COMPETENCY-BASED LEARNING MATERIAL

(Common Competency)

Sector: AGRICULTURE AND FISHERY

Qualification: AGRICULTURAL CROP PRODUCTION NC III

Unit of Competency: APPLY SAFETY MEASURES IN FARM OPERATIONS

Module Title: APPLYING SAFETY MEASURES IN FARM OPERATIONS

 COMPETENCY-BASED LEARNING MATERIALS ON
AGRICULTURAL CROPS PRODUCTION NC III
SELF-ASSESSMENT CHECK

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer to
the questions below.

CORE COMPETENCIES ( APPLY SAFETY MEASURES IN

FARM OPERATIONS

CAN I…? YES NO

1. Apply safety measures based on work requirement

and farm procedures.

2. Utilize tools and materials in accordance with

specification and procedures.

3. Wear outfit in accordance with farm requirements

4. Check effectively shelf life and or expiration of

materials against manufacturer’s specifications.

5. Identify and report hazard in the workplace in line

with farm guidelines.

6. Clean and store use tools and outfit in line with farm
procedures.

7. Label and store unused materials according to

manufacturer’s recommendation and farm
requirements.

8. Dispose waste materials according to manufacturers,

government and farm requirements.
 AGRICULTURAL CROPS NC III
List of Common Competencies

No Unit of Competency Module Title Code

Apply Safety Measures in Applying Safety Measures

1 AGR321201
Farm Operations in Farm Operations

Using Farm Tools and

2 Use Farm Tools and Equipment AGR321202
Equipment
 HOW TO USE THIS COMPETENCY BASED LEARNING MATERIALS

Welcome to the module “ Apply Safety Measures in Farm Operations” This

Learner’s guide contains materials and activities for you to complete.

The unit of competency “Apply Safety Measures in Farm Operations”

contains the knowledge, skills and attitude required for an “Agricultural
Crops Production NC III”.

You are required to go through a series of learning activities in order to

complete each learning outcomes of the module. In each learning outcomes
there are Information Sheets, Operation sheets and Reference Materials for
further reading to help you better understand the required activities. Follow
these activities on your own and self-check at the end of each learning
outcome. If you have questions, please don’t hesitate to ask your facilitator for
assistance.

Recognition for Prior Learning (RPL)

You may have some or most of the knowledge and skills covered in this
learner’s guide because you have;
 Been working for some time.
 Already completed training in this area.

If you can demonstrate to your trainer that you are competent in particular
skills, you don’t have to do the same training again,

If you feel some of the skills, talk to your trainer about having them formally
recognized. If you have qualification requires or Certificate from previous
training, show it to your trainer. If the skill you require is still relevant to the
module, they may become the part of the evidence you can present for RPL.

At the end of this learner’s guide is a learner diary. Use this diary to record
important dates, jobs undertaken and to other workplace events that will assist
you in providing details to your trainer or assessors. A Record of Achievement
is also provided for your trainer to complete once you complete this module.
This module was prepared to help you achieve the required competency in
implementing Preparing and Applying Chemicals .This will be the source of
information for you to acquire knowledge and skills in this particular trade,
with minimum supervision or help from your instructor. With the aid of this
materials you will acquire the competency and at your own pace.
●Talk to your own trainer and agree on how both will organize the
Training of this unit. Read through the learning guide carefully. It is
divided into sections that cover all the skill and knowledge you need to
 successfully complete in this module.

● Work through all the information and complete the activities each
section. Read information and complete the self-check. Suggested
reference is included to supplement the materials provided in this
module.

● Most probably your trainer will also your supervisor or manager.

He/she is there to support you and show the correct way to do things.
Ask for help.

● Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important that
you listen and take notes.

● You will be given plenty of opportunities to ask questions and practice

on the job. Make sure you practice your new skills during work shifts.
This way you will improve both of your speed and memory and also
your confidence.

● Talk to more experienced workmates and ask for their guidance.

● Use the self – check questions at the end of each section to test your
own progress.

● When you are ready, ask your trainer to watch you perform the
activities outline in the learning guide.

● Ask you work through the activities, ask for written feedback on your
progress. Your trainer keeps feedback/ pre-assessment reports for this
reason. When you have successfully completed each element, ask your
trainer to mark on the reports that are ready for assessment.

● When you have completed these modules (for several module), and feel
confident that you have sufficient practice; your trainer will arrange an
appointment with a registered assessor to assess you. The results of
your assessment will be recorded in your competence Achievement
Record.

UNIT OF COMPETENCY : APPLY SAFETY MEASURES IN FARM

OPERATIONS
UNIT CODE : AGR321201
MODULE TITLE : APPLYING SAFETY MEASURES IN
 FARM OPERATIONS
MODULE DESCRIPTOR

This module covers the knowledge, skills and attitudes required to perform
safety measures effectively and efficiently.

SUGGESTED DURATION : 54 hours

QUALIFICATION LEVEL : NC III

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module the students/trainees will be able to:

the need for chemical use

LO1. Apply appropriate safety measures while working in farm.

LO2. Safe keep/dispose tools, materials and outfit.

LEARNING OUTCOME #1: APPLY APPROPRIATE SAFETY MEASURES

WHILE WORKING IN FARM
ASSESSMENT CRITERIA:

 A safety measure is applied based on work requirement and farm

procedures.
 Tools and materials are utilized in accordance with specification and
procedures.
  Outfit/PPE is worn in accordance with farm requirements.
 Effectively, shelf life and or expiration of materials are checked against
manufacturer’s specification.
 Hazard in the workplace are identified and reported in line with farm
guidelines.

CONTENTS;


Farm works that involves using chemicals and hazardous tools and
equipment
 Personal Protective Equipment used in farms.
 Basic first aid
 Farm emergency procedures regarding safety working environment.
CONDITIONS:

Trainees/students must be provided with the following:

 Learning elements/materials
 Service manual
 Organizational manuals

METHODOLOGIES:

 Buzz session
 Group discussion
 Role playing

ASSESSMENT METHODS:

 Written examination
 interview

LEARNING EXPERIENCES

LEARNING OUTCOME # 1: APPLY APPROPRIATE SAFETY MESURES

WHILE WORKING IN FARM

Learning Activities Specific Instruction

1. Information sheet 1.1-1 Read and Understand information
Sheet 1.1-1 on Farm Works that
involves using of chemicals and
 hazardous tools and equipment

2. Answer self-check 5.1-1 Compare answers with the answer

key
3. Information Sheet 1.1-2 Read information sheet 1.1-2 on
Personal Protective Equipment used
in farms and be able to identify
each

4. Information Sheet 1.1-3 Read information sheet 1.1-3 on

Basic First Aid .Understand and
practice it in case of emergency

5. Answer self -check 1.1-3 Compare answers with the answer

key

Information Sheet 1.1-1

Farm works that involves using of chemicals and hazardous tools and
equipment

Objective:
At the end the trainees must be able to;
 Identify farm works that involves using of chemicals and
hazardous tools and equipment.
 Know the control measures of farm hazards
Farmworkers are exposed to numerous safety, health, environmental,
biological, and respiratory hazards. These include vehicle rollovers, heat
exposure, falls, musculoskeletal injuries, hazardous equipment, grain bins,
unsanitary conditions, pesticides, and many others.

AGRICULTURAL HAZARDS WORKERS EXPOSED TO;

VEHICLE HAZARDS
In 2011, vehicular accidents caused close to half (276) of the 570 fatalities in
agriculture. Injuries from vehicular incidents are serious and debilitating to
farm activities.
HEAT
Heat-related Illness. “HEAT ILLNESS CAN BE DEADLY”. Every year,
thousands of workers become sick from exposure to heat, and some even
die. These illnesses and deaths are preventable.
Workers exposed to hot and humid conditions are at a high risk of heat illness,
especially if they are doing heavy work tasks or using bulky protective clothing
and equipment. New workers may also be at greater risk than others if they
have not built up a tolerance to hot conditions. Employers must take steps to
help workers become acclimated.
Prevention. Heat-related illnesses, while potentially deadly, are easily
preventable. When working in hot conditions, remember "WATER, REST,
SHADE."
Drink water every 15 minutes, even when not thirsty.
Wear a hat and light-colored clothing.
Rest in the shade.
 Be sure to watch out for fellow workers and know your location in
case you need to call for assistance.
 Get help right away if there are any signs of illness.
LADDERS & FALLS
Deaths and injuries from falls remain a major hazard for farmworkers.
HAZARDOUS EQUIPMENT AND MACHINERY
Farmworkers routinely use knives, hoes, and other cutting tools; work on
ladders; or use machinery in their shops. However, these simple tools can be
hazardous and have the potential for causing severe injuries when used or
maintained improperly.

 All tools should be maintained in good condition and used according to the
manufacturers' instructions.
 Power tools must be properly grounded or double insulated and all guards
or shields must be in place.
 Farmworkers should wear the proper personal protective equipment (PPE)
and make sure that clothing has no strings or loose ends that could be
caught by machinery. Long hair should be tied back to prevent
entanglement.
 In addition, shops should be well lit and have clear walkways to eliminate
slips, trips and falls

GRAIN BINS AND SILOS

While safety issues surrounding grain bins and silos are sometimes overlooked
on farms, they pose many dangers. Farmworkers are exposed to suffocation or
engulfment hazards when working with grain bins and silos, as well as grain
dust exposures and explosions. Suffocation is a leading cause of death in grain
storage bins.
Suffocation can occur when a worker becomes buried (engulfed) by grain as
they walk on moving grain or attempt to clear grain built up on the inside of a
bin. Moving grain acts like "quicksand" and can bury a worker in seconds.
"Bridged" grain and vertical piles of stored grain can also collapse unexpectedly
if a worker stands on or near it.
UNSANITARY CONDITIONS
The lack of drinking water, sanitation facilities and/or hand washing facilities
can lead to many health effects. Farmworkers may suffer heat stroke and heat
exhaustion from an insufficient intake of potable water, urinary tract infections
due to urine retention from inadequate availability of toilets, agrichemical
poisoning resulting from lack of hand washing facilities, and infectious and
other communicable diseases from microbial and parasitic exposures.
PESTICIDES AND OTHER CHEMICALS
Pesticide exposure. Pesticides pose risks of short- and long- term illness to
farmworkers and their families. Workers who mix, load or apply pesticides
(known as pesticide handlers) can be exposed to toxic pesticides due to spills
and splashes, defective, missing or inadequate protective equipment, direct
spray, or drift. Workers who perform hand labor tasks in areas that have been
treated with pesticides face exposure from direct spray, drift or contact with
pesticide residues on the crop or soil.
Pesticides can present a hazard to applicators, to harvesters reentering a
sprayed field, to family members due to take-home contamination, and to rural
residents via air, ground water and food. Workers may be exposed to pesticides
in a variety of ways, including: working in a field where pesticides have recently
been applied; breathing in pesticide "drift" from adjoining or nearby fields;
working in a pesticide-treated field without appropriate PPE; eating with
pesticide-contaminated hands; eating contaminated fruits and vegetables; and
eating in a pesticide-contaminated field. Workers may also be exposed to
pesticides if they drink from, wash their hands, or bathe in irrigation canals or
holding ponds, where pesticides can accumulate.
Pesticide protection. The Environmental Protection Agency (EPA) oversees
pesticide use through the Worker Protection Standard (WPS). The WPS is a
regulation for agricultural pesticides which is aimed at reducing the risk of
pesticide poisonings and injuries among agricultural workers and pesticide
handlers. The WPS protects employees on farms, forests, nurseries, and
greenhouses from occupational exposure to agricultural pesticides. The
regulation covers two types of workers:

 Pesticide handlers -- those who mix, load, or apply agricultural pesticides;

clean or repair pesticide application equipment; or assist with the
application of pesticides in any way.
 Agricultural workers -- those who perform tasks related to the cultivation
and harvesting of plants on farms or in greenhouses, nurseries, or forests.
Workers include anyone employed for any type of compensation (including
self-employed) doing tasks -- such as carrying nursery stock, repotting
plants, or watering -- related to the production of agricultural plants on an
agricultural establishment. Workers do not include office employees, truck
drivers, mechanics, and any others not engaged in handling, cultivation, or
harvesting activities.

FARM SAFETY-HANDLING AGRICHEMICALS

There are many chemicals on the farm and some of them can be dangerous.
Common agricultural chemicals include fuels, pesticides, herbicides, fungicides
and veterinary chemicals. Exposure to chemicals can lead to health effects
including headache, poisoning, respiratory illness, burns, cancers and birth
defects. Always follow the manufacturers' instructions for storage, transport,
use and disposal of chemicals. Keep all chemicals locked away and out of reach
of children and wear appropriate protective gear.

Chemicals on the farm can be dangerous. Common agricultural chemicals

(agrichemicals) include fuels, solvents, pesticides, herbicides, fungicides,
fertilizers and veterinary chemicals. A farmer needs to take care when storing,
transporting, using and disposing of chemicals to ensure their own safety and
that of the environment.

Any chemical should be treated with extreme caution and only ever used
according to the instructions. Vapors or direct exposure can lead to a variety of
health effects, including headache, poisoning, burns, cancers and birth
defects.

Hazardous materials are required by law to include a Material Safety Data

Sheet (MSDS) and label. The MSDS gives valuable information on how to safely
handle the chemical. Before using any farm chemical, you should read the
label, understand the MSDS, do a chemical users course (such as Chem Cert),
and follow usage instructions.

To further reduce the risks, it is worth remembering that hazardous chemicals

can occasionally be replaced with less toxic options. Sometimes, a safer form of
the product is available. For example, pellets may be used instead of powder.

Common agrichemicals

Agricultural chemicals may be purchased in various concentrations and forms

(liquid, powder, granules, pellets and so on), depending on their intended use.
Many of the more potent chemicals require the farmer to have completed
chemical training.

Commonly used Agrichemicals include:

 Glyphosate
 Aluminium/Zinc phosphide – fumigant
 Organophosphates
 Pyrethroids
 Methyl bromide
 Sodium Fluoroacetate – ‘1080’ baits
 Alkaline and acid-cleaning agents
 Formalin
 Nutritional supplements – selenium and copper
 Livestock vaccines.
Side effects of exposure
The effects of chemical exposure depend on the type of chemical and the degree
of exposure. If chemicals are swallowed, absorbed through the skin or inhaled
as a mist, vapor or dust, some of the immediate and long-term effects can
include:
 Poisoning
 Headache
 Nausea
 Skin rashes and irritation
 Chemical burns
  Cancer
 Birth defects
 Diseases of the lungs, liver or kidneys
 Nervous system disorders.
If you notice any of these symptoms after being exposed to chemicals, then you
should seek immediate medical attention
MSDS information
Manufacturers and importers are required to supply a Material Safety Data
Sheet (MSDS) that details information on the chemical, including:
 The registered use of the chemical
 Precautions for use
 Possible health effects
 Safety measures for handling
 Contact numbers for further information
 Withholding periods – It is the responsibility of the farmers to ensure
correct usage and slaughter or production-withholding periods are
observed.
It is important that you research chemicals prior to purchase to ensure that
you buy the most suitable and least dangerous chemical available to do the job
you require. MSDSs can be found online to assist in safe and effective chemical
choices and should be thoroughly read before use and kept in an accessible
place for reference.

Safe storage of chemicals

Suggestions for the safe storage of chemicals include:
 Always follow the manufacturers’ instructions for proper storage.
 Keep chemicals in their original containers and don’t pour into smaller
bottles.
 Don’t remove labels from containers.
 Store chemicals in a locked, well-ventilated shed with floors that will
contain spills.
 Store chemicals and personal protective equipment (PPE) in different
locations.
 Store the filter(s) from masks separately to contaminated protective
equipment when not in use – for example, in a zip-locked bag or an ice
cream container.
 Do not store liquid chemicals above solids.
 Separate different classes of chemicals to prevent reactions.
 Store animal feeds, seeds and fertilizers separately from other chemicals.
 Have mop-up materials on hand, such as sand, soil or drysorb.
 Keep ignition sources well away from chemicals.
 Keep a record of the chemicals you buy, store and use.
 Safe transport of chemicals
Suggestions for the safe transporting of chemicals include:
  Transport chemicals separately from food, water, animal feeds, seeds and
fertilizers. This applies to transport of household and home garden
quantities of the chemical, as well as bulk transport.
 Drums of agricultural chemicals should not be transported in enclosed
cabins with the driver and passengers.
 Secure your load.
 Carry a written record of the chemicals you are transporting.
 Take all appropriate protective gear along with you.
Safe use of chemicals
Suggestions for the safe use of chemicals include:
 Ensure anyone using agricultural chemicals is suitably trained to use
both the chemical and any equipment required for application.
 Use chemical decanting kits to reduce the risk of spills and splashes
while mixing chemicals.
 Only mix the quantity of chemical required for the task at hand.
 Make sure the decanting and mixing area is well ventilated. If this is not
possible, ensure that appropriate personal protective equipment (PPE) is
worn for enclosed environments.
 Follow the manufacturers’ instructions on the label.
 Always wear protective clothing such as chemical-resistant gloves, face
shields or masks, overalls and goggles.
 Avoid exposing non-target animals or plants.
 Triple rinse equipment after chemical application and dispose of the
rinse water (rinsate) appropriately. Rinsate contains low concentrations
of the chemical from the cleaning process.
 Safe disposal procedures
Suggestions for the safe disposal of chemicals include:
 Always follow the manufacturers’ instructions for proper disposal of both
chemicals and rinsate from equipment.
 Thoroughly triple rinse and then puncture empty containers to prevent
reuse for other purposes.
 Return empty containers to the manufacturer or check with your local
council on proper disposal methods.
 Audit your chemical store on a regular basis and dispose of any excess
or outdated chemicals in the appropriate manner.
THINGS TO REMEMBER
 Exposure to chemicals can lead to variety of immediate or long term
health effects including headache, poisoning, respiratory illness, burns
and birth defects.
 Manufacturers and importers are required to supply a Material Data
safety Sheet (MSDS) that explains how to handle the chemical safely
 Always follow the manufacturer’s instructions on storage, use and
disposal of chemical.
FARM EQUIPMENT
Introduction
The Occupational Health and Safety Guidelines for Farming Operations in
were developed to highlight specific, and sometimes unique and unusual
hazards on farms. They were jointly prepared by representatives of the farming
community, the Farm Safety Association, the Ministry of Agriculture, Food and
Rural Affairs and the Ministry of Labor.

The purpose of the guidelines is to help employers, supervisors and workers on

farms recognize hazards and determine the ways they may best comply with
their obligations under the Occupational Health and Safety Act (OHSA), and
the relevant regulations.
The guidelines provide general information to those in the workplace to help
them identify specific hazards and dangerous situations. The guidelines may
also provide the workplace parties with suggestions to consider in determining
how to protect worker health and safety and to prevent injuries.

It is important to understand that the guidelines do not replace the laws that
are in place. Employers, supervisors and workers on farms have
responsibilities and rights under the Occupational Health and Safety Act and
the following four regulations under the Act:
 Regulation for Farming Operations
 Critical Injury--Defined
 Training Programs
 Training Requirements for Certain Skill Sets and Trades.
The requirements in the OHSA and these four regulations must be complied
with.

Employers have a legal obligation to take every precaution reasonable in the

circumstances for the protection of workers; and, supervisors and workers
must take appropriate steps to identify and address all workplace hazards. The
guidelines are a starting point for the workplace parties to think about how to
fulfill their obligations under the OHSA. Following the recommendations
suggested in these guidelines does not relieve the workplace parties of their
obligations to comply with the OHSA.

This is the first edition of the guidelines. They will be reviewed and updated on
an ongoing basis, as needed, and expanded as new production methods and
technologies emerge.

Farm equipment may include any mechanical or electrical device that

transmits or modifies energy to perform a variety of tasks. Examples of farm
equipment include balers, conveyors, manure spreaders, bale choppers,
mowers, shredders, harvesters, grinders, blowers, power washers and augers.
Hand tools are not covered in this section.
General Responsibilities
 The employer shall provide information, instruction and supervision to a
worker operating farm equipment, to protect the health and safety of the
worker.
 Equipment must be maintained in good condition. All safety devices
should be operational and maintenance records should be kept.
 Farm equipment should be used for its intended purpose, as specified by
the manufacturer and outlined in the operator's manual.
 If farm equipment is modified, the employer and the operator should take
into account how the modifications affect the safe operation of the
equipment.
 All safety decals attached to a piece of farm equipment should be visible
and free from obstructing material. Damaged or missing safety decals
should be replaced with new ones if available.
 A lockout procedure should be developed and used for each piece of
equipment to ensure that power cannot be engaged during repairs or
adjustments to the equipment.
 Shields and guards should be in place on all farm equipment as per the
manufacturer's recommendations.
 Equipment should be locked out before shields or guards are removed for
maintenance purposes. Shields and guards should be re-installed before
work is resumed.
 If using a shield or guard prevents a piece of farm equipment from
performing its intended purpose, the employer should guard against the
hazard as much as possible, and use additional measures to protect
workers. Examples of such additional measures include installing a
warning device such as an alarm, developing alternate work procedures
that would allow the task to be performed safely, or providing personal
protective equipment.
Hazards Associated with Equipment
Although there are many different types of farm machinery, they tend to have
similar characteristics and parts, such as:
 cutting edges,
 gears,
 chains,
 levers,
 revolving shafts
 rotating blades.
The main hazards associated with exposure to these parts are described below.
 Shear/Cutting Points
 Shear points are created when the edges of two objects are moved close
enough together to cut a material, as in the case of a pair of shears or an
auger.
 Cutting points are created when a single object moves forcefully or
rapidly enough to cut, as in the case of a sickle blade.
  They are hazards because of their cutting force, and because they often
move so rapidly that they may not be visible.
 Workers should be aware of shear points, and shields or guards should
be used to prevent exposure or access.

Pinch Points
 Pinch points are formed when two objects move together and at least one
of them is moving in a circle. For example, the point at which a belt runs
onto a pulley is a pinch point. Belt drives, chain drives and gear drives
are other examples of pinch points in power transmission devices.
 Body parts such as fingers, hands and feet can be caught directly in
pinch points, or they may be drawn into the pinch points by loose
clothing that becomes entangled.
 Workers should be aware of pinch points, and shields or guards should
be used to prevent exposure or access.
Wrap Points
 Rotating shafts are the most common source of wrap point accidents,
although any exposed machine part that rotates can be a wrap point.
Clothing or hair can catch on a rotating part.
 The ends of shafts that protrude beyond bearings are also dangerous.
Universal joints, keys and fastening devices can also snag clothing.
 Entanglement with a wrap point can pull you into the machine, or
clothing may become so tightly wrapped that you are crushed or
suffocated.
 Workers operating machinery should be aware of wrap points and wear
clothing that will not become entangled in moving components. In
addition, where possible, shields or guards should be used to prevent
access.
Crush Points
 Crush points are created when two objects move toward each other or
one object moves toward a stationary one. For example, hitching a
tractor to an attachment may create a potential crush point; or, failure to
block up equipment safely can result in a crushing injury.
 Crushing injuries most commonly occur to fingers. To prevent a crushing
injury, workers should: be aware of crush points and avoid potentially
dangerous situations; arrange the hitch point so that a tractor can be
backed into position without a worker being in the path; wait until a
tractor has stopped before stepping into the hitching area; and, block
any machine that can move before working under or near it.
Pull-In Points
 Pull-in points usually occur when plant material or other obstacles
become stuck in feed rolls or other machinery parts, preventing the
mechanism from operating. A worker trying to free such material without
shutting down or locking out the power can be rapidly pulled into the
mechanism when the material is freed.
  Equipment operators should always shut off the power and use a lockout
procedure before attempting to clear plugged equipment.
Free-Wheeling Parts
1. Many machine parts continue to spin after the power is either shut off or
locked out. Even if equipment is locked out, no repair or maintenance work
should be started until all parts have stopped moving. This may take as
long as 2--2.5 minutes. Examples of free-wheeling parts include:
 cutter heads of forage harvesters,
 hammer mills of feed grinders
 rotary mower blades,
 fans
 flywheels.
Springs
 Springs are commonly used to help lift equipment such as shock
absorbers, and to keep belts tight and may harbour potentially
dangerous stored energy.
 Springs under compression will expand with great force when released
while those that are stretched will contract rapidly when released.
 A worker should know in which direction a spring will move and how it
might affect another machine part when released, and stay out of its
path.
Hydraulic Systems
 Hydraulic systems store considerable energy. They are used to:
 lift and change the position of attachments;
 operate hydraulic motors; and,
 assist in steering and braking.
 Leaks from hydraulic systems are a serious hazard because of the high
pressure and temperature of the fluid contained in the system. Even fine
jets of hydraulic fluid can burn or pierce skin and tissue. Workers
should:
 never inspect hydraulic hoses with their hands;
 wear long sleeves, heavy gloves and safety glasses when checking
for leaks;
 follow the instructions in the operator's manual because the specific
procedures for servicing these systems are very important for one's
safety.
 Where appropriate, a properly qualified and certified mechanic should
perform repairs and maintenance.
 Work should not be performed under raised hydraulic equipment.

Self-check 1.1-1
Instructions: Choose the letter of the correct answer on your answer sheet.

1. It should be maintained in good condition and used according to the

manufacturer’s instructions.
a. Power tools b. tools c. machinery d. handy tools
2. It must be properly grounded and all guards or shields must be in place.
a. Power tools b. tools c. machinery d. handy tools
3. To avoid heat stroke, we must drink water every ___minutes even when
not thirsty.
a. 30 minutes b. 60 minutes c. 15 minutes d. 10 minutes
4. It refers to an individual who mix, load and apply agricultural pesticides.
a. Pesticides mixer c. agricultural worker
b. Pesticides applicator d. pesticides handler
5. An individual who perform task related to the cultivation and harvesting
of plants on farms, nurseries, orchards or forest.
a. Agriculturist b. agricultural workers c. farmers d. laborers

Answer Key 1.1-1

1. B
 2. A
3. A
4. D
5. B

Information Sheet 1.1-2

Personal Protective Equipment used in Farms

Objective:
After reading this information sheet the trainee/student must be able to:
1. Identify appropriate PPE for farm operations.
2. Use appropriate PPE in doing farm operations
 Personal protective equipment (PPE) refers to protective
clothing, helmets, goggles or other garments or
equipment designed to protect the wearer's body
from injury. The hazards addressed by protective
equipment include physical, electrical, heat,
chemicals, biohazards, and airborne particulate matter.
Protective equipment may be worn for job-
related occupational safety and health purposes .
"Protective clothing" is applied to traditional categories of
clothing, and "protective gear" applies to items such as
pads, guards, shields, or masks, and others.

The purpose of personal protective equipment is to reduce employee

exposure to hazards when engineering and administrative controls are not
feasible or effective to reduce these risks to acceptable levels. PPE is needed
when there are hazards present. PPE has the serious limitation that it does not
eliminate the hazard at source and may result in employees being exposed to
the hazard if the equipment fails.

Any item of PPE imposes a barrier between the wearer/user and the working
environment. This can create additional strains on the wearer; impair their
ability to carry out their work and create significant levels of discomfort. Any of
these can discourage wearers from using PPE correctly, therefore placing them
at risk of injury, ill-health or, under extreme circumstances, death. Good
ergonomic design can help to minimize these barriers and can therefore help to
ensure safe and healthy working conditions through the correct use of PPE.

Practices of occupational safety and health can use hazard controls and
interventions to mitigate workplace hazards, which pose a threat to the safety
and quality of life of workers. The hierarchy of hazard control hierarchy of
control provides a policy framework which ranks the types of hazard controls in
terms of absolute risk reduction. At the top of the hierarchy are elimination
and substitution, which remove the hazard entirely or replace the hazard with
a safer alternative. If elimination or substitution measures cannot apply,
engineering controls and administrative controls, which seek to design safer
mechanisms and coach safer human behavior, are implemented. Personal
protective equipment ranks last on the hierarchy of controls, as the workers
are regularly exposed to the hazard, with a barrier of protection. The hierarchy
of controls is important in acknowledging that, while personal protective
equipment has tremendous utility, it is not the desired mechanism of control in
terms of worker safety.
 PPE DESCRIPTION/USES
 Protect your vision with appropriate
safety eye wear (safety glasses,
goggles, face shield) when applying
pesticides, fertilizers, working in
shop, or in heavy dust conditions.
Goggles

 Protect your lungs with the correct

respiratory equipment dust
mask,cartridge respirators, gas
masks, air pacts working ( dust
mask,cartridge respirators, gas
masks, air pacts working in dusty or
mold conditions, spray painting,
applying chemicals, working in bins,
tanks and manure storage places.

 A respirator is a device designed to

protect the wearer from inhaling
harmful dusts, fumes, vapors, or
gases.

Respirator/Dust Mask
  Protect your hands from every abuse
with job-matched gloves and barrier
creams.

Glove

 A device use to protect the head

Hat
 Protect your feet with safety shoes or
boots with non-slip soles and heels.

Rubber Boots
 A pair of soft fabric coverings,
connected by a band across the top
of the head that are worn over the
ears to protect them from cold or
noise.

Earmuff
  Protect your skin with impervious
garments when using toxic or
irritating chemicals. In addition, use
sunscreen to protect against sun’s
harmful rays.

Cover All

Information Sheet 1.1-3

Basic First Aid

Objective:
At the end of this information sheet the trainees/students must be able to:
1. Apply basic first aid in case of accident and emergency in the
workplace.

First aid is the provision of immediate care to a victim with an injury or illness,
usually effected by a lay person, and performed within a limited skill range.
Basic first aid refers to the initial process of assessing and addressing the
needs of someone who has been injured or is in physiological distress due to
choking, a heart attack, allergic reactions, drugs or other medical emergencies.
Basic first aid allows you to quickly determine a person's physical condition
and the correct course of treatment. You should always seek professional
medical help as soon as you are able, but following correct first aid procedures
can be the difference between life and death. Follow our entire tutorial, or find
specific advice by checking out the sections listed above.

HOW TO DO BASIC FIRST AID

1. Performing the 3Cs
2. Caring for unconscious person
3. Treating common problems in first aid scenarios
4. Treating rarer cases in first aid scenarios

Performing the 3Cs

Check the surroundings. Evaluate the situation. Are
there things that might put you at risk of harm? Are you
or the victim threatened by fire, toxic smoke or gasses,
an unstable building, live electrical wires or other
dangerous scenario? Do not rush into a situation where
you could end up as a victim yourself.
 If approaching the victim will endanger your life, seek
professional help immediately; they have higher levels of
training and know how to handle these situations. First aid
becomes useless if you can't safely perform it without hurting
yourself.
1. Call for help: Call authorities or emergency services immediately if you
believe someone to be seriously injured. If you are the only person on the
scene, try to establish breathing in the patient before calling for help. Do
not leave the victim alone for an extensive amount of time.
2. Care for the person: Call authorities or emergency services immediately if
you believe someone to be seriously injured. If you are the only person on
the scene, try to establish breathing in the patient before calling for help.
Do not leave the victim alone for an extensive amount of time.

Caring for Unconscious Person:

1. Determine Responsiveness: If a person is unconscious,
try to rouse them by gently tickling their bare hands
and feet or by speaking to them. If they do not respond
to activity, sound, touch, or other stimulation,
determine whether they are breathing.
2. Check for breathing and a pulse. If unconscious
and unable to be roused, check for breathing: look for
 a rise in the chest area; listen for the sound of air
coming in and out; feel for air using the side of your
face. If no signs of breathing are apparent,
check for a pulse.
3. If the person remains unresponsive, prep for CPR.
Unless you suspect a spinal injury, carefully roll
them onto their back and open their airway.[3] If
you suspect a spinal injury, leave the person where
they are, provided they are breathing. If the person
begins to vomit, move them over to their side to help prevent choking.
 Keep the head and neck aligned.
 Carefully roll them onto their back while holding their head.
 Open the airway by lifting the chin.
4. Perform 30 chest compressions and two rescue breaths as part of
CPR. In the center of the chest, just below an
imaginary line running between the nipples, put your
two hands together and compress the chest down
approximately 2 inches at a rate of 100 compressions
per minute. After 30 compressions, give two rescue
breaths and check vitals. If the breaths are blocked,
reposition the airway. Make sure the head is tilted slightly back and the
tongue is not obstructing it. Continue this cycle of 30 chest compressions
and two rescue breaths until someone else relieves you.

5. Remember your ABCs of CPR. The ABCs of CPR refer to the three critical
things you need to look for.[3]Check these three things frequently as you
give the person first aid CPR.

 Airway. Does the person have an unobstructed

airway?
 Breathing. Is the person breathing?
 Circulation. Does the person show a pulse at
major pulse points (wrist, carotid artery, groin)?
6. Make sure the person is warm as you wait for medical help. Drape a
towel or a blanket over the person if you have one;
if you don't remove some of your own clothing (such
as your coat or jacket) and use it as a cover until
medical help arrives.
7. Pay attention to a list of don'ts. As you administer
first aid, be sure to be aware of these things that you should not do in any
case:
  Do not feed or hydrate an unconscious person
This could cause choking and possible
asphyxiation.
 Do not leave the person alone. Unless you
absolutely need to signal or call for help, stay with the person at all
times.
 Do not prop up an unconscious person's head with a pillow.
 Do not slap or splash with water an unconscious person's face.
These are movie gimmicks.
Treating Common Problems in First Aid Scenarios
1. Stop the bleeding first: After you have established
that the victim is breathing and has a pulse, your
next priority should be to control any bleeding.
Control of bleeding is one of the most important
things you can do to save a trauma victim. Use direct
pressure on a wound before trying any other method
of managing bleeding.

FIRST AID PROCEDURES

Code Definition

Eye: Irrigate If this chemical contacts the eyes, immediately wash

immediately (irrigate) the eyes with large amounts of water,
occasionally lifting the lower and upper lids. Get
medical attention immediately.

Eye: Irrigate promptly If this chemical contacts the eyes, promptly wash
(irrigate) the eyes with large amounts of water,
occasionally lifting the lower and upper lids. Get
medical attention if any discomfort continues.

Eye: Frostbite If eye tissue is frozen, seek medical attention

immediately; if tissue is not frozen, immediately and
thoroughly flush the eyes with large amounts of
water for at least 15 minutes, occasionally lifting the
 lower and upper eyelids. If irritation, pain, swelling,
lacrimation, or photophobia persist, get medical
attention as soon as possible.

Eye: Medical attention Self-explanatory

Skin: Blot/brush away If irritation occurs, gently blot or brush away excess.

Skin: Dust off solid; If this solid chemical contacts the skin, dust it off
water flush immediately and then flush the contaminated skin
with water. If this chemical or liquids containing
this chemical penetrate the clothing, promptly
remove the clothing and flush the skin with water.
Get medical attention immediately.

Skin: Frostbite If frostbite has occurred, seek medical attention

immediately; do NOT rub the affected areas or flush
them with water. In order to prevent further tissue
damage, do NOT attempt to remove frozen clothing
from frostbitten areas. If frostbite has NOT occurred,
immediately and thoroughly wash contaminated
skin with soap and water.

Skin: Molten flush If this molten chemical contacts the skin,

immediately/solid- immediately flush the skin with large amounts of
liquid soap wash water. Get medical attention immediately. If this
immediately chemical (or liquids containing this chemical)
contacts the skin, promptly wash the contaminated
skin with soap and water. If this chemical or liquids
containing this chemical penetrate the clothing,
immediately remove the clothing and wash the skin
with soap and water. If irritation persists after
washing, get medical attention.

Skin: Soap flush If this chemical contacts the skin, immediately flush
immediately the contaminated skin with soap and water. If this
chemical penetrates the clothing, immediately
remove the clothing and flush the skin with water. If
irritation persists after washing, get medical
attention.
Skin: Soap flush If this chemical contacts the skin, promptly flush
promptly the contaminated skin with soap and water. If this
chemical penetrates the clothing, promptly remove
the clothing and flush the skin with water. If
irritation persists after washing, get medical
attention.

Skin: Soap If this solid chemical or a liquid containing this

promptly/molten flush chemical contacts the skin, promptly wash the
immediately contaminated skin with soap and water. If irritation
persists after washing, get medical attention. If this
molten chemical contacts the skin or non-
impervious clothing, immediately flush the affected
area with large amounts of water to remove heat.
Get medical attention immediately.

Skin: Soap wash If this chemical contacts the skin, wash the
contaminated skin with soap and water.

Skin: Soap wash If this chemical contacts the skin, immediately wash
immediately the contaminated skin with soap and water. If this
chemical penetrates the clothing, immediately
remove the clothing, wash the skin with soap and
water, and get medical attention promptly.

Skin: Soap wash If this chemical contacts the skin, promptly wash
promptly the contaminated skin with soap and water. If this
chemical penetrates the clothing, promptly remove
the clothing and wash the skin with soap and water.
Get medical attention promptly.

Skin: Water flush If this chemical contacts the skin, flush the
contaminated skin with water. Where there is
evidence of skin irritation, get medical attention.

Skin: Water flush If this chemical contacts the skin, immediately flush
immediately the contaminated skin with water. If this chemical
penetrates the clothing, immediately remove the
clothing and flush the skin with water. Get medical
attention promptly.
Skin: Water flush If this chemical contacts the skin, flush the
promptly contaminated skin with water promptly. If this
chemical penetrates the clothing, immediately
remove the clothing and flush the skin with water
promptly. If irritation persists after washing, get
medical attention.

Skin: Water wash If this chemical contacts the skin, wash the
contaminated skin with water.

Skin: Water wash If this chemical contacts the skin, immediately wash
immediately the contaminated skin with water. If this chemical
penetrates the clothing, immediately remove the
clothing and wash the skin with water. If symptoms
occur after washing, get medical attention
immediately.

Skin: Water wash If this chemical contacts the skin, promptly wash
promptly the contaminated skin with water. If this chemical
penetrates the clothing, promptly remove the
clothing and wash the skin with water. If irritation
persists after washing, get medical attention.

Breath: Respiratory If a person breathes large amounts of this chemical,

support move the exposed person to fresh air at once. If
breathing has stopped, perform artificial respiration.
Keep the affected person warm and at rest. Get
medical attention as soon as possible.

Breath: Fresh air If a person breathes large amounts of this chemical,

move the exposed person to fresh air at once. Other
measures are usually unnecessary.

Breath: Fresh air, 100% If a person breathes large amounts of this chemical,
O2 move the exposed person to fresh air at once. If
breathing has stopped, perform artificial respiration.
When breathing is difficult, properly trained
personnel may assist the affected person by
administering 100% oxygen. Keep the affected
person warm and at rest. Get medical attention as
soon as possible.
Swallow: Medical If this chemical has been swallowed, get medical
attention immediately attention immediately.

Shock can be life threatening. Symptoms include

Shock
cold sweat, weakness, irregular breathing, chills,
pale or bluish lips and fingernails, rapid weak pulse
and nausea.
 Call 9-1-1 or seek medical help immediately.
 Do not give the victim anything to eat or
drink.
 Lay the victim on his/her back, but do not
move him/her if there's a back or neck injury.
If the victim is unconscious, vomiting or has
severe injury to the lower face or jaw, lay
him/her on his/her side and be sure the
victim is getting adequate air.
 Keep the victim warm (not hot) by use
of blankets or clothes.
 Raise the victim's feet and legs with a pillow.
(Only do this if it does not cause the victim
any pain cold sweat, weakness, irregular
breathing, chills, pale od nausea.

Bleeding and Wounds  Place a clean cloth or gauze and gloved hand
over the wound; apply firm, steady pressure
for at least 5 minutes.
 Call 9-1-1 or other emergency personnel if
bleeding is severe.
 Elevate an injured arm or leg above the level
of the victim's heart if practical.
 When bleeding stops, secure the cloth with a
bandage. Do Not lift the cloth from the wound
to check if bleeding has stopped. Be sure the
bandage is not too tight—it may cut off
circulation.
 Check the victim for shock.

Chemical or  Use a drench hose, emergency

Compressed Gas Burns shower or eyewash for at least 15 minutes to
rinse away all traces of chemicals while
removing any contaminated clothing from the
victim.
 Cover the burn loosely with a clean, dry cloth
or special burn dressing.
  Check the victim for shock.
 Call 9-1-1 or seek medical attention as soon
as possible.

Heat or Electrical Burns  If necessary, use water to stop actual burning

of skin.
 If the skin is not broken, immerse the burned
area in cool (not ice) water, or gently apply a
cool compress until pain is relieved. Bandage
with a clean, dry cloth.
 Do not break a blister if one forms. Do not
apply ointments or creams.
 If skin is broken, or if burns are severe:
 Call 9-1-1 or other emergency personnel.
 Do not clean the wound or remove
embedded clothing.
 Cover the burn loosely with a clean, dry
cloth.
 Expect shock and treat accordingly.

Eye Injury
 Hold the eyelids apart and flush the eyeball
a. Chemical with lukewarm water for at least 15-30
minutes. Be careful not to let runoff water
flow into the other eye.
 Place a gauze pad or cloth over both eyes and
secure it with a bandage.
 Get to an eye specialist or emergency room
immediately.

b. Cut, Scratch or  Place a gauze pad or cloth over both eyes and
secure it with a bandage.
Embedded Object
 Do not try to remove an embedded object.
 Get to an eye specialist or emergency room
immediately
Heat stroke can be life threatening. Symptoms can
Heat Stroke
include a body temperature of 105°F or higher; dry,
hot, flushed skin; rapid pulse; unconsciousness;
and lack of perspiration.
 Get the victim out of the heat and into a cooler
place.
 Place the victim in the shock position, lying on
the back with feet up.
 Remove or loosen the victim's clothing.
  Cool the victim by fanning and applying cloth-
wrapped cold packs or wet towels.
 Treat for shock.

Self-check 1.1-3

Instructions: Select your answer from the words written inside the
box, then write the chosen answer on your answer sheet.

Heat Stroke First Aid Bleeding and Wounds

Basic First Aid Heat or Electrical Burns

Shock Chemical or Compressed Burns

Medical Attention Immediately

1. The provision of immediate care to a victim with an injury or illness.

2. It refers to the initial process of assessing and addressing the needs of
someone who has been injured or in physiological distress.
3. Do not give the victim anything to eat or drink.
4. If the victim swallowed the chemical.
5. Place a clean cloth or gauze and gloved hand over wound; apply firm
steady pressure for at least 5 minutes.
6. Cover the burn loosely with a clean, dry cloth or special burn dressing.
7. If necessary, use water to stop actual burning of skin.
8. Remove or loosen the victim’s clothing.
 Answer Key1.1-3

1. First aid
2. Basic first aid
3. Shock
4. Medical attention immediately
5. Bleeding and wounds
6. Chemical or compressed gas burns
7. Heat or electrical burns
8. Heat stroke
LEARNING OUTCOME #2: SAFE KEEP/DISPOSE TOOLS, MATERIALS AND
OUTFIT

ASSESSMENT CRITERIA:

 Used tools and outfit are cleaned stored in line with farm procedure
 Unused materials labelled and stored according to manufacturer’s
recommendation and farm requirements
 Waste materials are disposed according to manufacturers, government
and farm requirements

CONTENTS:

 Procedure in cleaning and storing tools and outfits

 Technique in storing materials and chemicals
 Government requirement regarding farm waste disposal
 Waste management system

CONDITIONS:

Trainees/students must be provided with the following:

 Learning elements (CBLM)
 Service manual
 Organizational manuals

METHODOLOGIES:

 Buzz session
 Group discussion
 Role playing

ASSESSMENT METHODS:

 Written examination
 Interview
LEARNING EXPERIENCES

LEARNING OUTCOME # 2: SAFE KEEP/DISPOSAL TOOLS, MATERIALS

AND OUTFIT

Learning Activities Specific Instruction

1. Information sheet 1.2-1
2. Self-check 1.2-1
3. Information sheet 1.2-2
Read and understand information
sheet 1.2-1 on Procedure in
Cleaning and Storing Tools and
Outfits
Compare answer on answer key
1.2-1
Read and understand information
sheet 1.2-2 on Government
Requirement Regarding Farm Waste
Disposal

4. Information sheet 1.2-3 Read information sheet 1.2-3 on

Waste Management System

5. Self-check 1.2-3 Compare answers on the answer

key 1.2-3

Information Sheet 1.2-1

Procedure in Cleaning and Storing Tools and Outfits
Objective:
At the end of this information sheet the trainee/student must be able to:
1. Follow correct procedures in cleaning and storing tools and outfits.

PPE stands for personal protective equipment. PPE means any device or
appliance designed to be worn or held by an individual for protection against
one or more health and safety hazards.
When must PPE be used?
 The fundamental principle is that personal protective equipment (PPE)
should only be used as a last resort.
 The safety and health of employees must be first safeguarded by
measures to eliminate workplace risks at source, through technical or
organisational means (e.g by substituting hazardous chemical) or by
providing protection on a collective basis (e.g providing scaffolding
instead of harnesses).
 Collective protective measures covering numbers of employees in a
workplace must have priority over protective measures applying to
individual employees.
 If these measures are not sufficient, only then should PPE be used to
protect against the hazards that are unavoidable.
Storing Personal Protective Equipment (PPE)
 PPE must be stored according to the manufacturer’s instructions. This
is extremely important as leaving PPE lying around increases the risk
of parts deteriorating by exposure to dirt, oil, UV rays, sunlight etc.

STORING CHEMICALS
 Storage risks
The key hazards and risks are indicated by the dangerous goods
classification on the label of the container – however the general advice in this
chapter should be followed for all chemicals.
When assessing risk for stored chemicals, consider the following:
 The quantity of chemical to be stored and the type of containers (ie in
packages or in bulk)
 The duration of storage the dangerous goods class, Packing Group and
other characteristics of the chemicals with respect to toxicity, stability
and compatibility (see the MSDS or supplier)
 The separation of chemicals from other classes of dangerous goods. For
example, Class 5 oxidizing agents, such as solid pool chlorine, are
incompatible with many other substances
 Spillage control (for liquids)
 Fire rating of the structure and walls
 Ventilation
 Emergency procedures and equipment needed in the store (consult The
MSDS for information on fires and other emergencies)
 The need for control of potential ignition and heat sources
  Separation from other stores of chemicals, fuels or combustible materials
 Separation distances from other activities and accommodation.
Separation distances, the isolation of spills and suitable emergency procedures
are important control measures even when small quantities of chemicals are
stored for short periods.
Storage design (solids or liquids)
When storing chemicals, consider using a secure separate building, or a
segregated area within a building, with the following features:
 Cross flow ventilation
 concrete floors with drainage into a sump
 concrete door sills
 concrete block or concrete walls to a suitable height to provide a
bund
 Impervious shelving or spill control trays on shelving
 A lockable door to keep dangerous goods secure, or child-proof latch
if no dangerous goods are stored
 A clean-up kit for spills
 Access to water for washing and cleaning
Location, Security and Access to Storage
When siting a storage area consider the following:
 Locating the store or storage area separate from other buildings,
dwellings, storage of foodstuffs or workplaces.
 Preventing accidental or unauthorized access to the storage area, such
as keeping the store locked (dangerous goods must be kept secure) or
fitting a child proof latch.
 The risks to children and visitors to the workplace who are not familiar
with the hazards of chemicals.
 The risks of dangerous goods indicated by the Class and Packing Group
of the chemical stored, and any separation distances required from other
activities or stores (including outdoor bulk tanks, bags and drums of
dangerous goods).
 The likelihood of flooding. Flood prone areas and potential water courses
should be avoided. The likely destination of any water and residues from
fire-fighting should also be considered.

Chemicals in Packages
 Chemicals should be stored in their original packages. However, if the
package is damaged or leaking, transfer the contents into another
correctly labelled package.
 Soft drink bottles or food containers must never be used for storing
chemicals.
 Ensure that all original labels remain legible and on the package.
Lighting should be adequate to enable labels to be read.
  Containers should be regularly checked. Containers that are leaking or
corroded should be secured by placing in another container, such as an
‘over-drum’, or removed. Always use old stock first.
 Keep containers closed or the lids on while in storage. This helps to
reduce dust and/or solvent vapors building up in the storage area.
 Do not store liquids above solids
Storage of Packages
Apply the following conditions regardless of the amounts stored:
 The storage of flammable or combustible goods must not be near heating
or ignition sources such as a stove, heating appliance, light switches,
welders, or similar ignition sources.
 Packages should be kept closed when not in use. Opening a package of
flammable liquid or decanting (pouring) from it should be carried out in
a well-ventilated area, away from potential ignition sources and away
from combustible material or residues.
 Flammable liquids must be moved from storage to the point of use in a
manner that minimizes the possibility of spillage or fire.
 Flammable and combustible liquids must not be stored or used where
they may jeopardize escape from a building in the event of fire.
 Persons who handle flammable and combustible liquids must be trained
in the hazards involved.
 Any spillage must be cleaned up immediately and the materials used in
the clean-up must be disposed of properly.
 Any materials which may interact dangerously if mixed, such as pool
chlorine or ammonium nitrate fertilizer, must be kept apart to minimize
the possibility of interaction.
 Packages must not be pressurized to transfer contents, unless they have
been specifically designed for this.
 Packages should be stored on shelves or in cupboards. To reduce the risk
of breakage and spillage, all packages should be stored not higher than 2
m above floor level. Do not keep liquids above solids.
 Flammable liquid signs for the storage area are recommended.

Chemical Storage

General Guidelines
 Secure storage areas against unauthorized removal of chemicals by
students or others.
 Protect the school environment by restricting emissions from stored
reagent chemicals. Vents should be ducted to the outside.
 Where possible, storage areas should have two separate exits.
 Maintain clear access to and from the storage areas.
  Do not store chemicals in aisles or stairwells, on desks or laboratory
benches, on floors or in hallways, or in fume hoods.
 Use refrigerators of explosion-proof or explosion-safe design only. Do not
use standard refrigerators to store flammable chemicals. Place NO
FOOD labels on refrigerators used to store chemicals.
 Label storage areas with a general hazard symbol to identify hazardous
chemicals and indicate correct firefighting procedures.
 Store all reagent chemicals in compatible family groups. Do not
alphabetize.
 Store all chemicals at eye level and below. The preferred shelving
material is wood treated with polyurethane or a similar impervious
material. All shelving should have a two-inch lip. If you use shelving with
metal brackets, inspect the clips and brackets annually for corrosion
and replace as needed.
 Store chemical reagents prepared in the laboratory in plastic bottles (if
possible and appropriate to the chemical) to minimize the risk of
breakage.
 Date containers upon receipt and again when opened.
 Attach chemical labels with all necessary information to all containers
 When opening newly received reagent chemicals, immediately read the
warning labels to be aware of any special storage precautions such as
refrigeration or inert atmosphere storage.
 Check chemical containers periodically for rust, corrosion, and leakage.
 Store bottles of especially hazardous and moisture-absorbing chemicals
in chemical-safe bags.
 Maintain a complete inventory in the room where the chemicals are
stored, and make a copy available to fire fighters.
 Keep storage areas clean and orderly at all times.
 Have spill cleanup supplies (absorbents, neutralizers) in any room where
chemicals are stored or used.

Storage of Flammable and Combustible Liquids

Flash point is defined as the minimum temperature of a liquid at which it

gives off sufficient vapor to form an ignitable mixture with air.
Flammable liquid is defined as any liquid that has a flash point below 100 F
(37.8°C).
Combustible liquid is defined as any liquid that has a flash point at or above
100 F (37.8 ° C).
Guidelines
 Limit the amount of flammable and combustible materials stored to
that required for one year of laboratory work.
 Use only approved metal flammables cabinets to store flammable and
combustible liquids. Label the cabinets FLAMMABLE - KEEP AWAY
FROM FIRE.
  When possible, store flammable and combustible liquids in their
original containers or safety cans. A safety can is an approved container
of not more than 5 gallons (18.9 L) capacity. The container should have
a spring-closed spout cover and an integral flame-arrester and be
designed to relieve internal pressure safely when exposed to fire.
Storage of Compressed Gases
 Use small lecture-bottle-type gas cylinders only. Store all gas cylinders
in an upright position.
 Store gas cylinders in a cool dry place away from corrosive chemicals or
fumes.
 Store gas cylinders away from highly flammable substances.
 When cylinders are no longer in use, shut the valves, relieve the
pressure in the gas regulators, removed the regulators, and cap the
cylinders.
 Label empty gas cylinders EMPTY or MT.
 Store empty gas cylinders separately from full gas cylinders.
 Store flammable or toxic gases at or above ground level - not in
basements.
 Use cylinders of toxic, flammable, or reactive gases in fume hoods only.
 When moving cylinders, be sure the valve cap is securely in place to
protect the valve stem and valve. Do not use the valve cap as a lifting
lug.
 If large gas cylinders are used, they should be chained. A hand truck
should be available for transporting them to and from the storage area.

Self-check 1.2-1

Instruction: Match Column A with B. Write the letter of your chosen letter on
your answer sheet.

A B

1. Personal Protective Equipment (PPE) a. must never be used for storing

chemicals
2. Chemicals b. protection against one or more
health and safety hazards
3. Food Containers c. maximum temperature of a

4. Flash Point
5. Flammable Liquid
6. Combustible Liquid
liquid at which it gives off
sufficient vapor to form an
ignitable mixture of liquid
d. any liquid that has a flash point
at above 100 degrees
Fahrenheit (37.8 degrees C)
e. stored in their original packages
f. reactive gases in fume
g. any liquid that has a flash
point below 100 degrees
Fahrenheit (37.8 degrees C)

Answer Key 1.2-1

1. B
2. E
3. A
4. C
5. G
6. D
 Information 1.2-2
Government Requirement Regarding Farm Waste Disposal

Objective:
At the end of this information sheet the trainee/students must be able to:
1. Know and understand the government requirement regarding
farm waste disposal.
2. Understand the value of proper waste management

What is Agricultural Waste?

The legal definition of "agricultural waste" is:- "waste from premises used for
agriculture within the meaning of the Agriculture Act 1947."

The Agriculture Act 1947 defines "agriculture" as including:-"horticulture, fruit

growing, seed growing, dairy farming and livestock breeding and keeping, the
use of land as grazing land, meadow land, osier land, market gardens and
nursery grounds, and the use of land for woodlands where that use is ancillary
to the farming of the land for other agricultural purposes, and 'agriculture'
shall be constructed accordingly."
The new regulations cover what was previously described as farm waste. This
means that all substances or objects from premises used for agriculture, and
which are discarded by the holder, are
Agricultural waste is any substance or object from premises used for
agriculture or horticulture, which the holder discards, intends to discard or is
required to discard. It is waste specifically generated by agricultural activities.
 empty pesticide containers;
 old silage wrap;
 out of date medicines and wormers;
 used tyres;
 surplus milk
Government Requirement:
1. REPUBLIC ACT NO. 9003
AN ACT PROVIDING FOR AN ECOLOGICAL SOLID WASTE
MANAGEMENT PROGRAM, CREATING THE NECESSARY
INSTITUTIONAL MECHANISMS AND INCENTIVES, DECLARING
CERTAIN ACTS PROHIBITED AND PROVIDING PENALTIES,
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES

GENERAL PROVISIONS:
This Act shall be known as the “Ecological Solid Waste Management Act of
2000”.
Declaration of Policies. -- It is hereby declared the policy of the State to
adopt a systematic, comprehensive and ecological solid waste management
program which shall:
 Ensure the protection of public health and environment
 Utilize environmentally-sound methods that maximize the utilization of
valuable resources and encourage resources conservation and recovery
 Ensure the proper segregation, collection, transport, storage, treatment
and disposal of solid waste through the formulation and adoption of the
best environmental practices in ecological waste management excluding
incineration .
 Encourage greater private sector participation in solid waste
management;
 Institutionalize public participation in the development and
implementation of national and local integrated, comprehensive and
ecological waste management programs;
 Strengthen the integration of ecological solid waste management and
resource conservation and recovery topics into the academic curricula of
formal and non-formal education in order to promote environmental
awareness and action among the citizenry.
 Information Sheet 1.2-3
Waste Management System

Objective:
After this information sheet the trainee/student must be able to:
1. Know the importance of waste management system.

Waste: A waste is a material that is no longer needed, wanted or used. A waste

is unusable or is intended to be discarded. A waste may be yesterday’s
newspaper or a barrel of outdated pesticide.
Hazardous Waste: Waste that has certain hazard characteristics such as being
radioactive, infectious, pathogenic, ignitable, toxic, corrosive, reactive,
carcinogenic, mutagenic, etc.
Hazardous Chemical Waste: This includes chemical waste that demonstrates
a characteristic of ignitability, corrosivity, reactivity, toxicity, lethality, or
contains polychlorinated biphenyls. There are, however, other chemical wastes
which have not been defined as hazardous by regulation which should be
managed as hazardous chemical waste. These include: carcinogens,
reproductive toxins, or any other chemical waste which poses a threat to public
health or the environment when disposed of as a non-hazardous waste.
Waste management is the "generation, prevention, characterization,
monitoring, treatment, handling, reuse and residual disposition of solid
wastes". There are various types of solid waste including municipal (residential,
institutional, commercial), agricultural, and special (health care, household
hazardous wastes, sewage sludge). The term usually relates to materials
produced by human activity, and the process is generally undertaken to reduce
their effect on health, the environment or aesthetics.

The collection, transportation, and disposal of garbage, sewage, and

other waste products. Waste management encompasses management of
all processes and resources for proper handling of waste materials,
from maintenance of waste transport trucks
and dumping facilities to compliance with health codes and
environmental regulation.

Waste Management and Disposal

Steps necessary to properly manage waste

1. Identify Waste: People must be aware of the wastes that they produce and
the appropriate management system for each type of waste.
2. Evaluate Waste: People must evaluate their waste for its physical
and hazard characteristics to determine how it is to be properly
managed. Mismanaged waste, especially hazardous waste, may
endanger human health and the environment.
 Non-hazardous Waste (e.g., regular solid waste, paper,
soda cans, yesterday’s coffee)
 Hazardous Radioactive Waste: waste containing or
contaminated with a radioactive isotope.
 Hazardous Biological Waste: waste containing or
contaminated with an infectious or potentially infectious
agent, a biological toxin, an animal carcass, a genetically
modified organism, etc.
 Hazardous Chemical Waste: waste chemicals, products
which are chemical in nature (cleaning agents, paint,
motor oil, pharmaceutics), products that contain
chemicals (fluorescent lamps, thermometers) or materials
contaminated with chemicals (e.g.,; contaminated soil or
rags).
3. Manage Waste: Once the waste has been applicable for waste
management instructions. These waste identified and evaluated,
generators must manage their waste according to management
instructions have been developed to keep the compliance with all
 applicable laws and regulations and to induce a safe and healthy
workplace. Waste minimization and pollution prevention strategies must
be given due consideration in the waste material management
determination.
4. Arrange for Disposal of Waste:
Methods of Disposal
1. Landfill: Disposal of waste in a landfill involves
burying the waste and this remains a common
practice in most countries. Landfills were often
established in abandoned or unused quarries,
mining voids or borrow pits. A properly
designed and well-managed landfill can be a
hygienic and relatively inexpensive method of
disposing of waste materials. Older, poorly
designed or poorly managed landfills can create a number of adverse
environmental impacts such as wind-blown litter, attraction of vermin,
and generation of liquid leachate. Another common product of landfills is
gas (mostly composed of methane and carbon dioxide), which is produced
from anaerobic breakdown of organic waste. This gas can create odor
problems, kill surface vegetation and is a greenhouse gas.
2. Recycling is a resource recovery practice that refers to the collection and
reuse of waste materials such as empty beverage
containers. The materials from which the items
are made can be reprocessed into new products.
Material for recycling may be collected separately
from general waste using dedicated bins and
collection vehicles, a procedure called kerbside
collection. In some communities, the owner of the
waste is required to separate the materials into various different bins (e.g.
for paper, plastics, metals) prior to its collection. In other communities, all
recyclable materiare placed in a single bin for collection, and the sorting is
handled later at a central facility. The latter method is known as "single-
stream recycling
3. Biological Processing: Recoverable materials that are organic in nature,
such as plant material, food scraps, and paper
products, can be recovered through composting and
digestion processes to decompose the organic matter.
The resulting organic material is then recycled as
mulch or compost for agricultural or landscaping
purposes. In addition, waste gas from the process
(such as methane) can be captured and used for
generating electricity and heat (CHP/cogeneration) maximizing efficiencies.
The intention of biological processing in waste management is to control
and accelerate the natural process of decomposition of organic matter
 SELF-CHECK 1.2-3

Simple Recall: Answer the following questions according to your knowledge

and experience. Write your answer on your answer sheet.

1. A material that is no longer needed, wanted or used.

2. A waste that has certain hazard characteristics such as radioactive
infectious, pathogenic, ignitable, toxic, corrosive, reactive, carcinogenic
and mutagenic.
3. It includes chemical waste that demonstrate a characteristics of
ignitability corrossivity, reactivity and toxicity.
4. The collection, transportation and disposal of garbage, sewage and other
waste.
5. It involves burying the wastes and this remains a common practice in
most countries.
6. The collection and reuse of waste materials such as empty beverage
containers.
7. The recoverable materials that are organic in nature, such as plant
materials, food scraps and paper products can be recovered through
composting and digestion processes to decompose the organic matter.
8. A waste containing or contaminated with or infectious or potentially
infectious agent, biologically toxin, or animal carcass, a genetically
modified organism.
9. The generation prevention, characterization, monitoring, treatment,
handling, reuse and residual disposition of solid waste.
 Answer Key 1.2-3

1. Waste
2. Hazardous waste
3. Hazardous chemical waste
4. Waste management
5. Landfill
6. Recycling
7. Biological processes
8. Hazardous biological waste
9. Waste management