Cblm-Performing-Nursery-Operations - LO2 Final

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COMPETENCY BASED LEARNING MATERIALS

Sector: AGRICULTURE, FORESTRY AND FISHERY


Qualification: AGRICULTURAL CROPS PRODUCTION NC II
Unit of PERFORM NURSERY OPERATIONS
Competency:
Module Title:: PERFORMING NURSERY OPERATIONS
LIST OF COMPETENCIES
No. Unit of Competency Module Title Code
1. PERFORM NURSERY PERFORMING NURSERY
2. PLANT CROPS PLANTING CROPS
3. CARE AND MAINTAIN CARING AND
CROPS MAINTAINING CROPS
4. CARRY-OUT HARVEST CARRYING OUT HARVEST
AND POSTHARVEST AND POSTHARVEST
OPERATIONS OPERATIONS
HOW TO USE THIS COMPETENCY
BASED LEARNING MATERIAL

Welcome to this Competency Based Learning Material for the Module

PERFORM NURSERY OPERATIONS.

This learning material contains activities for you to complete. It covers the
knowledge, skills and attitudes required to complete the
competency: PERFORM NURSERY OPERATIONS one of the modules
in the Core Competencies for Agricultural Crops Production NC II.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of this module. In each learning
outcome, Learning Elements and Reference materials are available for
your further reading to assist you in the required activities. You are
expected to accomplish all the required activities and to answer the
self- check after each learning element. Please note that you need to
have 100% correct answers to each self check to pass the activity. You
are required to obtain answer sheets, which are available from your
trainer or at the end of eachlearning element, to reflect your answers
for each self check. If you have questions, please do not hesitate to ask
your facilitator for assistance.

Recognition of Prior Learning (RPL)

You have acquired some or most of the knowledge and skills covered in
this learning material because you have:

Actual experience on the job;


Already completed training in this area.

So, if you can demonstrate to your trainer that you are competent in a
particular skill, you do not have to do the same training again. Or, if you
feel you have the skills, talk to you trainer about having them
formally recognized. You may also show certificates of Competence from
previous training . And if you acquired skills are still updated/relevant to
the module, the may become part of the evidence you can present for
RPL.

A Learner’s diary can be found at the end of this learning material. Use
this diary to record important dates, jobs undertaken and other
workplace events that will assist you in providing further details to your
trainer or assessor. Record of Achievement is also provided for your
trainer to fill-in upon completion of this module.
This module was prepared to help you achieve the required competency
in Agri-Crop Production NC II. It will serve as a source of information for
you to acquire required knowledge and skills for AGRI FISHERIES
SECTOR, with minimum supervision or help from your trainer. This
material will aid you in acquiring the competency at your own pace,
independently. To achieve the full benefit of this module.
Talk to your trainer and agree on how you will both organize your
training on this unit. Read through the Competency Based Learning
material carefully. It is divided into sections which will cover all the
skills and knowledge you need to successfully complete this module.

Most probably, you trainer will be your supervisor. He/She will be there
to support and show you the correct way to do things. Ask for help if
you need one.

Your trainer will tell you about the important things you need to
consider when doing the activities. It is important that you listen and
take notes.

You will have plenty of opportunities to ask questions and undergo


rigid practice. This will help you in achieving competency your new
skill. Sample practice will improve your speed, memory and even
confident.

Talk with more experienced colleagues and ask for guidance.

Answer self-checks at the end of end section to test your own


progress.

When you finished each element and feel that you are ready,
demonstrate the activities outlined in the learning material to your
trainer.

As you work through the activities, your trainer will be taking note of
your performance. He/She will be providing feedback on your progress.
Your readiness for assessment will be reflected in his/her report, if and
when you have successfully completed each element.

When you have completed this module and feel confident that you
have had sufficient practice, you may request you trainer to arrange
an appointment with a registered assessor for your assessment.
The results of the assessment will be recorded in your Competency
Achievement Record.
UNIT OF COMPETENCY : PERFORM NURSERY OPERATIONS
MODULE TITLE : PERFORMING NURSERY OPERATIONS

MODULE DESCRIPTOR : This module covers the knowledge, skills


and attitudes required to perform nursery operations for
agricultural crops including establishing nursery shed, preparation
and handling of planting materials, preparation of growing media,
transplanting germinated seedlings and handling of nursery tools and
equipment.

NOMINAL DURATION: 65 hours


SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module the students/trainees will be
able to:
LO1. Prepare nursery tools, farm implements and simple equipment;
LO2. Maintain nursery facilities
LO3. Handle seeds/planting materials
LO4. Prepare growing media
LO5. Conduct propagation activities

ASSESSMENT CRITERIA:
1. Prepare tools, farm implements and simple equipment according
work requirements.
2. Perform basic pre-operative checking of tools, farm implements
and equipment in accordance with manufacturer’s manual and
GAP standard.
3. Segregate tools with wear and corrosions and treated according to
maintenance plan and procedures.
4. Maintain nursery sanitation according to GAP standard.
5. Perform repair and maintenance of nursery facilities to maximize
their efficient and effectiveness.
6. Apply preventive measures for inclement weather.
7. Practice safety measures according to OSHS.
8. Determine planting materials according to kinds and varieties.
9. Select quality seeds according to prescribed characteristics.
10. Conduct seed testing to determine the percentage germination of
the seed stock in accordance with the standard procedures
11. Treat planting materials following standard protocol.
12. Perform seed scarification for germination purposes based on type
of crop.
13. Prepare growing media according to prescribed mixture and crop
requirement.
14. Place growing media in prescribed containers according to crop
requirements.
15. Arrange and label containers according to varieties/species.
16. Prepare seedbed based on crop species.
17. Set-up nursery shed according to plant requirement
18. Selects quality seedlings based on prescribed characteristics.
19. Select propagation materials according to propagation activity.
20. Perform plant propagation techniques based on recommended
practices.
21. Maintain germinated seedlings until fully established.
22. Perform pricking and thinning of seedlings based on
recommended practices.
LEARNING OUTCOMES
LEARNING OUTCOMES #2 MAINTAIN NURSERY FACILITIES
CONTENTS:
• Nursery sanitation base on GAP standard
• Repair and maintenance of nursery facilities
• Preventive measures for inclement weather
• Safety measures according to OSHS
ASSESSMENT CRITERIA:
 2.1 Maintain nursery sanitation according to GAP standard.
 2.2 Perform repair and maintenance of nursery facilities to
maximize their efficiency and effectiveness.
 2.3 Apply preventive measures for inclement weather.
 2.4 Practice safety measures according to OSHS.
CONDITIONS:
The students/trainees must be provided with the following:

• Writing materials
• References
• Handouts
• Farm tools and equipment
• PPE
METHODOLOGIES:

• Modular self-paced
• Lecture/discussion
• Demonstration/role play
ASSESSMENT METHODS:

• Direct observation and questioning


• Demonstration
• Oral interview and written test
• Third party report
LEARNING EXPERIENCES

Learning Outcomes #2: MAINTAIN NURSERY FACILITIES


Learning Activities Special Instructions
1. Read Information Sheet No. 1.2- Do not write anything on the
1 on Nursery sanitation base on module; provide extra paper in
GAP standard doing the self-check
2. Answer the Self-check 1.2-1 Refer your answer to Answer Key
1.2-1.
3. Read Information Sheet No. 1.2-
2 on Repair and maintenance of
nursery facilities
4. Answer the Self-Check 1.2-2 Refer your answer to Answer Key
1.2-2
5. Perform Task Sheet 1.2-1 on Evaluate your own performance
Preventive measures for inclement using Performance Criteria
weather Checklist 1.2-1.
6. Read Information Sheet No. 1.2-
3 on Preventive measures for
inclement weather
7. Answer the Self-Check 1.2-3 Refer your answer to Answer
Key1.2-3.
8. Read Information Sheet No. 1.2-
4 Safety measures according to
OSHS
9. Answer the Self-Check 1.2-4 Refer your answer to Answer Key
1.2-4
INFORMATION SHEET 2.1-1
NURSERY SANITATION BASE ON GAP STANDARD

Learning Objective:

After reading information sheet you should be able to discuss nursery


sanitation base on GAP standard.

INTRODUCTION

Effective nursery sanitation starts by developing a “state


of awareness” among all employees that the nursery should be treated
as a “clean” environment. Employees should be trained from their first
day to recognize common pests and diseases, understand where these
problems come from, how they are spread and how employee actions xan
mitigate or worsen them.

Tools and equipment sanitation


Various tools used in day-to-day nursery operations such as pruners,
trash and debris containers, budding knives, etc. should be cleaned and
sanitized routinely. Expending on the item, sanitizing may be done
when moving from one group of plants to another (within or between
benches), when moving from one house to another within the nursery or
at the start of each work day. All equipment should be re-sanitized if it is
dropped or is used in a non- clean area.
Equipped and tools can be sanitized with a number of different
common disinfectants. A 10 percent sodium hypochlorite (bleach)
solution, 70 percent ethanol (alcohol), hydrogen peroxide and quaternary
ammonium compounds are all common disinfectants that can be used in
a nursery environment for tool and equipment sanitation. However,
each of these chemicals has benefits and limitations to their use, and
these are summarized in Table 1.

COMMON PRACTICES OF CITRUS NURSERIES


Garden hygiene
Everyday tidying up – collecting fallen leaves, removing diseased
growth and debris, cleaning tools, weeding, and not allowing neglected
areas to become breeding grounds for pests and disease.

1. It’s got to be cost cutting. Low overheads, with no rent or rates


and less electricity used for light and heat. Highly insulated,
quality offices are designed to maximize natural light and retain
an ambient temperature. More cashflow in the business, month
to month, opens up possibilities for growth. Garden offices do, I
am told by an architect who made the switch, start paying for
themselves after one year rent free.

2. More time for life. No need to commute, other than down the
garden path. Eradicating that twice daily journey has gifted you
with extra time, morning and evening. Most garden-based
professionals choose to spend it working but others share the
school run or take up a gym membership.

3. A healthier work/life balance. This was largely an unexpected


benefit, which came to the fore after a few months of garden
working. It seemed to arise from a variety of sources: less
stress, no commute, having a dedicated and professional space
to work and hold meetings, more time for self or family, more
cashflow in business, less overheads to consider and the comfort
of being closer to home. Those with borderline hypertension or
hereditary heart disease benefitted most obviously.

4. Eco ego boost. With bombardment to the point of over-kill about


the environment and what we should be doing, it’s tempting to
switch off and ignore it all. Inadvertently, working from your
well-insulated garden office is probably The most
environmentally friendly way to work. In truth, not many garden
office workers were concerned about this, having made the
decision to change premises for cost reasons. It was a fourth
consideration.

5. Healthier environment. Who wouldn’t feel better working from a


manicured garden? Having a leafy outlook, all that oxygenation
and photosynthesis going on! In terms of inspirational and
peaceful spaces, a garden outlook is hard to beat. Having
spoken to a structural engineer who had a small patch of forest,
an architect with a wide unkempt garden, a consultant with an
office under huge evergreens, a property developer from his
landscaped arena, a painter from a misty bog, a sculptor from a
rocky outpost and many more, heightened creativity was
unanimously rated the most important outcome of working from
a healthier garden environment.

SELF CHECK 1.2-1

TRUE OR FALSE:

Direction: Write TRUE if the statement is correct and FALSE if the


statement is wrong. Write your answer in a separate sheet.
1. Low overhead with no rent or rate and less electricity used for light and
heat is called cost cutting
2. No need to communicate , other than the garden path is “More time for
Life”
3. Healthy environment have a healthier life
4. Clean surrounding make a peaceful mind
ANSWER KEY 1.2-1

1. True
2. True
3. True
4. True

INFORMATION SHEET 1.2-2

REPAIR AND MAINTENANCE OF NURSERY FACILITIES


Learning Objective:

After reading this information sheet you should be able to discuss


Nursery Plant Maintenance
1. Plant maintenance usually refers to the methods, strategies, and
practices used to keep an industrial factory running efÏciently. This
can include anything from regular checks of equipment to make
sure they are functioning properly, to cleaning garbage bins and
toilets. The general aim of plant maintenance is to create a
productive working environment that is also safe for workers.
2. Since there are many different types of plants and factories, the
ways to maintain these facilities often vary. For example, a steel
mill will have different machinery than a food processing plant.
This means that each place of business generally has its
own maintenance plan, tailored to its particularities. A
maintenance plan can include scheduling times for equipment
checkups, trouble- shooting, and general clean-up.

3. Most plants employ their own maintenance staff. This can include
workers such as on-site engineers, whose job is to make sure that
machines continue to operate effectively. This is an especially
important for plants that use equipment designed for assembly
lines, since a stoppage of the line can be financially damaging.

4. Reliability centered maintenance (RCM) is a maintenance strategy


that is often employed in factories. This is an approach that not
only seeks to maintain minimal levels of plant efficiency, but also
looks for ways to improve production. RCM can include determining
how to increase operating procedures, such as maximizing a
machine's uptime, which means increasing the amount of time the
equipment is actually producing. Such an increase can be
accomplished by various means, like adding more workers to a
machine or by making engineering changes.

5. Preventative maintenance is also an important aspect of making


sure a plant runs efficiently. One common preventative measure
is the periodic checking of machinery to see if it is
operating correctly. This can prevent equipment from breaking
down, or help to anticipate a possible problem that would
otherwise cost the plant money because of a work stoppage.

6. Janitors are an important part of plant maintenance. These


maintenance technicians do not work directly with machines, but
instead make sure that the plant facilities are clean and safe. This
can include anything from removing garbage to cleaning
bathrooms and eating areas. Many times, janitors will be
responsible for the maintenance of the factory floor — and keeping
it clean of any spills that could be dangerous to equipment
operators.
For productive, cost-efficient and effective handling of materials
and equipment, here are activities you can immediately
implement:

• Schedule a regular clean up at least twice a year. This is also


the time to undertake a general inspection on machines and
equipment. The activities include removing all cobwebs, thorough
scrubbing of the ceiling, walls, and floor, and cleaning of machines.
Segregate unserviceable tools, implements and equipment that are
beyond repair from those that can be repaired.
• Schedule clean-up activities twice a month, including wiping
lighting fixtures and windows, scrubbing of rest rooms, cleaning
and oiling of metal parts of farm tools, and placing lubricants to the
moving parts of machines. Repair defective tools, implements and
equipment as soon as possible.
• For regular clean-up chores, give workers about five
minutes daily to tidy the work station, including the tools,
farm implements, machine and equipment they use before they go
home. This motivates the next workers (if they you operate in
shifts) to start work immediately. Besides, this is a subtle way of
developing in them the housekeeping routine.

POWER TOOL MAINTENANCE


• All too often, power tools see the light of day to make short work of
an otherwise difficult and arduous home maintenance or repair job.
But time and again, having worked in construction for many years, I
have seen and still see ‘professional’ construction workers treat
their power tools with total lack of respect and downright disdain.
• Power tool care and maintenance is one of the few things that
many of the skilled construction workers seem to take seriously;
however, routine power tool care and maintenance is not only
going to add years onto working life of any power tool, power tool
care and maintenance will ensure long and continued SAFE
operation.
Agricultural and Farm Machinery Cleaning

• Pressure washers are ideal for cleaning most types


of farm equipment, barns, wheel tractors, sprayers,
seeders, reapers, trucks, plows, compactors, hay
equipment, grain drying and milk drawing
equipment.

• Farmers involved in cattle ranching, dairy goods,


poultry farming,sheep rearing for wool, leather, and
meat need to take extensive care to ensure proper
animal hygiene. Pressure washers can be used to
clean dirt, stains, and more from animal living
quarters.

• Pressure washers can effectively clean soil


cultivators, manure spreaders, combine harvesters,
conveyor belts, planters, stalk shredders, balers,
pickers and silage harvesters, grain handling and
trailers, fertilizer and manure spreaders,
telehandlers, and even hay equipment.

• Spray from a distance of 2-3 feet from the surface


being cleaned. Use turbo nozzles, surface cleaners,
remote stations, multiple wands and other pressure
washer attachments to efficiently clean your farm
equipment.

• Pressure washers can also be used to clean silos


containing grain or wheat. It is very important to
clean silos between fills to prevent and kill pests.

• Tractors or any other farm equipment should be


pressure washed without much delay or mud, silt,
and other substances may harden. This residue can
also corrode farm equipment.

SELF- CHECK 1.2-2

TRUE OR FALSE:
Direction: Write TRUE if the statement is correct and FALSE if the
statement is wrong. Write your answer in separate sheet.

1. Plant maintenance refers to the method, strategies and practice


2. A steel mill will have different machinery than a food processing plant
3. Reliability centered maintenance is a maintenance strategy that is
often employed in factories
4. Janitor are an important part of a plant maintenance
5. An important aspect of making a plan runs efficiently is called
preventive maintenance.

ANSWER KEY 1.2-2

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

INFORMATION SHEET 1.2-3

PREVENTIVE MEASURES FOR INCLEMENT WEATHER

Learning Objective:

After reading this information sheet, you should be able to identify


the different preventive measures for inclement or bad weather.

INTRODUCTION

In regard to agriculture, Abiotic stress is stress produced by


natural environment factors such as extreme temperatures, wind,
drought, and salinity. Humankind doesn’t have much control over
abiotic stresses. It is very important for humans to understand how
stress factors affect plants and other living things so that we can take
some preventative measures.
Preventative measures are the only way that humans can protect
themselves and their possessions from abiotic stress. There are
many different types of abiotic stressors, and several methods that
humans can use to reduce the negative effects of stress on living things.

Heat

Heat stress has been shown to cause problems in mitochondrial


functions and can result in oxidative damage. Activators of heat stress
receptors and defenses are thought to be related to ROS. Heat is another
thing that plants can deal with if they have the proper pretreatment. This
means that if the temperature gradually warms up the plants are going
to be better able to cope with the change. A sudden long temperature
increase could cause damage to the plant because their cells and
receptors haven’t had enough time to prepare for a major temperature
change.

Heat stress can also have a detrimental effect on plant reproduction.


Temperatures 10 degrees Celsius or more above normal
growing temperatures can have a bad effect on several plant
reproductive functions. Pollen meiosis, pollen germination, ovule
development, ovule viability, development of the embryo, and seedling
growth are all aspects of plant reproduction that are affected by heat.
(Cross, McKay, McHughen, & Bonham- Smith, 2003)

There have been many studies on the effects of heat on plant


reproduction. One study on plants was conducted on Canola plants at 28
degrees Celsius, the result was decreased plant size, but the plants were
still fertile. Another experiment was conducted on Canola plants at 32
degrees Celsius, this resulted in the production of sterile plants. Plants
seem to be more easily damaged by extreme temperatures during the
late flower to early seed development stage (Cross, McKay, McHughen,
& Bonham-Smith, 2003).

Wind

Wind is a huge part of abiotic stress. There is simply no way to stop the
wind from blowing. This is definitely a bigger problem in some parts of
the world than in others. Barren areas such as deserts are very
susceptible to natural wind erosion. These types of areas don’t have any
vegetation to hold the soil particles in place. Once the wind starts to
blow the soil around, there is nothing to stop the process. The only
chance for the soil to stay in place is if the wind doesn’t blow. This is
usually not an option.

Plant growth in windblown areas is very limited. Because the soil


is constantly moving, there is no opportunity for plants to develop a
root system. Soil that blows a lot usually is very dry also. This
leaves little nutrients to promote plant growth.

Farmland is typically very susceptible to wind erosion. Most farmers do


not plant cover crops during the seasons when their main crops are not in
the fields. They simply leave the ground open and uncovered. When the
soil is dry, the top layer becomes similar to powder. When the wind blows,
the powdery top layer of the farmland is picked up and carried for miles.
This is the exact scenario that occurred during the “Dust Bowl” in the
30’s. The combination of drought and poor farming practices allowed the
wind to moves thousands of tons of dirt from one area to the next. Wind
is one of the factors that humans can really have some control over.
Simply practice good farming practices. Don’t leave ground bare and
without any type of vegetation. During dry seasons it is especially
important to have the land covered because dry soil moves much easier
than wet soil in the wind.

When soil is not blowing due to the wind, conditions are much better for
plant growth. Plants cannot grow in a soil that is constantly blowing. Their
root systems do not have time to be established. Also, when soil particles
are blowing they wear away at the plants that they run into. Plants are
essentially “sand blasted.”

Drought

Drought is very detrimental to all types of plant growth. When there is no


water in the soil there are not very many nutrients to support plant
growth. Drought also enhances the effects of wind. When drought occurs
the soil becomes very dry and light. The wind picks up this dry dirt and
carries it away. This action severely degrades the soil and creates a poor
condition for growing plants.

PREVENTIVE MEASURES FOR INCLEMENT WEATHER

1.Provide Building shading structures- polypropylene plastic, net,


screen, wooden slat, plant leaves, etc --- as roofing/shading materials.

2. Pruning and training - cutting of unnecessary branches trellising or


structures for training.

3. Wind Protection

a. Windbreak or Shelterbelt- Plants or structures established


around the farm to break the force of the wind. Use of
windbreak is a practical and effective way of managing
relatively strong winds of about 40 to 50 km/h.
Benefits Derived from Reduction of Wind Speed to
Desirable Levels by Windbreaks

a. Less damage to plant structure and processes


transpiration, etc.
b. Less prone to disease entry points via cuts/lacerations
c. Less soil and plant drying evapotranspiration
d. More pollination/fertilization fruit development
e. Less fruit drop mechanical/stress-related
f. Direct or indirect effects on soil and crop

Characteristics of a Plant Appropriate for Windbreak

a. Adapted to soil and climate in the area


b. Fast-growing
c. Tops not easily destroyed by strong winds
d. Canopy not too dense
e. Deep root system
f. Resistant to drought

Other Information About Windbreaks

1. Ideal condition in using windbreaks


 30-50% of wind must penetrate through the canopy --
protection for a distance 20x the height of the tre

 Large area -- a row of windbreaks every 200m

 If too dense -- turbulence on the protected side


(leeward)

 If sparse -- lesser wind resistance


 A single row of trees with a height of 11m could provide
a protection for horticultural trees against strong winds
on the leeward side and about 50m on the windward
side on the hillsides

 An impenetrable windbreak --- a protection of 6-8 times


its height.

2. Establishment of windbreaks
 Plant at right angles to the direction of prevailing wind

 In contour in sloping areas --- as buffer strip to minimize


erosion or bank protection along rivers and creeks

 Use area between shelterbelt and crop as a lane ---


shaded and rooting zone
3. Farm planted with annuals
 Use hedges as windbreak

4. Lower part of shelterbelts provided with hedges should be


denser than the middle and upper parts
 Combinations for shelterbelts 65% shrubs, 20%
medium- sized trees, and 15% tall trees
SELF- CHECK 1.2-3

TRUE OR FALSE

Direction: Write TRUE if the statement is correct and FALSE if the


statement is wrong. Write your answer in separate sheet.

1. One of characteristics of a plant appropriate for windbreak is adapted


to soil and climate in the area.

2. Wind break is cutting of unnecessary branches trellising or structures


for training.

3. Drought is very detrimental to all types of plant growth.

4. Weather is definitely a bigger problem in some parts of the world than


in others.

5. Preventative measures are the only way that humans can protect
themselves and their possessions from abiotic stress.

ANSWER KEY 1.2-3

1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. TRUE
INFORMATION SHEET 1.2-4

SAFETY MEASURES ACCORDING TO OSHS

Learning Objective:

After reading this information sheet, you can be able to identify


the different safety measures according to OSHS that can be use in
performing nursery operations.

INTRODUCTION

What is hazard?

Hazards are any things that can harm workers. There are health hazards
and safety hazards.

Health Hazards

Think of a health hazard as any agent, situation or condition that can


cause an occupational illness. There are five (5) types (look for each type
during inspection):

1. Chemical Hazards, such as battery acid, solvents and


pesticides.
2. Biological Hazards, such as bacteria, viruses, dust and
molds.
Biological hazards are often called “biohazards” (e.g., animal
borne disease, moldy, tetanus).
3. Physical Agents (energy) strong enough to cause harm,
such as electric currents, heat, light, vibration, noise and
radiation.
4. Work Design (ergonomic) hazards, such as lifting,
moving or repositioning of heavy loads.
5. Workplace stress, such as stress associated with work shifts,
work load and harassment.

A Health hazard may produce serious and immediate (acute)


effects, or cause long term (chronic) problems. All or part of the body
may be affected. Occupational illnesses occur when someone is exposed
to a chemical or biological substance, a physical agent or other stressors
that can harm them. Someone with an occupational illness may not
recognize the symptoms immediately. For example, noise-induced
hearing loss is often difficult for victims to detect until it is advanced and
irreversible.

Safety Hazards
A safety hazard is anything that could cause a physical injury, such as cut
or fracture. Safety hazards cause harm when safety hazard controls are
not adequate. Remember to check the adequacy of controls during
your inspections.

A Hazard Control System

Using the following steps is practical and effective way of controlling


hazards. It can work for a ‘’formal’’ or”informal” inspection. The steps
are:
• Spotting known and potential hazards
• Assessing or identifying the risks of these hazards and
• Making the changes that will eliminate or control the hazard.

Step 1: Spot the hazard

A hazard is any situation, activity, procedure, equipment or animal that


could harm someone. When spotting hazards, focus on all farm tasks,
equipment and substances. When listing hazards use:

 Common sense
 Information from past accidents, near accidents and
other experiences
 Information from your family, employees, neighbor
 Product literature and information from suppliers

Step 2: Assess the risk

Next, determine the risk of harm for the hazard(s) you’ve spotted. The
risk of harm is the chance (or like hood) that the hazard will
actually harm someone. Risk assessment mainly depends on two
factors:

 The likehood of an accident - Is it likely or unlikely to occur?


 The severity of the accident - Could it cause death, serious injury
or minor injury?

To assess the risk of a hazard hurting someone, ask questions like:

• How many people come in contact with the hazard?


• How often?
• How seriously could someone be harmed?
• How quickly could a dangerous situation come up if something
goes wrong?
This will help you decide which hazard should be taken care of
immediately. Also, you can use this information to help you decide what
to inspect, when to carry them out and how often.

The risk also depends on factors such as the physical and mental abilities
of the individual, the weather terrain and how the equipment is used.
Step 3: Make the Change

There are several ways to control hazards. Pick the way(s) that’s
reasonable and practical for the circumstance you face.

a. Eliminate hazard posed by equipment, animals, and


environment if at all possible. You could, for example, get
rid of faulty machine, sell a bull that is difficult to handle,
put hilly terrain into pastureland rather than cultivate it.

2. 2. Substitute something safer by using a different machine,


material or work practice that poses less risk to perform the
same task. For example, you could substitute a safer chemical
for a hazardous chemical or always use your safer tractor in steep
terrain to minimize the risk of rollover.

3. Use engineering/design controls when it’s not possible to


eliminate hazards or substitute safer materials or emergency.
PTO and auger guards, rollover protective structures (RORPS)
and brake locks are good example of blocking controls used in
farms. Design controls that isolate the worker/family from the
hazard including childproof locks on pesticide sheds, fenced safe
play areas away from immediate work environment and locating
grain bins away from electrical lines.

4. 4. Protecting the workers if other controls are inadequate.


Protect workers through training supervision and personal
protective equipment. For example, you should supervise new
workers until you’re sure they’re competent to deal with
hazardous situation. Use and provide proper clothes and masks
for handling Dangerous chemicals or biohazards.

5. Ensure someone at the worksite is trained in giving first aid.

Hierarchy of Control
Most Preferred Eliminate Remove from
use
Substitute Use other
machine,
Least Preferred pesticide
Barriers/instructions Modify, repair,
work, procedure
Training Wear hearing
Protection,
Supervision masks, goggles,
gloves, etc
PPE

The most desirable step in making a farm environment is safe to


eliminate the hazard. To adequately control the hazards in many
situations, however, several types of controls maybe needed.

Using the Hazard Control System

Below are examples of how this system is used. Using tractors is a very
dangerous farm task. Tractor hazards have a high risk of death or
disabling injury.

Tractor Hazard

Spot the Assess the Risk Make a change


Hazard
Extra riders on Serious injury or No extra riders.
the machinery death from falling
off and being run
over or otherwise
injured.
Bystanders near Serious injury or Install mirrors,
machinery death from improve sight
running over or lines, stop look
pinning and listen, keep
bystander. children and
spectators away
from work area,
check area before
starting, install
backup keeper.
Equipment in Serious injury or Do regular
poor condition, death from run maintenance;
jump starting over after jump always does a
starting, from pre-operational
crushing injury safety check. No
caused by faulty jump starting.
hydraulics.
High/poor Serious injury or Never hitch above
hitching death from drawbar, use
backwards roll proper draw
over, rollover pin/clevis extra
caused by a too weight for tractor
heavy load by the front end, use
tractor, going un engine when
the ditch, breaking when
runaway loads. going downhill
with heavy load.
Front end loader Serious injury or Ensure proper
improper, too death from large size bucket for
large or too high hay bale that can size of tractor,
topple onto driver don’t use manure
or bystander. bucket for moving
Excess weight can large bales, use
cause rollover restraining
particularly in devices or tines,
uneven terrain. drive with bucket
low to the ground.
Unguarded PTO Serious injury or Avoid PTO use
death from step tight clothing, tie
over of PTO, shoes, keep
starting of PTO, children away
being entangled from the area,
while performing disengage PTO
repairs. when possible.
Ignition of Fuel Death or injury Don’t spill oils on
from an hot engine, don’t
unanticipated smoke near
combustion. ignitable
materials, don’t
refuel inside a
duilding, keep
children away
from the area,
have fire
extinguisher
handy.

Element 7: Control chemical hazards and biohazards

Everyone on the farm needs to know about chemical hazards and


biohazards they may be exposed on the farm. While hydrogen sulfide, silo
gas and carbon monoxide (generated by using equipment in shops) are
examples of hazards typically encountered on the farm, there are a great
number of chemical products, such as fertilizers and pesticides that can
endanger the health of people exposed to them. Use the same step to
control these hazards.

Spot the Hazard

Expose to chemical or biohazard might happen as:

 An accident exposure to the hazard- spilling during the


storage, transport or disposal of a hazardous substance
 A routine exposure to the hazard- during time a chemical or
biological substance is applied or other application.
 An unforeseen exposure to the hazard- for example,
exposure to hanta virus, moulds or their spores, while
cleaning a contaminated enclosed area.

Silos, manure pits and dugouts are work areas that can cause people to
biological hazards. Risk caused by farm chemical increases if containers
are not labelled or labelled improperly.

Assess the Risk

The risks of chemical and biological hazards are often ignored because
the effects may appear only after long-term exposure. The
long-term consequences however can be severe and even deadly. Some
chemicals, including anhydrous ammonia and some viral agents such as
Hantavirus can be life threatening.

Obtain information from suppliers (e.g. Material Data Safety Sheet


[MSDS], product information), from health and regulatory authorities
(e.g. hazards alert, educational material), from neighbors and
associations. MSDSs and labels are required by law for most hazardous
products under Workplace Hazardous Materials Information Systems
(WMHMIS) requirements.
Use this information to assess the risk.

Make Necessary Changes

As the employer, you need to protect your workers from chemical


and biological workplace hazards. The following steps are important:

1. Keep an up to date inventory of hazardous and chemical


biological substances.
2. Use obtained information for training, to develop work
procedures, and to conduct workplace monitoring and
inspections.

3. Use safe work procedures and processes:

 Use personal protective equipment suitable for the job and


store the PPE separate from chemical holding areas.
 Know to use the PPE and its limitations.
 Lock chemical sheds and place them out of areas likely to
flood.
 Store chemicals in containers Don’t store
incompatible chemicals together.
 Don’t store explosives near detonators.
 Follow manufacturer’s recommendations and
environmental requirements for disposal.
 Secure hazardous substances during transport.
 Assign responsibilities to those who order, purchase,
receive and transport hazardous substances for ensuring
that adequate hazard information is obtained.
 Prepare for emergency spills, leaks or releases.

Develop emergency response procedures for any possible situation

Know and use the Workplace Hazardous Materials Information


Systems (WHMIS) for additional information about how WMHMIS
applies to farmers read the advanced education, employment and labor
publication Workplace Hazardous Materials Information System
(WMHMIS) for farmers.

SELF-CHECK 1.2-4
MULTIPLE CHOICE

Direction: Choose the best answer form the choices given by writing
the letters only on a separate answer sheet

1. Which of the following is considered a chemical hazard?


A. Dust
B. Molds
C. Virus and bacteria
D. Solvent and pesticides

2. Hazard associated with lifting, moving of heavy loads are considered


A. Chemical
B. Physical agent
C. Work design
D. Work place

3. Examples of biohazards
A. Acids
B. Dust
C. Pesticides
D. Animal borne diseases

4. Expose on chemical as biohazard might happen as:


A. An accident exposure to hazard
B. Not a routine exposure to hazard
C. Non exposure to hazard
D. Forseen exposure to hazard
5. One of the following is a safe work procedure and process.
A. Store explosives near detonator
B. Secure hazardous substances even not needed
C. Store incompatible chemicals together
D. Store chemical in containers and lock storage room.

ANSWERS KEY 1.2-4

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

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