Select, UUse and Care for Hand Tools aannd Basic … Workbook Primary Agriculture Select, UUse and...

LLeeaarrnneerr WWoorrkkbbooookk PPrriimmaarryy AAggrriiccuullttuurree

SSeelleecctt,, UUssee aanndd CCaarree ffoorr HHaanndd TToooollss

aanndd BBaassiicc EEqquuiippmmeenntt aanndd IInnffrraassttrruuccttuurree

My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

My Workplace: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . .

NQF Level: 1 US No: 116167

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA.

Select, use and care for hand tools and basic equipment and infrastructure

Primary Agriculture NQF Level 1 Unit Standard No: 116167 22

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… Dear Learner - on completion of the Learner Guide, you should have acquired all the knowledge and skills to be assessed against the following unit standard:

Title: Select, use and care for hand tools and basic equipment and infrastructure

US No: 116167 NQF Level: 1 Credits: 4

Please read the unit standard at your own time (see Learning Guide).

WWhhaatt iiss aasssseessssmmeenntt aallll aabboouutt?? Assessment takes place at different intervals of the learning process and includes various activities. Some activities will be done before the commencement of the program whilst others will be done during programme delivery and other after completion of the program.

The assessment experience should be user friendly, transparent and fair. Should you feel that you have been treated unfairly, you have the right to appeal. Please ask your facilitator about the appeals process and make your own notes.

HHooww ttoo uussee tthhiiss wwoorrkkbbooookk …… Your activity workbook will be handed in from time to time on request of the facilitator for the following purposes:

The activities that follow are designed to help you gain the skills, knowledge and attitudes that you need in order to become competent in this learning module.

It is important that you complete all the activities and worksheets, as directed in the learner guide and at the time indicated by the facilitator.

It is important that you ask questions and participate as much as possible in order to play an active roll in reaching competence.

When you have completed all the activities and worksheets, hand this workbook in to the assessor who will mark it and guide you in areas where additional learning might be required.

You should not move on to the next step in the assessment process until this step is completed, marked and you have received feedback from the assessor.

Sources of information to complete these activities should be identified by your facilitator.

Please note that all completed activities, tasks and other items on which you were assessed must be kept in good order as it becomes part of your Portfolio of Evidence for final assessment.




1. Dig a hole for a tree.

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2. Chop down and dig out weeds.

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3. Dig trenches for irrigation pipes.

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4. Maintain the irrigation system by fitting new t-joints.

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5. Erect a new fence.

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Brainstorm: Think of the following tasks and discuss the types of equipment you might use for the task.11

SSOO 11,, AACC 11

My Name:

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6. Spray against pest & disease.

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7. Apply manure/ compost to the crop.

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8. Fix the tractor.

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9. Place nails along a trellis system for bullhorns.

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Facilitator comments: Assessment:




1. Read the article carefully and in your groups discuss what implication this might have on the process of selection, use and care of hand tools.

2. Thereafter prepare a 5-minute presentation in ENGLISH to be presented to the rest of the class on your findings.

3. Your facilitator will evaluate your group according to:

Participation of all group members

Use of English language

Comprehension of article

Correct assumptions

Presentation skills

Article on Technology in Agriculture:

“Agrochemical users must make every effort to use those products that minimise the risk to themselves and others. In the choice of agrochemicals they may often be guided by advertisements in the mass media. It is therefore important that users seek advice from agricultural extension workers and several independent suppliers.

Similarly, choice of safe technology is important. For example, there may be several types of spray equipment on the market, but the cheapest ones are often not the best for safety. They may be of poor quality and might start to leak. The same may be true of the choice of personal protective equipment. Again, users should remember to seek advice.

The adoption of safe working systems and practices will minimise risk. The arrangement of working time, particularly in hot climates, would be relevant here. For example, agrochemical spraying could be undertaken in the early hours of the morning. Engineering control measures, personal hygiene and other measures, the use of personal protective equipment as a last line of defence and the alternatives to agrochemicals will be discussed in the following subsections.

Group discussion and presentation: What follows is a short article on technology in agriculture. Follow the instructions.

22 SSOO 11,, AACC 11--33

My Name:


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Engineering control measures: A basic principle of user protection is that all possible measures should first be taken to reduce exposure at the source. Routine maintenance should ensure that agrochemical application equipment is in good condition and without any potential to leak or spill. Particular attention should be given to knapsack sprayers where leakage could seriously contaminate the user.

New developments in engineering controls go much further by introducing improved design features, which automate agrochemical handling or make some tasks easier or safer. Examples of engineering control measures include:

Closed systems. The container is opened and the contents are automatically released through a measuring or weighing device into the spray tank.

Filling probe. This transfers agrochemicals by suction from an opened container on the ground into the spray tank.

Pre-mix bowl. This is a low-level bowl into which the agrochemical is poured. It is then automatically transferred to the spray tank.

Anti-siphoning device. This prevents back siphoning of spray tank contents into the water supply used for dilution or mixing.

Easy access sprayer. Here the user can reach all parts of the sprayer for manual filling or maintenance.

Automatic boom. In this operation the spray boom opens and folds automatically.

Sprayer controls. These controls fitted on to the tractor are readily accessible from the driver's seat.

Quick-change nozzles. Devices used for rapid nozzle changing and cleaning.

Storage. Areas in the tractor designed for clean water, protective clothing, pesticide containers and spare nozzles.

Use of personal protective equipment: Most agrochemicals present a risk to the user that may be controlled by engineering control measures. Where recourse to the above measures does not suffice, personal protective equipment should be used.

Protective clothing: Because of the nature of farm work, engineering control measures may not always be feasible. Protective clothing therefore remains a necessary part of working with agrochemicals. The items required would depend on the harmful effects of the agrochemical and the way in which it is used.

In practice, labelled information supplied with the agrochemical will generally specify the level of protection required. Detailed information on the quality of various items such as the minimum thickness of gloves or the material from




which they are made, e.g. neoprene, nitrile or butyl, may also be supplied. Similarly, prescribed items of respiratory protective equipment and the care necessary in their maintenance might be listed. Examples of personal protective clothing are given in figure 1.

Headgear

Respiratory protection

Gauntlet gloves

Head, eye and face protection

Figure 1. Examples of personal protective equipment

Selection, use and maintenance of personal protective equipment: When specified on the product label, the selection of appropriate personal protective equipment, its use and maintenance are essential for the protection of a person using hazardous agrochemicals.”

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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MMyy PPrreesseennttaattiioonn …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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1. You arrive at work, it is pruning season. The pruning shears were thrown into a bucket of water and some of them are now rusted and blunt. Also, some of the springs are missing or non operational. What do you do?

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Discuss as a group: Explain in writing what you would do if the following occurs: 33

SSOO 22,, AACC 11--33

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1. Note who should be informed and describe the procedure to be followed to ensure that the checks and repairs are done.

Spades

Date Tool Critical check points Signature Maintenance

required Signature

Maintenance performed Date Signature

Who to report to: ....................................................................................................

Pick axes


required Signature


Who to report to: ....................................................................................................

Explore your world: Draw up a checklist for checking safety and maintenance of the following hand equipment:

44 SSOO 33,, AACC 11--33

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Hammers


required Signature


Who to report to: ....................................................................................................

Spray pumps


required Signature






1. Floor plan of tool store:

2. Motivation:

Clean

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Safe

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Separate

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Draw a picture: Draw a picture of how you would arrange your tool store. Motivate why tools have to be stored under clean and safe conditions in a separate area.

55 SSOO 44,, AACC 11--33

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1. Injury by hand tool (Select a specific tool)

What happened?

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Why did it happen?

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How it could have been avoided?

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Brainstorm: Think of a time when someone got injured on your farm through the use of hand equipment and write down what happened.

66 SSOO 55,, AACC 44

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1. Example 1: (Select a specific tool)

Used incorrectly…How?

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What repairs did it need?

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How to use it correctly?

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Discuss in your group: Give 4 examples of how incorrect use of a piece of hand equipment would cause it to break and need repairs and maintenance. Now describe what the correct way would be to use that piece of equipment.

77 SSOO 55,, AACC 11--44

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AAsssseessssmmeenntt FFeeeeddbbaacckk FFoorrmm Comments / Remarks

Feedback to learner on assessment:

Feedback from learner to assessor:

Learner’s Signature:

Date:

Assessor’s Signature: Date:




AAmm II rreeaaddyy ffoorr mmyy tteesstt?? Check your plan carefully to make sure that you prepare in good time. You have to be found competent by a qualified assessor to be declared

competent. Inform the assessor if you have any special needs or requirements before the

agreed date for the test to be completed. You might, for example, require an interpreter to translate the questions to your mother tongue, or you might need to take this test orally.

Use this worksheet to help you prepare for the test. These are examples of possible questions that might appear in the test. All the information you need was taught in the classroom and can be found in the learner guide that you received.

1. I am sure of this and understand it well 2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it means

Questions 1. I am sure 2. I am unsure

1. What can the tool be used for?

2. What is the tool generally used for on the farm where you work?

3. How must the tool be stored during break times in the day (e.g. lunch time)?

4. How must the tool be cleaned at the end of the workday?

5. How must the tool be cared for at the end of the workday?

6. How must the tool be stored at the end of the workday?

7. What has to be checked regarding the tool at the beginning of a job in which you will use the tool?

8. How must you carry the tool?

9. How must you work with the tool?

10. If the tool hasn’t been used in a long time, what will you check for?




Questions 1. I am sure 2. I am unsure

11. How can the tool injure?

12. How can you prevent injury from the tool?

MMyy NNootteess ……

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CChheecckklliisstt ffoorr pprraaccttiiccaall aasssseessssmmeenntt …… Use the checklist below to help you prepare for the part of the practical assessment when you are observed on the attitudes and attributes that you need to have to be found competent for this learning module.

Observations Answer Yes or No

Motivate your Answer (Give examples, reasons, etc.)

Can you identify problems and deficiencies correctly?

Are you able to work well in a team?

Do you work in an organised and systematic way while performing all tasks and tests?

Are you able to collect the correct and appropriate information and / or samples as per the instructions and procedures that you were taught?

Are you able to communicate your knowledge orally and in writing, in such a way that you show what knowledge you have gained?

Can you base your tasks and answers on scientific knowledge that you have learnt?

Are you able to show and perform the tasks required correctly?

Are you able to link the knowledge, skills and attitudes that you have learnt in this module of learning to specific duties in your job or in the community where you live?

The assessor will complete a checklist that gives details of the points that are checked and assessed by the assessor.

The assessor will write commentary and feedback on that checklist. They will discuss all commentary and feedback with you.

You will be asked to give your own feedback and to sign this document. It will be placed together with this completed guide in a file as part

of you portfolio of evidence. The assessor will give you feedback on the test and guide you if there are

areas in which you still need further development.




PPaappeerrwwoorrkk ttoo bbee ddoonnee …… Please assist the assessor by filling in this form and then sign as instructed.

Learner Information Form

Unit Standard 116167

Program Date(s)

Assessment Date(s)

Surname

First Name

Learner ID / SETA Registration Number

Job / Role Title

Home Language

Gender: Male: Female:

Race: African: Coloured: Indian/Asian: White:

Employment: Permanent: Non-permanent:

Disabled Yes: No:

Date of Birth

ID Number

Contact Telephone Numbers

Email Address

Postal Address

Signature:

Select, UUse and Care for Hand Tools aannd Basic … Workbook Primary Agriculture Select, UUse and...

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