Course level 1 - Basic knowledge of food safety for...

2013-1-RO1-LEO05-28756

LLP-LdV/TOI/2013/RO/007

Course level 1 - Basic knowledge of food safety for

students and workers in the food industry, kitchens

and restaurants

3 Preface Since 1996, there is an agreement between the organizing authorities of the hotel management schools and the social partners of the hotel and catering industry. In 2008, a new ageement was signed by all parties involved. The purpose of this agreement is that the hotel management schools and the hotel and catering industry can better prepare together youngsters for a professional future in hospitality. In this context, teacher trainings, amongst others, are organised in collaboration with Hospitality Formation Flanders (Horeca Vorming Vlaanderen). The development of this workbook on food safety is one of the other actions, set up in the context of the new agreement. This workbook on food safety for the first grade forms part of a set of three workbooks. During the school year 2010-2011, the work book for the second grade will be finished and in

the school year 2011 2012 the work book food safety for the third grade can be expected.

This workbook was intensely worked on in workgroups and during interdisciplinary consultation between teachers, the industry and the Flemish Federal Agency for Food Safety in the Food Chain. All this happened under coordination of Guidea, the learning centre for hospitality and tourism. I would like to thank all people involved for their cooperation and I hope that this workbook can be a source of inspiration for you as a teacher in the

interdisciplinary presentation of the food safety subject.

Monique Van der Straeten President accompaniment commission Agreement education-hospitality

4 General guidelines to use this workbook General purpose: At the end of the first grade, all students show the adapted behavior written in the rules of conduct. These rules of conduct aim at hygiene, safety and environmental care, as foreseen in the HACCP directives. Indications:

1. The teachers are free to use those components, which they consider to be useful to their students.

2. The purpose of all exercises in the workbook is to inspire teachers. They are an aid

for young teachers or teachers who teach this discipline. By no means is it the intention that all subjects have to be covered or that all exercises have to be made.

3. The general didactic tips, mentioned in the workbook, are interdisciplinary, pay

attention to the language policy and relate to other disciplines. They also take the differentiation principle into account, both individually and towards the class. Therefore, it is important that the teacher tries to select those didactic tips, which apply to the group.

4. The workbook for teachers is organized as follows:

• Per course item: 1. First, the learning objectives are given. 2. Further, some didactic tips and methodological hints are offered. 3. Next, additional study information, which they can use at will, is given

per part.

• After the discussion of tips for teachers per chapter, this workbook also has the fully filled in workbook for the students.

5. The evaluation of the learning objectives, which have to be mentioned at the start of

every sub-topic (leerstofonderdeel), is given after every lesson. The evaluation is

done by observing the student s behaviour or by oral or written examinations.

5 Table of contents

Hygiene

Part 1: Personal hygiene Part 2: Clothing Part 3: Maintenance of materials Part 4: Contamination risks Part 5: Food practice

Safety

Part 1: Material safety Part 2: Personal safety Part 3: First aid Part 4: Icon reading

Environment Part 1: Rational use of energy Part 2: Waste and processing

Bibliography

Photographic material Books

Reflection group

6

Hygiene

10

Part 1: Personal hygiene

Contents

1. Hair hygiene 2. Oral hygiene 3. Hand hygiene 4. Use of tissues

11

1. Hair hygiene 1.1.

Complete: My hair is neat and tied together

12 1.2. Learning aims After the lesson about hair hygiene:

- The students can explain in their own words what hair hygiene is - The students can apply the correct hair hygiene on themselves - The students can tell how to apply correct hair hygiene

1.3. Didactic tips hair hygiene

- Check which students are okay Which student can do better? Working point

- Assignment: Take a hair and look it through a microscope

- Assignment: Invite a hair dresser who explains to the students how to take care of their hair, who tells them about different hair shampoos and so on. This can be arranged in cooperation with other departments like hair dressing in or outside the school.

13

- Course subject:

You can prepare this interdisciplinary activity by a course with the subject flakes",

also called dandruff .

Course content: Dandruff is very common, it occurs to almost fifty percent of all teenagers. Every three days, your head makes new skin cells. De dead skin cells scale off and this is

what causes the flakes . Everyday, ten bilion of flakes scale off your body, fly

through the air and end up on the floor, on yourself and on other people. Did you know that, during your entire life, you can fill two bags of ten kilos, just with skin flakes? Also, animals with hair, feathers or skin have flakes, they really do! For

animals, it s called skin flakes and for us, it s called dandruff . Teenagers make

sebaceous cells at full speed. That s the reason why, from age twelve on, you suffer

from dandruff and spots. However, dandruff cannot be caused by a hair brush or

comb, neither when it s full of flakes. Sometimes, people already start to panic when

they only have false dandruff. This can happen when, for example, you don t rinse

out your shampoo very well. This makes the shampoo start to clot and get loose. But

it s not the same as dandruff, so: just make sure you rinse your hair well.

Now how do you get rid of this dandruff?! Now you know what dandruff is, but this is what you do when you get it:

- o Wash your hair several times a week; if possible daily o Make sure you rinse out your shampoo very well

o If normal shampoo doesn t help, try a special shampoo against dandruff

14 1.4. Learning information hygiene

1. What is hair hygiene? Fill in. - Wash your hair several times a week or even daily - Comb or brush your hair daily

- Long hair is tied together

2. Why hair hygiene? - To avoid that hair getting into food

3. How to look after correct hair hygiene?

- Avoid greasy hair - Avoid visible dandruff - Avoid lice: make sure you check your hair regularly (e.g. every month) - Tie your hair together - Limit the use of hair gel (if the school allows this anyway) - When you work with food: headgear compulsary (see hygiene part 3: clothing)

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1.5. Exercises and solutions

a) Circle the right picture in the row:

1

2

3 correct: 1, 2 and 3

4

b) Can you tell which hair-do is hygienic and which one is not? Explain.

Picture 1: This hair-do is hygienic: the hair is tied together Picture 2: This hair-do is hygienic: the hair is short and neat Picture 3: This hair-do is hygienic: the long hair is tied together Picture 4: This hair-do is not hygienic: the long hair is nor tied together or put up. The hair may only be worn loosely if you wear a hairnet.

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c) Cut out five pictures with a correct hair hygiene out of a culinary article in a magazine or a newspaper.

19

2. Oral hygiene 2.1

Complete: I brush my teeth.

20 2.2 Learning aims After the lesson about hair hygiene:

- The students can make the difference between brushing your teeth well and bad oral hygiene

- The students can give two examples of bad oral hygiene 1.3. Didactic tips hair hygiene

- An unpleasant breath occurs after eating a specific kind of food. Think about garlic, onion but also coffee, smoking and not brushing your teeth, or brushing them badly, which makes food residues start to rot. You can test this in your class by eating a piece of garlic or onion.

- The teacher can show rotten food and point out that this also gets into your teeth if

you don t brush your teeth (at least) once a day.

21

- Course subject: Dental plaque: how well do you brush your teeth?

Course content: Your mouth is a great place. It is warm and humid and you regularly put food in it. This makes your mouth a subtropical swimming paradise for more than 100 million

microbes per ml of spit. Your mouth isn t germfree at all. It is one of the most

unhygienic parts of your body. Think about your microscopical friends if you forget to brush your teeth once again. If you continue doing this for a few days, you will be rewarded with a filthy, tacky film

upon your white teeth. This tacky film upon your teeth is called dental plaque or

simply plaque . Plaque is a porridge of food rests, worn down mouth cells and

many bacteria. How do you get rid of this mud? By brushing your teeth well, you can remove your dental plaque.

Many layers of rigid dental plaque is called tartar . Your dentist eliminates the tartar

with a cutter and a mini grinding wheel.

22

- The plaque test: o What do you need? A tooth brush, a tube of toothpaste, slice detectors or

tangible tablets for dental plaque (available at the dentist or pharmacist), water. (Alternative: floss brush or floss lint)

o How do you execute this test? Brush your teeth as usual. Put a slice detector in your mouth and chew. Drink a slug of water and rinse it through your mouth to spread the substance within your mouth. Look in the mirror and smile: yucky, what happened to my teeth? The tablets contain a substance which colors your dental plaque and shows

the places where you didn t brush well. Just brush your teeth again. This way,

you remove the spots and you remove the plaque you overlooked before. You can also use a floss brush (or floss lint). Get it through your teeth and you see immediately what stays between your teeth, even when you just brushed them.

- A hole is caused by two things: food rests and bacteria. The bacteria feed themselves with food rests between your teeth (they especially love sugar). They convert the sugar into acid (a strong substance which destroys your teeth) and this causes holes. By brushing your teeth well and flossing regularly, you give food rests and bacteria no chance!

23

- The test: o What do you need. Cola, a jam jar with cover, one of your old baby teeth or a

piece of eggshell and a calendar.

o How do you execute this test? Pour out some cola into the jam pot and put the tooth in it. Screw the cover tightly and put the jar in a safe place. Mark the date on a calendar. Drag out the tooth every week and investigate it. Keep doing this for several weeks, what do you see?

Write this down in a weekly table (see example) and discuss the students

experiences afterwards in class. You can divide the students in groups and let every group write down their experiences in a different week table (see next pages). Afterwards, the experiences are discussed in class.

Why use cola ?

The acid in cola works in the same way as the acid that is produced by the bacteria in your mouth. This affects the dental enamel and eats away the

tooth. When you drink, the cola passes so fast through your mouth that it can t

affect your teeth directly (as it did in the jar). The only way cola can destroy

your teeth, is by keeping it in your mouth during a couple of weeks. This isn t

really recommended.

If you don t see any change at the tooth (or eggshell) in the cola, continue with

the experiment for a couple of weeks more.

24

Example of a week table:

Number of weeks Students group Conclusions

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

2.4 Study information oral hygiene

A. Teeth brushing 1. What do you need to brush your teeth well? Tooth brush + tooth paste

25 2. Why do you have to brush your teeth?

o It s part of the daily body hygiene

o Take care of your teeth to prevent holes o Brushed teeth = neat, good appearance

o Don t forget: besides brushing your teeth, also floss with a floss brush or

thread

3. What happens if you don t brush your teeth or brush them very little, in other words:

what are the consequences of bad oral hygiene? Neglected teeth: bad teeth, sore gum and a bad breath

26

Neglected teeth lead to:

False teeth And if you eat chewing gum, this happens:

So, what do you conclude?

I brush my teeth everyday! ! Did you know,

There are more bacteria in your mouth than people on earth. And that s a lot!

29

3. Hand hygiene 3.1

Complete: I wash my hands

30 3.2 learning aims After the lesson about hand hygiene:

- Students can wash their hands correctly. - Students know when washing their hands is compulsary and they wash their hands

spontaneously.

- Students have cleanly cut nails when preparing food. Students don t wear nail polish

or gel nails and they don t wear any jewelry during practice.

3.3 Didactic tips hand hygiene

- The practice course starts with letting the students wash their hands as usual. - The teacher lets the students make a movie in groups about how they wash their

hands at this moment. After the course about hand hygiene, he gives the same assignment but lets them apply the action plan (see p. 29 and p. 30). The differences are discussed in class.

- To demonstrate how to use and desinfect of a nail brush. The nail brush can only be useful if it is disinfected. Otherwise, this brush is also a breeding place for bacteria.

- Show an excerpt of the movie Ratatouille : Hand hygiene

- Teach the action plan in the practice course by letting the students perform the action plan step by step.

31 3.4 Learning information hand hygiene

1. What is hand hygiene? Complete. Make sure your hands are always clean and neat. Your nails are cut shortly and there is no dirt under the cuticles.

2. Why is hand hygiene so important? People are exposed to a lot of bacteria, without even realizing this. For example: when you cough or sneeze. You often put your hand before your mouth. Meanwhile,

your hand contains a countless amount of bacteria. If you don t wash your hands

afterwards and continue working with food, you may infect a lot of people.

3. How to deal with hand hygiene. Make it a custom to often wash your hands and wrist and, in case, desinfect them. You will notice that after a while, you will do this without even thinking about it. This way, you avoid being infected or to infect other people.

32 3. Hand hygiene is also: Not wearing nail polish.

33 No gel and acrylic nails.

34 No henna drawings on your hands.

35 5. And what about jewelry and piercings?

- Watch: forbidden - Piercings: forbidden, except piercings which are not visible (e.g. belly piercing)

6. Why are jewelry and piercings forbidden?

- Jewelry like watches, rings and necklaces can contain pathogens like bacteria, fungi or viruses.

- Pieces can get off, like a little stone that comes off a ring or a necklace which breaks and gets into the soup. Entire jewels like rings or earrings can also get into food. An even when you take the necklace out of the soup, there are still a lot of pathogens in it.

- Rings are forbidden in order to avoid that e.g. the ring gets stuck into a machine, and the finger gets ripped off.

It s also because of the bacteria, hidden under the ring.

36 7. How to make sure that the hand hygiene is tip-top? Clean your hands using the 6 steps of the action plan: Step 1: Wet your hands under the tap.

Step 2: Soap well.

37

Step 3: Scrub for at least 20 seconds: upper side, down side, and don t forget your fingers,

thumbs and wrists.

Step 4: Scrub under the nails a clean nail brush.

38 Step 5: Rinse your hands thoroughly with hot water.

Step 6: Dry your hands with a clean towel or a paper rag.

39 In this picture, you see the zones (colored red and purple) on the hands which are often forgotten by washing your hands.

Thus: follow the action plan for a tip-top hand hygiene! 8. Make sure you wash your hands:

- At the beginning of every practice course. - After every visit to the bathroom. - After every break of the course. - After sneezing, blowing your nose or scratching your hair. - After touching the dustbin. - After touching the telephone, computer and so on. - After working with raw meat, fish and poultry.

40 3.5 Exercises and solutions hand hygiene a) When do you have to make sure you wash your hands? Sum up five situations.

- At the beginning of every practice course. - After every bathroom visit. - After every break of the course. - After sneezing, blowing your nose or scratching your head. - After touching the dustbin. - After touching the telephone, computer and so on. - After working with raw meat, fish and poultry.

b) Visible jewelry is forbidden. Which jewelry of the following is allowed to wear?

- Watch - Ring - Hairpin - Earring - Bracelet - Necklace - Nose piercing - Belly piercing

Answer: only belly piercing.

41 c) Visible jewelry is not allowed to you and your fellow students. Briefly: they are for all departments which come into contact with food. Do you know why. O They may hide pathogens like bacteria, fungi or virusses. O Pieces of jewelry may break off and get into the food. ( Both are right )

43

4. Use of tissues 4.1

Complete: I use a disposable tissue

4.2 Learning aims After the lesson about hair hygiene:

- The students know that the use of a disposable tissue keeps many bacteria away and they apply this spontaneously

- The students always have disposable tissues with them during (practice) courses

45 4.3 Didactic tips use of tissues - As an exercice, you can ask the students to bring a (preferably paper) tissue during e.g. one month. You can work with action points per month. One of these points can be the use of tissues. Of course the students need to have their tissues with them. You can control this once in a while with some students or in the class and give them points for their daily labour. 4.4 Study information hand hygiene

The use of a tissue can stop a lot of bacteria by sneezing or blowing one s nose. You can

use preferably disposable tissues (paper).

Keep the following points in mind:

- always have a tissue with you (avoid the use of fabric tissues) - make sure you sneeze or blow your nose away from food - make sure you wash your hands after blowing your nose

46 4.5 Exercices and solutions retraining exercise personal hygiene

a) Look up the following ten terms: hygiene bacteria food neat action plan wash

your hands mond hygiene disposable tissue soap hair net

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b) Mark with a cross: right or wrong

1. You only wash your hands at the beginning of the practice course. 2. You may wear earrings during the practice course 3. Only invisible piercings are allowed during the practice course 4. A diadem in your hair is enough for the food safety 5. You brush your teeth two or three times a day 6. You can wear a watch during the practice course 7. You may use invisible nail polish during the practice course 8. Gel prevents hair loss 9. You wash your hands with soap during about twenty seconds

Answer: 3, 5 and 9 are right, they other are wrong.

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c) Fill in the missing words:

bacteria to bind together henna drawings daily body hygiene disposable

tissues nail polish gel gel and acrylic nails to cough or to blow one s nose to

wash your hands - By binding my hair together, I take care of the right hygiene - Brushing your teeth makes part of the daily body hygiene

- Without noticing, we are exposed to many bacteria - After coughing or blowing your nose, you wash your hands - We preferably use a disposable tissues when blowing our nose - For a tiptop hand hygiene the use of nail polish is forbidden - Gel and acrylic nails are also forbidden

- Henna drawings are also forbidden during practice courses or when working with food

d) Looking good is important. Also during practice courses, it is important to have a

correct, neat, well-cared for appearance. Make an A3-collage about how you should look during practice courses. Write in 10 sentences why this practice clothing is important. What does personal hygiene mean to you? Write it down in 10 sentences.

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e) Crossword puzzle (only applicable in Flemish - an alternative should be given in every language)

Horizontal Vertical 1. Take care of your hair 2. Insects in your hair 3. Shiny product to model your hair 5. You brush your teeth with it 4. Product to wash your hair 6. Product to brush your teeth and prevent bacteria 8. Using a towel stops this 7. Brush to clean you nails and keep them neat 9. Ink to make drawings on your hands 11. Another word for dandruff 10. Product to clean your hands 12. You use it to model your hair

f) Exercice: search with the letters in the marked boxes a concept of 2 words

personal hygiene

( only applicable in Flemish )

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Part 2: Clothing

Table of contents

1. Neat working clothes

53

1. Clean working clothes 1.1. Cartoon

Complete: I wear the right and clean working clothes

1.2. Learning aims After the lesson about working clothes:

- The students can say what are right and neat working clothes - The students wear right and neat working clothes

1.3. Didactic tips You can ask the students to draw what they think a cook or waiter should look like. Or you can ask them to design a futuristic kitchen- and room uniform.

! Don t forget that the uniform is in accordance with the rules.

55 1.4. Study information

1.1.1. A little bit of history

The origin of working clothes brings us back to Greece in the 7th century. Chefs were considered as intellectuals because they could read. Together with philosophers and artists they were persecuted. This is why they escaped to Greek-Orthodox monasteries.

56 To not catch the eye, the chefs wore the same clothing and headgear as the monks. Those clothes were white. This way, they did not insult God. The contemporary kitchen clothing originated in the 19th century and is primarily white. The white color gives a neat, well-cared for appearance. 1.1.2. Kitchen clothing The classic kitchen clothing:

1. Toque

What? The toque is specific headgear in the kitchen Why? To avoid hair or flakes in the food (everyone looses 80-100 hairs a day). To protect hair against fumes

57 Types?

- Classic type:

In the early times, there was a rule the higher the head, the higher the rank . The

toque is made out of cotton or paper (disposable material)

- Hairnet: It covers the hair completely and is elastic, which gives a good connection to the head Is made out of synthetic fabrics (non-woven)

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2. Kitchen vest / Cook vest

What? A vest with 2 rows of buttons. Mostly, it is a vest in white but other colors are also available (see picture). Thanks to the two rows of buttons, the vest can be worn in reverse in case of limited soiling. It is considerate to wear kitchen vests with long sleeves. This way, no hair can get into the food and you are better protected against scalds.

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Why? The vest is hygienic and consists of more than 50% of cotton. Cotton has the following characteristics:

- The wearer perspires less - The chef can easily move - The classic white color emits heat

Types? Vests with safety buttons: bulb buttons and push buttons are recommended because this way, the vest can be removed in one movement. (e.g., in case of fire) Vests with buttons: less recommended because all buttons have to be unbuttoned (and this is time-wasting and less safe)

60

3. Apron What? A (white) apron protects the wearer from the loin to at least 1/3 of the upper leg

A comentat [1]:

61 Why? The apron protects the cook's pants against soiling. Types? Cotton: these aprons consist of at least 50% of cotton and are the most classic ones. PVC: these are frequently used in butcheries and in the fish shop because they are waterproof

Nonwoven: disposable aprons for single use. They aren t waterproof.

4. Kitchen pants What? Hygienic pants only worn in the . Classic is the white-blue design (pied-de-poule). Also other designs are available (see pictures)

62 Why? Pants only worn in the kitchen, are more hygienic. Types? Men- and women's pants differ in upper leg width and height

5. Safety shoes What? Shoes with a steel tip and a non skid sole

63

Why? Kitchen shoes are mostly white to locate and eliminate (visable) dirt. The point of steel

protects the wearer s toes to obstacles of all kinds.

Further, they protect the feet against tumbling down kitchen material such as knives, casseroles and so on.

64 1.1.3. Room clothing What? Room clothing is determined by the school itself. You can consider it as a kind of uniform. The uniform is always neat and clean. No buttons may be lacking, the zipper works perfectly and the uniform is free of any dirt or spots. The room uniform consists mostly of:

- for the girls: a blouse with pants or a skirt and a tie or scarf, fitting with the blouse. Mostly, the shoes are black and have a small heel. This makes the outfit a bit more feminine than completely flat shoes

- for the guys: a blouse with pants with a matching scarf or bow. The shoes are classic and black

- sneakers are not done! Also in the catering industry itself, the uniform is determined by the manager of the hotel,

caf or restaurant.

For some examples, see the following pictures.

67 Why? You can easily distinguish the people who are working from the other guests. It also gives an

idea of the image of your school, hotel, restaurant or caf .

On the open door day of the schools, parents and future students see immediately who is a

student. The guests of the hotel, restaurant or caf can see immediately who is working and

who they can ask something.

68 / 69 1.5. Exercices and solutions 1.5.1 See in the following pictures who is wearing the right working clothes

Answer: the first three are correct, the last two wrong.

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Part 3: Maintenance of materials

Table of contents

1. Cleaning 2. Desinfectation 3. Use of towels

P73

1. Cleaning 1.1. Cartoon

Complete: I clean and desinfect. So I am clean and neat.

74 1.2. Learning aims After the lesson about cleaning, desinfectation and the use of towels:

- The students can clear up and clean the kitchen - The students put the material back in its place - The students use the right cleaning products and the right cleaning method - The students follow the instructions to desinfect the material - The students always use a clean towel - The students never use a dirty towel to clean plates or a working place

75 1.3. Didactic tips . Reference to a Flemish videoclip. . You can ask the company that delivers maintenance products at school to deliver a workshop about how things should be done. 1.4. Learning information 1.4.1. Cleaning What is cleaning? Cleaning = removing dirt = making clean. Cleaning is the removal of dirt and making clean. What is dirt? Dirt is everything in a place where it is not supposed to be. Examples of dirt: dust, sand, pebbles, plaster, fluff, hairs, textile fibre, remainders of nutrients, waste of food, grease, ...

76 Examples of dirty, filthy kitchens Pictures.

77 What is clean? If the kitchen is clean, this essentially means that there is no more dirt to be seen, like spilled sauce for example.

Example of a clean kitchen.

79 Why does one have to clean? Before starting to clean well, first remove the rough filth. Reason: . The more filth there is, the harder it is to clean something. . The water one cleans with gets dirty very fast. . Cleaning products only remain effective for a short time. . Cleaning products should not harm the surface. . ...

80 Sometimes you can clean without the use of a chemical product: vacuuming, sweeping, ...

81 But in a kitchen, just (dry) sweeping is not allowed. Why? . By sweeping, you stir around the dust instead of taking it a way.

82 Why is it good to cleanse with water after cleaning? . After cleaning the soaken dirt has to be removed. . The cleaning product that sticks to the surface has to be washed away.

Why do we cleanse with warm water and do we let things dry instead of using a towel? . If you dry with a towel, you sometimes touch the object with your hand. Think about drying pots. But our hands are not always really clean. This way, without seeing it, you will spread dirt and bacteria over,the surface. The same holds with a towel. So: If you use a towel, it should be a fresh, clean towel (even better: a paper towel), which you use only for cleaning and preferably just once. Well, yes, as long as you are working in the kitchen, you should not clean the kitchen thoroughly. If the place where you are working is dirty, clean it, of course. Because

working on a dirty surface is not done. Regularly clean the place where you work (table, cutting plank, utensils, ... ), or take another, clean one (knife, cutting board, fork, ...).

83 How does one clean? Cleaning well is done as follows: 1. Deleting bulky waste

84 2. Cleansing with cold water.

3. Using the right product in the right concentration and letting it act during the correct period.

86 Controling on persistent dirt and, if necessary, letting the product act or scrub.

87 5. Cleansing with cold water.

88 Cleansing again with warm water (preferably) or drying with an absolutely hygienic (disposable) towel. Picture During the cleansing four things play an important role: . The type of detergent, . The temperature the cleaning is done, . The time the detergent can act, . Scrubbing or 'mechanical action' during the cleaning.

89 Assignment Perform the following tests: 1. Clean part of the kitchen after the pratice lesson with three different types of

detergent. Write down the results. 2. At each test, measure the temperature at which the cleaning is performed. 3. Check on your watch how long the detergent can act. 4. How long are you busy cleaning?

90 Checklist to write down the testing results. Test. Quantity. Temperature. Acting time. Cleaning time Detergent 1 Detergent 2 ... Detergent 6

91 Which product do you choose to clean well? There are different types of dirt. And for each type there are special detergents. It is important to clean well in order to eliminate all dirt.

Water is not really a detergent. However, sometimes it removes some dirt. Think about spilling soup or potatoes which you drop on the floor. By immediately cleaning up the soup or the potatoes, you will not have to scrub as hard afterwards. Do you know why? Because you did not allow the soup to dry up or avoided that someone stepped on the potatoes (also think about safety!). And, moreover, you supported the environment, because you use less detergent to remove the dirt.

92 When your mom cleans at home, she uses a general detergent or cleaning product. For intense and heavy and burnt in dirt, a (strong) grease decomposing and professional (for the restaurant and hotel business) detergent might be needed. ! These professional cleaning products are sometimes very aggressive - caustic - to your skin and sometimes even for the surface you are cleaning. Also products to eliminate lime are aggressive to the skin: they actually contain acid. ! It is also very important to use the correct quantity of detergent. Do you know why? If you do not use enough of the product, you cannot clean correctly. And too much is a waste. So: read the instructions carefully!

93 ! And do not forget: Regularly refresh your bucket of water. And scrub strongly! This way you will get rid fast from most bacteria?

95

Desinfecting

96 2.1. Learning aims After the lesson on cleaning, desinfecting and the use of towels: . The students can clean up and clean the kitchen. . The students put back the used material at the right place. . While cleaning the students use the correct products with the right cleaning method. . The students carefully follow the instructions given to desinfect material. . The students always use a clean towel. . The students never use a dirty towel to clean dishes with food or their working place.

97 2.2. Learning information 2.2.1. Desinfecting What is desinfecting? We just cleaned very thoroughly. Independently on how hard you scrubbed and how many bacteria you eliminated, this is still insufficient. Indeed, there still remain some tiny beasts (like fungi) which you cannot see. And this is why we desinfect after cleaning. Why do we desinfect? Because a detergent does not kill all bacteria, it is necessry to desinfect with a special product afterwards. ! Because you are not allowed to use every desinfectant in a place where you work with food, there are lots of products which are not allowed in the kitchen.

98 How does one desinfect? Desinfecting well is done as follows: 1. First clean carefully.

99 2. Let the correct product act in the correct concentration during the correct time.

100 3. Cleanse with cold water.

101 4. Cleanse again with warm water or dry with a clean (disposable) towel.

103

3. The use of towels 3.1. Cartoon

Complete: I use the right (disposable) towel for the right task.

104 3.2. Learning aims After the lesson on cleaning, desinfecting and the use of towels: . The students can clean up and clean the kitchen. . The students put back the used material at the right place. . While cleaning the students use the correct products with the right cleaning method. . The students carefully follow the instructions given to desinfect material. . The students always use a clean towel. . The students never use a dirty towel to clean dishes with food or their working place.

105 3.3. Learning information Why can't whatever towel be used? When you have dirty hands, then you feel or see this. Washing your hands as it should be done (see hygiene, part 1, personal hygiene) is then the message! But, what you do not know and do not see are bacteria (micro-organisms).

These are spread out with your hands but even more with your kitchen towel.

106 What is the proper way to use your towel? A kitchen towel is used best only to dry dishes for example. You may also use the towel to handle hot pots or pans. Afterwards you should not use this towel anymore to dry dishes. In the kitchen we use towels for: . The cleaning of dishes . The cleaning of the working place . Cleaning your hands . ... (Getting rid of dirt!) Such a dirty towel contains a lot of bacteria. With this towel you will not be able anymore to clean something.

107

Photo: a dirty towel containing a lot of bacteria. Therefore: use disposable paper towels.

108 3.4. Exercises and solutions Describe the desinfectation procedure using the next pictures:

1. Solution: First clean carefully.

109

Solution: The right product in the right concentration has to act during the right time.

110

3. Solution: Cleanse with cold water.

111

4. Solution: Cleanse again with warm water or dry with a clean (disposable) towel.

113

Part 4: Contamination risks

Contents

1. Illness 2. Eating and drinking

115

1. Illness 1.1 Cartoon

Complete: I tell the chef that I am ill.

116 1.2. Learning aims After the class on illness: . the students can tell when they report illness. . the students can explain in their own words why they report their illness.

117 1.3. Learning information

118 What is being ill and when are you ill? A difficult question with a simple answer. As soon as you fill sick, have a running nose, fever or a coughing and sneezing fit, then you are ill for the restaurant and catering sector. Everybody, like visitors, members of the board, teachers, suppliers, technicians and even inspectors working in a food environment have to be absolutely healthy. People with fever, diarrhea, a running nose and coughing fits may not be admitted in an environment where one works with food.

119 Why? Food can be infected by pathogens or bacteria. In this way, the person that finally eats the food is put into danger. Moreover, you increase the chance that fellow students, family members and others may be infected. How? When you fill ill, or if you notice someone to be ill, always warn and as fast as possible your responsable person (supervisor). He will decide who will be allowed or not in the class room, the practice space or other places where you dind food.

121

2. Food and drink

122 2.1. Learning information What? Eating and drinking in a place where one works with food is forbidden. This also means that you are not allowed to eat candy or chew on gum.

124 Why? Because, if you eat or drink, you can also contaminate the food. It already happened that students drop chewing gum from their mouth and the food is processed together with the gum. Enjoy your meal! How? No eating, no drinking during the practice courses or in places where food can be found. You can eat or drink during the breaks.

Chewing gum is never allowed!

125 2.2. Exercise and solution for risks of contagion. TRUE or FALSE Indicate the correct answer. 1. I am allowed to eat sweets in the kitchen, as long as nobody sees it. FALSE 2. I am only allowed to drink in the prescribed space. TRUE 3. If I feel ill, I better say nothing to my chef. FALSE

127

Part 5: Food practice

Contents

1. Working in an orderly and clean way.

2. Data on packaging 3. Looking at acceptation norms for food

4. Tasting correctly

129 1. Working in an orderly and clean way. 1.1. Cartoon

Complete: I clean and desinfect. I am tidy and clean.

130 1.2. Learning aims After the lesson about order and working tidily: . the students can make the difference between order and disorder. . the students can apply the difference between order and disorder.

131 1.3. Didactic tips about working orderly and tidely . Assignment 1: The teacher makes, together with the students, a task sheet (see example). In a rotational way, the students have to perform small tasks. They learn to be responsible for their own task. . Assignment 2: The students receive a map of the practice kitchen and its surroundings. They indicate the position of the most important elements. In this way they get acquainted with the material to be found in a practice kitchen and its location. Example of a list of material to be indicated on the map: - Refrigerator - Stove / furnace - Cutting boards - Dishes - Pans - Cutlery - Cleaning products - Place where the waste is to be sorted ...

132 Example of a task sheet (see assignment 1): Date + hour Teacher Task Student OK Workpoints 05.08.2014. Everybody washes his hands 8:30 when entering the practice room. Check whether everybody has his set of knives. Check whether the cutting boards are clean. Dispose of all waste. Sort the packaging waste after the practice class. Check whether the used products are in the right place in the closet. Check in the cooling if all products are covered and labeled Check whether everything is tidy in the dressing rooms ...

133 ... (Continuation of task sheet)

134 Tip: you can work with the SSCSC-method: this method helps you to organise the working place (like the practice room) well and make it clear. 1) Separate and clean: teach the students to make the difference between what is necessary and what is obsolete. What is not becessary to perform their task disappears. 2) Sort and order: the students learn that everything has a fixed place. This is part of organising your work place so that everybody can easily and quickly find everything. The right place for everything and everything at the right place. Ergonomy and hygiene also have to be taken into account here. 3) Clean: the students learn to clean all objects and material but also the work place according to predetermined cleaning procedures. The company which delivers cleaning products to the school can give a workshop to the stydents. While practicing, they will learn how to use cleaning products, but in this way there will also be a link to the pictograms and other subjects discussed in this book. 4) Standardize and systematize: by letting the students practice and apply self-control through the task sheet, they will learn how to control the procedure. Order and tidiness will become part of their school life and becomes an attitude. 5) Continuity: the students will maintain ordeer and tidiness by continuously working the same way duting each practice lesson. By repeating, continuous control and adjusting they will automatically be working by the SSCSC-method. Below, this tip will be worked out through some pictures.

135 1.4. Learning information about working orderly and tidily. What is working orderly and tidely? . Store used material at their original fixed place, before, during and after the service. . The material used is clean and not damaged. . Your own clothing, shoes and material are tidy. . Your own clothing, shoes and material are stored at the proper place.

It is nice working in a clean and tidy kitchen.

136 Why is working orderly and tidily so important? . The service is much smoother. . All material is easily found. . The risk of falling or accidents is limited. . It is a form of respect to the material and your fellow students is everything is clean and tidy. How do you work in an orderly and tidy way? Action points: Objects and material are: . Cleaned and washed.

Different cutting boards.

137 . Redundant material, waste and remainders are cleaned up and disposed of. . Throw away all empties and packaging waste at the right place. . Dirty towels belong to the laundry.

. Broken material will be deposited in the proper waste bins. . Defective material is reported to the chef.

139 2. Data on packaging 2.1. Cartoon

Complete: I always check the expiry date.

140 2.2. Learning aims After the lesson on data on packages: . the students can read data on packaging . the students can explain the meaning of data on packaging.

141 2.3. Didactic tips for data on packaging . Assignment: Let the students bring a product to class. You discuss together with the students the date mentioned on the product that was brought. Take into account the possible dates depending on the product. . Some nice tests: Lesson theme: moldy bread Lesson contents: Did you know that there is mold all over the house? In the refrigerator, in the living room (see photo), the bathroom, yes, even in the sleeping room.

The bookish word for mold is 'fungus'. But mold is never encountered alone, there is always a lot. So there are fungi on rotten fruit, e.g.

142 Wherever fungi arrive, they like to eat. You see this on the photo.

But where do you think bread mold grows best? In the dark or the light? You are not certain? Well, then perform the following test: What do you need: 2 slices of bread 2 resealable plastic bags Water

143 How do you do the experiment? . Put a slice of bread in each bag (if you want a lot of mold, put the slices in a dusty space for an hour, before putting them in the bags) . Sprinkle some water on each slice with your fingers. The slices should just be moist, not really wet. . Close the bags. . Put one bag in a dark place, the other in a sunny or well lighted one. . Take a look at the bags after 5 days. . In which bag do you find the most hairy friend? Conclusion: Did you notice that there is more mold on the bread you kept in the dark? Fungi enjoy warm, moist, dark places. That is the reason why you usually find rotten wood at the bottom of a pile and not at the top. Problems? What if nothing grew on your bread? Then check whether the bread is hard. You did not add enough water on the bread if it is hard and dry. Very mushy bread means that you added too much water. In this case, repeat the experiment with less water. Fungi also like warmth. If you do not see any fungi appear, maybe the place where you kept the bread was too cold. In this case, also repeat the experiment and put the bag in a warm, sunny place and the other one in a warm, dark place.

144 Lesson theme: Sour milk Lesson contents: In the morning you quickly pour some milk over your cereals. A bite, you swallow and gone. Yeck! Or you put a glass of milk to your lips and swallow... Bah! Sour! This is not the cow's fault, the bacteria are the bad guys. Even a fresh pack of milk contains some bacteria. Without anyone noticing the bacteria increase in the milk. After about a week the milk starts getting sour by all their urine. Finally, the milk proteins start to coagulate and form white, curdled chunks. Does milk get sour faster in warmth or cold? You will find out by performing the following experiment. What do you need? Milk A drinking glass Two small, clean jam pots with lid A fridge

145 How do you do the experiment? . Pour the milk in a glass. Leave it for a couple of hours, till the milk reaches room temperature. . Put a 'do not drink' label on the glass. . Pour half of the milk in a jam jar. Cover and put the milk in the fridge. . If the students receive this experiment as a home assignment, take care that their parents know about it, so that nobody drinks half of the experiment. . Pour the rest of the milk in the other jar. Cover and put it in a warm place. Take a look at the milk after a couple of days. Do you already notice something? After a week, again take a look (at that moment, don't smell the milk anymore - a sickening stench may come out of it!). Empty both jars. Conclusion: The milk in the warm place gets sour faster than the milk in a cool place. Bacteria like warmth. In a warm place they reproduce faster. Problems? If the milk does not coagulate, just wait a few more days. If still nothing happens after this period, maybe there are not enough bacteria in the milk. Repeat the experiment. Wait somewhat longer before dividing the milk over the two jars. Another problem might be that the second jar is put in a place which is too cold. Look for a warmer place.

146 Lesson theme: grow your own bacteria. Lesson contents: Bacteria are everywhere! They live on your face, they chow in your intestines, they swim in the sink and mate in your bathroom.

Many people talk about germs instead of bacteria. Germs are bad. Bacterial germs are responsible for diseases like food poisening (salmonella) and laryngitis (streptococcus). But bacteria can also be benign (that is why the term 'germs' is inappropriate). Your intestines are full of bacteria. They decompose your food and produce vitamin K. Without bacteria, life would also have less taste.

So: thank you, bacteria, for all this tasty cheese and yoghurt!

147 Experiment: What do you need? Distilled water (tap water is also ok, but somewhat less) A measuring cup A casserole with lid A cube of chicken bouillon Sugar A spoon 3 very clean bowls Plastic foil How do you perform this experiment? Use the furnace in the practice room or do it at home in the presence of an adult person. Pour 750 ml of water in the casserole and bring the water to the boiling point. Add the chicken bouillon and a spoonful of sugar. Let the mixture boil for a couple of minutes. Cover the pot and take it off the fire. Poor equal quantities of the mixture in every bowl. Find three different places to put the bowls for a day (behind a toilet, near an ashtray or next to a sink are good choices. You can also sneeze into one of the bowls, dip your fingers in the second one and do nothing with the third one). Attach a label with 'do not eat or drink!' to each bowl. Cover the bowls with plastic foil and put them in a warm place. Take a look at what happened to the bowls after one week.

148 Conclusion: When there are bacteria in the bowl, the liquid gets turbid. Problems: a clear bouillon means that nothing grew in it. Maybe you put the bowl in a place that was too cold or maybe you put it the first day in a place with few bacteria. Try it again. 2.4. Learning information data on packaging. 2.4.1. Expiry date What is an expiry date

149 This date will usually be found on the packaging of food products. Exceptions are for example sugar, spices, ... Sometimes only the date of packing is mentioned, e.g., for vegetables.

150 Why is a expiry date put on products? Food can be consumed an conserved for a limited time only. To prevent people eating contaminated food, food products are labeled with an expiry date. How do you find the expiry date? On all food products and also many other ones you will find the expiry date on the packaging. With bottles, you find it also on the screw-on cap or the bottom. Usually the expiry date will be found on the label. 2.4.2. Minimal shelf life. What is a minimal shelf life date? Until this date the product retains its quality, when it is preserved the right way (according to the prescribed conservation conditions). On these products, the minimal shelf life is given in the following way: . 'To be used preferably before ...' or . 'To be used preferably before the end of ...'

151 Why does one put a minimal shelf life date on products? Because some food products can be kept longer, one prefers to give a minimal shelf life indication. How does one apply this? See the example below.

152 2.4.3. Final consumption date What is the final consumption date? This the date for perishable products with a short conservation time. 'To use until ...' 'To be used before...' Why a final consumption date? This date is aimed at food products which may perish fast. Once you are beyond the final consumption date, it is better to throw away the product. How does one apply this? When buying food, check the date on the packaging. 2.4.4. Shelf life of fresh products. What does this mean? On a number of food products no final consumption date is mentioned, such as fresh vegetables or fruit, patatoes, wine or softdrinks. However, fresh products cannot be kept indefinitely. During the summer days, we quickly see that fruit becomes over-ripe, for example: mould and the visual presence of fruitflies are an indication that it is best to consume the fruit immediately or throw it away.

153 Why doesn't one always mention the shelf life? It is easy to evaluate the freshness of a product like bread with common sense. Food sold at the 'fresh department' of a butcher's or fish shop don't have a final consumption date. The reason for this: the consumer buys these products because he usually uses them within three days. Or he keeps them in the fridge or deep-freeze. To prevent fresh products to become over-ripe or rotting, you can paste a label on the product indicating the date when you bought them. In this way you may immediately check whether the products still preserve the qualities of a fresh product and may be consumed without any health risk.

154 3. Then, how do you deal with these fresh products? Use fresh products fast after buying them. You can only preserve them in the fridge for a limited time. ! Did you know that a green fungus growing on bread or oranges is a miracle fungus? It is penicilline, an antibiotic. But don't start licking molded bread right now. The penicilline the doctor gives you is treated and sterilized. ! Did you know that milk consists for 88 percent out of water with diluted microscopic vitamins, proteins, minerals, fat and some bacteria. ! Did you know that a spoonful of yoghurt may contain more than ten million of living bacteria?

157 3. Acceptation norms for food 3.1. Cartoon

Complete: Still ok for consumption?

158 3.2. Learning aims After the lesson on acceptation norms: . the students can enumerate the acceptation norms . the students can apply the acceptation norms.

159 3.3. Didactic tips . Complete the list of possible deficiencies of the class room. . Invite the students to find examples at home or as a group assignment by taking pictures of some basic products that show deficiencies present in the list. . Home assignment: while shopping or at home the students look for products that show defects occurring in the list. These products can be found for example in the 'fast sales' in the supermarket. They jot this down in a scheme. This assignment can later be discussed in the class room. . Some nice tests to do in the class room: 1) A weak egg: put an egg for a night in white vinager (look for bubbles: the acid is attacking the shell). Cleanse the egg the next day. Organize a small breakfast and serve the egg: it is now completely soft. 2) A hard egg or a raw egg? . Turn the egg like a spinning top . Stop it with 2 fingers and release the egg immediately . When the egg stops spinning, it is hard. If not, it is raw: the contents continues to move and makes the egg to start spinning again. Edible horror: ( local flemish contents - not applicable in a broader context )

160 3.4. Learning information acceptation norms What does this mean? When ordered goods are delivered, it is necessary to check all packaging.

Why acceptation norms on food? To prevent that bad products are deliverd, all delivered and bought food should be checked. That is why these products should satisfy certain rules (delivery norms). How are these acceptation norms defined? Through a list of possible defects/deficiencies (see also didactical tips) you can perform your control.

161 Here is a list of possible deficiencies: Preserves oblique rusted dented ... Packaging open torn damaged dirty holes moisty ... Smell/odour abnormal smell unpleasant smell nauseating smell ammonia (sometimes with fresh fish) ... Label label is missing label is not conform ... Shelf life final date is over ... ...

163

4. Tasting correctly

4.1 Cartoon

Complete: I'm tasting correctly.

164

4.2 Learning objectives

After this part of the course:

. the students are able to taste correctly

4.3 Didactic tips

Let the students taste as much as possible during the practice courses. At the beginning of the class the students need a sufficient number of tasting spoons or someone is made responsable as 'chef of clean tasting'. This student is responsable for having the tasting spoons being put at the correct place, the number of spoons being sufficient for all students and the spoons always being clean.

He can do this, e.g., by providing one tray tray with a sufficient number of clean spoons and one for the dirty, used spoons.

165

4.4 Learning information tasting correctly

What is tasting correctly?

. Tasting with a spoon

. For each tasting turn you take a clean spoon

Why tasting correctly?

. To avoid contamination you always take a clean spoon

166

SAFETY

169

Part 1: Safety of material / utensils

Contents 1. Correct cutting techniques

2. Correct wearing of knives (sheath)

3. Utensils at the right place

4. Reading safety instruction cards

171

1. Correct cutting techniques


After this part of the course on safety of material

the students are able to use their own utensils and the class material in a safe way

apply in a safe and correct way the cutting techniques for fruit, vegetables, meat, etc

place their fingers and hand in the correct way the students read the safety instructions card before using the material the students can read and apply in the correct way the safety instruction

cards the students store their personal utensils in the correct and safe way.

172

1.2 Didactic tips cutting techniques

Students easily remember learning information if it goes hand in hand with visual material. It

is not always easy to find related photos or movies.

Passie voor Horeca is an internet site where a lot of these movies and other info may be

found.

Surf to http://passie.horeca.nl and then go to 'snijden'. There you will find a large choice of

clips describing different cutting techniques.

You can also go to www.youtube.com and look for “snijttechnieken door meester Andre”, a

nice movie.

1.3

Learning information

What is a correct cutting technique?

To cut meat, vegetables, fruit and so on, you need a knife.

There are many types of knife, but if you work in a kitchen, you will use professional

knives. These are knives especially made for the food and catering industry

DO YOU KNOW:

The handle of a professional knife is never made of wood!

173

A set

of professional kitchen knives - ISPC Horecagroothandel in Gent

Different types of kitchen knives - ISPC Horecagroothandel in Gent

174

But a good, professional knife is not sufficient. A good and correct way of holding your knife

and cutting is necessary:

If you are right handed, proceed as follows:

During the cutting, place your left hand as follows: every finger is bended and the fingertips

are carefully folded inwards. In this way, your fingertips cannot get into contact with the

knife.

Your thumb and little finger usually grasp the sides of the vegetables, while the three other

fingers lie on top of it. The uppermost knuckle of the middle finger leads your knife. It is put

forward in a more pronounced way than the rest of your left hand.

Try not to move your right hand.

To obtain a correct cutting technique, remember: practice makes perfect!

Why a correct cutting technique?

To avoid yourself cutting into your fingers or to avoid other accidents, a correct cutting

technique is necessary.

But also if you prepare your mise-en-place in the kitchen or the room, speed and correctness

are necessary to cut your products in the right way and to be ready in time.

175

There are several ways to cut vegetables, e.g., for example:

Brunoise: cutting vegetables in little blocks.

Potatoes

cut in Brunoise

Julienne: cutting vegetables in little strips.

Vegetables cut in Julienne

176

Mirepoix: cutting vegetables in arbitrary shapes.

Vegetables cut in mirepoix

Paysanne: cutting vegetables in little triangles.

Carrots cut in paysanne

177

How to apply a correct cutting technique.

When you cut vegetables or meat, the purpose is that of being able to prepare them in an easy

way. Sometimes it is impossible to cut the product by hand. In this case, one then uses a

cutting machine or a kitchen robot.

Photo: a meat cutting machine.

178

Example of a kitchen robot

179

The way to learn how to use this kind of machine correctly is by reading the safety

instructions carefully, applying them correctly and through experience learned by using

these machines frequently.

The manual cutting techniques are also best learned by applying them frequently.

180

2. Correct wearing of knives

2.1 Teaching objectives






181

2.2 Learning information

A knife case

Safety before everything. Bringing knives frome home to school is not evident. In particular if

you use the bus or if you come to school on your bike.

A sheath is convenient to transport your knives safely and bring them to school. They will not

be damaged and they all are in the same place.

A hip sheath is even more convenient. You have all your knives at hand without the risk of

cutting your hand while taking your knife.

BEWARE: When moving your knives take only one knife at the time. You take it firmly at

the handle and keep it parallel to your body.

The top of the knife is directed towards the floor. The cutting edge of the knife is directed

backwards.

182

3. Utensils at the right place







3.2

Didactic tips

The teacher invites the students to make a map of the kitchen and the restaurant room with all

utensils at the right location. One or more 'safety coordinators' are appointed per

practice/safety class, these being respondable for the material. They control at each practice

course whether everything is ok.

Then the safety coordinators perform their control correctly, they may be given extra marks or

some activity for the whole class. This motivates the students to perform at their best.

Include some rotation, so that all of the students can play this role during the school year.

183


A place for everything and everything in its place.

In this way you will never have to look for your knives or other utensils. By keeping your

material in the righ place, you also guarantee safety.

This does not only apply to your knives but to everything you use, wear or throw away. The

kitchen material and surface you use has to be cleaned applying the hygienic regulations.

Don't forget to cleanse your dirty kitchen material before taking it to the dishwasher. After

cleaning the kitchen material, store everything at the adequate place.

The waste should be sorted and deposited in the appropriate dustbins.

Photo: a clean interior.

185

Photo: A perfectly dressed table gives the right impression to the guest. Restaurant De Snip -

Waasmunster

187

4. Reading the safety instruction cards

4.1 Cartoon

Complete: I correctly read the safety instruction cards

188



o the students are able to use their own utensils and the class material in a safe way

o apply in a safe and correct way the cutting techniques for fruit, vegetables, meat, etc

o place their fingers and hand in the correct way o the students read the safety instructions card before using the material o the students can read and apply in the correct way the safety instruction

cards o the students store their personal utensils in the correct and safe way.

4.3 Didactic tips

The teacher gives the instruction to find the safety instruction cards of the material present in

the practice room. This can be a group or individual assignment for the whole class.


PART 2: Personal safety

193

1.1 Cartoon

on

Complete: I keep the working floor clean

194

1.2. Learning objectives

After the lesson about personal safety:

. the students can apply personal safety.

1.3. Learning information

What is personal safety?

Personal safety is safety that starts with yourself.

You protect your own person by paying attention and being careful in what you are doing.

Why personal safety?

Safety first! By working safely with all material, by cleaning up and cleaning thoroughly

you limit the number of accidents.

In this way yountake care of your own body, your own safety and that of other people.

We distinguish different kinds of danger, like, e.g.,

. Burn wounds and cutting wounds

. Falling wounds

195

How to take care of personal safety?

Water, grease or other spilled products must be cleaned up immediately. This avoids slipping

and falling.

Wearing security shoes with antislip soles is no unnecessary luxury.

Jewels and rings are not worn in the kitchen (see part 1 on personal hygiene).

Don't carry heavy objects by yourself.

To lift a warm cooking pot or pan, use a dry towel. It is best to use disposable towels (see part

3 hygiene: maintaining material).

You apply the safety regulations.

196

Exercises and solutions.

1.4.1. In the following pictures, tick whether the way of acting is right or wrong.

198

1.4.2. Fill in the missing words.

By paying attention and being careful in what I do, I protect myself and others against

accidents. Safety first! You limit accidents by working safely with all materials, cleaning up

and cleaning thoroughly.

Safety shoes are shoes with an anti-slip sole. Disposable towels are used when lifting a warm

pot.

1.4.3. Are the following situations right or wrong, in view of personal safety? Motivate your

answer in each case

1. Quinten spills some flower in the ground, while weighing ingredients for bread. First he

wants to mix and knead the ingredients. He will clean up the flour later.

Wrong: immediately clean up the floor.

2. Ellen enters the kitchen with her new leather boots.

Wrong: safety shoes are mandatory.

3. Mary wears her earrings in the kitchen. Because she likes them so much, she covers them

with her toque.

Wrong: no jewelry in the kitchen

199

4. Glenn asks his friend Kevin to help him taking a heavy kettle of soup from the fire.

Correct

5. David's towel got wet while draining potatoes. He first fetches aq new, dry towel before

continuing his work.

Correct

201

PART 3

FIRST AID

Contents

1. Burn wounds

2. Cutting wounds

3. Bruising and butting head or limbs

4. Fainting

5. Alcohol and drugs

203

1. Burn wounds

1.1 Cartoon

Complete: I report problems to the chef

204

General rules:

1. Avoid accidents; this is always best.

2. Always immediately report an accident to the teacher or chef.

1.2. Learning objectives


students can explain how to avoid burn wounds in the kitchen students can say in their own words what tomdo with burn wounds Students can apply the correct treqtment of burn wounds on themselves

1.3 Didactic tips

The studentsw learn the danger of fire and the way of avoiding them in the comic 'Kamiel in

vuur en vlam' by Studio Max.

De teacher divides the class in various groups. These groups each read part of the comic and

then tell this to the class.

205


1.4.1. Burning wounds

1. Types of burning wounds

First degree:

the burned skin is only slightly red.

Second degree:

formation of blisters on the burnt place.

206

Third degree:

the skin is heavily damaged, it is white and black, and it tears off.

How do I prevent burning wounds?

. I always follow carefully the guidelines when using a stove or an oven.

. I avoid splashing of hot oil or grease.

. I always use a towel or oven mitts when handling hot dishes or pans.

. I am extra careful when opening and cleaning warm hot air ovens and steamers.

. I let hot dishes first drain on the dish rack.

. In case of fire, I always use the fire blanket.

207

2. First aid

In case of burn wounds, always use cold water in first aid.

I rinse every burn wound during 15 to 20 minutes with ordinary running water (never ice

cold!)

I cover burn wounds of second and third degree with a sterile bandage and immediately go to

the nursery or a doctor.

2. Cut wounds

2.1. Cartoon

Complete: I treat wounds immediately.

210

2.2 Learning aims


. The students can indicate what they have to pay attention to in order to avoid cut wounds.

. The students use blue protection plasters for cutting wounds in their hand.

. The students can give an emergency number when serious wounds occur.

211

2.3. Didactic tips

To make students aware of the danger of hurting themselves in the kitchen, you can do the

following test.

Course theme: the scabs time

Course contents:

Scabs on wounds are natural bandages. If you have a wound, your body offers first aid by

quickly staunching the bleeding and closing the leak with a small wad of dried blood. Great!

Remember that most small wounds heal very quickly - at least if you keep them clean and

don't start tinkering with them.

To determine how fast your body heals a wound, you can perform the following experiment,

when you or one of the students suffers a small wound.

What do you need:

. Yourself (cutting or chafing yourself slightly)

. A watch

. Soap and water

. A bandage or a blue plaster (HACCP)

. A calendar

. A pencil

! Be careful:

Only perform this experiment with small cutting or chafing wounds. In case of a deep cut, ask

for help immediately.

212

How do you proceed?

The next time someone wounds himself slighly, you take a watch. Write down the time when

the wound occurred. Clean the wound with water and soap. Look at the wound and measure

how long it takes for the wound to stop bleeding. Cover the wound with a bandage. Write

down the date of the cut or shafe wound on the calendar. Observe the wound every day

(remove the bandagew or the blue HACCP-plaster and replace if necessary). Jot down on the

calendar when the scab starts to be formed. The edges of thew scab start to curl up. When the

scab falls off (don't force it to!) write this down. How long did your body need to heal the

wound?

What is actually happening?

After six minutes, the small wound stops bleeding. The scab appears after two days. Between

a couple of days and a week the edges of the scab start coming off the skin. One or two days

later the scab falls off. The whole experiment from 'aye' till 'completely cured' takes about ten

to fourteen days. It is surprising how fast a body is as good as new.

Course theme: scabs

Why do people like to 'play' as much with scabs? Scabs are clotted and dried blood and serve

as a natural bandage. A scab protects the damaged skin underneath till everything is ok again

and intruders are eliminated. Because a wound is a small battlefield!

213

Your body has to protect itself against intruding hordes of bacteria while the cut wound is

healing.

Internal defense in 4 steps:

Your body actually has an internal army and a cut is equivalent to an attack. Through this cut

enemy bacteria will invade. They concentrate there, because blood is excellent food for them.

Your body sounds the alarm: alarm!!!!

Step 1: battle substances and explore cells make contact with the invaders (the bacteria) and

send alarm signals and information to the rest of the body army. At the same time the little

blood cells, the blood platelets or thrombocytes, come into action and start barricading the

wound. Blood platelets become sticky when there is a wound. They coagulate and form a

prop which temporarily closes the wound. That is why a small cut only bleeds a couple of

minutes.

Step 2: Then the blood in the wound starts to change. Did you ever touch a wound after a

couple of minutes? The blood became a thick, turbid jelly: a blood clot. In this clot miniature

cables are growing, which span a kind of criss-cross net, a web through the wound. New skin

cells can install themselves in this net. The clot dries up to a tempting scab.

Step 3: Back to the battlefield: the cells arrive just like blood hounds smelling a track. These

feeding cells (officially called 'fagocytes') look like crawling clots of jelly. The wring through

the wall of the blood vessel and statrt to attack. The pile of fagocytes and bacteria, dead or

alive, form pus. That is what makes the wound swell.

Step 4: After this there are the macrofagi, the big eaters. They simply eat away the swelling.

Your body still takes care of some kind of defense line, the 'killer cells'. They kill the bacteria

which results in a layer of new skin cells underneath the crust. This is realized by other cells

which produce fibrine, leading to new skin being formed and the dropping off of the crusts.

214

How do you fake a wound?

Something funny to try out with students during the Halloween period.

What do you need:

. Vaseline

. A read dye

. A toothprick

. A little dish

. A paper towel

. Cocoa powder

How do you proceed?

Put a clod of vaseline in the dish. Add a couple of drops of tincture and a bit of cocoa powder

and mix with the toothprick. Tear off one layer of paper from the handkerchief and tear out a

rectangle, say around 8 to 5 cm, place it where the wound is supposed to to come and cover it

with vaseline. 'Sculpt' with this blob a wound, the edges should be higher than the center.

Smear the blood-coloured vaseline in the middle of the wound. Spray some cocoa over the

edges. Rub it in, so that the edges become darker. Maybe also spray a little in the middle.

Choose a victim which doesn't support blood and show off with your wound. That's the way

to get someone to scream!

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1. Chafe wounds (galls) and superficial cut wounds

I prevent cutting wounds

. I follow the safety guidelines when using cutting machines

. I use knives as indicated

. I always apply the correct cutting technique (see part 1, material safety)

. I clean up broken glass or porcelain immediately with a brush

First aid with chafe wounds and superficial cut wounds.

I always wash my hands before and after treating wounds.

chafe wound, cut wound

I follow the following steps with chafe or cut wounds:

1. Clean the wound with cold water and possibly soap.

2. Desinfect the wound with eosine or isobetamine.

3. Apply a bandage or plaster.

4. With wounds on fingers apply a blue bandage or plaster. COMPULSARY!

2. Stab wounds

I follow the following steps:

1. Cleanse the wound with cold, streaming water.

2. Cover the wound with a sterile compress.

3. Apply a bandage.

4. Go to the doctor for a possible injection.

5. With stab wounds on a finger a blue bandage is compulsory.

3. Deep cut wounds


1. Clean the wound briefly under cold streaming water.

2. Cover the wound with a sterile cloth.

3. Apply a cold cloth

4. Go to the doctor to suture the wound.

5. With deep cut wounds on the fingers a blue bandage is COMPULSORY!

218

4. Cut wounds with heavy loss of blood


1. Cover the wound with sterile cloth

2. I put on a sterile glove and apply heavy pressure on the wound.

3. I apply a pressure bandage to the wound to reduce the bleeding see chapter bleeding.

4. Immediately go to the doctor or call the emergency service (in Belgium: call 112).

5. Bleeding

First aid

Always first wash your hands with soap after treating bleeding!

. Nose bleeding

1. Sit down

2. Bend your head slightly forward

3. Close your nose with your fingers for about 10 minutes at the level of the nasal bone; if

necessary repeat for another 10 minutes.

4. A cold towel in the neck may also help.

. Bleeding as a result of wounds

See first aid cut wounds with heavy blood loss.

221

3. Bruises and bashing of head and limbs.

3.1. Cartoon

C

omplete: I keep the work floor clean

222

3.2. Learning aims


. Students can list how to avoid bruises or bashing of limbs or head.

. Students apply ice to bruises.

223

3.3. Didactic tips

I prevent bruises and bashes of head or limbs

. I do not play or run in the kitchen.

. I always clean up the clutter on the floor.

. I always close doors and closets.

. I carefully avoid spilling sauces and other wet stuff.

First help with bruisea and bashes of hed or limbs

Ice really helps!

. I apply an ice compress for at least 10 minutes.

. If no ice is available, some deep frozen product may also help. Of course, the product may

then not be used again afterwards.

. I go to the nursery for a support bandage if necessary; or a doctor for further care.

ice compress

224

How do I apply a support bandage for thumb or finger?

Finger Thumb

Cover the wound with a compress.

Fix at the height of the wrist.

Roll over the back of your hand till the finger

or thumb.

Turn once around the finger or thumb.

225

Finger Thumb

Return over the back of the hand to the wrist

Move over 1/3 of the width of the bandage

(in the direction of the heart)

Repeat the winding once, parallel to the first

one, but 1/3 in the direction of the heart

Fix at the level of the wrist with two circular

windings

..

.

..

..

..

226

Finger Thumb

At the back of your hand you see a pattern of

crossing lines

The palm of your hand remains free

229

4. Fainting

230

4.1. Learning aims


. The students can list the characteristics of fainting and unconsciousness.

. The students follow the prescriptions to be applied to fainting aimed at first aid.

231


1. Fainting

Characteristics of fainting:

. pale complexion

. sweating of the forehead

First help for fainting

. I remain calm.

. I let the person sit down, bent over, with the head between the knees.

. If the person is lying down, I lift his feet somewhat higher than his head.

. I apply a fresh compress to the forehead and possibly the wrists.

. I avoid squeezing things around the neck.

. I check whether the person is conscious (loudly ask his name).

2. Unconsciousness

Characteristics of unconsciousness

. Pale, shallow or highly red complexion.

. No reaction when name is asked loudly.

. Normal or deeply growling respirtion.

232

First aid with unconsciousness

If the unconsciousness lasts for more than two minutes, or if the breathing is irregular, call

the emergency service (112 in Belgium).

I put the victim in a stable sideways position.

Stable sideways position

Stay with the patient until the emergency services arrive.

232

What do you do:

. Remove the victim's glasses.

. Kneel next to the victim and ensure that both of his legs are lying straight.

. Place the arm at your side upwards at a right angle with respect to the body, the elbow

folded, hand palm pointing upwards.

. Pull the other arm over the breast and keep the back of the hand against the nearest cheek of

the victim.

. With your other hand, catch the leg at the other side, just above the knee and pull it up, the

foot remains on the floor.

. Pull the leg, while you keep the hand of the victim pressed against his cheek and turn the

victim this way towards yourself on its side.

. Place the upper leg so that hip and knee form a right angle.

. Put the head somewhat backwards and make sure that the respiratory tract remains free. The

mouth is turned downwards this way.

. If necessary move the hand underneath the cheek so as to keep the head turned backwards.

. If the victim remains for more than half an hour in this position, turn him on the other side.

235

Alcohol and drugs

236

5.1. Learning aims


. The students can explain in their iwn words the risks of alcohol and drugs.

. The students report the use or offer of forbidden substances.

5.2. Didactic tips

Young people are sometimes not aware of the fact that also alcohol is a drug. The fact that

alcohol is legally and socially accepted makes that it is frequently considered as innocent and

not as a drug.

Nevertheless, the use of alcohol can have serious consequences, especially for young people.

Alcohol, a legal drug, is usually consumed in a family environment. As a novice, you thus

have to 'learn' to drink alcohol. But alcohol is not only drunk for its taste. It also has definite

effects on how someone feels, on the self image, and also on behaviour. When a young person

learns to experience these effects as pleasant, he will continue drinking.

The environment plays an important role in this context.

Example: When a young person repeatedly notes that his drinking friends seem to have more

success and act more smoothly, then the probability is high that the youngster, in spite of the

initially bad taste of beer, continues drinking while going out.

237

. It is typical for adolescents:

that they start loosening themselves from their parents and focus more on their peers. Parents

and other adults (like teachers) turn out not to have a monopoly on truth, as the adolescent

thought as a kid. They start searching for a proper identity, they are not children anymore.

But who or what is he then? Experimenting is part of this quest as well as the development of

new topics of interest and activities. This can be sometimes very entertaining and exciting.

But at times it may be fairly tiring, confusing and stressful.

. Alcohol can start playing a role in both aspects. Sometimes in a positive way, sometimes in a

more negative one.

. Group pressure and alcohol.

Group pressure and norms may be at the basis of continuous alcohol consumption. From the

need of 'being part of it', and being considered as 'full', you can take another one, and another

one. This is especially characteristic for boys in large groups. Moreover boys can sometimes

start some competition of who can drink the most. 'Being able to drink a lot' equates 'being

strong'. If you only drink a little, you are considered a sissy.

. Conversely, a certain group culture may also act in a protective way. Young people explain

to each other when things are 'exaggerated' and things go bad. Most young people are aware

of the fact that, e.g., driving when drunk is a bad deal.

. Self image and alcohol.

'Self image' means: the way you look at yourself and how you appreciate yourself. A too low

as well as a too high sense of self-esteem may lead to alcohol consumption. This is not

necessarily problematic, and sometimes it is. If you continually need alcohol to change your

self-image, you are at serious risk.

238

. One of the effects of alcohol is the increment of the subjective feeling of self-esteem and

self-confidence. Alcohol can give you the impression of 'feeling good in your shoes'. For

young people who already have doubts proper to their age, this feeling may at times be very

welcome. Moreover, drinking alcohol lessens negative feelings and stress. This comes in

handy after quarreling with your parents: you drink a couple of glasses and you leave all your

'fuss' behind. Also the new youth club seems a lot less menacing if you already had one

before entering.

. As the use of alcohol leads to self overestimation, it implies risky and impulsive behaviour.

You can be thrilled in a pleasant way. But you can also start doing things you would never do

while being sober, things you might regret afterwards.

Examples: Boasting and yelling, looking for a fight, flirting in an exaggerated way, having

unsafe sex, vandalism, ...

. In group, young people may start pepping up each other. The result can be an explosive

cocktail.

. Experimenting and combining.

Experimenting sometimes results in combining several drugs (alcohol being one of them).

Sometimes really on purpose, sometimes accidentally, because it is offered to you. Because

alcohol makes you more reckless, sometimes you feel inclined to search impetuously for even

'stronger kicks'. Different drugs my indeed lead to stronger effects. Frequently not pleasant

ones!

239

! Do you know:

Working under the influence of alcohol or drugs leads to immediate firing, because of the

danger for yourself or your colleagues. Also at school you create an unsafe situation for

yourself and your fellow students.

. Why not prepare an alcohol-free cocktail during the practice courses.

Here we go for at least two recipies.

1. Car driver

Ingredients 'Car Driver':

10 cl orange juice

6 cl pineapple juice

2 cl freshly pressed lemon juice

2 cl maracuja syrup

Decoration: a slice of lemon

Preparation 'Car driver':

1. Mix all of the ingredients (except for the slice of lemon) together with 4/5 ice cubes in a

cocktail shaker.

2. Shake vigorously for about 15 seconds.

3. Put 3/4 ice cubes in a glass and pour the contents of the shaker in it, through a bar sieve.

4. Cut the slice of lemon till its center and put it over the edge of the glass.

240

2. Sugar Love (fruity-sweet)

Ingredients 'Sugar Love':

3 fresh and ripe strawberries

8 cl banana nectar

4 cl peach nectar

2 cl cream

Decoration: a piece of banana, a toothprick

Preparatio 'Sugar Love':

1. Wash the strawberries, dry them, remove the stems. Put them with the nectar, cream and

four ice cubes in the mixer and puree this for about a minute. Pour the mixture in a long

drink glass.

2. Stick the piece of banana on the toothprick and put it at the edge of the glass.

241


. I avoid being under the influence of alcohol or drugs.

. Characteristics of use of alcohol or drugs

- sweating,

- dilatation of the pupil,

- shaking,

- nausea . What can I do?

I do not use drugs nor alcohol

I inform the teacher in charge about the use or dealing of drugs in school


Complete:

It is always best to avoid accidents.

In case of an accident I always inform the chef or the teacher.

I treat burn wounds by cleansing them for about 15 to 20 minutes.

I recognize burn wounds as follows:

1st degree: The burnt skin is only slightly red

2nd degree: There are blisters on the burnt place

3rd degree: The skin is white or black and it tears off

With wounds at a finger, I always apply a bandage or a plaster.

Bruises or bashes on the head or limbs are treated by applying an ice compress during 10

minutes. I inform the teacher in charge about the use or dealing of drugs.

I call 112 - or local number in case of consciousness longer than 2 minutes and irregular

breathing.

243

1. Give 7 ways to avoid burn wounds:

. I always follow carrefully the guiding rules when using fires or ovens.

. I avoid splashing hot oil or grease.

. I always use my towel or oven gloves/nitts when handling hot dishes or pans.

. I am extra careful when opening or cleaning warm hot air ovens and steamers.

. I let hot dishes drain on the dish rack.

. I follow the guidelines when drinking hot liquids.

. In case of fire I always use the fire blanket.

2. How do you treat second degree burns?

. I cleanse the burn wounds for about 15 to 20 minutes under ordinary streaming water (tap

water), never ice cold.

. I cover burn wounds of second degree with a sterile towel.

. I immediately go to the nursery or a doctor.

3. How do I avoud cut wounds?

. I follow the safety instructions when using cutting machines.

. I use knives as prescribed.

. I always apply the correct cutting technique (see part 1 material safety under 'safety')

. I clean up broken glass and porcelain immediately with a broom.

4. Give the 4 steps to clean a cut wound.

1. Clean the wound with cold water and possibly soap.

2. Desinfect the wound with eosine or isobetadine.

3. Apply a bandage or plaster.

4. With wounds on fingers, cover them completely with a blue bandage. COMPULSARY!

245

PART 4: Reading pictograms

247

1. Pictograms

1.1. Cartoon

Complete: I can read pictograms correctly.

248

1.2. Learning aims


. The students can formulate the meaning of the pictograms.

. When seeing a pictogram, the students can apply its meaning.

. The students can say what a red, yellow, blue or green sign means.

1.3. Didactic tips

The teacher outlines a walkabout of the school and challenges the students to find 5

pictograms in a particular space and on products found there, and jot these down together with

their meaning.

This may also be presented as individual homework. In this way, the students learn to read

pictograms in spaces and on products at home and in their environment.

249

1.4. Learning i dormation

What are pictograms?

Pictograms are figures. These pictures are easy to recognize, easy to learn and easy to

remember.

Why are pictograms used?

Pictograms are easy to understand. You don't have to understand a language to understand

what their meaning ia.

If you look at the pictogram above, you know without words

what its meaning is. You automatically follow the direction the arrow points at because you

know it leads you to the exit.

In other words: a pictogram whose meaning you know is easy to recognize. You do not have

to read or translate anything.

250

In a lot of situations this has advantages. Just think about heavy traffic or about a train station

or an airport.

Every sector had its own pictograms, each of them with its own meaning.

1. Prohibition signs

Prohibition sign 1: No passenger cars!

Prohibition sign 2: No smoking!

No smoking

Not drinking water

Fire, open flames and

smoking prohibited

Unauthorized people

not permitted

Pedestrians not

allowed

Transport vehicles

not allowed

Forbidden to

extinguish with water

No entrance

.

251

A prohibition sign means that there is something you are not allowed to do. That is why the

colour red is used. A prohibition sign is always round, circular with a black pictogram and a

white background. In example 1 the pictogram is a black car, in example 2 a cigarette.

2. Command signs

...

Command sign 1: Eye protection compulsory Command sign 2: Security gloves

compulsory

Eye protection

compulsory.

Security helmet

compulsory

Hearing protection.

compulsory

Security gloves

compulsory

Security suit

compulsory.

Face protection

compulsory

252

A command sign means that it is mandatory to so what the pictogram on the board of sign

indicates.

The command sign 1 means that you should wear glasses to protect your eyes.

The command sign 2 forces you to wear security gloves.

A command sign has a round, circular form with a white pictogram on a blue background.

3. Warning signs.

The warning sign: danger

A warning sign means that there is possible danger and that you should watch out and be

careful.

A warning sign has the form of a triangle with a black pictogram and a yellow background.

253

Inflamable

substances or high

temperature.

Harmful or irritating

substances

Danger for electrical

tension.

Caustic substances

Poisonous

substances.

Danger

Examples of warning signs

254

4. Indication or rescue signs

...

Emergency exit

Towards emergency exit

Direction to be followed (combined with one of the signs below)

First aid.

Exit - emergency exit

Safety shower.

Cleanse your eyes

Telephone for

rescue or first aid.

Stretcher

Examples of indication or rescue signs

A rescue sign gives the direction you have to follow to reach a safe place or to find a place

where safety material is present.

A rescue sign is rectangular or square with a white pictogram on a green background.

255

5. Firefighting signs

Indicated direction: combined with one of the following signs

Fire extinguisher

Fire hose

Ladder

Telephone for firefighting

Fire blanket

Meeting point

Pictograms

These firefighting signs consist of an arrow and a sign.

This arrow indicates which direction you have to follow to find the material to fight a fire or

to find your way to a meeting point.

These signs are square or rectangular with a white pictogram on a red background.

These arrows may always be used in combination with a square or rectangular firefighting

pictogram.

256

How do you read a pictogram?

Every pictogram has its own meaning. The meaning of the drawing will always be found

within the pictogram itself.

Example:

Emergency exit

Towards an emergency exit

Direction to follow; tombe combined with one of the following

First aid

Exit - Emergency exit

Safety shower

Cleanse your eyes

Telephone for Stretcher

rescue or first aid

stretcher

Beside every pictogram there is a short explanation of its meaning.

257


List: pictogram and meaning:

Pictogram

Betekenis

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

Emergency exit

Direction to follow to find a firehose

Harmful or irritating substances

Prohibited to extinguish with water

Eye protection compulsory

Fire blanket

Danger

Not drinking water

Exit or emergency exit

Caustic substances

No smoking

Direction to be followed to the safety showers

Inflamable substances or high temperature

To the emergency exit

Fire extinguisher

258

ENVIRONMENT

261

PART 1 : Rational use of energy

263

1.1 Cartoon

Complete: I put out the lights

264

1.2. Learning aims

After this part of the course about rational use of energy:

. The students can explain in their own words what rational use of energy means.

. The students can apply a number of concrete tips.

1.3. Didactic tips

. The teacher can ask the students to develop tips in groups how the students can save energy

at home and in the school. This way they may be instigated to apply their own tips at home

and in the school. In this way they learn to consciously deal with energy. With the learning

information you will find a whole list of tips around different topics.

. When explaining cooling and freezing you can ask the students to show the temperature of

the cooling cell before entering. When leaving it you can check the temperature again. In this

way they will see how the temperature rises, even if the door was opened just for a while.

Or you can ask them not to speak for, say three minutes. In this way they will know

immediately how long it takes before the cooling cell recovers its desired temperature.

265


What is Rational Use of Energy (RUE)?

The smart way to deal with different energy sources.

This is a way of translating RUE.

What is n energy source?

This is a system allowing to borrow energy such as a hydraulic central where you generate

energy through the streaming of water.

These energy sources are neede to allow devices like a computer, a microwave oven, etc. to

run.

266

Examples of energy sources are:

Oil and gas

267

Eolic (wind) energy

268

Solar energy

269

Electric energy

270

Fossile energy (coal)

271

Why a rational use of energy?

It is stupid to spoil energy unnecessarily.

Cheap and inexhaustible energy belongs to the past.

It is necessary to deal economically with our energy. Through tips and small adjustments you

can find handy and easy ways to save energy.

272

How can one apply rational use of energy?

Here are some of tips to live in an energy-sparing way:

. Turning on the heating absorbs a lot of energy. If you are studying or making your

homework, do not put any books or other stuff on the radiator. Do not put any cupboard or

coach in front of the heating because this prevents the heat to spread across the room.

. If you air the class room, limit this to a quarter of an hour. Meanwhile, put off the heating.

Keep windows and doors closed as much as possible.

Is the lightbulb of your desk lamp broken? Does the light above your bathroom mirror not

work anymore? Maybe this a moment to ask your parents to use energy saving lamps.

. Do not forget to turn off the lights when you are the last one to leave a room, a class room or

another space.

1. . Clean, tidy practice clothing is necessary. Washing your clothes, drying and ironing them

does not requires that much energy. Washing and drying machines always have sparing

knobs which automatically choose an energy saving program for your laundry.

. You can fill a drum with dirty laundry. But make sure that you are able to fit your hand

above the laundry. Try this at home, you will help your mother.

273

. Drying your laundry on a clothesline or a drying rack saves a lot of energy. Moreover, it

smells nice!

. Make sure that you fill the dish washer completely before using it. At half capacity the

machine uses a lot of energy and water. Moreover, it does not clean well.

. Limit the use if warm water. This is a large energy devourer. Warm water can only be

produced by heating cold water first, and this requires a lot of energy.

. If you are working in the kitchen, do not keeping the water running. This is a real waste.

You only run warm water when really needed.

. Do not leave the door of the fridge open. For every minute the door remains open, the

refrigerator needs 3 minutes to cool again.

. Do you want something tasty from the deep freeze? Put it first in the refrigerator to thaw

(except for icecream, of course). This way the cold will be use by the fridge to cool.

274

. Do not leave electrical tools plugged in longer than needed.

. Don't forget to unplug the charger of your mobile phone, toothbrush, gameboy, ... when not

used or when they are completely charged. Because even when not used, these machines still

use power, even when they are completely loaded.

. You not leave your computer or your TV set on stand-by but you disconnect these devices

completely. In this way, they will not consume electricity unnecessarily.

Rational use of energy is essentially a set of small energy savers. If we use energy in an

economical way at home and in the school, we will end the year with a lot of savings! And

these may be used for great stuff for the students.

An extra excursion, maybe.

275

! Did you know?

Energy saving lamps use five times less energy than ordinary lamps and have a ten times

longer life span.

Daylight is free, pleasant and gives you an extra energy boost.

A single bath uses 13 buckets of 10 liters of water. A shower only uses 5.

Do not put warm dishes immediately in the fridge. Let them cool first and put them in the

fridge only then. The fridge needs to work less to cool this way.

If you cook potatoes or vegetables, they only have to be under water for one third.

276


1. Complete

- Energy comes from energy sources.

- The place where energy is generated from the streaming of water is a hydraulic central.

- Old light bulbs which are broken should be replaced with energy saving lamps.

- For a bath we need 13 buckets of water, whereas we only need 5 buckets of 10 liters for a

shower. 2. Right or wrong?

1. There is a lot of energy to be spilled. N

2. You replace a broke light bulb by an energy saving one. Y

3. You keep doors and windows open when airing a room. N

4. A washing drum should be filled as long as there is room for your hand above the

laundry. Y

5. You need 13 buckets of water for a shower. N

6. Warm dishes should be placed in the fridge immediately. N

7. Potatoes and vegetables only have to be one third under the water when cooking. Y

8. When your mobile phone is charged, keep it plugged in. The charger does not use any

more energy. N

9. Leave your PC on stand-by. N

10. You best air the class-room for a quarter of an hour. Y

277

3. To which source of energy are these photos linked?

Photo 1. Wind / eolic energy

278

Photo 2. Fossile energy

279

Photo 3. Solar energy

281

PART 2: Waste and Processing

283

1.1. Cartoon

Complete: I sort the right waste in the right container

284

1.2. Learning aims.

After this part of the course on waste and processing:

. The students can sort the waste of the practice lessons the correct way.

. The students can place the sorted waste in the correct containers.

1.3. Didactic tips.

. The teacher can have the students each bring some piece of waste. Under waste we

understand: cans of Coca Cola, a plastic bottle of water, a glass jar, a tetrabric of chocolate

milk, etc.

. The students visit a restaurant or hotel and ask the proprietor or operator which waste he has

after a day of work and write this down in a waste chart. Back at school they complete in

group the chart with 'where' and 'why'.

. The students weigh their waste, also of prepared dishes, after the practice course. They

calculate the total amount of waste of the whole class after one lesson. In this way they can

calculate the waste on a monthly or yearly basis.

. The teacher asks the students after the practice lesson to sort and throw away the waste. One

student writes down in a chart what they just threw away, where and why (chart: see

example). The students have the example as well as the waste chart in their work book.

285

Waste chart: Example

Kind of waste. Where. Why

---------------------------------------------------------------------------------------------

Potato peels. Separate container for vegetables

fruit and garden waste

Plastic

Paper

Grease waste of meat

Fish bones

Grease waste, e.g. baking oil

286

1. Only useful in Belgian context.

2. Only useful in Belgian context.

3. My own waste: The teacher asks the students to keep a list of the amount of waste the

produce in a single day. He lets them sort the waste as well.

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4. Outside of the school

. Visit the container oarak with the school where each one deposits his own piece of waste in

the right place.

. Or the students may visit:

- the waste processor

- a waste burning oven

- a recycling shop

- a composting plant 5. Only useful in the Belgian context.

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The students fill in steps of the Lansink ladder and put their waste on the step they think is

correct and explain why (this exercise is also mentioned in the students notes).

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Why do you place your waste at the following step:

Step 1 : ----

-------

-------

Step 2 : ----

-------

-------

Step 3 : ----

-------

-------

Step 4 : ----

-------

-------

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What is waste?

Everything we use becomes waste. Often the waste comes from the packaging of products.

! Did you know:

- that you produce 560 kg of waste every year? This is as much as 1.5 kg a day!

- that schools produce 100 kg per student per school year.

Of course, you want as little waste as possible when you buy something.

However, packaging is necessary for some products: it protects food against damage,

contamination or decay. The outer package of products is necessary to transport goods, to

distribute and to preserve them. You should also be able to pile up large quantities (see

photo).

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The waste 'mountain'.

Schools produce industrial waste: mainly in the kitchen, the refectory (school restaurant) and

the playground.

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Lansink's ladder.

1. Prevention

2. Reuse

3. Recycle

4. Burn

How do we deal with waste?

We discuss this using Lansink's ladder:

The steps of the ladder essentially show what has to be done with waste:

. Preventing is better than reusing.

. Reusing is better than recycling.

. Recycling is better than burning.

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The environment, the heating of the earth, waste treatment, etc. are very important to your

life. That is why it is necessary to cherish the earth. And to ensure that there is little waste, we

produce little waste. This is prevention: preventing that there is much waste.

When waste is treated again, we speak of reusing or recycling. Yet there is a difference

between both.

What us 'reusing'?

One speaks of reusing when an object is used again. This may for a use different from the

initial one. For example: in car-demolition some parts of a car may be sold to be used again.

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But you can use a lot of stuff in different ways. You may bring clothes which are too small or

which you do not use anymore to a second hand store or sell them in the internet.

Or you might reuse parts of an object (e.g., the battery of a car).

You can also reuse an object for something completely different without the material having

to be melted for this.

Think about pet bottles of lemonade, for example.

What is recycling?

You can recycle base material like glass for the same purpose.

This means that you recycle glass bottles and make new bottles of or jars from the same

material.

! Do you know:

that there are glass jars and bottles which are filled again up to 30 times!

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Or you can recycle PET-bottles (these are plastic bottles or flasks) for example for the textile

industry. They use this material for the production of sleeping bags, hoods, fillings of jackets

etc.

You can also recycle paper. This is used, e.g., for making toilet paper, but also drawing paper,

writing paper and even newspapers.

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Or even a barbecue may be made of recycled material.

But do not forget: before reusing or recycling, you first have to sort the waste!

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Which are the different kinds of waste?

PMD

Plastic bottles, metal packaging and drinking cartons (tetrabrik).

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Glass, in different colours.

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Paper

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VFG

Vegetable, fruit and garden waste.

! Do you know:

that almost half of the household waste consists of vegetable, fruit or garden waste?

But not only vegetables, fruit or waste from the garden are placed under VFG. Also teabags,

bread crusts, fish ones and a lot of other stuff fall under VTG. This waste is sometimes also

called 'organic waste' because nature can deal with this kind of waste. And at the same time

this waste is also food for animals and plants.

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SDW

SDW means 'Small Dangerous Waste'. This kind of waste is very dangerous for the

environment if just throw it away like that.

Examples of SDW:

- Batteries

- Medicines

- Paint

- Motor oil

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Litter

This is the last type and the most irritating one.

This is waste that you throw on the street now and then, in a wood or through the window of

your car.

Unfortunately this kind of waste is a disaster for nature. For some products it takes an eternity

before nature decomposes them.

To help nature, you might do the following with the class:

Organize a trip to collect litter. The students make a picture from this and put it in the course

notes. You might link a small surprise to the best photo.

! Do you know:

that it takes nature between one to five years to decompose a sigarette butt?

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And what did you think of the following list:

Litter. Teardown time

-------------------------------------------------------------------

A banana peel. 3 years

A tin can. 5 till 50 years

A plastic bottle. 5 till 10 years

A plastic bag. 10 till 20 years

Chewing gum. 20 till 25 years

An aluminum can. 80 till one million years

A glass bottle. One million years

A polystyrene cup. Eternity

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And what about used frying grease and oils?

Do you recognize this figure?

...

It is the ‘oil ghost’, known from tv in some countries.

Used frying grease or oil may not be thrown away just like that and should be taken to a

container park. It is as simple as that!

What about electric or electronic devices?

If they really cannot be repaired, also bring them to the container park.

There they will be sorted in a separate container. Also these devices will be recycled: harmful

parts will be disposed of, reusable parts will be separated or processed. The reusable parts are

recycled, allowing for new devices to be constructed.

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You thus can always go to the container park with all waste to be recycled or reused.

What is 'burning'?

Waste which cannot be recycled or reused is burned (or buried). Burning has the advantage

that the volume of the waste is reduced by 90% and the weight by 60-70%. Burning waste

also produces energy for electricity or heating. Specially designed burning ovens (see picture)

may even treat dangerous waste material.

307-309


Below you will find some pictures of different kinds of waste. Can you throw everything in

the correct waste bin? Write the number of the first column 'type of waste' next to the correct

container, waste bag or sorting kind.

Type of waste Container, waste bag or sorting kind

1 plastic foil

Glasscontainer

2 tetrabric

Composting installation

Paper and carton

3 Pet bottles

4. Carton packaging

5. Fruit and vegetable waste

Waste bag

PMD-bag

6. Aluminum packaging

7. Glass

2. Plastic foil

3. Tetrabric

4. PET bottles

5. Carton packaging

6. Fruit and vegetable waste

7. Aluminum packaging

8. Glass

Glass container. 7

Composting installation. 5

Paper and carton. 4

Waste bag. 1-6

PMD-bag 5

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The packaging of several types of products is necessary. Write down three reasons why:

. Packages protect food against damage

. Packages protect food against contagion

. Packages protect food against decay

Why do certain products have an external packing?

The external is necessary:

. Transport products

. Distribute products

. Preserve products

By prevention we may avoid a lot of waste.

If, for example, we reuse the battery of a car, we call this 'reusing'.

If we make toilet paper from old paper, we are recycling. In the container park, we can sort

waste.

1.5.3. What do the following abbreviations mean?

VFG = vegetables, fruit and garden waste

SDW = small dangerous waste

PMD = plastic bottles, metal packages an drink cartons

311-312

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