity and gloss, and heat sealability are also considered. Films are classified: into 152
Basic Films and Laminates: Basic Films are single layered films, which are seven types of basic films. a. Polyethylene (PE). is the most commonly used material because of its low cost, relative strength and flexibility even in low temperatures (Hermes, 1998). b. Polylpropylene (PP). has good protective properties due to resistance to high temperature but becomes brittle when exposed to low temperature. c. Polyamide (PA). is commonly called nylon PA manufactured by condensation of diacid and diamine.
It is tough, grease
resistant, less permeable to gases and with permeability to moisture. It is elastic and stable at all degrees of temperature, thus, it can be used for boil-in bag pouches production. d. Polyester (PET). It can be used in all degree of temperatures, has excellent gloss, low gas permeability, low moisture transmission, and with high tensile strength. e. Polyvinylchloride (PVC). hard and glossy, but greased resistant and brittle at all degree and temperature. f. Polyvinylidine chloride (PVDC). commercially known as Saran or Crovacs and is produced as a copolymer with vinyl chloride. It can be made into shrinkable forms with low temperature stability. g. Ethylene-vinyl acetate (EVA). has good impact strength, good permeability and high cling attributes. lamination of frozen products.
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This is used in the
Laminates are made up of two or more films attached together by adhesives, to provide better protection to food as a result of improved barrier properties. a. Boil-in-bag. The best material for this type of container is the modified polyethylene with polyester or nylon lamination, which are commonly used for light cooking fishery products. b. Retort pouch pack. is made from layers of polyester/aluminum film and polyolefine like polyethylene bonded together with glue of high performance. The shelf-life of this pack is almost the same canned products, yet it is preferable due to less heat damage of texture and nutrient. (3) Plastic Box. Plastic is used to characterize wide range of materials such as polyethylene and polypropylene that are used in the manufacturing of modern day containers. Plastic box packaging container are classified into: Polyethylene. has excellent toughness; resistant to chemicals, oil and grease; inert to food; and has extremely low water vapor transmission properties (Hermes, 1998). The high density polyethylene best for chilling fish, they can resist extreme heat and cold because they can retain coldness inside. Polypropylene is very light plastic, resistant to grease and to most chemicals, provides good barrier to water vapor and can withstand high temperature because of its low softening point,
low density
(around 0.9202 g/cm3) and superior processibility. Polystyrene or styrophore is resistant to weak acids like bases and vegetable oils, can penetrate to water vapor, oxygen and carbon dioxide and has low water absorption (around 0.04% to 0.05%) (PalerCalmorin, 2006). In the Philippines styrophore boxes are popular for transporting fish from the wharf to market or processing plant.
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What to PROCESS? Activity 1. Identify the different transporting and packaging materials used in the following food/fishery products.
Food/Fishery Products 1. Fish Paste 2. Shellfishes like shrimp, crabs 3. Rice 4. Bread 5. Frozen Meat 6. Canned Milkfish 7. Noodles 8. Drinks 9. Vegetables 10. Fruits
Transporting Material
Packaging Material
What to REFLECT and UNDERSTAND? Activity1. Discuss the advantages and disadvantages of using the following packaging materials. Type of Packaging
Advantages
Materials 1. Glass Jars 2. Tin Cans 3. Laminates 4. Cartons 5. Styrofoam 155
Disadvantages
6. Plastic Bottles 7. Polyethylene bag 8. Rigid plastic Container 9.Retort Pouch Pack 10. Thermoplastics
What to TRANSFER? There are various types of packaging materials used in Food (Fish) Processing Industry. The most commonly used are the:
(1) hard
plastic; (2) Films, and (3) plastic box. These come in various shape and sizes. Your task is to demonstrate how to package food/fishery products. You will be evaluated using this scale. 1-Poor 2 - Fair 3 - Good 4 – Very Good 5 – Excellent Indicator
5
Packaging smoked fish Wrapping dried fish Placing fish in plastic Placing fish in glass jar Placing shell fish in styrophore
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4
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Post-Assessment Multiple Choice. Choose the best answer among the given options and write the letter of the correct answer on your answer sheet. 1. Which of the packaging materials can resist extreme temperature and retain coldness inside? (a.)
Polyamide
(c.) Polyethylene
(b.)
Polyestene
(d.) Polypropylene
.2. Which packaging material is used for the lamination of frozen food products? (a.)
Ethylene-vinyl acetate
(c.) Polyester
(b.)
Polyamide
(d.) Polyvinyl chloride
3. Styrophore as a packaging material is also known as (a.)
Polyamide
(c.) Polypropylene
(b.)
Polyethylene
(d.) Polystyrene
4. Which packaging container does not belong to the group? (a.)
Polyester
(c.) Polypropylene
(b.)
Polyethylene
(d.) Polystyrene
5. It is popular for the transporting of fish from the wharf to the market or processing plant. (a.)
Polyamide
(c.) Polypropylene
(b.)
Polyethylene
(d.) Polystyrene
6. Which is not considered important in packaging? a. protecting the goods for transport b. enhancing product market appeal c. lessening production cost d. advertising the product 157
7. Which is the best packaging material for fish processed through canning? a. tin can
c. thermoplastics
b. polyethylene bag
d. paper board
8. If you are assigned to select packaging materials, which of these factors should be considered? a. appearance
c. composition
b. reliability
d. capacity
9. If you are to pack fermented fishery products, what do you think is the most ideal packaging material? a. plastic bottles
c. tin cans
b. bottles with plastic caps
d. plastic laminates
10. When selecting packaging materials for dried and smoked fish which of these characteristics will you consider? a.
odor and gas proof
b.
sturdy
c.
elastic
d.
colorful
LO 2. Prepare Raw and Packaging Materials and Supplies Learning Objectives;
•
Accomplish washing cleaning of materials according to required specifications
•
Prepare raw and packaging materials and supplies according to Specifications
•
Complete records according to workplace requirements
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Pre-Assessment Matching Type. Match Column A
with the word/s in Column B that will
describe the different packaging materials/containers. Write your answer on your sheet. Column A
Column B
_____ 1.Tin cans
a. easy to dispose
_____ 2. Glass Jars
b. ease of opening
______3. Paper Sheets
c. transparent
______4. Cellophane
d. odor protection
______5. Cartons
e. durable
______6. Plastic Bottles
f. tamper- proof
______7. Laminates
g. fragile
______8. Polyethylene Bags
h. elastic
______9. Aluminum Foils
i. grease proof
______10. Styrophore
j. heat-sealed
What To KNOW? LO 2.1 Washing and Storing Raw Materials and Ingredients A.
Things to Remember when Washing and Sorting Raw Materials and Ingredients Washing (Stansby, 1963). Use clean water in washing the raw materials and ingredients for processing to remove dirt and prevent 159
contamination of the products. Washing can be manual or mechanical by using sprayers, tanks and conveyor belts. These systems must be properly maintained and kept clean and sanitary just like other equipment. Storing (Stansby, 1963). The final part of this section of the GMP requires that food, ingredients, and packaging materials be stored in a way that will protects them from contamination and minimize their deterioration. Proper storage conditions for each food or ingredient should be pre-determined (Canham, 1956). Dry food should be stored in containers or in an environment that protects them from moisture and high humidity conditions. Food and ingredients that have been refrigerated preciously should be placed in refrigerated storage. You should also consider how to protect food and ingredients from other foods and from the plant environment, foods should never be left on the floor but be stored in protective containers or packages to protect them from contamination.
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LO 2.2 Prepare Raw/Packaging Materials and Supplies According to Specifications A. Important Requirements for Packaging Materials/ Containers The following are among the more important general requirements and functions of food packaging materials/ containers
Moisture and fat protection
Non Toxic and compatible with specific foods
Gas and odor protection
Appearance and Printability
Size, shape, weight limitation; low cost
Ease of Disposal
Pouring Features
Resistance to impact
Tamper- proof
Transparency
Reseal Features
Light protection
Special Features
PACKAGING MATERIALS/ CONTAINER
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Sanitary Protection
Ease of Opening
LO 2.3 Complete Records According to Workplace Requirements A. Monitoring and Recording What to monitor? The responsible person must regularly check compliance with documented procedures during sanitation and cleaning adequate protection for the food when brought to the processing room once cleaning and sanitation has been complete, ready for the next processing shift. Monitoring options for packaging and containers include: • Checking once the food has been delivered to confirm they have not been damaged in transit, and show no visual signs of contamination. • checking to confirm they are clean and suitable for use. • weekly checks to confirm proper storage. Made up cartons may be protected from dust by covering the top layer switching the topmost carton to its opposite side.
Ideally, outer pallet
wrapping should be removed before entering the processing area. However, if this is not practical, covering can be removed in the processing area provided effective controls are in place to minimize any risk of contamination to surrounding seafood products or product contact materials. Unused containers and packaging may be returned to a warehousetype store provide the packaging is re-wrapped to minimize contamination from dust and vermin.
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The operator must keep relevant records of compliance with documented procedures. These must include monitoring, problems identified and corrective action taken. Examples of other records that can be used to demonstrate compliance are: 1.
register of packaging and/or suppliers
2.
supplier statements/guarantees for product contact packaging and containers
3.
daily & weekly check sheets
B. Importance of Recording and Documentation 1. It gives a reference data on the materials used and their correct magnitude. 2. It determines the economic viability of the product. 3. Records serve as a basis for planning. 4. Records greatly help in making right decisions Steps in recording and documenting production: 1. Weigh all materials and ingredients needed. 2. Make a necessary listing in your notebook of all the materials and ingredients used. It is important to note how much or how many. 3. Follow the correct format in documenting and recording. Sample of Production Report Product Name: Pickled / Marinated Milkfish Production Date: November 6, 2013 Description of Materials: Fresh Milkfish 1000 g
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Other Ingredients: Distilled vinegar 250 g Calamansi juice 125 g Soy sauce 125 g Salt 75 g Sugar 75 g Black pepper 15 g Minced garlic 15 g Input: Output: Marinated Fish Wastage Percentage Yield Problem Encountered:
1680 g 1200 g 480 g 71 % NONE
C. Occupational Health and Safety Requirements Occupational health and safety during the operational phase should focus on: 1. Physical hazards that may cause unexpected damage to the operations include falls caused by slippery floors and stairs; equipment safety issues associated with filleting knives and other sharp tools; and cuts from sharp dges on process equipment (e.g. stainless steel basins). 2. Biological hazards in manual gutting, skinning, and general handling of fish and shellfish include infections and or allergic reactions to humans resulting from exposure to the fish itself, or bacteria on the fish. Water spraying processes may result in the formation of aerosols with bacteria that can be inhaled. 3. Workers can be exposed to lifting, carrying, repetitive work, and unhealthy work posture. Many of the manual operations in less mechanized fish processing plants include lifting heavy boxes of raw materials. Repetitive strain injuries may result from manual filleting and trimming operations.
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4. Exposure while in handling chemicals such as chlorine, lye, and acids during cleaning operations and disinfection in process areas. 5. Exposure to heat and cold is common in air-conditioned plants under low temperature, even in tropical locations. Improper work clothes in combination with stationary work locations may result, in respiratory and musculoskeletal ailments. The employer shall be responsible for adequate and proper maintenance of Personal Protective Equipment (PPE) used in his workplace.
He shall at his own expense furnish his workers with protective
equipment for the eyes, face, hands and feet, protective shields and barriers depending on the nature of the process or environment.
All personal
protective equipment shall be of the approved design and construction appropriate for the exposure and the work to be performed. Examples of Personal Protective Equipment
Apron
Hairnet
Towel
Gloves
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What to PROCESS? Activity 1. Ask the students to collect 10 samples of packaging materials. Make a record of the type of packaging materials and the type and name of food/fishery products being packed. Follow this format. Product Information Brand Name: Product Name: Name and Address of the Manufacturer: Ingredients: Product Specifications: Type of Packaging Materials: Description of the Product as packed: Storage Condition Requirements: Date it was packed: Expiry date: Food Application: Code Number:
What to REFLECT and UNDERSTAND? Research and investigate on the techniques of proper handling of raw and packaging materials and supplies in any processing plant available in the vicinity. Visit a Food (Fish) Processing Plant near your locality. Evaluate possible hazards and think of ways on how to eliminate or reduce these hazards in the work place.
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What to TRANSFER? Prepare five empty bottles for packaging fish bagoong according to required specifications. You will be evaluated using this scale. 1-Poorly performed 2 - Slightly 3 - Fair 4 - Good 5 - Procedures properly followed Discussion 5 4 3 2 1 Preparation of tools and raw materials Application of procedures Safety work habits Speed/time Appearance of finished output
Post-Assessment Matching Type. Match the words inColumn A with the word/s in Column B that will describe the different packaging materials/containers. Write your answer on your activity sheet. Column A _____ 1.Tin cans _____ 2. Glass Jars ______3. Paper Sheets ______4. Cellophane ______5. Cartons ______6. Plastic Bottles ______7. Laminates ______8. Polyethylene Bags ______9. Aluminum Foils ______10. Styrophore
Column B a. easy to dispose b. ease of opening c. transparent d. odor protection e. durable f. tamper- proof g. fragile h. elastic i. grease proof j. heat-sealed
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GLOSSARY OF TERMS Contamination. The unintended presence of potentially harmful substances, including microorganisms, chemicals, and physical objects in food. Control Measure. Any action or activity that can be used to prevent, eliminate, or reduce an identified hazard. Control measures determined to be essential for food safety are applied at critical control points in the flow of food. Critical Control Point (CCP). An operational step in food preparation process at which control can be applied and is essential to prevent or eliminate a food safety hazard or reduce it to an acceptable level. Critical Limit. One or more prescribed parameters that must be met to ensure that food safety hazards are controlled at a CCP. Food Borne Disease. Illness resulting from the consumption of food or beverages contaminated with disease-causing microorganisms, chemicals, or other harmful substances. Hazard. A biological, chemical, or physical property that may cause food to be unsafe for human consumption. Hazard Analysis and Critical Control Point (HACCP). A prevention-based food safety system that identifies and monitors specific food hazards that can adversely affect the condition of food products. HACCP Plan. A written document that is based on the principles of HACCP and describes the procedures to be followed to ensure the control of a specific process. 168
HACCP System. The result of the implementation of the HACCP plan. A HACCP system includes the HACCP plan and all the prerequisite programs. Microorganism. A form of life that can be seen only through a microscope including bacteria, virus, yeast, and single-celled animals. Monitoring. The act of observing and making measurements to help determine if critical limits are being met and maintained. Pathogen. A microorganism (bacterium, parasite, virus, or fungi) that causes disease in humans. Person in Charge. The individual present at a food establishment who is responsible for the operation at the time of inspection. Prerequisite Programs. Procedures such as Standard Operating Procedures (SOPs) that address basic operational and sanitation conditions in an establishment. Risk Control Plan (RCP). A concisely written management plan developed by the retail or food service operator with input from the health inspector that describes a management system for controlling specific out-of-control risk factors. Standard Operating Procedure (SOP). A written method of controlling a practice in accordance with predetermined specifications to obtain a desired outcome.
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REFERENCES A.
Books
Anon, A.. Sanitation for the Food Preservation. New York. McGraw-Hill Book Co. 1952 BFAR,. Philippine Fisheries Prime. Quezon City, Bureau of Fisheries and Aquatic Resources. 1981 Canhan, R.A. 1965. “Current Trends in Handling Canning Wastes.” Presented at the 5th Annual Water Symposium Water Pollution. Louisiana State University on February 22, 1956 Calmorin, Espejo – Hermes L.P. Post Harvest Fisheries, Quezon City, National Bookstore Inc., 2006 Cortez, 1990, Processing and Preservation of Freshwater Fish, Quezon City, National Book Store, Inc., Saturno, J.O. 2011. Module 6: Tilapia Processing and Value – Adding. Tilapia Production and Entrepreneurship Training Manual. Saturno, J.O. 2010. Lecture Manual in Fish Processing Technology. Department of Aquatic Post Harvest, College of Fisheries, Central Luzon State University, Science City of Muňoz, N.E., 99 pp. Stansby, M.E. Industrial Fishery Technology., New York: Robert E. Crier Publishing Company ,1963. Vera Cruz, A., DT., Saturno, Porciuncula, Recto, Rafael and Laggui, Central Luzon State University, Science City of Muňoz, Nueva Ecija, CLARRDEC, CVARRD and PCARDDD – DEVT. 87 – 127. Villaluz D.K, Fish Farming in the Philippines. Manila, Philippines, Bookman Inc,.1953
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Online References 1. www.inspection.gc.ca/food/fish-and-seafood/manual/standardsand-methods/esg/1348608971859 2. http://www.inspection.gc.ca/about-the-cfia/newsroom/food-safetysystem/haccp/eng/1346306502207/1346306685922
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