1

Learner’s Material

GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTTED TO
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First Year of Use: _________________________________________
Source of Fund (Year included):__________________________

i
Department of Education
Republic of the Philippines

2
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.
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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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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E-mail Address: [email protected]
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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

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 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…………………………………………………….. 50

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

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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… 158

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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?

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  Post Assessment

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 Pre-
assessment.
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).

S (So
K (Know) W (Want) L (Learned)
What)

PECs

E&M

SP

IS

DI

PR

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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)

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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 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 Performance Standard

The learner demonstrates The learner prepares an activity plan

understanding of Personal that addresses his/her development
Entrepreneurial Competencies areas based on his/her PECs and
(PECs) improves further his/her areas of
strength.

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Learning Objectives:

1. Assess ones Personal Entrepreneurial Competencies (PECs):

characteristics, attributes, lifestyles, skills and traits

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. Hardworking a. Ability to set realistic targets

2. Self-confident b. Interest in money generation
3. Profit-Oriented c. Belief in oneself
4. Goal-Oriented d. Working diligently and
5. Persistent industriously
6. Responds to feedback e. Being able to listen to the advice of
7. Willing to listen others
8. Committed f. Obtaining useful feedback and
9. Reliable and has advice from others
integrity g. Being patient and strives to
10. Risk-taker achieve the goal
h. Ability to take measured or
calculated risks
i. Being honest, fair and trustworthy.
j. Giving this a priority in his life as
an entrepreneur

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16
 Are you done? This time you will do another set of pre-
assessment 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
Strength Needs to be Developed
Entrepreneur
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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 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.

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 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.

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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.

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 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

Example of my PECs

Things to do to align with

PECs to be a successful
My PECs My simple definition
entrepreneur

1. Creative

2. Organized

3. Competent

4. Observant

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 Decisive Strong–minded Courteous

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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

26
 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 Current Measures Actions Time Reward/

Area Situation Goal of Success Required Frame Recognition
I -
My PECs I need to To exercise Achieve 100% -Selling -During -Earns expected
develop my my own completion of finished culminating income
undefined PECs during development products activities -Outstanding
characteristic selling and of my own derived from -After performance in
needed for producing PECs culminating learning selling and
my business products/ through activities in the promoting
such as: services selling and any chosen principles, products and
__________ -To become production of career. theories, services
__________ proficient in products; -Participate in process
__________ my chosen observe skills and any
__________ skill. proper competition chosen
decorum sponsored career
when dealing by the NGO
with people. and GO

27
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 Column B

1. Hardworking a. Ability to set realistic targets

b. Interest in money generation
2. Self-confident c. Belief in oneself
d. Working diligently and industriously.
3. Profit-oriented
e. Being able to listen to the advice of
4. Goal-oriented others
f. Obtaining useful feedback and advice
5. Persistent from others
g. Being patient and strives to achieve
6. Responds or open to feedback the goal
h. Ability to take measured or calculated
7. Willing to listen
risks
8. Committed i. Being honest, fair and trustworthy
j. Given this a priority in his life as an
9. Reliable and has integrity entrepreneur

10. Risk-taker

28
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

29
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

30
 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 The learner independently creates a

understanding of environment and business vicinity map reflective of
market in Fish Processing in one’s potential Fish Processing market
town/municipality within the locality.

31
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 pre-
assessment.

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

32
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

33
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

34
 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.

35
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

36
 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 Soft-
Boned 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

37
 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?

38
 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.

39
 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.

40
 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 Weaknesses Threats

1. Excellent 1. Fish 1. Easy to 1. Competitors

sales staff nuggets spoil have a similar
2. Hands-On sold by when product
knowledge in future mis- 2. Competitors
making Fish competitors handled have launched a
Nuggets are not as 2. Limited new advertising
3. Healthy food good and fund for campaign
are more the
expensive business
2. Fish nugget
is easy to
cook

41
 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 LIKE DISLIKE

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

3. Canned Fish Products

a. Fish Afritada
b. Fish Caldereta
c. Fish Adobo
d. Sardines
e. Mackerel

42
 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 Negative Factors

Strengths Opportunities 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:

43
 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

Performance Criteria

Criteria for oral questioning Yes No

44
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

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

45
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

7. Letter “T” in SWOT Analysis stands for ____________

a. Training
b. Threats
c. Treats
d. Thrust

2. Which of the following is not an example of strength and weakness of a

business?

46
 a. Competition
b. Technology
c. Economics
d. Profitability

3. It refers to the positive factors that may influence your business.

a. Strength
b. Competition
c. Threats
d. Weaknesses

4. It is the basic indicator of the kind of business to raise.

a. Needs
b. Education
c. Leisure
d. Luxury

 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

47
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
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

48
 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.

___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.

49
 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.

50
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.

51
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.

52
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 sub-
sample 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.

53
 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 sub-
sample 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.

54
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

55
 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-and-
methods

Activity 1. Make a Sampling Plan based on the

steps given above.
56
 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 CLARITY MASTERY
CONTENT/IDEAS
Excellent Demonstrated/ Presented Presented the
(10 points) Discussed complete and ideas without
correctly 3 ideas clear ideas looking at the
notes
Very Good Demonstrated/ Presented clear Presented the
(5 points) Discussed ideas but need ideas while
correctly 2 ideas details looking at the
notes once in a
while
Good Demonstrated/ Presented vague Reading while
(2 points) Discussed ideas including presenting the
correctly 1 idea details ideas
Needs Did not discuss Did not discuss Did not discuss

57
 Improvement
(0)
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.

58
 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 needed in
accordance with approved specifications

59
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

60
 c. they have undergone preventive maintenance
d. products have not been contaminated

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

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 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

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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.
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

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  what to do in case there is a problem

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

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checking that all the parts are there, but remember they need to be
disassembled again prior to sterilization.

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)

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 c. Water temperature
d. Surface being cleaned
e. Type of cleaning agent
f. Agitation or pressure
g. Length of treatment

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.

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 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
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

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 Recommended Level of Using Sanitizer (ex. Chlorine)
Area/Materials to be Volume of Volume of Time
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
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.

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  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.
 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.

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 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.
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

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  Food safety
 Safety programs such as Good Manufacturing Practices (GMP) and
Sanitation Standard Operating Procedure (SSOP)

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.

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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.

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

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 5. Proper use and storage of cleaning compounds, sanitizers, and
pesticides
6. Employee training
7. Plant design
8. Quality assurance assessment
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

75
 adequately protect them from contamination from other foods or the
plant environment, and allows for routine monitoring for damage,
contamination, or intrusion by pests.

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

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 Measuring Glass
Salinometer
MEASURING CUTTING
TOOLS/devices IMPLEMENTS

TOOLS, UTENSILS,
EQUIPMENT FOR
SALTING FISH PROCESSING
Smoking
EQUIPMENT 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

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  Spoon and Fork
 Working table
 Chopping board and knife
 Basin

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

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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.
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.

10

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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.

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.

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 3. Observe precautionary measures while doing the activity.

Assessment Method:

 Direct observation
 Demonstration

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

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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. 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?

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 a. Preventing 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 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.

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 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

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

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 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

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

85
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.

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,

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 including water loss, protein denaturation which may result in loss of
water-holding capacity or coagulation, hydrolysis, and solubility of
proteins.

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

87
 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

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 semi-
preserved 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

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 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
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.

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 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.

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.

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 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.

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:

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  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.

 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.

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 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.

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 Remarks
observed
Signs of being spoiled or damaged
Indication of insects or vermin
attack
Good quality raw materials are

93
 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

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

94
 to set and processing and purchasing specifications that you have learned
3. Submit your work to your teacher.

Assessment Method:

 Direct observation
 Demonstration

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

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 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.
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

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 2. Complete and report records according to workplace procedures.

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

97
98
 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.

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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.

100
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.
9. Steam guns –that produce a jet of hot water at
a somewhat lower pressure when mixed with water

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 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 well-
organized 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
Meaning in Japanese Context
Term Equivalent
Throw away all rubbish and unrelated materials in the
Seiri Sort
workplace
Set everything in proper place for quick retrieval and
Seiton Set
storage

Seiso Sanitization Clean the workplace; everyone should be a janitor

Seiketsu Standardize Standardize the way of maintaining cleanliness

Practice 'Five S' daily - make it a way of life; this also

Shitsuke Sustain
means 'commitment'

LO 3.3 Proper Waste Disposal

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 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
into useful items. Basically it is to ensure the protection of public health and
environment

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 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.

REUSE. Before you recycle or dispose of anything, consider whether it

104
 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.

105
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).

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 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.

107
 .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.

108
 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.

109
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

110
 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

111
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 Can Sealer
www.ca
first adjusting lever. nsealer.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.

112
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 16ᵒC or 60ᵒF or make the necessary corrections
in the reading. Add 0.1% for every 3ᵒ above the standard and
subtract 0.1% for every 3ᵒ.

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.

113
Activity 2.

Make a survey on how waste from fishery products are disposed by

fish processor in the locality.

Waste Materials Reduce Recycle Re use

1. Fish scales
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.

114
 Waste Disposal Work Plan

Objectives Time Activities Personnel Remarks

Frame
1. Clean the Daily 1. Remove the dirt 1. Staff/utility/
canal of the and debris in janitor
processing the canal.
plant/area 2. Use low
pressure water
unit.
3. Use sanitizer

115
 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 4 3 2 1

Demonstrate food safety principles & practices

Application of procedures

Safety work habits

Speed/time

116
 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.

117
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.

118
 Module 6. DISPENSE NON-BULK INGREDIENTS (DI)

Content Standard Performance Standard

The learner demonstrates The learner demonstrates the given
understanding on dispensing non- method of dispensing non-bulk
bulk ingredients. ingredients.

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.

119
 4. Use appropriate personal protective equipment (PPE) according to
workplace procedures and occupational health and safety (OHS)
requirements.
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?

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 a. anti caking agents c. coloring agents
b. anti foaming agents d. emulsifiers

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.

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 To dispense non-bulk ingredients, there is a need to prepare the
different standard measuring devices/equipment to be used during the
process.
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 Pictures/Illustrations
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 It is an electrically

Scale 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

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2. Measuring Cups for It is used to measure
liquid ingredients liquid ingredients and
usually available in
glass /or plastic.
. 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 It is usually used to
Cylinders 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
categories: Clarifying Agents
Catalyst
Contact Freezing Agents
Extraction/Carrier Solvents
Anticaking Agents Fat Crystal Modifier
Antimicrobial agents Filtration Aids
Antioxidants Flocculating Agents
Antioxidant Synergists Lubricants, Anti Stick Agents and
Emulsifiers Molding Aids
Firming Agents Propellant and Packaging Cases
Flavor Enhancers Enzyme Preparations
Flour Treatment Agents
Dough Conditioners
Food Acidulant
Food Colors
Humectants Group III. Flavoring
Leavening Agents
Nutrient Supplements Substances
Ph - Control Agents Agar, Alginic, BHT, BHA,
Sequestrants Carageenan,Disodium Edta,
Stabilizers and Thickeners Diacetyl Tartaric Ester, Calcuim
Surface- Finishing Agents Disodium Edta, Disodium Edta,
Surface - Finishing Agents Furcelleran, Gelatin, Mono and
Sweeteners: diglyceride, Polysorbate 60 and
65,80, Propionates; Sodium
Non-Nutritive Sweeteners
Diacetate,Sodium and Potassium
Nutritive Sweeteners 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

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 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
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

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 moisture, including anti-dusting agents. Examples: Glycerol (Glycerine);
Propylene Glycol; Sorbitol; Triacen (Glycerol triacetate)

11. Food Color - substances used to give color or shade to a food.

Examples: Annatto extract; Beet powder (dehydrated beets); Beta-
carotene; 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 di-
basic;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 –

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 Aluminum ammonium sulfate; Aluminum potassium sulfate; Aluminum
sodium sulfate; Ammonium phosphatemmono-and-di-basic; Ammonium
sulfate; Calcium citrate;Calcium gluconate; Calcium lactate; Calcium
phosphate
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

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7. Lubricants, Anti-Stick Castor Oil
Agent, Molding Aid
8. Propellant and Packaging Cases Butane; Carbon dioxide; Nitrogen
Chloropentafluoroethane
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

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 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
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

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 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).

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,
Wet hands with single use, disposable
potable water paper towels or hot air
blow dryer

Apply enough soap to Rinse hands

build up good lather thoroughly under
running water
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Rub hands together for Clean under fingernails
at least 20 seconds and between fingers

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

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 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.

 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 U M E C T A N T S S U L P H I T E C C
L L A M A G G A C E T I C Y A B S F A A
E U L U R R A I T Q V W X W A N U R R L
A B I L A A R S T U W M N O N I C U M C
V R C M S E Q U E S T R A N T R C I U
E I C I E E F G H S I J K L A A O T N I
N C I F L M N C A T A L Y S T L S O P M
I A T I N O P Q R R S T D K O E E S J F
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N N R E P B E N N A L G I N I G H E K L
G T I R Q N Z E N N I A C I N M V B E N
Z S C S W E E T E N E R 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 5 4 3 2 1
Prepared the measuring and weighing tools and

134
 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?

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

135
 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

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.
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 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 according to housekeeping

standard.

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?

137
 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

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?

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 a. for identification c. to minimize production
b. to reduce price/cost d. to prevent spoilage

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)

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  1/2 C
 1/3 C
 1/4 C
 1/8 C

b. Measuring Spoons
 1 Tablespoon (tbsp or T)
 1 Teaspoon (tsp or t)
 1/2 tsp
 1/4 tsp

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

Dry Ingredients - The most important thing to know about measuring dry
ingredients is that they should be 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.

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 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.

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 PARTICLE SIZE

REDUCTION

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 COMPOUNDING DISPENSING
MIXING
INGREDIENTS

SIEVING PACKAGING
LABELING

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

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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

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.

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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

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

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 Discussion 5 4 3 2 1
Weighing of solid
Measuring of liquid
Reducing to particles
Sieving
Mixing
Compounding
Packaging
Labeling
Dispensing

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

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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 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

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 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

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.

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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.

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

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 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

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?

149
 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

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

150
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.

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.

151
 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.
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

152
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

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

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 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.
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 :

154
 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
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.

155
 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. This is used in the
lamination of frozen products.

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

156
 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%) (Paler-
Calmorin, 2006). In the Philippines styrophore boxes are popular for
transporting fish from the wharf to market or processing plant.

What to PROCESS?
Activity 1.

Identify the different transporting and packaging materials used in the

following food/fishery products.

Food/Fishery Products Transporting Material Packaging Material

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

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 What to REFLECT and UNDERSTAND?

Activity1.

Discuss the advantages and disadvantages of using the following packaging

materials.

Type of Packaging Advantages Disadvantages

Materials
1. Glass Jars
2. Tin Cans
3. Laminates
4. Cartons
5. Styrofoam
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.

158
 You will be evaluated using this scale.

1-Poor 2 - Fair 3 - Good 4 – Very Good 5 – Excellent

Indicator 5 4 3 2 1

Packaging smoked fish

Wrapping dried fish

Placing fish in plastic

Placing fish in glass jar

Placing shell fish in styrophore

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

159
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

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

160
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

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

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______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
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,

162
 foods should never be left on the floor but be stored in protective containers
or packages to protect them from contamination.

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 Non Toxic and compatible Gas and odor
protection with specific foods protection

Appearance and Size, shape, weight Ease of Disposal

Printability limitation; low cost

Pouring Features Resistance to impact Tamper- proof

Transparency Reseal Features Sanitary Protection

163
Light protection Special Features Ease of Opening

PACKAGING
MATERIALS/
CONTAINER

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.

164
 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 warehouse-

type store provide the packaging is re-wrapped to minimize contamination
from dust and vermin.

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:

165
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

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: 1680 g
Output: Marinated Fish 1200 g
Wastage 480 g
Percentage Yield 71 %
Problem Encountered: 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).

166
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.

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

167
 Apron Hairnet

Towel Gloves

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:

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 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.

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

169
answer on your activity 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

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.

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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.

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.

171
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.

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.,

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Online References

1. www.inspection.gc.ca/food/fish-and-seafood/manual/standards-
and-methods/esg/1348608971859
2. http://www.inspection.gc.ca/about-the-cfia/newsroom/food-safety-
system/haccp/eng/1346306502207/1346306685922

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