Suggested Time: 7-9 hours Level: Introductory
Prerequisite: None
Module Overview
This module is used to establish the critical importance of farm safety. Students are alerted to become aware of a variety of potential farm hazards. Students are also introduced to safety precautions and procedures associated with operating and maintaining farm vehicles.
Teachers, students and farmers-trainers should be well familiar with farm safety including taking a farm safety audit and requiring continuing compliance with farm safety precautions. Further information can be obtained from the Farm Safety Division, Occupational Health and Safety, Saskatchewan Labour.
The significance of farm safety should be reinforced by stipulating to students that failure to demonstrate farm safety procedures would result in non-completion of the program.
Foundational Objectives
· To understand and use farm safety procedures at all times.
· To be able to recognize potential hazards on farms.
· To observe, assist with or demonstrate skills and abilities related to farm safety.
Common Essential Learnings Foundational Objective
· To understand how technology influences occupational roles related to dairy production and affects the work site (e.g., occupational health, safety, etc.). (TL)
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Learning Objectives |
Notes |
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1.1 |
To identify potential farm hazards.
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Have a farm safety specialist talk to the students about general farm safety. Use site visitations and have students identify potential hazards and precautionary measures. Explain why these areas need cautionary attention.
Contact Saskatchewan Labour, Prevention Services Branch, (306-787-8399 or 1-800-567-7233) for more information.
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1.2 |
To describe the use of safety guards, shields, and other safety devices used on farm equipment. |
Demonstrate a safety walk around all machinery and other devices to check for the placement and installment of safety devices. Point out the use of safety guards, shields and other safety devices used on farm equipment. Have students demonstrate the ability to locate, read, and comprehend the warning messages on the farm equipment.
Involve students in a discussion on farm safety around livestock. |
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Learning Objectives |
Notes |
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Student Reference Manual: Have students prepare a safety checklist and inspection to be used on a routine basis.
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1.3 |
To describe the kind of proper clothing and protective gear necessary to observe farm safety.
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Discuss the kind of clothing, footwear, gloves, glasses, and breathing, and ear devices necessary to work on farms and operate farm machinery. Identify the farm jobs or situations that warrant these precautionary measures.
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1.4 |
To distinguish between a safe practice and an unsafe practice when using a number of manual and power tools as well as lifting equipment such as jacks and winches.
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Manual and power tools as well as lifting equipment (jacks and winches) are used by all production sectors. Often, students do not recognize that these power tools and lifting equipment can be potentially dangerous. Have students examine the safety hazards associated with these kinds of small tools, jacks or winches.
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1.5 |
To identify potential fire hazards and prevention procedures on farms.
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Fires on farms can be caused by a variety of sources. Have students list the various fire hazards on farms. Have students described fire prevention on farms and investigate various types of fire equipment.
Student Reference Manual: Have students prepare a list and description of the various types of fire extinguishers.
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1.6 |
To know when and how to use basic First Aid.
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Basic First Aid is an essential skill on farms. Students would benefit from taking First Aid courses. Invite a practical nurse or St. John’s Ambulance personnel to instruct students in basic First Aid such as, cuts, burns, sprains, and breaks. Students should be familiarized with emergency procedures for contacting the police, ambulance and fire department.
Student Reference Manual: Have students prepare a list of basic First Aid procedures.
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Suggested Time: 3-4 hours Level: Introductory
Prerequisite: None
Module Overview
Effective oral and written communication skills are important skills in all areas of dairy production. Throughout the course, students should be encouraged to develop and use effective verbal and written communication skills. An important component of effective communication is the use of appropriate industry language including accurate technical terms. Teachers may wish to have students establish vocabulary lists.
Foundational Objectives
· To develop effective oral and written communication skills.
· To observe, assist with or demonstrate skills and abilities relating to effective communication.
Common Essential Learnings Foundational Objectives
· To gradually incorporate the vocabulary of dairy production into their talk and writing. (COM)
· To understand and use organizational structures (e.g., to order ideas sequentially or chronologically, to compare and contrast, to discern cause and effect). (COM)
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Learning Objectives |
Notes |
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2.1 |
To understand the need for reliable information throughout all activities associated with dairy production.
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Providing and understanding current and reliable information involves a number of effective oral and written communication skills. Discuss with students the various kinds of communication required in dairy production including reading and forwarding messages, reading and interpreting animal health products, calculating feed rations or rates of gain, and interpreting manuals and other types of information.
Often, non-verbal communication can interfere with messages. Role play various situations with students, emphasizing employee/employer interactions.
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2.2 |
To identify the characteristics of effective verbal and written communication.
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Effective use of words is very important in making sure that the message is clearly understood. Effective communication depends on: · choice of words · simple instructions and answers · concise, specific language.
In farming, communication is critical not only to the operation of a farm but to follow safety procedures. Have students identify the information and communication needs on a farm. |
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Learning Objectives |
Notes |
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2.3 |
To develop skills in receiving and passing on messages and important information.
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Farmers are continually receiving and passing on information on everything from machinery repairs to livestock market reports. There are specific skills that a student should use when receiving a message that needs to be passed on as well as giving messages. Often, these messages are verbal (i.e., telephone, face to face) or through electronic communication such as faxes and e-mail.
Have students compose and pass on messages and information that might be used on a farm through a variety of ways. Examples include: · telephone messages with written notes · messages left and retrieved through voice mail or answering machines · messages delivered or received through faxes · face to face messages and information.
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2.4 |
To locate and use specific information contained in a variety of publications.
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Dairy production makes use of many sources of information. Finding and sorting information is an important skill particularly for technical information including farm equipment maintenance, calving information, and animal health products. Provide students with a number of manuals and other technical information. Have students practice locating, sorting and discussing when to use specific information.
Student Reference Manual: Have students prepare a list of useful manuals and publications related to dairy production.
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Suggested Time: 3-4 hours Level: Introductory
Prerequisite: None
Module Overview
Students should explore the career options available to them throughout the course on dairy production. This module can be used as a guideline for future career and educational plans. It also introduces students to the concept of employability skills.
Foundational Objectives
· To create an awareness of the post-secondary programs, careers, and employment opportunities in dairy production.
· To develop a career plan.
· To understand the concept of employability skills.
· To observe, assist with or demonstrate career knowledge and employability skills.
Common Essential Learnings Foundational Objectives
· To seek information through a steadily expanding network of options including other libraries, databases, individuals and agencies. (IL)
· To recognize that learning is continuous from birth to death (e.g., life experiences). (IL)
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Learning Objectives |
Notes |
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3.1 |
To develop individual career profiles.
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This learning objective is used to help students identify specifically their areas of interest and abilities in production or field dairies. This will enable students over the long term to maintain their enthusiasm as well as act as a positive reinforcement. Ask students to create an inventory of activities and interests.
Assist students in identifying their academic and non-academic strengths including their present knowledge base. Encourage students to value their life experiences and their abilities outside of school. Emphasize the importance of relevant experience and expertise.
Have students prepare a list of the many kinds of career opportunities in dairy production.
Have students research career clusters and the range of occupational opportunities related to dairy production. Encourage students to investigate various factors before making career choices including: · description of the work duties · personal qualities an individual must possess to succeed in the career |
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Learning Objectives |
Notes |
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· processes required to become certified within the career or trade · length of education and training · school locations · cost of education and up-grading · trends within the business or career · worst and best aspects of the job · starting salary · opportunities for advancement.
Have students use this information to develop individual career profiles and a statement of educational and career goals particularly related to production of field dairies.
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3.2 |
To identify the basic personal and employability skills.
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This learning objective is used to reinforce the notion of employability skills in students including: · teamwork · punctuality · personal responsibility · positive attitude · co-operation.
Have students provide a description of each of these employability skills. Have students role play situations demonstrating situations where these skills would come into play.
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3.3 |
To understand and practice time management.
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Time management is an important lifelong skill. Have students list the jobs on a particular farm that need to be done on a weekly, monthly, seasonal or yearly basis. Prioritize the jobs and ask students to prepare a time management system.
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Have students list their own jobs including schoolwork and extra curricular activities. Prioritize and prepare a personal time management system.
Student Reference Manual: Have students prepare a personal time management system. |
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Suggested Time: 4-6 hours Level: Introductory
Prerequisite: None
Module Overview
This module is used to outline the basic types of planning required for dairy production.
Foundational Objectives
· To understand the basic types of planning used in the production of dairy cattle.
· To collect and use information related to farm planning.
· To observe, assist with or demonstrate planning skills.
Common Essential Learnings Foundational Objectives
· To distinguish between primary and secondary sources of information. (COM)
· To apply conclusions and generalizations to new situations. (CCT)
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Learning Objectives |
Notes |
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4.1 |
To describe the kinds of plans that are used in dairy production.
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There are a number of plans used daily, monthly and yearly on a farm. Some of these include: · land management plans · financial plans · dairy plans · cash projections · equipment usage plans · fertilizer and chemical plans.
Discuss with students the basics of a plan, what plans are used for and how they are developed. Plans are used to assist in the daily, monthly and yearly operation of a farm. They are developed using a review of past performance, identifying future goals, suggesting strategies to help achieve the goals and checking to see how well the plan worked.
Describe the basic elements of planning. Ask students to apply these basics and provide a brief description using these elements in a land management plan, financial plan, and equipment usage plans. Have students list the kinds of information they would need to complete each of these plans.
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Learning Objectives |
Notes |
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4.2 |
To develop a land management or farm plan.
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At this basic level, students are introduced to planning through a land management (or farm) plan. Inform students of the purpose of a land management or farm plan. Have them discuss why it is important.
In preparing a land management or farm plan, it is important to identify all of the resources that are available or required to operate the farm. To prepare a land management plan, students need to study and describe: · land features including soil types and water sources/ availability · cultivated/non-cultivated land · uses of various land types · most suitable types of farming/ranching · other environmental considerations.
To prepare a farm management plan, students need to study and describe: · natural, human and equipment resources · financial resources · geographical area · natural resources such as soil type, land formations, and cultivated acres · most suitable type of farm/ranching for the area.
Have students select a location and develop a farm and/or land management plan. Use Saskatchewan Agriculture, Food and Rural Revitalization’s web site to assist in finding information.
Student Reference Manual: Have students prepare a number of plans for buildings, fences, corrals, livestock handling equipment, and feed storage.
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Suggested Time: 12-14 hours Level: Introductory
Prerequisite: None
Module Overview
This module is used to provide students with an introduction into general maintenance and repair of farm machinery. Farm safety is stressed throughout the module.
Note: In dealing with all modules on farm equipment, teachers should inform students of the dangers and legalities of under-aged drivers operating farm machinery.
Foundational Objectives
· To develop basic skills and abilities in the repair and maintenance of farm machinery.
· To develop skills and abilities in the use of hand and power tools which are used to service farm machinery.
· To observe, assist with or demonstrate skills and abilities related to farm equipment maintenance and repair.
Common Essential Learnings Foundational Objectives
· To determine own learning needs. (IL)
· To analyze information to create hypotheses, predictions, and estimates and to determine appropriate solutions. (CCT)
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Learning Objectives |
Notes |
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5.1 |
To develop skills in the processes associated with regular machinery maintenance.
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The first step in maintenance of farm machinery is preventive maintenance process (i.e., checking oil and fuel levels, cleaning radiators, preventing chaff build-up, and monitoring gauges).
Explain regular maintenance processes to students. Have students use the manuals of several different kinds of farm equipment to describe preventive practices related to the particular machine.
Student Reference Manual: Have student develop a checklist of preventive maintenance procedures for each piece of dairy production equipment.
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Learning Objectives |
Notes |
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5.2 |
To identify and describe a variety of different types of tools (power and manual).
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On a farm operation, there are a number of screwdrivers, wrenches, and tools used in the daily maintenance and operation of farm machinery such as, the daily maintenance of the machinery, daily routine checkups of pulleys, or adapting the machinery to different uses.
Each tool has a distinct operational procedure. Have students describe how to use a variety of common farm tools. Students should examine and demonstrate the standards illustrated in the operator’s manual of each specific tool.
Have students determine the different types and sizes of wrenches (manual and power) that best suit the job that the wrench is designed to achieve.
Demonstrate that the correct selection and use of the specific tool to fit the correct screw or bolt is very important to prevent damage to the tool, bolt or screw.
Distinguish between a safe practice and an unsafe practice when using specific manual and power tools.
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5.3 |
To identify and describe the characteristics of the common farm mechanical, hydraulic, and hand jacks and winches.
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In order to maintain machinery, it is often necessary to hoist or elevate machinery, parts of machinery, or other objects while working around the farm. There are a number of different ways to hoist an object depending on the structure of the article. It is important for students to be aware of the weight range, strength, and capacity of the jack and the weight of the item being lifted.
Have students compare and contrast the uses and efficiencies of the direct vertical, automotive, floor type, and any other lift. Identify the type of lift that is best suited for each job.
Student Reference Manual: Have students prepare a summary of the type of common farm mechanical, hydraulic and hand jacks and winches.
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5.4 |
To identify the dangers and hazards associated with common lifting equipment.
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Overloading, tipping of the jack, and damaged or worn equipment can be just a few of the hazards when using lifting equipment. Select and illustrate the dangers and hazards that are associated with common lifting equipment.
Demonstrate the correct operating procedures in using the jack or hoisting equipment in a safe and efficient manner. |
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Learning Objectives |
Notes |
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5.5
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To identify the transportation regulations for farm equipment and livestock on public roads.
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Transporting livestock and large farm equipment requires skills and caution. The province and rural municipalities have a number of regulations regarding to agriculture. It is the responsibility of the farmer or rancher to know and abide by these regulations. Legal settlements for negligence can be very costly to a farming operation.
Identify and explain licensing, insurance, operator’s qualifications and Dangerous Goods Transportation Act for handling all types of farm equipment on public roads. Consideration should be given to liability insurance, license class, and types of roads.
Examine and describe the width/height/length requirements, the lighting requirements, slow moving signs, clear visibility rules and seasonal restrictions on all farm equipment.
Livestock transportation regulations also specify the types of trailers that can be used as well as restrictions to the amount of time livestock can be hauled.
Student Reference Manual: Have students prepare a number of descriptions/situations of transportation of livestock or farm equipment. Include outside sources of information for specific rules and regulations (e.g., Highway Traffic Board for over-width, over-height vehicles).
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5.6 |
To understand the need for having emergency equipment.
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Outline and give examples of the tools and emergency equipment which are required if the farm machinery has a crisis while in transport on a public road. Test student’s knowledge using a short answer test or other assessment technique.
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Suggested Time: 4-5 hours Level: Introductory
Prerequisite: None
Module Overview
Marketing is one of the most important activities in livestock production. This module provides students with basic awareness and knowledge of agricultural marketing.
Foundational Objectives
· To develop an understanding of how agricultural commodities are marketed.
· To develop an awareness of the market information available to producers.
· To observe, assist with or demonstrate marketing skills.
Common Essential Learnings Foundational Objectives
· To read and interpret quantitative information found in newspapers, magazines and government, political and business publications and evaluate the validity of arguments based on such information. (NUM)
· To propose generalizations that explain relationships. (CCT)
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Learning Objectives |
Notes |
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6.1 |
To gain first hand knowledge of how marketing information is used in producing an agricultural commodity.
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Students would benefit from a field trip to an auction barn, inland terminal or grain elevator as a practical introduction to marketing. Prepare hosts ahead of time about the level of students’ understanding and the kind of information that would be helpful to students.
Students could use a case history or interview approach to gather and sort information about livestock marketing.
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6.2 |
To describe the basic steps involved in livestock marketing.
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At this level students will develop only a basic understanding of livestock marketing. Marketing involves gathering and making decisions about when to buy or sell calves or cows or finished cattle. Have students locate and sort current market current information.
Have students provide a description of the various kinds of markets used in dairy production.
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Suggested Time: 3-4 hours Level: Introductory
Prerequisite: None
Module Overview
In this module, students become familiar with the basic nature of cow behaviour. As well, students will develop knowledge about cattle vision and hearing and how these senses can affect behaviour.
Foundational Objectives
· To demonstrate knowledge of cattle behaviour and ways to handle the livestock that are cautious and safe for both handler and animal.
· To observe, assist with or demonstrate knowledge about the behaviour of dairy cattle.
Common Essential Learnings Foundational Objectives
· To ask relevant questions in order to further their own understanding. (COM)
· To make observations and derive inferences from those observations. (COM)
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Learning Objectives |
Notes |
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7.1 |
To
understand dairy cattle behaviour. (COM,
CCT)
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Types, ages, and breed of dairy cattle and background affect how operators manage and handle various operations in a dairy operation. It is important for the operators and workers to understand the concept of flight distance and handler techniques to minimize accidents and health hazards.
The ways in which the operator of a dairy operation handles cattle require knowledge of the basic physiology and structure of the animal. Herding, handling, and providing health treatment are just a few of the daily routine duties that are involved in a dairy operation. The operator must be familiar with the behaviours of cattle in order to handle the cattle. It is necessary for the operator to have a working knowledge of the vision, foot structure, and hearing of animals and how these structures affect the cattle’s behaviour.
Describe the following behaviours of dairy cattle: · herd instinct · flight distance.
Have students discuss how the natural instincts of dairy cattle affect handling, facilities, feeding, and other operations of a dairy. |
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Learning Objectives |
Notes |
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7.2 |
To understand cattle’s vision, hearing and footing structures.
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Invite a dairy specialist or veterinarian to discuss characteristics of cattle’s vision, hearing and footing. Include herd behaviour in the discussion. Have veterinarians, dairy producers or dairy specialists discuss noise and handling situations which can hurt, cause stress, or excite the animal.
Students should be able to: · describe the handling practices that are used around cattle to reduce noise stress · distinguish structural features of the cattle’s foot · describe the best conditions for footing to reduce injury.
Student Reference Manual: Have students summarize key points in relation to cattle’s vision, hearing, and footing structures. (COM)
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7.3 |
To identify the proper ways to restrain and handle a dairy animal.
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Demonstrate the proper ways to restrain a dairy animal using the following: · a halter · a particular size and length of rope · knot tying techniques appropriate for use with dairy cattle in the milking parlour · knot tying techniques appropriate for use with dairy cattle in other locations.
Make sure that students are able to recognize the animal’s response to invasion of flight distance and the appropriate handling response. Students should recall and demonstrate the risk to animal health associated with common handling techniques.
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Suggested Time: 4-5 hours Level: Introductory
Prerequisite: None
Module Overview
Routine maintenance and repair of dairy equipment is necessary to a well-managed dairy operation. This module is used to introduce students to basic maintenance.
Foundational Objectives
· To develop basic skills in checking and maintaining pens, pastures, barns and milking parlours.
· To observe, assist with or demonstrate skills and abilities required to maintain dairy barns, pastures and milking parlours.
Common Essential Learnings Foundational Objectives
· To learn through synthesizing understandings, experiences, interests and needs. (IL)
· To recognize the importance of taking the responsibility for maintaining routines. (PSVS)
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Learning Objectives |
Notes |
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8.1 |
To demonstrate the maintenance and repair skills related to squeezes and gates. (IL, TL)
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Inform students of the proper visual and operational check and identify the areas for repair and maintenance. Demonstrate the actual service and lubrication of parts on the squeeze. Explain the proper setting for the squeeze according to the size of the animal. Never allow students to use this type of equipment without supervision until competency with the equipment has been developed and demonstrated.
Student Reference Manual: Have students develop a checklist for the inspection of squeeze chutes and gates.
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8.2 |
To describe the critical points in checking and maintaining barns and milking parlours. (COM)
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Indicate to students the key inspection points of barns and milking parlours. It is very important to maintain the facilities that house the dairy operation so that a safe and healthy environment is achieved. The inspection of feed bunks, waterers, fences, gates, and milking parlour is crucial to daily operation.
Have students discuss examples of potential areas which might injure a dairy animal or interfere with the day-to-day operation of a dairy barn. Demonstrate the proper ways for students to notify operators and/or maintain the facilities.
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Learning Objectives |
Notes |
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8.3 |
To demonstrate skills necessary in maintaining pens, barn, and milking parlour facilities. (IL, TL, CCT)
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The operator must be able to use the equipment to repair the pens and milking parlour facilities. The operator should learn how to minimize dangerous situations when operating the equipment associated with repairing the facilities.
Student Reference Manual: Have students develop a checklist of critical points in checking and maintaining barns and milking parlours.
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8.4 |
To demonstrate skills necessary in checking and maintaining pastures. (IL, TL, CCT)
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The condition of the pasture is important for the growth and development of the animals. The operator must be able to analyze the state of the pasture. Compare picture or situations of proper grazing and management techniques. Investigate stocking rates for the area. Invite a dairy producer to visit the class to talk about pasture management.
Make sure that the students are aware of the importance of a clean and abundant water supply. Discuss management practices such as fencing dugouts, protecting riparian areas, and preventing algae growth.
Student Reference Manual: Have students develop a checklist of pasture maintenance.
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8.5 |
To demonstrate the ability to use corral and fence mending tools when repairing corrals and fences. (IL, TL, CCT)
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Make sure to identify the hazards associated with fencing jobs and power post pounders, and demonstrate procedures to minimize dangers.
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Suggested Time: 5-6 hours Level: Introductory
Prerequisite: None
Module Overview
This module is used to introduce students to the range of equipment involved in the dairy industry. Module 10 covers the operation of milking equipment in more detail.
Foundational Objectives
· To become knowledgeable about various types of dairy farm equipment.
· To observe, assist with or demonstrate skills associated with operating different types of dairy farm equipment.
Common Essential Learnings Foundational Objective
· To measure, estimate, calculate and interpret numerical data, and know when to apply these skills and techniques, and why these processes apply in relation to forage equipment, milking equipment, and waste removal equipment. (NUM)
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Learning Objectives |
Notes |
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9.1 |
To become familiar with the operation of small and large equipment necessary for dairy production. (TL)
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A variety of small and large equipment is required to operate and maintain a dairy farm. Students should be able to recognize the kinds of equipment and know when the equipment must be used. A field trip to a dairy operation is an effective way to introduce equipment and its use.
With the guidance of the farmer-trainer, demonstrate the operation of milking equipment and waste removal equipment. Discuss forage equipment, milking equipment, and waste removal equipment in relation to the tasks for which each type is used. Identify specific tasks for which various pieces of equipment may be used and discuss why using the equipment increases the efficiency of the operation. Students should be able to demonstrate their ability to identify when to use a particular piece of equipment.
Student Reference Manual: Have students develop notes about the operation of various types of dairy farm equipment.
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Learning Objectives |
Notes |
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9.2 |
To develop the ability to read and interpret controls, gauges and indicators. (NUM)
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Make use of manuals, illustrations, and various pieces of equipment used in a dairy operation. Students should be able to identify the purpose and operation of all controls, gauges and indicators before operating equipment independently. Demonstrate safe operating conditions, safety procedures and accident prevention practices. (PSVS)
Student Reference Manual: Have students develop a list of gauges, controls and range of operating limits for dairy equipment.
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9.3 |
To develop the ability to operate waste management systems associated with a dairy operation.
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Students will need to know and practice daily and weekly procedures for effective waste management, and be able to operate the equipment associated with these procedures in a safe and effective manner. In addition, students should be able to perform periodic inspections of equipment and perform lubrication and minor servicing operations required.
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Suggested Time: 3-4 hours Level: Introductory
Prerequisite: None
Module Overview
This module is used to provide students with a basic understanding of milking equipment including its operation, cleaning and maintenance.
Foundational Objectives
· To understand the operation of milking using a milking machine, vacuum system, and milk handling system.
· To demonstrate the key components and operations to be checked or inspected before start-up.
· To observe, assist with or demonstrate skills and abilities associated with using milking equipment.
Common Essential Learnings Foundational Objectives
· To explore how human needs shape the direction and development of technological developments. (TL)
· To understand how technology influences dairy production (e.g., safety, standardization, health).
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Learning Objectives |
Notes |
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10.1 |
To understand the methods and practices associated with sanitizing milking equipment.
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It is necessary that individuals involved in a dairy operation become familiar with sanitation and health practices utilized to maintain optimum quality of the milk produced and to ensure health and safety to the dairy animals and to the consumers of the various milk products. As a result, workers must be familiar with the equipment, materials, and chemicals utilized in milking and milk handling as well as with the clothing worn by workers. Regular inspection of milking and milk handling equipment and facilities occurs. Workers in the industry must have the necessary knowledge to ensure that quality standards are maintained.
Discuss the methods and practices associated with sanitizing milking equipment.
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10.2 |
To identify proper cleaning of milking equipment.
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Proper cleaning of milking equipment is one of the most important operations of a dairy operation. Work with a farmer-trainer who demonstrates the use of cleaning agents and procedures used daily in the operation of milking and milk handling equipment.
Students should be able to demonstrate proper procedures in the handling, use, and storage of cleaning agents and other chemicals. Understanding and recognizing Workplace Hazardous Materials Information System (WHMIS) symbols and procedures would be beneficial. |
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Learning Objectives |
Notes |
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10.3 |
To understand the operation of milking and milk handling equipment.
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Begin by identifying the components of milking and milk handling equipment (COM). Examples of components to be identified include but are not limited to: pulsator filters, vacuum pump, inflation, tubes, hoses, and valves, fittings, holding tanks, and cleaning systems.
Demonstrate to students the basic inspection of this equipment.
Explain the cleaning and maintenance of each of the components. Remind students to utilize or refer to manuals on a continual basis. Components requiring monthly inspection and/or service may include inflation, vacuum pump, pulsates, filters, fittings, holding tanks, cleaning systems and cattle handling systems. Service records will assist in the optimum maintenance of equipment.
Student Reference Manual: Have students develop a log to record service and maintenance procedures used with milk and milk handling equipment that identifies the type of service or maintenance employed and the frequency with which it is carried out (e.g., daily, weekly, monthly, semi-ann | |