K to 12 Aquaculture Learning Module

K to 12 Basic Education Curriculum
Technology and Livelihood Education
Learning Module
AQUACULTURE
EXPLORATORY COURSE
Grades 7 and Grade 8
Republic of the Philippines
DEPARTMENT OF EDUCATION

AQUACULTURE
K to 12 – Technology and Livelihood Education 1
TABLE OF CONTENTS
What Is This Module About ? ...................................................................................6
How Do You Use This Module ...............................................................................7
LESSON 1 – Use Farm/Fishery Tools and Equipment.................................. 9-31
LESSON 2 – Perform Estimation and Basic Calculation ............................. 32-72
LESSON 3 – Draw the Layout Plans for Ponds, Tanks, Pens and Cages.73-100
LESSON 4 – Apply Safety Measures ...........................................................101-121
ANSWER KEYS.............................................................................................122-130
Acknowledgment.....................................................................................................131

AQUACULTURE
Welcome to the world of Aquaculture!
This Module is an exploratory course which leads you to Aquaculture National
Certificate Level II ( NC II)1
. It covers 4 common competencies that a Grade 7 / Grade 8
Technology and Livelihood Education (TLE) student like you ought to possess, namely:
1) Use farm/fishery tools and equipment;
2) Perform estimation and basic calculation;
3) Draw the layout for ponds, tanks, pens and cages; and
4) Apply safety measures.
These 4 common competencies are covered separately in 4 Lessons. As shown
below, each Lesson is directed to the attainment of one or two learning outcomes:
Lesson 1 –Use Farm/Fishery Tools and Equipment
LO1. Select and use farm tools
LO 2. Select and operate farm equipment
LO 3. Perform preventive maintenance
Lesson 2 – Perform Estimation and Basic Calculation
LO 1. Perform estimation
LO 2. Perform basic workplace calculations
Lesson 3 – Draw the Layout for Ponds, Tanks, Pens and Cages
LO1. Draw layout plan for ponds
LO2. Draw layout plan for tanks
LO3. Draw layout plan for pens and cages
Lesson 4 – Apply Safety Measures
LO 1.Apply appropriate safety measures
LO 2 Safe keep / dispose tools, materials and outfit
Your success in this exploratory course on Aquaculture is shown in your ability to
perform the performance standards found in each learning outcome.
1NATIONAL CERTIFICATE (NC) is a certification issued to individuals who achieved all the required units of competency for a national
qualification as defined under the Training Regulations. NCs are aligned to specific levels within the PTQF. (TESDA Board Resolution
No. 2004-13, Training Regulations Framework)
NATIONAL CERTIFICATE LEVEL refers to the four (4) qualification levels defined in the Philippine TVET Qualifications Framework
(PTQF) where the worker with:
a. NC I performs a routine and predictable tasks; has little judgment; and, works under supervision;
b. NC II performs prescribe range of functions involving known routines and procedures; has limited choice and complexity of
functions, and has little accountability;
What Is This Module About?

AQUACULTURE
How Do You Use This Module?
This Module has 4 Lessons. Each Lesson has the following parts.
 Learning Outcomes
 Performance Standards
 Materials/Resources
 Definition of Terms
 What Do You Already Know?
 What Do You Need to Know?
 How Much Have You Learned?
 How Do You Apply What You Learned?
 How Well Did You Perform?
 How Do You Extend Your Learning?
 References
To get the most from this Module, you need to do the following:
1. Begin by reading and understanding the Learning Outcome/s and Performance
Standards. These tell you what you should know and be able to do at the end of this
Module.
2. Find out what you already know by taking the Pretest then check your answer
against the Answer Key. If you get 99 to 100% of the items correctly, you may
proceed to the next Lesson. This means that you need not go through the Lesson
because you already know what it is about. If you failed to get 99 to 100% correctly,
go through the Lesson again and review especially those items which you failed to
get.
3. Do the required Learning Activities. They begin with one or more Information
Sheets. An Information Sheet contains important notes or basic information that you
need to know.
After reading the Information Sheet, test yourself on how much you learned
by means of the Self-check. Refer to the Answer Key for correction. Do not hesitate
to go back to the Information Sheet when you do not get all test items correctly.
This will ensure your mastery of basic information.
4. Demonstrate what you learned by doing what the Activity / Operation /Job Sheet
directs you to do.
5. You must be able to apply what you have learned in another activity or in real life
situation.
6. Accomplish the Scoring Rubrics for you to know how well you performed.
Each Lesson also provides you with references and definition of key terms for your guide.
They can be of great help. Use them fully.
If you have questions, ask your teacher for assistance.

AQUACULTURE
Use Farm/Fishery Tools and Equipment
LESSON 1
LO 1. select and use farm tools;
LO 2. select and operate farm equipment; and
LO 3. perform preventive maintenance.
LEARNING OUTCOMES:
At the end of this Lesson, you are expected to
do the following:

AQUACULTURE
equipment instruments needed in performing a service; the set of articles or
physical resources serving to equip a person or things; an instrument
used in an operation or activity.
hammer most popular and the commonly used type of hand tool.
hand tools hand operated tools.
maintenance is an excellent means of improving the performance and condition of
equipment and facilities.
pliers a variously shaped hand tool having a pair of pivoted jaws, used for
holding, bending, or cutting.
refractometer measuring instrument for measuring the refractive index of a
substance.
screwdriver is a tool used for turning screws so as to drive them into their place.
shovel a tool with a handle and a broad scoop or blade for digging or
excavation.
sickle is a curved, hand-held farm tool typically used for harvesting grain
crop or cutting grass for hay.
tools devices that facilitate work, specifically denote a small manually
operated device.
water pump a mechanical device that moves fluid or gas by pressure or suction.
wrenches is a hand tool, often having fixed or adjustable jaws, used for gripping,
turning, and fastening, tightening, twisting or loosening objects.
Definition of Terms

AQUACULTURE
Select and use farm tools
LEARNING OUTCOME 1
 Appropriate farm/fishery tools are identified according to requirements.
 Farm/fishery tools are checked for faults and defective tools are reported in
accordance with farm procedures.

PERFORMANCE STANDARDS

AQUACULTURE
Directions: Circle the letter of the correct answer.
1. A device used to strike or deliver blows to an object like driving nails, fitting parts and
breaking up objects.
A. hammer C. wrench
B. plier D. cutter
2. It is the most popular type of measuring tools which usually has 6 or 12 inches
length.
A. ruler C. folding ruler
B. speed square D. try square
3. It is a curved and hand held aquaculture tool for harvesting grain crops or cutting
grasses for hay.
A. shovel C. sickle
B. rake D. mattock
4. The most versatile and widely used shovel used for digging, scooping or shovelling
dirt from one point to another.
A. irrigation shovel C. garden shovel
B. round point shovel D. scoop shovel
5. A device for measuring the weight of an object.
A. paper weight C. weighing scale
B. measuring tool D. square
6. The following is not included in taking care of hand tools?
A. Clean your tools after use
B. Tools should be kept in tool box or a tool cabinet
C. When rust form on tools, remove it by using a fine abrasive cloth
D. Store hand tools in a wet, sheltered environment
7. It is a measuring tool used for measuring the distance between two symmetrically
opposing sides. It can be like a compass with inward or outward facing points and the
tips can be adjusted to fit across the points to be measured.
A. caliper C. ruler
B. folder ruler D. square
What Do You Already Know?
Pretest LO 1
Let us determine how much you already know about the use farm tools and
equipment. Take this test.

AQUACULTURE
8. Quality indicators of using screwdrivers.
A. bade metal
B. handle and bar attachment materials
C. screwdriver tips
D. all of the above
9. The following are the guidelines to avoid hand tools injuries except:
A. right tool for the job C. proper storage
B. good condition D. watch your body
10. A tool used to tighten or loosen screws.
A. hammer C. wrench
B. screwdriver D. pliers

AQUACULTURE
Farm/Fishery Tools
There are varieties of hand tools, designed for specific purposes. They are available in
various types, shapes and sizes with different degrees of hardness and varying
configurations for specific purposes.
1. Hand tools are used throughout the world by industry, railroads, foundries,
contractors‘ carpenters, automotive body men and hundreds of others, including
home repair services.
2. Each hand tool is designed for a particular job and should be used for that purposes
only.
3. Using a tool other than its intended purpose leads to various damages to the tool and
can cause discomfort, pain or injury.
Classification of Hand Tools According to Requirement/Use
Hand tools can be classified into four different sections according to various purposes and
uses.
1. Cutting, Pinching, Gripping Tools –These tools are used for cutting, pinching, and
gripping purposes. Cutting tools are used not only to cut a physical object into pieces but
also used to remove metal or wood from the work piece by means of sheer deformation and
for gripping objects by using leverage. Examples are pliers and cutters.
2. Striking Tools – These are the most widely used tools and most often abused tool.
Chiseling, punching and riveting can be done properly using striking tools. Hand-held striking
tools have been used in a variety of disciplines as leveraged devices providing a striking
force to complete endless variety of tasks. Examples are hammers and chisels.
3. Driving Tools - These are tools designed to insert, tighten, loosen, remove screws,
bolt, nails and other pointed objects or hard turn items by applying torque. Examples are
screwdrivers, nut drivers, hand wrenches, and T-handle wrenches.
4. Struck or Hammered Tools – These tools are used for forcing a bolt, pin, or rivet in
or out of a hole. Examples are punches, nail sets, and chisels.
What Do You Need To Know?
Information Sheet 1.1
Read the Information Sheet 1.1 very well then find out how much you can
remember and how much you learned by doing Self-check 1.1.

AQUACULTURE
Different Kinds of Hand Tools
A. Pliers
Pliers are comparatively modern invention. They are popular hand tools used for gripping
objects through leverage. They have a pair of pivoted jaws used for holding, bending,
turning, gripping or cutting various things. They have different jaw configurations depending
on their usage. Top quality pliers are forged from fine-grain tool steel, machined to close
tolerances with hand-honed cutting edges properly hardened. They are polished, adjusted
and inspected. Pliers vary in length from 4‖ to 20‖. Every tool user makes use of pliers of
various types.
Types of pliers
There are different types and sizes of pliers. Each plier is designed for a specific
purpose although their versatility makes them suitable for many jobs.
1. Slip-joint pliers are great for tightening.
They have a joint which can be use for
two different width openings. They are the
most common type of pliers used at
home.
2. Groove-joint pliers are similar to slip
joint pliers having several joints to fit
many jobs of various sizes. They are also
referred as ―Channel lock.‖
3. Parrot nose wrench pliers are noted for
their grip. They are a combination of
pliers and pipe wrench with 750 offset
nose. These kinds of pliers are ideal for
pipes and tubings.
4. Plumber’s special pliers are available
with smooth jaws or jaws covered with a
soft material to prevent scratching when
used on plated plumbing fixtures.
5. General utility or water pump pliers are
all-purpose pliers with as many as five
jaw-opening adjustments. Their teeth are
shaped for positive grip on round objects.
Slip-joint
plier
Groove-joint plier
Parrot nose wrench plier
Plumber’s special plier
Water pump plier

AQUACULTURE
Combination wrench (CBLM-Fish
Culture 2nd
Year)
Adjustable wrench (CBLM-
Fish Culture 2nd
Year)
6. Needle-nose pliers used for reaching
places with restricted clearance. These
kinds of pliers have a pointed nose and
may have side cutters. They are typically
used for all electrical and electronics
works.
B. Wrenches
A wrench is a hand tool often having fixed or adjustable jaws used for gripping, turning,
and fastening, tightening, twisting or loosening objects such as nuts, bolts or pipes and pipe
fittings. A wrench is mainly used to hold and turn nuts, bolts, caps, screws, plugs and various
threaded parts.
Classification of wrenches
Wrenches are available in various shapes and sizes and are of two kinds:
1. Pipe wrenches are used in plumbing for gripping round or cylindrical things.
2. General-use wrenches are used on bolts and nuts that have flat and parallel
surfaces like for example square or hexagonal.
Types of wrenches
Depending on whether the wrench is fixed or adjustable, there are different types of
wrenches used for different purposes.
1. Combination wrench is double-ended wrench with one end being like an open-
end wrench and the other end like a box-end wrench. Both ends usually fit the
same size or bolt. They are made in metric and standard sizes.
2. Adjustable wrench is used for tightening or loosening nuts and bolts, having
movable lower jaw to adjust wrench size, depending on the size of the nuts or
bolts.
Needle-nose plier

AQUACULTURE
Socket wrench (CBLM-Fish
Culture 2nd
Year)
3. Socket wrench are like closed end wrenches but they are cylindrical in shape.
They can easily fit over nut in a recessed hole which is otherwise inaccessible with
open or closed ended wrenches.
4. Flare-nut wrench or tube wrench, or line wrench are almost same as box end
wrench and are used for gripping the nuts on the ends of tubes. They have narrow
openings to allow the wrench to fit over the tubes.
C. Hammers
The most popular and the commonly used type of hand tool are hammers. They are used
to deliver blows to an object or strike another object, like driving nails, fitting parts and
breaking up objects. They are available in various shapes and structures, designed for
specific purposes. They consist a handle to which a heavy head, usually made of metal, is
attached with one or more striking purposes.
Types of Hammers
1. Curved Claw Hammer is used for nail pulling and
general carpentry work.
2. Straight Claw Rip Hammer is mainly used for general
and heavy carpentry work, ripping and framing.
3. Ball Peen Hammer is used for bending or shaping soft
metal, for riveting and for center punching. This type of
hammer has a round face with beveled edges and the other
end has a ball-shaped peen for metal working.
4. Hand Drilling Hammer is design to do powerful jobs like
striking masonry nails, steel chisels masonry drills.
Flare-nut wrench (CBLM-Fish
Culture 2nd
Year)

AQUACULTURE
D. Screwdrivers
Screwdrivers are used for turning screws so as to drive them into their place. They have
a thin end which enters the nick in the head of the screws and have a mechanism for the
application of torque (force by rotating the tip/end) on the screw to be inserted into its place.
Screwdrivers are available in a variety of shapes and the tip of the driver can be rotated
manually or electrically.
There are some other varieties of screwdrivers that are very popular in the market today.
These are the magnetized tip screwdrivers. They have magnetized tips, the blades can
range from Philips to Hex and other types and these are convenient when guiding screws to
holes or otherwise inaccessible areas. They can also be used to retrieve dropped screws
and nuts.
Types of Screwdrivers
These are common screwdrivers with their uses and features.
1. Philips has a crossed slot with a flat tip, it used for tightening and
loosening Philips‘ head screws and bolts.
2. Standard (slotted) has a single slotted tip which is flared to the sides
above the tip and used for tightening and loosening slotted screws and
bolts.
3. Clutch Head is used for tightening and loosening clutch head screws
and bolts. It has four points of contact and locks into the screw head when
turned counter clockwise.
4. Nut Driver is in varied sizes from 3/16‖ to ½ used for tightening and
loosening hexagonal screws and bolts.
E. Measuring Tools
These tools are used measuring dimensions. They are measuring tools are imperative for
implementing any work with precision and carrying out different types of measurement.
The most important use of measuring tools is examining a finished product or semi-
finished product. Inspection or examination operation includes checking, testing an object by
comparing dimensions of the object/work piece to the required dimensions given on a
diagram or a sketch. Again the measurements taken must be accurate. Accuracy of
measurements depends on one‘s ability to use measuring tool correctly. It is not only
necessary to know precisely how many feet and inches are involved, but also necessary to
ensure everything comes out in exactly the exact size that one requires.

AQUACULTURE
Types of measuring tools
Below are descriptions of popular measuring tools.
1. Squares are indispensable to woodworkers, carpenters, machinists, tile setters, and
anyone who needs to make their projects with precision. Squares comprise a group of
tools which come in a wide variety of shapes and sizes, depending on their intended use.
Try square is an L-shaped square having a handle called the
bodies and a thin metal blade marked in graduations like a
scale/ruler. This square is used basically to mark a straight line
across a wood piece for cutting.
2. Rules is the most popular type of measuring tool. Rules usually has 6 or 12 inches
length. The rules or ruler are made of wood, metal or plastic. It is to be noted that the
thinner the rule, the easier it is to measure accurately.
3. Caliper is a tool used for measuring the distance between two
symmetrically opposing sides. It can be like a compass with
inward or outward facing points and the tips can be adjusted to fit
across the points to be measured. When the caliper is removed,
the distance between the tip is measured using a ruler.
Choose the Right Tool for the Job
1. Round point shovel - The most versatile and widely
used shovel. It is used to dig, scoop or shovel dirt from
one point to another.
2. Garden shovel – the same general design as a
round point shovel, but it is smaller and lighter. It is
used for lighter task and for less muscular persons.
3. Scoop shovels is used to move light materials such as
sawdust or dried manure. It isn‘t advisable to used for heavy
wet materials because of the volume that can hold which will
cause you backache.
4. Barn fork has long angled tines. Besides hay, it is also
used for moving garden pruning, weeds, and other organic
materials.
5. Spading fork performs multitude of garden tasks. Primarily,
it is used for tilling the soil and breaking up heavy dirt clods. It
is invaluable in weeding large areas where there is no danger
of injuring the roots of desirable plants. It comes in many

AQUACULTURE
sizes; long or short handles; different tine length; and number of tines. The tines of less
expensive brands tend to bend so it is worth investing on quality when you make your
choice.
6. Bow rake is traditionally called ―steel rake‖. Its head may
be anywhere from 8 inches to 24 inches wide. The head is
connected to the handle by a steel ‗bow‘ at each end. These
bows act as shock absorbers, giving this tool the strength to
do serious raking of heavier materials
7. Level head rake is much the same as a bow rake,
except that the back of the head is straight and even, and
connects to the handle in the center. Its straight edge is
used for leveling seedbeds. The corners may also be used
for creating furrows.
8. Trowel is a constant companion at different times of the
year. These little shovels are in valuable during planting
season. You may wish to have a couple different trowels for
different uses.
9. Pick and mattock is used for serious digging through hard
packed soil and clay. The pick (pointed end) or the mattock
(wide blade) is used to chop down, into the soil, and the
cradle design of the head can then be used as a lever to
break open the soil, allowing for easy shovelling.
10. Pruning saw has large cutting teeth than a normal saw
for quick cuts through branches and limbs over an inch in
diameter. Always ‗undercut‘ the branch before making the
final top cut to avoid damage to the bark of the tree or
shrub.
11. Sickle is a curved, hand-held farm tool typically used for
harvesting grain crop or cutting grass for hay. The inside of
the curve is sharp, so that the user can draw or swing the
blade against the base of the crop, catching it in the curve
and slicing it at the same time.
12. Secchi disk is used to measure water turbidity. The reading is sometimes called
Secchi Disk Transparency. Productive ponds usually have a Secchi Disk Transparency
depth between 10 - 30 cm.
Procedures in measuring Secchi Disk Transparency
1. Lower the disk slowly into the water.
2. Stop exactly when it just disappears from sight.
3. Note at which point the line breaks the water surface. Mark this point A.

AQUACULTURE
4. After noting at which point along the line the disk just disappears, lower disc a little
and then raise it until it just reappears. Mark thi s point B.
5. Mark point C, midway between points A and B.
6. Measure the transparency of the water as equal
to the distance from the top of the disk to this
point C, counting the knots along the line. This
value is the Secchi Disk Transparency in cm.
Secchi disk readings (CBLM-Fish
Culture IV page 43)
Caring for Your Farm Tools
When you are purchasing new farm tools, you will more than likely have a choice between
low price-low quality than higher price-high quality tools. Quality tools are designed to last for
years but they must be cared for and maintained. Maintaining your farm tools on a regular
basis assures that they are ready to be used on your next chore. Following these basic rules
to maintain and care for your tools.
 Always remove all the soil from your digging tools after use. Usually hosing is all it
takes, but use a screwdriver to remove dried mud.
 Never put your tools away wet. Allow them to dry completely before storing to
prevent rusting and handle rot.
 After use, wipe the metal parts of pruners, shears, and loppers with an oily rag.
Alternately, you can wipe your tools dry with a clean rag, and then spray lightly with a
penetrating oil such as WD40.
 Regularly sharpen your cutting tools as well as the blades of shovels and spades
during the gardening season. A hone or whetstone should be used for sharpening
cutting tools. A file should be used to remove nicks and smoothen the edge of your
shovels and trowels.
 Thoroughly clean any tools which have been used for chemical applications.
Fertilizers and other chemicals will rapidly corrode any metal parts.
 For extra rust prevention fill a 5 gallon bucket with builder‘s sand and pour a quart of
new motor oil over it. Use this as a shovel cleaner /oiler each time you put your tools
away. Push each tool into the oily sand several times. You can also use this bucket
as a shovel stand.
Safety Measures in Using Farm Tools According to Job Requirement
Hand tool injuries are more common. Even though hand tool injuries tend to be less severe
than power tool injuries. Because people take everyday farm tools for granted, they forget to
follow simple precautions for safety.
The most common farm tool accidents are caused by the following:

AQUACULTURE
 Failure to use the right tool.
 Failure to use a tool correctly.
 Failure to keep edged tools sharp.
 Failure to replace or repair a defective tool.
 Failure to store tools safely.
Follow these guidelines for general farm tool use:
 Wear safety glasses whenever you hammer or cut especially when working with
surfaces that chip or splinter.
 Do not use a screwdriver as chisel. The tool can slip and cause a deep puncture
wound.
 Do not use a chisel as screwdriver. The tip of the chisel may break or cause an
injury.
 Do not use a knife as a screwdriver. The blade can snap and injure an eye.
 Never carry a screwdriver or chisel in your pocket. If you fall, the tool could cause as
serious injury. Instead, use a tool belt holder.
 Replace loose, splintered, or cracked handles. Loose hammer, axe, or maul heads
can fly of defective handles.
 Use the proper wrench to tighten or loosen nuts. Pliers can chew the corners off a
nut.
 When using a chisel, always chip or cut away from yourself. Use a soft-headed
hammer or mallet strike a wooden chisel handle. A metal hammer or mallet may
cause the handle to split.
 Do not use wrench if the jaws are sprung.
 Do not use impact tool, such as chisels, wedges, or drift pins if their heads are
mushroom shaped. The heads may shatter upon impact.
 Direct saw blades, knives, and other tools away from aisle areas and other
employees.
 Keep knives and scissors sharp. Dull tools are more dangerous than sharp tools.
 Iron or steel tools may cause spark and can be hazardous around flammable
substances. Use spark-resistant tools made from brass, plastic, aluminum, or wood
when working around flammable hazards.

AQUACULTURE
Directions: Identify what is being described or defined:
_____________________ 1.This is used not only to cut a physical object into pieces but
also used to remove metal or wood from the work piece by
means of sheer deformation. objects by using leverage.
_____________________ 3. This is a hand tool, often having fixed or adjustable jaws, used
for gripping, turning, and fastening, tightening, twisting or
loosening objects.
_____________________ 4. This is used to deliver blows to an object or strike another
object, in the sense that it is used for driving nails, fitting parts
and breaking up objects.
_____________________ 5.This is a tool used for turning screws so as to drive them into
their place.
_____________________ 6. These are essential tool for examining a finished product or
semi-finished product.
_____________________ 7.These are used to measure water transparency.
_____________________ 8. This is a curved, hand-held farm tool typically used for
harvesting grain crop or cutting grass for hay.
_____________________ 9.Ideal secchi disk reading for a productive pond.
_____________________ 10. These are designed to be used to move light materials such
as sawdust or dried manure
Refer to the Answer Key. What is your score?
How Much Have You Learned?
Self-Check 1.1

AQUACULTURE
Select and operate farm equipment
LEARNING OUTCOME 2
 Appropriate farm/fishery equipment and facilities are identified.
 Instructional manual of farm/fishery equipment and facilities are carefully read
prior to operation.
 Pre-operation check-up is conducted in line with manufacturers‘ manual.
 Faults in farm/fishery equipment and facilities are identified and reported in line
with aquaculture procedures

AQUACULTURE
Directions: Write TRUE if the statement is correct and FALSE if it is wrong.
_____________ 1. Check the engine oil level on a flat, level surface before using the pump.
_____________ 2. You can add fuel in the pump even it is running.
_____________ 3. You can operate the pump without water for an extended length of time.
_____________ 4. Water pumps are used for testing the concentration of salt water and
brine.
_____________ 5. Before switching on the pH meter, install the batteries.
_____________ 6. Calibration is necessary and should be done regularly.
_____________ 7. Remove battery from instrument that you do not plan to use for a month
or more.
_____________ 8. Avoid repeated or prolonged contact with skin or breathing of vapour
from water pump.
_____________ 9. Never use contaminated gasoline or an oil/gasoline mixture.
_____________ 10. Clean the machine and check the condition of its parts.
Pretest LO 2
Let us determine how much you already know about selecting and operating farm
equipment. Take this test.

AQUACULTURE
Farm/Fishery Equipment
Right choice and proper operation of farm equipment contribute to the success in operating
a farm. Farmers/fishermen should familiarize themselves with the uses of different farm tools
and equipment including safety measures to be observed in operating a farm.
Keeping new equipment working at its top condition would make you work in the farm more
effective and efficient. The easiest way to ensure your equipment is working at top
performance is to completely understand its operations and maintenance.
I. GASOLINE POWERED WATER PUMP
(Model Nos. GTP50Y, GTP80Y)
Gasoline-powered Water Pump

AQUACULTURE
Parts of Water Pump
A. Before Starting
Engine Oil
The pump has a low oil sensor and will not start or, if running, will cut out when the oil
level drops too low.
1. Check the engine oil level on a flat, level surface before each use of the pump.
2. Fill to upper level mark with oil classified as SE or SF (SD if SE/SF not available).
3. Use SAE 10W-30 for general temperature operation.
4. Other viscosities may be used when the average temperature falls within the
indicated range.
Engine Fuel
Avoid repeated or prolonged contact with skin or breathing of vapor. Do not overfill
the fuel tank; make sure to leave an air gap between the fuel and top of the tank to
account for fuel expansion. Use unleaded fuel only (octane rating of 86 or higher) and
never use contaminated gasoline or an oil/gasoline mixture!
1. If the engine has been running, allow it to cool before adding fuel. Refill the tank
outdoors.
2. Remove the gas cap slowly to relieve any pressure inside the tank.
WARNING
Gasoline and its vapors are extremely flammable and can be
explosive in certain conditions. Fire or explosion can cause
severe burns or death.

AQUACULTURE
3. Keep sparks, flames, heat and other ignition sources away while adding or
storing fuel.
4. Do not light a cigarette or smoke when refueling.
5. Wipe up any fuel spills.
Suction Hose
Must be of a type rated for suction so that it will not collapse when lifting water.
Hose Connections
1. Insert adapters (included in the package) into one end
each of the suction and discharge hoses (not included
in the package), and attach O-rings to the adapters.
Hoses have 2" (GTP50Y) or 3" (GTP80Y) NPT
connections. Use sealant on all threaded connections.
2. Tighten the hose clamp around the discharge hose
until the connection is airtight.
3. Insert a strainer into the suction hose (not included in
the package), and tighten the hose clamp around the
suction hose until the connection is airtight. Priming
will be faster if you install a check valve (foot valve)
near the strainer. An air leak may prevent priming
and will reduce the output. Make sure the strainer
won't quickly become blocked with foreign material,
such as small stones or sediment.
4. Screw the adapters into the appropriate pump
fittings. Avoid sharp bends in the hoses, and don't
allow heavy objects to compress the hoses.

AQUACULTURE
B. Priming
Remove the upper priming tank plug and fill the tank with
water, replacing the plug afterward. Pumps are only self-
priming when priming tanks have water and the suction head
(lift to the pump) is 20 feet (6 meters) or less. The maximum
pressure head (lift above the pump) is 80 feet (24 meters) for
the GTP50Y or 90 feet (27 meters) for the GTP80Y.
C. Starting the Engine
1. Place the pump on a level surface.
2. Switch the engine's fuel valve lever to the "on" position.
3. Turn the choke lever to the position shown.
4. Turn the throttle lever slightly to the right.
Operation Guidelines
1. Ensure that the engine has the appropriate liquid to be pumped which comply to
all applicable codes and regulations.
2. When the pump is used for the first time, break in the engine by operating it with
the throttle half open (light load) for the first 24 hours before it goes into full speed
operation. This will prolong the service life of the engine.
3. Install a check valve in suction lines to prevent liquid fall back when the pump is
shut off. It may be necessary to vent the top of the pump in order to blow out air
during repriming.

AQUACULTURE
5. Switch "on" the engine.
6. Pull slowly the starter cord until it engages. Then pull hard.
7. As the engine warms up, return the choke lever to its
original position and set the throttle lever in the desired
position—move it right to increase engine speed and left to
decrease engine speed.
D. High-Altitude Operation
The standard carburetor air-fuel mixture will be too rich at high altitude (5,000 feet or
1,500-m and above), decreasing performance and increasing fuel consumption.
E. Stopping the Engine
Switch off the engine and turn the fuel lever to "off" position.
CAUTION: Do not allow the starter cord to snap back. Return it slowly by hand.
Pump Operation Guidelines
1. Clean the machine and check the condition of its parts.
2. Make sure the connections are tight and no fuel is leaking after each use.
3. Save fuel and engine life by reducing engine speed for shallow lifts or small water
volumes.
ATTENTION: Never operate the pump without water for an extended length of time.
1. After pumping corrosive water, such as seawater, hot spring water or water
containing chemicals/pesticides, operate the pump with fresh clean water for three
minutes to avoid pump corrosion.
2. In cold weather, completely drain (using the lower priming tank plug) any
remaining water inside the pump after each use to prevent damage from water
freezing.

AQUACULTURE
F. Transport
1. Make sure the engine switch and fuel lever are in the "off".
2. Keep the unit level to prevent fuel spillage. Fuel vapor or spillage may ignite.
II. HAND-HELD SALINITY REFRACTOMETER
Salinity refractometer (REF-211/212) are designed for
testing the concentration of salt water and brine. Its triple
scale provides a direct reading of the specific gravity and
concentration ( parts per thousand) of salt in water and
the RHS-10 proves itself valuable for agriculture, food
processing and wildlife management. This instrument is
equipped with Automatic Compensation system making it
ideal for field use.
Style Model Range Min. Div Accuracy Remarks
Salinity
Refractometers
REF-211 0-10Brix 0.1% Brix ±0.1% With ATC
REF-212 0-28Brix 0.2% Brix ±0.2% With ATC
WARNING
Contact with a hot engine or exhaust system can cause serious burns or fires. Let
the engine cool before transporting the unit.
1. Take care not to drop or strike the pump while transporting.
2. Do not place heavy objects on the pump.
3. Never operate a damaged or defective motor! When adjusting or making repairs to
your pump disconnect the spark plug wire from the spark plug and place it away from the
spark plug.
4. Do not use a garden hose to clean the pump because water can enter the fuel system
and cause problems.

AQUACULTURE
Parts of a hand held salinity refractometer
Operation Steps:
Step 1. Open daylight plate, and place 2-3 drops of distilled water
on the main prism. Close the daylight plate so the water spreads
across the entire surface of the prism without air bubbles or dry
spots. Allow the sample to test on the prism for approximately 30
seconds before proceeding to step #2. (THIS ALLOWS THE
SAMPLE TO ADJUST TO THE AMBIENT TEMPERATURE OF
THE REFRACTOMETER.)
Step2. Hold daylight plate in the direction of a light source and
look into the eyepiece. You will see a circular field with
graduations down the center (you may have to focus the
eyepiece to clearly see the graduations). The upper portion of
the field should be blue, while the lower portion should be white.
(The pictures showed here and showed in step 3. & step 4
serves are only as reference. The right specific scale is listed in
the product.)
Step 3. Using distilled water as a sample, look into the eyepiece and
turn the Calibration Screw until the boundary between the upper blue
field and the lower white field meet exactly on the zero scale, such as
showed in the picture. Make sure ambient room temperature is
correct for the solution you are using (20°C for our solution that is 68
O
F). When working temperature of the room or environment (not the
sample) changes by more than 5 of, we recommend recalibrating is
recommended to maintain accuracy and reproducibility. If the
instrument is equipped with Automatic Temperature Compensation (ATC) system, the
ambient working temperature of the room must be 20°C (68 O
F) whenever the instrument is
recalibrated. Once calibrated, shifts in ambient temperature within the acceptable range
(10°C -30oe ) should not affect accuracy.

AQUACULTURE
Step 4. Do step 1 using the specimen of liquids which will be measured as the substitute of
distilled water. Then do Step 2 and Step 3. When doing Step 3 again, take the reading
where the boundary line of blue and white cross the graduated scale. The scale will provide
a direct reading of the concentration.
III. PEN TYPE PH METER
Pen Type pH meter (www.google.com)
A. Install Battery. Before power on, be sure to install the
batteries.
1. Loose the battery cover two screws. (DON‘T discard the
small washer!)
2. Insert 4 pcs LR44 batteries and make sure polarity is correct.
B. Operation
1. Remove the outer cover and inner caps from the bottom of meter
to expose the electrode. It is normal if you find white crystals
present on the cap or in electrode assembly.
2. Dip the electrode into the test solution. Press ―PWR‖ (power) and stir it to get a stable
reading.
3. A small dot . will flash while the meter is in measuring mode. In 8681/8682, screen
will not only show pH value but will also display temperature. The temperature unit
could be o
C or o
F.
WARNING: Please always make the sponge wet to maintain the electrode in a good
storage condition.

AQUACULTURE
4. Press ―HLD‖ (hold) button to freeze current reading. In 8680, the text HOLD will
appear on the LCD and no dot “.” will be flashed. Press HLD again to release the
hold mode.
5. Turn off the meter by pressing ―PWR‖ button.
6. Cover with the cap to store the pH pen under the temperature 0-50 o
C.
C. Auto Power Off (Sleep Function)
This meter will shut off automatically in approximately 20 minutes after stopping pressing
any key. For operating over longer periods of time, you can disable the sleep mode.
Before powering on, press “PWR” and “HLD” keys simultaneously until a “n” will
appear 1 second on the screen. Then release keys to return to normal mode.
D. Automatic Temperature Compensation (ATC): Only for 8681/8682
8681 and 8682 are capable of measuring Automatic Temperature Compensation (ATC).
ATC shows under CAL at the left corner of the screen. To select the temperature unit (o
C
or o
F) preferred, switch off the meter first.
While the meter is off, press PWR and CAL at the same time until o
C or o
F appears on
the LCD. Press HLD to select the preferred unit and then press CAL to save. SA will
appear on the LCD for one second and then back to normal.
E. Calibration Mode (CAL)
Calibration is necessary and should be done regularly, (recommend everyday if the
meter is used often). The unique calibration design of the meter features automatic
buffer recognition to avoid errors.
1. Power on the meter.
2. Place the electrode into a buffer solution (4, 7 or 10), pH7 should be calibrated first
and then 4 or 10 pH for better accuracy.
3. Press CAL (8681/8682) or CAL (8680) to enter pH calibration mode. The text CA (or
CAL only for 8682) will appear on the LCD for 1 second and then text CAL and
solution pH value (4, 7 or 10) will be displayed on the LCD.
4. If the buffer is incorrectly inserted or the probe could not detect buffer in below
voltage range, the meter will escape calibration mode automatically 10 seconds after.
Text En (8680/8681) of End (8682) will appear on the LCD in one second and then
back to normal status.
5. If the probe successfully recognizes the buffer, the buffer pH value (4, 7 or 10) will
appear on the display in 2 seconds. If the calibration buffer is not 4,7, 10 but another
value such as 4.01, just press ―HLD‖ to change the value.
6. The adjustable calibration point range for 4.0 pH is from 3.50 to 4.50. For 7.0 pH is
from 6.50 to 7.50. For 10.0 pH is from 9.50 to 10.50.
Note: The disable sleep mode will be invalid after every power off.

AQUACULTURE
7. When the electrode reads a stable value and you stop pressing any keys, the meter
will automatically save the value and then escape the calibration mode.
8. Rinse the probe with de-ionized water or a rinse solution (tap water) after each
measurement to last the meter‘s life.
9. Repeat above steps until the 3 points calibration are finished.
F. Replacing the Battery.
1. Even if the battery was recently replaced, check its voltage level if you get no
response from your instrument.
2. Replace the batteries when:
2.1. The readings on the LCD are flashing (for 8681/86862;
2.2. The battery symbol appear on the LCD (for 8680); and
2.3. The meter could not be powered on.
To replace the battery:
1. Remove the screws from the battery cover.
2. Replace the old batteries with four new button cells Lr44.
3. Make sure the batteries are in place and the polarity is correct.
4. Put back the battery cover and washers and then screw the cover tightly to make it as
water resistant.
IV. Hand held YSI 55 DO meter
Hand held TSI 55 DO meter
NOTE: Remove battery from instruments that you do not plan to use for a month or more.
Do not leave battery in instrument.

AQUACULTURE
A. Preparing the YSI Model 55
There are a few things you must do to prepare your YSI Model 55 for use.
1. Locate the six AA-size alkaline batteries which were
included. Use a screwdriver to remove the thumbscrew on
the bottom of the instrument. This thumbscrew holds the
battery-chamber cover in place. The battery-chamber
cover is marked with the words OPEN and CLOSE.
2. There is a small label inside each of the two battery-chamber sleeves. These labels
illustrate the correct way to install the batteries into each sleeve of the battery-chamber.
3. Switch the instrument on by pressing and releasing the ON/OFF button on the front of the
instrument. The instrument will activate all segments of the display for a few seconds, which
will be followed by a self test procedure which will last for several more seconds. During this
power on self test sequence, the instrument‘s microprocessor is verifying that the instrument
is working. If the instrument were to detect a problem, a continuous error message would be
displayed.
4. Take the instrument into a dark room and, with the instrument ON, hold down the LIGHT
key. The instruments back-light should illuminate the LCD so that the display can be easily
read.
B. Calibration/Storage Chamber
The Model 55 has a convenient calibration/storage
chamber built into the instrument‘s side. This chamber
provides an ideal storage area for the probe during
transport and extended non-use. If you look into the
chamber, you should notice a small round sponge in the
NOTE: On some models, the battery cover thumbscrew may be unscrewed by
hand (a screwdriver may not be required).
NOTE: It is very important that the batteries be installed ONLY as illustrated. The
instrument will not function if the batteries are installed incorrectly.
NOTE: The information on the display will be meaningless since the probe has not
yet been prepared.

AQUACULTURE
bottom. Carefully put 3 to 6 drops of clean water into the sponge. Turn the instrument over
and allow any excess water to drain out of the chamber. The wet sponge creates a 100%
water saturated air environment for the probe which is ideal for dissolved oxygen calibration.
C. Hand Strap
The hand strap is designed to allow comfortable operation of the Model 55 with minimum
effort. If the hand strap is adjusted correctly, it is unlikely that the instrument will be easily
dropped or bumped from your hand.
To adjust the hand strap on the back of the meter, unsnap the leather cover and pull the two
Velcro strips apart. Place your hand between the meter and the strap and adjust the strap
length so that your hand is snugly held in place. Press the two Velcro strips back together
and snap the leather cover back into place.
D. The Meter Case
The meter case is sealed at the factory and is not intended to be opened, except by
authorized service technicians. Do not attempt to separate the two halves of the meter
case as this may damage the instrument; break the water-proof seal; and void the
manufacturer's warranty.
E. Preparing the Probe
1. Description
The YSI Model 55 dissolved oxygen probe is a non-detachable, polarographic sensor
designed specifically for the YSI Model 55 Handheld Dissolved Oxygen System. Probe
cables are available in lengths of 12, 25 or 50 feet.
2. Choosing the Right Membrane
The YSI Model 5775 Standard Membrane Kit is supplied with the YSI
Model 55. This kit contains thirty 1 mil (.001") membranes and a bottle
of KCl solution. YSI recommends the 5775 membranes for most
applications.
For special conditions, a 0.5 mil (.0005") membrane is available. Order
YSI Model 5776 High Sensitivity Membrane Kit. This half-thickness
membrane improves measurement time at low temperatures and helps
suppress background current at very low dissolved oxygen levels.
When data is routinely collected at sample temperatures below 15o
C and at dissolved
oxygen levels below 20% air saturation, the low signal current resulting from the use of the
standard membranes tends to magnify the probe's inherent constant background signal.
Using the high sensitivity membranes in this situation will decrease the percentage of error
due to the probe's background current.
For long-term monitoring situations ONLY, a half-sensitivity, double-thickness, 2 mil (.002")
membrane is available. For these applications, order the YSI Model 5685 Membrane Kit
which includes membranes and electrolyte.

AQUACULTURE
3. Probe Preparation
The YSI Model 55 probe is shipped dry. Before using the Model 55, the protective
membrane on the probe tip must be removed, the probe must be filled with KCl
solution and a new membrane must be installed. Follow the instructions below to install
the KCl solution and membrane.
To prepare for installation of a new membrane on your YSI Model 55 dissolved oxygen
probe do the following:
1. Unscrew the probe sensor guard.
2. Remove the old O-ring and membrane.
3. Thoroughly rinse the sensor tip and KCl reservoir with distilled water.
4. Prepare the electrolyte according to the directions on the KCl solution bottle.
4. Membrane Installation
a. Secure a membrane between your thumb
and the probe body. Add electrolyte to the
probe until a large meniscus completely covers
the gold cathode.
b. With the thumb and forefinger of your other
hand, grasp the free end of the membrane.
c. With a continuous motion, stretch the
membrane up, over, and down the other side of
the sensor; stretching the membrane to the
contour of the sensor tip.
d. Secure the end of the membrane under your
forefinger while continuing to hold the probe.
e. Roll the O-ring over the end of the probe, be
careful not to touch the membrane surface.
There should be no wrinkles in the membrane
or trapped air bubbles under the membrane.
Some wrinkles may be removed by lightly
tugging on the edges of the membrane beyond the O-ring.
f. Trim off excess membrane with scissors or a sharp knife. Make sure that the stainless
steel temperature sensor is not covered with excess membrane.
g. Shake off excess KCl. Rinse the stainless steel thoroughly with distilled water to prevent
corrosion. Reinstall the sensor guard. The sensor should be kept in a humid environment
(such as the calibration chamber) between measurements and when not in use.
NOTE: Handle the membrane
material with care, touching it at the
ends only.
Figure 21

AQUACULTURE
5. Probe Operation and Precautions
1. Membrane life depends on usage. Membranes will last a long time if installed
properly and treated with care. Erratic readings are a result of loose, wrinkled,
damaged, or fouled membranes, or from large (more than 1/8" diameter) bubbles in
the electrolyte reservoir. If erratic readings or evidence of membrane damage occurs,
you should replace the membrane and the KCl solution. The average replacement
interval is two to four weeks.
2. If the membrane is coated with oxygen consuming (e.g. bacteria) or oxygen evolving
organisms (e.g. algae), erroneous readings may occur.
3. Chlorine, sulfur dioxide, nitric oxide, and nitrous oxide can affect readings by
behaving like oxygen at the probe. If you suspect erroneous readings, it may be
necessary to determine if these gases are the cause.
4. Avoid any environment which contains substances that may attack the probe
materials. Some of these substances are concentrated acids, caustics, and strong
solvents. The probe materials that come in contact with the sample include FEP
Teflon, acrylic plastic, EPR rubber, stainless steel, epoxy, polyetherimide and the
polyurethane cable covering.
5. For correct probe operation, the gold cathode must always be bright. If it is tarnished
(which can result from contact with certain gases), or plated with silver (which can
result from extended use with a loose or wrinkled membrane), the gold surface must
be restored. To restore the cathode, you may either return the instrument to the
factory or clean it using the YSI Model 5680 Probe Reconditioning Kit. Never use
chemicals or abrasives not supplied with this kit.
6. It is also possible for the silver anode to become contaminated, which will prevent
successful calibration. To clean the anode, remove the O-ring and membrane and
soak the probe overnight in 3% ammonium hydroxide. Next, rinse the sensor tip and
KCl reservoir with deionized water, add new KCl solution, and install a new
membrane and O-ring. Turn the instrument on and allow the system to stabilize for at
least 30 minutes. If, after several hours, you are still unable to calibrate, return the
YSI Model 55 system to an authorized service center for service.
7. If the sensor O-ring is worn or loose, replace it with the appropriate O-ring provided in
the YSI Model 5945 O-ring pack.
8. To keep the electrolyte from drying out, store the probe in the calibration/storage
chamber with the wet sponge.
F. Calibration
Dissolved oxygen calibration must be done in an environment with a known oxygen content.
Since the amount of oxygen in the atmosphere is known, it makes an excellent environment
for calibration (at 100% relative humidity). The calibration/storage chamber contains a moist
sponge to create a 100% water saturated air environment.

AQUACULTURE
1. Before You Calibrate
Before you calibrate the YSI Model 55, complete the procedures discussed in the Preparing
the Meter and Preparing the Probe chapters of the manual.
To accurately calibrate the YSI Model 55, you will need to know the following informations:
• The approximate altitude of the region in which you are located.
• The approximate salinity of the water you will be analyzing. Fresh water has a salinity of
approximately zero. Sea water has a salinity of approximately 35 parts per thousand (ppt). If
you are not certain what the salinity of the sample water is, use a YSI Model 30 Salinity-
Conductivity-Temperature meter to determine it.
2. The Calibration Process
1. Ensure that the sponge inside the instrument's calibration chamber is wet. Insert the
probe into the calibration chamber.
2. Turn the instrument on by pressing the ON/OFF button on the front of the instrument.
Wait for the dissolved oxygen and temperature readings to stabilize (usually 15
minutes is required after turning the instrument on).
3. To enter the calibration menu, use two fingers to press and release both the UP
ARROW and DOWN ARROW keys at the same time.
4. The LCD will prompt you to enter the local altitude in hundreds of feet. Use the arrow
keys to increase or decrease the altitude.
EXAMPLE: Entering the number 12 here indicates 1200 feet. 9
5. When the proper altitude appears on the LCD, press the ENTER key. The Model 55
should now display CAL in the lower left of the display, the calibration value should
be displayed in the lower right of the display and the current DO reading (before
calibration) should be on the main display.
6. Make sure that the DO reading (large display) is stable, then press the ENTER
button. The LCD will prompt you to enter the approximate salinity of the water you
are about to analyze. You can enter any number from 0 to 40 parts per thousand
(PPT) of salinity. Use the arrow keys to increase or decrease the salinity setting.
When the correct salinity appears on the LCD (zero for fresh water), press the
ENTER key. The instrument will return to normal operation.
Once the calibration process is complete, the only keys which will remain operational are the
MODE key, the LIGHT key and the ON/OFF key. You can move back and forth from reading
dissolved oxygen in the mg/L mode or the % air saturation mode by pressing the MODE key.
If you are working in a dark area and having difficulty reading the LCD, press and hold the
LIGHT key to activate the back-light of the YSI Model 55. The ON/OFF key turns the
instrument on or off.
For best results:

AQUACULTURE
• Each time the Model 55 is turned off, re-calibrate before taking measurements.
• Calibrate at a temperature within ±10°C of the sample temperature.
V.OTHER AQUACULTURE FACILTIES
A. Fishpond is an artificial body of water surrounded by dikes and with accessories such as
gates, pipes and canals to facilitate water supply management.
source:
http://www.spc.int/aquaculture/images/stories/centre/png_haqdec2_b1.jpg
B. Fish Tank is a large container of liquids, rectangular, square or circular in shape usually
used in culturing fish.
source:
http://www.sardi.sa.gov.au/__data/assets/image/0009/46197/fac_tankfarm01.jpg

AQUACULTURE
C. Fish Pen and Cages
Fish cage is a structure fully enclosed by nets on all sides and bottom supported either
by a fix rigid frame or by floats which rise and fall with the water level or tide.
Fish pen is an area enclosed by nets on all sides and utilizes the lake bed and other
bodies of water as the bottom enclosure.
source: http://islandtrecker.com/img/ourFishPen.jpg

K to 12 Aquaculture Learning Module

Directions: Sequence the statements according to the procedure of the given farm/fishery
equipment. Write the numbers on the blank with 1 representing first statement and then 2, 3
and so on.
A. Starting the engine of water pump.
____ Press the engine switch to "ON" position.
____ Turn the engine's fuel valve lever to the "ON" position.
____ Turn the choke lever.
____ Place the pump on a level surface.
____ As the engine warms up return the choke lever to its original position and set the
throttle lever in the desired position—move it right to increase engine speed and left to
decrease engine speed.
____ Move the throttle lever slightly to the right.
____ Pull slowly on the starter cord until it engages, then pull hard.
B. pH Mmeter
____ Dip the electrode into the test solution. Press ―PWR‖ and stir it to get a stable reading.
____ Press―HLD‖button to freeze current reading. In 8680, the text ―HOLD‖ will appear on
the LCD and the small dot will not flash. Press ―HLD‖ again to release the hold mode.
____ Remove the outer cover and inner caps from the bottom of meter to expose the
electrode out. It is normal if you find white crystals are present on the cap or electrode
assembly.
____ Cover with the cap to store the pH pen under the temperature 0-50 o
C.
____ A small dot ―.‖ is flashing while the meter is in measuring mode. In 8681/8682, screen
not only shows pH value but also displays temperature. The temperature unit could be
o
C or o
F.
____ Turn off the meter by pressing ―PWR‖ button.
Self-Check 2.1
Perform preventive maintenance
LEARNING OUTCOME 3

AQUACULTURE 42
K to 12 – Technology and Livelihood Education
 Farm/fishery tools and equipment available in the school
 Notebook
 Pencil
 Personal Protective Equipment (PPE)
 Storage room
 Cleaning supplies and materials
Materials
 Tools and equipment are cleaned immediately after use in line with aquaculture
procedures.
 Routine check-up and maintenance are performed.
 Tools and equipment are stored in designated areas in line with farm
procedures.


AQUACULTURE 43
Directions: Write T if the statement is correct and F if the statement is incorrect.
___ 1. Keep your work unclean. This will help you work more efficiently and safely.
___ 2. It is important to keep engines clean to prevent overheating as well as reduce dirt
getting into the engine.
___ 3. Read the manual before using new tools and equipment.
___ 4. All workshop equipment should have damage when using.
___ 5. Dispose of liquid and solid waste such as oils, corelant and worn components in
the improper manner.
___ 6. Use the correct tool for the job.
___ 7. Proper tool storage is responsible for many shop accidents.
___ 8. Flush the pump case with clean fresh water then completely drain it.
___ 9. If an engine appears to use oil excessively, set it aside and do not to check the
problem.
___ 10. Always use chemical gloves when using any cleaning material because
excessive exposure to cleaning chemicals can damage skin.
Pretest LO 3
Let us determine how much you already know about the preventive maintenance.
Take this test.

AQUACULTURE 44
Maintenance Program
Maintenance is an excellent means of improving the performance and condition of
equipment and facilities. An effective maintenance program identifies problems long
before any equipment or facility breaks down or deteriorate, thus providing plenty of led
time for effective maintenance planning.
Factors contributing to the rapidly growing interest in maintenance:
1. Technological Development
This trend leads to a more mechanized and automated equipment, resulting in great
productive potential which must be kept working. This means that training facilities are
becoming more complicated and required more advanced maintenance.
2. Increasingly Expensive Raw Materials
Finite raw materials, in combination with a growing population and increasing
consumption, inevitably result in higher process for raw material. Consequently, the
costs of all by-products rises too. It is therefore cost effective to maintain existing
equipment than purchase new ones.
3. Greater Complication
A complicated piece of equipment is composed of many components, any or all of which
can constitute possible sources of trouble. Although the operational reliability of each
individual component may be very high, it is necessary to multiply reliability factor of all
components that are dependent on each other in a system in order to arrive at the total
system reliability.
4. Increased Fixed Costs
Capital costs constitute a considerable part of the total costs of training and must be
covered by the added value created. If training stops as a result of inadequate
maintenance, capital costs (depreciation) must still be paid, so that the standstill results
in a net loss.
5. Reduce Delayed Activities And Eradicate Uncompleted Work

AQUACULTURE 45
Many work processes depend on an uninterrupted flow of activities to produce desired
results. If an activity is delayed, the entire work stops. If all the facilities and equipment
are reliable working well, work delay can be reduced
Gains from maintaining facilities
1. Ensured SAFE environment
2. Improved MORALE of human resources
3. Reduced operational COST
4. Increased PRODUCTION
5. Prolonged LIFE of facilities
6. Prompt DELIVERY of services/product
Maintenance
The proper use of the training tools and equipment is the first and foremost task in the
maintenance. The proper use of tools and equipment is a very important task of the
worker. They must be able to use them in accordance to the manufacturer‘s manuals as
this would evidently extend the life of the equipment and tools. When using equipment
and simple tools, it is best to read the manufacturer‘s and/or user‘s manuals. This would
indicate the part of the equipment, the functions of each part and the way to maintain it.
The user‘s manuals must be kept handy and within the Quality Control Area (QCA)
where the equipment is kept for immediate reference.
A. How to implement the maintenance program centers on 5 Ms.
1. Manpower
2. Money (Financial Resources)
3. Methods and System
4. Machines (Facilities)
5. Materials and Supplies
B. Maintenance program is a comprehensive list of maintenance and its incidents. This
would include all maintenance activities to be undertaken, manpower needed,
maintenance methods to be used, all the materials and supplies needed for the
maintenance and cost involved in the maintenance.
C. Maintenance schedule is a list allocating specific maintenance of an area, including
equipment and tools to a specific period. The maintenance schedule is just a part of the
maintenance program.
Preventive Maintenance for Farm/Fishery Equipment
I. WATER PUMP
A. Engine Oil Change. Change the oil while the engine is warm for complete and rapid
drainings:
1. Stop the engine.
2. Remove the filler cap.

AQUACULTURE 46
3. Open the drain plug and let the oil drain completely into a
pan placed under the engine.
4. Check gasket and replace if necessary. Reinstall the drain
plug and refill the engine with oil (.16 gal [.6 liter] capacity).
5. Reinstall the filler cap.
B. Spark Plug Inspection
1. Remove the spark plug.
2. Inspect the spark plug it should be a tan color. Discard if the
insulator is cracked or
3. chipped.
4. Clean the spark plug with a wire brush if it will be reused.
5. Measure the plug gap with a feeler gauge. Make sure the
plug gap is between
6. .028 and .031 in (.7 and .8 mm).
7. Thread the spark plug back in by hand to prevent cross-
threading, then torque to 14 ft-lbs (20 Nm).
C. Air Filter Cleaning
A dirty air filter will restrict air flow to the carburetor. Service the air filter regularly to
prevent carburetor malfunction (service more frequently in extremely dusty areas) and
excessive fuel consumption.
CAUTION
Used motor oil has been shown to cause skin cancer in certain laboratory
animals if repeatedly left in contact with skin for long periods of time. Wash
your hands thoroughly with soap and water as soon as possible after
handling oil.
CAUTION
Please dispose of used motor oil in an environmentally friendly manner. We
recommend taking used motor oil to your local service station or recycling center. Do
not throw it into the trash or pour it on the ground.
ATTENTION
The spark plug must be securely tightened. An improperly tightened
spark plug can become loose enough to be blown out of the socket.

AQUACULTURE 47
1. Unscrew the air filter cover.
2. Remove the filter element and wash well with an
inflammable solvent or soap and water, then dry.
3. Pour a small amount of oil into the filter element and gently squeeze out excess oil.
Never wring out the filter element, as it may tear. The engine will smoke if too much oil
remains in the filter element.
4. Reinstall the filter element and air filter cover, ensuring the air filter cover seals
completely.
D. Fuel Sediment Cup Cleaning
1. Remove the cup at the bottom of the fuel valve using a
small wrench.
2. Clean with a scouring pad and brush. Rinse with water and allow to air dry. Then
reinstall.
E. Spark Arrester Cleaning
1. Allow the muffler to cool down before cleaning.
2. Remove the screw cap and pull out the spark arrester.
WARNING
Using gasoline or other flammable solvent to clean the filter element
can cause a fire or explosion.
ATTENTION
Never run the generator without the air cleaner; this will cause rapid
engine wear.

AQUACULTURE 48
3. Clean the screen with a wire brush and reinstall. Replace the spark arrester if
damaged.
F. Miscellaneous
1. Do not expose the pump's engine to excessive dust, dirt or corrosive vapors.
2. Use a soft bristle brush to loosen caked-on dirt or oil.
3. Use low-pressure air (less than 25 psi) to blow away dirt.
4. Do not insert any objects through cooling slots. Cooling slots must not become
clogged with mud, leaves or any other foreign material.
II. HAND HELD SALINITY REFRACTOMETER
Do the following to maintain hand held salinity refractometer.
1. Do not expose the instrument to damp working conditions and do not immerse the
instrument in water. If the instrument becomes foggy, water has entered the body. Call a
qualified service technician or contact your dealer.
2. Do not measure abrasive or corrosive chemicals with this instrument. They can
damage the prism‘s coating.
3. Clean the instrument between each measurement using a soft, damp cloth. Failure to
clean the prism on a regular basis will lead to inaccurate results and damage to the
prism's coating.
4. This is an optical instrument which requires careful handling and storage. Failure to do
so can result in damage to the optical components and its basic structure. With care, this
instrument will provide years of reliable service.
III. PEN TYPE PH METER
A. Maintenancce
1. Keep the pH glass bulb wet by using the cap to protect and store the electrode.
2. Always rinse the pH electrode and in de-ionized water or rinse solution (tap water)
before next use.
3. Never touch or rub glass bulb for lasting pH electrode life.
Note:
Shifts in ambient room temperature of the prism prior to measurement. The
prism and sample must be at the same temperature for accurate results.

AQUACULTURE 49
B. Troubleshooting
1. Power on but no display
 Check the batteries are in place and make good contact polarity. Replace a new
battery and try again.
2. Slow response
 Clean probe by immersing the electrode in tap water for 10-15 minutes, then
rinse thoroughly with distilled water or use a general purpose electrode cleaner.
3. _ _ _
 Out of pH range, too acidic/or too alkaline
4. ―H.‖ or ―L.‖
 Out of temperature range, too cold/or too hot.
5. pH value fluctuate quickly
 It is normal when the electrode was not immersed in the water but exposed in air.
IV. YSI 55 DO METER
Troubleshooting for YSI 55 DO meter
SYMPTOM POSSIBLE CAUSE ACTION
1. Instrument will not turn on A. Low battery voltage
B. Batteries installed
incorrectly
C. Meter requires service
A. Replace batteries
B. Check battery polarity
C. Return system for service
2. Instrument will not
calibrate
A. Membrane is fouled or
damaged
B. Probe anode is fouled or
dark
C. Probe cathode is
tarnished
D. System requires service
A. Replace membrane and
KCl
B. Clean anode
C. Clean cathode
D. Return system for service
3. Instrument "locks up" A. Instrument has received
a shock
B. Batteries are low or
damaged
A. Remove battery lid, wait
15 seconds for reset then
replace lid.
B. Replace batteries
NOTE:
An error displayed briefly during the first few seconds after turning the
instrument on does NOT indicate a problem.

AQUACULTURE 50
C. System requires service C. Return system for service
4. Instrument readings are
inaccurate
A. Calibrate altitude is
incorrect
B. Salinity setting is
incorrect
C. Probe not in 100% water
saturated air during
Calibration procedure
D. Membrane fouled or
damaged
E. Probe anode is fouled or
dark
F. Probe cathode is
tarnished
G. System requires service
A. Recalibrate w/correct
value
B. Recalibrate w/correct
value
C. Moisten sponge and
place in Cal chamber w/
probe and Recal
D. Replace membrane
E. Clean anode
F. Clean cathode
G. Return system for service
5. LCD displays "LO BAT"
or
Main display flashes ―OFF‖
Batteries are low or
damaged
Replace batteries
6. Main display reads ―undr‖ A. Probe current too low to
calibrate
B. System requires service
KCl
B. Clean anode
C. Clean cathode
7. Main display reads
―OVEr‖
A. Sample O2 concentration
is more than 20 mg/L
B. Probe current too high to
calibrate
C. System requires service
A. Recalibrate using correct
altitude and salinity
compensation
B. Replace membrane and
KCl
C. Clean cathode
D. Clean anode
E. Return system for service
8. Main display reads "Er 0" A. Calibration current out of
range
B. Instrument's self-test
detects improper probe
voltage during calibration
KCl
B. Clean anode
C. Clean cathode
V. How to Keep the Farm Tools and Equipment
A. Cleaning Tool and Equipment
At the end of each working day, clean the tools and equipment you used and check them
for any damage. If you note any damage, tag the tool as faulty and organize a repair or
replacement. The objective of this procedure is to show how to keep work areas and
equipment clean and operational.

AQUACULTURE 51
B. Personal Safety
Whenever you perform a task in the workshop or in farm you must use personal
protective clothing and equipment that is appropriate for the task.
1. Work clothing- such as cover alls and steel – (capped footwear)
2. Eye protection – such as safety glasses and face masks.
3. Hand protection – such as rubber gloves and barrier cream
C. Safety Check:
1. Prefer to any cleaning agent and follow any recommendations before using it.
Some cleaning agents are toxic.
2. Do not use flammable cleaners or water on electrical equipment.
3. Make sure designated walkways are kept clear of any obstructions
4. Always wear protective clothing and appropriate safety equipment.
5. Make sure that you understand and observe all safety procedures when
carrying out tasks.
Points to note:
1. Clean tools and equipment work more efficiently. At the end of each working
day clean the tools and equipment you used and check them for any damage.
If you note any damage, tag the tool as faulty and organize a repair or
replacement.
2. Electrical current can travel over oily or greasy surfaces. Keep electrical power
tools free from dust and dirt and make sure they are free of oil and grease.
3. All workshop equipment should have a maintenance schedule. Always
complete the tasks described on the schedule at the required time. This will
help keep the equipment in safe working condition.
4. Store commonly used tools in an easy-to-reach location. If a tool, or piece of
equipment is too difficult to return, it could be left on a workbench or on the
floor where it will become a safety hazard
5. Keep your work area tidy. This will help your work more efficiently and safely.
6. Have a waste bin close to your work area and place any waste in it as soon as
possible.
7. Dispose liquid and solid waste such as oils, corelant and worm components in
the correct prescribed manner.
8. When cleaning products lose their effectiveness they need to be replaced.
Refer to the suppliers‘ recommendation for collection or disposal. Do not pour
solvents or other chemicals into the sewage system. This is both
environmentally hazardous and illegal.
9. Always use chemical gloves when using any cleaning material because
excessive exposure to cleaning materials can damage skin.
10. The fumes from cleaning chemicals can be toxic, so wear appropriate
respirator and eye protection wherever you are using these products.

AQUACULTURE 52
D. Step-by-step instruction
1. Clean hand tools
 Keep your hand tools in good, clean condition with two sets of rags. One should
be lint-free to clean or handle precision instruments or components. The other
should be only to prevent rust and corrosion.
2. Clean electric power tools
 Keep power tools clean by brushing off any dust and wiping off excess oil or grease
with a clean rag.
 Inspect any electrical cables for dirt, oil or grease and for any chafing or exposed
wires. With drills, inspect the chuck and lubricate it occasionally wit machine oil.
Proper tool storage.
 Have a specific place for each tool.
 Do not place unguarded cutting tools in a drawer. Man hand injuries are
caused by rummaging through drawers that contain a jumbled assortment of
sharp-edged tools.
 Store knives or chucks in their scabbards.
 Provide study hooks to hang most tools on.
NOTE: Improper tool storage is responsible for many shop accidents.

AQUACULTURE 53
I. Directions: Choose the letter of your choice.
1. What is the most important reason why we maintain our facilities?
A. Assures readiness of installed equipment
B. Extends the useful life of facilities
C. Improves morale of human resources
D. Properly discards hazardous wastes
2. It is a comprehensive list of maintenance and its incidence.
A. Housekeeping Maintenance
B. Maintenance Schedule
C. Maintenance Program
D. Maintenance Checklist
3. This is the best reference for the proper use and maintenance of equipment.
A. Inspection checklist
B. Maintenance program
C. Maintenance Schedule
D. Manufacturer‘s manuals
4. The 5 Ms in the maintenance program.
A. Manpower, management, machines, methods and money
B. Manpower, management, materials, machines and money
C. Manpower, materials, methods, machines and money
D. Manpower, materials, methods, maintenance and money
5. The key factors that contribute to successful maintenance program.
A. Reliability of equipment and facilities
B. Maintainability of equipment and facilities
C. Documentation
D. All of the above
II. Write PP if the statement tells proper preventive maintenance and IM if does not.
____ 1. Do not use flammable cleaners or water on electrical equipment.
____ 2. Clean the tools and equipment you used and check them for any damage.
____ 3. All workshop equipment should have a maintenance schedule.
____ 4. Store commonly used tools in a difficult-to-reach location.
Self-Check 3.1

AQUACULTURE 54
____ 5. Inspect any electrical cables for dirt, oil or grease and for any chafing or exposed
wires.
____ 6. Have a waste bin close to your work and place any waste in it.
____ 7. Dispose liquid and solid waste such as oils, corelant and worm components
anywhere.
____ 8. Keep electrical power tools free from dust and dirt and make sure they are free
of oil and grease.
____ 9. Keep your work area tidy. This will help your work more efficiently and safely.
____ 10. Pour solvents or other chemical when cleaning the equipment.

AQUACULTURE 55
LO1. Select and use farm tools
LO2. Select and use farm equipment
LO3. Perform preventive maintenance.
Instructions:
1. Read the information sheets numbers 1.1, 2.1 and 3.1.
2. For the equipment, read the operation manual of the given equipment and
identify its parts.
3. Identify the available farm/fishery tools and equipment in your school.
4. Determine the use of given farm/fishery tools and equipment.
5. Check the condition of given tools and equipment. If so, report the case to the
appropriate person before using them.
6. Demonstrate the use of the given farm/fishery tools and equipment. For
equipment, the procedure from the operation guide/manual must be followed.
7. Wear the appropriate clothing Personal Protective Equipment (PPE) for the
work to be demonstrated.
8. Clean the farm/fishery tools and equipment. Perform routine-check up and
maintenance.
9. Store tools and equipment in appropriate storage place.
10. Show safety measures while doing the all the activities
Show that you learned something by doing this activity
Activity Sheet 3.1
HowDo YouApplyWhatYou HaveLearned?

AQUACULTURE 56
Performance Criteria Checklist for
Activity Sheet 33..11
Do the student/s… YES NO N/A
1. identified the given or available farm/fishery tools and
equipment?
2. read the operation manual of the given equipment
including the maintenance procedure?
3. determine the use of the given farm/fishery tools and
equipment?
4. checked the condition of the given farm/fishery tools
and equipment if it is in good working condition and for
faults or defects?
5. reported the condition of the farm/fishery tools and
equipment to appropriate person before use?
6. demonstrated the use of the given farm
tools/equipment based on the operation guide/manual?
7. demonstrated the cleaning procedure of the given
farm/fishery tools and equipment based on the
operation guide/manual?
8. demonstrated routine check-up and maintenance of
farm/fishery tools and equipment?
9. stored the tools and equipment in its proper location?
10. worn PPE in doing the activity?
11. applied safety and systematic work while doing the
activity?
Student‘s Name__________________________ Date ________________
Comments/Suggestions:
Find out by accomplishing the Performance Criteria Checklist honestly and
sincerely. Remember it is your learning at stake!
How Well Did You Perform?

AQUACULTURE 57
Congratulations! You did a great job! Rest
and relax a while then move on to the next
lesson. Good luck!
LO1
 Santos C.P. and De Guzman I A. 1999. Technology and Home Economics
ABC‘s of Hand Tools. Their Current Usage and Care.
 Task Force Tech-Voc. 2007. Competency-Based Learning Materials for
Aquaculture. Department of Education. Quezon City.
LO 2
 December 2004. Farm Safety: Standards of Practice for Farms in Nova
Scotia: Machinery & Workshop:
 http://www.aquaticeco.com/pdf/manuals/GTP50Y_GTP80Y_FatCat_Trash
_Pumps.pdf
 http://www.omega.com/Green/pdf/RFH_Series.pdf
 http://www.tequipment.net/pdf/Reed/8681_manual.pdf
 http://www.ysi.com/media/pdfs/055207-YSI-Model-55-Operations-Manual-
RevD.pdf
LO 3
 Farm: Safety Standards of Practices For Farm Machinery and Workshops
(December 2004 )
 Agricultural Mechanics Small Engines – Briggs Straton (Manual)
 http://www.aquaticeco.com/pdf/manuals/GTP50Y_GTP80Y_FatCat_Trash
_Pumps.pdf
 http://www.omega.com/Green/pdf/RFH_Series.pdf
 http://www.tequipment.net/pdf/Reed/8681_manual.pdf
 http://www.ysi.com/media/pdfs/055207-YSI-Model-55-Operations-Manual-
RevD.pdf
REFERENCES

AQUACULTURE 58
Perform Estimation and Basic Calculation
LESSON 2
LO 1. perform estimation ; and
LO 2. perform basic workplace calculations.
LEARNING OUTCOMES:
At the end of this Lesson you are expected to
do the following:

AQUACULTURE 59
Bill of materials the list of materials needed that are itemized to complete a
job
Calculation the mathematical determination of the quantity
Conversion a change in the form of a quantity, a unit, or an expression
without a change in the value
Estimation the process of preparing an approximate computation of
the probable cost of a piece of work prepared by a person
doing a work
Job requirement an element necessary to perform a work task in relation to
job applicants
Metric system a system of measurement based on the meter and the
gram
Project programming the listing of activities to determine how and when a project
will start and be completed
Unit of measurement any fixed quantity, amount, distance, etc. used as standard
Definition of Terms

AQUACULTURE 60
 Notebook
 Pencil
 Ruler
 Calculator
Materials
Perform Estimation
LEARNING OUTCOME 1
 Job requirements are identified from written or oral communications.
 Quantities of materials and resources required to complete a work task are
estimated.
 Time needed to complete a work activity is estimated.
 Accurate estimate for work completion are made.
 Estimate of materials and resources are reported to appropriate person


AQUACULTURE 61

Directions: Choose the letter of the correct answer.
1. Which of the following is the main cause of a project failure?
A. low cost of development
B. poor planning
C. economic considerations
D. proper record keeping
2. What is needed to analyze the demands of a particular job in relation to the
qualification of a job applicant?
A. job requirement
B. educational qualification of applicants
C. materials needed to complete a work activity
D. financial requirements
3. What should be prepared in order to estimate the quality of materials and
resources needed to complete a work?
A. schedule of development
B. bill of materials
C. feasibility study
D. project proposal
4. What is not included when preparing a bill of materials?
A. kind of materials
B. quality of materials
C. quantity of materials
D. cost of materials
5. If the unit cost of one elf load of gravel is Php 1400, how much is the cost of 3 elf
loads of gravel?
A. Php 2,200
B. Php 3,200
C. Php 4,200
D. Php 5,200
6. How will you estimate the time needed to complete a work activity?
A. Hire plenty of laborers.
B. Prepare a work schedule or program of work.
C. Make a feasibility study.
D. Follow a project proposal.
Pretest LO 1
Let us determine how much you already know about Estimation. Take this test.

AQUACULTURE 62
7. What is that listing of activities in relation to manpower requirements.
A. project estimation
B. project development
C. project programming
D. project proposal making
8. The number of days allotted to complete a work activity is dependent on what?
A. daily labor requirement
B. weekly labor requirement
C. monthly labor requirement
D. yearly labor requirement
9. Which of the following is a function of a project caretaker?
A. Prepare a feasibility study
B. Form a functional working team
C. Secure loan from a bank
D. Delegate work to others
10. Reporting needed materials for a project to appropriate persons facilitates
_______
A. funding of the project
B. hiring of needed laborers
C. recording of income
D. record keeping

AQUACULTURE 63
Performing Estimation
I. Job Requirement
The worst error a prospective operator can make is to develop an area without
project cost estimates and program of development. The disadvantages of this are:
waste of development money and difficulty the area. Poor planning is the major cause of
project failure that leads to personal bankruptcy.
Constructions of aquaculture facilities involve many procedures and activities,
with specific job requirements depending on the type of aquaculture facility that will be
established. Each then has its own materials, resources and labor requirements which is
the basis of estimating costs and time needed to its construction.
Each type of aquaculture facilities has its own procedures in its establishment.
These become the reference to build each type addressing the job requirements involve
in the construction. For instance, in constructing fishpond and fish cage we have the
following procedures to follow:
Fish pond construction
1. Considering the characteristics of pond dikes
2. Compacting earthen dikes
3. Preparing the foundations of the dike
4. Calculating dike and excavation volumes
5. Constructing dug-out ponds
6. Constructing barrage ponds
7. Constructing paddy ponds
8. Constructing cut-and-fill ponds
9. Protecting dikes against erosion by rain
10. Pond-bottom drains
11. First filling of the pond
Fish cage construction
1. Determining the shape of the cage
2. Preparation of the materials needed for cage construction
3. Constructing the frame of cage

AQUACULTURE 64
4. Installing the mesh or netting
5. Constructing feeding ring
6. Installing lid to prevent fish from escaping and protecting from predators
7. Instralling floatation (Styrofoam, plastic bottles, PVC pipes) for the cage
II. Bill of Materials & Cost Estimates
A. Estimating Quantity of Materials to Complete a Work Task
In order to estimate the qualities of materials and resources required to complete a work
task, there is a need to prepare a bill of materials and cost estimates. Remember that
prices of materials change depending on the locality and supply of materials.
Table1. Example of bill of materials and cost estimates in constructing a 5 m. X 1.5 m X
1.0 m rectangular fish tank
Materials Quantity Unit Cost Total
1. Gravel 1 ELF load 1,400.00 1,400.00
2. Sand 1 ELF load 1,000.00 1,000.00
3. CHB 4‖ x 8‖ x 16 160 pcs 5.50 800.00
4. Portland cement 23 bags 182.00 4,186.00
5. Steel Bar (10 mm) 16 pcs 175.00 2,800.00
6. Sahara cement 9 bags 30.00 270.00
7. PVC ¾‖ 5 pcs 100.00 500.00
8. PVC Elbow ¾‖ 6 pcs 15.00 90.00
9. PVC 4‖ 1 pc 220.00 220.00
10. PVC Solvent cement 1 small can 35.00 35.00
11. Faucet 1 pc. 130.00 130.00
12. G.I. Wire # 16 1 kg. 65.00 65.00
13. Hose 5 mm. 10 m. 8.00 80.00,
Grand Total: Php 11,656.00

AQUACULTURE 65
B. Estimating Time to Complete a Work Activity
Time is a very important element to consider in a work activity. To facilitate
completion of a certain job, work schedule or a program of work should be prepared.
Project programming is a listing of work activities in relation to manpower
requirement versus the volume or piece of required at a certain time of development. It is
undertaken to determine how and when a project will start and be completed within a
given period based on daily output, or by determining the number of days wherein a work
will be finished.
The program of work is the basis of the implementation of the project. Each item
should be evaluated and calculated realistically so that each job will be properly
developed and implemented economically.
Table 2. Proposed program of work for one-hectare pond
ACTIVITIES
NATURE OF
APPOINTMENT
DAILY LABOR
REQUIREMENT
(8 hr/day)
DURATION
(DAYS)
SUPPORT
FACILITIES
AND
EQUIPMENT
1. Clearing and
marking the park
of dikes
Daily 5 laborers 14 Plastic hose
(1cm. dis. 50
m. long)
2. Earthwork
Digging
blades,
tractor,
rotavator,
bulldozer
a. Construction of
dikes
Contract labor 20 laborers 45
b. Construction of
dikes
Contract labor 10 laborers 20
c. Leveling Contract labor 5 laborers 10
3. Construction and
installation of
gates and pipes
Carpentry
tools, digging
blades,
solved:
a. construction Daily 5 laborers 10
b. installation Daily 5 laborers 10
1. Finishing
touches
Daily 5 laborers 10

AQUACULTURE 66
Table3. Schedule of development of a one hectare fish pond
ACTIVITIES MONTHS
JAN FEB MAR APR MAY
1. Clearing and marking the path of the dike
2. Earth Work
a. constructing the dike
b. constructing the canals
c. leveling
3.Constructing gates and installing pipes
a. construction
b. installation
4.Finishing Touches
The fish operator or caretaker acts as overseer of the project showed,
 Plans ahead what are to be done on time.
 Keeps his co-workers well-informed of the activities to be undertaken.
 Follows the work plan, target and calendar of activities closely to attain its target
production.
 Forms a functional working team in order to carry out the plan as schedule.
After all the job requirements are identified, quantity of materials resources and time
needed to complete a work activity are estimated. Reporting to appropriate person for
funding is necessary (i,e, teacher, project, leader, head teacher, principal, entrepreneurs,
and private state holders).

AQUACULTURE 67
I. Fill in the blank. Put your answer on the blank provided.
The worst error a prospective operator can make is to develop an area without
1.______________________and 2._____________________.
In order to estimate the qualities of materials and resources required to complete a work
task, there is a need to prepare a 3.________________ and 4.__________________.
Prices of materials change depending on the 5._____________ and 6.____________of
materials.
7._________is a very important element to consider in a work activity.
To facilitate completion of a certain job, 8.____________ or a program of work should be
prepared.
9._______________ is a listing of work activities in relation to manpower requirement
versus the volume or piece of required at a certain time of development
The 10._______________ is the basis of the implementation of the project.
II. Problem solving.
1. Estimating the quantity of materials and resources needed.
A fish pond requires construction activities. After visitation of the area, the engineer was
able to list down some of the materials and resources needed. Below is a table which
contains the list and other variables. Compute what is being required in the table:
Materials Quantity Unit Cost (Php) Total (Php)
1. Gravel 2 ELVES load 1,400 ?
2. Faucet 2 pcs. ? 40
3. Steel Bar ? 5.00 200
4. Sahara Cement ? 35 350
5. Portland
Cement
20 bags 190 ?
Self-Check 1.1

AQUACULTURE 68
2. Program work of activities
Below is the table of the program of activities which include the labor and days needed to
finish the fish pond construction. Show your computation. Use the formula below for the
labor cost.
Activities Nature of
appointment
Daily labor
requirements
(8 hrs/day)
Duration
(Days)
Labor
cost
(P300/day)
1. Clearing and
marking the park of
dikes
Daily 5 laborers 5 ?
2. Earthwork
a. Construction of
dikes
b. Construction of
dikes
c. Leveling
Contract labor 20 laborers 5 ?
3. Construction and
installation of gates
and pipes
Contract labor 10 laborers 5 ?
Labor cost = daily labor requirements X duration X 300
Example: Labor cost for clearing and marking the park of dikes
Labor cost = 5 laborers X 5 days X 300 = ______?

AQUACULTURE 69
LO1. Perform Estimation
ESTIMATING COST FOR THE DEVELOPMENT OF AN AQUACULTURE FACILTY
Instructions:
1. Read on the information sheet 1.1 of this lesson.
2. Each group of student will visit available aquaculture facility (pond, pen, cage,
tank, aquarium, etc) in their school.
3. Check the condition of the available aquaculture facility.
4. List down all the required job for the development /construction of
aquaculture facility.
5. Prepare a program of work and schedule of activities for the development of
the given aquaculture facility.
6. Make a bill of materials and cost estimates for the construction/development
of the facility.
7. Present your output in the class.
Show that you learned something by doing this activity.
Activity Sheet 1.1

AQUACULTURE 70
Do the student/s…
YES NO NOT
APPLICABLE
1. identified the job requirements for the
development/construction of the aquaculture
facility?
2. estimated the quantities of materials and resources
required to complete a work task
3. estimated time needed to complete a work activity
through a calendar of activities
4. reported the estimate of materials and resources
are to appropriate person

AQUACULTURE 71
 Calculator
 Pencil
 Notebook
 Meter stick
Materials
Perform basic workplace calculation
LEARNING OUTCOME 2
 Calculations to be made are identified according to job requirements.
 Correct method of calculation is determined.
 Systems and units of measurement to be followed are ascertained.
 Calculations needed to complete work task are performed using the four
basic mathematical operations.
 Appropriate operations are used to comply with the instruction.
 Result obtained is reviewed and thoroughly checked.


AQUACULTURE 72
1. The meaning of calculation is;
A. to ascertain by estimating C. to ascertain by visualizing
B. to ascertain by computing D. to ascertain by converting
2. A system of measurement based on meter and gram
A. Algebraic system
B. English system
C. Metric system
D. Mathematical system
3. If you convert 1 inch to centimeters, multiply 1 inch by;
A. 30.48
B. 2.54
C. 25.4
D. 28.3
4. The equivalent of 1 metric to kilogram is
A. 500 kgs
B. 1000 kgs
C. 1500 kgs
D. 2,000 kgs
5. If there are 3.281 feet in 1 meter, how many feet are there in 5 meters?
A. 16.405 C. 16.054
B. 16.504 D. 16.540
Pretest LO 2
Let us determine how much you already know about basic workplace
calculations. Take this test.

AQUACULTURE
Basic Mathematical Operations
Work Activity in Fish Culture that Needs Calculation
A. Feed Formulation
Feed formulation is the process of mixing together various ingredients in right
proportion to produce a nutritionally balanced diet. Calculating the right proportion of
ingredients is emphasized by using the Pearson Square method.
In the example that follows, diet composition is given as g/100g or as %.
Use Pearson’s Square Technique
1. Draw a square and place desired protein level of the diet at the middle.
2. Place the two ingredients and their protein content at the left side of the square.
3. Subtract the protein content of each ingredient from the desired protein level of
the feed. Place the difference at the corner of the square diagonally opposite the
ingredient. Take absolute value only, that is, ignore positive and negative signs.
4. Take the sum of the numbers at the right of the square.
Diet with two ingredients
Balance a 30% protein diet with the following ingredients:
fish meal (60% crude protein)
rice bran (8% crude protein)

AQUACULTURE
Fish meal 60% 22 parts
30
Rice bran 8% 30 parts
52 parts
(22 ÷ 52 ) ×100 = 42.31%
(30 ÷ 52) × 100 = 57.69 %
To check if the desired level of protein was met, multiply the weight by protein content of
each feed ingredient and sum up.
Therefore, a 100g diet with 30% protein, 57.69g rice bran and 42.31g of the fish meal are
needed.
B. Lime Computation
Liming is a preventive measure or remedial process to increase alkalinity of the
ponds and improve aquatic organism survival, optimize growth and ensure desirable
water quality. Lime is commonly applied on pond bottom. To achieve maximum
efficiency, lime should be raked and plowed in the soil. Waters that need liming are those
that do not turn green when fertilizer is added to the pond water.
The diet formula is:
Fish meal = 42.31 g
Rice bran = 57.69 g
100.00 gram diet
Fish meal 42.31 g × 0.60 = 25.39
Rice bran 57.69 g × 0.08 = 4.61
30.00 g protein

AQUACULTURE
Amount of lime to be used when soil or water is analyzed
where, QL = quantity of required lime
DpH = desired pH
ApH = actual average pH reading of the pond soil
NVL = neutralizing value of lime
For agriculture lime = 1
For quicklime = 1.73
For hydrated lime = 1.35
A = Area of the pond (in hectare)
Example:
QL (Agricultural lime) = DpH – ApH x 0.5 tons/ hectare x area
0.1 x NVL
QL = (6.8 – 6.5) x 0.5 tons/ ha x 1 ha
0.1 x 1
= 0.3 x 0.5 tons/ha x 1 ha
0.1
= 3 x 0.5 x 1
= 1.5 tons agriculture lime
C. Stock Sampling
Stock sampling is important for estimating average fish weights and standing crop
weight. It is also needed to adjust daily feed ration for the fish.
Formula : QL = DpH – ApH x 0.5 tons/ hectare x area
0.1 x NVL
Average Body Weight (ABW) = total weight at a particular time (g)
total number of fish samples

AQUACULTURE
Example:
Sample No. of fish Total wt (g)
1 30 900
2 40 1200
3 50 1050
Sample 1: ABW = 900g = 30g
30
40
50
Unit of Measurement and Conversion
SYSTEM AND UNIT OF MEASUREMENT
AND CONVERSIONS USED IN FISH CULTURE
GENERAL CONVERSION TABLE
To convert
English
Into
Metric unit
Multiply by
LENGTH
Inches
Inches
Feet
Feet
Yard
Centimeters
Millimeters
Centimeter
Millimeters
Meters
2.54
25.4
30.48
304.0
0.914
VOLUME
Pint
Quarts
Gallons
Liter
Liter
Liter
0.473
0.946
3.787

AQUACULTURE
MASS(Weight)
Ounces
Pounds
Grams
Kilograms
28.35
0.4536
MEASUREMENT CONVERSION TABLE
To convert
Metric unit
Into
English unit
Multiply by
Meter
Meter
Centimeter
Millimeter
Feet
Yard
Inch
Inch
3.281
1.094
0.394
0.039
OTHER UNITS OF MEASUREMENTS AND CONVERSIONS
Length
English units
1 foot
1 yard
1 mile
1 nautical mile
1 acre
12 inches
3 feet
5280 feet
1.1516 statute mile
208.71 feet
Metric units
10 millimeter (mm)
10 cm
10 dm
1000 m
1 centimeter (cm.)
1 decimeter (dm.)
1 meter (m.)
1 kilometer (km.)
Equivalents
1 foot
1 statute mi
0.3048 meters
1.60935 kilometers

AQUACULTURE
1 nautical mi
1 centimeter
1 meter
1 kilometer
1.853 kilometers
0.3937 inches
3.28 feet
3.280.83 feet
Volume/capacity
Metric unit
1 centiliter (cl.)
1deciliter (dl.)
1 liter (L)
1 dekaliter (dkl.)
1hectoliter (hl.)
1 kiloliter
10 milliliters (ml)
10 centiliters
16 deciliters
10 liters
10 dekaliters
10hectoleters
Weight
Metric units
1 centigram (cg)
1 decigram (dg.)
1 gram (g.)
1 dekagram (dkg.)
1 hectogram (hg.)
1 kilogram (kg)
1 metric ton
10 milligram (mg.)
10 centigrams
10 decigram
10 grams
10 dekagrams
10 hectogram
1000 kilograms

AQUACULTURE
1. If the total weight of 20 pcs fish samples is 1000g, what is the average body weight of
fish?
A. 20 g C. 50 g
B. 25 g D. 60 g
2. What is the equivalent of 1 ton to kilogram?
A. 10,000 kg C. 100 kg
B. 1,000 kg D. 10 kg
3. It is a preventive measure or remedial process to increase alkalinity of the ponds and
improve aquatic organism survival, optimize growth and ensure desirable water quality.
A. liming C. sampling
B. feed formulation D. computation
4. It is the process of mixing together various ingredients at right proportion to produce a
nutritionally balanced diet.
5. The neutralizing value of lime (NVL) for agricultural lime.
A. 1.73 C. 1
B. 1.35 D. 1.5
6. Refers to any fixed quantity, amount, distance, etc. used as standard.
A. unit of measurement C. Computation
B. unit of competency D. None of these
7. The process of estimating average body weight (ABW) and standing crop weight of
fish.
Self-Check 2.1

AQUACULTURE
8. How many square meters are there in 1 hectare?
A. 10,000 m2
C. 100 m2
B. 1,000 m2
D. 100,000 m2
9. How many feet are there in 1 meter?
A. 30.48 ft. C. 32.8 ft
B. 3.28 ft. D. 3.048 ft.
10. How many inches are there in 1 foot?
A. 10 C. 12
B. 11 D. 13

AQUACULTURE
LO2. Perform Basic Workplace Calculation
I. Basic Mathematical Operations Applied in Fish Culture
Instructions:
Answer the following computations and show your solution:
A. Feed Formulation:
1. Formulate a fish diet that contain 25% crude protein using fish meal and rice
bran with 60% and 8% protein content respectively.
2. Complete the table below.
Ingredients Inclusion Rate (g)
Analyzed Crude
Protein (%)
Calculated Crude
Protein (%)
Fish Meal 60
Rice bran 8
Total
B. Lime computation
1. Compute the lime needed using the following data:
Desired pH = 7.0
Actual pH reading = 6.5
Pond Area = 1.5 ha
2. Compute the quantity of lime for
a. Agricultural lime
b. Quicklime
c. Hydrated lime
Activity Sheet 2.1

AQUACULTURE
C. Average Body Weight (ABW) of fish samples
1. Compute the average body weight (ABW) of fish using the given data.
Sample No. of fish Total weight (g) Average Body Weight (g)
1 45 1125 ______
2 43 860 ______
3 35 1050 ______
4 55 2750 ______
5 80 3200 ______
II. Unit of Measurement and Conversion
Instructions:
1. Identify the available aquaculture facility in your school (pond, pen, cage,
tank, aquarium, etc.)
2. Measure the area of the given facility using measuring devices such as
meter/meter stick. Obtain data also for volume and weigth.
3. Tabulate the data gathered showing the English and Metric System.
4. Show your computation made in converting your measurements.
5. Make a compilation of the output of this activity.

AQUACULTURE
Do the student/s…
YES NO NOT
APPLICABLE
1. identified calculations to be made according to job
requirements?
2. ascertained systems and units of measurement to
be followed ?
3. used appropriate operations to comply with the
instruction.?
4. reviewed and thoroughly checked result obtained?

AQUACULTURE
LO1
 Velasco, R.A. Handbook of construction Estimate
 http. Lien. Wikipedia.org/wiki/calculation
 CBLM, Fish Culture NC II, Lesson 1, pages 1-9.
LO 2
 Velasco, R.A. Handbook of Construction Estimate
 http. Lien. Wikipedia.org/wiki/calculation
 CBLM, Fish Culture NC II, Lesson 2, pages 10-17.
REFERENCES
Congratulations! You did a great job! Rest
and relax a while then move on to the
next lesson. Good luck!

AQUACULTURE
LO 1. draw layout pan for ponds ;
LO 2. draw layout pan for tanks; and
LO 3. draw layout pan for pens and cages.
LEARNING OUTCOMES:
do the following:
Draw the Layout Plan for Ponds, Tanks,
Pens and Cages
LESSON 3

AQUACULTURE
Anchor is a heavy object, usually a shaped iron weight with flukes,
lowered by a cable or chain to the bottom of a body of
water to keep a vessel from drifting.
Blower a mechanism that increases the draft of air to supply the
bellows of an organ.
Brood stock an adult fish kept in tanks or cages to produce eggs for
rearing in the hatchery.
Design to prepare plans or sketch or model of something to be
made.
Fishpond an artificial body of water surrounded by dikes and with
accessories such as gates, pipes and canals to facilitate
water supply management.
Fish cage is a structure fully enclosed by nets on all sides and bottom
supported either by a fix rigid frame or by floats which rise
and fall with the water level or tide.
Fish pen is an area enclosed by nets on all sides and utilizes the
lake bed and other bodies of water as the bottom
enclosure.
Fouling is the process by which an object or materials get
extremely dirty or impure, disgustingly filthy, so offensive to
the senses,
Framework is a structure, usually rigid, serving to hold the parts of
something together or to support something constructed.
Hatchery a place for the production of fish eggs, larvae and/or fry.
Knot is a lump made by intertwining the thread in which one free
end is passed through a loop and drawn tightly.
Layout the manner in which something is displayed or laid out.
Mesh is the smallest unit of a net.
Mesh size is the distance between the centers of the opposite knots in
the same mesh when it is fully extended at the right angles
to the continuing direction of the twines.
Definition of Terms

AQUACULTURE
Mooring are the lines, cables, etc. by which water craft or any
floating objects or moored or held in place.
Net is a fabric of thread, cord, rope or twine woven or knotted
to form an open pattern or mesh used to catch fish.
Plan a drawing or diagram made to scale showing the structure
or arrangement of something.
Reservoir a place where large quantity of water is collected and
stored to have a ready supply of water for use in any
eventuality.
Sand Filter a mechanism or instrument filled with grades of gravel and
sand, used to remove particulate matter from the water
before it enters the hatchery.
Tank a large container of liquids, rectangular, square or circular
in shape usually used in culturing fish.

AQUACULTURE
 Bond paper
 Pencils
 Ruler
Materials
Draw layout plan for ponds
LEARNING OUTCOME 1
 Different compartments of pond are identified.
 Signs and symbols of plan are use according to fishpond engineering
standards.
 Lay out of different pond designs are drawn according to established
procedures.


AQUACULTURE
1. Why are fishpond layouts drawn to scale?
a. To lessen labor exerted in the construction.
b. To show the layout in a smaller space.
c. To show all the compartment units of a fishpond project.
d. To display the common accessory units of a fishpond.
2. Which of the following fishpond facilities control the water of the pond system?
a. Main gate c. Tertiary gate
b. Secondary gate d. All of the above
3. What type of fishpond layout that has one sluice gate and long water supply canal
which supplies the different compartment?
a. Conventional c. Progressive
b. Radiating d. Specialize
4. What fishpond unit is intended for rearing fingerlings to marketable size?
a. Transition pond c. Rearing pond
b. Nursery pond d. Brood pond
5. Which among the fishpond units is used as water reservoir?
a. Head pond c. Rearing pond
b. Catching pond d. Transition pond
6. Which is intended for the confinement of breeders?
a. Breeding pond c. Head pond
b. Rearing pond d. Hatching pond
Pretest LO 1
Let us determine how much you already know about layout plan for ponds. Take
this test.

AQUACULTURE
7. What common accessory unit of a fishpond controls the water in the pond system?
a. Secondary gate c. Tertiary gate
b. Main gate d. Water supply canal
8. In brackish water fishpond, where should fingerlings be acclimatized?
a. Transition pond c. Catching pond
b. Rearing pond d. Nursery pond
9. What is the biggest and highest block of earth that surrounds the entire pond system?
a. Main dike c. Tertiary gate
b. Secondary gate d. Main gate
10. The following are the advantages of pond layout, except.
a. easy control of pond water
b. low productivity
c. artificial feeding can be conducted easily
d. easy eradication of fish pest and predator.

AQUACULTURE
Scaling Procedure
Scale - is a series or system of items of increasing or decreasing size, value and etc. It is
also the ratio of the distance on the map or drawing and the distance on the ground. Or
scale is the distance or measurement in the map or drawing relative to the ground.
Formula:
Scale = Map or drawing distance (m)
Ground distance (m)
Example of a scale is 1:10m, 1:100m, 1:1000m, etc.
In the scale, the value of 1 represents the ratio of map (in meter) to the 10m,
100m, or 1000m distance in the ground.
Problem:
To determine the ratio of drawing/map with the following ground measurements
of 125m long and 80 m wide is to do the ratio and proportion formula, thus:
1m (map) = X (map)
1,000m (ground) 125m (ground)
1,000m X = (1m) (125m)
X = 125m2
1,000m
X = 0.125m or 12.5cm
or do the division and multiplication process, thus
a) 1 x 125m
1,000
0.01 x 125m = 0.125m or 12.5cm

AQUACULTURE
or, b) 1 x 125m = 125 m = 0.125m or 12.5 cm
1,000 1,000
Map is a graphical representation of the ground drawn to scale.
Marginal Information of the Map
1. Sheet Name or Title – means the name of the map. This should be placed on top
of the map.
2. Sheet Number – this should be placed on the upper right-hand corner of the map.
3. Scale – this should be placed center down of the map.
4. Legend – this should be placed on the lower right-hand corner of the map.
5. Edition Note – This should be placed on the lower left-hand corner of the map.
Guides in Scaling
1. To determine the measurement of every line in the drawing, every dimension or
linear measurement in the ground surface or field should be divided by the given
scale.
Ex. Given scale is 1:1000m
125 m
80 m
Solution:
125 m = 0.125m or 12.5cm
1,000m
2. If scale is changed to a bigger value, the drawing or figure of the same
dimensions of a lot becomes smaller.
Ex. 1:1000m is changed to 1:2000m
Solution:
125m = 0.0625m or 6.25cm
2,000m
3. If scale is changed to a smaller value from the original (very first) scale, the
drawing or figure of the original dimensions of a lot becomes larger.

AQUACULTURE
Ex. 1:1000m is changed to 1:100m
Solution:
125m = 1.25m or 125cm
100 m
4. If you want to check the correctness of the work, multiply the line measurement in
the drawing (in cm) by the given scale (also in cm) divide by 100cm/m to
determine the linear measurement in the ground surface.
Ex. Scale is 1:1000m
Solution:
12.5cm (in the drawing) x 1000 scale =12,500cm or 125m
Or 12.5 cm x 1000
100 cm/m
= 12,500 cm
100 cm/m
= 125 m
Fishpond Layout and Design
Fishpond is an artificial body of water surrounded by dikes and with accessories
such as gates, pipes and canals to facilitate water supply management.
In view of the high cost of fishpond development, the layout of improved types of
fishponds, and the specifications for different pond designs must be simple and
functional. The nature of compartments or units of a fishpond project is dependent upon
the nature and quality of water supply and the species of fish to be cultivated.
Fishpond Lay Out
A one hectare lay out of a conventional pond system with the following
specifications:
Area = 10,000 m2
NP = 1% of the total production area
TP = 9% of the production area
RP = 80% of the production area
CP = At least 2% of the NP

AQUACULTURE
NP = 10,000 x 1%
= 10,000 x 0.01
= 100 m2
RP = 10,000 x 80%
= 10,000 x 0.80
= 8,000 m2
CP = 100 x 2%
= 100 x 0.02
= 2 m2
After the proposed fishpond site is thoroughly examined and selected based on
the required factors for pond selection, the following are the different compartment units,
and the common accessories of the pond systems which are to be considered in making
the layout plan.
Common Units of a Fishpond
Transition pond Rearing pond

AQUACULTURE
Catching pond Water supply canal
1. Nursery pond (NP) – for the rearing of fish fry to fingerlings size. The most suitable
place is where it can be easily supplied with fresh, unpolluted water all the time and
at elevation where it can be readily drained even during ordinary low tide. The size of
the NP depends primarily on the fingerling requirements of the rearing ponds based
on the maximum yearly targeted production.
2. Transition pond (TP) - for the storage or acclimatization of fingerlings. It is located
adjacent to the nursery pond in order to have an effective and easy transfer of fry. Its
pond bottom is constructed a little bit lower than that of the nursery pond.
3. Rearing pond (RP) – for raising fingerlings up to marketable size. It is the largest
compartment in the pond system.
4. Breeding pond – for confining breeders.
5. Hatching pond – for depositing eggs until these are hatched.
6. Catching pond (CP) – for confining and catching fry, fingerlings and fish of
marketable size. It is constructed at the gate inside the pond where it is intended to
be used.
7. Head pond – for storing reserve water.
8. Feed pond – for producing food such as lab-lab, lumut or plankton. In fishpond areas
where natural foods not grow well and supplementary feeding is necessary, one of
the RP‘s or NP‘s could be utilized as a feed pond. It should be a separate
compartment ideally located near the pond where supplementary feeding is intended.
9. Water supply canal – for supplying water to the different compartments.
Types of Improved Freshwater Fishponds Layout
1. Conventional – consist of one sluice
gate and long water supply canal.
This supplies the different
compartments.

AQUACULTURE
2. Radiating – have one sluice gate;
wide and short supply canal; and
secondary gates in the different
compartments.
3. Progressive – consist of one sluice
gate; long supply canal and a
secondary gates provided to different
compartments of progressively
increasing areas.
4. Specialized – has one sluice gate;
one or two drainage gates. Two
secondary gates compartment; and a
large supply and catching
canal/pond.
Advantages of the Improved Types of Layout
1. Easy control of pond water.
2. Easy eradication of fish pest and predator.
3. Easy means of cropping.
4. Pond bottom cultivation can be done when desired.
5. Artificial feeding can be conducted easily when resorted to after the natural food
of fish has been consumed.
6. High productivity.
Lay-out Specifications for Brackish water Fishpond Systems
A. Conventional Pond System -
The NP comprises about 1% of the total
production area (TPA). The TP comprises
about 9% of the TPA. The RP comprises
about 80% of the TPA. The CP intended
for a NP and TP must be at least 2% of
the compartment‘s watered area and 1 to
1½ if it is intended for the RP.
Conventional pond system

AQUACULTURE
B. Modular Pond System. The NP comprises about 4% of the TPA. The TP covers
only 6% of the TPA. The RP is divided into three Production Process Sates (PPS). The
main idea is to transfer the fingerlings to the next larger module. The ratio of the area of
the three stages of PPS is 1:2:4 for upper PPS and 1:3:9 for lower PPS.
Modular Pond System Multiple Stock/Harvest System
C. Multiple Stock/Harvest system. There will be at least two (2) NP‘s comprising six
percent of the total production area. A fish holding canal (FHC), which holds fingerlings
when the rearing ponds are being prepared, covers at least 1% of each RP‘s area. It is
connected to the RP in such a way that each RP will have a separate FHC. The RP
covers up to 94% of the TPA including FHC. The general practice is to stock at different
times, different size, and group of fingerlings and harvests the bigger one‘s selectively
with the use of the gill net.
Lay-out Specifications for Freshwater Fishpond Systems
A. Barrage pond type – a pond type usually filled by rainfall or by spring water. A series
of ponds in this type require drainage pipes and overflow ditch.
B. Diversion pond type – a pond type which has a diversion canal to serve as a
passageway of water from the main water body, e.g. creek, brook and the like.

AQUACULTURE
Two types of layout of a diversion pond
1. Rosary type – a type in which series of ponds are built one after another in a
string. In this type of layout, all ponds drain into each other; upper pond drains to
the lower pond.
2. Parallel type – a type in which ponds are built parallel to each other and each
pond of which has an inlet and an outlet.
Advantages and disadvantages
a. Barrage ponds vs. Diversion ponds
- diversion ponds are less likely to overflow and the water source is often more
dependable throughout year than with barrage ponds.
- barrage ponds require less construction and are likely to be cheaper.

AQUACULTURE
b. Rosary types vs. Parallel types of diversion ponds
- a parallel diversion ponds are better in terms of water management
since each pond compartment can be operated or worked out independently
without involving the other ponds.
- on the other hand, rosary types are cheaper and easier to build.
Pond Water Control Structures
A. DIKES
Types of dikes
a. Primary, main or perimeter dike
- it is the dike that encloses and protects the entire pond system.
- it is the tallest and widest among the types of dikes with the most gradual slope.
- it is the dike that should be provided with a freeboard of 0.3 – 1 meter after
shrinkage and settlement.
- the dike that is usually provided puddle trench measuring 30cm in width and
50cm in height dug up along the central path of such a dike.
Freeboard – is the additional height of a structure, e.g. main dike, above high
water level to prevent overflow.
b. Partition dike
Two classification of partition dike
b.1. Secondary dike – which are smaller than the main dike with gradual slope
and which enclose NPs, TPs, and RPs.

AQUACULTURE
b.2. Tertiary dike – the smallest and lowest in height dikes which enclose the
catching ponds and fry acclimation pond.
Parts of dikes
The following table presents the parts of the 3 types of dikes and their size
specifications.
Parts
SIZE (meter)
Main dike Secondary dike Tertiary dike
 Crown or top width 2 – 4 b/
1 – 2 <1
 Base or bottom width 4 – 10 3 – 7 1.3 - 2
 Height _______ c/
_______ e/
_______
 Height to slope ratio 1:1 to 1:2d/
1:1 < 1:1
 Berm 0.5 – 0.6 0.5 < 0.5
a/
Berm is a narrow path or footwalk reserved between the base of the dike and
the excavated pond. It also serves in fortifying the dike and in holding or trapping
eroded soil from the dike top and wall.
b/
Perimeter dike subjected to wave action should have a minimum crown of
approximately equal to the height of the maximum wave.
c/
Height of main dike should be 0.3 – 1 meter higher than the highest water level
in the site.
d/
A slope of 1:1 for clay soil is appropriate for 3 meter height of main dike and 1:2
height to slope ratio for > 4 m height, if the dike is subjected against big wave
action.
e/
Height of secondary dike is as high as or a little lower than the main dike.
A dike is built based on the height to slope ratio, i.e. a certain vertical
measurement (height) has a corresponding horizontal distance (slope) ratio. For

AQUACULTURE
example, 1:1 height to slope ratio means that for every meter increase in height
of dike, there is a corresponding horizontal measurement of 1 m. In calculating
the slope, the vertical line, which serves as the height and from which the slope is
measured outward, should be projected at the edge of the crown and be
extended straight down to the base or bottom width.
Formula for determining the following:
a. Unknown base: B = [2 (H)(S)] + C
b. Unknown crown: C = B - [2(H)(S)]
c. Unknown Slope: B – C = 2 (H)(S)
S = B – C
2H
The design height of dike should be provided with a freeboard after shrinkage and
settlement of 0.3 to 1 meter above the higher water level. Given below are the
recommended allowance for shrinkage and settlement.
Condition Allowance for structure and settlement (%)
1. Poor material and poor methods and
practices in construction
1.5 – 3.0
2. Soil exceptionally high in organic matter 4.0 or more
3. Compacted by construction equipment 5 – 10
The total height of the main dike above the ground level can be computed by the
following formula:
Hm = (Hat – Gs) + Mf + F
1 – (%S)
100
Where:Hm = height of the main dike
Hat = highest astronomical tide
Gs = elevation of the ground surface
Mf = maximum flood level
F = allowance for freeboard
%S = a percent shrinkage and settlement

AQUACULTURE
Cross-section of perimeter (main) dike and basis for determining height
d. Unknown height: B – C = 2 (H)(S)
H = B – C
2S
e. Area of dike: Ad = (B + C) H
2
Where: B = base
C = crown
H = height
S = slope
2 = constant number
Ad = area of dike
B. GATES
Types of gates:
a. Primary or main gate/s (Fig.35 a-d)
- is/are the pond gate/s constructed on the perimeter dike/s.
- is/are the largest and tallest gate/s as waterway depending the size of
the entire pond system.
- it links the pond system to the source of water.
- it regulates the exchange of water between the pond system and the
tidal stream.

AQUACULTURE
- it is usually situated at the central side of a main dike facing the source
of water.
Requirements in the design of main gate:
1. It should be as high as the main dike.
2. Its floor elevation should be lower than the lowest pond bottom elevation and as
low as or slightly lower than extreme low tide.
3. It may have 1-4 openings as waterway depending upon the size of the entire
pond system to be flooded.
a. A single opening with 1 meter wide is enough to flood a 10-15 hectare
bangus pond system with 50-75 cm water depth in 2-3 successive high
tides. A 2-3 openings with 1-1.2 m each opening is needed for the same
hectarage for shrimp farming requiring > 1m water depth, and 3-4
openings with 1-1.2 m each opening for >15 ha of pond.
4. Each opening must have 4 pairs of grooves: 2 pairs for slabs or flashboards to fit
at the central gate portion and 2 pairs for screens – one at each end of the gate.
5. Its 4 wings should be constructed 45o
outward.
6. The gate foundation must be rigid and stable. Its floor and apron should rest or sit
on a combination of wooden piles (tulus) and layers of boulders and gravel or just
wooden piles alone.
7. It must be provided with cut-off walls.
8. It must be provided with adequate reinforcement steel bars which are spaced <
40 cm center to center. Vertical bars of 12-13 mm in ø and horizontal bars of
10mm in ø should be used.
b. Secondary Gates (Fig. 36 a-b)
- are those gates situated on the partition dikes.
- regulates water level in the NP, TP and RP units.
- are smaller than main gate with 1-2 openings per gate with a width of
0.8 – 1 meter per opening.
- are made of either concrete hollow blocks, reinforced concrete mix, or
wood.
c. Tertiary Gates
- are those gates installed in the catching ponds.
- are the smallest gates with opening width of 0.5 – 0.8 m
Classification of gates:
1. Sluice gates (Fig. 35 a-c)
– are those pond gates constructed open on top (not concealed) across
the dikes with 2 pairs of grooves provided at the central portion of the sidewalls
for fitting the slabs and another 2 pairs for each of the gate ends for the screens.
- are easy to mention and allow rapid water discharge rates.

AQUACULTURE
- may not render passage of vehicular transport across them.
2. Monk gates (Fig. 37 a-c)
- are those gates whose central bodies are concealed in the dikes, i.e. the
top of the main body parts of the gate is covered with soils which allows motor
vehicles to pass over.

AQUACULTURE

AQUACULTURE
Compartments/Parts of water control gates (main gate)
a. Floor – the floor serves as the foundation of the structure and this must be lower
than the pond bottom elevation. The floor of the main gate must not be exposed
during extreme low tides.
b. Apron – the apron generally rest on the foundation piles which are made of
seasoned bamboo driven at 0.3 m intervals into the soft soil with the butt end up.
This serves as the protection to scouring and future seepage of water at the
gate‘s sides.
c. Cut-off walls – these are provided at both ends of the gate floor to prevent
seepage and undercutting of water over the gate‘s foundation. They extend down
into the soil at a minimum depth of 0.6 m.
d. Side or breast walls – side walls define the sluice way in addition to their being
retaining walls for the dike fill. Grooves or double cleats for flashboards and
screen are built on these walls. The top of these walls are as high as the top of
the dike.
e. Wing walls – these provide the transition from the sluice way into the main canal
in addition to retaining the earth at both sides of the gate. The best angle of
inclination towards the outside is 45o
.
f. Bridge or catwalk – this is a reinforced concrete slab or thick wooden planks and
span the side walls.
g. Flashboards – slabs or flashboards are generally wooden planks, 2.5 – 5 cm thick
and 30 cm wide inserted into grooves or double cleats. They are used to control
the amount of water flowing through the gate.
h. Screen – these are usually made of wood bamboo strips or of fine polyethylene
meshes attached to cultured fish and the entry of predators into the ponds.
i. Pillars – in wooden gates, these are vertical supports where wooden walls are
nailed.
j. Braces – they keep the steady opening of the gate.
Other pond support structures:
a. Water supply canals (WSC) – these canals serve the purpose of supplying and
draining water to and from the pond. The main water supply canal starts from the
main gate and usually transverse the central portion of the fish farms. The floor of
this is sloping towards the gate floor. A 10-15 ha pond is provided with WSC
having a width of at least 3 meters.
b. Drainage canals (DC) – these are support structures usually constructed in the
outer ides of the pond parallel or perpendicular to the WSC. These are
recommended in intensive culture, especially of shrimps, to effect flow-through
system and better water management.
c. Flumes – are open channels or elevated canals constructed on top of the dike for
purpose of supplying well-oxygenated water into various pond compartments.
These can be made of concrete hollow blocks, prefabricated concrete slabs, or
marine plywood. These are recommended in semi-intensive and intensive prawn
farming.
d. Pumps – are machines used in pumping water into and out of the ponds. These
are very necessary during the dry season when water level is low and the salinity
of brackish water ponds becomes too high (above the optimum).
e. Aerators – these are devices used to supply oxygen or agitate or break up the
water surface to effect the fast transfer of oxygen from air to water during which
time the oxygen in the pond is at critical level, e.g. <3-4 mg/l (ppm), and to
remove the excess oxygen in the pond as well as the toxic gases such as the
ammonia (NH3), carbon dioxide (CO2), and hydrogen sulfide (H2S).

AQUACULTURE
I. Identify the following. Choose your answer in the box and write it on the blanks
provided.
_____________ 1. Is a series or system of items of increasing or decreasing size, value
and etc.
____________ 2. Is a graphical representation of the ground drawn to scale.
____________ 3. This should be placed on top of the map.
____________ 4. If you want to check the correctness of the work, multiply the line
measurement in the drawing (in cm) by the given scale (also in cm)
divide by 100cm/m to determine the __________ measurement in
the ground surface.
____________ 5. This should be placed on the lower right-hand corner of the map.
____________ 6. This should be placed on the lower left-hand corner of the map.
____________ 7. This should be placed on the upper right-hand corner of the map.
____________ 8. This is equal to the map or drawing distance (m) over the ground
distance (m).
____________ 9. If scale is changed to a bigger value, the drawing or figure of the same
dimensions of a lot becomes _________.
____________ 10.The manner in which something is displayed or laid out.
Self-Check 1.1
Scale sheet number
Legend layout
Sheet name scale
Linear edition note
smaller map

AQUACULTURE
II. Identify the following. Choose your answer in the box and write it on the blanks
provided.
________________ 1. Is an artificial body of water surrounded by dikes and with
accessories such as gates, pipes and canals to facilitate water
supply management.
________________ 2.Compartment of fishpond where fish fry to fingerlings size are
being reared.
________________ 3. It is the largest compartment in the pond system. Used for raising
fingerlings up to marketable size.
________________ 4. Freshwater pond layout where it is consist of one sluice gate and
long water supply canal.
________________ 5. Consist of one sluice gate; long supply canal and a secondary
gates provided to different compartments of progressively
increasing areas.
________________ 6. . A brackish water pond system layout where nursery pond (NP)
comprises about 4% of the transition pond area (TPA). The
transition pond (TP) covers only 6% of the TPA.
________________ 7.A pond type which has a diversion canal to serve as a
passageway of water from the main water body, e.g. creek, brook
and the like.
________________ 8.A type in which ponds are built parallel to each other and each
pond of which has an inlet and an outlet.
________________ 9. A brackish water pond layout where the general practice is to
stock at different times, different size, and group of fingerlings
and harvests the bigger one‘s selectively with the use of the gill
net.
________________ 10.A freshwater pond layout where it has one sluice gate; wide and
short supply canal; and secondary gates in the different
compartments.
Conventional layout fishpond
Progressive layout diversion pond
Parallel type multiple stock/harvest system
Radiating nursery pond
Rearing pond modular pond layout

AQUACULTURE
III. Identify the following. Choose your answer in the box and write it on the blanks
provided.
________________ 1.It is the dike that encloses and protects the entire pond system.
________________ 2.Is the additional height of a structure, e.g. main dike, above high
water level to prevent overflow.
________________ 3.Classification of dike which are smaller than the main dike with
gradual slope and which enclose NPs, TPs, and RPs.
________________ 4.Is otherwise known as the top width of a dike.
________________ 5.is a narrow path or footwalk reserved between the base of the
dike and the excavated pond. It also serves in fortifying the
dike and in holding or trapping eroded soil from the dike top
and wall.
________________ 6.Is/are the largest and tallest gate/s as waterway depending the
size of the entire pond system.
________________ 7. Height of the main dike should be ___________ higher than the
highest water level in the site.
________________ 8.are those pond gates constructed open on top (not concealed)
across the dikes with 2 pairs of grooves provided at the central
portion of the sidewalls for fitting the slabs and another 2 pairs
for each of the gate ends for the screens.
________________ 9.These are support structures usually constructed in the outer ides
of the pond parallel or perpendicular to the WSC. These are
recommended in intensive culture, especially of shrimps, to
effect flow-through system and better water management.
________________ 10.These canals serve the purpose of supplying and draining water
to and from the pond. The main water supply canal starts from
the main gate and usually transverse the central portion of the
fish farms.
Main gate Berm
Sluice gate Crown
Freeboard Drainage canal
Main dike Secondary dike
Water supply canal 0.3 – 1 meter

AQUACULTURE
Scaling Procedure
Procedures:
1. Visit your available aquaculture facility in school.
2. Measure the area of the given facility.
3. Compute the scale to be used in drawing the given facility.
4. Using a bond paper, pencils, and ruler, draw the given facility based on the
scaling procedure.
5. Indicate the marginal information in your drawing.
6. If you have queries, ask your teacher. You may also go back to the
information sheets for clarification.
7. Submit your drawing to your teacher and be prepared to present this to your
classmates.
Fishpond Layout and Design
Procedures:
1. Remember your visit in the aquaculture facility in your school. What kind of
fishpond system do you observed. In this activity you will have to draw of the
layouts of the different fishpond systems.
2. Prepare the following for this activity:
 Bond paper
 Pencils
 Ruler
3. Using the materials above, draw the layouts of the following fishpond system:
a. Brackish water fishpond system layout
- Conventional pond system
- Modular pond system
- Multiple stock/harvest system
b. Fresh water fishpond system layout
- Barrage pond
- Diversion pond
Activity Sheet 1.1
Activity Sheet 1.2

AQUACULTURE
4. Use an appropriate scale for brackish water pond system.
classmates.
Pond Water Control Structures
Procedures:
1. Remember your visit in the aquaculture facility in your school. What kind of
fishpond system do you observed. In this activity you will have to draw of the
layouts of the different fishpond systems.
 Bond paper
 Pencils
 Ruler
3. Using the materials above, do the following:
1. Draw the different types of dikes. Label its parts.
a. Main dike
b. Secondary dike
c. Tertiary dike
2. Draw the different types of gates. Label its parts.
a. Concrete main gate
b. Wooden secondary gate
c. Concrete secondary gate
4. If you have queries, ask your teacher. You may also go back to the information
sheets for clarification.
classmates.
Activity Sheet 1.3

AQUACULTURE
Activity Sheet 1.1, 1.2 and 1.3
1. identified different compartments of pond?.
2. used signs and symbols of plan according to fishpond
engineering standards.
3. drawn lay out of different pond designs according to
established procedures.
4. drawn the following layouts properly?
a. Conventional pond system
b. Modular pond system
c. Multiple stock/harvest system
d. Barrage pond
e. Diversion pond
5. used an appropriate scale for brackish water pond
system?
6. drawn and label the parts of the different types of
dikes?
a. main dike
b. secondary dike
c. tertiary dike
7. drawn and label the parts of the different types of
gates?
a. Concrete main gate
b. Wooden secondary gate
c. Concrete secondary gate

AQUACULTURE
 Bond paper
 Pencils
 Ruler
Materials
Draw layout plan for tanks
LEARNING OUTCOME 2
 Different life support systems for tanks are identified.
standards.
 Lay out of different tank designs are drawn according to established
procedures


AQUACULTURE
Choose and encircle the letter of the correct answer.
1. How to remedy a tank with low dissolve oxygen?
a. Start the blower c. Start the puddle wheel
b. Start the water pump d. Start the electric fan beside the
tank
2. ________ are small aquatic organisms raised in tanks which are commonly used as
the first food of young fin fishes?
a. Larvae c. Rotifers
b. Phytoplanktons d. Microalgae
3. What is the term used to indicate a large container of liquid usually used in culturing
fish?
a. reservoir c. basin
b. tank d. fishpond
4. Why is it necessary to design the tanks in the hatchery?
a. To have a beautiful tanks
b. To create a beautiful arrangement of tanks.
c. To have a uniform size and shape of tanks
d. To conform with the characteristics of the target specie of fish
5. What is the first phase of a fish production system?
a. construction of aquaculture facilities
b. hatchery
c. nursery
d. grow-out
Pretest LO 2
Let us determine how much you already know about the layout plan for tanks
Take this test.

AQUACULTURE
6. Separating suspended solids from water such as silts, debris and foreign organisms
can be done by the use of ______.
a. fine mesh screen c. filtration units
b. secchi disk d. intake structure
7. Early stage of the fish life cycle?
a. egg c. larvae or fry
b. fingerling d. post fingerling
8. The sand filter tank is set up with how many layers of different filter media?
a. 2 c. 5
b. 4 d. 3
9. In a milkfish broodstock tank, what is the design?
a. Triangular c. Square
b. Rectangular d. circular
10. Where are newly hatched fish eggs placed?
a. Hatchery tank c. Nursery tank
b. Broodstock tank d. Growout tank

AQUACULTURE
Fish Tank Layout and Design
Tank is a large container of liquids, rectangular, square or circular in shape usually used
in culturing fish.
HATCHERY TANK DESIGN
Figure 1.Rectangular and Circular Tanks.
The hatchery is the first phase of a production system aimed of producing fish for
human consumption. The next phase is nursery tank. The final phase is grow out culture
in ponds, pens, tanks or cages where fishes are grown to marketable size.
Hatchery is a place for the production of fish eggs, larvae, and /or fish fry. In
practical terms, a hatchery is a building that houses tanks and equipment for eggs
cultivation and rearing of larvae. It is an artificial life-support system for fish taken out of
its natural habitat.
The hatchery tanks should be designed in such a way that it provides for ease of
operation and it should also be free from work hazards. The design and layout should
take into account the need for the hatchery to expand in the future, so space should be
left for the future tank construction, water and air supply, etc.

AQUACULTURE
Pump
Larval
/ Fry
tank
Sand
filter
Larval
/ Fry
tank
Rotifer tanks
Figure 2 Basic layout for a small- scale hatchery with 2 larval tanks, 1 sand filter, 3 rotifer
tanks in indoor section, a pump house and 3 microalgae tanks at the outdoor section.
Tank design and description
The essential type of tanks required in a small scale hatcheries with 1 meter deep
are:
1. Sand filter tank – set up with layers of different filter media. Water is pumped in at the
top of the tanks, flows to the various media, and out at the bottom of the tank.
Seawater
outlet
Sand
Gravel
Large stones
Seawater
intake
Figure 3. Concrete sand filter tanks for a
small hatchery approximately 10 m3
capacity.

AQUACULTURE
2. Larval rearing tank – about 6 m3
capacity. Generally, this is a concrete
rectangular or square tank and usually 1
meter in depth. They range in size from
6-10 m3
capacity.
Figure 4. Larval Rearing Tank
3. Live food production tanks. Microalgae
production tanks are usually located
outside the hatchery building and are not
roofed.
Figure 6. Small fiber-glass tank (1 to 2 m3
capacity), for rotifer enrichment.
Figure 5. Live Food Production Tanks.
Designing Tanks For Culturing Fish
There are various ways of designing fish tanks. These may be concrete,
rectangular or square fish tanks, hexagonal or octagonal fish tanks and the circular
tanks. Tanks for grow out are typically 4-10 m in diameter, and 1-3 m deep.

AQUACULTURE
Figure 7. Rectangular tanks Figure 8. Drain hall
Figure 9. Outlet hole Figure 10. Drainage canal
The concrete rectangular tank drain hole fitted with 3 inches PVC pipe is situated at the
rear end of the tank (figure 7). The tank floor should have a slight slope towards the drain
hole which is 5 degrees to 15 degrees for easy draining, cleaning and for maintaining
purposes.
The outlet hole (figure 9) is used for draining water from the tank and the drainage canal
(figure 10) is where the water drained from the tank passes out from the tank site.
Figure 11. The circular and hexagonal fish tanks
Figure 12. The cross section of a circular or hexagonal fish pond

AQUACULTURE
The outlet should be in the middle of the tank. The tank bottom should have a slight
slope towards the center where the outlet is constructed.
Program of Works
Project: Proposed Rectangular Concrete Tank, 8mx2mx1m
Project Cost: P 20,000
SCOPE OF WORK Percentage Estimated Cost
I. Excavation 15 % 3,000.00
II. Carpentry Works 10 % 2,000.00
III. Masonry Works 60 % 12,000.00
IV. Plumbing 10 % 2,000.00
V. Electrical Works 5 % 1,000.00
TOTAL 20,000.00
Summary:
I. Cost of Materials……………….. P 12,000.00
II. Labor……………………………… P 20,000.00
Life Support Units
A. Sea water supply systems
- intake structure – used to draw water from the sea using electric motor
with 746 watts and 1 hp
- filtration unit – used to separate suspended solids from the water, e.g.
fine silts, debris and foreign organisms
- water pump – made of cast iron, stainless steels, fiber glass or plastic
is to be used, for this is no subject to corrosion. It must also be a self-
priming
- water pump reservoir – provides a ready source of water for use in
any eventuality for reservoirs constructed out of a concrete mix
B. Fresh water supply system
A hatchery of either saline or fresh water fin fishes and shell fishes shall also require a
standby water pump and accessories to use in drawing water from a well or other
sources in case natural water supply is a problem
- air supply system. Blower is always necessary to supply high volume
of air at low pressure in the hatchery. At least one blower with 1-2 hp

AQUACULTURE
capacity is needed although 2 units are better. These will be used in
24-hr cycle, 1 will relieve the other after 12 hours of operation.
Figure 13. Water pump Figure 14. Blower Figure 15. Tank with aerators

AQUACULTURE
Intake structure Filtration unit
Hatchery Outlet hole
Blower Water pump
Sand filter tank Water pump reservoir
Live food production tank Tank
Identify the following. Choose your answer in the box and write it on the blanks provided.
_____________ 1.Is a large container of liquids, rectangular, square or circular in shape
usually used in culturing fish.
_____________ 2.Is the first phase of a production system aimed of producing fish for
human consumption.
_____________ 3.Set up with layers of different filter media.
_____________ 4.tanks are usually located outside the hatchery building and are not
roofed usually for the production of microalgae.
_____________ 5.Is used for draining water from the tank.
_____________ 6.Used to draw water from the sea using electric motor with 746 watts
and 1 hp.
_____________ 7.Used to separate suspended solids from the water, e.g. fine silts,
debris and foreign organisms.
_____________ 8.Made of cast iron, stainless steels, fiber glass or plastic is to be used,
for this is no subject to corrosion. It must also be a self-priming.
_____________ 9.Provides a ready source of water for use in any eventuality for
reservoirs constructed out of a concrete mix.
_____________ 10.Is used to supply high volume of air at low pressure in the hatchery.
Self-Check 2.1

AQUACULTURE
Fish Tank Layout and Design
Procedures:
1. Remember your visit in the aquaculture facility in your school. What are the
different components of a fish tank do you observed. In this activity you will
have to draw of the layouts of different fish tanks, including the life support
system.
 Bond paper
 Pencils
 Ruler
3. Using the materials above, draw the layouts of different fish tanks:
 Hatchery tank
 Sand filter tank
 Larval rearing tank
 Live food production tank
4. Use an appropriate scale.
classmates.
Activity Sheet 2.1

AQUACULTURE
Activity Sheet 2.1
1. identify different life support systems for tanks are.
engineering standards.
3. drawn lay out of different tank designs according to
established procedures.
4. drawn the following layouts properly?
 Hatchery tank
 Sand filter tank
 Larval rearing tank
 Live food production tank
5. used an appropriate scale in drawing?

AQUACULTURE
 Bond papers
 Pencils
 Ruler
Materials
Draw layout plan for pens and cages
LEARNING OUTCOME 3
 Different life support systems for pens/cages are identified.
standards.
 Lay out of different pens/cages designs are drawn according to established
procedures.


AQUACULTURE
Directions: Choose the best answer for each number by encircling the letter of your
choice.
1. What factor usually determines the depth of fish cages?
a. capability of the owner
b. natural productivity of the water
c. the mooring system
d. the specie of fish to be cultivated
2. What is the smallest unit of a net?
a. mesh
b. mesh size
c. knots
d. twine
3. In order to make the fish cage floats on the water, the cage must be equipped with
_____.
a. mooring system
b. netting system
c. framework
d. floatation system
4. As a general rule, what is the length of the mooring lines?
a. two times of the depth of water
b. three times of the length of the cage
c. three times of the depth of the water
d. two meters allowance during high tide
Pretest LO 3
Let us determine how much you already know about the layout plan for pens and
cages. Take this test.

AQUACULTURE
5. Which of the following keeps the whole cage in a certain location and prevents the
cage from drifting along the water current?
a. mooring
b. floater
c. framework
d. barrier
6. Part of the cage that serves as the walkways for working, feeding and monitoring?
a. frames
b. floaters
c. mooring
d. nets
7. What type of net cage fabrication refers to a ¼ inch mesh?
a. CC-net
b. DD-net
c. B-net
d. knotless NET
8. What aquaculture facility is usually supported by a fixed rigid framework of bamboo
poles, palm tree poles and wood poles?
a. floating fish cage
b. fish pen
c. fixed fish cage
d. happa
9. Generally, they are the most suitable in relatively large bodies of water and along
protected coastal areas where level ranges only from 2.0 meters to a maximum of 7.0
meters.
a. floating fish cage
b. fish pen
c. fixed fish cage
d. fishpond

AQUACULTURE
10 In general, which aquaculture facility has the biggest area?
a. fixed fish cage
b. floating fish cage
c. happa
d. fish pen

AQUACULTURE
Fish Pens and Cages Layout and Design
Fish cage is a structure fully enclosed by nets on all sides and bottom supported
either by a fix rigid frame or by floats which rise and fall with the water level or tide.
Fish pen is an area enclosed by nets on all sides and utilizes the lake bed and
other bodies of water as the bottom enclosure.
Before making the layout of the cage/pen, the size, depth and shape must be considered
which is dependent mainly on the ability of the owner as far as operation and
maintenance is concerned. The biology and behavior of the target specie and the
characteristics of the project site should be considered as well. The design must be
simple but durable, easy to construct, and economical.
Determining The Size, Depth and Shapes of Facilities and Target Species of Fish.
In Laguna Lake, Philippines, size of pens range from less than one hectare to more than
100 hectares. The shape of the enclosure is influenced by the characteristics of the
cultured fish. For milkfish and tilapia, square and rectangular pens are commonly used.
Circular enclosures are recommended for big head carp. Generally, the most economical
shape of the pen is one that has the least perimeter. Circular shape require the least
materials per unit area but relatively hard to construct.
Generally, fish pens are most suitable in relatively large bodies of water and along
coastal protected areas where the water level ranges only from 2.0 meters to a
maximum of 7.0 meters.
On the other hand, the depth of the cage is usually determined by the natural productivity
of the water. Since natural food production is relatively higher in the surface, sunlight
penetration is usually employed as the basis for depth.
TYPES OF CAGE
A. Fixed type
The fixed types of fish cages are suitable for relatively shallow areas. They are usually
installed near shore or in shallow lakes like Laguna de Bay where water depth is less
than five meters. In fixed type cages, synthetic net cages are attached to bamboo poles

AQUACULTURE
staked to the bottom for support. Size of cages range from 5m x 15m with net mesh
sizes of 5-15 mm.
Figure 1.Fixed Fish cage.
B. Floating type
Figure 2.Floating Fish cage.
The floating types of fish cages are suitable for depths exceeding five meters.
Floating net cages are typically suspended from bamboo raft with or without plastic
drums or any other floating materials to float. Cages have a net mesh size of 15 mm and
vary in size from 15 x 10m to 20m x 15 m with a depth of 5-6 m.

AQUACULTURE
GENERAL DESIGNS OF CAGES
Figure 3. Square or rectangular cages
Figure 4. Circular cages
Materials and types of nets
A. Fish Pen
1. Framework/structure
a. bamboo- most common
b. wooden poles
c. anahaw (palm tree) logs
d. creosoted pole- pole treated with creosote (wood preservatives)
e. steel/ G.I. pipe
Bamboo poles Anahaw

AQUACULTURE
2. Enclosure and Barrier nets
a. polyethylene nets
b. polypropylene nets
c. nylon nets
d. woven bamboo splits
Polyethylene net polypropylene net nylon net
3. Tying and Braiding nets
a. polyethylene rope and twine
b. polypropylene rope
c. nylon threads
d. nylon cord (monofilament)
e. rubber tire strips
polyethylene rope polyethylene twines polypropylene rope
nylon thread nylon cord rubber strips

AQUACULTURE
B. Fish Cage
1. Framework/ structure
a. bamboo- most common
b. wooden poles
c. anahaw (palm tree) logs
d. creosoted pole
e. steel/ G.I. pipe
Figure 5.Materials that can be used for frame.
2. Enclosure and Barrier nets
a. polyethylene nets
b. polypropylene nets
c. nylon nets
d. woven bamboo splits
3. Tying and Braiding
a. polyethylene rope and twine
b. polypropylene rope
c. nylon threads
d. nylon cord (monofilament)
e. rubber tire strips
4. Floats
a. bamboo
b. steel drum/ barrel
c. Styrofoam
d. plastic container
e. aluminum cylinder
f. PVC pipes
g. Rubber tires
Figure 6.Commonly used materials for floaters.

AQUACULTURE
5. Sinkers
a. stone
b. concrete slabs
c. bamboo and wooden pegs
Figure 7. Materials used for sinkers.
Types of Nets and Mesh Sizes Suitable for Fish Pen and Fish Cage
Generally, the most suitable nets should be flexible or adaptable for easy
handling, resistant to fouling growth, heat, and ultraviolet rays.
The mesh size to be used must be small enough to prevent the escape of fish
and entry of predators. For hatchery operations of tilapia, the most common sizes of
mesh used are 0.5 mm (happa) for breeding, 10 mm for nursery and 20 mm for grow-
out. However, as long as the escape of the fish does not permit, large meshes are
recommended since they provide large passageway for water circulation, slower rate of
fouling, easier to handle and less expensive per unit area.
Type Of Nets For Cage Fabrication
 B- NET (1/4 ― mesh)
 DD- NET (3/8 ― mesh)
 CC-NET (1/2 ― mesh)
There are many kinds of nets that could be used for fabrication. The most
common are the B-net (1/4‖ mesh), DD-net (3/8‖ mesh), and CC-net (1/2‖). However, the
most popular is the B-net because smaller fingerlings do not need a nursery cage. It is
cheaper per unit area because it is wider (108 inches) than the other nets, hence, labor
cost in fabricating cages is much lower, and tearing of one or two mesh do not easily
provide an escape route for bigger fish.
Floating System (Floating Fish Cage)
The floats to be used in floating cages must have the following::
a. High buoyancy
b. resistant to fouling
c. can withstand forces of the wind and waves

AQUACULTURE
For longer life and less fouling attachment, floats used may be covered with protective
materials such as rubberized canvass.
Mooring System
Mooring lines should be light and strong, flexible, highly resistant to fatigue, impact,
abrasion, stretch and twisting. As a general guide, the length of the mooring lines should
be three times the depth of water.
Materials commonly used in the fabrication of synthetic fiber ropes are:
a. nylon (polyamide)
b. Dacron (polyester)
c. Polypropylene
d. Polyethylene
Nylon is recommended for the high strength and high shock absorption requirements.
Anchor (floating Fish Cage)
An ideal anchor must provide enough holding power with reasonable weight size.
The type of anchor to use in the mooring system depends on the depth of water, nature
of bottom, and current. The three types of anchors are:
1. Dead weight anchors- they are recommended for mooring involving essentially
vertical tension. A typical example is a concrete block.
2. Embedment anchors- are designed to dig into the bottom as they are being
pulled by a horizontal force. It is recommended for sandy and muddy bottom.
3. Special anchors- are combinations of deadweight and embedment anchors.
They are designed to resist vertical and horizontal components of tension.

AQUACULTURE
Floating Fish Cage
Figure 8. Floating Fish Cage

AQUACULTURE
Identify the following. Choose your answer in the box and write it on the blanks.
_____________ 1.is a structure fully enclosed by nets on all sides and bottom supported
either by a fix rigid frame or by floats which rise and fall with the
water level or tide.
_____________ 2. Is an area enclosed by nets on all sides and utilizes the lake bed and
other bodies of water as the bottom enclosure.
_____________ 3. Is a heavy object, usually a shaped iron weight with flukes, lowered
by a cable or chain to the bottom of a body of water to keep a
vessel from drifting.
_____________ 4. Is the smallest unit of a net.
_____________ 5. Is a structure, usually rigid, serving to hold the parts of something
together or to support something constructed.
_____________ 6. Is a lump made by intertwining the thread in which one free end is
passed through a loop and drawn tightly.
_____________ 7. Is the distance between the centers of the opposite knots in the same
mesh when it is fully extended at the right angles to the continuing
direction of the twines.
_____________ 8. Is a fabric of thread, cord, rope or twine woven or knotted to form an
open pattern or mesh used to catch fish.
_____________ 9. Is the process by which an object or materials get extremely dirty or
impure, disgustingly filthy, so offensive to the senses,
_____________ 10. Are the lines, cables, etc. by which water craft or any floating
objects or moored or held in place.
Self-Check 3.1

AQUACULTURE
Mooring Mesh size
Fish cage Net
Framework Anchor
Fish pen Knot
Fouling Mesh

AQUACULTURE
Pens/Cages Layout and Design
Procedures:
 Bond paper
 Pencils
 Ruler
2. Using the materials above, draw the layout of a 5m x 5m x 3m floating fish
cage.
3. Include in your drawing the anchors used which are attached to the mooring
lines.
4. Label its parts.
Activity Sheet 3.1

AQUACULTURE
Activity Sheet 3.1
1. identified different life support system for pens/cages?
engineering standards?
3. drawn lay out of different pens/cages designs
according to established procedures?
4. drawn the layout of a floating fish cage?
5. included the anchors used in your drawing?
6. labelled the parts of a floating fish cage?

AQUACULTURE
LO1
 Cagauan A.G., Tilapia Grow Out Systems and Operation
 Calmorin L. P., Calmorin M. A., Tinaypan A. S., Introduction to Fishery
Technology REGION 02, Technoguide for Tilapia
 Rosel R.N. Tilapia Grow-out in Freshwater Fishpond
 Sarmiento R.S. Module in Fishpond Engineering and Management
 Toledo, C.F. Breeding and Hatchery Management
 CBLM, Fish Culture NC II, 3rd
Year, Module II. Pages 1-10.
 http://www.answers.com/topic/plan
LO 2
 Castanos M.T. SEAFDEC Asian Aquaculture
 info@aquacare.com
 Patadjai R.S. Article from SEAFDEC Asian Aquaculture
 Sim S.Y., Rimmer M.A., Toledo J.D., Sugama, S.,Rumengan I., Williams,
K.C.. Philips, M.J. 2005. A Guide to Small-Scale Marine
 Finfish Hatchery Technology
 Toledo C.F. Breeding and Hatchery Management
LO 3
 Cagauan, A. G. Tilapia Grow Out Systems and Operation Manual, CLSU
Nueva Ecija
 Lasam, G. D. Technoguide for Tilapia. Department of Agriculture- Region
2
 Vivar, A. V. SEAFDEC Aquaculture Department
REFERENCES
Congratulations! You did a great
job! Rest and relax a while then
move on to the next lesson. Good
luck!

AQUACULTURE
LO 1.apply appropriate safety measures; and
LO 2. safe keep/dispose tools, materials and outfit.
LEARNING OUTCOMES:
do the following:
Apply Safety Measures on Farm
Operations
LESSON 4

AQUACULTURE
Cleaning the removal of visible soil but not necessarily sanitized.
Contamination the unintended presence of harmful substances.
Hazard biological, chemical or physical agent that may cause an
unacceptable consumer health risk.
Outfits composed of personal protective equipment such as
masks, gloves, boots, socks etc.
Precautionary measures measures adopted beforehand against possible danger.
Safety protecting oneself and others from possible danger and
injury.
Safety measure an art of preventing the occurrence of an accident by
removing the presence of hazards.
Waste products worthless things.
Definition of Terms

AQUACULTURE
 Script
 First aid kit
 Personal Protective Equipment (PPE)
 Props tools, materials and chemicals for the role play
 Video camera
Materials
Apply appropriate safety measures
LEARNING OUTCOME 1
 Safety measures is applied based on work requirement and aquaculture
procedures.
 Tools and materials are utilized in accordance with specification and
procedures.
 Outfit are worn in accordance with farm requirements.
 Shelf life and or expiration of materials are effectively checked against
manufacturers‘ specifications.
 Hazard in the workplace are identified and reported in line with farm guidelines


AQUACULTURE

Choose the letter of the correct answer.
1. Why do shells of snails and other foreign materials removed before pond
leveling?
a. To prevent the pond water for fouling.
b. To avoid the workers‘ feet from incision or puncture from these
shells.
c. The composing shells may increase alkalinity of the soil.
d. The shells contribute water turbidity.
2. Why it is important for a student to wear a hat and long sleeve working
clothes in pond draining?
a. To protect his skin from getting dark.
b. To protect him from getting dirty from soft mud.
c. To protect him from over exposure to heat and sunlight.
d. All of the above.
3. What is the proper tool used to dig the soil to form a mud block?
a. Crow bar
b. Grub hoe
c. Shovel
d. Digging blade
4. In cleaning the dikes, what should be worn to be safe from snake bites?
a. Long sleeve
b. Boots
c. Steel-capped foot wear
d. Rubber gloves and shoes
5. Which equipment is to be used to protect feet from puncture, incision and
other injuries while leveling the pond bottom?
a. Boots
b. Barrier cream
c. Gloves
d. Socks
Pretest LO 1
Let us determine how much you already know about the appropriate safety
measures while working in the farm. Take this test.

AQUACULTURE
Safety Measures While Working In Farm Using Chemicals And
Hazardous Tools And Equipment
In performing any kind of work in the farm, safety rules should be strictly followed
to avoid accidents.
Work Tasks in Pond Preparation
 Draining the pond
 Drying the pond bottom.
 Cultivating the pond bottom.
 Levelling the pond bottom.
 Repairing gates and screens.
 Repairing dikes.
 Controlling competitors and predators
Snakes – prey on small fish. Always keep banks and other dikes clean to
prevent snakes from harboring in the ponds.
Frogs – they eat fry and fingerlings. Their population can be controlled by
removing their egg sacks from the pond water.
Place and Time for Safety Measures
The students are at the workplace during their laboratory period scheduled in the
morning. They will spend their time for two hours in the fishpond. Before performing their
work tasks, the appropriate tools/materials and outfit must be prepared beforehand. They
have already determined the hazards associated to their works. In this way, they are
able to prepare themselves for the proper outfit, tools and materials appropriate to the
work task.

AQUACULTURE
Safety Measures
Safety measures to be observed in the following work tasks:
A. Pond draining and drying. Wear a hat and a long sleeve shirt. Over exposure to
heat and extreme temperature may result in range of injuries from burns to
frostbite.
Figure 1. Shovel/water pump/digging blade
B. Cultivation of pond bottom. Use long sleeve working clothes, hat and hand
gloves. For small ponds, a shovel or rake is used in tilling or cultivating the pond
bottom just after draining. For large pond, a rotavator is used.
C. Levelling. Wear gloves and long sleeve working clothes and hat to prevent
fingers from possible injuries and to prevent skin from direct sunlight of the sun.
Remove or gather shell of snails in the pond for these may cause incision or
puncture to the feet.
Figure 2. Rake and gloves
D. Repairing gates and screens. Broken or damaged slab and pipes must be
repaired. In doing so, use proper tools to avoid accident.
E. Repairing dikes. Use digging blade in repairing leakage and seepages of pond
dikes. Extra care must be observed so that feet will not be wounded.

AQUACULTURE
F. Predator control. Keep the dikes‘ banks clean to control predators like snakes
and frogs. Wear boots, hat and long sleeve clothes in clearing the grasses along
pond dikes.
Figure 3. Boots, bolo
Considering the nature of task and the workplace, it is very necessary to use
personal protective clothing and equipment appropriate for the task for safety measures.
Prepare for farm emergencies
You need to be ready to deal with emergencies on your farm. To prepare for medical and
other emergencies, develop an emergency plan and review it with everyone who might
have to deal with an emergency. This will reduce confusion in a real emergency. Review
the plan with your local emergency responders. Important parts of your emergency plan:
• Listing possible emergencies - Identify any emergencies that might occur, such as bad
weather, fire or explosion, chemical spill, someone becoming entangled in machinery.
• Provide a communication system - How will you know if someone working alone needs
help? Consider providing two-way radios, phones or cellular phones for communication.
Check in with those working alone regularly through frequent visits or having them check
in at regular intervals.
• Planning for action - Write out a plan for each potential emergency. Specify the role of
each individual. As injured persons won‘t be able to carry out their roles in an
emergency, have a list of contacts that can help for each role in your plan. For example,
make sure everyone knows how to shut off machinery. Go over the plan with everyone
involved.
• Identifying resources - List everything needed to deal with possible emergencies in all
areas of your farm. You should have adequate first aid supplies (restocked periodically)
in all work locations and a way to call emergency help. Have emergency information,
including directions to the farm, near a phone. Let local emergency service people know
the best route to take to your farm. Ensure that you have a way to evacuate a person
who may be difficult to reach, for example, in a muddy field. Working in remote locations
and alone is one of the greatest hazards in farming. Locating someone who has been
injured quickly and administering first aid on the scene can lessen the impact of an injury
and, in some cases, greatly improve the chances of survival.

AQUACULTURE
Investigate incidents and near misses
To understand an incident or near-incident, you need to find out:
 What caused the incident (immediate events leading up to the incident)?
 What contributed to the incident (such as unsafe activities and conditions)?
 What are the root causes that set the stage for the incident (such as inadequate
safety policies, procedures, or attitudes)?
 What are the ways to prevent a similar incident?
 Carefully look at what happened and try to understand why. To do this, you need
to consider all potential influencing factors, such as weather, operator training,
maintenance, use of equipment and so on. Talk to anyone who saw the incident
or was involved in it.
Use these six questions to get the basic information about the incident.
• Who was involved?
• Where did the incident happen?
• When did it happen?
• What were the immediate causes?
• Why did the incident happen (root cause)?
• How can a similar incident be prevented?
Factors to think about include:
 adequacy of planning, training, orientation or supervision (ex: repairing hydraulics
on a front-end loader without blocking the arms or bucket)
 poorly designed work areas or job procedures
 inadequate, defective, or obsolete tools, machinery and equipment
 unusual circumstances, such as an emergency that requires workers to perform
jobs they don‘t normally do
 jobs that are rarely performed (ex: silo repairs)
Near misses are free warnings
These are learning opportunities that must not be ignored. If something just about
happened, it is critical you understand why and take steps to prevent near misses from
happening again.
Make your farm a healthier and safer workplace
Just as you review your other business activities, review your farm safety and health
program regularly. Ask your family and workers to suggest improvements and help you
detect and fix problems. Agriculture work is always changing. New technologies and
problems may require you to:
• re-examine workplace hazards
• update supervisor/worker training
• change how supervising is done
• reassign responsibilities for safety

AQUACULTURE
• review your workplace inspection procedure and conduct safety inspections
differently.
Above all else, consider safety and health as an integral component of your farm
business management. Your safety and well-being are crucial to your farming operation.
Personal Protective Equipment used in Farms
Whenever you perform a task in the farm you must use personal protective
clothing that is appropriate for the task and which conforms to your local safety
regulations and policies.
 Work clothing—such as overall coats, hat and boots
 Eye protection such as safety goggles and face masks
 Hand protection such as gloves and barrier cream
 Respiratory equipment such as face masks and valve respiration
1. Always wear protective clothing. Avoid loose fitting clothes.
2. Remove your watches, rings, bracelet and other jewelries when working in the
farm
3. Outfits are worn according to farm requirements and specifications.
Personal Protective Equipment used in farm
Eye glass Boots
Long sleeve Hat
Hand gloves

AQUACULTURE
Basic First Aid
First aid includes any emergency care given to an injured or ill person before medical
assistance arrives. Due to the often hazardous nature of farming and isolation all people
working on the farm should be trained in basic first aid. At least one person should be
trained at a senior or level 2. Regularly check that your first aid needs are in line with the
Workcover code of practice in your state.
In the event of a medical emergency:
 check for any threatening situation and remove further danger;
 remain with the injured person and provide appropriate first aid;
 designate someone to meet the ambulance and direct it to the location of the
casualty;
 try not to leave the injured person alone; and
 do not move the injured person unless they are exposed to further injury.
Employers should provide and maintain appropriately stocked first aid kits. Ensure that
kits are easily accessible, that everyone on the farm is aware of the location of the kits,
and that their location is clearly signed. A list of emergency services, telephone numbers
and some basic first aid notes should be located with the kits.
First aid kits should also be located in tractors, trucks and utilities.
There are legislative requirements detailing what should be kept in each kit and this will
depend on your location and number of people working on the farm. The kit should at
least include:
 band aids;
 adhesive tape;
 bandages;
 eye pad;
 tweezers;
 latex gloves;
 antiseptic wipes;
 non-adherent and wound dressings;
 plastic bags;
 safety pins;
 scissors;
 saline solutions;
 emergency thermal blanket;
 first aid book and CPR card;
 disposable resuscitation face shields;
 disposable gloves.
Include a list of the contents with the kit (usually on the back of the door or lid).
The farm should also have arrangements for looking after someone who becomes sick at
work. This may mean providing a rest area, or sending or taking the person home or to a
doctor.

AQUACULTURE
Try to avoid people working on their own but when it is unavoidable make sure someone
knows where they are on the farm and when they are expected back, that they have a
mobile phone or some other means of communication with them and a distress alarm in
case of an incident. If no one is about, they should leave a note in a conspicuous place.
A whiteboard in the dairy is a good idea.
First aid is the emergency treatment given to an injured or sick person while waiting for a
doctor. This is done by a person with adequate training on the initial treatment of
emergency cases.
The DRABCD Action Plan is a vital aid to the first aider in assessing whether
the casualty has any life-threatening conditions and if any immediate first aid is
necessary.
D check for DANGER
• to you
• to others
• to casualty
R check for RESPONSE
• is casualty conscious?
• is casualty unconscious?
A check AIRWAY
• is airway clear of objects?
• is airway open?
B check for BREATHING
• is chest rising and falling?
• can you hear or feel air from mouth or nose?
• if no breathing, give 2 initial breaths
C give CPR
• if no signs of life—unconscious, not breathing
and not moving, start CPR
• CPR involves giving 30 compressions at a rate
of approximately 100 compressions per minute
followed by 2 breaths
D apply a DEFIBRILLATOR (if available)
• follow voice prompts

AQUACULTURE
Possible accident that can be encountered in farm/fishery operation
Managing snake bite
1. Follow DRSABCD
2. Rest and reassure the patient
3. Apply a pressure immobilization bandage
• if on a limb, apply a broad pressure bandage over the bite site as soon as possible
• apply a firm heavy crepe or elasticized roller bandage starting just above the fingers or
toes, and moving upwards on the limb as far as can be reached (include the snake bite)
• apply tightly without stopping blood supply to the limb
4. Splint the bandaged limb
5. Ensure the patient does not move
6. Write down the time of the bite and when
the bandage was applied
• stay with the patient
• check circulation in fingers or toes
WARNING
 DO NOT wash venom off the skin
 DO NOT cut the bitten area
 DO NOT try to suck venom out of wound
 DO NOT use a tourniquet
 DO NOT try to catch the snake
Managing Shock
1. Follow DRSABCD and manage injuries such as severe bleeding
2. Reassure the patient
3. Raise the patient‘s legs
• (unless fractured or a snake bite) above the level of the heart, with head fl at on the
floor
4. Treat any wound or burn, and immobilize fractures
5. Loosen tight clothing around neck, chest and waist

AQUACULTURE
6. Maintain the patient‘s body warmth with a blanket or similar
• DO NOT use any source of direct heat
7. Give small, frequent amounts of clear fluid
• (preferably water) to the conscious patient who does not have abdominal trauma and
who is unlikely to require an operation in the immediate future
8. Monitor and record breathing, pulse and skin colour at regular intervals
9. Place the patient in the recovery position
• if there is difficulty breathing
• if patient becomes unconscious
• if patient is likely to vomit
NOTE
Immediately after injury, there may be little evidence of shock. Signs and symptoms may
gradually develop depending on:
• severity of the injury
• continuation of fluid loss
• effectiveness of management
• Shock can be life-threatening.
• Try NOT to leave a patient suffering from shock unattended.
Managing Eye Injury
1. Support patient‘s head
• and keep as still as possible
• ask patient to try not to move eyes
2. Flush eye with cool, running water
• if chemical or heat burn, or smoke in eyes
3. Place dressing over eye
• place a sterile pad or dressing over injured eye
• ask patient to hold pad/dressing in place
• bandage pad/dressing in place, covering injured eye

AQUACULTURE
• if a penetrating eye injury, lie patient on back, place pad around object and bandage in
place
WARNING
 DO NOT touch the eye or any contact lens.
 DO NOT allow patient to rub eye.
 DO NOT try to remove any object which is penetrating the eye.
 DO NOT apply pressure when bandaging the eye.
Managing Heat-induced condition
Heat exhaustion
1. Move the patient to lie down in a cool place with circulating air
2. Loosen tight clothing and remove unnecessary garments
3. Sponge with cool water
4. Give fluids to drink if conscious
5. Seek medical aid if patient vomits or does not recover quickly
Heatstroke
1. Follow DRSABCD
2. Apply cold packs or wrapped ice to neck, groin and armpits
3. Cover with wet sheet
4. Ensure an ambulance has been called
5. If the patient is fully conscious and is able to swallow, give fluids
WARNING
Heatstroke is a potentially lethal

AQUACULTURE
I. Briefly answer the following questions:
1. What are the safety measures to be observed in the following work tasks:
a. Pond draining and drying
b. Cultivation of pond bottom
c. Leveling
d. Repairing gates and screens
e. Repairing dikes
f. Predator control
2. What are the tools/materials used in tilling or cultivating the small pond bottom
just after draining?
3. What are the important parts of an emergency plan?
4. How can you investigate incidents and near misses in your workplace?
5. How can you make your farm healthier and safer workplace?
II. Encircle the letter of the correct answer.
1. Why it is important for a student doing the pond draining must wear a hat and a
long sleeve working clothes?
a. To protect his skin from getting dark.
b. To protect him from getting dirty from soft mud.
c. To protect him from over exposure to heat and sunlight.
d. All of the above.
2. In cleaning the dikes, what should be worn to be safe from snake bites?
a. Long sleeve
b. Boots
c. Steel-capped foot wear
d. Rubber gloves and shoes
3. Which equipment is to be used to protect feet from puncture, incision and other
injuries while levelling the pond bottom?
a. Boots
b. Barrier cream
c. Gloves
d. Socks
Self-Check 1.1

AQUACULTURE
4. Which of the following statements is correct?
a. Used PPE even if not working
b. Wear fitted clothes
c. Jewelries are allowed to wear when working
d. Always wear protective clothing when working
5. Personal protective equipment in fishpond operation includes the following
except?
a. Protective clothing
b. Hats
c. Boots
d. None of the above
III. Write TRUE if the statement is correct and FALSE if incorrect. Write your answer on
the blanks provided.
___________ 1. The first aider deals with the whole situation, the injured person, and the
injury or illness.
___________ 2. Young children and students with communication difficulties are
sometimes unable or unwilling to describe the onset of illness or the
nature of injury and pain.
___________ 3. Preventing first aid will protect health, improve safety, and increase
productivity.
___________ 4.One way to slow the buildup of heat when wearing personal protective
equipment is to use special cooling garments.
___________ 5. Controlled bleeding may lead to a condition known as shock.
___________ 6. Untreated shock from bleeding will almost always cause death.
___________ 7. If you hold one hand above your head and the other at your side, the
lower hand will be pale while the higher one is red.
___________ 8. When using pressure points, make sure you are pressing on a point
closer to the wound than the heart.
___________ 9.An ill person are often irritable, moody and hard to deal with.
___________ 10. People work slower and less efficiently when they are suffering from
heat stress.

AQUACULTURE
Basic First Aid Practices
Procedures:
1. Group yourselves into five (5).
2. Think of a scenario in the fish farm where accidents may occur. Ideally
choose a scenario that involves working with chemicals.
3. Make a script on this focusing on the following:
 Application of safety measures while working
 Appropriate used of the tools, materials and equipment for a certain task.
 Using personal protective equipment (PPE)
 Checking shelf life of consumable materials
 Identification of possible hazards in the workplace
4. Demonstrate or role play the scene.
5. Record the role play and submit the output to your teacher together with your
script.
Activity Sheet 1.1

AQUACULTURE
Activity Sheet 1.1
1. prepared the appropriate script?
2. demonstrate through role play the following?
a. utilizing tools and materials in accordance with
specification and procedures?
b. wearing outfits in accordance with farm
requirements?
c. checking shelf life and or expiration of materials
effectively against manufacturers‘ specifications?
d. Identifying and reporting hazards in the workplace
are in line with farm guidelines?
3. recorded the role play and submitted the project?

AQUACULTURE
 Camera
 Photos
 Folder
 Bond paper
 Pen
Materials
Safe keep/dispose tools, materials and outfit
LEARNING OUTCOME 2
 Used tools and outfit are cleaned stored in line with farm procedure.
 Unused materials are labeled and stored according to manufacturers‘
recommendation and farm requirements.
 Waste materials are disposed according to manufacturers, government
and farm requirements.


AQUACULTURE
Choose the letter of the correct answer. Answer this in your test notebook.
1. Tools and equipment must be cleaned after use in order to:
a. Prevent them from rust.
b. Prolong their usefulness
c. Save capital cost
d. All of the above
2. The most practical way of preventing rust on tools and equipment is:
a. Keeping them in dry place
b. Keeping them in open place
c. Keeping them in damp place
d. Placing them in the corner
3. Which of the following statements is a preventive maintenance?
a. Leave tools unattended
b. Wipe tools before using them
c. Store tools inside the room
d. Keep tools in clean dry place
4. Which of the following is a pointer in storing tools, material sand equipment?
a. Clean tools, materials, and equipment immediately.
b. Leave tools unattended.
c. Store them in a clean dry place.
d. Remove dirt attached to them.
5. Tools and equipment are best place in:
a. Health corner
b. Comport room
c. Dining room
d. Store room
6. Improper disposal of waste can lead to __________.
a. safe working area
b. healthy environment
c. destruction of soil and surface water
d. proper protection of natural resources
7. All are considered hazardous waste except one. Which of the following?
a. Solid waste
b. Ignitable waste
c. Corrosive waste
d. Reactive waste
Pretest LO 2
Let us determine how much you already know about the safe keep and proper
disposal of tools, materials and outfits. Take this test.

AQUACULTURE
8. How will you identify hazardous waste?
a. Talk to product suppliers and manufacturers.
b. Read product labels.
c. Ask for Material‘s Safety Data Sheet (MSDS).
d. all of the above
9. Tools unattended may lead to.
a. Accident
b. Lost
c. Rust
d. All of the above
10. Farm tools and equipment should always be cared for_____
a. Longer use
b. Rust prevention
c. Saving maintenance and capital cost
d. All of the above

AQUACULTURE
Safe Keep Of Tools, Materials And Outfit
Cleaning of Tools and Equipment
1. Tools and equipment are cleaned immediately after use in line with farm procedures.
2. Wipe off any oil or grease on the floor.
3. Keep tools clean by brushing off any dust and wiping off excess oil.
4. Wash them thoroughly to remove dirt attach to it.
5. Wash working clothes separately from domestic clothing, or use disposable clothing.
Materials storage
Safe and efficient materials storage depends on good co-operation and co-ordination
between everyone involved including, client, contractors, suppliers and the construction
trades.
Top tips for materials storage on smaller projects:
 Storage areas - designate storage areas for plant, materials, waste, flammable
substances e.g. foam plastics, flammable liquids and gases such as propane and
hazardous substances e.g. pesticides and timber treatment chemicals;
 Pedestrian routes – do not allow storage to ‗spread‘ in an uncontrolled manner on to
footpaths and other walkways. Do not store materials where they obstruct access
routes or where they could interfere with emergency escape;
 Flammable materials - will usually need to be stored away from other materials and
protected from accidental ignition;
 Storage at height - if materials are stored at height e.g. on top of a container, make
sure necessary guard rails are in place if people could fall when stacking or collecting
materials or equipment;
 Tidyness - keep all storage areas tidy, whether in the main compound or on the site
itself; and
 Deliveries - plan deliveries to keep the amount of materials on site to a minimum.

AQUACULTURE
Proper storing of tools, materials and pesticide
Safety tips for the storage tools, materials and outfits
 Store protective equipment and clothing in a nearby location that provides immediate
access but is away from pesticides and their fumes, dusts or possible spills (Figure
1). Provide an immediate supply of clean water and have an eyewash dispenser
immediately available for emergencies (Figure 2). Soap and a first aid kit are also
necessary.
 Establish procedures to control, contain and clean up spills. Familiarize everyone
with the procedures and provide tools and absorbent materials to clean up spills
(Figure 3). Prevent pesticide fires. Some pesticides are highly flammable; others do
not catch fire easily. The labeling of the pesticides that require extra precautions
often will contain a warning statement in the "Physical and Chemical Hazards"
section or the "Storage and Disposal" section.
 Install fire detection systems in large storage sites and equip each storage site with a
working fire extinguisher that is approved for all types of fires, including chemical
fires.
 If you store highly toxic pesticides or large amounts of any pesticides, inform your
local fire department, hospital, public health officials and police of the location of your
pesticide storage facility before a fire emergency occurs.
 Tell fire department officials what types of pesticides are regularly stored at the site.
Give them a floor plan, and work with them to develop an emergency response plan.

AQUACULTURE
Figure 1
Store protective equipment and clothing nearby.
Figure 2
Have clean water, an eyewash dispenser, soap and a first
aid kit available for emergencies.
Figure 3 Provide Spill Control Station
Proper Waste Disposal and Management
There is other legislation governing the proper disposal of waste, ranging from low
risk waste through to hazardous waste. These laws are enforced by the Environment
Agency and Local Authorities.
However, all waste produced can also present a real safety hazard to workers on site if
it is not properly managed throughout the project. You need to decide at an early stage:
 How - wastes streams produced during building work will be managed in a timely
and effective way; and
 Who - is responsible for collecting and disposal of specific wastes produced on site.
Problems often arise when company and individual duties are not made clear before
work starts.
Top tips for waste management on smaller projects:
 Flammable materials - make sure that all flammable waste materials (such as
packaging and timber off cuts) are cleared away regularly to reduce fire risks;
 Work areas - make clearing waste a priority for all trades. Check that everyone is
aware of what is required that it is being done;
 Skips - waste materials need storing safely before their removal from the site so
make sure that you allow sufficient space for waste skips and bins etc. Plan where
the skips can be positioned and how often they will need to be collected;

AQUACULTURE
 Waste within buildings - consider waste generated inside the building and whether
you need to provide wheeled bins or chutes etc. to enable it to be brought out of the
building safely;
Proper Disposal of Waste
Proper disposal of waste is an important role of the responsible user. Improper
disposal can lead to destruction of soil and surface water. Everyone must know how to
dispose waste properly.
Hazardous Wastes
Hazardous wastes are regulated by the Federal Resource Conservation and
Recovery Act (RCRA). They are listed in a section of federal regulation. A waste is
hazardous if it has one of these characteristics:
1. Ignitable: wastes those are flammable or spontaneously combustible. It they have
and flash point of less than 140 o
F or alcohol content of 24% or more.
2. Corrosive: wastes that can burn skin or corrodes metal. Liquid with a pH of 2 or
lower or 12.5 or higher.
3. Toxic: wastes that contain certain heavy metals above specific concentrations.
4. Reactive: wastes that are unstable and may explode or react violently with other
materials.
How to Identify Hazardous Waste?
 Talk to product suppliers and manufacturers.
 Read product labels – this should be done before purchasing any pesticides.
 Ask for the Materials‘ Safety Data Sheet (MSDS) before ordering new pesticides-
chemicals.
How to Manage Hazardous Waste?
Determine how much waste your facility generates per month. The rules depend on
how much is generated, how much is stored, and how long it is stored.
1. Containers
• Maintain containers in good condition. Prevent leaks, raptures and accumulation of
rain water on tops of drums.
• Keep containers closed.
• Waste must be compatible with the container.
• Never place wastes which are reactive in the same container.
• If a container leaks, transfer waste to a new container.
2. Storage
• Maintain adequate space between container rows to allow easy inspection for leaks,
breaks, or damage.

AQUACULTURE
• Store ignitable or reactive waste at least 50 feet from property boundaries.
3. Label
• The waste container should be clearly labeled as:
HAZARDOUS WASTE!
• Include the date when waste was first put into the container
• Include federal waste code number
• If the waste the waste is not hazardous, label as such; but regardless; container
should state what type of waste is in the container.
Proper Ways of Disposal
Waste disposal is a growing problem in the modern world. Whether it's the hazards of toxic
waste or the sheer volume of regular household waste, the castoffs of industrial society are
becoming increasingly intrusive. Solutions do exist, and range from responsible disposal to
recycling to avoiding buying unneeded items in the first place.
1. Reducing
o According to the Environmental Protection Agency (EPA), a large percentage
of the waste stream in the United States is made up of materials that could be
recycled or reused. Public education programs aimed at getting people used
to the idea of recycling have been quite successful, but the idea of reducing
consumption has still not taken hold in the public imagination. Many people
begin thinking about the problem of waste when they are confronted with
something they identify as "trash," rather when they are first confronted with
the decision of whether to buy something or not. In order to reduce the waste
stream at its source, society needs to avoid producing things, rather than
continuing to produce them and then wondering what to do with them.
Reusing
o Prior to the disposable age which began following World War II with the
widespread introduction of plastics, reuse was a common and unquestioned
event. Many items were more durably made than they are today, and it only
made sense to get maximum use out of them by, for example, handing down
clothes from sibling to sibling, reusing food containers for storage, or saving
lumber from old construction and using it for something else. Every time
something is diverted from the waste stream by being used for something
else, it not only decreases the waste stream, it also decreases the pressure
that is placed on natural resources through the manufacture of new items.
Recycling
o Municipal recycling programs have been put into place in many places
throughout North America, Europe and elsewhere. Recycling differs from
reuse because individual objects are not reused. Rather, their constituent
material, usually plastic, metal or glass, is repurposed into new objects.
Therefore, although recycling is certainly preferable to sending trash to a
landfill and buying new things, it is still energy intensive in the same way as
new production, and conserves fewer resources than reuse does.

AQUACULTURE
Electronic Waste
o The problem of electronic waste is a relatively new waste problem and as
such has fewer developed solutions in place. Many electronic commodities
are thrown out, not because they are broken but because their owners
consider them obsolete and want the newest thing. Referring to the arrival of
digital television, Theresa Stiner of the Iowa Department of Natural
Resources suggests avoiding the unnecessary disposal of old televisions
through the purchase of a converter box that allows the old television to be
compatible with new systems. This is one example of how waste can be
reduced through a shift in consciousness, and an acceptance of a different
way of doing things that leads to the same result.
Proper Ways of Disposal (www.google.com)

AQUACULTURE
I. Write True if the statement is correct and False if incorrect.
____________ 1. Allow storage to ‗spread‘ in an uncontrolled manner on to footpaths and
other walkways
____________ 2.Do not store materials where they obstruct access routes or where they
could interfere with emergency escape.
____________ 3. Always keep all storage areas tidy.
____________ 4. Do not store protective equipment and clothing in a nearby location that
provides immediate access.
____________ 5.Install fire detection systems in large storage sites.
____________ 6. Wipe off any oil or grease on the floor.
____________ 7. Wash working clothes together with domestic clothing, or use disposable
clothing.
____________ 8. Safe and efficient materials storage depends on good co-operation only.
____________ 9.Tools and equipment are cleaned immediately after use in line with farm
procedures.
____________ 10.Some pesticides are highly flammable
II. Write True if the statement is correct and False if incorrect.
________ 1.Waste disposal is a growing problem in the modern world.
________ 2. Proper disposal of waste is an important role of the responsible user.
________ 3. The problem of electronic waste is a relatively primitive waste problem.
________ 4. Problems often arise when company and individual duties are not made clear
before work starts.
________ 5.proper disposal can lead to destruction of soil and surface water
________ 6.Read product labels – this should be done after purchasing any pesticides.
________ 7.laws governing proper disposal of waste, are strictly enforced by the
Environment Agency and Local Authorities.
Self-Check 2.1

AQUACULTURE
________ 8.wastes that contain certain heavy metals above specific concentrations are non-
toxic.
________ 9. Public education programs aimed at getting people used to the idea of
recycling have been quite successful, but the idea of reducing consumption
has still not taken hold in the public imagination.
________ 10. . Every time something is diverted from the waste stream by being used for
something else

AQUACULTURE
Proper Ways of Disposing Waste
Procedures:
1. Group yourselves into five (5)
2. Schedule a visit in an aquaculture facility.
3. With the assistance of the personnel in-charge, observe and identify the different
wastes found in the facility.
4. Take pictures of these wastes materials and chemicals, including the procedures of
the proper ways disposing them; include also the procedures in proper cleaning and
storing of materials and chemicals.
5. Compile the photos with appropriate label and description. Include also discussion
on the major and basic government laws and regulations on proper wastes disposal.
6. Submit this and be ready for a presentation or questions of your teacher about your
project.
Show that you learned something by doing this activity
Activity Sheet 2.1

AQUACULTURE
Activity Sheet 2.1
1. observed and took pictures on different wastes
materials and chemical in an aquaculture facility?
2. made a compilation of the pictures, including
environmental laws and regulations?
3. were able to explain the following matters upon
questioning of teacher?
a. cleaning, and storing of used tools and outfit in line
with farm procedure.
b. labeling and storing unused materials according to
manufacturers‘ recommendation and farm
requirements.
c. disposing waste materials according to
manufacturers‘, government‘s and farm
requirements
4. submitted the project?

AQUACULTURE
Congratulations! You did a great
job!
LO1
 CBLM, Fish Culture, 2nd
Year, Lesson I, pages 1-7.
 CVACP, Region 2. Technoguide for Tilapia
 http: barry – b tripod.com/ppc html
 www.google.com.ph
LO 2
 CBLM, Fish Culture, 2nd
Year, Lesson I, pages 1-7.
 CVACP, Region 2. Technoguide for Tilapia
 http: barry – b tripod.com/ppc html
 http://www.ehow.com/list_7392347_proper-ways-waste-disposal.html
 http://extension.missouri.edu/p/IPM1013
REFERENCES

AQUACULTURE
Answer Key
LESSON 1.USING FARM/FISHERY TOOLS AND EQUIPMENT
WHAT DO YOU ALREADY KNOW? HOW MUCH HAVE YOU LEARNED?
LO1 Select and use farm tools
Self-check 1.1
1. a
2. a
3. c
4. b
5. c
6. d
7. a
8. d
9. d
10. b
1. Cutting tools
2. Pliers
3. Wrench
4. Hammer
5. Screwdriver
6. Measuring tools
7. Secchi disk
8. Sickle
9. 10-30 cm
10. Scoop shovel
LO2. Select and operate farm equipment
Self-Check 2.1
1. True
2. False
3. False
4. False
5. True
6. True
7. True
8. True
9. True
10. True
A. 5
2
3
1
7
4
6
B. 2
4
1
6
3
5
LO3. Perform preventive maintenance
Self-check 3.1
1. F
2. T
3. T
4. F
5. F
6. T
7. F
8. T
9. F
10. T
I.
1. B - Extend the useful life of facilities
2. B - Maintenance Program
3. D - Manufacturer‘s manuals
4. D - Manpower, materials, methods,
machines and money
5. D – All of the above
II.
1. PP
2. PP
3. PP
4. IM
5. PP
6. PP
7. IM

AQUACULTURE
8. PP
9. PP
10. IM
LESSON 2. PERFORM ESTIMATION AND BASIC CALCULATION
LO1. Perform estimation
Self-check 1.1
1. B
2. A
3. B
4. B
5. C
6. B
7. C
8. A
9. B
10. A
I.Fill in the blanks.
The worst error a prospective operator can
make is to develop an area without 1.project
cost estimates and 2.program of development.
In order to estimate the qualities of materials
and resources required to complete a work
task, there is a need to prepare a 3.bill of
materials and 4.cost estimates.
Prices of materials change depending on the
5.locality and 6.supply of materials.
7.Time is a very important element to consider
in a work activity.
To facilitate completion of a certain job, 8.work
schedule or a program of work should be
prepared.
9.Project programming is a listing of work
activities in relation to manpower requirement
versus the volume or piece of required at a
certain time of development
The 10.program of work is the basis of the
implementation of the project.
II. Problem solving
1. Estimating the quantity of materials
and resources needed.
1. P 2,800
2. P 20
3. 40 pcs.
4. 10 bags
5. 3,800
2. Program work of activities
1. 7,500
2. 30,000
3. 15,000

AQUACULTURE
LO2 Perform basic workplace calculations
Self-check 2.1
1. B
2. C
3. B
4. B
5. A
1. C 6. A
2. B 7. C
3. A 8. A
4. B 9. B
5. C 10. C
LESSON 3. DRAW THE LAYOUT PLAN FOR PONDS, TANKS, PENS, AND CAGES
LO1 Draw layout plan for ponds
Self-check 1.1
1. B
2. A
3. A
4. C
5. A
6. A
7. B
8. A
9. A
10. B
I.
1. Scale
2. Map
3. Sheet name or title
4. Linear
5. Legend
6. Edition note
7. Sheet number
8. Scale
9. Smaller
10. Layout
II.
1. Fishpond
2. Nursery pond
3. Rearing pond
4. Conventional layout
5. Progressive layout
6. Modular pond system
7. Diversion pond
8. Parallel type
9. Multiple stock/harvest system
10. Radiating
III.
1. Main dike
2. Freeboard
3. Secondary dike
4. Crown
5. Berm
6. Main gate
7. 0.3 – 1 meter
8. Sluice gate
9. Drainage canal
10. Water supply canal
LO2. Draw layout plan for tanks
Self-check 2.1
1. A
2. C
3. A
1. Tank
2. Hatchery
3. Sand filter tank

AQUACULTURE
4. D
5. B
6. C
7. C
8. D
9. D
10. C
4. Live food production tank
5. Outlet hole
6. Intake structure
7. Filtration unit
8. Water pumps
9. Water pumps reservoir
10. Blower
LO3. Draw layout plan for pens and cages
Self-check 3.1
1. B
2. A
3. D
4. C
5. A
6. A
7. C
8. B
9. B
10. D
1. Fish cage
2. Fish pen
3. Anchor
4. Mesh
5. Framework
6. Knot
7. Mesh size
8. Net
9. Fouling
10. Mooring
LESSON 4. APPLY SAFETY MEASURES
LO1. Apply appropriate safety measures while working in farm.
Self-check 1.1
1. B
2. C
3. D
4. B
5. A
1.The safety measures to be observed in
the different tasks are the following:
a. Pond draining and drying. Wear
a hat and a long sleeve shirt. Over
exposure to heat and extreme
temperature may result in range of
injuries from burns to frostbite.
b. Cultivation of pond bottom. Use
long sleeve working clothes, hat and
hand gloves. For small ponds, a
shovel or rake is used in tilling or
cultivating the pond bottom just after
draining. For large pond, a rotavator
is used.
c.Levelling. Wear gloves and long
sleeve working clothes and hat to
prevent fingers from possible injuries
and to prevent skin from direct
sunlight of the sun. Remove or
gather shell of snails in the pond for
these may cause incision or
puncture to the feet.
d. Repairing gates and screens.
Broken or damaged slab and pipes
must be repaired. In doing so, use
proper tools to avoid accident.

AQUACULTURE
e. Repairing dikes. Use digging
blade in repairing leakage and
seepages of pond dikes. Extra care
must be observed so that feet will
not be wounded.
f. Predator control. Keep the dikes‘
banks clean to control predators like
snakes and frogs. Wear boots, hat
and long sleeve clothes in clearing
the grasses along pond dikes.
2. The tools/materials used in tilling or
cultivating the small pond bottom just after
draining are rake and shovel.
3. The important parts of an emergency plan
are list of possible emergencies,providing
communication system, planning for action,
and identifying resources.
4. To understand an incident or near-
incident, you need to find out:
 What caused the incident
(immediate events leading up to the
incident)?
 What contributed to the incident
(such as unsafe activities and
conditions)?
 What are the root causes that set the
stage for the incident (such as
inadequate safety policies,
procedures, or attitudes)?
 What are the ways to prevent a
similar incident?
 Carefully look at what happened and
try to understand why. To do this,
you need to consider all potential
influencing factors, such as weather,
operator training, maintenance, use
of equipment and so on. Talk to
anyone who saw the incident or was
involved in it.
5. Making farm healthier and safer
workplace can be achieved by
• re-examine workplace hazards
• update supervisor/worker training
• change how supervising is done
• reassign responsibilities for safety
• review your workplace inspection
procedure and conduct safety
inspections differently. Above all else,
consider safety and health as an integral
component of your farm business
management. Your safety and well-being

AQUACULTURE
are crucial to your farming operation.
II.
1. D
2. B
3. A
4. D
5. D
III.
1. True
2. True
3. False
4. True
5. False
6. True
7. False
8. False
9. True
10. True
LO2. Safely keep/dispose tools, materials and outfit
Self-check 3.1
1. A
2. A
3. D
4. C
5. D
6. C
7. A
8. D
9. D
10. D
I.
1. False
2. True
3. True
4. False
5. True
6. True
7. False
8. False
9. True
10. True
II.
1. True
2. True
3. False
4. True
5. False
6. False
7. True
8. False
9. True
10. True

AQUACULTURE
Acknowledgement
This Learning Module was developed for the Exploratory Courses in Technology and
Livelihood Education, Grades 7 and 8 of the K to 12 Curriculum with the assistance of the
following persons:
This Learning Module on AQUACULTURE was developed by the following
personnel:
MODULE WRITER
FERDINAND S. BRAVO
Principal IV
Binmaley School of Fisheries
Binmaley, Pangasinan Region I
REVIEWERS
GIL P. CASUGA
Chief TESD Specialist
REYNALDO S. DANTES
Senior TESD Specialist
BERNADETTE S. AUDIJE
MARIA A. ROQUE
Dr. RODERICK AGUIRRE
Languages Expert
VICTORIO N. MEDRANO
Principal IV, SPRCNHS
PARALUMAN R. GIRON, Ed.D.
Chair, Sub-TWG on K to 10
BRENDA B. CORPUZ, Ph.D.
TA for K to 12 Curriculum
OFELIA O. FLOJO
Retired Assistant Chief, EED, Region IV-A
BEATRIZ A. ADRIANO
Principal IV, ERVHS
AIDA T. GALURA
VSA II, ACNTS
DOMINGA CAROLINA F. CHAVEZ
Principal II, MBHS
DOCUMENTORS / SECRETARIAT
PRISCILLA E. ONG
K to 12 Secretariat
FREDERICK G. DEL ROSARIO
Head Teacher III, BNAHS
EMMANUEL V. DIONISIO
Head Teacher III, AFGBMTS
LYMWEL P. LOPEZ
Teacher I, AFGBMTS
DANTE D. VERMON JR.
Teacher I, AFGBMTS
CHERLYN F. DE LUNA
Teacher I, AFGBMTS
Dir. IMELDA B. TAGANAS
Executive Director, Qualifications Standards Office
K to 12 Learning Area Team Convenor, TLE/TVE

K to 12 Aquaculture Learning Module

More Related Content

What's hot (20)

Similar to K to 12 Aquaculture Learning Module (20)

More from Dr. Joy Kenneth Sala Biasong (20)

Recently uploaded (20)

K to 12 Aquaculture Learning Module