Professional Documents
Culture Documents
DARY
FIRSTY
EAR
FISH PROCESSING
TECHNOLOGY
TEACHERSSOURCEBO
OK
GOVERNMENT OF
KERALA
Department of
Education
200
5
Prepared
by:
State Council of Educational Research &
Training (SCERT) Vidyabhavan, Poojappura,
Thiruvananthapuram -12
Keral
a
Email:scertkerala@asianetind
ia.com
Type setting
by:
SCERT Computer
Lab.
Government of
Kerala
Department of General
Education
200
5
Preface
Dear
Teachers,
The activity based,
learner
centred
introduced
in
Secondary
imperative
to
is
the
Vocational
classes.
It
being
Higher
becomes
system
for
its
in the
successful
implementation.
Sourcebook is to assist the teacher to transact
the
modified
curriculum
through
leaner
effective
enough
teaching. This
opportunities
to
book
has
improve
the
Thiruvananthapuram
Kumar
25.11.
Director
Dr.
E.
Valsala
05
SCERT, Kerala
CONTENTS
Section I
General
Approach .........................................................0 5
Objectives ...................................................2 1
Syllabus ...........................................................................2 4
Planning ..........................................................................2 7
Evaluation .......................................................................3 6
Section II
1.
General
Introduction ............................................5 1
2.
Fish as a Food
Material.........................................5 7
3.
4.
6.
7.
Freezing .................................................................8 2
8.
Freezers .................................................................8 7
9.
GENERALAPPROACH
Introduction
The ultimate aim of education is human refinement. Education
should enable the learner to formulate a positive outlook towards
life and to accept a stand which suits the well being of the society
and the individual as well.
The attitude and potential to to work has determined the destiny,
progress and cultural development of the human race. As we all are
aware, the objective of education to form a society and individuals
having a positive work culture. The educational process expected
in
and outside our formal schools should concentrate upon
inculcating concepts, abilities, attitudes and values in tune with these
work culture. Hence vocationalised education cannot be isolated from
the main stream of education. In anthor sense, every educational
process should be vocationalised. However, due to our inability to
utilise the resources wisely, scarcity of job opportunities is a
severe issue of the present society. For overcoming this deep
crisis, emergent techniques have to be sorted out and appropriate
researches have to be seriously carried out. It is in the sence that the
content and methodology of vocational Higher Secondary Education
have to be approached.
The Vocational Higher Secondary course was envisaged as a part of
the National Policy on Education with the noble idea of securing a job
along with education. The relevance of Vocational education is very
great in this age of un employment. This education system, which
ensures a job along with higher education, stands aloof from other
systems of education.
A learning environment which ensures vocational aptitude, vocational
training, basic life skills, competencies related to different subjects,
appropriate values and attitudes and existential readiness has to be
provided here.
The curriculum should be one which recognises the specific
personality of the learner and should develop it in a desirable way. It
should provide opportunity to imbibe novel ideas to follow a critical
approach and for learning through experiences.
What is learning?
Learning is construction of knowledge and so it is a live and
continuous mental process.
Learning is a process of advancement through adding and
correcting in the light of comparing the new issue with the
previously learned concepts.
Learning takes place as a part of the effort to solve
problems.
Learning takes place by assimilating bits of knowledge into ones
own cognitive structure.
Learning is not a linear process. It is a spiral process growing
deeper and wider.
Learning
is an intellectual process rather than the mere
memorisation of facts.
Learning is a conglomeration of a variety activities like problem
analysis, elucidation, critical thinking, rational thinking, finding
out co-relations, prediction, arriving at
conclusions,
applications, grouping for other possibilities and extracting the
crux. When opportunities are provided for intellectual processes
learning will become effective and intellectual ability will get
strengthened.
Theoretical
foundations
of
learning
The learner should be able to take firm steps and deferred against the
social crisis like privatisation, liberalisation, globalisation etc. and
against all kinds of dominations.
They should develop a discrimination to use the acquired
learning as a liberative weapon.
They should be able to view education and life with the perspective
of social well being.
They should get opportunity to recognise that co-operation is
better than competition and that co-operation is the key to social life
and culture.
A basic awareness of all the subjects needed for life essential for all
students. The remnants of perspectives formed in us during the
colonial period still
influence our educational philosophy. The solution to the present day
perplexities
of the society which approaches education on the basis of
competitions and marketisation is only a comprehensive view of life.
It is high time that education was recognised on the basis of the
philosophy of human education. The human approach to education
has to reflect in its content, learning process and outlook. The
perspective of learning to be and learning to live together as
expressed by the
UNESCO and the concepts of existentialist
intelligence intrapersonal and interpersonal intelligence.
The basis of new approaches on curriculum, teaching- learning process
are derived from the developments place in the east and west of the
world.
When we begin to see the learner at the centre of the learning
process, the teaching process has to be changed timely. It is the
result of the rapid growth and development of Science and
Technology and Pedagogy. If we want to undergo the changing
process, we have to imbibe the modern hypothesis regarding learner,
they have;
Great
curiosity
Good
imagination
Numerous other qualities and
interests
Independent
individuality
Interest in free thinking and working in a fearless
atmosphere.
Have interest in enquiring and
questioning.
domain
Facts
Ideas
Laws
The temporary conclusions and principles used presently by
scientists.
The learning is a process. The continuous procedures we undergo to
reach a particular goal is process. The skills which are parts of the
process to analyse the collected ideas and proofs and come to a
conclusion is called process skills. Some important process skills are,
the
skills;
To
observe
To collect data and
record
To
classify
To measure and prepare
charts
To
experiment
To
predict
To recognise and control the
variables
To
questions
raise
To
generalis
To form a hypothesis and
check.
To
conclude
To
communicate
To predict and
infer
To
tools.
use
To
To
To
To
curriculum.
The vision, approach, structure and content of the
textbooks.
Role of the teacher and the
learner.
Learner atmosphere, learning materials and learning
techniques.
Some scientific perspectives accepted by modern world in educational
psychology are given below.
Constructivism
This approach puts forward the concept that the learner constructs
knowledge. New knowledge is constructed when ideas are examined
and practiced in new situations relating them with the previously
acquired knowledge and experience. That is assimilated into the
congnitive structure of ones knowledge. This method which gives
priority to critical thinking and proble solving provides opportunity for
self motivated learning.
Social Constructivism
10
Involves in group
work
Acts
as
a
coparticipant
Observes
his
environment
Experiments
and
realises
Makes interpretations
inferences.
and
draws
11
12
New
Concepts
Learning
1.
of
Discovery Learning-
Learning by discussion
Collaborative learning
Co-operative learning
This is the learning in which the learners help one another. Those who
have more knowledge, experience and competency, will help others.
By this exchange of resources the learners develop a plane of social
system in learning also. As there are no high ups and low ones
according to status among the learners they can ask the fellow
students doubts and for helps without any hesitation or in hesitation
Care should be taken not to lead this seeking of help to mechanical
copying. It should be on the basis of actual needs. So even while
encouraging this exchange of ideas among the members of the group
cautions acceptance is to be observed as a convention. There should
be an understanding that satisfactory responses should come from
each member and that the achievement of the group will be
assessed on the basis of the achievement of all the members
13
Scaffolding
It is natural that the learner may not be able to complete his work if
he does not get support at the proper time. The learner may require
the help of the teacher in several learning activities. Here helping
means to make the learner complete the activity taking responsibility
by himself. The teacher has to keep in mind the objective of
enabling the learner to take the responsibility and to make it
successful.
8
Internal motivation
Multiple intelligence
of
the
Verbal/linguistic Intelligence -
Thinking rationally with causes and effect relation and finding out
patterns and relations come under this area, finding out relations
and explaining things sequential and arithmetical calculations are
capable of developing this area of intelligence.
3.
In those who are able to visualise models and bringing what is in the
imagination into visual form and in philosophers, designers and
sculptors this area of intelligence is developed. The activities like
modelling using clay and pulp, making of art equipments, sculpture,
and giving illustrations to stories can help the development of this
ability.
4
The activities using body language come under this. This area of
intelligence is more developed in dancers and actors who are able
to express ideas through body movements and in experts in sports,
gymnastics etc.
5
Musical Intelligence
7 Intrapersonal Intelligence
Naturalistic Intelligence
A great interest in the flora and fauna of the nature, love towards
fellow beings interest in spiritual and natural factors will be capable
of developing this area.
9.
Existential Intelligence
The ability to see and distinguish ours own existence as a part of the
universe, ability to distinguish the meaning and meaninglessness of
life, the ability to realise the ultimate nature of mental and physical
existences, all these are the peculiarities of this faculty of intelligence.
Emotional Intelligence
Discussing
social
problems.
Self
criticism,
evaluation
Ability to face problem-situation in
life
Thinking what one would do if placed in the situation of others,
how one would respond to certain experiences of others - All these
foster the growth of emotional intelligence.
iv)
Life
skills
Life skills need to be given a prominent place in education. W.H.O.
has listed ten skills required for success in life.
Self
awareness
Empathy
Inter
relations
personal
Communication
Critical
thinking
Creative
thinking
Decision
making Problem
solving
Copying
with
emotion
Copying
with
stress
The new curriculum addresses these
areas.
Knowing the characteristics of the learner, role of the teacher and how
to use the teachers handbook help the teacher to plan and
effectively implement learning activities.
Objectives of
Curriculum.
the
Vocational
Higher
Secondary
17
Nature
Approach
of
and
learning
APPROACH TO FISHERIES
Introduction
Vocational education, a dream of Mahatma Gandhi, was realized by
the central government to address the problem of massive
unemployment among the youth in our country. Among the different
vocational courses introduced, Fisheries courses has great relevance.
Being a country with a vast coastline of about 8000 km fishing and
allied industries play an important role in providing employment to a
vast majority of the population, as well as sustaining the economy
with the foreign exchange earned from the export of various fisheries
products. Among the maritime states of India, Kerala holds a
remarkable position in fisheries sector. That is why the importance of
fisheries in the economic development of Kerala was emphasized by
our President Dr. APJ Abdul Kalam.
The courses like Fishing Craft and Gear Technology, Fish processing
Technology, Aqua-culture offer scope in studying new technologies,
and help to improve the fishing industry, which directly or indirectly
helps to improve the standard of living of fisher folk and also
generate employment opportunities.
Aims
To create general awareness about the fisheries sector, its
resources and their significances.
To impart knowledge and training on various fish culture,
capture and processing techniques.
To create and develop confidence and skills for initiatives in self
employment in fisheries sector.
Educational Approach
The studies conducted by UNESCO, SCERT on the various defects of
teacher centred education evolved a new idea of student centred
educational approach. According to their approach the learning
activities should pave way for the construction of knowledge. While
selecting the learning activities we should take into account the
nature, mental ability and skills of students. This approach should
explore the activities like problem solving and self studying. It is
important that the new educational approach should create
opportunities for individual learning, co-learning and group learning.
19
Discovery learning
Co-operative learning
Collaborative learning
Modern packing
materials.
Impact on the
environment.
related
20
CURRICULUMOBJECTIVES
To develop
elasmobranch.
skills
to
differentiate
teleost
and
situations.
To
understand
different
the
skill
for
evaluating
shrimp
causative
21
situations.
steps in freezing.
To familiarise with
22
shrimps.
To
cold storage
To
understand
different
To understand
distribution
fish
transportation
and
To understand
packaging.
To apply
situations.
the
recent
trends
knowledge
in
in
new
23
SYLLABUS
Unit. 1
General Introduction
Morphology and biology of typical fish and shell fish. Major Indian
fisheries: marine, estuarine and fresh water. Pelagic and demersal
fisheries of India. Fishing methods. Marine fish production in India.
Export of marine products from India
Unit. 2
Fish
Material
as
Food
Fish Spoilage
spoilage,
of
Bacterial
spoilage,
Fish
Microbes
in
Public
Fish Handling
Freezing
Unit. 8
Freezers
Airblast freezers
Contact plate
freezers
Spray and Immersion freezers
Other types of freezers
Freezing time and freezer operating temperatures
Unit. 9
Freezing of Shrimps
Cold Storage
Chilled storage
Frozen storage
Change in fish muscle during frozen storage
Unit. 12
25
Freezing
Fish Spoilage
Fish Handling
Cold Storage
26
PLANNING
The role of teacher as well as the learner has changed in the emerging
scenario. So teacher being the facilitator should bear in mind the fact
that the C.Os are to be accomplished within the specified time
schedule. In order to fulfill this goal the facilitator should prepare
necessary plan. Four such plans are given below which include field
visit to a collaborative institutions, OJT, Surveys, Exhibition and all the
teaching learning activities include and outside the class room.
Year
Plan
Unit
Plan
Daily
Plan
Year plan covers all the unit and the entire activities to be completed
with in a year.
Unit plan include all the portions, processes and activities before
studying a unit. This plan must give reveal the actual information
about the curriculum objectives, concepts, process skills, activities,
material required and evaluation.
Daily plan is the daytoday plan to provide activities for a period (one
hour). The structure of daily plan is given with each chapter.
27
28
YEAR PLAN
Unit
1
Name of Unit
General
Introduction
Fish as a
food
material
Number of hrs.
2
Month
planned
To
June
2
6
2
25 hours
July
Activity/Suggesti
on
Field visit and
Data
collection.
Demonstratio
n Discussion
Assignments
Seminar.
1
6
6
3
2
2
3
August
10 hours
Discussion
Unit
3
Name of Unit
Fish Spoilage
Microbiology of
fish spoilage
Microbes in
public health
Number of hrs.
Environmental factors on
bacte- rial growth
Methods to prevent fish
spoilage
2
2
Month
planned
To
September
Activity/Suggestio
n
September
Discussion
with the help
of OHP and
Charts.
Demonstratio
n
Field visit,
Quiz,
Discussion
Assignment.
Demonstratio
n of Samples
10 hours
2
3
11 hours
8 hours
October
29
30
Unit
6
Name of Unit
Fish Handling
Freezing
Number of hrs.
7
4
1
3
2
2
2
3
2
3
Month
planned
To
October
Activity/Suggesti
on
November
Field visit
Discussion
15 hours
14 hours
Freezers
8 hours
November
Field visit
Demonstratio
n Discussion,
Freezing of
shrimps.
3
7
December
Video show,
Discussion with
the help of
charts and
samples.
10 hours
Unit
10
Name of Unit
Cold Storage
11
Storage,
Transport and
Distribution
12
Lay out of
processing plant
13
Factory hygiene
and
Sanitation
14
Modern
Packing
methods
Number of hrs.
Month
planned
To
January
Activity/Suggestio
n
January
Field visit
Discussion
5 hours
January
3
1
2
January
Field visit,
Discussio
n
Discussion
1
2
2
1
4
3
5 hours
5 hours
Field visit
Discussion
6 hours
February
8 hours
Collection
Debate
Discussio
n
31
32
UNIT PLAN
Ideas/
Process Skill
Understand
the
Proximate
composition of fish.
Water, Fat,
Protien,
Carbohydrate
, Minerals,
Vitamins,
NPN
Compounds
Observation
Communicatio
n Comparison
Understand
the
classification
of
protien based on its
solubility.
Sarcoplasm
ic protien.
Fibrillar protein
Stroma protien
Observation
Classification
Communicatio
n
Understand
importance of
in human diet.
the Deficienc
fi sh y
diseases.
Observation
Communicatio
n Comparison
Activities
Observatio
n of charts.
Discussion
Materials
Evaluation
Charts and
Reference
Participa
- tion
Interest
Preparation of
notes.
Total
Nos.
Curriculum Objectives
Concepts
Ideas/
Process Skill
Activities
Materials
Evaluation
Observation
Communicatio
n Comparison
Observatio
n of charts
and
Compariso
n
Charts
Apply
the
knowledge acquired
about nutrition to
other situation.
Communication
Discussion
Preparatio
n of notes.
Reference Participa
- tion
Presenta
- tion of
notes.
Essential
aminoacids.
Polyunsaturate
d
fatty acids.
Vitamin A and
D Iodine
Calcium
Phosporous
Participa
- tion
Interest.
Total
Nos.
33
DAILY PLAN
Name of Teacher
Class
: I st VHSE
Division
: .................
.... Strength
: 30
: .....................
: ................
Subject
Processing
: Fish
Duration
: 1 hour
Technology
Topic
: Nutrative
value of fish
Curriculum Objectives
Develop skills to compare the nutritive value of fish with other food
items.
Process Skill
Observation
Comunicatio
n
Comparison
Previous Knowledge
Students have knowledge about the proximate composition of fish,
meat and vegetables.
Materials required
Charts showing the percentage of proximate composition of fish,
meat and vegetables.
34
Participation in discussion
Presentation of findings based on charts.
Activities
Assignment
Write an assignment on
the nutritive value of
fi sh
compared to meat and
vegetables.
Consolidation
Fish contains more soluble
protien than meat.
The protiens in fi sh are
easily digestable, hence fi sh
is a good nutritive food for
children.
The presence of Vitamin. A and
D in fish increases its nutritive
value.
Minerals like Iodine, Calcium
and Phosphorus also
increases
its
nutritive value.
35
EVALUATION
Introduction
As the curriculum is based on a particular vocation, evaluation
becomes an inevitable procedure. Evaluation is done along with
learning process throughout the course of study. Inorder to make an
evaluation, the teacher should be able to understand the students,
their scholastic and co-scholastic knowledge. Capacity building in the
selected vocation is the most important part in vocational education
and it should be evaluated accordingly. The technical skills, interest
and devotion in the particular field, communication skills, analysis,
organising and presentation skills etc. have to be evaluated. The
personal and social qualities also have to be evaluated. Thus
evaluation is an integral part of learning process which assesses the
implementation of the curriculum.
Need
and
Evaluation
importance
of
Features
Evaluation
of
36
Different
tools
are
used
to
evaluate
the
multi
dimensional
Task orientation
Creative expression
Field/institutional interactions
Continuous
Items
Evaluation
1. Assignment
2. Seminar
3. Class test
4. Project
etc.
For continuous evaluation class test (CT) is made compulsory taking any two of
the above said indicators. CT can be a written test, oral test (viva), Practical test.
CE Item
Evaluation Indicators
2. Seminar
Weightage
4/3/2/1
4/3/2/1
4/3/2/1
4. Observation/suggestions/Views
Judgements/
Evaluation
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
Score
4/3/2/1
20
38
4/3/2/1
4/3/2/1
20
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
20
CE item calculation
Subject
item: Assignment
Sl. No Name
Evaluation Indicators
Anand
I
(4
)
2
Shibu
II
(4)
III
(4)
IV
(4)
V
(4
)
4
Total
Score
(20
)
17
19
39
Consolidated statement of
CE
Class: Ist year
Stream: Fisheries
Sl. No Name
CE Items
1
Total
(60)
Class
Test
Assigme
nt
Semina
(20
)
(20
)
Project
r/
Total
CE Out
of 20
Score
20
obtained
(20)
60
Anand
18
17
19
54
18
Shibu
20
19
18
57
19
Content validity
Criterion validity
Constant validity
Reliability
Class test, term evaluation and annual examination should be in tune
with the new approach.
40
Comparison of facts
Challenging questions
Grading
It is not scientific to assess the achievement of a student soley based
in the marks in the terminal examinations. Marking system proved
Grade
90-100
A+
80-89
70 -79
B+
60-69
50-59
C+
40-49
30-39
D+
20-29
Below 20
Sl. No Name
CE
(20
)
TE
(80
)
Anand
18
6
0
Shibu
19
Total
CE+
TE
(100)
7
8
Grade
B
+
7
2
9
1
+
The maximum score of CE+TE is 100 and the minimum score is 30.
(30%)
42
Syllabus
Practical
420 hrs
50 hrs.
25 hrs
30 hrs
30 hrs
75 hrs
50 hrs
10 hrs
75 hrs
43
Percentage
Score
40%
60
Procedure
and
demonstratio
Calculation
10%
15
Identification
20%
30
Spotters
10%
15
Record
10%
15
Viva
10%
15
Total
150
Indicators
No Name
Identification
Spotters
Record
Viva
Total
Grade
demonstration
60
15
30
15
15
15
150
1 Anan
d
40
10
20
10
12
13
105
B+
2 Shibu
55
13
25
13
13
13
142
A+
105
150 100
70 , Grade B+
44
Rating Scale
1
Regularity
Never
regular
Often
regular
Usually
regular
Most of the
Always
time regular regular
Punctuality
Never
Punctual
Often
Punctual
Usually
Punctual
Value addition
Capacity building
OJT/Simulated experiment
2.
3.
45
IE Item
1. Regularity
and
Punctuali
2. Value
addition
3.
Capaci
ty
buildin
g
46
Evaluation
Indicators
Weightage
Score
10
Field Visit
1. Attitude and
readiness towards
the task.
2. Capacity
for
observatio
n.
3. Data collection.
4. Application of ideas.
5. Documentation/
recording
.
OR
Survey
1. Planning.
2. Data collection.
3. Consolidation of
data and analysis.
OJT/ Simulated
Experiment/ Practical
skill
1.
Involvement
/
Participation
.
2. Skills in doing
work/
Communication
skill.
3. Time bound action.
4. Capacity for
observation, analysis
and innovation.
5. Documentation,
Recording and
display.
OR
Performance in
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
20
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
20
IE Item
Evaluation
Indicators
4. Innovation.
5.
Involvement/Soci
al commitment.
OR
Performace in
production/ service
cum training centre
(PSCTC)
1. Mastery of
vocational skills.
2. Managerial capacity.
3. Promoting
self
confidence.
4. Innovative approach.
Weightage
Score
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
Score
10
20
OJT/simulated experiment/
Practical Skill/
PerformanceCamp/exhibition/Clinic
Performance- PSCTC (any
Total
20
50
47
Consolidated statement of IE
Class: Ist year
Stream: Fisheries
Sl No
48
Name
Regularity &
Punctuality
Field visit
or survey
OJT or
Practical
skill
Total
Score
10
20
20
50
Grade
Anand
12
10
27
C+
Shibu
15
16
37
B+
Name
CCE
1
2
3 (20) Total
(20) (20) Sem (60
Clas Asi)
s
sign nar/
Test
Proje
TE
(80)
Total
out
of
20
Total
Grade
PE
(100)
1 2
3 4
5 6 Total Grade
Value
Additio
n (20)
Capacit
y
buildin
g (20)
Total
(50)
Grade
49
Sl no:
Nam
e
CE
Total
Grade
TE
Gener
al
Foundati
on
CE
English
TE
Total
Grade
CE
TE
TE
Total
Grade
Total
Grade PE
Total
Grade
VCE
Vocational Subjects
CE
CE
TE
Total
Physics
PE
Grade
CE
PE
Total
Grade
TE
Total
Grade
Mathemati
cs
CE
Chemistry
TE
UNIT. 1
GENERAL INTRODUCTION
Introduction
Fisheries is a multidisciplinary sector which deals with
aquaculture, fish capturing, fish processing, etc. Since the students
have limited knowledge about fisheries, this unit aims to convey
the fundamental aspects such as status of fisheries in Indian
economy, morphology of fishes, commercialy important Indian fish
resources and various fishing methods.
Syllabus
Morphology and biology of typical fish and shell fish. Major Indian
fisheries: marine, estuarine and fresh water. Pelagic and demersal
fisheries of India. Fishing methods. Marine fish production in India.
Export of marine products from India.
Curriculum Objectives
To understand the status of Indian fisheries and
export.
To identify the maritime states, fishing zones, major fishing
harbours and ports of India.
Sub
Topic
Methods
Fishing
Teleost
and
Suggested
Activities
Group
Discussion
Students have previous knowledge about external characters of
fishes. On the basis of that knowledge arrange a general discussion
on different charatecters of a typical teleost and an elesmobranch.
Teacher may consolidate the differences between a teleost and an
elasmobrach and ask them to prepare a note.
topic. Class may be divided into small groups and ask them to collect
information on different fishery resources such as oil sardine,
Mackerel, Tuna, Bombay duck, Shark and Prawns. Teacher may guide
the seminar by giving specific points for presentation.
52
Additional Points
Total coast line of India
8129
Kms
Total coastline of Kerala
590
Kms
Marine fish production in India (2004- 2005) 2.99 Million
M Ton. Total fish production in India (2004- 2005) 5.98
Million M Ton. Area of Indian EEZ
2.02 Million sq.
Km Area of Continental shelf
0.506 Million sq.
Km
Major
Fishing
zones
North West Zone
Maharashtra
South West Zone
Goa
South East Zone
Andrapradesh
North East Zone
Bengal
Gujarath,
Kerala,
Tamilnadu,
Orissa
Karnataka,
and
Pondichery
and
West
Important Ports
Chennai, Kochi, Visakhapatanam, Tuticorin, Kolkata, Mangalore,
Mumbai, Kandla, Marmagoa, Nhevasheva, Paradeep, Haldia and
Ennore.
Important
India
Fishing
Harbours
of
53
54
Scientific
Name
Major
Distribution
July to
March
Kollam to
Ratnagiri
Zoo
plankton
feeder
South
west
monsoon
August
to
April
Harpodo
North West
Carnivores
Zone
(Even
cannibalistic
)
Novembe
r to
March
Septemb
er to
Decembe
r
Kollam to
Ratnagiri
longicep
s
Rastrellig
er
kanagurta
nehereu
s
4.Tuna
Peak
Fishing
Season
June to October
la
3.Bomba
y
Duck
Common
Spawning
Season
Plankton
feeder
(Mainly feeds
on Fragillaria
occeanica)
2. Indian
Mackeral
Common
Feeding
habits
1.Auxis sp.
2.
Euthynn
us affinis
3.
Thunnu
s
albacar
es
Lakshadweep Voracious
Through out
,
the year.
Minicoy
Carnivore
Islands,
s
Kerala
and predatory
and
Tamilnadu
Through out
the year.
General
Fishing
Methods
Purse
seining, Boat
seining,
Shore
seining, Gill
Purse
seining, Boat
seining,
Shore
seining,
(Rampani in
Karnataka)
Bagnet (Dol
net) Boat
seining, Gill
netting, Trawl
netting.
Common
Utilisation
Fresh,
iced
form.
By
products - Body
oil, fish meal,
fish manure etc.
Fresh, iced, salt
dried,
wet
cured, colombo
cured.
By
productsFish
meal,
fish
manure etc.
Fres h and sun
dried
etc.
By products Lami
nated
Purse seining
Bombay duck,
manure etc.
Fresh,
Pole and
lining.
(Lakshadweep
)
frozen, canned
smoked
form
etc.
By product
- Masmin
Name of
Fishery
Scientific
Name
Major
Distribution
Common
Feeding
habits
Carnivores
sp.
North West
Zone,
Dasyatis
Kerala and
5.
Elasmo
branch
s
Scoliodon
sp.
South
East Zone
6.Prawn
Penaeu
Kerala
Common
Spawning
Season
Through out
the year.
Peak
Fishing
Season
Through out
the year.
General
Fishing
Methods
Hook and lining.
Common
Utilisation
Wet cured,
sun dried
etc.
By products Shark liver oil,
shark fin rays,
shark skin,
shark cartilage.
Bottom
Fresh, frozen.
trawling
canned, sun
monod
Trammel
on
netting
dried
form etc.
Penaeu
s
indicus
Parapenae op
sis stylifera.
Metapena
eus
monoceros
Metapena
eus
dobsoni
Omnivores
Monsoon
Monsoon
gill
Drift
netting
Stake netting
By products Chitin,
chitosan etc.
55
Unit
: 1 General Introduction
56
Curriculum Objectives
Ideas/
Process Skill
Conce
pts
Total fish
Collection
landings
and Total
export from
India.
Maritime
Drawing
states,
fishing
zones, ports
and
Trawling
Observation
Gill
Communicatio
n
netting
Seining
etc.
Morpholog
Identification.
y of fish
Communicatio
and prawn.
n
Teleost
Observation
Elasmobranc Differentiation
h
Communicatio
n
Fishes,
Identification
Prawn
Observation
s
Classification.
Fin fishes
Identification
Shell fishes Observation
Classification.
Activities
Collectio
n of data
Drawing
and
Marking
.
Materials
Journals,
Internet,
Economi
c
reviews.
Map
Evaluation
Authenticity
Interpretatio
n Interest.
Interest
Participation.
Participatio
n Interest
Presentatio
n.
Specimen Participation
Interest
Presentation
Specimen Participation
Charts
Interest
Presentation.
UNIT. 2
FISH AS A FOOD
MATERIAL
Introduction
Fish is a food of excellent nutritional value providing high quality of
protiens, fats and a wide variety of vitamins and minerals. Its protien
is easily digestable and contains more essential aminoacids and
essential fatty acids than in cereals and legumes.
People in developed countries are much more dependent on fish as
part of their daily diet. It reveals the importance of fish as food
material. In this unit an attempt has been made to make the students
aware of different biochemical components in the fish muscle. In
addition, this unit deals with the nutritional value and the importance
of fish in human diet.
Syllabus
Importance of fish in human
diet.
Chemical aspects of fish flesh components- Water, fat (oil), protien,
carbohydrate, vitamins.
Curriculum Objectives
To understand the proximate composition
of fish.
To understand the classification of protien based on its
solubility.
Additional information
1. Fats
Fats are triglycerides of higher fatty acids, usually containing even
numbers of carbon atoms. Fish fats have a high content of polyunsaturated long chain fatty acids with four to six double bonds,
which is uncommon in mammalian fats, fattyacids eg: Palmitic acid,
oleic acid, arachidonic acid etc.
2. Protiens
Protiens are basically complex nitrogenous organic substances.
These are long chains of
polypeptides having of very high
molecular weights ranging from thousands to lakhs. Basic building
units of protiens are amino acids. Compared to meat, digestable
protiens are more in fish. In fish muscle 95% of total protien are
easily digestable.
3. Non- Protien Nitrogenous Compounds (NPN
Compounds)
NPN Compounds play a very important role in the physiological
functions of live fish muscle. They are generally encountered in fish
muscle and comprises ammonia, urea, tri- methyl amine oxide,
guanidine and imidazole and miscellaneous substances like purins
and pyramidines. The details are given below:
Tri Methyl Amine Oxide
(TMAO)
It is considered to be one of the compounds responsible for the
characteristic fishy ordour and flavour of marine fish.
Free
Alpha
Amino
Acids
Attractive flavour of prawns and other crustaceans are due to their
comparatively higher contents of Free Alpha Amino Acids. Quicker
rates of spoilage of invertibrates are also due to the presence of
free Amino Acids in their muscles. There are two types of Free Alpha
Amino Acids viz. essential and non- essential.
4. Vitamins
Low molecular weight subtance performs an important role in
Proximate Composition
Components
Percentage in Fish
Protien
18 - 24
0.2 - 22
Water
66 - 84
Minerals
0.4 - 2
Carbohydrate
below 0.1
Vitamins
Trace
NPN compounds
0.3 - 0.6
Sarcoplasmic
protiens
Solubility
In water or salt
solution of low
ionic oncentration.
Percenta
ge
to total
Function
Example
16 22
Metabolism
Myogen,
myoglobin,
Haemocyanin
Myofibrillar
protiens
In salt
solution or
0.1 N NaOH.
Stroma
protien
s
Only in
strong
acid or
alkali
65 - 75
Muscle
moveme
nt
Actin,
myosin,
Tropomyocin
, Troponin
Connectiv
e tissue
Collagen
and
Elastin
2.5% - 5% of fat
Fatty fish
eg:
Anchovies,
Silver bellies
eg. Ribbon
fish,
Carangids
eg. Oil
sardine,
mackerel
59
60
Unit
Understand
the
Proximate
composition of fish.
Ideas/
Concept
s
Water, Fat,
Protien,
Carbohydrat
e, Minerals,
Vitamins,
NPN
Compounds
Sarcoplasm
ic protien.
Fibrillar
protein
Strom
a
protie
Deficienc
y
diseases.
Process Skill
Activities
Materials
Evaluation
Observation
Observatio Charts and
Reference
Communicatio n of
charts.
n Comparison
Discussion
Participatio
n Interest
Preparation
of notes.
Observation
Classification
Communicatio
n
Participation
Interest.
Preparatio
n
of notes.
Observation
Observatio Charts and Participation
Communicatio n of charts Reference Preparatio
n of notes.
n Comparison and
compariso
n
Curriculum Objectives
Ideas/
Concept
s
Comparison
of fish
protien with
vegetable
and meat
protein.
Essential
aminoacids.
Polyunsaturat
ed
fatty acids.
Vitamin A
and D
Iodine
Calcium
Phosporou
s
Process Skill
Activities
Materials
Observation
Observatio Charts
Communicatio n of charts
n Comparison and
Compariso
n
Evaluation
Participation
Interest.
61
UNIT. 3
FISHSPOILAGE
Introduction
Fish is a highly perishable food and starts spoiling at the moment they
are taken out of water. Post mortem changes take place in fishes
in atmospheric and refrigerated temperatures. Post mortem changes
taking place in fish are sensory changes, Autolytic changes,
Bacteriological changes and lipid oxidation. This unit reveals the
students about the post mortem changes taking place in fish muscle
and the causative agents of fish spoilage. Besides, it equips the
students to differentiate the spoiled fish from the fresh one.
Syllabus
Rigor mortis, Autolytic
oxidation of fat.
spoilage,
Bacterial
spoilage,
Curriculum Objectives
To understand the post mortem changes taking place in the
fish muscle.
To understand different causative agents of fish
spoilage.
To develop the skill for evaluating shrimp
organoleptically. To develop the skill to differentiate
fresh and spoiled fish. Suggested Activities Demonstration
Students have to acquire the skill to recognise the spoiled fish. Hence
it is necessary to include demonstration as an activity. Bring samples
of fresh and spoiled fishes of the same species to the class room.
Teacher should ask the groups to evaluate and compare the
appearence of gills, eyes, belly and texture of the spoiled fish with
that of the fresh fish and make a report on the basis of this
organoleptic evaluation. The report should be presented in the class
by the group leader and discuss the report in detail.
spoilage.
62
Additional Information
Comparision of Fresh and Spoiled Fish
Fresh Fish
Spoiled Fish
Bright colour
Dull colour
63
64
Unit
: 3 Fish Spoilage
Curriculum Objectives
Ideas/
Concept
s
Rigor
mortis
Autolysis
microbial
changes
Belly burst
Rancidity
Enzyme
s
Microbe
s
Black
spot
loose
shell
Appearance
of gills,
eyes, flesh
etc.
Process Skill
Activities
Materials
Evaluation
Observation
Demonstratio Specimens Participatio
Communicatio n
Reference n Interest.
Presentatio
n Comparison Discussion
n
of notes.
Curriculum Objectives
Ideas/
Concepts
Appearanc
e of gills,
eyes, flesh
etc.
Process Skill
Activities
Materials
Observation
Demonstrati Specimen
s
Communicatio on
n
Discussion Referenc
Preparation e
of notes
Evaluation
Participatio
n in
discussion.
65
UNIT. 4
MICROBIOLOGY OF FISH
SPOILAGE
Introduction
Students have previous knowledge about the role of micro
organism in fish spoilage. They have got a basic idea about the micro
organisms at school level. Our aim is to give an idea about bacteria
present in fish and fishery products. This unit deals with the effect of
various enviornmental factors on bacterial growth and methods of
controlling fish spoilage. In addition, they should also get an idea
about the structure of bacteria. On completion of this unit the
students get the concept of preventing the bacterial spoilage by
altering different enviornmental conditions.
Syllabus
Structure and growth of bacteria, Role of bacteria in fish spoilage,
Effect of temperature, pH, Oxygen, Salinity etc. on bacterial growth,
methods of controlling spoilage.
Curriculum Objectives
To understand the structure of bacteria.
To understand the effect of environmental factors on bacterial
growth.
To understand the methods to prevent fish spoilage.
Apply the knowledge acquired in new situations.
66
Salinity
Discuss the effect of fresh water on marine organism and saline
water on fresh water organisms and lead them to halophilic and
halophobic bacteria.
Temperature
Plot a temperature scale on black board ranging from 0 - 1000 C. Let
the students identify the range of normal atmospheric temprature and
help them to divide the whole range into three sections- cold
condition, normal condition and hot condition. Lead them to
understand psychrophiles, mesophiles and thermophiles.
pH
Students have acquired the concept of acidic pH, neutral pH and
alkaline pH in their previous classes. Let the students get aware
that most of the bacteria generally live in neutral pH and a few
exceptions are inhabiting in acidic pH.
Oxygen
The students have learned of the necessity of oxygen for living
organisms. Make them aware of that certain organisms can withstand
in the absence of oxygen. Based on this, teacher leads the students
to understand about aerobes and anaerobes.
Moisture
Water is necessary for the existence of life. The students realise
that microbes cannot survive without free water in their habitat.
67
Additional Points
Differences between bacteria and a typical plant cell
Bacteria
1. Prokaryotic
(without clear nucleus, posses
only genetic material)
Eukaryotic.
(with
nucleus)
Staphylococcus,
Streptococcus Bacillus
Clostridium
-
Vibrio
cholera
Spirillum
Spirillum sp.
Psuedomonas.
68
Mesophiles
Thermophiles
Halophilic
Halophobic
Acidophiles
Aerobic
Anaerobic
Autotrophs
Heterotrophs
Number
of micro
organism
s
A
B
Time
AB - Lag Phase
BC - Logarithemic Phase
CD - Stationery Phase
DE - Mortality Phase
presence
69
70
Unit
Ideas/
Concept
s
Understand the structure of bacteria Structure
and shape
of bactaria.
Temperatur
e Salinity
Oxygen
Humidity
pH
Icing
Freezing
Salt
curing
Drying
etc.
Process Skill
Activities
Materials
Evaluation
Obeservatio
n of charts
Discussion
Labellin
g
diagram
Communicatio Discussion
n
Preparatio
Observation
n of notes
Demonstr
a- tion
Participatio
n in
discussion.
Presentatio
n of
labelled
diagrams.
Reference Participatio
n in
Charts/
discussion.
OHP
Presentatio
n of notes
Communicatio Discussion
n
Reference Participatio
n in
discussion.
Observation
Differentiatio
n
Communicatio
n Drawing
Charts,
Permanen
t slides
Diagrams
UNIT. 5
MICROBES IN PUBLIC
HEALTH
Introduction
Students are aware of food poisoning caused by micro organisms.
Some of the micro organisms present in fish and fishery products
cause food poisioning and affects public health adversely. This unit
aims to develop a skill to understand and identify food poisioning,
causative organisms, its symptoms and preventive measures.
Syllabus
Microbes that cause infection to man- Staphylococcus aureus,
Salmonella sp . Clostridium botulinum, Vibrio cholera, Escherichia coli,
feacal Streptococci.
Curriculum Objectives
To understand different types of food poisioning caused by the
pathogenic bacteria.
To develop skill for identifying the types of food poisioning
through their symptoms.
71
72
Additional Points
Bacteria
Characteristics
Clostridium
Anaerobic, gram
+ve, rod shaped,
spore forming.
Produce a
neurotoxin botulin
Salmonella
Aerobic, gram
-ve, rod shaped,
non- spore
forming, motile.
Contaminated
water, sorting of
fish on
contaminated
beach, handling by
potential carriers,
inadequate
personal hygiene
and factory
sanitation.
Symptoms
Preventive measures
At the beginning
diarrhoea, weakness,
uneasiness, tiredness,
head ache, dizziness.
Later, constipation
occures with difficulty
to talk and
distrubance in vision.
Muscles of neck
become fatigued.
Death may occur due
to respiratory failure.
Proper fish
handling methods.
Proper fish
handling methods.
Good sanitary
practices. Chlorination
of water. Ideal process
conditions.
Good sanitary
practices. Chlorination
of water. Ideal process
conditions.
Avoid potential
carriers
from handling the fish.
Avoid fishing from
Bacteria
Characteristics
Source of
Contamination
Poor fish handling
practices and
personal hygiene.
Symptoms
Nausea, vomitting,
diarrhoea, abdominal
pain, weakness,
abnormal blood
pressure.
Preventive measures
Proper fish
handling methods.
Good sanitary
practices. Chlorination
of water. Ideal process
conditions.
Avoid potential
carriers
from handling the fish.
*
Escherichi
a coli
Aerobic gram
-ve, rod shaped,
non- spore
forming.
Bloody diarrhoea
followed by
kidney failure.
Maintanance of cool
temperature during
Proper fish
handling methods.
Good sanitary
practices. Chlorination
of water. Ideal process
conditions.
Avoid potential
carriers
from handling the fish.
73
74
Bacteria
Characteristics
Source of
Contamination
Contaminated
water, sorting of
fish on
contaminated
beach, handling by
potential carriers,
inadequate
personal hygiene
and factory
sanitation.
Symptoms
Nausea, vomitting,
profuse diarrhoea
with abdominal
cramps,
Dehydration.
Preventive measures
Proper fish
handling methods.
Good sanitary
practices. Chlorination
of water. Ideal process
conditions.
Avoid potential
carriers
from handling the fish.
Avoid fishing from
near shore waters.
Escherichia coli
(Infection and toxin)
Vibrio (Infection)
Incubation
Period (hrs)
6 to 36
2 to
6
Duration of
illeness
1 to 7 days
6 to 24 hrs.
12 to 96
Death in 24 hrs
to 8 days or slow
convalescence over
6 - 8 months
12 - 72
1 - 7 days
248
2 - 5 days
75
76
Unit
Ideas/
Concept
s
of Salmonella
the E. coli
Staphylococ
cus V.
cholera
C. botulinum
Diarrhoea
Vomitting
Headache
Stomachac
he
Proper
fish
handling
Sanitation
Chlorination
Process Skill
Activities
Materials
Evaluation
Observation
Assignment Reference Presentation
Identification s
Microbial Interest.
Communicatio Field trips. colonies.
n
Observation
Communicatio
n
Identification
Observation
Collection
Communicatio of
information
n
s.
Journals
Magazine
s Internet
Presentatio
n of notes.
UNIT. 6
FISH HANDLING
Introduction
Fishing Industry has given great importance for hygienic handling of
fish on board and on shore, because it determines the quality of the
final product. This unit aims to get an awareness about the
importance of hygienic handling practices, and use of different chilling
methods to keep the fish fresh. This unit also describes the use of
chlorine for disinfection in various stages of processing to reduce the
bacterial load considerably. The students should acquire skills to
handle the fish hygienically, when the completion of this unit.
Syllabus
Hygienic handling of fish on board fishing vessel and on shore,
Manufacture and storage of ice, Quality of ice, Use of ice for handling,
transportation and processing of fish, Quality of water to be used in
fish processing, Chlorination of water, Refrigerated sea water for fish
preservation.
Curriculum Objectives
To understand the hygienic handling of fish and prawn on board
fishing vessel and on shore.
Sub Topic. 1
shore
Field
visit
and
Suggested Activities -
Field visit
Conduct a field visit to nearby ice plant and familiarise with the
manufacturing process of ice; on the basis of this a discussion can be
arranged.
Chlorination of Water
Activities
78
Unit
: 6 Fish Handling
Curriculum Objectives
Ideas/
Concept
s
Understand the hygienic handling of hygenic
handling on
fish and prawn onboard and on
board and
shore.
on shore.
Process Skill
Observation
Activities
Field visit.
Discussio
Materials
Fishing
vessel.
n.
Beheadin
Observation
Field visit.
g.
Discussio
Gutting,
n.
Splitting,
Chilling.
Ice
manufactur
e
Participation
in
discussion.
Interset
in field
visit.
Sanitory
operation
s
Evaluation
Specimen
Field
visit
report.
Participatio
n in
discussion.
Communicatio Discussion References Participation
n
Observation
Field visit.
Discussio
n.
Ice plant
Participation
Interest
79
80
Curriculum Objectives
Understand different methods of
icing.
Ideas/
Concept
s
Bulking
Shelving
Process Skill
Activities
Materials
Evaluation
Participation
Observation
Field visit.
Experiment Ice
s
and
water.
Discussion Bleachin
g
powder.
Sodium
hypochlorit
Acquire
d
concept.
Participation
Boxing.
Block ice
Ice
Flake ice
Potable
water
Observation
Bactericid
al
property
of
chlorine.
Observation
To
understand
the
use
of Fish storage Observation
Refrigerated seas water (RSW) and
chilled sea water (CSW) for fish
storage.
Demonstratio Chart
n
s OHP
Discussion LCD
Participatio
n in
discussion.
Participatio
n in
discussion.
Curriculum Objectives
Ideas/
Concept
s
General
awarenes
s
Process Skill
Observation
Activities
Field visit
Materials
Evaluation
Equipments Participation
Interest
81
UNIT. 7
FREEZING
Introduction
Freezing is basically the removal of heat from a substance until it
attains sub zero temperatures and assumes a hard consistancy by
the solidification of its water content. From this unit the student
learns the fact that microbes are inactivated or destroyed due to the
solidification of free water and the enzymes are denatured due to the
lowering of temperature. A thorough knowledge on different types of
freezing techniques is also essential to adopt appropriate methods in
accordance with consumer demand. This unit deals with the principle
of freezing, different steps involved in the freezing of fishery products
and helps to develop skills for selecting suitable freezing techniques.
Syllabus
Principles involved in freezing of
fish.
Different freezing methods, freezing of fishery products and the steps
involved. Slow freezing Vs Quick freezing
Double
freezing
Post
treatment
freezing
Curriculum Objectives
To understand refrigeration and different types of
refrigerants.
To understand the concept of freezing as a preservative
method.
To develop a skill to differentiate freezing and
chilling.
To develop a skill to differentiate slow freezing and quick
freezing.
methods.
82
Mention product
styles.
Squid - squid rings, squid tentacles, squid fillets, squid
wings. Cuttle fish - Whole, Whole cleaned, Fillets, roe,
tentacles, wings. Octopus - Whole gutted.
Fish - Whole, whole gutted, fillets, steaks,
minced, loins. Crab - Whole, Cut crab, crab meat
Lobster - Whole, lobster tail, cooked.
Freezing Curve
83
84
Unit
: 7 Freezing
Curriculum Objectives
Ideas/
Concept
s
Principle of
refrigeratio
n.
Different
refrigerant
Short term
storage
and long
term
storage.
Prevention
of microbial
and
enzymati
c
spoilage
Reduction
in rate of
rancidity.
Block, IQF,
double,
carton,
vacuum
and
cryogenic
freezing
Process Skill
Activities
Materials
Evaluation
Reference Participatio
n in
discussion
Presentatio
n of
Comparison
Field visit
Reference Participatio
n in
Communicatio Discussion
dicussion.
n
Preparatio
Presentatio
n
n of
of
reports
Comparison
Field
visit
Reference Participating
in
Communicatio Discussion
discussion.
n
Preparatio
Presentatio
n
n of
of a report.
reports.
Observation
Field visit
Communicatio Discussion
n
Preparatio
n of report
Observation
Field visit Reference Participatio
n in
Communicatio Discussion
discussion.
n
Preparatio
Presentatio
n
n of
of a report
reports.
Curriculum Objectives
Ideas/
Concept
s
Differen
t
product
styles.
Various
steps in
freezing
Process Skill
Activities
Materials
Evaluation
Observation
Feild visit Reference Participatio
n in
Communicatio Discussion
discussion
n
Preparatio
Presentatio
n
n of
of reports.
Observation
Field visit Reference Participatio
n in
Communicatio Discussion
discussion
n
Preparatio
Presentatio
n
n of
of report.
Temperature Observation
Discussion Reference Participatio
n in
Thickness
Communicatio
discussion
of product.
n
Thermal
conductivit
y of
packaging
material.
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86
Curriculum Objectives
Ideas/
Process Skill
Activities
Materials
Evaluation
Concept
s
Freezin
Observation
Discussion Reference Participatio
g point
n in
Communicatio
discussion
Maximum
n
zone of
crystalisatio
n
Thermal
arrest
period
Freezin
g time.
Freezin
Slow
activitie
s
Observation
Discussion Reference Participatio
n in
Communicatio
discussion
n
UNIT. 8
FREEZERS
Introduction
Several types of freezers are used in seafood industry for freezing of
fish. In this unit we are going to familiarise different types of freezers
and their working. We also intend to classify freezers based on
freezing techniques, so that a comparison may be drawn among
them. During this process of learning the students realise how to
select a type of freezer for a specific head.
Syllabus Airblast
freezers Contact
plate freezers
Spray
and
freezers
Immersion
Other
types
freezers
of
Freezing time
temperatures
and
freezer
operating
Curriculum Objectives
To familiarise with common types of
freezers.
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88
Unit
: 8 Freezers
Curriculum Objectives
Ideas/
Process Skill
Concept
s
Familiarise with common types Structure
Observation
of freezers.
Operation
Communicatio
n
Freezing
time
Freezing
temperature
Refrigerant.
Activities
Field visit
Discussion
Seminar
Assignmen
t
Materials
Evaluation
Interes
Freezers
Reference t
Presentatio
s
n of
seminar
Participatio
n
in
discussion
Preparation
and
Presentation
of
assignmen
t
UNIT. 9
FREEZING OF
SHRIMPS
Introduction
Students have already learned that freezing is one of the
methods of fish preservation by lowering the temperature. Likewise
the students should get an awareness about the method of freezing of
shrimp also. Here an attempt has been made to make the students
understand about different steps in freezing of shrimps and its
product styles.
Syllabus
How to
products
make
good
frozen
Freezing of shrimps in different styles like whole, HL, PD, PUD, CPD,
Block and
IQF
products.
Curriculum Objectives
To develop skills in preparing different product styles of
prawns.
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90
Unit
: 9 Freezing of Shrimps
Curriculum Objectives
Ideas/
Process Skill
Activities
Concept
s
Whole
Observation
Discussion
HL
Communicatio
n
PD
PUD
CPD
Block
IQF products
Materials
Evaluation
Flow
charts
Samples
Visualmedi
a
Participatio
n
Preparation
of notes
and
flow charts.
Raw
Observation
Field visit Shrimp
material
Communicatio Discussion
preparation n
grading,
weighin
g filling,
glazing,
freezing,
reglazing,
packing
clod storage
Interest
Participatio
n Field
report.
UNIT. 10
COLD STORAGE
Introduction
It is necessary to keep frozen products in cold condition until it is
delivered to the consumer. The students should be made aware of
the fact that cold store provides such a condition. The students
should get the concept and functions of cold store when the
completion of unit. They should also acquire the skills to select
appropriate type of cold store.
Syllabus
Types
store
of
cold
Curriculum Objectives
To understand the functions of a cold
storage
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92
Unit
: 10 Cold Store
Curriculum Objectives
Ideas/
Concept
s
Principle
Jacketed
type
Finned
type Unit
cooler
type.
Process Skill
Activities
Materials
Evaluation
Observation
Field visit
Communicatio Discussion
n Drawings
Charts
Models
Multimedi
a
Preparatio
n of notes
Charts
Models
Referenc
e
Participation
Preparatio
n of notes.
UNIT. 11
Introduction
The students are familiar with the concept of storage, transport and
distribution. This unit helps the students to understand different types
of fish storage, live fish transportation and the concept of cold chain.
Syllabus
Chilled
storage
Frozen
storage
Change in fish muscle during frozen
storage
Curriculum Objectives
To understand the chilled storage and frozen
storage
Sub
TopicStorage
Sub
Topic-
Transport
and
Distribution
Suggested
Activities
Group
discussion
Using pictures of fish transporting vehicles and video casettes of fish
distribution, conduct a group discussion on different types of fish
transport and distribution system. Collect information from each
group about locally available fish distribution system.
93
Additional
chain
Points
Cold
94
Unit
Ideas/
Process Skill
Activities
Materials
Evaluation
Concept
s
Storage
Observation
Field trip
Reference Field
temperature Communicatio Discussion
report.
Quality of
Participatio
n Comparison
the product,
n
Nature of
in discussion.
the product
to be
stored.
Observation Discussion
Communicatio
n
95
Ice crystal
formation
Shrinkage
Drip loss
Organolepti
c changes
Freezer
burn
Texture
Protein
denaturatio
Observation Discussion
Communicatio
n
Pictures,
cassets
and
videos of
transportin
g vehicles
References
Participatio
n in
discussion
Participatio
n in
discussion
UNIT. 12
LAYOUT OF PROCESSING
PLANTS
Introduction
Like any other industry fish processing plants also need proper layout
for smooth functioning. This unit introduces various aspects to be
considered while preparing a layout for the installation of a
processing plant.
Syllabus
Site, building, water supply, equipments and
clothing
Curriculum Objectives
Suggested Activities
Students have already visited fish processing plants. Hence a
discussion can be conducted about minimum infrastructural facilities
by using a standard layout of a processing plant.
96
Unit
Understand minimum
infrastructural facilities required
for a processing plant.
Ideas/
Concept
s
Chute,
raw
material
receiving
room,
chill room,
processing
hall,
processing
table and
utensils.
freezers,
cold store,
Water
supply and
electricity.
Process Skill
Activities
Communicatio Discussion
n
Materials
Evaluation
Reference Participatio
n in
discussion
97
UNIT. 13
Syllabus
Building, equipment and staff
sanitation Maintanace of Quality
control Curriculum Objectives
To
To
To
To
5 ppm
100 ppm
20 ppm
100 ppm
50 ppm
Below 2
ppm
98
Unit
Ideas/
Process Skill
Activities
Materials
Evaluation
Concept
s
Prevention
Communicatio Discussion Reference Participatio
n in
of Microbial n
contaminatio
discussion
n
Product
quality,
public
health
Communicatio Discussion
n
Reference Participatio
n in
discussion
Hygienic
practice
s.
Communicatio Discussion
n
Chlorinate Participatio
n in
d water.
discussion
99
UNIT. 14
Introduction
A product should be supplied to the consumer in the most appropriate
form. For this, packaging is an essential thing. Packaging methods
conserve and preserve all the qualities of the product in good
condition. In this unit an attempt has been made to make the
students understand the concept of packing, its importance, types of
packaging materials and modern trends in packaging.
Syllabus
Choice
materials
modern
of
packing
Types
of
packaging
Curriculum Objectives
To understand the concept of packing and its
importance
100
Unit
101
Ideas/
Concept
s
Process Skill
Metals,
Collection
glass, wood, Communicatio
paper,
n Observation
paper
boards,
corrugated
fibre boards
Observation
PCB,
Laminates,
Comparison
Cellophane
, MLF,
Modified
atmospheri
c
packaging
Vacuum
packing
Activities
Collection
Debate
Collection
Debate
Discussio
n
Materials
Evaluation
Interest
in
collectio
n
Participatio
n in
debates
Interest in
Packing
collection
materia
Participatio
l
Reference n
Packing
material
s
Reference
SAMPLE QUESTIONS
Plate freezer
Liquid
nitrogen
Freon- 12
Spray freezer
Cooled air
Cryogenic freezer
102
10
.
Pelagic/Demersal Fatty/Semifatty/Lean
Oil sardine
Fatty
Ribbon fish
Shark
Seer
Carangids
Demersal
Silver belly
11. Seperate the character of an elasmobranch from the following.
a. Bony skeleton
c
Four pairs of gills
skeleton e.
f.
g. Ventral mouth
b. Placoid scales
d. Cartilageneous
Heterocercal caudal fin
Cycloid scale
12. Rancidity is
oxidation of fat)
Number of
micro
organis
m
A
Stationary phase
103
15. A boat man kept a part of his catch in ice and the remaining part
without ice.
During the auction the iced fish fetch more price than the other.
What is your explanation for it?
16. On analysis of a frozen prodcut, large ice crystals are found. Can
you evaluate the quality, duration of freezing, temperature and
type of freezing techinque employed?
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105
REFERENCE
Fish Processing Technology - T. K. Govindan
Fish and Fisheries of India
- Jhingran
- CIFT
- Srivasthava
Summer Institute on
Fish Processing Technology - CIFT
Microbiology
- K. K Balachandran
Internet Sites
listserv@searn.sunet.se
http://dir.yahoo.com/science/agriculture/aquaculture/
fisheries/institutes/college_ and _university/_departments
http:/www.webscope.com/fishelp/info.htm/.
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